Science topic
Metaphor - Science topic
The application of a concept to that which it is not literally the same but which suggests a resemblance and comparison. Medical metaphors were widespread in ancient literature; the description of a sick body was often used by ancient writers to define a critical condition of the State, in which one corrupt part can ruin the entire system. (From Med Secoli Arte Sci, 1990;2(3):abstract 331)
Questions related to Metaphor
- metaphors
- water metaphors
- air metaphors
- linguistic invisibilization of physical/technical infrastructure
- risks of technically invisibilizing language
- benefits of using metaphors to understand complex technical infrastructure like the internet
We will time-travel to the time of Christ by looking at the language and culture of Afghanistan. In this PowerPoint, you will see a student’s wooden chalk board to help Afghan children learn verses from the Khoran, an Afghan Coloring Book, and a straw picture of Two Important Afghan Words:
“Muhammad” and “Allah”
The Afghan language (Dari) is rich in metaphor. The Afghan word for a Prickly Pear Cactus is “zabane mader showhar” (which translates as “mother-in-law’s tongue.” The Afghan word for Ostrich is “shotor-morgh” which translates as “elephant hen.” The Afghan word for Popcorn is “chos e fil” which means “elephant’s fart. Another Afghan word for Popcorn is “pof e fil” which means “elephant’s puff.” The Afghan word for Lady Bird (the insect) is “kafsh duzak” which means “little shoe-smith.” A Turkey in Afghan Persian is “fil morgh” which means “elephant chicken.” And a Turtle is “sang posht” which means “rock back.”
Our favorite Afghan metaphor is their word for Walnut. A Walnjt is called “chahar maghs” which means “four brains.” If you think about it, that’s what a Walnut actually looks like—four brains.
From 1967-1969, when the Nilsen family lived in Kabul, Afghanistan we saw many beautiful English signs that were mostly misspelled, but the misspellings are perfectly logically. Our favorite sign advertised flowers, and the wording on the sign was “Flower and Buket Maker.” It took us a while to figure this one out. What the sign meant to saywas “Flower and bouquet maker.”
Compare and Contrast Plant and Food Metaphors in English with Those in Other Languages
Here are some English proverbs based on plants and food:
1. Don’t put all of your eggs in one basket.
2. He jumped out of the frying pan into the fire.
3. He spilled the beans.
4. He’s nutty as a fruit cake, or He wants everything, from soup to nuts.
5. It’s as easy as pie, or She’s upper crust.
6. She’s buttering him up.
7. It’s like comparing apples and oranges.
8. Life is a box of chocolates.
9. That’s how the cookie crumbles.
10. There’s no accounting for taste.
11. You have to crack some eggs to make an omelet.
Check out the attached PowerPoint about Plant and Food Metaphors, and then discuss Plant and Food Metaphors in English and other languages.
Compare and Contrast Body-Part Metaphors in English and Other Languages
Linguistic or conceptual body-part metaphors relate not only to Heads, Shoulders, Knees, and Toes, but also to Eyes, Ears, Mouth and Nose and other human body parts.
Here are a few English metaphors related to “head”: head of lettuce, head of a company, head over heels in love, head Start, headers & footers, and headlights.
Check out the attached PowerPoint about Body Part Metaphors, and then discuss body-part metaphors in English and other languages.
Clothing Metaphors in English and in Other Languages
There are many linguistic or conceptual clothing metaphors in English. The outskirts and skirting an issue are marginal. “Girdle” relates to the “girth” of a horse. You might have something up your sleeve, related to magic.
In American English we refer to the “Hood” of a car, but in British English it is the “Bonnet.”
During the French revolution, “le jacquerie” referred to any person not important enough to be given a name, so in Charles Dickens’s Tale of Two Cities three of the characters are named Jacques Un, Jacques Deux, and Jacques Trois. “Jack” is a generic term for person, so we have the game of jacks, and “Jackets” for people, for books, and for records. There is also the “Jack of all trades.”
“Pants” comes from the “pantaloons” of Commedia dell’arte (16th C);
Sabotage comes from the wooden shoes that some French people wore—“sabots,” which they would throw into the machinery that was taking their jobs.
In American English there is the “Trunk” of a car, but in British English, this is the “boot.”
If a woman wears the pants in the family, she is in charge.
Check out the attached PowerPoint about Clothing Metaphors, and then discuss clothing metaphors in English and other languages
English Animal Metaphors
Linguistic or conceptual animal metaphors in English and other languages fall into three categories:
1. Domestic (Cats, Chickens, Cows, Dogs, Donkeys, Goats, Horses, Mice, Rats, Sheep, etc.),
2. Fish & Water Animals (Crabs, Clams, Fish, Oysters, etc.),
3. Wild Animals (Bears, Buffalo, Foxes, Lions, Monkeys, Shrews, Tigers, etc.).
Compare and contrast the Animal Metaphors that occur in English with Animal Metaphors in other languages.
English Animal Metaphors
Linguistic or conceptual animal metaphors in English and other languages fall into three categories:
1. Domestic (Cats, Chickens, Cows, Dogs, Donkeys, Goats, Horses, Mice, Rats, Sheep, etc.),
2. Fish & Water Animals (Crabs, Clams, Fish, Oysters, etc.),
3. Wild Animals (Bears, Buffalo, Foxes, Lions, Monkeys, Shrews, Tigers, etc.).
Compare and contrast the Animal Metaphors that occur in English with Animal Metaphors in other languages.
My work will contribute to the field of TESOL and Applied Linguistics. I’ll investigate the theory of conceptual metaphor by G. Lakoff (2004) and the theory of metaphorical modelling by A.P. Chudinov (2001). We’ll use in our research Metaphor Identification Procedure (MIP) which was introduced by E. Semino from Lancaster University (Pragglejaz group, 2007). Most of the previous works provided theoretical explanation of the metaphor, i.e. they analyzed its source domains and target domain (Lakoff, 2004) and metaphorical models within some types of discourse (Chudinov, 2001) or functions of metaphors in different kinds of discourses (Terry, 2019). What we want to do is to show that metaphors can be taught not from theoretical, but from the practical perspective and therefore it can make better teachers out of us; students will be able to understand more sophisticated forms of the language, i.e. it will develop students’ vocabulary (Tier 2, academic words) and it will develop students’ metaphor awareness.
PRAGMATICS AND HUMOR
It is amazing how many ways we have of displaying and presenting various types of lexical and pragmatic information. These displays and presentations are at various levels of abstraction, detail and presentation medium. They are chosen to represent time, space, significance, and other relative differences.
Consider the following: Advertisement, Audio-Visual Aid, Bar Graph, Bell-Shaped Curve, Blood Lines, Caricature, Cartoon, Category, Cause-Effect Line, Chain of Command, Chinese Boxes, Drawing, Family Tree, Floor Plan, Flow Chart, Hierarchy, Map, Matrix, Musical Score, Outline, Photograph, Diagram (e.g. Reed Kellogg), Set, Sketch, Time Line, Tree Diagram, Venn Diagram, etc. This lexical and pragmatic information can be presented over various mediums. Consider the following: Book, Card Catalogue, Catalogue, Chalk Board, Cell Phone, Internet, Journal, Magazine, Movie, PowerPoint, Radio, Skype, Teleconference, Telephone, Video Stream, Webinar, White Board, Zoom, etc. And information can be organized alphabetically, numerically, sequentially, spatially, etc.
Lexical items can also be semantically weighted, and related to other lexical items in various ways, and these weightings and relationships can be quantified (always, usually, sometimes, seldom, never, etc. I believe that the most important feature of Linguistics Pragmatics is that it is unlike all of the other levels of linguistics (Phonology, Morphology, Syntax, and Semantics) by being a non-linear approach. Kenneth Pike said that language can be viewed as Particles, as Waves (assimilation or dissimilation), or as Field. It is only Pragmatics that looks at language as Field (see above).
Another very important aspect of Pragmatics is the developing field of Script-Model Grammar. Victor Raskin is a linguist, and linguists tend to deal with one sentence at a time. Script Model Grammar allows linguists to deal with larger texts. Raskin talks about the structure of a joke by saying that everything in the set-up of the joke is ambiguous but primed in the direction of the mundane. What the punch line of a joke does is to change the priming of the joke from the mundane to the dramatic, or scatological, etc. At this point the audience is able to see that the entire joke—set-up and punch line—have been ambiguous, and that the punch line has just changed the priming. Because the punch line allows the audience to see all of the ambiguity of the joke (both mundane and dramatic), the punch line is very epiphanal.
Using the techniques of Script-Model Grammar as developed by Victor Raskin, Salvatore Attardo and others, develop a number of mundane scripts for your computer, as follows:
Eating at a restaurant
Getting a haircut
Getting dressed in the morning
Going to a concert
Going to a movie
Telling a joke or a story
Traveling by car
Traveling by plane
Traveling by subway
Traveling by train
Etc.
Tell your computer the details of the script in terms of a sequence of behaviors. For example, consider the script of “eating at a restaurant.”
1. You get hungry.
2. You look for a restaurant.
3. You find a restaurant.
4. You walk into the restaurant.
5. You’re seated by someone.
6. The server brings you a menu.
7. You look at the menu.
8. You order your meal.
9. You eat your meal.
10. Someone brings you a bill.
11. You pay the bill.
12. You leave a tip.
13. You leave the restaurant.
But what if one or more of the sequence of behaviors is missing? Or what if one or more behaviors are added to the sequence? The computer can then ask, “Why didn’t he leave a tip? Or “Why did he take his bike into the restaurant?” The computer has been taught how to speculate.
What Victor Raskin did for jokes (small texts), Salvatore Attardo and others did for larger texts (paragraphs, chapters plays, novels, trilogies, etc.). And rather than just dealing with the set-up, the punch-line, and the epiphany of the joke, Attardo developed ways of dealing with double entendre, embodiment, irony, metaphor, metonymy, paradox, parody, sarcasm, satire, synecdoche, allegory, and other types of “language play.” An even more important contribution of Script-Model Grammar, is its applications to the field of Artificial Intelligence. This brings us to the contributions of Christian Hempelmann, Anton Nijholt, Dallin Oaks, Leo Obrst, Maxim Petrenko, Graeme Ritchie, Julia Taylor, Willibald Ruch, Oliviero Stock, Carlo Strapparava, Igor Suslov, and Tony Veale.
Note that Noam Chomsky’s Generative Transformational Grammar has now become Deep Learning in the field of computers. Computers are now able to generate both language and images by receiving input from the entire internet, recombining this information in very sophisticated ways, and producing computer-generated material that is the same as human-generated material, only better. It’s very scary.
I am writring my dissertation on lexicology, based on word-formation processes in english in the dialogues of the novel We Need New Names written by Noviolet Bulawayo. I want to focus on metaphor
I am conducting a study on the metaphorical ability of CFL learners.
The question types for studying learners' metaphorical comprehension ability are usually multiple-choice and judgment questions, but the multiple-choice and judgment questions will be blindly correct.
The question types of metaphorical output ability, paraphrase questions, sentence construction questions, and fill-in-the-blank questions are more scientific, but paraphrase questions and sentence construction questions need to control many variables, such as the learner's native language background and second language level must be the same.
Is there a more rigorous type or means of testing questions?
If the Yacaruna was not at least partially a metaphor for European colonists then what else could the mythological creature have represented?
How likely is rationalism and empiricism a false dichotomy and the real epistemological divide is literal vs metaphorical? Why how?
Solopova, O. A., Don Nilsen, and Alleen Nilsen. “The Image of Russia through Animal Metaphors: A Diachronic Case Study of American Media Discourse” Russian Journal of Linguistics 27.3 (2023), pp. 521-542. https://journals.rudn.ru/linguistics/issue/view/1690
The image of a country has a critical impact on the degree of its political, economic and cultural influence in the world. This indicates a need to understand various perceptions of a country that exist among other nations and mechanisms of their formation and change in an ever-shifting world. This qualitative case study seeks to examine the changing nature of wild animal metaphors employed to model the image of Russia in American media discourse in the XIX-XXI centuries.
The study is limited by two source domains, namely, the beast and the bear. They were analyzed within particular contexts: American English, culture and media discourse. The research data were drawn from dictionaries and corpora. The dictionaries included etymological and explanatory entries, as well as those covering idioms, symbols, and metaphors.
The corpora research data were collected from the Corpus of Contemporary American English and Chronicling America, a collection of historic digitalized texts. A total of 218 metaphors were selected from 4929 texts. The metaphors were studied through lexicographic, conceptual metaphor, culture-specific, corpus, discourse, and diachronic methods.
The findings of this study suggest that the two metaphors “Russia is a beast” and “Russia is a bear” are frequently used in realizing the strategy of ‘othering’ in XXI century American media discourse. Still, their meanings allowed for variation and modification in the periods of the two countries’ amity and cooperation. In the XIX century and in the years of US-Soviet alliance in WWII the metaphors could evoke positive images of Russia, thus, realizing the strategy of ‘bridging’ or ‘belonging’. The contribution of this study has been to confirm that, whatever metaphorical projections exist in language and culture, historical factors determine choices in any sample of discourse.
This could be important for understanding the mechanisms involved in modeling the image of modern Russia in foreign media discourses.
The image of Russia through animal metaphors: A diachronic case study of American media discourse
Solopova O.A., Nilsen D., Nilsen A.
True or false: Discrepancy exists between Theory of Cave and The Republic (both by Plato). Why or why not?
My answer:
If Plato claimed that elite people were obstructing the visions of the masses with the metaphorical cave then why was he advocating for a Republic ruled by philosophers fought for by soldiers, and financed by merchants? Hence the suspected discrepancy between Plato's Cave and his Republic. MAYBE Plato changed his mind at some point thus causing the discrepancy.
Sources:
Britannica, The Editors of Encyclopaedia. "The Republic". Encyclopedia Britannica, 21 Aug. 2023, https://www.britannica.com/topic/The-Republic. Accessed 26 September 2023.
How (details), when, and to what extents ? I think these answers would be very telling.
Same questions for ANALOGY
What is the effect of metaphor as a semiotic structure on the form and meaning of discours
That fires may emit "sparks" is clear, but what of the sparks that can be witnessed while removing a woolen garment on a cold evening or after shuffling across a carpeted room and reaching for a metal object? There don't even appear to be early references to the phenomenon we identify as static electric sparks. Any mention in a text or letter qualifies.
Dear colleagues,
I am starting to draft an article on the use of metaphors in the theory of management.
Kindly ask you to help me find management metaphors.
Here are examples:
Organization as a living organism;
Organization as a brain (neural network).
Thank you in advance!
Best wishes,
Julia Rastova
Could you give me information about the connection of myth and metaphor, mythopoetic feautures of metaphor?
It is amazing how many ways we have of displaying and presenting various types of lexical and pragmatic information. These displays and presentations are at various levels of abstraction, detail and presentation medium. They are chosen to represent time, space, significance, and other relative differences.
Consider the following: Advertisement, Audio-Visual Aid, Bar Graph, Bell-Shaped Curve, Blood Lines, Caricature, Cartoon, Category, Cause-Effect Line, Chain of Command, Chinese Boxes, Drawing, Family Tree, Floor Plan, Flow Chart, Hierarchy, Map, Matrix, Musical Score, Outline, Photograph, Diagram (e.g. Reed Kellogg), Set, Sketch, Time Line, Tree Diagram, Venn Diagram, etc. This lexical and pragmatic information can be presented over various mediums. Consider the following: Book, Card Catalogue, Catalogue, Chalk Board, Cell Phone, Internet, Journal, Magazine, Movie, PowerPoint, Radio, Skype, Teleconference, Telephone, Video Stream, Webinar, White Board, Zoom, etc. And information can be organized alphabetically, numerically, sequentially, spatially, etc.
Lexical items can also be semantically weighted, and related to other lexical items in various ways, and these weightings and relationships can be quantified (always, usually, sometimes, seldom, never, etc. I believe that the most important feature of Linguistics Pragmatics is that it is unlike all of the other levels of linguistics (Phonology, Morphology, Syntax, and Semantics) by being a non-linear approach. Kenneth Pike said that language can be viewed as Particles, as Waves (assimilation or dissimilation), or as Field. It is only Pragmatics that looks at language as Field (see above).
Another very important aspect of Pragmatics is the developing field of Script-Model Grammar. Victor Raskin is a linguist, and linguists tend to deal with one sentence at a time. Script Model Grammar allows linguists to deal with larger texts. Raskin talks about the structure of a joke by saying that everything in the set-up of the joke is ambiguous but primed in the direction of the mundane. What the punch line of a joke does is to change the priming of the joke from the mundane to the dramatic, or scatological, etc. At this point the audience is able to see that the entire joke—set-up and punch line—have been ambiguous, and that the punch line has just changed the priming. Because the punch line allows the audience to see all of the ambiguity of the joke (both mundane and dramatic), the punch line is very epiphanal.
Using the techniques of Script-Model Grammar as developed by Victor Raskin, Salvatore Attardo and others, develop a number of mundane scripts for your computer, as follows:
Eating at a restaurant
Getting a haircut
Getting dressed in the morning
Going to a concert
Going to a movie
Telling a joke or a story
Traveling by car
Traveling by plane
Traveling by subway
Traveling by train
Etc.
Tell your computer the details of the script in terms of a sequence of behaviors. For example, consider the script of “eating at a restaurant.”
1. You get hungry.
2. You look for a restaurant.
3. You find a restaurant.
4. You walk into the restaurant.
5. You’re seated by someone.
6. The server brings you a menu.
7. You look at the menu.
8. You order your meal.
9. You eat your meal.
10. Someone brings you a bill.
11. You pay the bill.
12. You leave a tip.
13. You leave the restaurant.
But what if one or more of the sequence of behaviors is missing? Or what if one or more behaviors are added to the sequence? The computer can then ask, “Why didn’t he leave a tip? Or “Why did he take his bike into the restaurant?” The computer has been taught how to speculate.
What Victor Raskin did for jokes (small texts), Salvatore Attardo and others did for larger texts (paragraphs, chapters plays, novels, trilogies, etc.). And rather than just dealing with the set-up, the punch-line, and the epiphany of the joke, Attardo developed ways of dealing with double entendre, embodiment, irony, metaphor, metonymy, paradox, parody, sarcasm, satire, synecdoche, allegory, and other types of “language play.” An even more important contribution of Script-Model Grammar, is its applications to the field of Artificial Intelligence. This brings us to the contributions of Christian Hempelmann, Anton Nijholt, Dallin Oaks, Leo Obrst, Maxim Petrenko, Graeme Ritchie, Julia Taylor, Willibald Ruch, Oliviero Stock, Carlo Strapparava, Igor Suslov, and Tony Veale.
QUESTION: Should the growing fields of Script-Model Grammar, and Humor Studies be subfields of Pragmatics?
Teaching is a process than utilizes teacher's subject knowledge, pedagogical content knowledge, methods, communicative skills and other resources. Effective teaching is defined as one that has better learning outcomes (definition 1).
This is subjective since even if research shows some forms like student-centered yield better, the parameters are so many that some believe it is overrated.
Some agreement in defining effective teaching as one that is conceptually effective and demanding in execution/preparation (definition 2) in the sense that few can achieve it or maintain its standards are better definitions but this has not gained academic status and validity
Some forms of effective teaching definition 2 include
- congruency in communicative schemes and visuals i.e. showing a diagram that focuses on the process or schematic summary of goal AND strongly effective communicative schemes using antithesis, metaphor etc
- story-based teaching. Being able to substract details to a great degree while keeping the big picture of lesson to be learned and avoid distractions. This is very demanding
The reasons for the laughter can be different, not from the aspect of biology, but from the aspect of anthropology, sociology, psychology, politics, humor, cynicism, optimism, morality, non / freedom, hypocrisy ...
Really, why are people laughing?
It is necessary to give a symbolic, laconic, metaphorical ... answer.
Dear Dr. Harun Hadžić
The mere idea that man is the only being on Planet Earth capable of laughing is as old as Aristotle himself [The parts of animals [PA] 3.1.673a8] since the face of the Human Being and possibly the timeless use of masks has the power to be not only a symbolic and suggestive artifact recognized in various cultures from the West to the East and the use of these masks goes back to the intramontable Greek Comedy that already enclosed in itself not only the idea of appearance, of falsehood , of masking and apparent transformation, even assuming a different identity ranging from the Human to the Divine.
Aristotle [335 B.C.-323 B.C.] knew very well that the mask was not only an artificial satirical outfit but also a psychologically expressive and socially powerful means of communication because it was capable of giving free rein to the imagination as well as being very useful in the literary sphere from comedy to tragedy aimed at exposing the so-called inferiority complex or ridiculing the ideology of adversaries, weak points of heroes or specific sectors of power..
p.d. "Laughter is a bodily exercise precious to health" Aristotle
Photography= Phoenician terracotta mask from the 6th century BC. The purpose of such masks are much debated as knowlege of Carthaginian culture and ritual practice is limited. The similarity to later Greek and Roman theatrical masks of Comedy and Tragedy is striking. Mozia [Motya] Sicily]
Cf.
Linguistic or conceptual body-part metaphors relate not only to Heads, Shoulders, Knees, and Toes, Knees, but also to Eyes, Ears, Mouth and Nose and other human body parts. Here are a few English metaphors related to “head”: head of lettuce, head of a company, head over heels in love, head Start, headers & footers, and headlights. Check out the attached PowerPoint about Body Part Metaphors, and then discuss body-part metaphors in English and other languages.
conceptual metaphor, analogy, or categorization?
Hi all academicians and scholars.
If there are any who are interested in the theories of metaphor and its modern extension, please, text me.
hello, we're currently doing some research regarding metaphors in the urban environment
and we need some studying regarding the following
1) we need a case study on some city or part of a city about the existence of metaphors and the use of metaphors there for some environmental, functional, social, symbolic or aesthetic end
2) generally any study on metaphors in the urban environment
3) a study categorizing metaphors based on their use (the end which they serve)
Should they be used indefinitely in order to protect someone from their sensitive data that was leaked?
Can anyone recommend a journal for submission? I am particularly looking for journals that (i) accept pieces in the 800 to 2000 word range, and (ii) that have no publication fees.
Rhetorical figures - any of the forms of expression which give beauty, variety, force, etc., to a composition in accordance with the theory and principles of rhetoric, as metaphor, metonym, hyperbole, etc.
A literary trope is the use of figurative language, via word, phrase or an image, for artistic effect such as using a figure of speech.The word trope has also come to be used for describing commonly recurring literary and rhetorical devices, motifs or clichés in creative works.
I am undertaking a new project on "blood metaphors" across languages and cultures. I do have very few references on the topic. I was wondering if members of the RG community can think of or have come across publications on "blood metaphors". Many thanks for your collaboration. Best
Can you give some examples to illustrate your opinions?
I am looking for some books on wetland metaphors. Do you know any book or research on wetland metaphors? Even if you can suggest me books on wetland of any culture, any genre, kindly do so.
Do you know a NLP research about extraction of sarcastic, metaphorical, polemical and rhetorical phrases in texts? For example, in the text “Find your patience before I lose mine.”
The Ages of Life and the basic essential connection to the Earth that we all share, regardless of color or Race
Which other cultures have mystical references and metaphors in their music?
And please share examples with us- for our mutual upliftment
Hi.
I am searching for research and experiences in using of metaphors in therapy or/and caring in general. What kind of metaphors do you have an experience of and use? Visual (picture, text), auditive (story telling, proverbs etc...). Do you make a distinction between which metaphor you use and the diagnose?
Hello
Have you ever studied the new, mysterious world of online studies with the help of such a method? (1) visual and textual data generated by students (2) using the status quo metaphors as they are suggested by the students? (3) using such analysis to redesign/transform (change radically, not incrementally) the practice in question? It can be used in studying and transforming any other practice as well. As you can see in the attachment, I require my students to gather visual and textual data about the stakeholders' interactions, not about the individual actions, or perceiving subjects. This is along with the interpretative assumption of Social Practices Theory that every value formation is (1) interactive and contextual to the performed, replicable practice and (2) transformative. The metaphors are tools for interpreting the combined, visual and textual data. The metaphors come from agile teamwork procedures. Combining visual and textual data that explains the former comes from ethnographic studies. Any experiences/expertise/references as to such research method(s)?
I am also looking for some psycholinguists who will willingly help with my research.
Re: It seems a major sort of addition needs to be made to cognitive-developmental ontogeny theory (Ethogram Theory)
I have been out just to describe the developing very early processing and all the later hierarchical developments and processing, yielding the development and the progressing of the [grand/always-important] "outer container" (cognition). These are the levels of/stages of cognitive abilities being most of, and what's central to, guiding behavior: cognition, representation, abstract concepts and thinking, and actions. I NOW do believe something more is involved than I have yet ever indicated (something I avoided). For years and for decades:
I almost perhaps incredulously spoke nothing of emotions. Now I do; BUT, reservedly: I want to "add-in" and speak of just basic, early-on emotions that may be central to ALL cognitive development, per se: in particular it is those that are likely necessary to transfer a level of representation and thinking abilities from one domain (once established in an early domain) to another domain (this is sometimes known as transfer, sometimes as generalization -- neither which captures all that goes on with true hierarchical development with ontogeny).
I have long sought to make emotions (relatively simple response PATTERNS) something that can simply be added-in ("tacked on"), AFTER cognitive ontogenies are under way (which seemed esp. good for AL /AGI). But, the problem of humans (as well for AI / AGI) going from using a level of skills somewhere at first and THEN going from one domain to other domains for a new same sort of transformation THERE, i.e. to a essentially new similar level/stage of which he/she is capable THERE, has remained unclear. This matter is now, in much of mainstream psychology, explained hypothetically (or supposedly) based on obvious/common-sense contingencies of guidance (from others and language) _OR_ as using analogies or metaphor to find the similar structures (alignments) in the new domain. This does not often seem plausible and is not sufficient for the broad and quite precise applications for a new level of thinking. (It is too crude and contains irrelevancies.)
FINALLY NOW, I thought of my likely neglect in not providing sufficient impetus or motivation OR direction (or "self"-reward) for ontogenic shifts (at inception: BASIC perceptual shifts), then changes. Early on, and then later, given the representational context of past key developments:
Maybe SOME key emotions help direct the organism to take a closer look at things, actions, and events and with the simple general sorts of motivations GIVEN BY SOME truly basic emotions; if there is more "dwell time" and the organism will take a closer look, THEN he/she will find more, and develop a similar system of structure and understanding THERE (as well as in contexts where such a system was applied earlier).
For, after all, a number of notable emotions have been with us sentient beings since mammals and birds (evolutionarily speaking). Not using any, even for the development of the grand "outer" container no longer seems possible. They (some emotions) are there, and, if they give direction and impetus, why wouldn't the be used in cognitive stages key unfoldings (and making them more precise and reliable). These few particularly important emotions are THERE basically from birth. For me, now, NOT making use of a small set of basic emotions aiding cognitive development does not seem adaptationally likely OR even plausible (from the point of view of logic and soundness, as well as evolutionarily). The set of such basic emotions for cognition and cognitive ontogeny (throughout), i.e. for all major cognitive developments, can be likely understood as interest-excitement-anticipation and surprise and joy. (The combination, in the first 'hyphenated term' are in part(s) present in all modern theories of the basic emotions, while the last two are IN ALL such systems of understanding.) In short such emotions ARE THERE to provide major motivations to dwell on aspects of things, circumstances, and situations -- even situations, in later ontogeny, very much spanning instances (situations/circumstances) across times and space -- AND also facilitating the basic associative learnings -- so things "carry on".
Some present proposals which put forth that for "generalization" or "transfer" metaphors and/or analogies doing the bridging just do not work for me. This brings in irrelevant distraction elements and does not give you the needed precision or focus on new things or things seen-anew. Analogies and metaphors WITHIN a single stage may be helpful to the degree workable and appropriate in more minor learning regards.
Hello everyone.
I'm trying to select the optimal approach to my research study and I'm having some doubts about solely using semiotics. My plan is to carry out a semiotic analysis on a small selection of visual texts (video ads), however I intend to not only analyse the mise-en-scène, sound, and camerawork, but also examine the text that appears on screen and what the voiceover says throughout the length of the commercials.
Thus, my question would be if I look at let's call them verbal aspects, would that mean I will also have to adopt discourse analysis or rhetorical analysis as a research method along semiotics? I'm asking this because I feel like a semiotic analysis would only help me to uncover the visual meaning and if I look at 'written text' I should employ a different approach. But on the other hand, I'm not trying to go in depth with the analysis. I would say that much of what I would do would involve an interpretation, similar to analysing a metaphor.
Thank you in advance for your answers. Any help is appreciated.
In my research, I have used metaphorical elicitation tasks to investigate learners' conceptualization of speaking fluency. In the analysis phase, I used thematic analysis to make themes out of their provided responses to the elicitation tasks. In the next step, I want to conduct an inter-rater (inter-coder) reliability to increase my analysis's credibility. Suggestions?
It is common that a source domain is conceptually linked to multiple target domains. According to the neural theory of metaphor, once a concept as a source domain is activated, signals will spread through neural circuits/mappings. This is, multiple target domains should be activated simultaneously. Is this true? Or context plays a moderating role in this process. Any terms or articles to recommend, please?
Can I inhibit the processing of several other mappings by making one mapping more accessible? (accessibility theory).
Hello everybody,
I am currently working on a systematic metaphor analysis as established by Schmitt (2018), adapted from Lakoff and Johnson. My text material is comprised of statements in which palliative patients express their desire to die.
I am looking for metaphors on death and dying, suicidality, assisted suicide, life and meaning. A lot of these statements go along the lines of
- "I just want it all to end."
- "I can't take it anymore."
- "Everything is pointless."
- etc
These indeterminate words are used a lot within the context of death and dying and obviously stand in for something else ("it all" = "life", "it" = "suffering", "everything" = "life" and so on). I just don't see which broader image scheme (e.g. liquid, person, containment, etc) they refer to or how I could call it.
How do you deal with these explicitly vague concepts within metaphor analysis?
Kind regads
Kathleen
I come across with research papers in which the researcher ask participants (about 30-50 people) to fill in the blank in two sentences such as:
X (the topic of the investigation) is like ......................................................................................
Because .........................................................................................................................................
The participants write their responses usually one or two sentences. Then the first responses are called metaphors, the second responses are considered as the underlying thoughts associating the X with the specific metaphor. Then the researcher categorizes the answers and claims that X is understood as such and such.
Is this a valid, acceptable way of doing a qualitative research? I may accept this as part of data collection in a research along with other data so it may provide a different lens to look at the data but I have hard time considering this as a research method when used by itself, let alone when it is called as phenomenology. What are your experiences and thoughts on this, I would really love to hear.
I have designed 16 different mid-air haptic icons, and in an identification study I had participants guess what metaphors from a list each of the icons represented. This gave a percentage of the the participants success in identifying the correct metaphors through the haptic icon. I now want to know if there is a correlation between the type of icons and the participants' identification scores. Icons can be classified on a continuum between representational and abstract, with semi-abstract lying in between. In order to classify my icon designs on this continuum, 3 raters gave each of the icons a score between 1 to 5 relating to the continuum (i.e. 1 = abstract, 3 = semi-abstract, 5 = representational).
My question twofold:
- Can I accept the mode rating between the 3 raters as "true" (percentage agreement 66%) or do I need to find consensus agreement by revisiting the definitions with the raters?
- Also to take chance into account, how should I calculate the Kappa value (in SPSS) and what value would be acceptable?
OK-this is a huge question with many possible replies. Is it simply directional as physical phenomena suggests? No. I doubt if anyone believes that as we can visualise past experience through memory and constructs of knowledge.
In another related question, I pointed out how religions employ the past to insinuate universal authenticity-the Mormons recruit everyone after death, Islam recruits real or imagined religious figures to insinuate its relationship to infinity, Christianity, after its prophets death, recruited YHWH for the same or similar purposes. He might have been limited in time, but not his time in infinity.
But there are so other understandings and metaphors of time: subject entirely to physical phenomena through the Big Bang: connected to autobiographical memory through external events and affect (Freud).
the study of protein structure by modern spectroscopic techniques has shown that different types of motion are found in proteins. Molecular motion has been found to be essential in many protein-ligand interactions, and from this it is sometimes assumed that the “lock-and-key” metaphor is no longer applicable to proteins because it implies two rigid interacting elements and thus ignores the dynamics of protein structure.
So the question is, what is the metaphore which can explain the epitope paratope binding?
Media discourses around the coronavirus pandemic tend towards metaphorical expressions such as the war against an invisible enemy, of the ecosystem balance so that the Earth returns to its original status. For this reason, expressions of legitimization of police and military violence have been seen to achieve social isolation. There are dangers in these metaphors since they do not focus on health education, but exacerbate autocracy and state violence.
All metaphors are false. But, on restricting this discussion to natural sciences, we hope to use a particular metaphor to clarify important areas in physics and often in dispute by researchers -- also in other areas, including those not a natural science.
The metaphor is that, all one can do in natural sciences is to be a "customer service rep" for someone else's product -- nature.
For example, I did not invent it, and works for billions of years, without halting. I am just the front-end of nature's message, the customer service rep. One can always ask questions and consult the manual, the universe, in case of doubts.
Of course, natural scientists are much more. Some view that our task is to find in all the relative data from phenomena (which is all physics is limited to measure), the absolute, the universally valid, the invariant, that is hidden in them, as Max Planck said first.
But the metaphor above can be useful, especially in other areas, including those not a natural science.
Some "disgruntled customers" (DC), familiar to any well-intentioned customer service rep, remain disgruntled, even when explained that it is not a bug, such that the speed of light is constant to all inertial observers in vacuo, it is a feature of the universe. A feature, not a bug.
When a DC understands, the average DC does not say "thank you", it should be a selfless customer service, good for the soul.
There is also a tendency for a DC to all but hide in silence until all his false answers (in nature, which is the arbiter of falsehoods) are diluted. By RG, or hidden in life. Then, he likely goes back and says it is a new feature, the old bug, that he just invented, and is just "spreading around".
Or, a DC can also repeat a fallacious interpretation, say we never measured it otherwise but locally. Natural science can explain that the Earth moves, the Sun moves, across the galaxy, we launch transmitters beyond the Solar system, and we can see and measure electromagnetism, light, billions of years away, across many galaxies. Then, what is a DC to do?
The average DC understands, but there is always the probability that a DC will name another fallacious argument, ad infinitum if life would physically allow, to deny what could be simply explained, it is not a bug, the DC bug -- it is a supposed feature.
It is a good customer service of someone else's product, though, because there is, actually, no DC. The concept of a DC is a mirage, itself a bug.
Everyone counts, DC or not, in the school called life, and even non-cooperation clarifies, inspires selflessness, is cooperation. Everyone cooperates.
Cooperation is a collective effect, producing unexpected efects.
Even those who try their mortal hand and time in life to be contrarian, a DC, just like Humpty-Dumpty, using nursery rhymes as a scholarly principle, trying strategies to get points at RG, get into a cabal to dialogue and create hits in search.
All is a legitimate, defensible, good use of their limited time, in the school of life, even as if, so may seem to them, that there is no future to account for, to earn.
So, a good customer service should handle all cases, sometimes with silence -- The trust that all is fine, there is no disaster in the whole universe, no wars but progress, it is an open-ended universe in harmony with laws we ignore, but feel more and more in the few laws we already know, and find out.
Nature is in no danger by humans. Everything is already solved, we just have to find it.
To help, Nature has many good customer service reps, in what should be done as a selfless customer service, a good task for the soul. And anyone can always ask questions and consult the manual, the universe, in case of doubts.
The invisible hand was a vivid metaphor for how the market works. No more, no less. It was an attractive metaphor. It was simple and perhaps simplistic. However, people are reading too much into this metaphor, and the misunderstanding has created tremendous confusion.
Is it ok to say political caricatures instead of political cartoons in visual and multimodal metaphor?
A metaphor is a literary device that is used to help people see or explain one thing in terms of another. As an example, one could use a "building" metaphor to explain "starting a company" etc.,
An analogy on the hand, is a literary device that seeks to reconcile the differences between the source (metaphor) and the target (that which is being explained).
Creativity is the production of novel ideals that have potential to be useful to someone, a group, a nation or the world. The production of novel ideals can be done by one person acting alone, by a group or by groups.
The question is, in your view, is there a relationship between usage of metaphors and analogies on the one hand and creativity? Put differently, does the use of metaphors and analogies in the creative process, lead to more or better production of novel ideas?
If I want to write research that analyses the metaphor of Shakespeare's play and how it can be used to reflect and study accounting ethics implementation, what's the proper approach to the research? I do not conduct interviews and such, and my main resource for the research is just text of the play itself, and I will use the behavior and decision-making choices that the characters made throughout each acts and how it can be used as example in modern ethic behavior.
We can notice that pictorial metaphor works with the advertisements, but the question raises itself "Does the pictorial metaphor work with the political newspaper discourse?"
I have read some articles about KPI's and found out KPIOnto. It is connected with KPI ontology. Ontology is the philosophical study of the nature of being, becoming, existence or reality as well as the basic categories of being and their relations. Do we need programming language for philosophical study? What is the big idea about KPIOnto? What is its practical use?
How does metaphors shape the reader's attention and thought?
Conceptual metaphors shape the reader's attention and thought especially in media discourse where it reveals the ideologies that the writer/ speaker and editor want his audience to perceive his message.
I keep finding only sporadic observations by Musolff, Lakoff etc. on how SOURCE-PATH-GOAL schema functions as a basis for various JOURNEY metaphors (LIFE IS A JOURNEY, LOVE IS A JOURNEY, LONGTERM PURPOSEFUL ACTIVITY IS A JOURNEY etc). I would appreciate any suggestions on in-depth discussions on the matter, e.g. which elements are added in the JOURNEY metaphors or what exactly is the distinction between the schema's GOAL and the metaphors' DESTINATION. Preferably cognitive linguistic/psychological literature, not multimodality or other disciplines.
I am trying to write about how using a global metaphorical reading or structure in a text, we can change social imaginary. My hypothesis is that we can use global metaphorical readings of cognitive metaphors, for this purpouse.
This research project wants to question the statute of the production of the artistic object, systematically it will review the experience as an activity that elaborate the artistic object and consider the metaphor as the articulating axis for this construction new knowledge.
Hello there,
For my doctoral thesis, I first interviewed for grounded theory. Then I developed the scale. But I also did metaphor analysis to support my scale. I also developed a hypothetical model as a quantitative study. Can I say that I used exploratory sequential design of mixed method research?
Thanks
based on observation of my (young) dog I'm starting to think that thay are capable of conceptual metaphoric thought.
I am doing research on metaphors in organizations and want to classify the existing literature on some typology/framework. Is there one available?
Among these options; which do you think is more beneficial for designing enhanced wearables?
1) In terms of functionality e.g. through AI or actuators or machine learning
2) In terms of UX and embedded interactions e.g. metaphors and scenarios, telling stories
3) In terms of design methodologies e.g. mixed methods
4) In terms of thinking behind concepts
Since Lakoff and Johnson's "Metaphors We Live By", Applied Linguists use Conceptual Metaphor Theory for different pedagogical purposes. While some researchers use a pure cognitive perspective in researching Metaphor, some others add Sociocutural perspective to the cognitive view. Therefore, the question is what are the weaknesses of the pure cognitive view that led to the emergence of Sociocutural perspective in Metaphor studies?
Is there a reliable method to extract all linguistic expressions of the metaphor and metonymy of an abstract word in corpus?
I would like to research about politeness and metaphor.
How can these concepts (politeness and metaphor) be related?
can you suggest any books or articles in this regard?
Do you know whether I can find any on the web?
I think the strategy as: an adjective, which calls on every concept to have an action, which the actor believes is comprehensive and has a great impact.Since there is no concept of a strategy that is not related to action, for example in military aspects, the plan or a ploy was called a strategy, metaphor. But what is meant is a strategic plan, a strategic a ploy . The strategic plan in organizations is only a set of strategic actions on paper. The act is not called "strategic action" unless it is characterized by a holistic nature and a profound effect. Also does not enter the longest or shortest of time in determining the type of act, strategically or not.
Scientific knowledge is not being taken accurately ,and the new younger are ignoring many facts his neglect of ignorance reflects assumptions about ignorance that are questionable. For instance, Pascal’s metaphor is at the very least ambiguous, for it allows at least two distinct and irreconcilable interpretations (Mittelstrass 1996). The first interpretation takes knowledge to be the volume of the sphere. Hence as knowledge grows the area of the unknown – our ignorance – diminishes. Our knowledge grows faster than our ignorance. We may call this the optimistic view. The second interpretation takes knowledge to be the outer limits of the sphere. As knowledge increases the area of the unknown increases. In this interpretation, our ignorance grows faster than our knowledge. We could call this the pessimistic view. It is difficult to say which view is correct, and futile perhaps even to debate the issue. The conundrum indicates however that the relationship between know ,so what is the impact of knowledge?
So there is this 'two communities' theory / metaphor arguing that academics and policy makers are from separate communities, with distinct languages, values, and reward system, and that leads to limited knowledge use (Caplan 1979, Dunn 1980).
Although criticized by many (e.g. Bogenschneider and Corbett 2010, Jacobson 2007) it still in my opinion is a good story / starting point for analyzing determinants / context of knowledge use in public administration.
I wonder if you could point me to some other examples of alternative theories / metaphors that could serve the same purpose. Let me specify that I'm not asking for sources enlisting factors / determinants of knowledge / evaluation use or models consisting - again - of factors, but something more like a story / perspective (sth like two communities:)
Regards, TK
Many other apparent clashes between the Quran and science are explained by scholars by treating the problematic passages as poetic language that can be reexpressed or explained by more literal statements that do not clash. However, the “seven heavens” seem to present a more difficult case; consider:
- 71:15 “Allah has created the seven heavens, one above another”.
- 37:6 “We have indeed decked the lowest heaven with an adornment, the stars.”
- 71:15 “See ye not how Allah has created the seven heavens, one above another,”
- 71:16 “And made the moon a light in their midst, and made the sun as a (Glorious) lamp?” [transl.: Yusuf Ali]
Therefore: If the stars deck the lowest of the seven heavens, and the moon is in the midst of the seven heavens, then the moon is higher than the stars.
An astronomical falsehood seems to be entailed. If not, can anyone here on RG give an explanation?
Thank you.
When study of metaphor is at its fever pitch, will analogical reasoning remain at a reasonable level?
I'm looking for how to starting the analysis for a group of qualitative study
Properly defined terms can help scientists communicate more effectively and efficiently.
Often, writers uses terminology based on their own concepts and preferences. As a result, the search used to interpret a particular topic may contain different (direct or metaphorical) conventions that certainly affect the linguistic and legal meaning of the search ...
Using specific terms may mitigate the risk of using erroneous terms, which can greatly affect translation.
But how do we guide writers to use standardized terminology at the global level, especially when translating research or rhetoric?
I am interested in the primary patterns that have been used for constructing specific visions of human well-being through visual metaphors in advertising.
This discussion is about a regular, pretty useless, and embarrassing, confusion at RG. If there is no spacetime, special and general relativity do not include time dilation or length contraction, there is no fusion of space and time, and SR and GR do not apply to arbitrary motion. But these things happen, experimentally. Of course, one can use a kind of "inverse Wick rotation", as done in STA and Cl(1,3), but the predictive power reduces.
It is well-known that the `contraction of length´ is real, as is time dilation, both can cross a barrier, and produce thermodynamic work. They are not illusions or apparent, for non-comoving observers. Views to the contrary are a misuse of the resources offered by RG, in detriment of valid opinions.
Space is practically empty. Space and matter are different. Space and time may be 3+1 dimensions, but evidence, empirical and mathematical, point to 4 dimensions, hence treated as fusion -- there is no unique way to separate them. This is well referenced in physics, see below. Philosophy is not physics, it is subjectively defined. As an experience of the self, time is not the same as in nature.
The 3D gimbal suffers a lock on the way to the Moon. The Earth moves, and travels around the Sun. The Sun moves, and circles the Via Lactea. The satellite moves, and passes the Solar system. The galaxies send us their light, billions of years ago.The Big Bang I hear, the CMB I measure, the Hubble flow I sense. In all of that, the constancy of the speed of light in vacuo, the Lorentz transformation, and spacetime, I'd measured. [1-7] Now, what do we understand?
On September 21, 1908 Hermann Minkowski, an already famous mathematician, began his talk at the 80th Assembly of German Natural Scientists and Physicians with the now well-known introduction:
"The views of space and time which I wish to lay before you have sprung from the soil of experimental physics, and therein lies their strength. They are radical. Henceforth space by itself, and time by itself, are doomed to fade away into mere shadows, and only a kind of union of the two will preserve an independent reality."
One question has remained. How can one use special relativity to have some kind of union of space and time -- to “fuse” different things, experimentally and theoretically, and as they are even measured in a different way? Or, what does to "fuse" space and time mean?
This discussion attempts to clarify this common question. We are all cooperating (see below *). For example, as we see by attempts to use STA and Clifford(3,1) in special relativity. Also, in the original formulation of special relativity, that does not use the concept of spacetime. Both fail to work, as we see in the literature.
Note that comoving and non-comoving, as well as length contraction and time dilation, are not just words or optical illusions -- what they denote can cross a barrier, can produce thermodynamic work. They define different physics, different truth-conditions, not just different truth values [6]. And they manifest, or not, always in the same conditions. Length contraction and time dilation only exist for non-comoving observers, and do not exist for comoving observers. In cosmology, there is the non-conflicting addition of the Hubble Flow, which allows comoving observers to separate.
In all cases, there is only some sort of union we cannot separate -- or "fusion" -- between space and time. In other words, this "fusion" happens so that there is no unique way to split spacetime into space and time.
Otherwise the experimental data do not fit, the above sentences do not fit, life qua experience does not fit. Such as the experience of gimbal lock, which is well-known in 3D rotations at any speed, but becomes easy to avoid in 4D [7].
Globally, we can separate space and time, as we see, locally we cannot, as we also see. Like separated long wires, fused at a point, spacetime. Maybe even more wires, maybe even more dimensions exist. But, at least, we have a reality of 4D.
No ontological question is possible either, no philosophy (subjective mode) is possible, on what could be painful to one's prior convictions, like PEMDAS in middle school maths, maybe, but plain to see objectively, and forward looking. Not even words are important anymore, by themselves, but also what they mean, what they denote (in linguistics, reference and sense).
One can skip a discussion on existence, and focus on the effects.
This is at least, certainly, scholarly, possible, as a path we can take by following with an IF and entertaing what may happen.
Thus, after the IF, there is no rational discusion possible on the existence of spacetime. We can focus on the effects, using the predicted effects themselves versus observations, to affirm or deny spacetime.
* In this work, we define -- Cooperation: different people, at different times, doing different things, for the same objective. The discussion is just asked to not include ad hominem attacks, they do not advance any argument.
Even those who may seem NOT to cooperate, below, are cooperating. That way, we hope that the space in RG can be seen as more open and welcome for real effects, and where one's creativity can be useful to others.
REFERENCES
[1] H. Minkowski. Space and Time: Minkowski's Papers on Relativity. 2012. Online at: http://rgs.vniims.ru/books/spacetime.pdf
[2] C. P. Burgess. General Relativity: the Notes. 2009. Online at: http://www.physics.mcmaster.ca/~cburgess/Notes/GRnotes.pdf
[3] While the original but limited formulation of special relativity is still taught at various college-level textbooks, such as
Article Physics: For Scientists and Engineers
J. .W. Jewett and R.A. Serway. Physics for Scientists and Engineers with Modern Physics. Thomson Brooks/Cole. 2012
[4] In another version of the SR, by Mashhoon, an accelerated observer is in effect replaced — on the basis of the hypothesis of locality — by a continuous infinity of hypothetical momentarily comoving inertial observers. Here, the accelerated observer and the otherwise identical instantaneously comoving inertial observer have the same velocity and position. In SR, two observers comoving are defined as having the same velocity and position. Cited by 36 references, with 14 occurrences of "comoving", Mashhoon paper at arXIv may further his treatment of accelerated motion in SR, and illuminate the use of "comoving" in SR:
[5] For the spacetime formulation, also this book:
Taylor and Wheeler. Spacetime Physics. . W. H. Freeman and Company. 1966.
[6] "Paraphrasing one of Frege's examples, if I tell you "I will photograph the Morning Star" or if I tell you "I will photograph the Evening Star" then, clearly, the two phrases have the same reference (i.e., the planet Venus) but one describes it as the last celestial body to disappear at dawn and the other as the first one to appear at dusk -- thus, they have different senses or meanings."
and following paragraphs, In Ed Gerck, 1998,
Technical Report Toward Real-World Models of Trust: Reliance on Received Information
How to measure different writers mental spaces,image schemata,conceptual metaphor different processing through texts?
Texts are products of multi-cognitive processing .
Writers are hidden shadows in their texts which represent their mental content ,spaces,images and semantic neural networks.
Texts can give analytics of situation of writer to his environment and predict his impacts in mental content of readers.
But How can we compare distinctive features of his/her mental processing quantitatively?
As a professional translator, it never occured to me that backtranslation could be taken seriously: translators know that a backtranslation seldom produces the original text. Of course, the backtranslation may mean the same as the original source text and be different from that source text.
Yet, recently, I have been asked to translate a medical questionnaire and started reading about protocols used to validate the translation of such documents. To my surprise, I found that back translation is a standard procedure in the medical field.
So, I would like the opinion of specialists in medical translation and of anyone interested in translation science.
Dear all,
I already asked about this topic but my colleagues gave me information about simile in general , I am looking for its translation in popular science texts.
I found new information discussed in Maeve Olohan book about Scientific translation but still not enough.
This Question was proposed by Ms .Carol.
Thanks
Mental health, reconstructed as illness, is perhaps merely a metaphor for the social inequality and difficulties of advancement all face to one degree or another. By concentrating on individual angst (existentialism) and despair, does they stop us investigating our societies instead?
Dear all,
We have introduced double stranded break in our gene (exonic) using a single gRNA. We have also checked efficiency of the cut by T7E1 assay. Now we are trying to genotype invidual clones by PCR followed by running on the Metaphor agaros gel. The size of our amplicon, which will anneal both side of gRNA seeding site, is 841 bp. Kindly provide advise to carryout the genotyping properly in our condition.
According to my project on portfolio in teacher training that I work on I would appreciate if someone could help me with providing the experience on reflective methods and techniques. I use journals, essays (reflective - digressive), metaphorical stories etc..
Is studying turbulence from within mathematics or physics going to be useful when studying leadership, or is it just a metaphor? Or are turbulence and leadership what is known as a category error?
I have a procedure involves the using of polyacrylamide, but I don't have it! Can I use MetaPhor instead? What limits the using of MetaPhor instead of polyacrylamide?
I am interested in practical applications for teaching the dynamics of metaphor in colloquial expressions.
In Pattern Activation/Recognition Theory of Mind (Frontiers in Computational Neuroscience, doi 10.3389/fncom.2015.00090), I have shown that neurons can describe other neurons.
I have also shown that this process of description allows ssociating representations via metaphoric mapping of one set of neurons to another one.
Here this metaphoric mapping would apply between a description of neurons representing the self and one representing others. It is then applicable to representing the self in relations to others, in short the social self?
Regards. Bertrand du Castel.
I am looking for literature dealing with similies as figurative/metaphoric elements. Can research on similies be beneficial for metaphor research? If yes, how?
Psycholinguistic insight is especially welcome.
Is is suggested that bureaucratic phenomena may be visualized and rationalized by relating administrative structures and processes metaphorically to structural equivalents in nature. Examples: Max Weber's "iron cage" vs. Faraday cage and cage rearing. Ohm's law to describe hierarchical stress as the product of management power and staff resistance. Organizational deficiencies vs. lattice defects in solids and metastases in oncology. Order/disorder/chaos vs. 2nd law of thermodynamics. Physical formulae and axioms are much more concise than social science prose. They remind us of the famous laws of C. Northcote Parkinson and Laurence J. Peter.
How do people working with development (aid)-organisations (NGOs, government agencies, UN, ...) see their own role?
The focus is on people working in an international context, in particular "in the field". My interest is more on long-term development work, rather than on humaniarian aid/relief.
How do they see their position in regard to various stakeholders?
What do other stakeholders expect of them?
Which metaphors can be used to descibe their work?
Can you help me to find relevant literature and original studies?
I am currently trying to find an easy to use metaphor comprehension test. Preferably it is easy to administer through Qualtrics and does not require any additional software. If it is in a quantitative questionnaire format, then all the better! Thank you.
Following Entman (1993), Boeynaems, Burgers, Konijn & Steen (2017) construe metaphoric framing as using a conceptual metaphor or frame to characterise a problem, indicate its causality, and provide an evaluation thereof (either positive or negative).
I then wonder if metaphoric framing is cognitive (in the sense of knowledge structure or schemas) or/and interactive (in Goffman's sense). Thus, what of type of frame is a metaphoric frame?
What research centres or groups of researchers nowadays study organizational metaphors by collecting data about ogranizational culture, conducting surveys and so on? Especially I'm interested in international projects.
I want to know what treatment, if any, figurative meaning is given within Conceptual Semantics and the Parallel Architecture: what it is understood as, how it is formalized (if in any way), and what implications it has, e.g. for the interfaces between semantics and the rest of the grammar (syntax and phonology, but also morphology and the lexicon).
Dear All,
“Happiness in intelligent people is the rarest thing I know.”
― Ernest Hemingway, The Garden of Eden
How true this adage to you and your intelligent others?
Thank you and best regards.
Mariam
You have no titles related to art therapy, expressive therapy, etc. Psychology is only part of out trade. our tools are the studio and materials.
Thank you,
Nona Orbach
Risk _taking is the ability to be risky in certain circumstances and it was the ability to make intelligent guesses. Risk taker is the one that can express his/her opinions frankly such as answering questions and take part in lectures without fear or hesitation.
Which field appeared first? Has not Firth's context of situation paved the way for some extra components of meaning? Is not language spoken before being written?
I personally feel that the writing part of any research is as much a part of the research meaning making process as any other stage. Has anyone researched this or written about it?
Is there anyone know the reletationship between Toxoplasma gondii and suicide attempts?
