The current investigation is framed within variationist sociolinguistics, an area of study that examines how language varies and is influenced by linguistic and extralinguistic factors. Variationist research has reported that the use of verbal moods (the subjunctive and indicative) in Spanish is variable. One of the reasons for this variation appears to be a centuries-long process of language change, during which the subjunctive mood seemed to show a decline in favor of the indicative mood. Considering this gradual process of change, various investigations have examined how sociolinguistic factors condition variability in Spanish, focusing their analyses on different Spanish-speaking regions. To contribute to the understanding of mood variation in Spanish, this study explored a range of sociolinguistic factors across three Spanish-speaking regions (Rosario, Argentina; Barcelona, Spain; and Seville, Spain) by means of a conceptual replication of Gudmestad (2021), which studied variable mood use in Spanish across three regions (Quito, Ecuador; Mérida, Mexico; and Seville, Spain). The current study's participant pool (N = 107) consisted of Spanish speakers—men and women over 18 years old—residing in the three aforementioned metropolitan areas, who had lived in the same location for at least 15 years at the moment of the data collection. The data were collected via a written clause-elicitation task, with the purpose of having enough verbal-mood contexts to analyze, and a background questionnaire with basic demographic information. The results suggested that there was geographical variation of mood use, which reinforced the original study's findings on regional variation of mood use. Like Gudmestad (2021), the patterns of verbal moods with individual governors (e.g., preferir que 'to prefer that'), semantic category, and time reference diverged across the regions. The examination of gender and individual participants also pointed to a possible connection between these factors and variable mood use across regions. These findings indicate that the envelopes of variation of mood use may be diverse across the regions under investigation, which suggests that different geographical regions may have slightly distinct grammars. / Master of Arts / The current investigation is framed within variationist sociolinguistics, an area of study that examines how language varies, and which factors may condition this variation. Research within this field has found that Spanish speakers use subjunctive and indicative moods in a variable way. This variability in mood use may be connected to a long process of language change, over which speakers seem to be using the indicative mood in instances in which, in the past, they would have used the subjunctive mood. Taking this into account, various investigations have studied how the use of verbal moods in Spanish varies by analyzing different locations where Spanish is spoken. To contribute to this body of knowledge, the present investigation studied variable mood use in three regions (Rosario, Argentina; Barcelona, Spain; and Seville, Spain), by partially replicating an original investigation conducted by Gudmestad (2021) on variable mood use in Spanish across the regions of Quito, Ecuador; Mérida, Mexico; and Seville, Spain. Participants of the replication study (a total of 107) were three geographical groups of Spanish speakers. They were men and women over 18 years old who were residing in the three aforementioned urban areas and who had lived in the same location for at least 15 years. The participants completed a story with blanks that elicited the use of verbal moods and a questionnaire with basic demographic information. The findings indicated that Spanish speakers may use the subjunctive and indicative moods variably, according to different linguistic contexts and extralinguistic characteristics. Regarding geographical variation, the results showed that mood use was variable across the different locations analyzed, which reinforced the original study's findings on the presence of regional variation of mood use in Spanish.

Yes / Provision of care and support for people with dementia and family carers is complex, given variation in how dementia manifests, progresses and affects people, co-morbidities associated with ageing, as well as individual preferences, needs, and circumstances. The traditional service-led approach, where individual needs are assessed against current service provision, has been recognised as unfit to meet such complexity. As a result, people with dementia and family members often fail to receive adequate support, with needs remaining unmet. Current research lacks a conceptual framework for explaining variation in satisfaction of care needs. This work develops a conceptual framework mapped onto the care delivery process to explain variations in whether, when and why care needs of people with dementia are met and to expose individual-, service-, system-level factors that enable or hinder needs satisfaction. METHODS: Data collected through 24 in-depth interviews and two focus groups (10 participants) with people with dementia and family carers living in the North East of England (UK) were analysed thematically to develop a typology of care needs. The need most frequently reported for people with dementia (i.e. for support to go out and about) was analysed using themes stemming from the conceptual framework which combined candidacy and discrepancy theories. RESULTS: The operationalisation of the framework showed that satisfaction of the need to go out was first determined at the point of service access, affected by issues about navigation, adjudication, permeability, users' resistance to offers, users' appearance, and systems-level operating conditions, and, subsequently, at the point of service use, when factors related to service structure and care process determined (dis)satisfaction with service and, hence, further contributed to met or unmet need. CONCLUSION: The conceptual framework pinpoints causes of variations in satisfaction of care needs which can be addressed when designing interventions and service improvements. / We gratefully acknowledge financial support from the Health Foundation (grant number 1274233).

From a general point of view, the aim of this thesis is to study the appearance and the translation of the metaphor in a context that involves specialized texts. Our purpose is also to examine the historical expression of metaphor within aspects connected to its importance for creation of scientific terms. More precisely, the main object is to explore how metaphors have been used in the field of medical terminology and by which methods they have been translated across the languages. Our approach is based on the definition of conceptual metaphor conceived by Lakoff & Johnson as a product of projections made by the thought (mapping). According to that idea, the metaphor constitutes a universal and essential element of human language and, therefore, also a keystone of the human communication reproduced at every level of social activity. From the cognitive point of view, our approach is also based on the theory of blending proposed by Fauconnier & Turner. It is diachronic and multidisciplinary as well, which means that a particular focus has been placed on the etymology of medical terms, which we have explored in the scientific context where those terms have been created and used. The database in this study is composed of medical terms emerging from scientific texts that we have translated from French to Swedish.  During our analysis, we have explored the occurrence of conceptual metaphor across the source language and the target language (the last one is in fact represented in this thesis by four languages: French, Swedish, English and Polish). The translation methods have been analyzed according to the model of Vinay & Darbelnet.   Our result indicates that conceptual metaphor plays a crucial role in the creation of medical terminology. It indicates also that the conceptualization of a medical phenomenon (expressed by mapping and blending) is almost always preserved in its original form in the target language. This observation implies that cognitive factors are activated during the process of translation. Our conclusion is made within the historical and scientific context, in other words regarding the context where the metaphorical terms have been created and afterwards transferred to other languages.   Key words: conceptual metaphor, metaphorical term, cognitive, etymology, medicine, scientific language, mapping, blending, conceptual shift, linguistic shift, translation, source language, target language.

In this thesis I present and defend an interpretation of Kant’s theory of experience as it stands from the viewpoint of his empirical realism. My central contention is that Kant’s is a conception of everyday experience, a kind of immediate phenomenological awareness as of empirical objects, and although he takes this to be representational, it cannot itself amount to empirical knowledge because it can be non-veridical, because in such experience it is possible to misrepresent the world. I outline my view in an extended introduction. In Part I I offer a novel interpretation of Kant’s doctrine of sensibility and sensation. Utilizing a data-processor schematic as an explanatory framework, I give an account of how outer sense, as a collection of sensory capacities, is causally affected by empirical objects to produce bodily state sensations that naturally encode information about those objects. This information is then processed through inner sense to present to the understanding a manifold of mental state sensations that similarly encode information. I also give accounts of how the reproductive imagination operates in hallucination to produce sensible manifolds in lieu of current causal affection, and of the restricted role that consciousness plays at this low level of cognitive function. In Part II I turn to the role of the understanding in experience. I offer a two-stage model of conceptual synthesis and explain how Kant’s theory of experience is a unique blend of conceptualist and non-conceptualist elements. I show that it explains how our experience can provide us with reasons for belief while at the same time accounting for the fact that experience is what anchors us to the world. Finally, I return to non-veridical experience. I confront recent naïve realist readings of Kant and argue that, for Kant, the possibility of non-veridicality is built into the very nature of the human mind and the way it relates to the world.

The novel Agaat by Marlene van Niekerk is a highly complex text. One of the most compelling aspects of the novel is the way in which the author constructs an underlying metaphorical grid which determines the composition of the novel. The motives in the novel cannot be regarded merely as motives because specific prominent and powerful metaphors are continually exploited by variation and extension. The complicated relationship between narrative and metaphor on different levels is of great importance in the interpretation of the novel. Due to the complexity of the text, the dominant metaphors cannot be analyzed in the traditional manner. In this study I want to demonstrate that conceptual blending theory, which can be regarded as a branch of conceptual metaphor theory, offers a theoretical framework that can be used to understand the underlying cognitive functioning of the interaction between author, text and reader. This dissertation will examine the processes of blending shaped from the mottos posted at the beginning of the novel. The three mottos, the music motto, the embroidery motto and the farming motto, act throughout the novel as a backdrop against which events in the novel can be interpreted. The blending formed from these mottos merge with other metaphors in the novel in order to generate meaning. The three mottos were taken from the introductions of the FAKVolksangbundel, the embroidery book Borduur so and the Hulpboek vir boere in Suid-Afrika. The three books are used by Milla to educate and teach Agaat. She uses the books to "create" Agaat and to mould her into the person that Milla wants her to be. The mottos stress the uplifting of the people and the creation of a true Afrikaner identity. Agaat accomplishes everything that the books require of her, she becomes an expert in the areas that determine the Afrikaner identity. However, as a brown woman, she is still not considered a member of community or as a fully acceptable civilized woman. The meanings of the other important metaphor in the novel, the mirror metaphor, are also investigated extensively. The mirror plays an important role in the relationship between Milla and Agaat. The mirror is also important in Milla's confrontation with herself, especially in her experience of her illness and her acceptance of her imminent death. The mirror is also used in the depiction of the relationship between characters and the experience of each other as the "Other". The blending of the mirror metaphor and the link that can be established with the theories of Lacan are part of one of the main blendings formed from the mirror metaphor. This metaphor also interacts with the embroidery metaphor. The mirror reflects images to the characters and via the characters to the readers which enforce moral judgments about perceptions and practices. The final part of the dissertation analyses how the dominant metaphors, namely music, embroidery, farming and the mirror, blend in multiple ways in the text to create new domains of meaning. The four main metaphors also blend with secondary metaphors in the novel in order to generate meaning. One of the important secondary metaphors is the "waterhondjies". The "waterhondjies" blend with Guido Gezelle's poem "Het Schrijverke". There is also emphasis on the relationship between writing and the "waterhondjies". The blending of the caeser butterfly plays an important role in the novel as well. In the final chapter the statement is made that the metaphors and symbols in Agaat cannot merely be regarded and interpreted as traditional motives, but rather as examples of cognitive blending. The types of blending in the novel require the cooperation of the reader in all cases. The reader must, in some cases, as with the mirror metaphor and the metaphor of the "waterhondjies", identify and activate the second domain of the blend. In the case of the mottos the different domains of the blend are activated by the author and the reader only needs to provide an interpretation. At the end of the dissertation the conclusion is made that the blending theory offers a suitable method and terminology to analyze the complex processes of generating meaning in the novel. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2010

This project is concerned with exploring the relationship between postconceptual dance and its state as object. As a practice-led research project it aims to do so both through the written thesis and through artistic practice, which is here presented as a series of video projects that extend representations of dance. Over five chapters I trace the permutation of the ‘object’ from choreographer to spectator, participant, editor, collector and ‘reframer’, arguing for the multiplicity of roles that choreographers, and by extension dancers, take on at the beginning of the 21st century. My interdisciplinary research draws from a variety of theoretical discourses including performance theory, visual cultures and critical theory, and is therefore both relevant to the field of dance studies and beyond the discipline. Given the practice-led nature of the project, my aim has been to expand choreographic performance practices and to increases the range of ‘objects’ that can be considered dance. Therefore, the project resides in the gaps and tensions between practice and theory, performance and documentation, language and dance, text and movement, choreography and objecthood. Throughout I argue that post-conceptual dance operates within an extended field in which dancers and choreographers are expanding the boundaries of the art form, making dance relevant to a broader artistic, cultural, political and social context.

[pt] A partir da Teoria da metáfora Conceptual proposta por George Lakoff e Mark Johnson, este trabalho identifica e analisa metáforas para interpretação e compreensão de textos ocorrentes em quatro coleções de livros didáticos de português, amplamente utilizadas pela rede pública de ensino no Brasil. Parte-se das seguintes hipóteses: (a) as metáforas lingüísticas utilizadas pelos autores de tais manuais em torno das noções de interpretação e compreensão de textos fornecem pistas sobre a concepção subjacente de linguagem presente nesses livros; e (b) tais manuais ainda tomam implicitamente a língua como um instrumento de comunicação não problemático e capaz de funcionar com transparência e homogeneidade, como sistema claro, uniforme, desvinculado dos usuários, deslocado da realidade, semanticamente autônomo e a-histórico. Em conformidade com o quadro teórico escolhido, identificam- se e analisaram-se metáforas estruturais, orientacionais e ontológicas que tinham como domínio-alvo as noções de texto, sentido e leitura. Tomaram-se para análise, por um lado, os prefácios dos manuais e, por outro, as atividades de interpretação e compreensão de textos ali propostas. Os resultados da pesquisa, favoráveis às hipóteses de que ela partiu, revelam haver um descompasso entre a concepção de linguagem explícita ou insinuada nos prefácios dos manuais e aquela que comparece nas atividades propostas. / [en] Within the framework of Lakoff and Johnson´s Theory of Conceptual Metaphor, this thesis identifies and analyzes metaphors for reading comprehension and interpretation occurring in five widely adopted collections of Brazilian Portuguese textbooks. The work sets out from the following hypotheses: (a) linguistic metaphors employed in these textbooks around the notions of reading comprehension and interpretation provide valuable clues as to the underlying language conception followed by the authors; and (b) these textbooks still take language for granted as an unproblematic means of communication, capable of working in a transparent and homogeneous manner, as a clear uniform a-historic system that is semantically autonomous and abstracts users and contexts. According to the theoretical framework adopted, the work identifies and analyzes structural, orientational and ontological metaphors which have as their target-domain the notions of text, meaning, and reading. The analyzed data include textbook prefaces, on the one hand, and reading comprehension and interpretation activities, on the other. The results of this research bear out its initial hypotheses, and point to a mismatch between the conception of language suggested or made explicit in the prefaces and that occurring in the textbooks´ proposed activities.

Made available in DSpace on 2016-04-28T18:24:19Z (GMT). No. of bitstreams: 1 Gislaine Aparecida de Vilas Boas.pdf: 1501739 bytes, checksum: 79e8a5cd9d5f40a715f64f0ab10260e5 (MD5) Previous issue date: 2010-08-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is part of a larger project developed by the research group GEIM (Research Group of Indeterminacy and Metaphor) coordinated by Prof. Dr. Mara Sophia Zanotto. To contribute to the development of the group, this study investigates a practice of reading as a social event (Bloome, 1993; Street, 1993) in a real context of language use, with real readers. Therefore, this work fits in the Applied Linguistics, as this area is concerned with the real problems of language use (Celani, 1998; Moita Lopes, 2006). Thus, the objective was to discuss the role of conceptual metaphor (Lakoff & Johnson, 1980) in the process of interpreting a literary text, within a practice of reading in which it admits to making sense of the text by the reader, validating, thus, the multiple readings. Metaphor, under socio-cognitive paradigm, is one of the pillars of the constructions of meaning, so it is essential the discussion of its influence on reading literary texts. The metaphorical concepts structure our thought and therefore have implications in the way of interpreting a text. Thus, it was addressed in this work, the importance of literary texts in the classroom, offering a reading practice to consider the subjectivity of readers, rescuing the pleasure of literary reading. To this end, this work was developed under the current interpretive, a qualitative chain, in which the research instrument used in this work is part of: the Think-Aloud in Group. That tool is now used by the group GEIM also as a pedagogical practice that has shown influence on reading as social practice (Zanotto, 1997, Zanotto & Palma, 2008). Therefore, the Think-Aloud in Group is considered a practice of literacy, for all practical literacy is a social practice (Street, 1993). Thus, when working with this practice, which focuses on the interaction among readers, it was possible to investigate how conceptual metaphors influence the construction of the readings during the interpretation of a literary text into a social event of reading / Este trabalho faz parte de um projeto maior desenvolvido pelo grupo de pesquisa GEIM (Grupo de Estudos da Indeterminação e da Metáfora) coordenado pela Profa. Dra. Mara Sophia Zanotto. A fim de contribuir para o desenvolvimento do grupo, esta pesquisa investiga uma prática de leitura como um evento social (Bloome, 1993; Street, 1993) em um contexto real de uso da linguagem, com leitores reais. Por isso, este trabalho se insere na Linguística Aplicada, pois essa área preocupa-se com os problemas reais de uso da linguagem (Celani, 1998; Moita Lopes, 2006). Assim, o objetivo deste trabalho foi discutir o papel da metáfora conceptual (Lakoff & Johnson, 1980) no processo de interpretação de um texto literário, dentro de uma prática de leitura na qual se admite a construção dos sentidos do texto pelo leitor, validando, assim, as múltiplas leituras. A metáfora, sob concepção sociocognitivista, é um dos pilares das construções do sentido, por isso torna-se imprescindível a discussão de sua influência na leitura de textos literários. Os conceitos metafóricos estruturam nosso pensamento e, consequentemente, terão implicações na maneira de interpretar um texto. Dessa forma, foi abordada, neste trabalho, a importância do texto literário em sala de aula, propondo uma prática de leitura que considere a subjetividade dos leitores, resgatando o prazer da leitura literária. Para isso, este trabalho foi desenvolvido sob a corrente interpretativista, uma corrente qualitativa, na qual se insere o instrumento de pesquisa utilizado neste trabalho: o Pensar Alto em Grupo. Esse instrumento passou a ser utilizado pelo grupo GEIM também como uma prática pedagógica e tem revelado grande influência na leitura como prática social (Zanotto, 1997, Zanotto & Palma, 2008). Desse modo, o Pensar alto em Grupo é considerado uma prática de letramento, pois toda prática de letramento é uma prática social (Street, 1993). Assim, ao trabalhar com essa prática, que privilegia a interação entre os leitores, foi possível investigar como as metáforas conceptuais influenciam a construção das leituras durante a interpretação de um texto literário em um evento social de leitura

Partindo da ideia de ciberespaço como lugar de interação social, neste trabalho, propomos uma reflexão sobre os processos de produção de significados presentes nas redes sociais. Com esse intuito, buscamos, a partir de uma abordagem inter ou multidisciplinar, entender o papel das metáforas na construção de significados, e como estes podem ser manipulados em um processo interpretativo. Consideramos que se por um lado, na semiótica peirceana, a metáfora pode ser vista como um como um mecanismo responsável pelo crescimento semiótico, devido à transferência de predicados entre símbolos. E, por outro, na Teoria da Metáfora Conceptual, a metáfora é tida como fator indispensável do pensamento e comportamento humano, influenciando como percebemos e compreendemos o mundo e as coisas. É, então, necessário aproximar as duas visões, de modo a promover um maior entendimento desse fenômeno. Assim, apresentamos, primeiramente, alguns pontos principais do que entendemos como signo metafórico, passando para uma síntese da teoria cognitivista para expor aquilo que consideramos como alguns lugares de convergência e relação entre as perspectivas. Em seguida, procuramos estabelecer um debate sobre a interação nas redes sociais na atualidade utilizando as premissas básicas do Interacionismo Simbólico como propostos pelo pensador americano Herbert Blumer. Baseados nesse tripé teórico, voltamos nossa atenção como um mesmo acontecimento é significado e ressignificado nas redes sociais a fim de entender o funcionamento desses processos / Starting from the idea of cyberspace as a place of social interaction, in this work, we propose a reflection on the processes of production of meanings present in social networks. With this aim, we seek, from an inter/multidisciplinary approach, to understand the role of metaphors in the construction of meanings, and how they can be manipulated in an interpretative process. We consider that if, on the one hand, in Peircean semiotics, the metaphor can be seen as one as a mechanism responsible for the semiotic growth, due to the transfer of predicates between symbols. On the other hand, in the Theory of Conceptual Metaphor, the metaphor is understood as an indispensable factor of human thought and behavior, influencing how we perceive and understand the world and things. It is then necessary to approach the two visions, in order to promote a greater understanding of this phenomenon. Thus, we present, first, some main points of what we understand as the metaphorical sign, moving to a synthesis of cognitive theory to expose what we consider as some places of convergence and relationship between perspectives. Next, we try to establish a debate about the interaction in social networks in the present time using the basic premises of the Symbolic Interactionism as proposed by the American thinker Herbert Blumer. Based on this theoretical tripod, we turn our attention to one event. and how it was signified and re-signified in the social networks, aiming to understand the functioning of these processes.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-11-24T11:22:06Z No. of bitstreams: 1 Samanta Kélly Menoncin Pierozan_.pdf: 2211732 bytes, checksum: df51b6675c3c210b2dce586056eb81d4 (MD5) / Made available in DSpace on 2015-11-24T11:22:06Z (GMT). No. of bitstreams: 1 Samanta Kélly Menoncin Pierozan_.pdf: 2211732 bytes, checksum: df51b6675c3c210b2dce586056eb81d4 (MD5) Previous issue date: 2015-08-24 / Nenhuma / O objetivo geral deste trabalho é investigar a metaforicidade dos Phrasal Verbs (PVs) tendo-se como pilar teorias da semântica cognitiva, principalmente a Teoria da Metáfora Conceptual (TMC), desenvolvida por Lakoff e Johnson (1980). Além da TMC, no que diz respeito ao significado dos advérbios ou preposições constituintes dos PVs – os quais podem ser chamados de partículas –, consideram-se também as contribuições de Rudzka-Ostyn (2003), a qual utiliza esquemas imagéticos para representar os PVs, e de Lindner (1981), que parte da Gramática Cognitiva (LANGACKER, 1987) para analisá-los. Tendo como foco os PVs up e down, como metodologia, utiliza-se o ferramental da Linguística de Corpus, extraindo-se os PVs do Corpus of Contemporary American English (COCA). Após realizar a seleção dos Phrasal Verbs para análise, relaciona-se o significado dos PVs selecionados com os sentidos e esquemas imagéticos propostos por Rudzka-Ostyn (2003); verificam-se como como esses sentidos expressam os esquemas imagéticos propostos; identificam-se as metáforas conceptuais, em especial aquelas do tipo orientacional, conforme Lakoff e Johnson (1980); e verifica-se o mapeamento metafórico das concordâncias analisadas. Os resultados apontam que os PVs, na sua maioria, são metafóricos, e que essa metaforicidade tem forte relação com a semântica das partículas que constituem a construção verbo-partícula. Além disso, espera-se com a presente pesquisa agregar à proposta de caráter pedagógico de Rudzka-Ostyn (2003), contribuindo para o ensino e aprendizagem de PVs. / The main purpose of this study is to investigate the metaphor properties of Phrasal Verbs (PVs), based on cognitive semantic theories, especially the Conceptual Metaphor Theory, developed by Lakoff and Johnson (1980). In addition, concerning the meaning of adverbs or prepositions that constitute PVs – which can be called particles –, contributions made by Rudzka-Ostyn (2003), who uses image schemas to represent PVs, and Lindner (1981), who takes into consideration Cognitive Grammar (LANGACKER, 1987) to analyze them, are considered. The up and down particles are the focus of this investigation. Regarding methodology, Corpus Linguistics is used, and the PVs are extracted from the Corpus of Contemporary American English (COCA). After selecting them, the relation between the PVs and Rudzka-Ostyn’s image schemas is verified, as well as how their senses express the image schemas proposed by Rudzka-Ostyn (2003); conceptual metaphors, especially the orientational ones, are identified, in accordance with Lakoff and Johnson (1980); and the mapping between conceptual domains is verified. The results point that the PVs are mostly methaphoric, and that its metaphor properties are strongly related to the meaning of the particles that constitute each verb-particle construction. In addition, it is hoped this research adds to the pedagogical proposal of Rudzka-Ostyn (2003), contributing to the teaching and learning of PVs.