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The aim of this study is to determine how metaphors are used in tour guides, registered to the Ankara Chamber of Tourist Guides (ANRO), to create desired perceptions of Ankara. This study uses the qualitative research method of phenomenology and the purposeful sampling method of homogeneous sampling. The population of the study consists of active tour guides registered to the Ankara Chamber of Tourist Guides (ANRO). In the study, metaphors were used to determine the perceptions of tour guides about Ankara. The research questions were formed by reviewing the relevant literature and a form was completed to obtain the required data. The data obtained in the study was analyzed by content analysis and then subjected to descriptive analysis. According to the results of the research, the most frequently utilized metaphors for Ankara are the sun, goats and villages. The metaphors developed by tour guides for Ankara were grouped under 8 categories: nature, animals, spaces, humans, relational, culture, history and technology. It is thought that this study can benefit future studies by providing a sense of the images created of Ankara. [ABSTRACT FROM AUTHOR]

Die vorliegende Arbeit setzt sich zum Ziel, die Vorstellungen türkischer DaF-Studierender von der Lehrkraftrolle im digitalen Zeitalter anhand von Metaphern zu analysieren. Es handelt sich um eine Fragebogenuntersuchung mit 57 Studierenden des dritten und vierten Studienjahres der DaF-Lehramtsabteilung an einer türkischen Universität. Erkenntnisleitend waren dabei die Fragen, welche Metaphern die Studierenden zur Beschreibung von Lehrkräften mit entwickelten digitalen Kompetenzen benutzen und welchen Kategorien die von ihnen verwendeten Metaphern zugeordnet werden können. Im Fragebogen füllten die Probanden und Probandinnen den Satz „Eine mit digitalen Lernanwendungen arbeitende DaF-Lehrkraft ist wie …, weil …” aus. Außerdem wurde eine Frage vom Likert-Typ zur Relevanz des Einsatzes digitaler Lernanwendungen benutzt. Die Analyse der Antworten ergab, dass eine überwiegende Mehrzahl der Befragten die Verwendung von digitalen Lernanwendungen für sehr wichtig (70,2 %, n = 40) und wichtig (24,6 %, n = 14) hielt. Des Weiteren nutzten 16 von den 57 Teilnehmenden in ihren Antworten keine Metaphern, deswegen konnten nur 41 Antworten bei der Auswertung von Metaphern berücksichtigt werden. Insgesamt wurden 33 unterschiedliche Metaphern zur Umschreibung von einer mit digitalen Lernanwendungen arbeitenden DaF-Lehrkraft benutzt. Die qualitative Inhaltsanalyse der Daten führte zur Bildung folgender Kategorien: „Innovator“, „Entertainer“, „wertvolles Objekt“, „Unterrichtsmanager“, „Motivationstrainer“ und „Aufmerksamkeitslenker“. Im Vergleich mit den Metaphern-Untersuchungen zum traditionellen Lehrkraftbild verdeutlichen unsere Kategorien die sich verändernde Lehrkraftrolle im digitalen Zeitalter, in der nicht mehr die Wissensvermittlung, sondern Innovation, Lernen mit Spaß sowie Motivation im Vordergrund stehen.

Despite the attempts of various governments to return them to their homeland, from the date of their exile to the present day, Meskhetian Turks still live on their toes in the regions where they were exiled or migrated. Accordingly, the metaphors produced by Meskhetian Turks, who have personally experienced the exile or immigration process, for immigration and other concepts related to immigration, are helpful elements in understanding the immigration processes and the phenomenon of immigration in general. This research, which was carried out with the Phenomenology pattern, which is one of the qualitative research methods, was carried out in the provinces of Bursa, Istanbul and Antalya. The sample group of the study, which aims to reveal the metaphorical perceptions of Meskhetian Turks about the concepts of immigration, immigrant, exile, homeland and Türkiye, consists of 88 Meskhetian Turks. The metaphors produced by the participants about the concepts related to immigration and the features that connect the metaphor to the subject were collected through a structured interview and the obtained data were analyzed by content analysis technique. As a result, it was seen that Meskhetian Turks produced 50 different metaphors for "immigration," 45 for "immigrant," 54 for "exile," 33 for "homeland," and 36 for "Türkiye." Considering the metaphors produced by the participants and the explanations connecting these metaphors to the subject, a total of 14 conceptual categories were created. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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 Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) 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.)

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Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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.)

Bu araştırmanın amacı öğretmen adaylarının özel gereksinimli bireylere yönelik tutumlarını ve metaforik algılarını belirlemektir. Bu amaç doğrultusunda eğitim fakültesinde okuyan öğrenciler çalışma grubu olarak belirlenmiştir. Araştırmanın katılımcılarını Özel Eğitim Öğretmenliği, Matematik Öğretmenliği, Fen Bilgisi Öğretmenliği, Türkçe Öğretmenliği ve Sosyal Bilgiler Öğretmenliği programlarında okuyan öğrenciler oluşturmaktadır. Çalışmanın nicel verileri 212, nitel verileri ise 196 öğretmen adayından toplanmıştır. Araştırmanın nicel verileri Yaralı (2015) tarafından geliştirilen 13 maddelik tutum ölçeğiyle elde edilmiştir. Nitel verilerin toplanması için ise katılımcılardan “Özel gereksinimli birey ……..ya benzer çünkü……..” cümlesini tamamlamaları istenmiştir. Araştırmada karma araştırma yöntemlerinden yakınsayan paralel desen kullanılarak veriler toplanıp analiz edilmiştir. Yapılan analizler sonucunda elde edilen bulgular, alanyazın doğrultusunda tartışılmıştır. Nicel bulgular öğretmen adaylarının özel gereksinimli bireylere yönelik olumlu tutumlara sahip olduklarını göstermektedir. Öğretmen adaylarının metaforik algılarına bakıldığında ise yanıtların %33’ü ilgiye ya da bakıma muhtaç bireyler, %29’u üstün ya da kıymetli bireyler ve %20’si gelişmeye açık bireyler olmak üzere üç tema altında toplanmaktadır. Araştırmadan elde edilen sonuçlar öğretmen adaylarının çoğunlukla özel gereksinimli bireylere yönelik olumlu tutum içerisinde olduğu bulgusu elde edilmiştir. Özel eğitim dersi alan öğretmen adaylarının özel eğitim dersi almayan öğretmen adaylarına göre daha yüksek tutum puanına sahip olduğu da yine araştırma bulgusu olarak elde edilmiştir.

Covid-19 pandemisinden sonra virüsün yayılmasını önlemek amacıyla ülkemizdeki yükseköğretim kurumları derslerini uzaktan eğitim yoluyla vermeye başlamıştır. Klasik uzaktan eğitimden farklı olarak, öğrenci, öğretici ve öğretim kurumlarının hazırlıksız yakalandığı bu olağan dışı uzaktan eğitim uygulamalarının niteliklerinin bilinmesine ihtiyaç vardır. Bu ihtiyaçtan hareketle yükseköğretim öğrencilerinin “uzaktan eğitim” kavramına ilişkin metaforik algılarını belirlemeyi amaçlayan bu çalışma, nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseninde tasarlanmıştır.Araştırmanın katılımcılarını, 2020-2021 öğretim yılında Kilis 7 Aralık Üniversitesi İslami İlimler Fakültesinin değişik sınıflarında öğrenim gören, uzaktan eğitime köy, ilçe ve il gibi farklı yerleşim birimlerinden katılan 197 kız ve erkek öğrenci oluşturmaktadır. Veriler, Covid 19 pandemisinden dolayı zorunlu olarak uzaktan eğitime devam eden öğrencilere “Uzaktan eğitim…… gibidir. Çünkü……..” ifadesindeki boşluklara uygun bir metafor ve metaforun gerekçesini yazmalarının istendiği yarı yapılandırılmış form kullanılarak toplanmıştır.Analizler sonucunda katılımcı 197 öğrenci tarafından 167 farklı metafor üretildiği tespit edilmiştir. Üretilen metaforlar olumsuz temasına ait 9 ve olumlu temasına ait 2 alt tema olmak üzere toplam 11 alt tema altında toplanmıştır. Araştırmada üretilen metaforlar incelendiğinde öğrencilerin uzaktan eğitime yönelik algılarının çoğunlukla olumsuz olarak ifade edildiği sonucuna ulaşılmıştır. Uzaktan eğitimle ilgili olumsuz görüş belirten öğrenciler, en çok metafor ürettikleri “aldatıcı” ve “yapay” temasında, uzaktan eğitimin yüzyüze eğitimin yerini tutmaya çalışan fakat ne kadar ona benzemeye çalışsa da onun özelliklerine sahip olamadığını gösteren metaforlara yer vermişlerdir.Olumlu temasında olan metaforlar ise iki alt temadan oluşmaktadır. “Avantaj” temasında öğrenciler uzaktan eğitimin kendilerine hem evde olmanın konforunu hem de öğrenime devam etmenin avantajını sağladığını ifade etmişlerdir. “Gerekli” temasında ise, uzaktan eğitim, pandemi sürecinde yüzyüze eğitimin yerini doldurması ve eğitimde kesinti yaşanmaması için bir gereklilik olarak dile getirilmiştir.Öğrencilerin uzaktan eğitimle ilgili ürettikleri metaforlar çoğunlukla olumsuz olmasına rağmen, katılımcı öğrencilerin eğitim aldığı İslami İlimler Fakültesinde hiçbir öğrencinin pandemi sürecinde kayıt dondurma yolunu tercih etmedikleri bilgisi alınmıştır. Bütün bu veriler pandemi sürecinin başında ortaya çıkan bazı olumsuzlukların zamanla aşıldığı ve öğrencilerin yukarıda sayılan olumsuzluklara rağmen uzaktan eğitime uyum sağlamaya başladıkları anlamında değerlendirilebilir.

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 Eskiyeni is the property of Anadolu Ilahiyat Akademisi 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.)

Kognitif Linguistik alanında çalışmalar yapan iki Amerikalı profesör George Lakoff ve Mark Johnson tarafından yazılan ve ilk baskısı 1980 olan eser dilimize Gökhan Yavuz Demir tarafından kazandırılmıştır. Çevirmen tarafından yazılan önsözde metafor hakkında iki görüşten bahsedilmektedir. Klasik ve Kognitif Linguistik görüş hakkında temel ayrımları çevirmen burada yer vermektedir. Bu temel ayrımları verdikten sonra çevirmen kitabın klasik görüşe karşı kognitif linguistik görüşü müdafaa niteliğinde olduğunu belirtmektedir. Eser, orijinal dilinde önsöz, teşekkür ve 16 bölümden müteşekkil iken Türkçe çevirisinde önsöz, 30 bölüm ve biri 2003’te eklenmiş olan iki sonsöz ihtiva etmektedir. Çevirmenin kitap bölümlerini fazlalaştırması ve onları kendi içinde bölmesi, eserin daha anlaşılır olmasını sağlamaktadır. Bölüm başlıkları ve içerik olarak eser orijinal dildeki baskısı ile uyum içerisindedir. Kitabın ilk on bölümü, metaforların gündelik dilimizdeki yeri ile türleri üzerine odaklanmaktadır. Her bir bölümde ayrı bir metafor türünü işleyen yazarlar, verdikleri bol örneklerle konuyu daha anlaşılır kılmaktadırlar. Ara ara bir önceki bölümde verdiği örneklere dönerek bölümler arası interaktifliği sağlayarak konudan kopmayı engellemektedirler

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University 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 History Studies (13094688) is the property of History Studies 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.)

In our this investigaition text, after being touched on issue of method and metaphors, the concept causality was dealt with in context of God, omnipotence, human being, universe, custom, nature, miracle, and wonder in Mawlânâ's system of thought. It is striking that Mawlânâ largely defended a partial conception of occasional causality which is open to probabilities. According to Mavlânâ apparent occasion cannot independently arise without genuine cause by itself. What render this occasion effective is this genuine cause. Sometimes, it is probable that this genuine cause makes it inactive and fruitless, that is to say, renders it invalid. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Policy Studies / Sosyal Politika Çalismalari Dergisi is the property of Journal of Social Policy Studies / Sosyal Politika Calismalari Dergisi 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 feeling of guilt is one of the negative social emotions and it regulates interpersonal relationships. The aim of this study was to examine college students' perceptions of the concept of guilt through metaphor analysis. Two hundred seventy-eight college students participated in the study. The obtained metaphors were analyzed by descriptive and content analysis methods. The findings revealed that the metaphors were grouped under three themes and thirteen subcategories. According to results, guilt was evoked by mistakes, transgressions and negative evaluations by others. Also, the feeling of guilt was accompanied by behavior-harm-focused evaluations, self-focused evaluations, regret, a pang of conscience and restlessness, confusion, fear of punishment and being caught, and a desire to getting rid of the situation. And finally, the feeling of guilt motivated people to experience confession and reparation and, a persistent trace. Findings of the study were discussed in light of the current literature. [ABSTRACT FROM AUTHOR]

It is the school and the families working together to realize the educational activities organized for the purpose of sustaining their healthy development and preparing them for school. The aim of this study is to find out the perceptions of the primary school teachers and the parents who have children in primary school towards school-family cooperation. In this research, basic qualitative research design is used. 140 primary school teachers and 110 parents participated in the study. The data of the study is collected by an open-ended questionnaire form that includes "School-Family cooperation is like..., because..." sentence. Primary school teachers 'and parents' perceptions about the concept of school-family cooperation were determined by metaphor. Thematic analysis was used to analyze the data. According to the findings of the class teachers produced metaphors 14 categories; 13 categories were created from the metaphors produced by the parents. Metaphors such as bridges, keys, chains, air and canals were repeated most frequently from metaphors for school-family cooperation by primary school teachers and parents. [ABSTRACT FROM AUTHOR]

INTRODUCTION: The main purpose of this study is to reveal perceptions of the nurses through metaphors. Descriptive research design was used in the study. METHODS: The study population consisted of nurses (250 nurses) working at Nevsehir Public Hospital. However, it was carried out with 90 nurses, because the researchers could not reach some nurses, some nurses did not want to participate in the study, and some nurses did not answer all the questions. Data were collected via semi-structured questionnaire forms, including open-ended questions. Each nurse was asked to produce a metaphor about their profession and and to explain the reason why they produced that metaphor. RESULTS: After termination of the study, it was determined that 28 different metaphors were produced. Of all the metaphors, 10 of them had positive, 9 of them had negative, and 9 of them had both positive and negative imagery The most frequently used metaphors were 'peon', 'angel' and 'slave. 'In addition, chi-square test was used to understand whether there was a relationship between the categories of metaphors (positive, negative, and both positive and negative) and demographic features of nurses. The analyses did not demonstrate any difference between demographic features of the participants. DISCUSSION AND CONCLUSION: Using metaphors contributed to reveal the positive and negative aspects of the nursing profession. The study signified that the majority of nurses (%48,9) produced negative metaphors and they were not satisfied with their profession.

The Recital of The Bird is one of the allegorical treatises of Muslim philosopher Avicenna (also known Ibn Sīnā). As much as this short epistle is vital to unravel Avicenna’s ontological hierarchy between the God and the universe and his cosmological view, it has a great influence on many Islamic philosophers and scholars. Moreover, with the other two spectacular recitals, Hayy ibn Yaqzan and Salaman and Absal, the Recital of the Bird constitutes the core figures and ideas of later philosopher Ibn Tufayl’s philosophical novel, Hayy ibn Yaqzan.

Several shops from different sectors in shopping malls provide customers with thousands of products very popular in the world in an organized and systematic way. Shopping malls do not just provide the customers with the things they need, but they also help them have a good time through different art and cultural activities. In this sense, it would be better to find out some perceptions on shopping malls the number of which increases and which have greater importance in people's lives day by day. This study was carried out to investigate students' perceptions on shopping malls and thus followed phenomenological research design, one of the qualitative research designs. The participants of this study consisted of 23 girls and 43 boys (66 in total) from university and high school students. The data were collected through the sentence of "a shopping mall is like....................because.................." completed by the participants. The data were analyzed by content analysis. This study in which university students produced more metaphors reached totally 33 metaphors. The common metaphors produced by both university and high-school students were as follows: "Magnet, blackhole, time machine, thief, and ocean". On the other hand, some negative metaphors in the meaning of removing time perception and of damaging material and sentimental values were suggested by the participants. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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 Journal of International Social Research is the property of Journal of International Social Research 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 Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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.)

This research aims to reveal the perception of preservice teachers towards the concept of administrator through metaphor. The study group of the research consists of preservice teachers (n=232) studying in the 3rd and 4th grade of the department of primary education in the Faculty of Education, Amasya University in the 2012-2013 academic year. The findings of the research reveal that the preservice teachers created sixty metaphors about the concept of administrator. These metaphors are categorized under twenty-one groups. The highly accumulated categories are Guiding and Directing, Being the Administrative Focus and Being Indispensable, respectively.

Bu araştırmanın temel amacı öğretmen adaylarının psikolojik danışmana ilişkin algıların incelenmesi olarak belirlenmiştir. Bu araştırmada nitel yöntem kapsamında metafor analizi uygulanmıştır Araştırmanın çalışma grubunu 2012-2013 öğretim yılında, Marmara Üniversitesi Atatürk Eğitim Fakültesi resim,dinkültürü ve ahlak biligisi, türkçe ve ilköğretim matemetik bölümlerinde okuyan toplam 269 öğretmen adayı öğrenci oluşturmaktadır. Veri toplama aracı olarak psikolojik danışman kavramına ilişkin sahip oldukları zihinsel imgeleri (metaforları) belirlemek için katılımcıların “psikolojik danışman…… . . . gibidir; çünkü ……... . .” ibaresini tamamlamaları istenmiştir. Araştırmanın bulgularına göre, öğretmen adayları psikolojik danışman kavramına ilişkin toplam 121 adet geçerli metafor üretmiştir. Bu metaforlar ortak özellikleri bakımından 7 farklı kavramsal kategori altında toplanmıştır. Bu Kavramsal kategoriler şunlardır;“yönlendirici ve yol gösterici olarak psikolojik danışman”, “işlevlerini yapmayan olarak psikolojik danışman”, “empatik (duygudaş) tutum gösteren psikolojik danışman”, “stressiz atmosfer oluşturan olarak psikolojik danışman”, “destekleyici ve geliştirici olarak psikolojik danışman”, “sırdaş olarak psikolojik danışman”, bilgilendirici olarak psikolojik danışman”dir. Bu kategorilerdeki metaforların, öğretmen adayları tarafından ortaya koyuluş şekline göre en fazla ifade edilenin “yönlendiri ve yol gösterici” kategorisinde yer aldığı görülmüştür. Bu kategoriyi sırasıyla “destekleci ve geliştici”, “işlevlerini yapmayan”, “stressiz atmosferi oluşturan”, “sırdaş”, “empatik tutum sergileyen” ve “bilgilendirici olarak psikolojik danışman” oluşturmaktadır.

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty 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 Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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.)

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Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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 Journal of International Social Research is the property of Journal of International Social Research 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.)

With the critical approaches in the study of rhetoric as well as critical approaches exhibited in cognitive semantic studies, metaphor has come to be interpreted not only as a means of language, meaning and adornment but also as a way of understanding and describing the World, and as a way of thinking. These studies offer a perspective on how metaphors do and can assume an ideological role in construction and maintenance of hegemonic meanings in the relationship between language, discourse and meaning; and also on how the ideological structure of a discourse can be systematically deciphered using metaphors. Based on the inputs of critical studies, this study aims to problematize the metaphors used to describe asylum seekers, migrants and refugees in newspapers play a role in the construction of discriminatory discourses. Within this scope, this study is based on the analysis of selected news stories regarding the entrance of first large groups of Syrians to Turkey in April 2011; the economic costs of their prolonged stay coupled with the arrival of new refugees especially in 2015; and the death of Ayan Kurdi, a three-year-old toddler who symbolized the 'death trip' of refugees on September 2, 2015. Within this framework, the study focuses on the use of metaphors contributing to the production and dissemination of discrimination against refugees through the analysis of news stories in Daily newspapers of Sabah, Posta, Hürriyet, Zaman ve Cumhuriyet, which represent different ideological strains and mind-sets of reporting. In these analyses, the study benefits from the conceptual framework on metaphors developed by Lakoff and Johnson as well as critical discourse analysis method of van Dijk. [ABSTRACT FROM AUTHOR]

The aim of this study is to evaluate the views of Social Sciences Teacher candidates about the concept of geography with metaphors. In this paper we used phenomenological design which is one of qualitative research designs. Our study data comprises 83 teacher candidates which are students of Fırat University Education Faculty, Department of Social Sciences Teaching in 2014-2015 spring terms. We noted voluntary basis in participating to research. We collected our data with forms which have unfinished sentences in subsequent styles "Geography" like that ...because...". In absolute terms we confirmed that Social Sciences Teacher candidates had developed 46 valid metaphors which are about the concept of Geography. We analyze these data with qualitative data analyze method. We finalize our metaphors and categories with the help of expert opinions. We obtained 14 separate cognitive categories after the study. These categories are called as; sub branch, integrity, variability, influence, interaction, action and reaction, necessity, exposure, struggle, cause and effect, continuity, harmony, life. [ABSTRACT FROM AUTHOR]

The present paper argues that the use of the notion of evolution in social sciences creates more problems than it could solve. Three reasons are identified for this: first, evolutionary mechanisms, such as natural selection that work reasonably well in biology may not, and usually do not, serve to the functions they are supposed to fulfil in social theory. It is usually forgotten that these mechanisms can only be used as metaphors, rather than causal mechanisms, in the social thought, given the discontinuity between the biological and the human realms. Second, evolutionary thought in social theory is generally understood in a "Panglossian" way. That is to say, it is thought that any social practice or institution is to be seen as an "optimal" response to some problem. Such a functionalist perspective has been proved wrong both in the social world and in the biological world, which includes random processes, discontinuities and imperfections. Third, application of evolutionary metaphors in social thought seems to omit human intentionality and thus reduces human beings into mere "puppets" guided by autonomous evolutionary forces. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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 Electronic Turkish Studies is the property of Electronic Turkish Studies 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 Ilkogretim Online is the property of Ilkogretim Online 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 Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

This research aims to reveal the perception of preservice teachers towards the concept of administrator through metaphor. The study group of the research consists of preservice teachers (n=232) studying in the 3rd and 4th grade of the department of primary education in the Faculty of Education, Amasya University in the 2012- 2013 academic year. The findings of the research reveal that the preservice teachers created sixty metaphors about the concept of administrator. These metaphors are categorized under twenty-one groups. The highly accumulated categories are Guiding and Directing, Being the Administrative Focus and Being Indispensable, respectively. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education 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 Hayef: Journal of Education / Hasan Ali Yücel Egitim Fakültesi Dergisi (HAYEF) is the property of Istanbul University, Hasan Ali Yucel Faculty of Education 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.)