Antonia White’s Frost in May : boarding school trauma and autobiographical fiction

This paper explores the manifestations of religious discourse in film reviews, particularly focusing on the discursive markers of suffering and redemption. It analyses two sets of reviews of the religious films The Passion of the Christ and The Exorcist as a means of creating and deciphering meaning and observes how specific linguistic items reveal distinct representations of suffering within religious episodes. The reviews highlight the profound emotional and physical responses elicited by these films, underscoring the deep spiritual and existential impact on the viewers. In addition, the focus also lies on the connection between divine and mortal suffering, an intricate topic examined through the lens of salvation. In this respect, critics had in view episodes of great emotional and spiritual intensity, as Christ’s sacrifice, mirrored by the possessed girl’s plea for divine intervention and salvation. Our study intends to confirm that religious discourse in film reviews serves as a process of self-expression, effectively conveying complex emotional and spiritual reactions. The audience, composed of simple viewers and critics alike, are intrigued and persuaded into exploring the intense manifestations of religion in cinematic discourse. This is the reason why the aim of this paper is to identify and to analyse such discursive manifestations of the religious within film reviews, while focusing upon the manner in which certain feelings and emotional responses, such as suffering and redemption, are transmitted.

During the seventeenth and eighteenth centuries Catholics were persecuted in England and Ireland. As a result, many English and Irish Catholics sent their children to the Continent, where—at considerable cost and risk—they were given a Catholic education in English-speaking convents. The article sets out the nature and background of the anti-Catholic measures, and goes on to detail the education and subsequent careers of three individuals: the Irishman Peter Wadding, who became a Jesuit and famously debated with the Arminian Episcopius in Antwerp; Lady Lucy Herbert, who became Prioress of the Convent of Nazareth near Bruges; and the printer and publisher James Peter Coghlan, who profited from the more tolerant atmosphere in the eighteenth century.

Addressing the increasingly severe issue of textile waste requires innovative, user-centered recycling solutions that combine expert knowledge with consumer participation. This study developed and validated a user-centered creative recycling fashion design process that leverages emotional connections to clothing products to promote sustainable practices. The methodology involved engaging users emotionally with clothing waste materials through text highlighting, material weaving, and product design, followed by comprehensive evaluations. Users handcrafted new materials from waste through weaving, which were digitally twinned and transformed into final products. The users and experts evaluated the process and products on a 7-point Likert scale across various categories, including user satisfaction, emotional response, product design, public practicability, educational applicability, and sustainability. The results demonstrated a 76% success rate in recycling clothing waste, an 8% increase in positive emotions, and an 11% decrease in negative emotions toward the final products. User satisfaction averaged 6 out of 7 points, and experts rated the process at 60% for practicability, 90% for educational program applicability, and 70% for sustainability. This study highlights the importance of integrating emotional awareness and user participation in fostering sustainable fashion practices and proposes a model that can be widely applied in design education and the fashion industry.

A scoping review of biosensor use in healthcare professionals and education: Enhancing safety, well-being, and learning through technology.

Since its publication in 1987, Beloved has achieved critical acclaim, popularity, and status as one of Toni Morrison’s most iconic and accomplished novels. Based on the true story of Margret Garner, Beloved engages questions of being, agency, hauntings, and monstrosity while providing a visualization of the lasting aftereffects of slavery. As such, it has been the center of critical scholarship across many disciplines, including religion. However, the treatment in religious discourse has largely ignored the importance of the novel as representative of and engaged with the horror genre. This article argues that when read as a text of horror, Beloved aids in understanding Black religion as what Anthony Pinn has called a quest for complex subjectivity. Pinn’s theory understands terror as a dimension of life that shapes the look of Black religion. Here, I offer a conceptual shift—exemplified through an exploration of Beloved, particularly the character Denver—where terror is clarified as a vital component of horror. This article cautions against the conflation of terror and horror as equivalent terms. After reviewing their distinguishing characteristics, I ultimately situate horror as the more useful analytic descriptor for understanding the impetus and development of Black religion. By examining Denver’s complex subjectivity in Beloved, horror’s capaciousness as a genre, emotive response, and cultural phenomenon will unearth new dimensions of how we perceive Black religion.

ObjectiveThis study aims to investigate adolescents’ positive emotional responses to different music arrangements, focusing on the influence of gender, music preference, and personal musical experience on emotional responses. The hypothesis proposes that gender and musical experience have a significant impact on adolescents’ emotional responses to music.MethodsThe study recruited 120 adolescents who listened to three different arrangements of the same song. Emotional responses were assessed using the Positive and Negative Affect Schedule (PANAS), alongside physiological measures including electrodermal activity (EDA) and heart rate variability (HRV). Statistical analyses, including analysis of variance (ANOVA) and correlation analysis, were employed to evaluate the effects of gender, music preference, and personal musical experience on emotional responses.ResultsFemale participants showed higher PANAS scores for certain music arrangements. Music education or artistic training had no significant effect. Music preference was negatively correlated with emotional responses, while listening experience had a significant positive impact. Physiologically, the rock version (B) elicited the highest EDA, the classical version (A) showed the highest HRV, and the bossa nova version (C) yielded moderate responses in both measures.ConclusionGender and personal music preferences play important roles in adolescents’ emotional responses to musical arrangements. These findings hold potential applications in music therapy, education, and psychological health interventions for adolescents.

Voice assistants are increasingly integrated into users’ daily lives, yet little is known about how their synthetic voices convey emotions and influence perceptions of humanity and trust. This study addresses that gap by comparing the emotional expressiveness of Siri, Alexa and Google Assistant and advancing an emotionally grounded Computational Trust Model based on ERT. The model conceptualises trust as an affective outcome in which vocal expressiveness triggers emotional responses, measured by valence and arousal, that shape perceived human-likeness and trust. An experimental study with 900 participants randomly exposed to one of the three voices delivering positive or negative product reviews examined these processes. After exposure, participants rated their emotional reactions, the assistant’s human-likeness, and trust. Results showed that expressive, positively valenced voices, especially Siri’s, evoked stronger emotional responses, higher perceived humanity and greater trust. Automatic Emotion Detection confirmed Siri’s superior emotional expressiveness. Positive messages enhanced emotional engagement, whereas negative valence had weaker effects. By extending ERT to voice-based interactions, the study introduces a scalable trust model rooted in emotion. It advances Human–Computer Interaction research by revealing how synthetic voices can express basic emotions and trigger affective responses, offering practical applications in customer service, education and healthcare.

The purpose of this article is to suggest that the fictionalist’s emotions toward religious discourse could be better supported than the current literature allows. By ‘fictionalist’ I mean those of whom interpret religious discourse as useful fiction. The threefold structure of the article will argue that: (1) the concept of aliefs has been falsely equated with the concept of imagining, (2) the fictionalist ought to adopt a hybrid theory of emotions rather than a cognitive appraisal and, (3) if (1) and (2) are accepted, then key issues concerning the genuineness and appropriateness of emotions toward fictional entities can be overcome. I will conclude that something significant is at stake here, and that is whether or not the fictionalist’s emotions are deemed ‘real’ or not. Thus, to provide the best defence of the fictionalist’s emotions is to: (A) separate that which has been lumped together, that is: quasi emotions and alief-evoked emotions (B) argue for the hybrid account of emotions and, (C) defend the genuine and appropriate nature of fictional emotions.

Technological revolutions have historically been accompanied by social transformations and anxieties. In the context of rapid advancements in artificial intelligence (AI), AI anxiety has emerged as a novel emotional response, attracting growing scholarly attention. Currently, the rapid integration of generative AI (e.g., DeepSeek) into China’s educational sector has profoundly impacted kindergarten teachers. The educational community exhibits ambivalent attitudes toward DeepSeek, with some teachers expressing concerns about its potential risks in early childhood education. To harness the opportunities presented by large language models while mitigating associated educational challenges, this study employs literature review, case analysis, and teacher interviews to investigate the types and etiology of AI anxiety among Chinese kindergarten teachers using DeepSeek. Furthermore, it proposes practical strategies to alleviate such anxiety and optimize AI applications in education.

This study explores beginner-level Chinese learners' attitudes toward the integration of artificial intelligence (AI) chatbot in language education, utilizing the Cognitive-Affective-Conative (CAC) Model as a framework for analysis. The origins of AI can be traced back to 1956, with a resurgence in interest during the 2000s, leading to significant advancements in machine learning and the development of large language models like ChatGPT. AI's applications in education have transformed traditional learning environments, offering personalized and accessible experiences. This research highlights the role of AI chatbot as effective language partners, particularly for students at Xi'an Jiaotong Liverpool University, where limited interaction with native speakers poses challenges to language acquisition. Through a mixed-methods approach, including a questionnaire and group interviews with 25 and 18 participants respectively, the study investigates students' cognitive beliefs, emotional responses, and behavioral intentions regarding AI chatbot usage. This research contributes to the growing body of literature on AI in education, emphasizing the potential of chatbot to enhance language learning experiences and suggesting avenues for future integration of AI technologies in educational practices.

PurposeThis research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools.Design/methodology/approachThis inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants’ emotional responses and engagement with the DGVL during the learning process.FindingsThe results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement (“flow”) to challenge (“frustration”), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments.Originality/valueContribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners’ visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning.

PurposeThis study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers.Design/methodology/approachThis study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries.FindingsThe results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction.Research limitations/implicationsThis study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it.Practical implicationsThis study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities.Originality/valueTo the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.

Humanism education or education that requires a humane attitude. This is because humanization must be instilled in humans from an early age so that it becomes a good and fair practice. If humanism is embedded in their daily actions, then not all of their actions cause problems in society. Thus, humanism education becomes an inseparable unit. This article aims to define the application of humanism education in the perspective of Islamic religious education, because the most important thing about Islamic education is the process of activities that improve and perfect the abilities of each individual and increase literacy in the world of education in Indonesia. This article uses a descriptive method with a qualitative approach. The result of this article is that the application of humanism education in the perspective of Islamic religious education is an essential education. Humanism in Islam can be studied by linking the essence of religion with human values. Humanism education is in line with the goal of Islamic education to empower humans to humanize other humans.

Neste artigo, nosso objetivo consiste é analisar as relações que se estabelecem em uma prática social específica, a saber, “o culto religioso”, entre a atividade humana “dar um testemunho” e os tipos e o gênero de discurso que se vinculam a essa prática. Verifica-se que, nessa pretensa atividade de linguagem dialogada, o fiel exerce o papel de ventríloquo, ou seja, a instituição religiosa se apodera da fala do fiel para dar continuidade ao seu discurso, o que nos permite, a princípio, falar numa subversão do gênero relato de testemunho. Para alcançar nosso objetivo, selecionamos, em nossa prática de análise, como fundamentação teórico-metodológica, considerações sobre gênero de discurso, tipologia textual e aspectos da narrativa. A análise teve como objeto quatro relatos de testemunho, concedidos por fiéis da Igreja Universal do Reino Deus e publicados no jornal Folha Universal – Um jornal a serviço de Deus, de propriedade dessa instituição religiosa.

Many studies have investigated the socialisation impacts on sport participants, but few have examined the reciprocal socialisation that occurs in the households of the children or youth who participate. This paper utilises social cognitive theory, symbolic interactionism and sportsocialisation to examine the reciprocal socialisation patterns in South African women’s football. Five case studies of families are analysed to describe eight thematic areas of the socialisation factors and changes within the families, as a result of the daughter’s participation. Sport is a powerful location to socialise girls into gender roles, and households are influential in this formation. Households impact gender role socialisation through patriarchal values, household composition, sport involvement of significant others, and childhood play activities. The girls are also influential in socialising their households and impacting the way significant others interact and view women’s football. In terms of this reciprocal sport socialisation, four types of changes emerged namely: household dynamics and relationships, emotional responses and beliefs, social recognition and pride, and educational perspectives and opportunities.