Thesis (Ph. D.)--New York University, 1910. / "Bibliography of the chief works consulted": p. IX.

Thesis (M.A.)--Catholic Theological Union at Chicago, 1995. / Vita. Includes bibliographical references (leaves [113]-118).

Thesis (M.A.)--Johnson Bible College, 2002. / Includes bibliographical references (leaves 83-92).

This thesis centres on an examination of the music and commentary of Thomas Adès. Though academics and journalists alike have noted the importance of Adès's programmatic descriptions, there is little work that considers his music alongside his commentary. Reinforcing this split is the notion that Adès is not merely reticent but also deliberately misleading: Service (2012) notes the way in which Adès wittily plays with his questions in interview whilst Fox (2004) suspects the composer of being knowingly naïve when outlining his approach to Brahms and the Piano Quintet. Venn (2006) has investigated the relationship between the discourse stemming from Asyla's title and the music, concluding that 'the notion of asylum inspires the musical processes only in an abstract manner, if at all'. However, examining the music alongside his commentary can uncover valuable insights into his music and enrich our experience of the work. I shall explore the two of his works, Polaris (2010) and Living Toys (1993) and their programmatic discourse in order to demonstrate how it can be understood as part of the work. Thomas Adès, builds up elaborate conceptual metaphors which I shall explore through Facounnier and Turner's theory of Conceptual Blending. It is my position that, rather than understanding programmatic discourse as an explanation or translation of Adès's music, it is more fruitful to view it as an extension of the compositional process, and an active part of the work. The final part of this paper relates the issues found in the thesis to my own composition portfolio. The portfolio of compositions comprises three pieces: Round Trips: Three Pieces for Oboe and Cello; Foreboding, for chamber ensemble; and A Reflection Di(still)ed for string quartet. Though these pieces are distinct, they collectively seek to explore ways of integrating programmatic discourse into the work. This is especially true of the largest piece Round Trips which comprises three movements which develop two conflicting strands of conceptual metaphors.

Focusing on the unique challenges of Chinese-to-English translation, this thesis attempts to bridge the gap between practical concerns related to readability and the cognitive structure and functions of metaphor. It explores the possibility of a compromise between the interest of the reader, the culturally-bound expressiveness of original texts, and translator interpretation. The metaphorical difficulties that arise in the translation of two Chinese novellas, "Paper Dreams" by Lu Min and "One Hundred Birds Saluting the Phoenix" by Xiao Jianghong, are analyzed to demonstrate how compromise can begin to take shape through the combined application of reader accessibility guidelines and cognitive theories of metaphor. Ultimately, this process reveals how each metaphor requires customized solutions and suggests that voices from various fields should be taken into consideration when transforming the literature of one tongue into an imitative product in another.

The aim of the present study was to investigate the potential for children to use the turtle methaphor to develop understandings of intrinsic, euclidean and cartesian geometrical ideas. Four aspects of the problem were investigated. a) the nature of the schema children form when they identify with the turtle in order to change its state on the screen; b) whether it is possible for them to use the schema to gain insights into certain basic geometrical principles of the cartesian geometrical system; c) how they might use the schema to form understandings of euclidean geometry developed inductively from specific experiences; d) the criteria they develop for choosing between intrinsic and euclidean ideas. Ten 11 to 12 year - old children participated in the research, previously having had 40 to 50 hours of experience with Turtle geometry. The research involved three case - studies of pairs of children engaging in cooperative activities, each case - study within a geometrical Logo microworld. The data included hard copies of everything that was said, typed and written. Issues a) and b) were investigated by means of the first case - study which involved three pairs of children and a microworld embedding intrinsic and coordinate ideas. A model of the children's intrinsic schema and a model of the coordinate schema which they formed during the study were devised. The analysis shows that the two schemas remained separate in the children's minds with the exception of a limited number of occasions of context specific links between the two. Issue c) was investigated in the second case - study involving one pair of children and a microworld where the turtle was equipped with distance and turn measuring instruments and a facility to mark positions. The analysis illustrates how a turtle geometric environment of a dynamic mathematical nature was generated by the children, who used their intrinsic schema and predominantly engaged in inductive thinking. The geometrical content available to the children within this environment was extended from intrinsic to both intrinsic and euclidean geometry. Issue d) was investigated by means of the third case - study involving a pair of children and a microworld where the children could choose among circle procedures embedding intrinsic and/or euclidean notions in order to construct figures of circle compositions. The analysis shows that the children employed their turtle schema in using both kinds of notions and did not seem to perceive qualitative differences between them. Their decisions on which type of notion to use were influenced by certain broader aspects of the mathematical situations generated in the study.

This study explored educators' experiences of discovering and exploring their metaphors of anger in the schools. Through a visualization and interviews with the researcher, personal metaphors were identified and, in some cases, altered by the participants. Research participants were then asked to describe their experiences of trying to remain conscious of their metaphors while engaging with angry students. The researcher also examined any changes which the participants identified in the attitudes and behaviours of themselves or their students. The process of uncovering and examining one's metaphors as a means of anger management in the schools appears to have been effective for those who participated in this study. By becoming conscious of their metaphorical images of the students, these educators were able to detach themselves emotionally from angry outbursts and alter their views of themselves from that of observers to active agents for change. Uncovering and exploring metaphorical images drew compassion from some educators that had been lost for particular children. They began to look at how they might be reinforcing the children's anger. The participants reported that modifying their own behaviours they were able to reshape those of their students, reducing the intensity of anger in their classrooms and transforming the atmosphere to one which was more relaxed and peaceful. / Graduate

Orientador: Antônio Suárez Abreu / Resumo: Partindo do conceito de metáfora de Lakoff e Johnson (1980), que entende essa figura como a projeção de um domínio de origem em um domínio-alvo, e da teoria de Fauconnier e Turner (2002), vinculada esta última à Teoria dos Espaços Mentais, o objetivo deste trabalho é descrever os domínios de origem das metáforas de alguns contos de Sagarana. O estudo da metáfora tem condições de revelar o grau de verossimilhança dessa obra, pois, nas metáforas criadas por um personagem, o narrador-personagem, os domínios de origem devem circunscrever-se ao universo do sertão. Quando o narrador é onisciente, em terceira pessoa, esse domínio pode ter um escopo muito maior. Trata-se, pois, de verificar até que ponto a metáfora contribui para a verossimilhança na obra de Guimarães Rosa. / Abstract: Departing of the concept of metaphor of Lakoff and Johnson (1980), which understands this figure as the projection of a domain of source in a target domain, and of the theory of Fauconnier and Turner, tied this last at Theory of the Mental Spaces, the objective of work is to describe the domains of source of the metaphors of some short stories of Sagarana. The study of this figure has conditions of disclose the degree of probability of this workmanship, therefore, in the metaphors created for a personage, or narrator-personage, the domains of source must circumscribe the universe of the remote interior. When the narrator is omniscient, in third person, this domain can have a target very major. Treat, therefore, of verifying until which point the metaphor contribute for the probability in the workmanship of Guimarães Rosa. / Mestre

Ph.D. (Educational Psychology) / This study works with a metaphor analysis of the creative work of English First Additional Language learners that may be overlooked at a first-level reading. The research is located in a postcolonial South Africa where English is a powerful enabling medium that can exclude learners from appropriate language competence at their school grade level. Instead of taking a probing and fresh look at the African context, the local curriculum still imposes English as the first language onto EFAL. The influence of language and culture upon each other lies at the heart of metaphor production and education. The research probes the significance of the way in which EFAL learners express meaning through metaphor. Metaphor is no longer viewed as a poetic device only, but is now reconceptualised as a profound part of our everyday thinking. The method used in this study rests on a deeper level of understanding the metaphor expressed in learners’ essays. According to a newly developed method, metaphors are identified, interpreted, contextualised, themes are distinguished and lastly these themes are related to similar metaphoric themes in the field. It is found that learners make use of themes that are reported from other languages in other parts of the world. These metaphors are distinguished as master or universal metaphors and seem to be embedded in human thinking. The five dimensions of the research approach make it possible to relate, in a cyclical way, from the most basic element, identification, to the most comprehensive element, master themes, of the method. Both the specificity and complexity of metaphor use and production are studied in a conceptualisation of metaphor that enables language analysis at a deeper level. Another contribution of this study is to look at metaphor beyond traditional linguistic matters, so that an original and powerful use of language is discovered. Although this contradicts years of training, errors made by learners become unimportant when viewed against the plethora of metaphors in their writing. Concepts that we believe in determine what we perceive, how we live in the world and how we relate to others. The conceptual system that we believe in plays a major role in defining our daily realities. Our system of concepts is metaphorical, with metaphors structuring how we perceive, think and act. This study creates a new methodology to explore the meaning behind metaphor production of learners who are estranged in the English class, and so contributes to understanding the way in which learners express their lifeworlds. There seems to be limited studies on the use of metaphor in creative writing by L2 speakers of any language. It is concluded that learners’ familiarity with and proficiency in English as the LoLT could be enhanced when they are encouraged to use English in a way that reflects their identities and cultural understandings through metaphor.

This paper aims to show how people use and understand metaphorical language in conversational discourse. Specifically, I examine how metaphorical language has the potential to be either effective or ineffective in its usage, and how they are bound to the contextual environment of the conversation. This particular setting is a conversation between a researcher and a participant involved in a therapeutic program. Metaphorical language is shown to be helpful for understanding difficult subjects; however, I found most metaphorical occurrences ineffective in meaning-making. Often these ineffective metaphors are elaborated or repeated throughout the discourse event, creating problems with cohesion and understanding. Metaphor use in conversation is an effective rhetorical tool for creating meaning, but it is also a problematic device when it comes to aligning participants' conversational goal.