<p>The aim of this study was to find out if there are any differences in the use of metaphors and similes in children’s literature translated from Swedish into English. With two books selected by the same Swedish author, three groups of metaphors were studied -- structural, orientational and ontological metaphors -- as well as two groups of similes -- same image and similar image similes. The result showed that the Swedish versions of the two books contained more metaphors than the English versions, whereas the similes occurred to the same extent in both languages. </p>

The aim of this study was to find out if there are any differences in the use of metaphors and similes in children’s literature translated from Swedish into English. With two books selected by the same Swedish author, three groups of metaphors were studied -- structural, orientational and ontological metaphors -- as well as two groups of similes -- same image and similar image similes. The result showed that the Swedish versions of the two books contained more metaphors than the English versions, whereas the similes occurred to the same extent in both languages.

Fibromyalgia Syndrome (FMS) and Chronic Fatigue Immune Dysfunction Syndrome (CFIDS) are primarily womens syndromes. Both syndromes are highly contested within the biomedical and scientific communities and within the general population. Because there is no apparent cause for the syndromes and no available treatment, women living with FMS and/or CFIDS must live with difficult and disabling symptoms. <p>This research also analyzes the metaphors used in the scientific and biomedical literature to describe the same symptoms as listed above. A comparison is drawn between this analysis and that focused on the womens use of metaphors. It is found that although many of the metaphors are the same, they differ in discursive employment. Environmental metaphors, along with metaphors of fracture, harm and productivity are used by the research participants with a very different intent than how the same metaphors are used in the biomedical literature. The women used the metaphors to reveal the ways in which their symptoms are influenced by the social and cultural forces in their everyday lives. The biomedical and scientific use of metaphors reinforced the highly contested view that the symptoms are influenced more by individual psychological and emotional deficiencies than by broader structural forces.

No description available.

Fibromyalgia Syndrome (FMS) and Chronic Fatigue Immune Dysfunction Syndrome (CFIDS) are primarily womens syndromes. Both syndromes are highly contested within the biomedical and scientific communities and within the general population. Because there is no apparent cause for the syndromes and no available treatment, women living with FMS and/or CFIDS must live with difficult and disabling symptoms. <p>This research also analyzes the metaphors used in the scientific and biomedical literature to describe the same symptoms as listed above. A comparison is drawn between this analysis and that focused on the womens use of metaphors. It is found that although many of the metaphors are the same, they differ in discursive employment. Environmental metaphors, along with metaphors of fracture, harm and productivity are used by the research participants with a very different intent than how the same metaphors are used in the biomedical literature. The women used the metaphors to reveal the ways in which their symptoms are influenced by the social and cultural forces in their everyday lives. The biomedical and scientific use of metaphors reinforced the highly contested view that the symptoms are influenced more by individual psychological and emotional deficiencies than by broader structural forces.

Gestures and metaphors are important mediational tools to materialize abstract conventions in the conceptual development process (Lantolf and Thorne, 2006): metaphors are used in the educational setting to simplify abstract knowledge for learners (Ungerer and Schmidt, 1996; Wee, 2005); gestures, through visual representation, can "provide additional insights into how humans conceptualize abstract concepts via metaphors" (Mittelberg, in press, p. 23).This study observed and videotaped four composition instructors and 54 ESL students at an American university to probe how their metaphorical expressions and gestures in a variety of naturally occurring settings, such as classroom teaching, student-teacher conferencing, peer reviewing and student presentations, represent the abstract rhetorical conventions of academic writing in English. By associating students' gestures with the instructors' metaphors and gestures, this study found evidence for the assistive roles of metaphors and gestures in the learning process. The final interviews elicited students' metaphors of academic writing in English and in their first languages. The interviewees were also asked to reflect upon the effectiveness of the metaphors and gestures they were exposed to.This study confirmed the roles of gestures in reflecting the abstract mental representation of academic writing. Twelve patterns were extracted from the instructors' data, including the linearity, container, building, journey metaphors and others. Of these twelve patterns, six were materialized in the students' gestural usage. The similarity of gestures found in the instructors' and students' data provided proof of the occurrence of learning. In the elicited data, students created pyramid, book, and banquet metaphors, to highlight features of academic writing in English and in their first languages. These new metaphors demonstrate students' ability to synthesize simple metaphors they encountered for a more complex one, which is more significant in the learning process. The interviews suggest that metaphors are better-perceived and more effective in relating abstract knowledge to the students. Gestures were not judged by the students to be helpful. This could result from the fact that gestures, other than emblems, are often understood unconsciously and are naturally used to provide additional information to the verbal utterance rather than replacing speech, which is more prominent perceptually and conceptually.

Darbe nagrinėjamos rūpestingumo metaforos, aprašančios Dievą Senąjame Testamente, būtent: Dievas kūrėjas kaip menininkas ir puodžius, Dievas kaip tėvas, Dievas kaip motina, Dievas kaip gydytojas, Dievas kaip ganytojas, Dievas kaip sodininkas ir vynininkas. Aptariami šių metaforų teologiniai ir jų suponuojami antropologiniai aspektai. / The subject of this master thesis Metaphors of Gods solicitude. Their theological and anthropological aspects is metaphors from the Old Testament, which describe Gods solicitude. This thesis is based on the classification of A. Rubšys and analyses six main metaphors: God the Creator as an artist and a potter, God the Father, God the Mother, God the Doctor; God as gardener / vinedresser, God as pastor / shepherd. Also the subject of human is discussed in the context of these metaphors, the anthropological discourse is raised. It is necessary to say, that this subject is hardly studied in Lithuania and is significant, because it has been noticed, that talking about God often begins and ends with particular considerations and definitions about him, etc. We believe, that it is essential and possible to make theological discourse relevant, by raising the subject of human in parallel and, in this case, by searching for direct links between God (who is described as solicituous using metaphors in the Holy Bible) and human (whose picture evolved out of that – particular its definitions). It is interesting to review and discuss possible effects and outcomes of this process. The main goal of this thesis is to analyze and detect the theological and anthropological levels of metaphors of Gods solicitude in the Old Testament.

Thesis (Th. M.)--Western Conservative Baptist Seminary, 1994. / Abstract. Includes bibliographical references (leaves 177-188).

No description available.

Studies of metaphors in teaching and learning have underlined the important role of metaphors in reasoning, but have sometimes failed to show the effect of metaphor on how scientific concepts are represented, and have sometimes overlooked hidden metaphors in their attempts to be explicit about how metaphor functions. This study investigates metaphor in the context of teaching environmental science. It does not assume any simple correlation between surface linguistic cues and the presence or kind of metaphor. Two theoretical approaches have been chosen, Systemic Functional Linguistics (M. Halliday) which sees language as a social construction of meaning, and Image Schema (M Johnson and G Lakoff) which has developed in cognitive science and cognitive linguistics. These two approaches are used to discuss examples of metaphors from a number of lessons which have been observed and video-recorded, and in a variety of textbooks used as resource materials in teaching environmental science. The choice of environmental science as the subject matter arises from two of its distinct characteristics. One is the fact that ideology triggers and shapes the interests, decisions and choices of materials, issues, arguments, reasons, etc. But there is nothing like one unique ideology, on the contrary conflicts of different ideologies raise differences about what will be selected and how it will be represented. At this point there is a special role taken on by metaphor. Metaphors provide the means for creating differences and similarities, thus bringing together or keeping apart ideologies. Second, the teaching of environmental science does not appear as the teaching of science only, bounded from anything else, but is a blend of accounts of scientific and commonsense knowledge. Metaphors appear at the overlapping points where this blending takes place. It is not the purpose of the thesis to question, or to contribute to, the theoretical perspectives adopted. Rather, its interest is in how these perspectives provide, each in their own way, insights into the nature of the discourse of teaching environmental science, and thus to raise questions about its effectiveness.