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Metaphors to describe and understand dementia have been used in Western culture for many years. However, the ways in which people living with dementia and care partners use metaphors and symbols to illustrate and give meaning to their own experiences has been less understood. In this paper we explore the use of metaphor as methodology-- a way to support people living with dementia and their care partners in reflecting on and sharing their experiences of dementia. More specifically, drawing on our experiences using metaphor and symbols to map out the dementia journey from the perspectives of people living with dementia, care partners, and health and social care providers in Ontario, Canada, we describe our process of employing metaphor as methodology. We reflect on the use of metaphor as methodology through framing the dementia experience, exploring complexity, and representing multidimensionality. The use of metaphors has the potential to open space for new understandings of dementia. [ABSTRACT FROM AUTHOR]

Knowledge systems are embedded in sets of values, worldviews, and cosmologies that affect the whole process of knowledge production. Employing an ethnographic method that integrates participant observation, interviews, and focus groups, I explore the contributions, ideas, points of view, and metaphors that individuals of Indigenous origins introduce to the scientific method when they enter Western scientific knowledge systems. This ethnographic exploration focuses on a group of students with a variety of Indigenous backgrounds participating in a field course on introduction to Ecology. Native-born students contribute innovations to the knowledge production process by shaping research questions, methodologies, and result interpretations. These innovations stem from diverse worldviews and epistemologies, and while they could significantly impact scientific knowledge production, the students may not fully appreciate their own relevance. This work may serve as a testimony of the processes of reflection and negotiation with the scientific methods, practices, and values that native students undergo when participating in a Western scientific context. [ABSTRACT FROM AUTHOR]

This work offers an ecocritical reading of the Holocaust from the perspective of liberator accounts concerning the Bergen-Belsen concentration camp. It focuses on how Allied military personnel expressed their descriptions in two distinct ways. First, liberators offer a unique spatial orientation in their narratives, communicating values that are presented through geography and ecology. Second, the survivors were repeatedly viewed by liberators through the lens of animal metaphors, a type of zoomorphic language. This paper argues that the horrific suffering experienced by the survivors in Bergen-Belsen created a linguistic frontier or divide between themselves and Allied military personnel. [ABSTRACT FROM AUTHOR]

Globally, many complex issues, like the ageing population and health inequalities, require attention. People are experimenting to combat these issues in their local contexts through bigger or smaller networks; however, much of the knowledge about these initiatives remains localised and elitist and omits the voices and perspectives of citizens. This article identifies the characteristics of a more horizontal, emergent and plural epistemology to mobilize knowledge. We used local networks building age-friendly communities in the Netherlands as a case study. With members of 110 local networks, we worked with a new methodology called dynamic knowledge synthesis to create fruitful interactions and learn with stakeholders, including older citizens, in a learning community. Four working principles helped us, namely (1) a rhizomatic design based on multiplicity, heterogeneity and non-linearity of knowledge; (2) fertile soil nurtured by the talents and wisdom of participants through participatory arts-based methods; (3) so-called 'wicked skills' of a forester 2.0 to facilitate learning; and (4) an ecosystem metaphor as a boundary object to understand local networks. We invite colleagues to experiment with dynamic knowledge synthesis to connect on different levels, with particular attention to the inclusion of citizens in creating sustainable local communities. [ABSTRACT FROM AUTHOR]

Indigenous knowledge and resilience are embedded in the prevailing culture of traditional societies. This study aims to investigate the Pashtun culturally embedded indigenous knowledge and resilience to climate change. The Pashtun indigenous knowledge is culturally entrenched and guides them socio-culturally to mitigate the worst impact of climate change. It is revealed Pashtun indigenous knowledge and resilience are rooted in their culture and social structure. Their folk literature, metaphors, poetry, traditions, cultural capitals, social organizations, and colonial history are key elements to understanding the different aspects of Pashtun's traditional wisdom and resilience to climate change. Pashtun social structure (such as kinship bonds, brotherhood, and reciprocity) and cultural institutions (such as Jirga) also strengthen their resilience to bounce back from the worst impact of climate change. Indigenous knowledge, sociocultural institutions, and resilience collectively help them to face the worst impact of climate change. Pashtun have bad memories of colonial exploitation and Pakistan's exploitative policies; hence, they do not trust state initiatives, and they rely on their traditions to counter the worst impact of climate change. [ABSTRACT FROM AUTHOR]

A reader of the peer-reviewed neuroscience literature will often encounter expressions like the following: ‘the brain is a dynamic system’, ‘the brain is a complex network’, or ‘the brain is a highly metabolic organ’. These expressions attempt to define the essential functions and properties of the mammalian or human brain in a simple phrase or sentence, sometimes using metaphors or analogies. We sought to survey the most common phrases of the form ‘the brain is…’ in the biomedical literature to provide insights into current conceptualizations of the brain. Utilizing text analytic tools applied to a large sample (> 4 million) of peer-reviewed full-text articles and abstracts, we extracted several thousand phrases of the form ‘the brain is…’ and identified over a dozen frequently appearing phrases. The most used phrases included metaphors (e.g., the brain as a ‘information processor’ or ‘prediction machine’) and descriptions of essential functions (e.g., ‘a central organ of stress adaptation’) or properties (e.g., ‘a highly vascularized organ’). Comparison of these phrases with those involving other bodily organs (e.g. the heart, liver, etc.) highlighted common phrases between the brain and other organs, such as the heart as a ‘complex, dynamic system’. However, the brain was unique among organs in the number and diversity of analogies ascribed to it. The results of our analysis underscore the diversity of qualities and functions attributed to the brain in the biomedical literature and suggest a range of conceptualizations that defy unification. [ABSTRACT FROM AUTHOR]

This study examined whether creative thinking improves by utilizing an intervention program based on three types of ambiguous image-text interactions within artwork: (1) ambiguous text, (2) negation, and (3) semantically unrelated image-text. Participants (79) were divided into three groups: "ambiguous-negation-unrelated" group exposed to stimuli 1 + 2 + 3, "ambiguous-unrelated" group exposed to stimuli 1 + 3, and the control group unexposed to any intervention. The metaphor generation test (MGT) and Tel-Aviv creative test (TACT) were given pre- and post-intervention. The results showed the "ambiguous-negation-unrelated" intervention group scored higher on the TACT post-intervention, as compared to pre-intervention, a finding not observed among the "ambiguous-unrelated" and control groups. Furthermore, both art intervention groups generated more utterances overall (literal, conventional, and novel metaphors) in the MGT post-intervention, as compared to pre-intervention. These outcomes suggest this artwork intervention that utilized ambiguous image-text interactions and included theoretical discussion and reflective analysis can enhance divergent thinking. [ABSTRACT FROM AUTHOR]

This qualitative study, based on semi-structured interviews, analyses the emotions of six (n = 6) pre-service teachers (PSTs) enrolled in a Chilean full-year education programme through metaphors they used to describe the process by which they became professionals. Findings suggest that pre-service teachers understand emotions as burdens, tools, and sources for self-knowledge. Metaphors also indicate that teacher training might be experienced as a shifting and hostile proof that challenges their self-conceptions, impelling personal adaptation and learning. Accordingly, this study shows that candidates employ metaphors to create professional knowledge, review past experiences, and develop identities. Lastly, it is also suggested that integrating metaphor-based work during the training might help PSTs to build narrative agency and gain valuable insight into their processes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ankara Studies / Ankara Araştırmaları Dergisi is the property of Sadberk Hanim Muzesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interdisciplinary Studies of Literature is the property of Interdisciplinary Studies of Literature Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of religious symbols in commercial advertising is not only a modern phenomenon. The research presented here traces its existence from the start of the last century through the analysis of a broad sample of advertising posters that circulated in Italy between 1890 and 1950. In presenting the main results of this analysis, this article not only sets out to document the variety and complexity of the historical materials belonging to a distant past but also seeks to pinpoint a potential thread running from that context to the present day, indicating continuities and differences that can help to understand some transformations that have taken place over time. [ABSTRACT FROM AUTHOR]

The current paper is a critical cognitive corpus-based analysis of Aljazeera Arabic news reports that have utilized the Qur'anic scripture in an implicit way to report on political events that took place in Egypt in 2011. While it is well-known in academic research that intertextuality can be determined by metaphors in media discourse (Semino, 2008; Otaif, 2015), the current paper found that intertextuality can also constitute a main discourse metaphor that serves as an effective discursive tool to influence or manufacture the public ideological stance and consent to social events. The findings raise ethical concerns over the use of the Qur'anic scripture in political news discourse and call for further critical research. [ABSTRACT FROM AUTHOR]

This article examines the phenomenological crisis of Colleen Haggerty as captured in her memoir A Leg to Stand On: An Amputee's Walk into Motherhood (2014). Using a theory-driven textual analysis, the article examines the conceptual metaphors articulated by Haggerty to comprehend the phenomenology of being a road traffic accident (RTA) victim and a disabled mother. The article draws on and extends Fiona Kumari Campbell's and E. J. R. David's notion of internalized ableism in order to trace the physical and psychological well-being issues of the accident victim who encounters an amputation. In addition, the article adopts and appropriates Catherine Malabo's theory of destructive plasticity and Havi Carel's theory of bodily doubt to unveil the uncanny experientialities of RTA victims. Overall, it examines how the memoir serves as an apt medium to cognize Haggerty's anxiety, phobia, apprehension, and the gradual circumvention of her body's limitations and enjoyment of all the shades of womanhood. [ABSTRACT FROM AUTHOR]

Metaphors and diagrams are underutilised in actor training, both for teaching and practice-led research, creating a gap in the literature. Combining practice-led research and phenomenology as a methodology, this paper examines the author's metaphor exercise "INTERACTION IS PLAYING TABLE TENNIS" and four Rich Picture-like diagrams, all constructed through a personal philosophy lens as an acting teacher/coach in the process of redefining Stanislavski's term "communication" as "psychophysical interaction" and inventing the corresponding technique named "Transitive Psychophysical Interaction Score (TPI Score)". This examination draws on an interdisciplinary perspective, incorporating Johan Huizinga's cultural theory of "play" metaphor, George Lakoff and Mark Johnson's, and Zoltán Kövecses's theories of "conceptual metaphor", along with Simon Bell, Tessa Berg, and Stephen Morse's "Rich Pictures" concept, to reveal how metaphorical and visual elements rooted in physical experiences such as "games/sports", "colour", "icons", and their inherent quality of "playfulness' reshape actors" embodied understanding of the concept of "interaction" and fostering trainer-trainee dynamics. This inquiry also critically reflects on ineffective instructions commonly used by trainers, arguing that the combination of metaphor exercises and visual metaphors can bridge tacit and explicit knowledge in a structured, engaging way, thereby improving practitioners' and researchers' ability to articulate complex knowledge and reveal deep insights in teaching and academic writing, and fostering a more effective and relaxed communication. This creative approach to teaching and practice-led research can be used by a broader community of actor trainers and researchers in the future. [ABSTRACT FROM AUTHOR]

Gareth Morgan (1986) is famous for drawing attention to the key role of metaphors (metaphors) in organization theory. He suggested that various definitions of organizations are based on different metaphors, often unconscious ones. In this paper we set out with metaphors contained in Morgan's book (1986), but altered, re-imagined supplemented by us. Also, somewhat reinterpreted. The aim of the paper is, now as it was then, not to serve as a research article, but, rather, a kind of intertextual journey in search of narrative intricacy but without wandering off into chaos. [ABSTRACT FROM AUTHOR]

Our article concentrates on the study of metaphors, particularly the translation of anthropomorphic metaphors used within the plastics industry. Through the intermediary of the analysis realised with the help of a technical corpus, which focuses on various texts and documents specific for the plastics industry, we have highlighted the use of anthropomorphic metaphors in the context of specialised languages, and we have identified the difficulties concerning their translation. Anthropomorphic metaphors can determine problems especially when the relationship between metaphorical expression and its referent is not visible at first sight or when they do not possess the status of lexicalized metaphors. Understanding the meaning of the anthropomorphic metaphors and finding the appropriate equivalent in Romanian can be achieved only by a systematic documentary research, which plays a crucial part particularly when the difficulty lies in the semasiological and onomasiological phases of the translation process. [ABSTRACT FROM AUTHOR]

Copyright of Culture, Language & Representation / Cultura, Lenguaje y Representación is the property of Universitat Jaume I and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Through a reflexive thematic analysis of a large online support group for dyslexia and a sensemaking lens, this study investigated how mothers made sense of their child's dyslexia through metaphors. Mothers used metaphors to characterise their feelings surrounding dyslexia, their school‐based interactions and their identity as advocates. The language mothers use offers a generative, textured way to understand the lived experiences of supporting a child with learning differences. Whilst mothers articulated much frustration and anger, they also voiced encouragement, advice‐giving, empathy and hope, illustrating how their sense of agency was both threatened and empowered by the experience of having a child with dyslexia. There is much mothers must process, understand and navigate surrounding their child's dyslexia and the findings underscore the need for early school‐based screening, support and intervention. [ABSTRACT FROM AUTHOR]

Traditionally, systems thinking support has relied on an ever-increasing plethora of systems tools, methods, and approaches. Arguably though, such support requires something different from, and more accessible than, detailed instruction on somewhat abstract laws and detailed principles and/or constitutive rules associated with conventional systems approaches or systems 'tools of the trade'. For busy managers and decision makers working in often-stressful conditions, what is perhaps more valued are simple principles for enabling systems thinking in practice. Such principles should acknowledge and build on existing (multi)disciplinary skill sets and expertise, allowing for more meaningful interdisciplinary support amongst professions, as part of a nested transdisciplinary support for addressing wider social challenges. This monograph offers three principles of systems thinking in practice (STiP): relational STiP, perspective STiP, and adaptive STiP. They each have two sets of operational principles applicable to first-order and second-order practice, respectively. The three general principles are nested in an overriding principle of STiP as praxis (theory-informed action or thinking in practice) manifest in the need for being both systemic and systematic. The three principles represent a distilled expression of a systematic literacy of systems thinking, a literacy that speaks to the systemic sensibilities of Inter-relationships, Perspectives, and Boundaries (sometimes referred collectively as IPB), associated with any area of intervention. Drawing on metaphors of bricolage, conversation, and performance, and building on philosophical foundations of boundary critique, the three principles provide for a requisite systems literacy (as an emergent property of systemic sensibilities and systems thinking literacy) for enabling appropriate STiP capabilities to flourish when making a meaningful change. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore how the history of images and conceptual metaphors resulting from them that we use in educational reflections are formed regardless of if they are problematized in practical life. Insight into history shows how these images are shaped not only by our own experiences and by the context of our lives, but also by the history of such images, which are unconsciously inscribed in our metaphorical speech through so called "residues of meaning". The paper clarifies this, using the examples of alimentary images, that are a transition from nutrix (wet nurse) to nutritor (teacher). The text offers selected examples of consideration of alimentary images. These are among the most primitive and therefore the deepest images of human experience. This history is an example of a cultural line that goes from ancient educational imagination to the more recent forms of such images, even if always with different accents. [ABSTRACT FROM AUTHOR]

Photorealistic rendered images are the visuals of an architectural project which is not constructed but its design process is completed. They are presented to society and clients to represent what the building will look like. These images are typically presented to the public as a marketing strategy. In this regard, the photorealistic rendered images are pre-imaging of the actual constructed building. However, it is important to understand if these two mediums (dimensions) are semantically connoted same or different. Therefore, this research aims to analyse and understand these possible similarities and differences. It aims to reveal the metaphoric differences in terms of "architectural experiences" by a developed model in semiotics which is based on analysis of user experience's systematic codification. In conclusion, this paper develops a research method that aims to demonstrate the connotation differences and it discusses how the mental attitude can be affected. In this regard, it explains how the representations of photorealistic renders create positive but misleading user experiences. [ABSTRACT FROM AUTHOR]

Copyright of Ancient Mesoamerica is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There remains to be a scarcity of pragmatic studies that rely on analysis tools in the literary dimension. It is also deemed not too important to relate the linguistics field to understanding the beauty and metaphoric meanings in the literature. This study describes the metaphors in emotive phrases from a pragmatic stylistic standpoint and their pragmatic connotations. This study identified symbolic utterances of a novel's emotive terms. Thus, this study relied on novel excerpts with metaphorical emotive word meanings. Sindhunata's Gramedia Pustaka Utama book Anak Bajang Menggiring Angin provided source data. The data were collected by observation and then analyzed using distributional analysis. The extralinguistic dimensions of this study were analyzed via a contextual method, especially the extra-lingual equivalent method. This study found anthropomorphic, abstract, and animal imagery analogies. The collected data shows that metaphors have four pragmatic meanings: connotative, emotive, introspective, and collocative. Understanding these meanings is not just confined to a purely literary perspective, as literature and language are like two-sided coins; one field cannot be separated from the other. So, there will be more literary studies with an interdisciplinary perspective on literature and linguistics in the future. [ABSTRACT FROM AUTHOR]

This article is a systematic investigation into the symbolic and sensory metaphors in architectural buildings. It presents definition and differentiation of symbolic (stereotype images) and sensory (architectural experience) metaphors. According to the semiotics model of architecture, they are tested empirically and the results are presented in order to understand their influence in architecture. In this regard, this paper designed a research method and adapted a novel semiotic model to investigate the relationship between sensory metaphors (architectural experience) and symbolic metaphors. The cases included six distinctive buildings and 30 subjects. Results demystified that buildings high in connotative qualities do not always connote positive architectural experience. A building with a high number of symbolic metaphors could create a high number of sensory metaphors but these sensory metaphors may not be necessarily positive feelings and experiences. [ABSTRACT FROM AUTHOR]

Metaphors were introduced to the science of cathedral studies by Muskett in her book, Shop window, flagship, common ground. Such metaphors have the power to inform and shape the perception of cathedrals, but lack theological or ecclesial authority. Gary Hall's analysis of The purpose of cathedrals offers a different approach to cathedral metaphors when he roots the purpose of cathedrals in the episcopal ordinal: cathedrals are mandated to do what bishops are called to be, by virtue of displaying the activities of the bishop's cathedra. Central to these activities, exemplifying the bishop's role as teacher, cathedrals serve as Episcopal centres of learning. Drawing on a careful analysis of information presented by the websites of the 43 Anglican cathedrals within England and the Isle of Man, the current study demonstrated that, like Anglican church schools, as Episcopal centres of learning, Anglican cathedrals offer educational provision that exemplifies a theology of nurture (concerned with the formation of Christian disciples) and educational provision that exemplifies a theology of service (concerned with supporting and serving the wider community). [ABSTRACT FROM AUTHOR]

This paper presents a Semiotic Study of Sarnath Banerjee's Graphic Novels through the lens of Psychology. Sarnath Banerjee, an eminent graphic writer, is known for creating perplexing stories that investigate complex social and social topics. Using semiotic examination, this study analyzes the signs, symbols, and metaphors present in his attempts to unwind the mental elements of the characters and their connections. The investigation dives into the depiction of characters and their prototype portrayals, revealing insight into their inspirations, battles, and mental changes. Through the recognizable proof of repeating symbols and metaphors, the review plans to disclose the more profound implications and close to home effect they carry on perusers' minds. The account design of Banerjee's graphic novels is investigated to evaluate what it means for perusers' mental commitment. The utilization of flashbacks, dream arrangements, and nonlinear narrating is examined for reflecting mental states and feelings inside the narratives potential. Moreover, the examination investigates the social and social editorials inserted inside the novels, looking at their mental ramifications on perusers' points of view and feelings. The subjects of character, memory, injury, selfrevelation, and emotional wellness are broke down, trying to understand their depiction and effect on perusers' mental understanding. The profound commitment of perusers with the graphic novels is explored, taking into account how the fine art, character improvement, and narrating strategies inspire explicit close to home reactions. The review explores how the graphic novels' substance reverberates with perusers and how their mental foundations impact the translations of the works. Eventually, this semiotic investigation offers a more profound understanding of the mental elements of Sarnath Banerjee's graphic novels. By investigating the exchange of signs, symbols, and metaphors, and their mental ramifications on characters and perusers, this examination adds to a more extensive enthusiasm for the mental profundity of graphic stories and their effect on perusers' brains. [ABSTRACT FROM AUTHOR]

Lesson planning is a core skill teachers need to develop in implementing lessons effectively in the classroom. While metaphor research has been used in a range of contexts including in teacher education, metaphors associated with lesson planning among teachers in developing regions in the world remain underrepresented. Due to the importance of lesson planning in the implementation of the curriculum, investigating metaphors of lesson planning provides helpful insights on the beliefs of teachers in classroom practice resulting in effective instruction. This investigation sought to identify the metaphors Filipino teachers associate with lesson planning and their connections to teacher agency. This study, which is part of a larger investigation, examined metaphors from 73 English Language teacher-respondents in professional development workshops. The metaphorical conceptualization process employed in analyzing the data consists of three phases (1) validating and coding data, (2) summarizing and representing codes, and (3) identifying and describing categories. Results reveal eleven distinct conceptual categories, including perceptions of lesson planning as a project-like endeavor, an act of molding, and a form of creative expression, all of which highlight teacher agency in the teaching-learning process. These suggest that teachers take different roles in lesson planning depending on the nature of the subject matter, conditions they face in their work contexts, and their beliefs about teaching and learning. However, some teachers perceive lesson planning as routine and question its purpose, which poses challenges in designing effective professional development programs tailored to their needs. [ABSTRACT FROM AUTHOR]

Copyright of Media Research / Zeszyty Prasoznawcze is the property of Jagiellonian University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A primary assumption made for reflections presented in this article is the possibility of describing social reality using metaphors and their crucial role in creative thinking. The analysis is based on the interdisciplinary research project Images of the Polish Socio-Economic Transformation in the Eyes of Foreign Researchers in the Context of Their Social Roles and Intercultural Communication (2023 – now). The article references three metaphorical images of the Polish socio-economic transformation of the 1990s. It shows how they reflect the diversity of social reality and the selective character of its perception. Due to the use of metaphors in describing the analyzed process, it was possible to highlight its specific characteristics, which is typical of this approach. Besides, the article indicates that participants of the socio-economic transformations can perceive them differently than distanced external researchers with different baggage of personal and epistemological experience. Therefore, the article focuses on this rich diversity in the perception of social reality and the creative thinking associated with it. [ABSTRACT FROM AUTHOR]

Working chiefly within the tenets of Cultural Linguistics (CL), this study examines the cultural and cognitive motivations that underlie selected death-oriented personal names among the Igbo of South-eastern Nigeria. Based on the cultural linguistic perspective, the analytical tool for the study is shaped by insights from cultural schemas, cultural categories and cultural metaphors as signifiers of ideation and social meaning. The cultural frames enable the language user to have a better understanding of the cultural and cognitive motivations that underlie the conceptualization of names and naming among the Igbo. Much has been done on the structure and sociological forms of Igbo personal names and their meanings, but only a few studies have been undertaken on the names that express the notions of death and dying in Igbo. More importantly, no previous study has used insights from Cultural Linguistics (CL) or the Conceptual Metaphor Theory (CMT) to explain the motivations for the preponderance of death-oriented names among the Igbo people. Thus, this study specifically aims to address the lacuna. The study reveals that the Igbo, like most African and other human societies, recognize and accept the inevitability of death. Consequently, they use language in diverse forms and contexts to express their perceptions of the horrors and pains associated with the inevitability of death. Songs, proverbs and ritual practices are some of the verbal and social semiotic forms through which the Igbo express their knowledge of and attitude toward death and dying. However, names and naming are the most vivid cultural cognitive patterns by which the Igbo show their understanding of the nature of death and dying and their psychological effects on the living. Constrained by space and scope, this study identified and classified six major death-oriented names among the Igbo, as follows: names that depict the overwhelming power of death; names that make an appeal to death; names that depict death as wicked/evil/terror; names that depict death as no respecter of wealth/social class; names that challenge/mock the assumed power of death; and names that depict death as an insensitive entity. Thus, the above frames constitute the major paradigms by which the Igbo express their knowledge of and attitudes toward death and dying. [ABSTRACT FROM AUTHOR]

The main goal of this research is to explore the emotional structures of the Hungarian identity. During the research, seventy semi-structured creative interviews were conducted with current political activists. The interview questions were combined with metaphors, and the activists belonged to political parties which were members of the Hungarian Parliament. The main findings of my research support that most of the metaphors are loaded with our pasts. Besides that, psychological approaches were quite common among the respondents: several interviewees 'diagnosed' Hungary with mental illnesses. Finally, 'Hungarian exceptionalism' has appeared many times in metaphors. This term refers to the notion that the Hungarian people are somehow unique, and some hard-to-grasp quality in them only and exclusively characterizes Hungarians. [ABSTRACT FROM AUTHOR]

Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching. [ABSTRACT FROM AUTHOR]

This study examined the Russian state-sponsored outlet "Sputnik's" metaphorical use in covering American withdrawal from Afghanistan to explain rhetorical devices used to disseminate discourse about Russia's geo-political rival, the United States. Using the Metaphor Identification Procedure (MIP), the study analyzed 28 main metaphors and metaphorical expressions in "Sputnik's" coverage during the week of the American pullout. Metaphors such as Biden's Saigon, puppet government, or Night of the Long Knives suggest the existence of a discourse criticizing the rival and historicizing the event. The results are interpreted in light of using metaphors in the media's conflict coverage. [ABSTRACT FROM AUTHOR]

What feelings foster peace? This question is rarely asked in International Relations. This article, therefore, sets out to analyse the way people involved in peace processes speak about feeling by using one particular set of metaphors and allegories, namely, such tropes that refer to family in any way. The article presumes that family metaphors are particularly well suited to speak about difficult feelings since they are inherently ambiguous: on one hand, families are a universal experience, which means that their use speaks to a wide and general public; on the other hand, families are a personal and subjective experience, so that metaphors and allegories can be left unspecified, for each listener to be filled with their own ideas. By looking at speeches by Nobel Peace Prize laureates, the article explores how this ambiguity is used when talking about peace. It finds that family metaphors can build bridges and imagined connectivity; but they can also be used to deny a shared relation between two parties. The article concludes that family metaphors and allegories are capable of not only breaking up conflict lines but also of cementing them in an elusive and subtle way. [ABSTRACT FROM AUTHOR]

The inaugural speeches of Reagan and Trump differ in cognitive structures, discourse-forming strategies, and linguistic means. The semantic dominant in Reagan's discourse is "unity based on heroic continuity" versus "division" in Trump's discourse with the "us-them" opposition. The conceptual architecture of Reagan's discourse is based on the clusters of "American uniqueness", "sense of national pride" and "continuity of the heroic past" with connotations of optimism versus "threat" and "protection" in Trump's discourse, implying pessimism. In Reagan's metaphors, 75 % of source domains serve as identifiers of positive emotions, compared to Trump's 77.7% of negatively connoted source spaces. The primary stylistic device in Trump's speech is explicit antitheses, implementing the strategy of constructing a "we-group" based on the opposition to "them", while Reagan's antitheses are implicit, implementing a strategy of consolidation by cancelling negative propositions with affirmative ones denoting ways to compensate for negativity. Temporal deixis in Trump's speech actualizes the "past is bad" model in antithesis to "future is good". Reagan's temporal perspective of the future is conceptualized as a positively evaluated heroic past, using intertextual citations, paraphrases, allusions, and narratives. Trump builds an emotional connection stylistically, while Reagan does so lexically-semantically, operating not with forms, but with meanings in an ethos argumentative model, using complex syntactic structures, an intimate and narrative style, direct directives, and "I"-based personal dexis, implementing a strategy of unification via individualization. Trump employs a slogan-like style in a pathos argumentative model, relying on simple syntax accumulating stylistic devices, aimed at mass audience in a strategy of unification versus individualization. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the importance and effect of asymmetric technological collaborations' key success factors in developing countries. The number of collaborations between large enterprises and SMEs, known as asymmetric technological collaborations (ATC) is growing considerably. But this asymmetry in itself can increase the number and intensity of collaboration challenges. So far, limited studies have been conducted on the stability of ATCs, and most of them have been in the context of developed countries. Meanwhile, studying the strength and stability of collaboration in the nano industry with growing market value and increasing newcomers is of particular importance. Design/methodology/approach: Here, with bionic engineering approach, we used chemistry for the first time to identify the main stability factors of ATCs and build our hypotheses and research model. To this end, we introduced the factors affecting the stability of the dative chemical bond as a bionic counterpart of corporate venture capital (CVC), which is a type of ATC, and proposed 4 hypotheses. We used structural equation modeling (SEM) with partial least squares (PLS) method to examine the hypothesized relationships. Findings: The analysis of survey questionnaire data from 26 asymmetric collaborations in Iran's nanotechnology industry shows that "learning of the acceptor company" with a negative effect, "network ties" and "development of the collaboration host region" with a positive effect and "diversity in the collaboration portfolio" with an inverted U-shaped effect are the most influential factors in the stability and continuity of CVCs, respectively. Originality/value: The findings of this research can be the beginning of a broad path leading to exploring and getting inspiration from chemistry to analyze management issues. [ABSTRACT FROM AUTHOR]

The way and degree to which people in different cultures consider a metaphor to be appropriate, acceptable, or apt has been the subject of controversy in recent decades. According to structure-mapping models, metaphors are understood by mapping relations from the base domain to relations in the target domain. However, previous research lacks literature on cross-cultural contexts and differences in the degree of acceptability of metaphors in different cultures. To address this gap, in this study we examined cross-cultural differences in metaphor aptness among participants from three different cultures. We developed two questionnaires, an acceptability judgment-task and a parallel-relation test using the COCA (English), PLDB (Persian), and KorAP (German) corpus databases. The results suggest striking differences in the acceptance of a metaphor in different cultures where the vehicle of a metaphor is not present. It is suggested that metaphors are considered apt through the process of categorizing the salient features that are considered structurally similar. This idea is partially consistent with studies that support class-inclusion models which suggest that hearers place the topic of a metaphor in a category in which the vehicle fits. The absence of a domain (whether topic or vehicle) may lead to unacceptability of a metaphor. Lack of cultural background in the use of these words hinders the process of finding a salient feature between them and the counter domain in a metaphor to form an appropriate alignment. [ABSTRACT FROM AUTHOR]

Metaphorical concepts shape our thoughts, actions, and communication in everyday life. A rich network of metaphors underlies employment relations theories, framing our understanding of work and employment. This article urges employment relations researchers to use metaphors not just in theory, but in empirical data collection. Metaphor elicitation methods offer insights beyond what can be gleaned using traditional methods, such as interview, alone. Using the context of research into youth non-standard employment, this article proposes that through incorporating methods such as metaphor elicitation, employment relations research can uncover greater depth of experience, and empower workers who may lack voice or power. [ABSTRACT FROM AUTHOR]

This paper argues that metaphorical formulations around genetic categories have important implications for individuals' experiences of their at-genetic-risk bodies vis-à-vis the market for prevention. Drawing on Jacques Derrida's concept of usure, our findings unpack three central biomedical metaphors that shape the ways in which 'previvor' women with the BRCA gene mutation manage and experience their (risky) body-in-transition against the market for prevention. These are the metaphors of: the container, the omnipresent danger, and battle and journey. Our discussion unravels the processes of the de/re-stabilisation of the (risky) body-in-transition, as well as the reconfiguration of individuals' rights and duties in the market for prevention to become a good genetic citizen. Moving beyond a discussion of 'consumer sovereignty', we contribute to developing a contextually nuanced understanding of the complex relations between the lived experiences of 'losing control' and the consumption of prevention. [ABSTRACT FROM AUTHOR]

This paper addresses Benjamin Netanyahu's border discourse in the context of radical right-wing populism. It discusses how, in the speeches and statements appearing in his official government website, Netanyahu construes groups located spatially outside Israel's borders, mainly terrorists and migrants (the "wild beasts" and the "infiltrators"), as existential threats to Israel. The aim is to prove that, in legitimizing the militarization of borders through "security fences", so that the "other" can be excluded from the nation, Netanyahu uses the same power geometries and discursive strategies, i.e. Proximization (Cap 2013) and dehumanizing metaphors (Santa Ana 1999, Musolff 2015, Taylor 2021), typically used by right-wing populist parties and leaders. By appealing to both populism and certain interpretations of Zionism, his ethnonationalist view of borders is based on the normalization of the discourse of delegitimation and exclusion of those groups considered as a threat to the nation. [ABSTRACT FROM AUTHOR]

Scrutinizing literary works such as song lyrics and poems can be beneficial for instilling character education since they may contain sublime messages from prophetic ethics. However, such messages are oftentimes conveyed using metaphors, which cannot be interpreted literally from the words used in the literary works. Hence, the present study aims to scrutinize the metaphorical expressions used in Tegalan songs and poems as a form of Javanese literary works and analyze the prophetic ethics contained in the texts, depicting character education. A qualitative research design involves the process of analyzing, classifying, interpreting, and drawing conclusions. The metaphors were identified and classified. The language used to convey the prophetic ethics were also analyzed to explain the depiction of character values within them. The findings demonstrate that metaphors were used to express the author's intentions aesthetically, emphasizing the good practices of undergoing life, such as resilience, patience, and totality in living life. Furthermore, some prophetic values were realized in the forms of humanistic, liberalization, and transcendental ethics, described in the lyrics of the poem and song Tegalan. This paper can be used as a reference for those aiming to instill character education through the use of local literary works. [ABSTRACT FROM AUTHOR]

As the theory of cognitive linguistics claims, metaphors shape not just our communication, but also the way we think and act in our everyday life. On the other hand, economic theory is based on the use of metaphors and figurative thinking. The aim of this article is to describe the usage of some cognitive metaphors in economic texts in Bulgarian online media. The object of cognitive and discourse analysis are economic media articles published 2020-2023 on the Internet. Media often use metaphors and figurative language not only to amuse their audiences but also to influence the unconscious mind of the people. [ABSTRACT FROM AUTHOR]

This study explores vocational didactics and embodied knowledge in hairdressing education by studying how perceptive sensoriality is used by teachers and students in creating shared understandings of vocational knowledge. Among multiple actions, touch is distinguished as a central resource in learning the vocation, as it emerges in interaction between teacher and student related to the ongoing teaching and its assignment. The data is based on video-recordings displaying how touch is used in manipulating objects and material, or in assessing qualities and defects. In such instances, touch becomes a diagnostic criterion (Goodwin, 1997) to investigate how the material worked with can be evaluated and handled. To bridge the gap between individual and collective vocational knowledge, metaphors are of use. The results show two approaches to the teaching of perceptive sensoriality. In order to learn the vocational subject content the teaching need to provide for and practice the individual’s embodied sense of touch as well as the vocation’s verbalised collective feel. This is the core of the didactical challenge. [ABSTRACT FROM AUTHOR]

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The use of tailored language, which involves a clinician's ability to adapt communication styles and employ accessible terms and concepts, has long been touted as key to engaging men with mental health services. Metaphors are one communication device that can provide men with ways through which to meaningfully express themselves and communicate their mental distress experiences. Using qualitative photovoice research, the current study examined how New Zealand-based men (n = 21) communicatively constructed their meaning of mental distress through metaphors. Analysis of interview data was used to derive three metaphor groupings men consistently drew on to articulate their lived experiences: metaphors of emotions (darkness and weight), metaphors of survival (battle and entity), and metaphors of disembodiments (debility and entrapment). The findings highlight the power of metaphors as a tool for men in communicating their experiences of mental distress and are valuable for health professionals to contemplate across an array of contexts. The implications and importance of a metaphor-enriched perspective for engaging men in professional health care settings and services are discussed. [ABSTRACT FROM AUTHOR]

Cultural philosophies, belief systems and experiences serve as superordinate cultural concepts that are reconceptualised and expressed using metaphorical personal names in Mabia languages. Metaphorical personal names are 'vehicles' that transport the worldviews of speakers of Mabia languages to the target audiences. Every metaphorical personal name shares properties of a superordinate umbrella concept such that even newly created metaphorical names fall within an already existing cultural philosophy. This study argues that there is a corresponding relationship between a metaphorical personal name, the source domain, and its superordinate umbrella philosophical concept, the target domain. The study uses data from four Mabia 'sister' languages of West Africa: Dagbani, Kusaal, Likpakpaln, and Sisaali. The findings show that the source domains of these names include the name-bearer and the personal name itself, and the name-giver, whilst the target domains include flora and fauna terms, belief systems, innuendos and proverbs, experiences of name-givers, 'death prevention' labels, among others. The article also establishes that both sociocultural and ethnolinguistic factors influence the use of metaphorical personal names in the cultures under study. The Conceptual Metaphor Theory (CMT) is employed for the analysis of data in this research. The work uses the qualitative method and data are sourced from semi-structured interviews, from school registers and other previous studies on personal names in the selected languages. [ABSTRACT FROM AUTHOR]

This article discusses the strategy of intimidation and humiliation in Al-Ḥajjāj ibn Yūsuf al-Thaqafῑ's most famous speech delivered in the city of Kufa in Iraq in the seventh century. The linguistic devices used by Al-Ḥajjāj are analyzed by applying the theory of Critical Discourse Analysis. This approach reveals his rhetoric of intimidation, humiliation, and emotional manipulation, reflecting Al-Ḥajjāj's intention to act with extreme cruelty against the Kufa rebels. In this speech, he strove to normalize and legitimize violence against the rebels, for example, by likening the inhabitants of Kufa to animals, thereby framing the beheading and slaughtering of them as normal, in the way that animal slaughter is perceived as normal behavior. [ABSTRACT FROM AUTHOR]