<p>Taste, or gustation, has long been considered a primitive, and even non-rational, perceptual sense. Taste, as a subject of academic research, has been given very little attention; especially, when contrasted to other human perceptual senses. The knowledge of how people express and discuss their perceptions and sensations of tastes, and, specifically, the descriptions of tastes of chocolate, is very limited.</p><p>Furthermore, the terminological inconsistency in the vocabulary of chocolate tasting, with the risk of misunderstanding or miscommunication, suggests that a basic method for representing tastes is needed.</p><p>This thesis presents a study of how people actually express the perception or sensation of tasting, and specifically when tasting chocolate. This study also explores the possibility of crafting a method for use when describing the tastes of chocolate.</p><p>The study was carried out by holding two tasting workshops. The first one was concerned with recording conversations about tasting chocolate. Participants were asked to taste different kinds of chocolates and, freely, discuss what they perceived and sensed. In the second workshop the participants were asked to describe the tastes of chocolate using predetermined vocabulary and formatted questionnaires.</p><p>The results of this study are linguistic semantic analyses of the different words that were used, and also a proposal for a prototypical method to use when tasting chocolate.</p>

Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2009.

Taste, or gustation, has long been considered a primitive, and even non-rational, perceptual sense. Taste, as a subject of academic research, has been given very little attention; especially, when contrasted to other human perceptual senses. The knowledge of how people express and discuss their perceptions and sensations of tastes, and, specifically, the descriptions of tastes of chocolate, is very limited. Furthermore, the terminological inconsistency in the vocabulary of chocolate tasting, with the risk of misunderstanding or miscommunication, suggests that a basic method for representing tastes is needed. This thesis presents a study of how people actually express the perception or sensation of tasting, and specifically when tasting chocolate. This study also explores the possibility of crafting a method for use when describing the tastes of chocolate. The study was carried out by holding two tasting workshops. The first one was concerned with recording conversations about tasting chocolate. Participants were asked to taste different kinds of chocolates and, freely, discuss what they perceived and sensed. In the second workshop the participants were asked to describe the tastes of chocolate using predetermined vocabulary and formatted questionnaires. The results of this study are linguistic semantic analyses of the different words that were used, and also a proposal for a prototypical method to use when tasting chocolate.

Men and women in advertising - a study of the ads in the magazines Café and Elle is an essay in media and communication studies covering 15hp. The author examines what is considered masculinity and femininity in a variety of advertisements, and which products are linked to masculinity and femininity. Besides this, the author also examines the production of happiness, and how this may differ between men and women. Although stereotypes, myths and metaphors are examined. The essay is examined on the basis of gender theory, and theories about stereotypes and myths. This is examined by using both a less extensive quantitative approach and a more detailed qualitative method. Semiotics is the qualitative method used, which include denotation and connotation that is used as some of the tools. The result of the study shows that masculinity and femininity is something that is separate from each other. Different stereotypes, myths and metaphors could also be found in the material. One of the conclusions is that while masculinity seems to be something that is associated with doing something, femininity seems to be something that is associated with being something. Also happiness is something that differs between men and women.

In the twenty-first century, as in the sixteenth, a blindfolded woman holding a sword and scales personifies justice; her blindfold conveys impartiality, her scales evenhandedness, and her sword the authority to compel obedience. In pre-democratic early modern England, Justice’s iconography was often used to legitimate the pain that the state imposed on those who broke the common peace. Simultaneously, the creative and cultural narratives within which the penal code was embedded often complicated and contradicted the state’s legally violent precepts. The relationship between legal violence and justice is at the center of this project: Must the law be violent to control violence? Does the law’s violence promote justice or disrupt it? How do the formal mechanisms of law and social control operate within the complex world of art, sermons, and literature? This project maps the late Elizabethan and early Stuart engagement with those questions. I examine a continuum of responses to legal violence embedded in the judicial institutions of Parliament, the Star Chamber, and the Queen’s Bench as well as in poetry, plays, sermons, broadsides, iconography, utopian narratives, paintings, and engravings. Often drawing on the metaphoric force of Justice’s symbols, the early modern response to legal violence was not purely semantic but strongly aesthetic, defending, mediating, reflecting, and refracting the state’s formal mechanisms of law. Reading case law along with works by Thomas More, Elizabeth I, Edmund Spenser, William Shakespeare, Edward Coke, John Donne, George Herbert, Thomas Hobbes, John Milton, and Margaret Cavendish, I trace law as a cultural practice, expressed and understood aesthetically through both codified and creative means.

Past research concerning work and family has largely been from traditional, white-collar settings and has only taken into consideration the perceptions of the employees' experiences with regard to the relationship between work and family. However, there is no doubt that employees' in non-traditional settings, particularly those employed in public safety professions (i.e. police and fire) experience the relationship between work and family differently than those in white-collar settings, especially since they put their lives on the line daily for the protection and betterment of the community, society and even the world. In addition, the experiences and perceptions of work and family will undoubtedly be different for the family members (i.e. children and spouses) of those employed in such "life-threatening" professions. This study sought to understand how public safety employees, as well as their families, make sense out of the relationship between work and family by first examining what metaphors they employ to articulate the relationship between work and family. In addition, this study sought to examine if male versus female public safety employees experience the relationship between work and family in similar or different ways, as well as if police officers and fire fighters experience the relationship similarly or differently. Using qualitative methods, the findings indicate that public safety employees and their families articulate and make sense of the relationship between work and family in both similar and different ways. Contrary to previous work-family research, dominant metaphors and constructs such as balance, conflict, segmentation, etc. did not appear at all within this study. Instead, participants likened the relationship between work and family to competition, nature, organism, change, integration, opposition, ambiguity, and destruction. Public safety employees and their families also experienced and made sense of the relationship between work and family through humor, emotion management, fear and risk assessment. Findings also indicate that both male and female public safety employees internalize risk in much the same way, as well as agree that parenthood in general, is devalued in the public safety profession. With regard to differences, findings indicate that females have a harder time negotiating a healthy relationship between work and family, have their competency levels always questioned by family or co-workers, and use different language and rhetoric from males when talking about work and family. Finally, results show that police officers and fire fighters make sense of work and family in much the same way with regard to "dirty work" and communication rules but differ in terms of coping mechanisms and job satisfaction. This study suggests a number of implications for both theory and practice. The findings also point to many necessary areas of future research which could further our understanding of the relationship between work and family, not only in professions characterized by high-risk, non-standard hours and stress, but also in standard white-collar professions as well.

<p>This essay was underpinned by the premise that the proverb plays an important role in language teaching as a part of gaining cultural knowledge, metaphorical understanding and communicative competence. The purpose with this essay was to examine whether proverbs are a part of the EFL (English as Foreign Language) teaching in the county of Jönköping, Sweden. The investigation focused on the occurrence of proverbs in eleven textbooks for the English A- and B-courses, and on the attitudes toward using prov-erbs in the teaching among nineteen teachers at seven upper secondary schools. Descriptive methods were used, which combined quantitative and qualitative approaches, i.e. content analysis and close read-ing of the textbooks and a questionnaire answered by the teachers.</p><p>The result showed that proverbs are a small part of the EFL teaching regarding both the textbooks and the use in the classroom by the teachers. Proverbs are mainly used as bases for discussions in the text-books, and by the teachers as expressions to explain, to discuss the meaning and to compare to the Swedish equivalents. There is a positive attitude toward using proverbs and the result showed awareness among the teachers regarding proverbs as a part of the language and the culture as well as for communi-cation. The conclusion of the result was that the knowledge has to increase among educators and text-book authors about how proverbs can be used as effective devices and tools, not only as common ex-pressions, in every area of language teaching.</p>

<p>The aim of this study is to compare metaphors from the 1970 edition of Joseph Conrsd's Heart of Darkness (originally published in 1902) with their Swedish translations in Mörkrets Hjärta, by Einar Hecksher (2006), to see how mwtaphors have been translated from English into Swedish, i.e. to see if there are any structural differences which cause semantic differences to the metaphors. By comparing the original metaphors with their translations, it is possible to point to difficulties, which may cause problems in the translation process. One example indicates that homonyms can be a problem. Nearly all of the English metaphors have been translated as metaphors in Swedish as well. About half of the metaphors studied have been semantically changed in their translations, yet without any pragmatic differences compared to the originals. It seems not that important which theory about metaphors (e.g. Lakoff, Leech, Levinson, Black) is more 'applicable' than the others with regard to translation. The result of translation of metaphors is more likely due to the translator's perception of the source language, rather than to theories about metaphors per se.</p>

This essay focuses on style-related challenges that translators may face when translating from German to Swedish. The translated source text stems from the biography Kafka: The Years of Insight. Its literary style and its use of less frequent words make it particularly suitable for a study of the translation of stylistic traits. The essay raises the question whether the style of the source text can be reproduced or not. The analysis is limited to the stylistic aspects of words and includes the area of metaphors and word choice, in particular the translation of foreign words and elevated or archaic style. The study is qualitative and based on Koller's (2011) theory of connotative equivalence and the theories of linguistic and cognitive aspects of metaphors as defined by Lakoff and Johnson (1980) and Schäffner (2004). The analysis reveals that style-related translation challenges are caused by the limitations of the target language, yet, the translator is expected to reproduce the style of the source text. Thus, this essay argues that translation has more to do with recreating the style of the source text. This goes against the general view that the style of the target text is merely a reproduction of the source text.

This thesis discusses the use of symbolic elements and metaphors in Edith Wharton’s novel Ethan Forme and analyzes the problems related to rendering them into Lithuanian. Edith Wharton (1862-1937) is a famous turn of the century American writer whose works describe the life of the American nation in the period between the end of the Civil War and the beginning of the First World War. Ethan Frome (1911) describes a poor farmer of New-England village whose marital entrapment and desperate love for his wife’s cousin Mattie eventually lead him to committing suicide which does not kill him but leaves him crippled for the whole life. The study is based on the following two translation theories: the theory suggested by Hasan Ghazala (2003) which is applied to the analysis of translation of metaphors in the novel, and the theory designed by Jean Paul Vinay and Jean Darbelnet (1958) used in the analysis of translation of symbols. The present thesis is divided into five main parts and has one appendix. Part one introduces the main topic and aims, provides the main biographical facts about the author and critical view on the novel. Part two presents the socio-historical and biographical context for Edith Wharton’s Ethan Frome. Part three reveals the issues of theoretical background and theoretical approaches to the main concepts of a symbol and metaphor. Here, the working definition of symbol is provided referring to Edgar V. Roberts and Henry E. Jacobs (1989), Clarence Hugh Holman (198... [to full text] / Šiame darbe nagrinėjamos simbolių ir metaforų vertimo problemos, analizuojant Edith Wharton romaną „Itenas Fromas“ ir jo vertimą į lietuvių kalbą. Edith Wharton (1862-1937) – yra žymi Amerikiečių literatūros klasikė, kurios literatūriniuose kūriniuose yra aprašomas Amerikos tautos gyvenimo laikotarpis nuo Pilietinio karo pabaigos iki Pirmojo pasaulinio karo pradžios. Romanas „Itenas Fromas“ (1911) – tai istorija apie eilinį Naujosios Anglijos fermerį, kuris, vedęs tironišką žmoną, kantriai tempia vedybinio gyvenimo naštą. Darbas remiasi dviem pagrindinėmis vertimo teorijomis: Hasano Ghazala (2003) pasiūlyta teorija, kuri yra taikoma metaforų vertimo analizei, ir Jean Paul Vinay and Jean Darbelnet (1958) vertimo strategijų teorija, taikoma simbolių vertimo analizei. Darbą sudaro penkios pagrindinės dalys ir vienas priedas. Pirmoje dalyje pristatoma pagrindinė tema, autoriaus biografiniai duomenys ir kritikų nuomonė apie romaną „Itenas Fromas“. Antroje dalyje nagrinėjamas socio-istorinis romano kontekstas. Trečią dalį sudaro teorinė medžiaga bei simbolio ir metaforos apibrėžimas, remiantis Edgaro V. Robertso and Henry E. Jacobso (1989), Clarence Hugh Holmano (1980) ir Edwino Gentzlerio (2000) teorijomis. Ketvirtoje dalyje analizuojamos romane rastos metaforos ir simboliai, nagrinėjamos jų vertimo iš anglų į lietuvių kalbą problemos. Penktoje dalyje aptariamos tyrimo išvados. Priede pateikiama romano „Itenas Fromas“ siužeto santrauka.