Dissertations / Theses: 'Research with metaphor'

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Holme, Randal. "Teaching language as metaphor : the potential of current research into metaphor and cognition for classroom practice." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/3788/.

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Recent developments in cognitive linguistics have revealed how abstract meaning in language is shaped by bodily experience. We understand and express such concepts as time, causation, direction or love through metaphors that are shaped out of our sense of ourselves as embodied creatures (Lakoff 1987, Johnson 1989, 1991, 1992, 1993). The diachronic analysis of syntax also shows how metaphor shifts lexical meaning towards grammatical meaning (Heine 1997). For example, in English and other Indo-European languages, we use what Heine (1993) identifies as a propositional schema of possession to express how in having taken hold of an action, we have completed it. Thus we grammaticalise a possessive 'have' (haber, avoir, etc.) or 'ter' (hold in Portuguese) to express an immediate past, or finally, as in modem French, the past itself Applied linguists are now asking how this cognitivist re-examination of the nature of meaning creation should impact upon language teaching (e.g. Low 1988, Lindostromberg 1991, Dudley Evans and St John 1998, and Boers 2000). One suggestion is that conceptual metaphors might prove an effective mechanism to help learners of specialist language group some forms of specialist lexis, using a conceptual metaphor such as 'cash is liquid', for example, to help students understand the language of finance, clustering and organising such terms as 'capital liquidity' and 'company floatation’. This thesis carries forward this exploration in a more comprehensive manner. It first examines the nature of metaphor in order to produce a useable construct. This construct differs from some mainstream cognitive views (e.g. Gibbs 1994 and Lakoff and Johnson 1999) in that it follows Glucksberg and Keysar (1993) in relating metaphor construction to class inclusion, and Glucksberg and McClone (1999) in affording similarity a role in metaphor interpretation. It treats metaphor as holding together three aspects of pedagogy: the nature of what is taught, the mechanisms through which it is learnt, and the learner's affective relationship to both. The picture of language and the language learner's mind that is produced rejects notions of adult acquisition and focuses upon the role of conscious learning through metaphor-based techniques. In the role of a participant observer, the author recounts how they implemented this in the classroom.

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Packwood, Angela. "Voice and narrative : realities, reasoning and research through metaphor." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/110840/.

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This study is an exploration, on a professional and personal level, of metaphor as both an object of, and a tool for, research. The methodology used is qualitative, and overall the approach is phenomenographic. The research develops through three stages. Firstly, through an analysis of the metaphors found in the discourse of students, teachers and the government, a model of metaphor has been developed and used to give a framework for the examination of metaphor as the object of research. Secondly, the model has been extended to identify the metaphors by which the reality of the research process is constructed. Metaphor has then been used as a tool of research in order to identify and analyse the metaphors by which the research process has been framed by two researchers working with the same teacher. The three key metaphors identified through this application of the model; narrative, story and voice, have been explored to consider their applicability and relevance as ways of conceptualising research. Finally the implicit metaphor by which this entire study has been framed, research as metaphysics, has been explored through a personal reflection on the reality of the research process for the researcher. The study is located within a postmodernist paradigm through an exploration of the applicability of postmodernist assumptions to this research process. Throughout the work the voice of the researcher narrates her reality contextualising the research process.

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Mignot, Philip. "Metaphor : a paradigm for constructive and critical research into 'career'." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399392.

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Stanton, Michael J. "A Theoretical Application of Metaphor Research to the Film Industry." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/428.

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This paper explores the value of using metaphor based marketing research methods (most notably Zaltman Metaphor Elicitation Technique) in the development and green-lighting processes of filmmaking. A review of literature reveals that even large blockbuster films lack any marketing research employed in the developmental stage. Audiences are extremely difficult to analyze when considering something as abstract and subjective as what makes a “good” film. Metaphor based marketing research methods (e.g. ZMET) offer a solution by examining the minds of consumers through language markers called metaphors. Using a metaphor based marketing technique early in a film’s development process may help to predict the success of a film as well as help to inform other marketing promotions for the film. The purpose of this study is to show how using an adaptation of ZMET will help film developers better predict the market potential for a project before the green-lighting phase.

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Nath, Kiran Pamela. "The effect of gendered metaphor on scientific research, an empirical test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0018/MQ37600.pdf.

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Helme, Marion Frances. "Appreciating metaphor for participatory practice : constructivist inquiries in a children and young people's social justice organisation." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269996.

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McIntosh, Paul. "Metaphor and symbolism : an action research approach to reflexivity in nurse education." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430595.

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Tucker, Jennifer. "Motivating Subjects: Data Sharing in Cancer Research." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/29022.

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This dissertation explores motivation in decision-making and action in science and technology, through the lens of a case study: scientific data sharing in cancer research. The research begins with the premise that motivation and emotion are key elements of what it means to be human, and consequently, are important variables in how individuals make decisions and take action. At the same time, institutional controls and social messaging send a variety of signals intended to motivate specific actions and behaviors. Understanding the interplay between personal motives and social influences may point to strategies that better align individual and social perceptions and discourse. To explore these dynamics, this research centers on a large-scale cancer research program led by the National Institutes of Healthâ s National Cancer Institute. The goal of the program is to encourage interoperability and data sharing between diverse and highly autonomous cancer centers across the U.S. Housed in an organization focused on biomedical informatics, the program has a technologically-focused mission; the goal is to facilitate institutional data sharing to connect the cancer research enterprise. This focus contrasts with the more relationship-based point-to-point data sharing currently reported by researchers as the norm. Researchers are motivated to share data with others under specific conditions: when there is a foundation of trust with the person or community being shared with; when the perceived reward of sharing is well-defined and of value to the person sharing; and when there is perceived to be a lower risk or cost than the benefit received. Without these conditions, there are often determined to be insufficient incentives and rewards for sharing. Data sharing is both a personal decision and a social level problem. Data is both subjective and personal; it is often an extension of researcherâ s identity, and serves as a measure of his or her value and capability. In the search for standards and interoperable data sets, institutional and technologically-mediated forms of data sharing are perceived to ignore the subjective and local knowledge embodied in the data being shared. To explore these dimensions, this study considers the technology, economics, legal elements, and personal sides of data sharing, and applies two conceptual frameworks to evaluate alternatives for action. Ph. D.

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Dowling, Susan J. "Constructing Identity Identity Construction." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/88.

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In this art-based study I will examine the construction of identity creating three life size figures utilizing metaphor and symbolism. I recorded and analyzed the process through reflections. The artist/teacher/researcher will provide conclusions based on art production and self-reflection.

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Davis, Hope Smith. "Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1240938743.

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Thesis (Dr. of Education)--University of Cincinnati, 2009. Advisor: Eric J. Paulson. Title from electronic thesis title page (viewed July 23, 2006). Includes abstract. Keywords: scripted reading; metaphor analysis; corrective reading; rewards plus; secondary; reading intervention; reading conceptualizations; reading; high school; middle school; qualitative research; ethnography. Includes bibliographical references.

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Wachowicz, Fátima. "Embodied: um espetáculo de metáforas dançadas." Escola de Dança, 2005. http://repositorio.ufba.br/ri/handle/ri/27072.

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Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-24T18:33:40Z No. of bitstreams: 1 Dissertação final.pdf: 8319574 bytes, checksum: bfc7083d5976839ec23a4b05404171d7 (MD5) Approved for entry into archive by Marly Santos (marly@ufba.br) on 2018-08-24T19:33:31Z (GMT) No. of bitstreams: 1 Dissertação final.pdf: 8319574 bytes, checksum: bfc7083d5976839ec23a4b05404171d7 (MD5) Made available in DSpace on 2018-08-24T19:33:31Z (GMT). No. of bitstreams: 1 Dissertação final.pdf: 8319574 bytes, checksum: bfc7083d5976839ec23a4b05404171d7 (MD5) O presente trabalho tem como objetivo analisar o espetáculo Embodied, de Cristian Duarte, usando como fundamentação teórica a Embodied Cognitive Science, sobretudo no que se refere ao estudo das metáforas, abordado por George Lakoff e Mark Johnson nas publicações de 1999(Philosophy in the Flesh-The Embodied Mind its Challenge to Western Thought) e 2002 (Metáforas da Vida Cotidiana). Relacionar dança e ciência foi a estratégia utilizada para a análise coreográfica, sobretudo porque o livro Philosophy in the Flesh foi um dos pontos de partida para a construção do espetáculo. Embodied sugere relações com o pensamento científico atual. Os padrões organizativos e estruturais da cena mostram-se conectados com as hipóteses filosóficas apontadas pelos autores Lakoff e Johnson, que propõem a mudança paradigmática sobre a natureza da razão, afirmam o conceito de pensamento metafórico, a incorporação da mente (embodied mind) e sugerem, ainda, que o pensamento, assim como as ações, decorrem do sistema sensório-motor, porém se manifestam de maneiras diferentes. A cognição é o espaço onde o corpo, o ambiente e o cérebro estão acoplados densamente. Desta maneira, a metáfora torna-se uma importante ferramenta cognitiva. Nesta pesquisa, são identificadas três metáforas principais usadas pelos dançarinos durante o espetáculo: o corpo-coisa, o corpo-embate e o corpo-pornô. Observa-se que tais metáforas se estabelecem através de manipulações entre um corpo e outro, do campo de forças criado entre os corpos dos dançarinos, caracterizado por relações de polarização, relações diádicas e vetores de ação de movimento que não tem necessariamente continuidade de um corpo para o outro. As metáforas dançadas apontadas na pesquisa atuam o tempo todo durante o espetáculo e se estruturam nos conceitos de experiências e julgamentos subjetivos dos intérpretes. Observa-se que os dançarinos estão sugerindo metáforas como estratégias de pensamento e ação e que eles atuam como agentes metafóricos que compreendem e experimentam uma coisa em relação à outra. A análise buscou examinar possibilidades de relações entre os conhecimentos artísticos e científicos por acreditar serem sutis as interfaces entre essas duas áreas de conhecimento. This research work aims to analyse the Embodied performance from Cristian Duarte, by using the theoretical foundation of the Embodied Cognitive Science for the study of the metaphors, which have previously been proposed by George Lakoff and Mark Johnson in their publications in 1999 (Philosophy in the Flesh-The Embodied Mind its Challenge to Western Thought) and 2002 (Methaphors we live by). The initiative to carry out a choreographic analysis based on the relationship between dance and science was undertaken in view of the fact that the book Philosophy in the Flesh was one of the starting points for the creation of the performance. Essentially, Embodied suggests relationships between the performance and the current scientific thinking on cognition. Moreover, the organisational and structural patterns of the scenes can be considered connected to the philosophical hypothesis pointed out by the authors, Lakoff and Johnson, who have proposed a paradigm change in the nature of reasoning by surrounding the metaphor concept of thinking with the incorporation of the mind (embodied mind). They suggest that thoughts, as well as actions are produced by the sensory motor system, but manifested in different ways. Cognition is the space where the body, its surroundings, and the mind are tightly joined together. Therefore, the metaphor becomes an important cognitive instrument. In this research work, three main metaphors are used to represent the ballet dancers during the Embodied performance. They are body-thing, body-collision, and body-porno. The research has revealed that the collisions between bodies, and the force field created by them, establish the metaphors that are characterised by polarised relations of actions, which do not necessarily demonstrate continuity from one body to another. In addition, the three metaphors identified in this research, are put into action at every point in time of the performance. They are structured on the basis of the experiences and subjective judgements of the interpreters. Finally, this research demonstrates that the ballet dancers are applying these metaphors as strategies of thoughts and actions. They actually perform as metaphor agents who understand and experiment one thing in relation to another. In conclusion, this analysis has shown the possible relationship between artistic and scientific knowledge, since the interfaces between these two realms of knowledge are analogous.

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Malta, Flávia Ribeiro Santoro Silva. "A construção metafórica da mulher nas capas do "Meia Hora"." Niterói, 2017. https://app.uff.br/riuff/handle/1/3671.

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Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-11T18:20:22Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TESE CORRIGIDA FINAL.pdf: 9307458 bytes, checksum: 604103261966f5d8fc59980b46392b77 (MD5) Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-18T17:51:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TESE CORRIGIDA FINAL.pdf: 9307458 bytes, checksum: 604103261966f5d8fc59980b46392b77 (MD5) Made available in DSpace on 2017-05-18T17:51:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TESE CORRIGIDA FINAL.pdf: 9307458 bytes, checksum: 604103261966f5d8fc59980b46392b77 (MD5) O objetivo geral desta pesquisa é o de contribuir, à luz da teoria sociocognitivista, para a compreensão de como o universo feminino é conceptualizado e representado no discurso do senso comum. Já seu objetivo específico está pautado na investigação do uso, deliberado ou não, de expressões linguísticas metafóricas na construção dessas representações, licenciadas por metáforas conceptuais, empiricamente observadas, como MULHER É ANIMAL, MULHER É COMIDA, MULHER É COISA (MÁQUINA), e CORPO FEMININO É TERRITÓRIO. Para explorar tais objetivos, temos, como objeto de investigação, as chamadas e manchetes das capas do jornal Meia Hora, de circulação diária no Estado do Rio de Janeiro. A partir do corpus selecionado, constituído por seis capas do periódico, procuramos identificar metáforas e metonímias, tanto verbais quanto visuais, tendo como base dois trabalhos de referência: o de Cameron e Maslen (2010), que orienta a identificação das metáforas verbais, e o de Forceville (2008), utilizado como ferramenta de identificação de metáforas não verbais. Identificadas as expressões figuradas, buscamos, a partir de uma análise qualitativo-interpretativista (LÜDKE e ANDRÉ, 1986) e à luz da teoria da metáfora conceptual (LAKOFF e JOHNSON, 1980b[2002]), dentro do paradigma da Linguística Cognitiva (GEERAERTS, 2006), propor as possíveis representações cognitivas, ou seja, metáforas conceptuais, frames e MCIs, que subjazem a tais expressões. Além das expressões metafóricas e de sua base conceptual, são igualmente objetos de análise os efeitos pragmáticos, com ênfase no humor, produzidos pelo uso da linguagem metafórica no contexto dos gêneros analisados, assim como a sua dimensão ideológica, no que diz respeito às representações da mulher em nossa língua e cultura. Os resultados da análise corroboram a hipótese sobre a relevância das metáforas conceptuais e frames, nas representações sobre a mulher, que reproduzem e reificam ideologias patriarcais, que a reduzem a um papel de objeto que tem como função primordial satisfazer o homem nas esferas doméstica e sexual. A análise também evidencia a articulação entre o cognitivo e o discursivo na produção de sentidos, ao mostrar como a linguagem metafórica e metonímica se apropria das condições do próprio gênero discursivo, e como este, por sua vez, é, da mesma forma, em parte, determinado pela natureza da linguagem metafórica, corroborando a visão de Dienstbach (2015) sobre metaforicidade The main aim of this research is to contribute to the understanding of how women are conceptualized and represented in common sense discourse, from a sociocognitive perspective. As to its specific purpose, the research is aimed at the investigation of the use, deliberate or not, of linguistic metaphorical expressions in the construction of particular representations, licensed by conceptual metaphors, which are empirically observed: WOMAN IS AN ANIMAL, WOMAN IS FOOD, WOMAN IS AN OBJECT (MACHINE), and FEMALE BODY IS TERRITORY. In order to explore these goals, the analysis is based on a corpus consisting of six covers of a daily newspaper, from Rio de Janeiro, called Meia Hora, on the basis of which we intend to investigate linguistic and visual metaphors (and metonymies), following two theoretical axes: Cameron and Maslen (2010), which guides the identification of verbal metaphors, and Forceville (2008), used as a tool for the identification of non-verbal metaphors. Through these figurative expressions, we try to identify the possible cognitive representations (conceptual metaphors, frames and ICMs), which underlie them, through a qualitative-interpretative analysis (LÜDKE and ANDRÉ, 1986), oriented by the principles of Conceptual Metaphor Theory (LAKOFF and JOHNSON, 1980b [2002]), as well as by the tenets of Cognitive Linguistics (GEERAERTS, 2006). We also investigate the pragmatic effects of figurative language, with emphasis on the humor produced by the use of metaphorical language in the context of the genres analyzed. Moreover, the ideologies emerging from the data, with respect to representations of women in our language and culture, are also focused. The results of the analysis corroborate the hypothesis on the relevance of conceptual metaphors and frames in women representations, which reproduce and reify patriarchal ideologies that provide women with the role of an object to serve men, both in the domestic and in the sexual spheres. The analysis also evidences the relationship between the cognitive and the discursive dimensions in meaning production, and the way metaphoric and metonymic language can appropriate the discursive genre conditions to generate the intended meaning effects. Finally, we intend to investigate how genre itself is determined by the nature of the metaphoric language, according to the studies of Dienstbach (2015) on metaphoricity

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Nilsson, Johan. "CrawLogo: An Experiment in End-User Programming for Web-Enabled Applications." Thesis, Linköping University, Department of Computer and Information Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2090.

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With the rise of the Web, there is more interest among end-users to create different kinds of software that use elements from the Web or allow for networked interaction between users. Currently however, many available tools for this purpose are hard to use or lack a sufficient level of expressiveness. To provide new insights on the construction of tools that allow end-users to create their own Web-enabled software, this thesis explores design issues and consequences of applying the Turtle metaphor from the Logo-programming language to an end-user programming environment for Web-enabled applications. In order to explore this, CrawLogo was created - a programmable end-user tool that supports the creation of Web-enabled applications using a Turtle-like control metaphor and language adapted from Logo. As a proof-of-concept, several Web-enabled applications were created using this new tool, including CrawLogo Pong, a somewhat alternative version of Atari’s classic Pong game, and a collaborative browsing environment, in which users can browse the Web together. The resulting CrawLogo environment allows for creating Web-enabled applications that - using more traditional programming languages - would be quite complex and require deep technical programming skills. Further, while utilizing a Turtle-like control metaphor in CrawLogo allows for the creation of some new types of applications and some new ways of interacting with the Web, it also raises new problems such as how to successfully design within the CrawLogo metaphor and how to create a meaningful representation of Turtle- geometry-based navigation on the Web.

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Mulaudzi, Tshifhiwa. "Buying patterns of clothing during early adolescence : an exploratory study." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-083401.

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Skantze, Daniel. "Ljuddesign för rumsmetaforbaserade talgränssnitt." Thesis, Linköping University, Department of Computer and Information Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1874.

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In this paper, a navigation support approach for speech-only interaction based on auditory icons for room-based designs is presented, i.e. naturally occurring sounds that have a natural mapping to the system's underlying design metaphor. In contrast to many recent investigations that have focused on multi-modal or augmented reality systems, this paper concerns a unimodal speech and sound-only system. An auditory icon based prototype system for buildings maintenance support using a room-based metaphor was developed. The design was evaluated in a comparison with earcons and no-sound designs. The users’ subjective attitudes toward auditory icons were significantly more positive than to earcons.

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Araújo, Péricles César de. "Uma combinação de métodos de pesquisa em educação matemática: Método Bayesiano de dados difusos." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10971.

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Made available in DSpace on 2016-04-27T16:57:27Z (GMT). No. of bitstreams: 1 Pericles Cesar de Araujo.pdf: 2815289 bytes, checksum: 8b5efd754b4e27e42558c8f0ebe0c75e (MD5) Previous issue date: 2013-08-18 This thesis aims at dealing with issues concerning the scientification of Mathematics Education and, consequently, the methods used in researches in that area. It means dealing with methodological issues, under qualitative, quantitative and mixed perspectives with the objective of discussing the increase, always desired, of the reliability of data analysis. It is a theoretical research, with methodological procedures adequate to this kind of study, that is, bibliographical review, analysis of thesis, dissertations, articles and books. Among the theoretical background, we mention Didactic Engineering, Conceptual Metaphor, Fuzzy Logics, Bayesian Statistics and elements from Popper, Kuhn and Lakatos theories. The Didactic Engineering was considered the common thread of reflections; the Fuzzy Logics, inserted for the research universe in Mathematics Education, is characterized by an important heterogeneity of the phenomena. The Bayesian Statistics is a referential to deal with the qualitative aspect. As results, we propose in this thesis, mixed methods of research in Mathematics Education. The first is the one that considers the combination of two methods: the Bayesian method and the Didactic Engineering; the second is the Fuzzy and Bayesian. This way, we understand that with this thesis, we contribute to the discussion on the use of mixed methodology in researches in Mathematics Education, as well as present a method with potential to develop the research in Mathematics Education with scientific characteristics that meet the demands of Popper, Kuhn and Lakatos Esta tese tem por objetivo tratar das questões relativas à cientificidade da Educação Matemática, e em consequência, dos métodos utilizados na pesquisa dessa área. Ou seja, tratar das questões metodológicas, nas perspectivas qualitativas, quantitativas ou mistas com vistas a discutir a ampliação, sempre desejável, da confiabilidade da análise de dados. Trata-se de uma pesquisa de caráter teórico, com procedimentos metodológicos adequados a esse tipo de estudo, ou seja, realização de levantamento bibliográfico, análise de dissertações, teses, artigos, e livros. Entre as bases teóricas, estão a Engenharia Didática Clássica, a Metáfora Conceitual, a Lógica Difusa, a Estatística Bayesiana, e elementos das teorias de Popper, Kuhn e Lakatos. A Engenharia Didática Clássica foi considerada um fio condutor das reflexões; a Lógica Difusa é inserida, pois o universo da pesquisa em Educação Matemática é caracterizado por uma acentuada heterogeneidade de fenômenos. A Estatística Bayesiana é um referencial para tratar do aspecto quantitativo. Como resultado são propostos nesta tese métodos mistos de pesquisas em Educação Matemática. O primeiro deles é aquele que considera a agregação de dois métodos: o Método Bayesiano e a Engenharia Didática Clássica; o segundo é o Método Estatístico Bayesiano de Dados Difusos. Assim, avaliamos que trazemos, com esta tese, uma contribuição para a discussão sobre o uso de metodologias mistas na pesquisa em Educação Matemática, bem como que apresentamos um método com potencialidades de munir a pesquisa em Educação Matemática de características científicas que atendam às exigências de Popper, Kuhn e Lakatos

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Walker, Alice Jessica. "Procedural Rationality as a Means for Evidence-Based Management in Conflicted Decision-Making: A Mixed-Methods Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1427835243.

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Garcia, Elisa. "Metaphoric Generative Genograms: A Journey to bring Genograms to life through metaphorical components." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/9.

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The purpose of this dissertation is to offer a greater understanding of the potential of genograms through my clinical work from a Bowen Family Systems lens. I account for how I processed and effectively blended metaphorical components, by examining six cases from my two-year journal entries, of bringing genograms to life in sessions. I also explain how I created a useful tool, the Metaphoric Generative Genogram, that can benefit other clinicians working with children and families in the foster care community.

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Povozhaev, Lea M. "Addiction Rhetoric: Conceptual Metaphors in Conversational Illness Narratives." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1406720653.

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Loftus, Stephen Francis. "Language in clinical reasoning learning and using the language of collective clinical decision making /." Faculty of Health Sciences, School of Physiotherapy, University of Sydney, 2006. http://hdl.handle.net/2123/1165.

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Doctor of Philosophy The aim of the research presented in this thesis was to come to a deeper understanding of clinical decision making from within the interpretive paradigm. The project draws on ideas from a number of schools of thought which have the common emphasis that the interpretive use of language is at the core of all human activity. This research project studied settings where health professionals and medical students engage in clinical decision making in groups. Settings included medical students participating in problem-based learning tutorials and a team of health professionals working in a multidisciplinary clinic. An underlying assumption of this project was that in such group settings, where health professionals are required to articulate their clinical reasoning for each other, the individuals involved are likely to have insights that could reveal the nature of clinical decision making. Another important assumption of this research is that human activities, such as clinical reasoning, take place in cultural contexts, are mediated by language and other symbol systems, and can be best understood when investigated in their historical development. Data were gathered by interviews of medical students and health professionals working in the two settings, and by non-participant observation. Data analysis and interpretation revealed that clinical decision making is primarily a social and linguistic skill, acquired by participating in communities of practice called health professions. These communities of practice have their own subculture including the language game called clinical decision making which includes an interpretive repertoire of specific language tools and skills. New participants to the profession must come to embody these skills under the guidance of more capable members of the profession, and do so by working through many cases. The interpretive repertoire that health professionals need to master includes skills with words, categories, metaphors, heuristics, narratives, rituals, rhetoric, and hermeneutics. All these skills need to be coordinated, both in constructing a diagnosis and management plan and in communicating clinical decisions to other people, in a manner that can be judged as intelligible, legitimate, persuasive, and carrying the moral authority for subsequent action.

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DeLaCruz-Raub, Jeanne Marie. "Photographic metaphors: A multiple case study of second language teachers' experiences using the acquisition model." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5229/.

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The purpose of this study was to examine and document second language teachers' perceptions of their implementation of a meaning-making approach, known as the Acquisition Model, to second language instruction. Of particular focus were the concerns and strategies the second language teachers experienced when changing their pedagogical practice from mechanical to meaning making. The main research question, which guided this study, was: "What is the 'lived experience' of L2 teachers as they implement an innovative pedagogy to teach a second language?" The researcher addressed this research question through Max van Manen's (1990) six step phenomenological method, "Researching Lived Experience" and image-based research techniques (i.e., photo elicitation and reflexive photography). In addition, the researcher also created and applied an innovative data collection technique, which she called Collaborative Imagery. Findings from this study generated various implications in the areas of second language education, curricular change, teacher reflection, image-based research, and educational research.

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Barber, James. "Installation art and memory : a practice-as-research exploration." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/900.

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This practice-as-research project investigates how a piece of site-responsive Installation Art, titled Triple Point Dunnage (exhibited in Royal William Yard, June 2009), can be used to generate knowledge about memory work through experience of site. Working in dialogue with the ideas of Daniel C. Dennett, Lucy Lippard and Gaston Bachelard, I attempted to create a permeable and fluctuating creative setting for the memory work of participants. An approach that used site as a stimulant within a process which also incorporated theoretical themes. During the period of design and construction, I interacted with and recorded interviews with people who had a personal connection with the site or with an interest in how memory works. The final installation presented layers of spoken fragmented content in a dialectic relationship within the installation’s spatial construction. The responses of the installation’s visitors and participants were collated through a response book and interviews. These were analysed in order to discover to what extent, if at all, the properties I had developed and designed into the work had shaped the engagements of the participants. The multi-valented properties of the work generated an array of responses that suggested that the viewers had fashioned their experience by blending the fragmented stories of others with their own personal histories. This engagement resembles Dennett’s concept of “self-narrator” and resonates with Bachelard’s concept of the fusion of physical and psychological space and Lippard’s understanding of place. By exploring memory through site Triple Point Dunnage generated a sense of place that was a fusion of the participants’ responses to the external physical environment and their associative memories stimulated by the affective fragmented properties of the work.

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Mailler, Emma Cornelia. "For love or money : perceptions and conceptions of the work ethic held by a group of preservice teachers in Queensland." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16221/.

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The work ethic has been a popular topic for public comment and for research in the social sciences. The work ethic is usually understood to embody the values, beliefs and principles an individual has in relation to work. Work is an important dimension of human experience. Governments and employers are particularly interested in increasing productivity and competitiveness in connection with work and the work ethic is perceived as an important catalyst in achieving these goals. The main point of reference for discussion about the work ethic in the past century has been Max Weber's Protestant ethic thesis. Weber's thesis has attracted much criticism over the years and contemporary writers have suggested that alternative conceptions of the work ethic do exist. Despite widespread agreement that this is the case, consensus has not yet been reached on how such conceptions should be defined or how they may manifest in an individual. The majority of research on the work ethic has been limited to the collection of quantitative data using one of several survey instruments that are available. Fewer studies have collected data on the work ethic using a qualitative approach and yet, this is exactly what is required to achieve progress in identifying the range of conceptions that may exist. This study occurs in the context of teacher education and the work ethic has relevance to teachers and teacher educators for several reasons. Teachers, through the explicit and hidden curriculum they provide, have some responsibility for inculcating a work ethic in their students. It follows that it is important to understand the work ethic of teachers on this basis alone. A most logical starting place for accomplishing this task is during their career preparation. This study advocates explicit examination of preservice teachers' conceptions of the work ethic and exploration of how this might affect their career and curriculum decision making processes. This research is primarily intended to inform teacher educators who wish to pay attention to these things in their programs, along with researchers from other disciplines who are interested in the work ethic. Inspired by a pragmatic philosophy, this study utilised a mixed method research design to investigate the conceptions of the work ethic held by a group of preservice teachers studying in Brisbane, the capital city of the state of Queensland, Australia. Priority was given to the first phase of the research, which was to identify the qualitative conceptions of the work ethic held by the preservice teachers. The second quantitative phase was intended to complement and expand those findings by demonstrating that an established instrument in the measurement of work ethic could be used to profile conceptions of the work ethic held by an individual. The first phase of the research adopted a phenomenographic approach to identify nine conceptions of the work ethic held by a group of 22 preservice teachers. A courtship metaphor was used to characterise each of the nine conceptions which were labelled as Honeymoon, Monogamist, Serial Monogamist, Arranged Marriage, Celibate, Obsession, One-night Stand, Hedonist and Polyamorist. The second phase of the research used quantitative techniques involving factor analysis and linear modelling to link anonymous responses from 411 preservice teachers to the Occupational Work Ethic Inventory (OWEI) with the nine conceptions identified in the first phase of the research. It was found that the OWEI could be used to profile an individual's orientation to the work ethic conceptions that were defined. This research responded to calls in the literature for a better understanding of the characteristics of the people who choose to become teachers. It also suggested ways in which teacher education could be improved to prepare preservice teachers better through socialisation practices and the university curriculum. This study confirms that there are qualitatively different conceptions of the work ethic that may provide an alternative to the traditional Weberian conception. A technique is proposed to associate OWEI responses with the model of nine work ethic conceptions. Suggestions are also made with respect to potential improvement of the OWEI.

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Arias, Badia Blanca. "Television dialogue and subtitling: a corpus-driven study of police procedurals." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/404733.

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The specialised literature has suggested the intermediate position of television dialogue and subtitling along the continuum from spoken to written language (e.g. Díaz-Cintas 2003; Quaglio 2009; Forchini 2012). This dissertation adopts a corpus-driven methodology to tackle this issue from a descriptive, contrastive point of view. It reports on results of the analysis of the Corpus of Police Procedurals (CoPP), a corpus containing the transcribed dialogue (EN) and the DVD subtitling (ES) of fifteen episodes of three contemporary police procedurals, namely Dexter (Showtime, 2006), The Mentalist (Warner Bros, 2008), and Castle (ABC, 2009). A selection of syntactic and lexical features typically attributed to either poles of the continuum have been scrutinized from a quantitative and a qualitative approach. The statistical basis of the quantitative study allows identification of patterns of behaviour (i.e. norms) on the dialogue creators’ and the subtitlers’ part. Qualitative lexical analysis adapts the corpus pattern analysis (CPA) methodology proposed by Hanks (esp. 2004, 2013a), to date used for lexicographic purposes only, for the study of lexical exploitation, i.e. creativity, in this type of texts. La bibliografía especializada ha sugerido la posición del diálogo televisivo y del subtitulado como géneros intermedios en el continuo oralidad-escritura (p. ej. Díaz-Cintas 2003, Quaglio 2009; Forchini 2012). Esta tesis adopta la metodología corpus-driven (‘dirigida por el corpus’) para abordar esta cuestión desde un punto de vista descriptivo y contrastivo, a partir del análisis del Corpus of Police Procedurals (CoPP), un corpus compilado para los propósitos de esta investigación que contiene, alineados, el diálogo (EN) y el subtitulado para DVD (ES) de quince capítulos de tres series de ficción policíaca procesal contemporáneas: Dexter (Showtime, 2006), El mentalista (Warner Bros, 2008) y Castle (ABC, 2009). Una selección de rasgos sintácticos y léxicos prototípicamente atribuidos a ambos polos del continuo han sido examinados tanto cuantitativa como cualitativamente. La base estadística de los análisis cuantitativos llevados a cabo revela patrones de comportamiento (normas) en los creadores del diálogo ficcional y en sus traductores. El análisis cualitativo del léxico adapta la metodología lexicográfica de análisis de patrones de corpus (CPA) propuesta por Hanks (esp. 2004, 2013a) para el estudio de la explotación léxica (creatividad) en este tipo de textos.

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Smit, Talita C. "The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/1211.

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Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2009. ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants at the University of Namibia were explored in order to obtain insight into the development of their critical literacy proficiency during the course of 2008. The project was undertaken against the backdrop of a Higher Education sector in Namibia that is facing an increasing influx of first-year students – often students who are the first in their families to pioneer the alien territory of tertiary studies. Such students predominantly come from marginalised and poorly resourced educational environments far from the capital of Namibia. These English second language First-Generation students consequently enter Higher Education with insufficient levels of academic literacy proficiency in English, the medium of instruction in tertiary institutions in Namibia. An important aspect of such under-preparedness is their academic literacy which is often still regarded only as knowing how to speak and act within a particular discourse, and the reading and writing that occurs within the discipline as the only skills through which to facilitate learning in the mainstream; this, however, is not enough to assist them in problem-solving and high levels of critical thinking. In response, the University of Namibia has implemented academic support programmes to address the needs of students who enter university with poor school results. One such support programme is the ULEG course for those students who qualified for admission to the university but whose school-end marks for English were a D-symbol. Survey results showed that the majority of the students in the ULEG course in 2008 were First-Generation entrants into Higher Education. It was thus decided to conduct this project with one class group of ULEG students. Only data collected from the FG entrants were employed in this case study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via semi-structured interviews, observation and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An awareness-raising programme about the use of metaphoric language in order to draw appropriate inferences was designed and implemented, the rationale being to enhance the participants‟ critical thinking proficiency. As source material short stories, novels, a play and poetry by African authors written in English were employed. To establish the value of such a programme a mixed methods research methodology was employed where qualitative and quantitative data were collected concurrently. The results of this case study question prevailing notions about under-prepared students as well as the mainstreaming of students, as all of the participants in the project attested to the significant challenges that entry into the academic community posed for them. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within Higher Education and the role of critical literacy in student learning. AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek die profiel en die vlakke van akademiese geletterdheid van „n groep Eerste-Generasie eerstejaar studente aan die Universiteit van Namibiȅ om insig te bekom oor die ontwikkeling van hulle vlakke van kritiese geletterdheid gedurende 2008. Die projek is onderneem teen die agtergrond van „n Hoër Onderwys sektor in Namibiȅ met „n toenemende invloei van eerstejaar studente. Hierdie studente is dikwels ook die eerstes in hul families wat die onbekende wêreld van tersiëre studie betree. Hierdie Namibiese studente kom meerendeels van gemarginaliseerde en swak-toegerusde onderwys-omgewings ver vanaf die hoofstad, en die enigste universiteit in Namibiȅ. Hierdie Engels tweede taal Eerste-Generasie studente betree gevolglik Hoër Onderwys met onvoldoende vlakke van akademiese geletterdheid in Engels, die medium van onderrig in Namibiȅ. „n Belangrike aspek van sulke akademiese onvoorbereidheid is die studente se akademiese geletterdheid wat dikwels steeds beskou word as slegs die vermoë om korrek te praat en korrek op te tree in „n spesifieke diskoers, sowel as om te kan lees en skryf na gelang van die vereistes van verskillende hoofstroom akademiese dissiplines. So „n vaardigheidsbenadering is egter nie genoeg om studente te help met problem-oplossing and gevorderde vlakke van kritiese denke nie. Die Universiteit van Namibia het as teenvoeter teen die akademiese onvoorbereidheid van studente akademiese ondersteunigsprogramme geimplementeer. Een so „n program is die ULEG-kursus vir studente wat kwalifiseer vir toelating aan die universiteit maar met slegs „n D-simbool in Engels. „n Vraelys het getoon dat die meeste van die studente in die ULEG-kursus in 2008 Eerste-Generasie studente was. Daarom is besluit om hierdie projek met „n klasgroep ULEG studente te onderneem. Slegs data van die Eerste-Generasie eerstejaar studente in die klas is gebruik vir die doeleindes van hierdie navorsingprojek. In hierdie gevalle-studie is die hoofsaaklik beskrywende ondersoek gekarateriseer deur meervoudige data-versamelingstegnieke en -instrumente. Kwalitatiewe data vi aangaande die persepsies van die studente in die projek is versamel deur middel van semi-gestruktureerde gesprekke, observasies en die interpretasie van geskrewe en mondelinge bydraes van studente. Kwantitatiewe data is versamel en ge-analiseer om by te dra tot die triangulasie van ryk en gedetaileerde bevindings. „n Program om studente bekend te stel aan die gebruik van metaforiese taalgebruik om meer effektiewe gevolgtrekkings te kan maak is ontwerp en geimplementeer. Die beweegrede was om die studente se vlakke van kritiese denke te bevorder. As material vir die program is kortverhale, romans, „n drama en gedigte geskryf in Engels deur skrywers uit Afrika gebruik. Om die effektiwiteit van so „n program te evaluaeer is gebruik gemaak van „n gemengde navorsingmetodiek waar kwalititatiewe tegnieke en kwantitatiewe instrumente gelyktydig en aanvullende gebruik is. Die bevindinge van die projek bevraagteken die heersende opvattings in verband met swak-voorbereide studente sowel as hoofstroom-onderrig, aangesien al die studente in hierdie projek bewys gelewer het van die aansienlike persoonlike probleme wat toegang tot die akademie vir hulle ingehou het. Alhoewel die bevindinge spesifiek is aan die konteks van die projek, dra dit by tot die groeiende korpus van kennis in die veld van akademiese ontwikkeling in Hoër Onderwys, sowel as die rol van kritiese geletterdheid in akademiese studies.

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Olcay, Taner. "Expressing Temporality In Graphical User Interface." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23102.

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Temporality has been given attention in HCI research, with scholars arguing that temporal aspects in function-oriented graphical user interface are overlooked. However, these works have not adequately addressed practical approaches to manifest time in the design of such. This paper presents an approach for implementing temporal metaphors in the design of graphical user interface. In this design research, I materialize temporal metaphors into material qualities, in order to manifest time into the design of graphical user interface and shape the experiences of such designs. I argue that the design of temporal metaphors may express traces of time in graphical user interface differently from contemporary designs. I discuss implications and significance of unfolding experience over time. In conclusion, this design research, by articulating the experiences of its design works, sheds new light on the meanings of expressing temporal metaphors in the design of graphical user interface.

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Spruch-Feiner, Aliza Jo. "Metaphorically Framed Stereotypes, Victim Race, and Attitudes Toward Police: Factors Influencing Juror Cognition and Decision-Making in Police Force Cases." Oberlin College Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1495641653277591.

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Mattos, Rogeria Katia Arruda. "Entre a tradição e a re-significação de práticas de ensino de portugues como língua materna." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/13927.

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Made available in DSpace on 2016-04-28T18:23:35Z (GMT). No. of bitstreams: 1 Rogeria pdf.pdf: 1154375 bytes, checksum: 5eec0f2cc9effbdf70507fb2cd5fdd9a (MD5) Previous issue date: 2005-05-12 This is the collaborative research account realized with a mother tongue teacher returning to classroom after ten years out. The research is proposed to a reflexive space to confront different curricula politics concerning teaching portuguese as mother tongue. The goal is describe how the other teacher s practices and professional identity are constituted. The languge and the teaching language are based on post-structuralist perspective to understand the discourse constitutive and constituted by individual actions in the social world. The focus on the constituve nature of discourse need an analytical intruments to reveal the agency. Thus, the metaphor (Lakoff & Johnson, 1980; Cameron, 1999) as discursive practices and the positioning theory (van Langenhove & Harré, 1998) show up very productive to describe desires, choices and actions of co-researchers. In a qualitative way, the research identify grammar, discourse genre and reading as teaching practices questioned in the reflexive-collaborative process. The grammar and the discourse genre are the theoretical constructs directly confronted. Although the opposite presented theoretical constructs, they are conciliated by portuguese mother tongue teacher Este é o relato de uma pesquisa colaborativa realizada por mim e por uma professora de língua materna que, após dez anos de afastamento da prática docente, retorna à sala de aula. Trata-se de uma pesquisa que se propõe como um espaço reflexivo no qual são confrontadas diferentes políticas curriculares do ensino de português como língua materna. O objetivo é descrever como são constituídas outras práticas discursivas e outras identidades profissionais pela professora durante o processo reflexivo-colaborativo. A linguagem e o ensino de línguas são tomados com base na perspectiva pós-estruturalista que aborda o discurso como constituinte das/constituído pelas ações dos indivíduos no mundo social. O foco na natureza constitutiva dos discursos exige um instrumental analítico que ressalte a agentividade, dessa forma, a metáfora (Lakoff & Johnson, 1980; Cameron, 1999; entre outros) como prática discursiva e a teoria do posicionamento (van Langenhove & Harré, 1998) mostram-se bastante produtivas para descrever os desejos, as escolhas e as ações das co-pesquisadoras. De maneira qualitativa, a pesquisa identifica a gramática, a teoria dos gêneros discursivos e a leitura como as práticas de ensino problematizadas durante o processo reflexivo-colaborativo, sendo a gramática e a teoria dos gêneros discursivos os construtos teóricos confrontados diretamente. Apesar da forma excludente como são situados na pesquisa, esses construtos teóricos são, ao final, conciliados pela professora ao constituir para si uma outra prática e identidade como professora de português como língua materna

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Charng, Yueh-Er, and 常月娥. "“Lotus Sutra”Seven Metaphor Research." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/47087267344645120913.

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碩士 元智大學 中國語文學系 97 Analogy and parables are extensively used in “Lotus Sutra” to deliver the very essence of this text and to show the key points of Buddha’s teachings. In form of analogies and parables, the text conveys the following ideas: One of big vehicular thought, All things ultimate reality, Opening the expedient teachings and revealing the true one, Opening the three kinds and merging in to one of big vehicular, Telling now story to display far accomplishments, and remote Shakya Tathagata a big vehicular thought of the analogy convey. The seven parables in “Lotus Sutra” indicate Tathagata’s idea of one big vehicle and contain Buddha’s supreme wisdom. All living beings have seven desires or attachments that are deeply implanted in their minds; therefore, Tathagata used words of simile and parable to lead all living beings to nirvana. There are seven stories told to deal with the seven types of arrogance. To help all living being remove the seven desires, Tathagata tell stories to the poor, the moderate, and the sharp intellect. Each parable, connected with one another, deals with one means of saving living beings from one of the seven afflictions. Each implies deep meanings and thoughts of “Lotus Sutra”. Each of them, developed by a thought-provoking story, expresses the one of big Vehicle concept and is presented in response to the true significance of “Lotus Sutra”. You can realize the meaning of one big Vehicle if you can understand the metaphors throughout the text.

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Lin, Chiachun, and 林佳均. "The Research of Mandala Applied to Metaphor Writing." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/75471821721923047157.

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碩士 國立臺北教育大學 語文與創作學系碩士班 99 Based on Mandala’s fundamental spirit, this research met the needs of teaching and metaphor structure, and drew the improved edition of Mandala. We spread and gathered the thinking pattern of the improved edition of Mandala, and applied it to the writing process. Besides combining creative thinking to make creative writing precise, abundant, and wonderful, what’s important was to teach students how to think and then start writing. This research adopted action research method. We studied 23 students in the 6th grade and had 5-unit metaphor writing curricula. Through case study, teaching design, observation, writing analysis, visit and talk, teaching and thinking etc, we collected research materials to understand the students’ learning results, and compare their concrete performance to see how much progress they had made in their creativity and writing ability. Conclusion: 1. Mandala’s plan and application: （1） Draw a Mandala picture to meet the needs of curricula. （2） Choose suitable pictures and films for the process of teaching and guidance. （3） Stimulate students’ writing creativity and arouse their interest. 2. The concrete effect of Mandala on metaphor writing: （1） Mandala enriched the drawing of materials. iii （2） Mandala promoted organization structure. （3） Mandala increased the ability of making phrases and sentences.. Suggestions: 1. The extension of rhetorical writing 2. The redevelopment of Mandala picture 3. Extend the scope of research

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"Architectural metaphor in psychotherapy : a phenomenological study." Thesis, 2009. http://hdl.handle.net/10210/2969.

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Chen, Ting-Mei, and 陳庭美. "The research of using metaphor in a career exploration counseling group for high school students and members’ metaphor experiences." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/54066075886889245950.

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碩士 銘傳大學 諮商與工商心理學系碩士班 101 High school students are facing the classification of academic and selection of university departments, career exploration activities in this period are the main task of development. The psychologists and counselors are often through group counseling to help these students explore their career direction. According to previous studies, researcher found that metaphors, group counseling, and career exploration have a complementary relationship between. People often use metaphors to describe their career, if further use metaphors as a technique in counseling groups, may can stimulate the members more invested in the group. Therefore, this study aims to understand when the metaphors are using in the high school career exploration counseling group, what kind of metaphors will emerge? And analyzing the metaphorical experiences of the group members. 　　This study recruited one group, six high school student members, each group continued 90 minutes, and we proceed eight times. Researcher collected and analyzed the image recording, feedback sheets of group members, and the data of focus group interview. The results indicate that metaphor for community sources "group program design metaphor", "leader’s metaphor," and "members’ metaphor". The effect of metaphor in these three categories, members of the group emerged six metaphor experiences, including "metaphor that reflects relationship", "metaphor that reflects situation", "metaphor that reflects future", "metaphor that reflects ability", "metaphor that reflects mood" , and "metaphor that reflects self-identity".

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Liu, Sz-yin, and 劉思吟. "Research on Metaphor''s effect on the expression of Tacit Knowledge." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/10520343016800909382.

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碩士 義守大學 管理研究所碩士班 93 Nowadays, knowledge has become the key factor for enterprises to sharpen their competitive edge. The topic of how to make use of knowledge management to enhance organization value has been strongly emphasized. It can be said that knowledge sharing is the main core in the process of knowledge management. Although Nonaka (1994) pointed out that metaphor can help to share tacit knowledge, there is no explanation of the way organizers can acquire this ability. Metaphor is a borrowing of something to express tacit knowledge clearly. It is a common expressive way. Metaphor can also be built by drawings and stories. In this research it is believed that tacit knowledge is more likely to be expressed by metaphors as compared with explicit knowledge. As well as that, the enhancement of metaphorical ability not only helps to explicit individual tacit knowledge, but also helps to construct metaphor by drawings and stories. Therefore, through the development of metaphor course and the implementation of educational training by taking University students as the object of study, we hope to nurture people’s metaphorical ability, and to promote their ability of expressing tacit knowledge so that the difficulties of sharing tacit knowledge can be overcome. This is an experiment design based research. University students were taken as the object of study. Stratified random sampling method were used and qualitative data were collected during April to May in 2005 to measure the difference between people’s ability of expressing tacit knowledge before the training course and after the training course. The findings testified that: 1. Tacit knowledge is more likely to be expressed by metaphors than explicit knowledge does. 2. After the training of this course, people will have more metaphorical ability to express individual tacit knowledge. At the same time, the way of story telling has a significant effect to the expression of individual tacit knowledge, but not to the way of using pictures. This research not only extends the effectiveness of the metaphorical theory, it also makes up the gap of the theory of Nonaka (1994) and the inadequacy of the literature of some related theory regarding the ability of knowledge sharing in the academic sector. As for the enterprise sector, it provides their staff with a concrete method to enhance their ability of sharing tacit knowledge. In the light of this, when they are expressing or sharing individual tacit knowledge, it no longer is the problem of their willingness because they have the ability to do so.

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Chung, Wen-Hong, and 鍾文宏. "Research upon Metaphor and Simile Writing Instruction on Elementary School 5th Graders." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/72947722748754070921.

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碩士 國立臺北教育大學 語文教育學系碩士班 94 Metaphor and simile writing is to write essays based on rhetorical skills of metaphor and simile. The approaches of this research are teaching guidance of essay title designing instruction and analyzing students’ work. By designing new styles of essay titles, teachers can guide students to inspire their creativity of recognition in metaphor and simile writing practice. Training students to diversify their target subjects by imitative writing practice. Teachers can train students to write coherently by continuous and extended writing practice. Teachers can also train students to write explicitly by guided essay writing practice. Teachers can generalize the excellence and imperfections in metaphor and simile writing by analyzing students’ work and, further, review the designing of title and the process of teaching and guiding. The purposes of this research are to improve students’ comprehension and application in metaphor and simile writing, to inspire students’ creativity in recognition in metaphor and simile writing, and to provide teaching demonstrate of metaphor and simile writing instruction for other elementary school 5th grade teachers. The conclusions of this research are as follows: 1. Examining the overall performance of students’ work by categorizing types of essay titles. 2. Analyzing the excellence and imperfections of students’ writing by reviewing the content of their work. 3. Exploring the principles of title designing by the recognition of instruction.

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Chou, Yung-Sheng, and 周詠盛. "Research into the Structure of Zhuangzi “Qiwulun”: Question Form, Metaphor and Allegory." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/37361073079408750745.

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碩士 國立臺灣大學 哲學研究所 99 “Qiwulun” is the most important chapter with the most various interpretations in Zhuangzi. In addition to the explanation on words and sentences, there are two main difficulties of interpretation: First, the difference with the strength of argument, what kind of skepticism Zhuangzi is? How strong does he deny language and knowledge? Second, the difference with the theme of allegory, what is the meaning of “the pipe from heaven” and “the butterfly dream”? Why Zhuangzi wrote them? These two difficulties are from the writing features of “Qiwulun” itself: the question form and the analogy. Because “Qiwulun” always doubts concepts like language or knowledge by questions, when the meaning of questions could be interpreted as negative, interrogative or affirmative, then there is a large space for various interpretations with the strength of argument; Because “Qiwulun” often used the allegory by analogy, which means to show the abstract meaning by specific situations or things, when the context does not clear, then all the similarity between allegory and specific situations and things could be the meaning Zhuangzi want to presented. So there is a large space for various interpretations with the meaning of allegory. To deal with these two difficulties, this article offers a basic structure to comprehend “Qiwulun”: First, the writing purposes, the stopping of debate and the describe of ideal personality. Second, the discussing strategies, the double answerable questions and the analogy. Third, the function of strategies, the strength of argument and the meaning of metaphor or allegory. Double answerable question is a extremely unique question form in “Qiwulin” which has the following characteristics: First, the author questions and answers himself. Second, the author gives two or more answers for the questions. Third, the author does not point out that he prefer only one of the answers. By double answerable questions, “QiWulun” shows that the possibility for many different claims exist, so the debating with only one claim is absolutely right could be canceled; By analogy, “Qiwulun” avoids bias and misunderstanding caused by direct statement, describes the better attitude and way of ideal personality by metaphor and allegory. These shows that the stopping of debate and the describe of ideal personality are complementary writing purposes, provide the behavior guidance to resolve conflicts and response infinite situations.

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Schulz, Heather Marie. "The prop metaphor : how consumers and socially-visible brands connect." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3555.

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Post-purchase consumer behavior is an area of consumer research that is underdeveloped. One new phenomenon that can be used to study post-purchase consumer behavior is the individual behavior related to “socially-visible brands.” A socially-visible brand (SVB) is a brand located on or near a person’s physical body while they are out in the public atmosphere. Understanding consumers’ use of their socially-visible brands sheds light onto this form of post-purchase behavior. From a theoretical standpoint, impression management theory from the field of social psychology and consumer culture theory from the field of consumer research were juxtaposed and applied to the topic of socially-visible brands. An organizing framework is presented which adapts the dramaturgical concepts from impression management theory to the field of consumer behavior. Two studies are then presented which look at consumer behavior through this organizing framework. Study one delves into the consumer culture surrounding consumer behavior associated with socially-visible brands. Study two shows how market segmentation factors predict consumer behaviors associated with socially-visible brands. The overall argument being made here that socially-visible brands are a “prop” or tool consumers use during their presentation of self to others. text

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Hsin, Jo-Nan, and 辛若男. "Research on Public's Needs for Museum Digital Guide on Zaltman Metaphor Elicitation Technique." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/62406230359413451014.

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碩士 世新大學 資訊傳播學研究所(含碩專班) 94 Museums start to utilize new technologies to foster interaction with the public due to the fact that all the popular museums are encountering increasing visitors over a million annually, such as National palace Museum, National Museum of Natural Science, National Science and Technology Museum, National Museum of Marine Biology and Aquarium. Moreover, wireless Internet access environment is the mutual goal promoted by the e-Taiwan project and the M-Taiwan project (dominated by the government). For visitors, the “Guide” is to facilitate basic understanding of exhibits, to satisfy their needs of learning and to (perhaps) alleviate feelings of loneliness, uncomfortableness and fear. In terms of general research methodologies on behaviorism of museum visitors or guided tour, they are mostly conducted via questionnaires, in-depth interviews, observation and so on. Nevertheless, these methods could only convey what the visitors say verbally, but unable to reveal what they think. Therefore, this specific research adopts Zaltman Metaphor Elicitation Technique (ZMET) using visual metaphor and pictures to induce consumer’s information and to consequently find out their sense and sensibility from various thinking aspects. By doing so, this research will be able to investigate museum visitors’ potential needs and their experiences towards digital guide. By incorporating Kelly Repertory Grid Technique (KRGT) and Laddering Technique (LT), people’s consensus map could be constructed and thinking ideas could be verified. It is discovered that these museum visitors’ needs could be categorized into the following four areas, innovated technology service, learning satisfaction, beauty recognition, and self enjoyment. That is to say, people go to museums not only for knowledge or new technology acquiring, but also pursuit beauty of space and atmosphere. To sum up, the research suggests when museums plan to develop digital guide, they could work on the four aspects concluded previously to attract visitors and to eliminate the distance barrier between visitors and the exhibits and moreover to be further studied in the future.

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Su, Chia-Hsin, and 蘇佳欣. "The Mythologies and Illness as Metaphor: A Research of Cheng-Ta Lu’s Prized Literature Works." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/21365386628726454380.

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碩士 國立臺南大學 國語文學系碩士班 103 Cheng-Ta Lu is a parent-kid relationship specialist, spiritual writer, literature prize winner, chief editor and columnist. His works consist largely of psychologic analysis, spiritual growth and social phenomena. Frequently used specific symbols and sentences are found in his prized works and related to myth and illness. This thesis starts from outlining an introduction of his published works, and then finds four features as the dark side of life, the melody of life , the disclosure of life and the dreamland of life in the content of his prized literature works. From chapter 3 to chapter 4, using Roland Barthes’ “mythologies” and Susan Sontag’s “illness as metaphor” theories while analyzing the frequent symbols and main ideology in his works, this thesis combines the two theories and decodes his prized literature works. Therefore, the following two conclusions are deduced. First, Cheng-Ta Lu works by the process which Roland Barthes wants to disclose and Susan Sontag wants to avoid. Second, this thesis offers some reasonable direction to explain why Cheng-Ta Lu adequately uses the mythologies and metaphors with his specific intention. His prized literature works depict the shadowy and subtle side of life while representing the energy and bride side of life. Also, it successfully matches the goal of literature prizes.

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Whyte-Earnshaw, Christina Elizabeth. "Structural Metaphor: An Exploration of the Subjective Experience of Psycho-analytic Essence." Thesis, 2010. http://hdl.handle.net/1807/24912.

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In this study the subjective experience of psycho-analytic essence is approached through an examination of conscious and unconscious representations of self-in-work (Dreyfus, 1991). The study begins with an heuristic identified as the psycho-analytic moment, a transitory self-state arising in the course of conducting a psycho-analysis and felt to correspond to occasions of right, expert, good or exemplary therapeutic practice. The study advances to an examination of the lived experience of clinical psycho-analysis through a set of structured and unstructured interviews with two psycho-analysts. The study’s general approach incorporates a revised version of Goethe’s delicate empiricism as adapted by Hoffman (1989). The methods for interviewing participants and for analyzing transcripts were designed to access unconscious communications regarding subjective experience. Interview procedures combined phenomenological and free-associative narrative techniques: Procedures for transcript analysis were developed from literary studies, psycholinguistics, psycho-analysis and grounded theory. The analysis of participants’ utterance led to the hypothesis that an unconscious configuration of inference and memory gives shape to the subjective experience of composite elements of psycho- analytic practice. This hypothesized coherence of unconscious memory and process structures is identified as a structural metaphor. The structural metaphor is posited to underwrite the verisimilitude of lived experience, personal idiom and aesthetic within the clinical encounter. Thus, the structural metaphor is hypothesized to shape not only the psycho-analyst’s representations of his or her way of being-in-work and linguistic deportment within the interview setting, but to also shape the subjective experience of psycho-analytic practice. Thus reconsidered, the psycho-analytic moment is viewed as an existential moment in the ongoing phenomenology of lived experience, occasioned by a convergence of unconscious identity and experience within the clinical field. This existential moment is taken to be indicative of the presence of something essential about self, work or self-in-work, as a result of a set of psychological, affective and visceral factors that arise in this moment of convergence. However, the psycho-analytic moment is assigned little epistemic value in identifying properties of psycho-analysis as a discipline or a practice, instead reflecting the structural metaphor that underlies the experience of that practice.

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Yow, Chen Jack Chong, and 陳重佑. "The narrative research of Men’s Father and son ’s conflict of Separation and Reunion：An Exploratory Research of Symbol and Metaphor Decks." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/02618622052987795498.

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碩士 淡江大學 教育心理與諮商研究所碩士班 97 “Men''s father and son''s conflict of separation and reunion” is subject to individual development, and arises from pulling on mutual relations of two forces, "the search for separation of the individual (separation)" and "dependency (reunion)". However, "separation and reunion" should be the process that the son actively finds their own positions and comprehension through the dynamic development of thick descriptions. That is, they complete their achievement through the "separation and reunion" process. With Symbol and Metaphor Decks, this study explores the men''s father and son''s conflict of an adult, and his experience of separation and reunion. Moreover, the study uses a kind of qualitative methodology, narrative research, to deeply interview three 22-28 year-old sons living in the northern part of Taiwan. Through the self-interview questionnaire and Symbol and Metaphor Decks to collect information, the research findings are as follows: First, by the catalyst and description of Symbol and Metaphor Decks, this research finds the repressed inner emotions, characteristics and phenomenon on adults after arising men''s father and son''s conflict. The cultural meanings behind the suppression of adults are also found. Second, the catalyst and assistance of Symbol and Metaphor Decks, this research finds can not only completely present the comprehension of the parties under the cultural contexts, but also promote others to study and experience on their own projections and descriptions of the story contents and characteristics. Third, “Men''s father and son''s conflict of separation and reunion” is really an approach-avoidance conflict. However, through the decks and descriptions of this study, it is found that the points of separation and reunion not only can move closer towards the two extremes, but may exist at the same time. Therefore, this study focuses on how to find a balance through the dynamic development of thick descriptions under the conformation of father and son, then to find self authority in such a relationship.

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Hsu, Hui-Ping, and 徐慧萍. "Research on Human Words Metaphor and Metonymy in Hakka─ Based on the morphemes "heart, liver, gall, intestines, belly"." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5j8q6e.

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碩士 國立中央大學 客家語文暨社會科學學系 107 The Hakkas in Taiwan and other ethnic groups are not only different in language, but also culturally and cognitively. Of course, the living environment and life experience are different. Does it create a difference in vocabulary between Hakka and other ethnic groups? The life experience depends on the human senses, such as sight, hearing, taste, smell, touch, and the human body can directly feel the human things in the surrounding environment. However, vocabulary about body parts often uses the understanding of metaphor and metonymy concepts to convey the way of thinking and feeling. ‘’Metaphor’’ plays an important role in rhetoric. It is ubiquitous in everyday language, linguistics, philosophy, education, and is one of the most commonly used rhetoric methods. Traditionally, people’s understanding of metaphor is often limited to the rhetoric of language.However,in 1980, George Lakoff and Mark Johnson put forward different views in the book《Metaphor We Live By》. They believe that the key to truly determining language metaphor lies in thinking and culture in life. Pi-Jung Huang (2010) pointed out that the concept represented by body words is the meta-concept of the human cognitive world, occupying the foundation and core position in the vocabulary system. Therefore, this thesis is based on the most familiar body and explores the conceptual metaphor of the vocabulary related to body parts. Feng-Fu Huang、Li-Chung Tsai、Hsiu-Ying Liu(2001) and Yu(2002) researched the metaphorical phenomena of body parts, which classify all corpus according to the body parts as the external, inner and abstract parts of the body, and mainly discusses the inner (invisible) part of the body, in addition to the inner "heart", "liver", "intestine" and "gall bladder " of the body, this thesis also discusses " The metaphor and metonymy of "belly" in Hakka dialect has the special expression of container metaphorical space, in addition to the use of body parts to "belly" metaphor as "inside and within" the concept of azimuth, it is worth in-depth discussion. Finally, the cognitive thinking of the ancestors ' words is discussed by using the method of lexical inversion, and cognitive thinking can be reflected in the vocabulary. Use specific descriptions to express abstract ideas, with body parts and organs as a specific description, point out the organs abstractly to express the emotion and character.

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Te-Ying, Lee, and 李德瑩. "The Action Research of the Teaching with Metaphor Stories on Social Behavior of a Young Child with Developmental Delay." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/r4gy69.

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碩士 國立臺東大學 進修部暑期特教碩士班 106 The present research studies the in-school situation impact on social behavior of a young child with developmental delay in general pre-school through teaching the metaphor stories. By the action researching method, after understanding the background and behavior of the case, the research starts from forming and analysis the metaphor stories, teaching the stories, and discussion. Therefore, the conclusion and inspiration of the discussion will modify and refine the next metaphor stories teaching, hence, it becomes a virtuous circle. Further according to the observation from the teachers and parents, where the social behavior change before and after the teaching, the present research discusses how the metaphor stories affect the social behavior of a young child with developmental delay. The present research has the following conclusion: I. Through teaching the metaphor stories, develop a suitable program for young children with developmental delay. 1. Forming the metaphor stories (1) The spontaneous metaphor can be created from the experience what the young children they like. (2) Discussion social behavior of the young children with teachers and parents, additional with the in-class situation observation, the behavior can be understood clearly, and thus becomes the material of the metaphor stories. (3) The structure if the stories should have high repeatability, and the content should correlate to the children’s real life experience. (4) Analysis of the stories can help teacher to understand the meaning of the stories, and inspect if the stories include the concepts or abilities need to be improved. (5) Through repeating teaching metaphor stories, it can further provide sufficient opportunities to think and practice for the children. Only responding what the children said, it shouldn’t over interpret their sentence, and provide sufficient time for the children to respond. Thus, the metaphor stories can have the real effect on the children. 2. Teaching the metaphor stories (1) Repeatability can improve the studying. (2) Through playing the role in the stories can make children thinking. (3) The scenario of the metaphor stories should be related to the life experience. (4) Personal experience can have the best effect. (5) Using props and levels can make the stories more interested. II. Through teaching the metaphor stories, teach the suitable social behavior for the young child with developmental delay. 1. By teaching the metaphor stories, we observe the changes of young children in the process: starting from their own metaphorical role, the case gradually can enter the story, produce his own experiences, imagination and response, and put into the story together to play, actively participate in and respond to the story. The repetitive nature of the content, to the story, allows the child to catch up and experience the power of encouragement in the story. 2. After teaching the metaphor stories, according to teacher and parents of observation, the case has the following changes: (1) Teaching the metaphor stories can change autonomous behavior of the case, and also change the emotional management. (2) Teaching the metaphor stories can change the relationship with other children, and also change the expression ability, therefore, change the ability of the cooperation. (3) Teaching the metaphor stories can build a habit of trying bravely, and change the learning quality. (4) Teaching the metaphor stories can change the dispersion, and also change the hyperactive behavior.

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shu-Fen, Yao, and 姚淑芬. "“A Research on the Relation Between Image and Metaphor” The Realization of the“Continuation ”Series by Shu-Fen Yao." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00782788242082791994.

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Fang, Tsai Pei, and 蔡佩芳. "A Study of TV Drama Development and Marketing in the Use of Zaltman Metaphor Elicitation Technique: Choosing College Students as Research Subjects." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/29490587893451287916.

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碩士 世新大學 傳播管理學系 92 In the face of emerging trends of digitalization of TV broadcasting and reallocation of bandwidth resources, TV broadcasters will need to supply more programs to fill up time slots in new channels. Since TV drama enjoys highest rating in Taiwan and is always deemed as the main source of advertising income among all genres of TV programs, more TV drama programs will be developed and produced. However, current investigating ratios can neither help TV broadcasters grasp viewers’ needs nor increase their awareness of audience’s thoughts and feelings toward TV drama. Due to their lack of effectiveness, new strategies and techniques need to be developed. In order to search for more effective methods in producing drama programs that would match viewers’ interests and to decrease the risk of program production, this research utilized Zaltman Metaphor Elicitation Technique (ZMET) in the development and marketing of TV drama programs. This method put emphasis on listening to viewers’ feelings at the initial stage of producing and granted access to the abundance of thoughts and feelings stored in the viewers’ mind. On the basis of this research method, TV broadcasters can evaluate and display viewers’ expectation of new programs. As a result, this method can be applied in TV drama programs’ development and marketing. This research categorized TV drama into twenty-four types while attributing thirty-seven elements to TV drama. This research also links together “types” and “elements” of the drama program, as well as the “feelings and values” that various types of drama bringing to interviewees, so as to draw out types of mental map of the drama programs. The result of the research helps TV broadcasters produce better drama programs with more effective marketing techniques. Furthermore, this research also used ZMET technique in revealing ten TV viewers’ primary TV viewing motivation and viewing behavior. Gender difference of viewers’ preference of different types of drama was analyzed too. The research found that using ZMET technique in TV programming and planning changes the ‘produce oriented’ process of TV drama development to a ‘Marketing oriented’ one. The result of this research not only provides the blue prints of the produce and marketing of TV drama, but also establishes rich creative database of viewers’ feelings and likes. The study indicates that, with proper use of research methods, TV Stations will be able to market TV drama programs more successfully.

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CHEN, JO-PING, and 陳若蘋. "A Study of Audience’s Favorite Reason on Court Drama “Story of Yanxi Palace”— by Using Zaltman Metaphor Elicitation Technique and Narrative Research Study." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5ny78e.

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碩士 世新大學 傳播管理學研究所(含碩專班) 107 After the popularity of Empresses in the Palace at the end of 2011, the broadcasting of Story of Yanxi Palace in the middle of 2018 again reached the peak of court drama. Currently, it has been sold in more than 80 countries and won the top of several popular drama rankings. Since its launch in China and Taiwan, it has successfully started discussions on the Internet and become a popular drama that everyone must follow. Therefore, related industry and communication scholars also analyze and discuss the wave of " Yanxi phenomenon". In addition to comparing with other court dramas, they also collect the opinions of audience to summarize the reasons for the high rating of court dramas. These studies and analyses put forward the explanation of high ratings from different perspectives, and even obtained the leading role, script structure, lines, scene atmosphere and so on. They believed that the new performance mode of these court dramas unexpectedly met the audience's appetite. Even so, it is still limited by the thinking angle and cognitive scope of the researchers, unable to obtain the most primitive, deepest and most independent opinions, feelings and cognitive elements from the audience. It is one of the keys to win in many costume dramas that how to add some innovative elements in the production of court dramas, so as to arouse the audience's curiosity and attract their attention. Especially from the audience's own feelings and cognitive elements to grasp, for touching the deep psychological analysis of love dramas. The popular court drama production, has a substantial and practical contribution. It can be used as a reference for future court drama success model, and for the television production of costume drama inspiration. This Study took Story of Yanxi Palace as an example, and used Zaltman Metaphor Elicitation Technique (ZMET) and Narrative Research Study to explore the reasons why audiences in Taiwan liked the drama. In addition, by 12 loved the drama audience to provide 8 to 10 people things, including pictures, scene, character, dialogue and so on, to describe and explain the reasons for their love for Story of Yanxi Palace. This study analyzes the context and finds out the axis of common constructs and relationships among constructs. This study found that story richness, character freshness and dialogue creativity are the three main storylines, which can best meet the audience's deep needs and values of happy, sense of security, sense of importance, seize the moment and sense of achievement. Moreover, women and men have different views and details. Through the context of attributes (A) – consequence (C) – value (V), the narrative logic of deep psychology can be formed, which can be used as a reference for scriptwriters and directors in the practical operation.

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Naicker, Suren. "A cognitive linguistic analysis of conceptual metaphors in Hindu religious discourse with reference to Swami Vivekananda’s complete works." Thesis, 2016. http://hdl.handle.net/10500/22281.

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This thesis investigates the use of metaphorical language in The Complete Works of Swami Vivekananda. Vivekananda is one of the most influential modern-day Hindu scholars, and his interpretation of the ancient Hindu scriptural lore is very significant. Vivekananda’s influence was part of the motivation for choosing his Complete Works as the empirical domain for the current study. Vivekananda’s Complete Works were mined using AntConc, for water-related terms which seemed to have a predilection for metaphoricity. Which terms to search for specifically was determined after a manual reading of a sample from the Complete Works. The data was then tagged, using a convention inspired by the well-known MIPVU procedure for metaphor identification. Thereafter, a representative sample of the data was chosen, and the metaphors were mapped and analysed thematically. This study had as its main aim to investigate whether Hindu religious discourse uses metaphors to explain abstract religious concepts, and if so, whether this happens in the same way as in Judaeo-Christian traditions. Furthermore, following Jäkel (2002), a set of sub-hypotheses pertaining to ubiquity, domains, models, unidirectionality, invariance, necessity, creativity and focussing is assessed. Key findings in this study include a general confirmation of the above-mentioned hypotheses, with the exception of ‘invariance’, which proved to be somewhat contentious. The data allowed for the postulation of underlying conceptual metaphors, which differed somewhat from the metaphors used in traditional Judaeo-Christian philosophy. Linguistics and Modern Languages D. Litt. et Phil. (Linguistics)

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Chen, Sheng-Chang, and 陳聖昌. "Research on middle school students’ mental model construction and eye movements patterns involving electricity：The effect of integrating analogy/metaphor with picture/text on-line learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/xq5jdh.

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博士 國立交通大學 教育研究所 102 This study examined the effect of integrating analogy or metaphor presented in picture or text on-line learning on middle school students’ electricity concept learning, mental models construction, scientific reasoning ability and analogical reasoning ability. This dissertation consisted of two studies. A total of 80 ninth grade students from Miaoli County were recruited to participate in first study. All students were randomly assigned into the four groups (analogy/picture, analogy/text, metaphor/picture, and metaphor/text) and each received one type of online learning, as well as their eye movements being recorded during on-line learning. Results showed that the analogy group outperformed the metaphor group on their electricity concepts and mental models construction. It is line with their eye movement patterns results that students who learned with analogy allocated significantly more mapping processing than the students in the metaphor group. In addition, students who received picture representation performed better on the concepts of electricity test, scientific reasoning test, and constructed more sophisticated mental models than those who received text representation. It is also consistent with their eye movement patterns that students who received picture representation allocated significantly greater amount of attention and more integrated processing than students in text representation group. With respect to students’ mental images, only a few students held scientific mental images in all series/parallel circuits before learning, regardless of any groups. After learning, students in the analogy/picture group tended to held scientific mental images, followed by analogy/text group, metaphor/picture group, and metaphor/text group. With respect to students’ reasoning models involving two batteries or two bulbs in series circuits, students in four groups tended to hold correct reasoning models, regardless of before or after learning. However, only a few students held correct reasoning model regarding two batteries or two bulbs in parallel circuits before learning, regardless of any groups. After learning, students tended to hold correct reasoning models regarding two batteries in parallel circuits, regardless of any groups. The second study recruited 211 ninth grade students from Miaoli County to participated in this study and were randomly assigned into the four groups. Results showed that students who received picture representation performed better on their electricity concept test, scientific reasoning test, analogical reasoning test, and mental model test than students in the text representation group. However, the effect of analogy/metaphor did not reach significant difference level. With respect to students’ mental images, only a few students held scientific mental images regarding all series/parallel circuits before learning, regardless of any groups. After learning, the majority students of four groups tended to hold scientific mental images. With respect to students’ reasoning models, the majority students in four groups tended to have the correct reasoning models in two batteries or two bulbs in series circuits, regardless of before or after learning. However, only a few students in four groups owned the correct reasoning models involving two batteries or two bulbs in parallel circuits before learning. After learning, the majority students of four groups tended to have the correct reasoning models regarding two batteries in parallel circuits.

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Witney, Michael Norman. "The role of memory in finding and making meaning in and through grief." Diss., 2011. http://hdl.handle.net/2263/30051.

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The purpose of this dissertation was to explore the role of memory in finding and making meaning in and through grief. I use narrative ideas and introduce the Tree of Meaning metaphor as a research model, which assists people find new meaning in their lives, by experiencing, telling and re-telling stories of their lived experiences, including the grief. A qualitative approach was used so that the focus was on co-constructing new meanings, with the co-researchers. The three co-researchers emerged as a natural part of my on-going counselling, using a purposive sampling method in which the co-researchers are selected because of their specialist knowledge. i.e. the loss of a spouse or a child through death. Each co-researcher‘s stories were carefully recorded using the Tree or Meaning metaphor as a vehicle for the storytelling, affording the coresearchers a safe place to tap into their inner child as they explored the stories that would assist them find and make new meanings in their lives. Out of this research journey I concluded that memory is key to meaning-making, because through our memory, we can revise, edit and rewrite our life stories and find new strands of meaning in these stories that connect the past and the future in a way that allows us to find and make meaning of our grief. AFRIKAANS : Die Doel van hierdie verhandeling is om die rol van die geheue te ondersoek met betrekking tot hoe ons lewens betekenis vind en maak in en deur die rouproses. Ek gebruik verhalende metodes en stel voor die "Boom van Betekenis" beeldspraak voor as 'n navorsingsmodel. Hierdie model help mense om nuwe betekenis vir hul lewens te vind en maak deur hulle rou te ervaar, daarvan te praat en om hulle lewenservarings oor te vertel, insluitend die rouproses wat hulle moes deurmaak. 'n Gehalte benadering is gebruik sodat die fokus op medesamestelling van nuwe betekenisse, saam met die medenavorsers kan plaasvind. Die drie medenavorsers het 'n natuurlike deel geword van my voortgaande berading met die gebruik van 'n doelgerigte toetsmetode, waarby die medenavorsers gebruik is volgens hulle spesiale ervarings, byv. Die afstaan aan die dood van 'n vrou / man of kind. Elke medenavorser se verhaal is noukeurig opgeneem deur gebruik te maak van die "Boom van Betekenis" beeldspraak as 'n voertuig vir die oorvertel van hul verhale. Dit het verseker dat hulle 'n veilige metode gevind het om hulle innerlike kindwees te ondersoek en die verhale uit te lig waardeur hulle nuwe betekenis in die lewe sou kry. Uit hierdie navorsingsgeleentheid het ek afgelei dat geheue die sleutel is om nuwe betekenis vir ons lewens te vind en maak. Dit is deur ons geheue dat ons, ons lewensverhale kan hersien, redigeer en oorskrywe en terselfdertyd nuwe afleidings kan maak, wat die verlede met die toekoms verbind. Sodoende vind ons dan in hulpmiddel om beter betekenis aan die rou te gee. Dissertation (MA)--University of Pretoria, 2011. Practical Theology unrestricted

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Brezík, František. "Smrt v mediálním diskurzu: případ zmizelého letadla Malaysia Airlines." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-345245.

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The diploma thesis "Death in media discourse: the case of the missing Malaysia Airlines plane" inquires into the case of the disappeared flight MH370 from Kuala Lumpur to Beijing. The flight has been mapped in Czech press as well as online newspapers from the perspective of death based on a subjectively composed qualitative method of grounded theory and discourse analysis. In the unprecedented tragical event, death is being constructed in a specific way in the context of media discourse. Hence, the allegoric character of epistemology and constructivist paradigm plays an important role here. The theoretic reflection describes the context of the relation between media and the topic of death. The abundance of topics in media associated with death is considered a symptom of a particular demand from society. The media increase the general tolerance towards images of death and violence, thus impacting character of such displays. In the reflection of the mental background, the character of perceiving death in a secularised society is denoted as metaphorical. In the research part of the thesis, discursive patterns are introduced. From them, we may understand what values associated with death are socially important and in what way does death appear and construct itself in the media. What is important here...

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Roper, Leon Albert. "The Experience of provocation in psychotherapy : a co-created description." Diss., 2000. http://hdl.handle.net/10500/17632.

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Text in English As some criticism and hesitations have been expressed with regard to the implementation of provocation in psychotherapy, this study aimed to explore the experiences of clients and a therapist who participated in provocative psychotherapy. In order to do this, a concise theoretical description of the nature of provocative psychotherapy was provided along the lines of the work of Frank Farrelly and Maurizio Andolfi. Participants' experiences of provocation in psychotherapy were consequently presented by means of three case studies. A description of the experience of provocation in psychotherapy was co-created through the identifying of certain themes underlying of the three client groups' and the therapist's descriptions of their experiences. This was done by employing a qualitative research methodology to describe the experiences of clients and a therapist who participated in provocative individual-, couple- and family psychotherapy. Psychology M.A. (Clinical Psychology)

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Dissertations / Theses on the topic 'Research with metaphor'

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