Academic literature on the topic 'Systematic metaphors'
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Journal articles on the topic "Systematic metaphors"
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Thonus, Terese, and Beth L. Hewett. "Follow this path." Metaphor and the Social World 6, no. 1 (2016): 52–78. http://dx.doi.org/10.1075/msw.6.1.03tho.
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This paper examines conceptual metaphor use by graduate-student writing consultants in a university writing center. Our goal was to develop a taxonomy for consultant metaphor in asynchronous online consultations; to find evidence that consultants could produce deliberate metaphors as an instructional strategy when responding asynchronously by e-mail to students and their texts; and to compare these data with Thonus’s (2010) investigation of consultant metaphor use in face-to-face consultations, Results showed that writing consultants trained in the use of strategic metaphors employed them in subsequent consultations. In addition, trained consultants used deliberate, coherent, and systematic metaphors in all six categories of our analysis, and they exploited metaphors students had developed in their writing. In comparison with their pre-training metaphor use, the consultants demonstrated increased metaphor use after training and used metaphors significantly differently from consultants who had received no training. We discuss these results in terms of deliberate vs. non-deliberate metaphor use in writing instruction, and we consider the feasibility and advisability of training writing center consultants to employ metaphors — specifically coherent, systematic metaphors — as vehicles for writing instruction in an online setting.
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Flanagan, Brian P. "The Limits of Ecclesial Metaphors in Systematic Ecclesiology." Horizons 35, no. 1 (2008): 32–53. http://dx.doi.org/10.1017/s0360966900004965.
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ABSTRACTThis article looks at two major metaphors used in contemporary ecclesiology, the church as “the People of God” and as “the Bride of Christ,” which have functioned in some of the polarizing debates within the Catholic Church in North America. It then suggests some methodological reasons why reliance upon metaphors in ecclesiology, either through the balancing of different metaphors or the promotion of a dominant metaphor, is inadequate to the task of understanding the church systematically. It then suggests some avenues for future ecclesiological method that may help to understand the church better and so to respond better to contemporary ecclesiological debates.
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Vicenzotti, Vera. "Mapping Multivalent Metaphors: Analyzing the Wildnis Metaphor in the Zwischenstadt Discourse in Terms of Political Worldviews." Nature and Culture 8, no. 2 (2013): 162–84. http://dx.doi.org/10.3167/nc.2013.080203.
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This article presents an approach to mapping multivalent metaphors, that is, metaphors that imply competing values. It suggests that a metaphor's interpretative repertoire can usefully be structured in terms of worldviews derived from political philosophies. To illustrate this approach, the article analyzes how Wildnis (wild nature) is used to refer to the Zwischenstadt (hybrid peri-urban landscapes) in German language planning discourse. It thus makes a contribution toward interpreting and structuring this discourse. After outlining the methodological framework, the article presents certain elements of the interpretative repertoire of Wildnis by outlining selected liberal, Romantic, and conservative interpretations of this metaphor. It then interprets actual statements by urban and landscape planners and designers, reconstructing how they refer to various political interpretations of Wildnis. Finally, it is argued that the approach can benefit planning practice by enhancing frame awareness and by allowing for a systematic analysis of the metaphor's blind spots.
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Ivie, Stanley D. "Metaphor, Paradigm, and Education." Articles 52, no. 1 (2017): 33–51. http://dx.doi.org/10.7202/1040803ar.
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Metaphor is a critical tool for thought. Lying at the heart of every systematic body of knowledge are three root metaphors — mechanism, organism, and mind. Historically, schools of philosophy — realism, naturalism, and idealism — have grown up around these metaphors. The root metaphors and their corresponding philosophies provide the paradigms underlying different exemplars of education. To illustrate how metaphors, paradigms, and exemplars all shape educational thought, the works of three educators — Hunter, Piaget, and Bruner — have been selected.
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Sardaraz, Khan, and Roslan Ali. "A COGNITIVE-SEMANTIC APPROACH TO THE INTERPRETATION OF DEATH METAPHOR THEMES IN THE QURAN." Journal of Nusantara Studies (JONUS) 4, no. 2 (2019): 219–46. http://dx.doi.org/10.24200/jonus.vol4iss2pp219-246.
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In previous literature, conceptual metaphor has been used as a comprehensive cognitive tool to explore systematic categorization of concepts in the Quran. Death metaphor themes have either been studied from rhetorical or conceptual perspectives, but metaphor interpretation needs both linguistic and conceptual knowledge. This paper will explore the function of both linguistic and conceptual knowledge in metaphor interpretation in the Quran. This paper has used the technique of key words and phrases for data collection and metaphor identification procedure (MIP) for metaphors identification. Thirteen conceptual metaphors were found in the data. The key conceptual metaphors were analyzed through the lexical concept cognitive model theory (hereafter LCCM) to find out the functions of linguistic and conceptual knowledge in metaphor interpretation. The findings reveal that conceptual metaphor gives only relational structure to the linguistic metaphoric expressions, whereas interpretation needs integration of both linguistic and conceptual knowledge. Conceptual simulation of metaphoric expressions is a multilinear process of multiple conceptual schemas and language. The findings also reveal that LCCM needs the tool of intertextuality for clash resolution of contexts in text interpretation. This paper holds that meaning construction depends upon multilinear processing of conceptual schemas and language. Furthermore, it asserts that the gap in LCCM may be resolved through the tool of intertextuality in metaphor comprehension. This study suggests further studies on relationship between conceptual schemas and lexical behaviour and an elaborate model for text interpretation, combining LCCM and intertextuality. 
 
 Keywords: Cognitive model, cognitive semantics, conceptual metaphor, fusion, lexical concept
 
 Cite as: Sardaraz, K., & Ali, R. (2019). A cognitive-semantic approach to the interpretation of death metaphor themes in the Quran. Journal of Nusantara Studies, 2(4), 219-246. http://dx.doi.org/10.24200/jonus.vol4iss2pp219-246
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Pelosi, Ana Cristina, João Paulo Rodrigues Lima, and Pedro Henrique Sousa da Silva. "Metaphor as a dynamic complex emergence an analysis of the discourse of violence victims." Cadernos CESPUC de Pesquisa Série Ensaios 2, no. 35 (2019): 57–73. http://dx.doi.org/10.5752/p.2358-3231.2019n35p57-73.
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Metaphor is here approached as a complex emergence which results from many internal and external factors such as those of a bio-psychological nature among others. Based on an embodied view which assumes that cognition results from "structural couplings that bring forth a world" (VARELA; THOMPSON; ROSCH,1993); it is assumed that socio-culturally shared beliefs, values and attitudes, individuals' life history, their affective and psychological states, besides embodied factors interact dynamically to cause metaphor emergencies to occur. Such metaphors might incorporate verbal language, gestures, body language etc. Having this view of metaphor as a basis, data gathered from three focal groups composed by volunteer violence victims are analysed. Findings from participants’ talks about ways they cope with the threat posed by urban violence, point to the emergence of several systematic metaphors. VIOLENCE IN FOOTBALL IS A REPELLING FORCE and UNDERSTANDING DIFFERENT SOCIAL GROUPS IS SEEING THEM are the two systematic metaphors analysed here.
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Forceville, Charles. "Multimodal Metaphor in Ten Dutch TV Commercials." Public Journal of Semiotics 1, no. 1 (2007): 15–34. http://dx.doi.org/10.37693/pjos.2007.1.8812.
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Since the publication of Lakoff and Johnson’s Metaphors We Live By (1980), conceptual metaphor theory (CMT) has dominated metaphor studies. While one of the central tenets of that monograph is that metaphors are primarily a phenomenon of thought, not of language, conceptual metaphors have until recently been studied almost exclusively via verbal expressions. Another limitation of the CMT paradigm is that it has tended to focus on deeply embedded metaphors rather than on creative metaphors of the kind that Black (1979) discusses. One result of this focus is that relatively little attention is paid in CMT to the form and appearance a metaphor can assume (cf. Lakoff and Turner 1989). Clearly, which channel(s) of information (language, visuals, sound, gestures, among others) are chosen to convey a metaphor is a central factor in how a metaphor is construed and interpreted. A healthy theory of metaphor as a structuring element of thought therefore requires systematic examination of both its multimodal and its creative manifestations. Conversely, research into non-verbal and multimodal metaphor can help the theorization of multimodality.In this paper it is shown that creative metaphors occurring in commercials usually draw on a combination of language, pictures, and non-verbal sound. After an inventory of parameters involved in the analysis of multimodal metaphors, ten cases are discussed, with specific attention to the role of the various modes in the metaphors’ construal and interpretation. On the basis of the case studies, the last sections of the paper discuss three issues that are crucial for further study: (1) the ways in which similarity is cued in multimodal, as opposed to verbal, metaphors; (2) the problems adhering to the verbalization of multimodal metaphors; (3) the influence of textual genre on the interpretation of multimodal metaphors.
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Demmen, Jane, Elena Semino, Zsófia Demjén, et al. "A computer-assisted study of the use of Violence metaphors for cancer and end of life by patients, family carers and health professionals." International Journal of Corpus Linguistics 20, no. 2 (2015): 205–31. http://dx.doi.org/10.1075/ijcl.20.2.03dem.
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This study combines quantitative semi-automated corpus methods with manual qualitative analysis to investigate the use of Violence metaphors for cancer and end of life in a 1,500,000-word corpus of data from three stakeholder groups in healthcare: patients, family carers and healthcare professionals. Violence metaphors in general, especially military metaphors, are conventionally used to talk about illness, particularly cancer. However, they have also been criticized for their potentially negative implications. The use of innovative methodology enables us to undertake a more rigorous and systematic investigation of Violence metaphors than has previously been possible. Our findings show that patients, carers and professionals use a much wider set of Violence-related metaphors than noted in previous studies, and that metaphor use varies between interview and online forum genres and amongst different stakeholder groups. Our study has implications for the computer-assisted study of metaphor, metaphor theory and analysis more generally, and communication in healthcare settings.
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Heywood, John, Elena Semino, and Mick Short. "Linguistic metaphor identification in two extracts from novels." Language and Literature: International Journal of Stylistics 11, no. 1 (2002): 35–54. http://dx.doi.org/10.1177/096394700201100104.
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This article examines a series of issues involved in identifying metaphors in texts. Metaphor identification is, in turn, a fundamental part of the more complex issue of how to relate linguistic metaphors in texts to the conceptual metaphors of cognitive metaphor theory. In section 1 we list a number of general issues involved in metaphor identification. In sections 2 and 3 we examine two short fictional extracts from novels written in the 1990s (one from popular fiction and one from serious fiction), relating our detailed analyses to the general questions raised at the beginning of the article. We thus raise and exemplify a series of issues which do not have easy resolutions but which must be grasped (a) if a corpus-based approach to metaphor is to become a reality and (b) if the relations between conceptual and linguistic metaphors are to be fully understood. Interestingly, this attempt to be extremely detailed and systematic in turn leads us to comment on differences in aesthetic effects between the use of metaphors in the two extracts examined.
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Pelosi, Ana Cristina, Heloísa Pedroso de Moraes Feltes, and Lynne Cameron. "Urban violence in Brazil and the role of the media." Metaphor and the Social World 4, no. 1 (2014): 27–47. http://dx.doi.org/10.1075/msw.4.1.02pel.
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This paper reports on analyses of data gathered from discourse interactions of two focus groups of Brazilian university students (n = 11) as they talk about urban violence in Fortaleza, Ceara, Brazil. The analytical procedure follows Cameron et al.’s (2009) metaphor-led discourse analysis which focuses on the role metaphor vehicles play in the emergence of systematic metaphors in discourse. The findings highlight the trivialization of violence in Brazil by the media/TV, evidenced by the emergence in the talk of three related systematic metaphors: violence is a product manufactured by the media, violence is a spreading contagious disease and fear as a response to violence is a form of imprisonment.
Dissertations / Theses on the topic "Systematic metaphors"
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Carneiro, MÃnica Fontenelle. "Emergence of systematic metaphors in the speech of women direct victims of domestic violence: a cognitive-discursive analysis." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11993.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>This study, which falls within Cognitive Linguistics, consists of an investigation into the emergence of systematic metaphors in the speech of women direct victims of domestic violence, a growing phenomenon that presents alarming escalation indices. To understand this violence which makes victims in all social strata, it was necessary to investigate how ideas and feelings relating to domestic violence against women emerge in the speech of its direct victims. Based on the theoretical framework of the Metaphor-led Discourse Analysis (CAMERON, 2003, 2007a, 02007b, 2008; CAMERON; DEIGNAN, 2009; CAMERON et al, 2009; and CAMERON; MASLEN, 2010), this study is based, according to Cameron (CAMERON; MASLEN, 2010), on the understanding that metaphor is local and emerges in the discourse; has several dimensions to consider (linguistic, embodied, cognitive, affective, sociocultural and dynamic); and may, as a research tool, reveal what people who use it feel and think (CAMERON; MASLEN, 2010). Also according to Cameron (2007b), metaphors in language use result from a temporary stability of the trading concepts that are established among participants in a discursive event. Descriptive and exploratory, this qualitative research has a corpus composed of transcripts of the speech produced by six women about the domestic violence they have suffered, in a two-hour discursive event of a focus group which was recorded in digital audio. In order to collect data, along with the focus group technique, those of direct documentation were used. After transcription and proofreading procedures in accordance with the methodology adopted, the legitimated collected data were uploaded into the software Atlas.ti so as to complete the remaining steps of data preparation. With the data obtained at the end of these methodological procedures, it was possible to develop both the qualitative analysis of the speech of the participants and the quantitative survey related to recurrence of identified metaphorical vehicles. The results indicate the emergence of the following systematic metaphors, among others, in the speech of women direct victims of domestic violence when expressing their ideas and feelings about such phenomenon: CHANGING IS BEING A NEW PERSON; CHANGING IS GETTING OUT OF SOMEWHERE; GOVERNMENT ACTIONS AGAINST DOMESTIC VIOLENCE ARE SLOW MOVEMENTS, BEING SAFE IN THE HOUSE SHELTER IS BEING IMPRISONED, and TAKING AN ATTITUDE IS PUTTING AN END TO SOMETHING. These results suggest that, by means of the emergence of systematic metaphors, figurativity
plays an important role in the expression of what direct victims think and feel about domestic violence against women. Data also indicate that systematic metaphors present metaphorical vehicles that are subject to metaphorical changes of three different kinds: re-employment , development (repetition, explanation and relexicalization) and literalization, among which the most frequent ones are those of development.<br>Este estudo, que se insere no Ãmbito da LinguÃstica Cognitiva, consiste em uma investigaÃÃo sobre a emergÃncia de metÃforas sistemÃticas na fala de mulheres vÃtimas diretas da violÃncia domÃstica, fenÃmeno cuja escalada crescente apresenta Ãndices alarmantes. Para compreender essa violÃncia que faz vÃtimas em todas as camadas sociais, fez-se necessÃrio investigar como ideias e sentimentos relativos à violÃncia domÃstica contra a mulher emergem na fala de suas vÃtimas diretas. Com base no arcabouÃo teÃrico da AnÃlise do Discurso à Luz da MetÃfora (CAMERON, 2003, 2007a, 2007b, 2008; CAMERON; DEIGNAN, 2009; CAMERON et al., 2009; e CAMERON; MASLEN, 2010), este estudo fundamenta-se, segundo Cameron (CAMERON; MASLEN, 2010), no entendimento de que a metÃfora à local e emerge no discurso; apresenta vÃrias dimensÃes a serem consideradas (linguÃstica, corpÃrea, cognitiva, afetiva, sociocultural e dinÃmica); e pode, como ferramenta de pesquisa, revelar o que pensam e sentem as pessoas que a usam. Ainda segundo Cameron (2007b), a metÃfora na linguagem em uso resulta de uma estabilidade temporÃria da negociaÃÃo de conceitos que se estabelecem entre os interlocutores em um evento discursivo. De carÃter descritivo-exploratÃrio, esta pesquisa qualitativa tem seu corpus constituÃdo pelas transcriÃÃes do discurso produzido por seis mulheres sobre a violÃncia domÃstica de que foram vÃtimas em evento discursivo de um grupo focal, cujo encontro teve duraÃÃo de duas horas e foi gravado em Ãudio digital. Para a coleta de dados, alÃm do grupo focal, foram utilizadas as tÃcnicas de documentaÃÃo direta. Depois de transcritos e revisados, conforme a metodologia adotada, os dados legitimados foram alimentados no programa Atlas.ti, possibilitando o cumprimento das outras etapas de preparaÃÃo dos dados. Com os dados obtidos ao final desses procedimentos metodolÃgicos, foi possÃvel desenvolver tanto o trabalho de anÃlise qualitativa da fala das participantes quanto o levantamento quantitativo referente Ãs recorrÃncias dos veÃculos metafÃricos identificados. Os resultados alcanÃados indicam a emergÃncia, entre outras, das seguintes metÃforas sistemÃticas na fala de mulheres vÃtimas diretas de violÃncia domÃstica, ao expressarem ideias e sentimentos a respeito de tal fenÃmeno: MUDAR à SER UMA NOVA PESSOA, MUDAR à SAIR DE ALGUM LUGAR, AÃÃES DO GOVERNO CONTRA A VIOLÃNCIA DOMÃSTICA CONTRA A MULHER SÃO MOVIMENTOS LENTOS, ESTAR SEGURA NA CASA à ESTAR PRESA e TOMAR UMA
ATITUDE CONTRA A VIOLÃNCIA DOMÃSTICA Ã ESTABELECER UM FIM PARA ALGO. Esses resultados sugerem que a figuratividade, por meio da emergÃncia de metÃforas sistemÃticas, tem papel relevante na manifestaÃÃo do que as vÃtimas diretas pensam e sentem sobre a violÃncia domÃstica contra a mulher. Indicam tambÃm que as metÃforas sistemÃticas apresentam veÃculos metafÃricos que estÃo sujeitos a mudanÃas metafÃricas de reemprego, desenvolvimento (repetiÃÃo, explicaÃÃo e relexicalizaÃÃo) e literalizaÃao, dentre as quais as mais recorrentes sÃo as de desenvolvimento.
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Lima, JoÃo Paulo Rodrigues de. "A emergÃncia de metÃforas na fala sobre violÃncia urbana: uma anÃlise cognitivo-discursiva." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8360.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>O discurso pode ser compreendido como um sistema dinÃmico complexo, que se adapta de acordo com as necessidades contextuais. Desse modo, as metÃforas presentes nos discursos parecem emergir a partir de uma negociaÃÃo de conceitos durante a interaÃÃo conversacional. Cameron (2003, 2007, 2008) chama estes tipos de metÃforas de sistemÃticas, pois percorrem diversas falas, apontando para uma construÃÃo colaborativa. A emergÃncia destas metÃforas significa uma estabilidade temporÃria no discurso, resultante da interaÃÃo entre diversos agentes: pragmÃticos, sociais, culturais, histÃricos e cognitivos. Contudo, Cameron nÃo especifica que recursos cognitivos podem ter sido usados para fazer emergir estas estabilizaÃÃes. Esta pesquisa sugere que o sistema dinÃmico discursivo à tambÃm constituÃdo de estruturas conceituais esquemÃticas derivadas das experiÃncias bÃsicas corpÃreas comuns a todos (ou pelo menos a maioria) dos seres humanos: os esquemas imagÃtico-cinestÃsicos (LAKOFF, 1987; JOHNSON, 1987) e as metÃforas conceituais primÃrias (GRADY, 1997). Assim, entendemos que a metÃfora sistemÃtica nÃo emerge somente do discurso, mas tambÃm da cogniÃÃo, em uma dupla direcionalidade (discurso-cogniÃÃo e vice-versa). A fim de confirmar este pensamento, foi utilizada a tÃcnica de investigaÃÃo de grupo focal, formado por jovens adultos universitÃrios, que discorreram sobre violÃncia urbana. O discurso foi gravado em Ãudio e vÃdeo, depois transcrito segundo os procedimentos listados por Cameron et al. (2009). A pesquisa à de natureza qualitativa, portanto os dados sÃo interpretados utilizando os seguintes referenciais teÃricos: Teoria Integrada da MetÃfora PrimÃria (LAKOFF & JOHNSON, 1999), esquemas imagÃtico-cinestÃsicos (LAKOFF, 1987; JOHNSON, 1987; LAKOFF & JOHNSON, 1999), Teoria dos Sistemas DinÃmicos Complexos Adaptativos e a anÃlise do discurso à luz da metÃfora (CAMERON, 2003, 2007, 2008; CAMERON ET AL., 2009, CAMERON & MASLEN, 2010). As metÃforas sistemÃticas foram identificadas e relacionadas aos esquemas e metÃforas primÃrias, sendo possÃvel inferir que a emergÃncia de linguagem figurada no discurso ocorre dinamicamente em duas vias. AlÃm disso, verificamos que esquemas e metÃforas primÃrias parecem ser alguns dos agentes cognitivos envolvidos nestas emergÃncias, e os tÃpicos discursivos sÃo os agentes que motivam o uso de certos esquemas e metÃforas primÃrias em detrimento de outros.<br>The discourse can be seen as a complex dynamic system, which adapts itself according to contextual needs. Thus, the metaphors in the discourse seem to emerge out of a conceptual negotiation along the conversational interaction. Cameron (2003, 2007, 2008) calls these types of metaphors systematic, since they permeate different talks, signaling a collaborative construction. The emergence of these metaphors means a temporary stability, due to the interaction between different agents: pragmatic, social, cultural, historical and cognitive. However, Cameron does not specify which cognitive elements could have been used to emerge these stabilizations. This research suggests the dynamic discursive system is also made of conceptual schematic structures as a result of embodied basic experiences common to every person (or at least to the vast majority): the image and kinesthetic schemas (LAKOFF, 1987; JOHNSON, 1987) and conceptual primary metaphors (GRADY, 1997). Thus, it is understood that systematic metaphors do not emerge only from discourse factors, but also from cognition, in double directionality (discourse-cognition and vice-versa). In order to confirm this thought, it was used the focal group investigation technique. The group was made of college students who talked about urban violence. The discourse was recorded in audio and video, then transcribed according to the procedures listed by Cameron et al. (2009). The research is qualitative, so the data analysis is guided by the following theoretical references: Primary Metaphor Integrated Theory (LAKOFF & JOHNSON, 1999), image and kinesthetic schemas (LAKOFF, 1987; JOHNSON, 1987; LAKOFF & JOHNSON, 1999), Complex Adaptive Dynamic System Theory and the metaphor-led discourse analysis approach (CAMERON, 2003, 2007, 2008; CAMERON ET AL., 2009, CAMERON & MASLEN, 2010). The systematic metaphors identified in the data were matched to schemas and primary metaphors, inferring then the emergence of figurative language in the discourse occurs in two ways. Furthermore, schemas and primary metaphors seem to be some of the cognitive agents present in those emergences, and the discourse topics are at least one of the agents which motivate the use of certain schemas and primary metaphors instead of others.
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Lima, João Paulo Rodrigues de. "A emergência de metáforas na fala sobre violência urbana: uma análise cognitivo-discursiva." www.teses.ufc.br, 2012. http://www.repositorio.ufc.br/handle/riufc/8282.
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LIMA, João Paulo Rodrigues de. A emergência de metáforas na fala sobre violência urbana: uma análise cognitivo-discursiva. 2012. 269f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2012.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-13T12:25:37Z
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Previous issue date: 2012<br>The discourse can be seen as a complex dynamic system, which adapts itself according to contextual needs. Thus, the metaphors in the discourse seem to emerge out of a conceptual negotiation along the conversational interaction. Cameron (2003, 2007, 2008) calls these types of metaphors systematic, since they permeate different talks, signaling a collaborative construction. The emergence of these metaphors means a temporary stability, due to the interaction between different agents: pragmatic, social, cultural, historical and cognitive. However, Cameron does not specify which cognitive elements could have been used to emerge these stabilizations. This research suggests the dynamic discursive system is also made of conceptual schematic structures as a result of embodied basic experiences common to every person (or at least to the vast majority): the image and kinesthetic schemas (LAKOFF, 1987; JOHNSON, 1987) and conceptual primary metaphors (GRADY, 1997). Thus, it is understood that systematic metaphors do not emerge only from discourse factors, but also from cognition, in double directionality (discourse-cognition and vice-versa). In order to confirm this thought, it was used the focal group investigation technique. The group was made of college students who talked about urban violence. The discourse was recorded in audio and video, then transcribed according to the procedures listed by Cameron et al. (2009). The research is qualitative, so the data analysis is guided by the following theoretical references: Primary Metaphor Integrated Theory (LAKOFF & JOHNSON, 1999), image and kinesthetic schemas (LAKOFF, 1987; JOHNSON, 1987; LAKOFF & JOHNSON, 1999), Complex Adaptive Dynamic System Theory and the metaphor-led discourse analysis approach (CAMERON, 2003, 2007, 2008; CAMERON ET AL., 2009, CAMERON & MASLEN, 2010). The systematic metaphors identified in the data were matched to schemas and primary metaphors, inferring then the emergence of figurative language in the discourse occurs in two ways. Furthermore, schemas and primary metaphors seem to be some of the cognitive agents present in those emergences, and the discourse topics are at least one of the agents which motivate the use of certain schemas and primary metaphors instead of others.<br>O discurso pode ser compreendido como um sistema dinâmico complexo, que se adapta de acordo com as necessidades contextuais. Desse modo, as metáforas presentes nos discursos parecem emergir a partir de uma negociação de conceitos durante a interação conversacional. Cameron (2003, 2007, 2008) chama estes tipos de metáforas de sistemáticas, pois percorrem diversas falas, apontando para uma construção colaborativa. A emergência destas metáforas significa uma estabilidade temporária no discurso, resultante da interação entre diversos agentes: pragmáticos, sociais, culturais, históricos e cognitivos. Contudo, Cameron não especifica que recursos cognitivos podem ter sido usados para fazer emergir estas estabilizações. Esta pesquisa sugere que o sistema dinâmico discursivo é também constituído de estruturas conceituais esquemáticas derivadas das experiências básicas corpóreas comuns a todos (ou pelo menos a maioria) dos seres humanos: os esquemas imagético-cinestésicos (LAKOFF, 1987; JOHNSON, 1987) e as metáforas conceituais primárias (GRADY, 1997). Assim, entendemos que a metáfora sistemática não emerge somente do discurso, mas também da cognição, em uma dupla direcionalidade (discurso-cognição e vice-versa). A fim de confirmar este pensamento, foi utilizada a técnica de investigação de grupo focal, formado por jovens adultos universitários, que discorreram sobre violência urbana. O discurso foi gravado em áudio e vídeo, depois transcrito segundo os procedimentos listados por Cameron et al. (2009). A pesquisa é de natureza qualitativa, portanto os dados são interpretados utilizando os seguintes referenciais teóricos: Teoria Integrada da Metáfora Primária (LAKOFF & JOHNSON, 1999), esquemas imagético-cinestésicos (LAKOFF, 1987; JOHNSON, 1987; LAKOFF & JOHNSON, 1999), Teoria dos Sistemas Dinâmicos Complexos Adaptativos e a análise do discurso à luz da metáfora (CAMERON, 2003, 2007, 2008; CAMERON ET AL., 2009, CAMERON & MASLEN, 2010). As metáforas sistemáticas foram identificadas e relacionadas aos esquemas e metáforas primárias, sendo possível inferir que a emergência de linguagem figurada no discurso ocorre dinamicamente em duas vias. Além disso, verificamos que esquemas e metáforas primárias parecem ser alguns dos agentes cognitivos envolvidos nestas emergências, e os tópicos discursivos são os agentes que motivam o uso de certos esquemas e metáforas primárias em detrimento de outros.
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Hutchings, Richard Charles. "The computer comprehension of systematic metaphor." Thesis, University of Cambridge, 1990. https://www.repository.cam.ac.uk/handle/1810/275235.
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Silva, Pedro Henrique Sousa da. "O discurso de torcedores vÃtimas da violÃncia no futebol à luz da teoria dos sistemas adaptativos complexos e da teoria da integraÃÃo conceitual: em busca da emergÃncia de metÃforas e ou metonÃmias sistemÃticas." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11109.
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nÃo hÃ<br>A interaÃÃo discursiva pode ser compreendida como sistema adaptativo complexo, de modo que adaptaÃÃes ocorrem em funÃÃo de variadas demandas contextuais interconectadas no fluxo discursivo. Cada interlocutor contribui com a interaÃÃo, de forma complexa, sistemÃtica e dialÃgica, atravÃs das dimensÃes socioculturais, histÃricas e ontogenÃtica nas quais se insere. Nesse sentido, as metÃforas e as metonÃmias presentes no fluxo discursivo parecem emergir a partir de uma negociaÃÃo conceitual entre os interlocutores. Segundo Cameron (2003, 2007, 2008), a metÃfora sistemÃtica pode ser entendida como uma rede de metÃforas linguÃsticas que emerge no fluxo discursivo, conectando-se a determinados tÃpicos discursivos, formando um padrÃo, ou seja, uma conceitualizaÃÃo que, ao emergir no e pelo discurso, alcanÃa uma estabilidade temporÃria, sendo, portanto, fruto da interaÃÃo entre diversos agentes e/ou subsistemas: pragmÃticos, sociais, culturais, histÃricos e cognitivos. No entanto, Cameron nÃo especifica que aparatos cognitivo-conceituais podem contribuir para a emergÃncia da reportada conceitualizaÃÃo. Nesse sentido, este trabalho parte da hipÃtese de que a abordagem de metÃforas sistemÃticas pode dar conta da conceitualizaÃÃo da violÃncia no futebol apenas no plano discursivo. A teoria da integraÃÃo conceitual, de Fauconnier e Turner (2002, 2007) pode aclarar a base cognitivo-conceitual lacunada pelas metÃforas sistemÃticas, o que se configurou como uma hipÃtese desencadeada pela primeira. TambÃm à defendida a hipÃtese de que a metÃfora sistemÃtica pode ser entendida, em certo aspecto, como metonÃmia sistemÃtica. Para tanto, consideramos a visÃo de Morin (2013) no que diz respeito a sistema e suas implicaÃÃes, bem como a perspectiva de Weaver (1948), Mitchel (2009), e, Larsen-Freeman e Cameron (2008) sobre sistemas adaptativos complexos. No intuito de verificar as mencionadas hipÃteses, foi utilizada a tÃcnica de investigaÃÃo de grupo focal, formado por 06 torcedores que discutiram sobre violÃncia no futebol. O discurso foi gravado em Ãudio e vÃdeo, depois transcrito segundo os procedimentos listados por Cameron et al. (2009). A pesquisa à de natureza qualitativa. Os dados sÃo interpretados a partir de uma interface que converge: a Teoria dos Sistemas Adaptativos Complexos e a anÃlise do discurso à luz da metÃfora sistemÃtica (CAMERON, 2003, 2007, 2008; CAMERON et al. 2009, CAMERON; MASLEN, 2010) e Teoria da IntegraÃÃo Conceitual (FAUCONNIER; TURNER, 2002).<br>The discourse can be seen as a complex adptive system, which adapts itself in function of the contextual needs interconnected into the discoursive flow. Each speaker contributes to the discourse in a complex, dynamic and dialogical way, through the historical, sociocultural and ontogenetical dimension, in which they insert themselves. Thus, metaphors and metonyms seem to emerge in the discourse from the interaction among conceptual and linguistic systems, considering a negotiation among the speakers. According to Cameron (2003, 2007, 2008), systematic metaphor can be understood as a web of linguistic metaphors or metonymys that are connected to the discoursive topics in the discourse. The systematic metaphor can also be considered as pattern or a conceptualization that emerge in the discourse by the interactions among the speakers. That conceptualization is ad hoc and stabilizes itself temporarily, emerging by interactions among various systems connected into the discourse, in which Cameron emphasizes the discoursive system and the cognitive system. However, Cameron does not specify which cognitive displays could have been used to emerge the conceptualization. In this sense, this research raises the hypothesis that systematic metaphor approach can explore the conceptualization of violence in the football only in the discoursive plan. The second hypothesis is that Blending Theory, from Fauconnier and Turner (2002, 2007), can clarify the gaps left by systematic metaphor in respect to the cognitive displays. It is also defended the hypothesis that the systematic metaphor can be seen as a systematic metonymy. The vision of Morin (2013) about system and its implications was considered to the last hypothesis. Beyond this, it was also considered what Weaver (1948), Mitchel (2009), Larsen-Freeman e Cameron (2008) talk about complex adaptive systems. In order to verify the mentioned hypothesis, it was used the focal group investigation technique. The group was composed by 06 football supporters who talk about violence in the football. The discourse was recorded in audio and video, then transcribed according to the procedures listed by Cameron et al. (2009). The research is qualitative. The data analysis was guided follow a interface that has converge: Complex Adaptive Theory and the metaphor-led discourse analysis approach (CAMERON, 2003, 2007, 2008; CAMERON et al. 2009; CAMERON; MASLEN, 2010) and Blending Theory (FAUCONNIER; TURNER, 2002)
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SÃ, Kleiane Bezerra de. "EmergÃncia de metÃforas sistemÃticas na conceitualizaÃÃo de violÃncia escolar por professores da EducaÃÃo BÃsica em Fortaleza- CE." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9257.
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nÃo hÃ<br>Esta pesquisa focaliza como tema de discussÃo a violÃncia escolar, tendo como objetivos principais identificar e analisar, pelo viÃs da LinguÃstica Cognitiva, as metÃforas que emergem na interaÃÃo entre professores ao discutirem sobre o tema, por investigar as motivaÃÃes cognitivas e discursivas na conceitualizaÃÃo desse tema por professores da EducaÃÃo BÃsica do municÃpio de Fortaleza. Para anÃlise dos dados utilizamos o modelo de AnÃlise do Discurso à Luz das MetÃforas, proposto por Cameron et al. (2009), bem como os aportes teÃrico de Lakoff e Johnson (1980, 1999) sobre MetÃfora Conceitual e Modelos Cognitivos Idealizados (LAKOFF, 1987), especialmente no que concerne aos esquemas imagÃtico-cinestÃsicos como fenÃmenos cognitivos subjacentes à emergÃncia de metÃforas sistemÃticas. Desse modo, argumentamos que as metÃforas sistemÃticas nÃo sÃo apenas emergÃncias discursivas, mas, tambÃm cognitivas uma vez que fatores corpÃreos socioculturalmente situados contribuem para a emergÃncia de tais metÃforas. A Teoria dos Sistemas DinÃmicos Complexos (LARSEN-FREEMAN; CAMERON, 2007; CAMERON; MASLEN, 2010) à uma importante contribuiÃÃo teÃrica, porque compreende o discurso dos participantes como um Sistema DinÃmico Complexo, uma vez que se adapta de acordo com as necessidades contextuais, bem como permite analisar duas propostas de estudo da metÃfora, aparentemente, conflitantes: a Teoria da MetÃfora Conceitual (LAKOFF E JOHNSON, 1980) e a MetÃfora SistemÃtica (CAMERON, 2003, 2007). A metodologia empregada nesta pesquisa se deu a partir da realizaÃÃo de um grupo focal formado por professores, com vistas a perceber a conceitualizaÃÃo de violÃncia escolar no discurso produzido. MetÃforas SistemÃticas (CAMERON, 2003, 2007; CAMERON; MASLEN, 2010) sÃo identificadas a partir dos tÃpicos discursivos mais recorrentes na interaÃÃo verbal e do agrupamento de veÃculos metafÃricos presentes nas falas dos participantes. Os resultados revelam que metÃforas presentes no discurso parecem emergir e se sistematizar a partir de uma negociaÃÃo de conceitos durante a interaÃÃo verbal entre professores, os quais apresentam linguagem metafÃrica influenciada por esquemas imagÃtico-cinestÃsicos, relativos a movimento. ConcluÃmos que os professores que participaram desta pesquisa, conceitualizam a escola como CAMPO DE BATALHA; reconhecem que a violÃncia na escola à reflexo de outros tipos de violÃncia; atribuem à impunidade muitos atos de violÃncia escolar; e admitem que todos na escola sÃo vÃtimas do sistema.<br>This research focuses on the theme of school violence, and its main objectives are identifying and analyzing, through the eyes of Cognitive Linguistics, the metaphors that emerge from the interaction between teachers when discussing the topic, by investigating the cognitive and discursive motivations in the conceptualization of the theme by Elementary School teachers from the city of Fortaleza. In order to analyze the data, we used the Metaphor-led Discourse Analysis model as proposed by Cameron et al. (2009), as well as theoretical support from Lakoff and Johnson (1980, 1999) about Conceptual Metaphor and Idealized Cognitive Models (LAKOFF, 1987), especially in regards to imaging-kinesthetic schemes as cognitive phenomena underlying the emergence of systematic metaphors. This way, we believe that systematic metaphors are no longer discursive emergencies, but also cognitive since tangible aspects social and culturally situated contribute to the emergency of such metaphors. The Complex Dynamic Systems theory (LARSEN-FREEMAN; CAMERON, 2007; CAMERON; MASLEN, 2010) is an important theoretical contribution because it comprehends the discourse of the participants as a Complex Dynamic System, once it adapts according to the context needs, as well as allows us to analyze two propositions of metaphor study which are apparently conflicting: the Conceptual Metaphor Theory (LAKOFF E JOHNSON, 1980) and the Systematic Metaphor (CAMERON, 2003, 2007). The methodology applied to this research involved the formation of a focus group composed by teachers, with the objective of perceive the conceptualization of school violence in the discourse that was produced. Systematic Metaphors (CAMERON, 2003, 2007; CAMERON; MASLEN, 2010) are identified through the most recurring discourse topics in the oral interaction and the grouping of metaphorical vehicles present in the speech of the participants. The results reveal that metaphors present in the discourse seem to emerge and systematize themselves from the negotiation of concepts during the oral interaction between teachers, who show metaphorical language that was influenced by imaging-kinesthetic schemes related to movement. We concluded that the teachers who took part in this research conceptualize the school as a BATTLEFIELD; they acknowledge that violence at school is a reflex of other kinds of violence; many acts of school violence are attributed to impunity; and they admit that everyone at the school are victims of the system.
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Sá, Kleiane Bezerra de. "Emergência de metáforas sistemáticas na conceitualização de violência escolar por professores da Educação Básica em Fortaleza- CE." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/8212.
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SÁ, Kleiane Bezerra de. Emergência de metáforas sistemáticas na conceitualização de violência escolar por professores da Educação Básica em Fortaleza- CE. 2013. 182f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2013<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-05T11:29:51Z
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Previous issue date: 2013<br>This research focuses on the theme of school violence, and its main objectives are identifying and analyzing, through the eyes of Cognitive Linguistics, the metaphors that emerge from the interaction between teachers when discussing the topic, by investigating the cognitive and discursive motivations in the conceptualization of the theme by Elementary School teachers from the city of Fortaleza. In order to analyze the data, we used the Metaphor-led Discourse Analysis model as proposed by Cameron et al. (2009), as well as theoretical support from Lakoff and Johnson (1980, 1999) about Conceptual Metaphor and Idealized Cognitive Models (LAKOFF, 1987), especially in regards to imaging-kinesthetic schemes as cognitive phenomena underlying the emergence of systematic metaphors. This way, we believe that systematic metaphors are no longer discursive emergencies, but also cognitive since tangible aspects social and culturally situated contribute to the emergency of such metaphors. The Complex Dynamic Systems theory (LARSEN-FREEMAN; CAMERON, 2007; CAMERON; MASLEN, 2010) is an important theoretical contribution because it comprehends the discourse of the participants as a Complex Dynamic System, once it adapts according to the context needs, as well as allows us to analyze two propositions of metaphor study which are apparently conflicting: the Conceptual Metaphor Theory (LAKOFF E JOHNSON, 1980) and the Systematic Metaphor (CAMERON, 2003, 2007). The methodology applied to this research involved the formation of a focus group composed by teachers, with the objective of perceive the conceptualization of school violence in the discourse that was produced. Systematic Metaphors (CAMERON, 2003, 2007; CAMERON; MASLEN, 2010) are identified through the most recurring discourse topics in the oral interaction and the grouping of metaphorical vehicles present in the speech of the participants. The results reveal that metaphors present in the discourse seem to emerge and systematize themselves from the negotiation of concepts during the oral interaction between teachers, who show metaphorical language that was influenced by imaging-kinesthetic schemes related to movement. We concluded that the teachers who took part in this research conceptualize the school as a BATTLEFIELD; they acknowledge that violence at school is a reflex of other kinds of violence; many acts of school violence are attributed to impunity; and they admit that everyone at the school are victims of the system.<br>Esta pesquisa focaliza como tema de discussão a violência escolar, tendo como objetivos principais identificar e analisar, pelo viés da Linguística Cognitiva, as metáforas que emergem na interação entre professores ao discutirem sobre o tema, por investigar as motivações cognitivas e discursivas na conceitualização desse tema por professores da Educação Básica do município de Fortaleza. Para análise dos dados utilizamos o modelo de Análise do Discurso à Luz das Metáforas, proposto por Cameron et al. (2009), bem como os aportes teórico de Lakoff e Johnson (1980, 1999) sobre Metáfora Conceitual e Modelos Cognitivos Idealizados (LAKOFF, 1987), especialmente no que concerne aos esquemas imagético-cinestésicos como fenômenos cognitivos subjacentes à emergência de metáforas sistemáticas. Desse modo, argumentamos que as metáforas sistemáticas não são apenas emergências discursivas, mas, também cognitivas uma vez que fatores corpóreos socioculturalmente situados contribuem para a emergência de tais metáforas. A Teoria dos Sistemas Dinâmicos Complexos (LARSEN-FREEMAN; CAMERON, 2007; CAMERON; MASLEN, 2010) é uma importante contribuição teórica, porque compreende o discurso dos participantes como um Sistema Dinâmico Complexo, uma vez que se adapta de acordo com as necessidades contextuais, bem como permite analisar duas propostas de estudo da metáfora, aparentemente, conflitantes: a Teoria da Metáfora Conceitual (LAKOFF E JOHNSON, 1980) e a Metáfora Sistemática (CAMERON, 2003, 2007). A metodologia empregada nesta pesquisa se deu a partir da realização de um grupo focal formado por professores, com vistas a perceber a conceitualização de violência escolar no discurso produzido. Metáforas Sistemáticas (CAMERON, 2003, 2007; CAMERON; MASLEN, 2010) são identificadas a partir dos tópicos discursivos mais recorrentes na interação verbal e do agrupamento de veículos metafóricos presentes nas falas dos participantes. Os resultados revelam que metáforas presentes no discurso parecem emergir e se sistematizar a partir de uma negociação de conceitos durante a interação verbal entre professores, os quais apresentam linguagem metafórica influenciada por esquemas imagético-cinestésicos, relativos a movimento. Concluímos que os professores que participaram desta pesquisa, conceitualizam a escola como CAMPO DE BATALHA; reconhecem que a violência na escola é reflexo de outros tipos de violência; atribuem à impunidade muitos atos de violência escolar; e admitem que todos na escola são vítimas do sistema.
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Marques, Pedro Jorge da Silva. "A metÃfora e a metonÃmia sob a perspectiva dos sistemas dinÃmicos complexos e da teoria fractal no processo de conceitualizaÃÃo da violÃncia urbana na cidade de Fortaleza-CE." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11786.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃ<br>A metÃfora sempre ocupou um lugar de destaque nos estudos do significado e, com o avanÃo das pesquisas em LinguÃstica Cognitiva, essa figura apresenta-se mais evidente quando posta em relaÃÃo com a metonÃmia, que ganha pouco destaque nas pesquisas acadÃmicas. Nesse contexto, a presente pesquisa tem como objetivos: (i) estabelecer a primazia da metonÃmia sobre a metÃfora por meio da anÃlise dinÃmica do discurso dos participantes de grupos focais, ao discutirem a violÃncia urbana na cidade de Fortaleza; (ii) verificar se as relaÃÃes metonÃmicas dÃo-se tanto em nÃvel contextual como de enunciado; e (iii) demonstrar que as metonÃmias sÃo responsÃveis pela emergÃncia de grande parte dos veÃculos metafÃricos, tÃo importantes para a construÃÃo do sentido. Para tanto, fez-se necessÃrio discutir as principais abordagens dos fenÃmenos à luz da teoria dos Sistemas DinÃmicos Complexos, ancorados em Larsen-Freeman (1997); Larsen-Freeman e Cameron (2008), na teoria fractal, com fundamentos em Paiva (2010) e Mandelbrot (1982), assim como Capra (2006). Esse referencial teÃrico serviu de base para verificarmos a hipÃtese de que grande parte das metÃforas serà oriunda de metonÃmia e de que as relaÃÃes que contribuem para a emergÃncia dessa figura deram-se tanto em nÃvel contextual como de enunciado, surgindo de forma fragmentada no discurso real dos participantes dos grupos focais. AlÃm disso, a pesquisa propÃe-se tambÃm a descrever o processo de conceitualizaÃÃo da violÃncia urbana com base nos critÃrios do paradigma da complexidade, mostrando sua importÃncia para as atuais pesquisas. Para dar consistÃncia à nossa discussÃo, embasamo-nos em autores como Goosens (1990, 1995), Barcelona (1997) e Radden (2003) que tambÃm discutem a complexa relaÃÃo entre metÃfora e metonÃmia. Nosso estudo està pautado em uma pesquisa qualitativa e teÃrica, que nos permite refletir acerca da primazia da metonÃmia em relaÃÃo à metÃfora, analisando a transcriÃÃo de trÃs grupos focais que discutiram a questÃo da violÃncia urbana na cidade de Fortaleza-CE. A anÃlise permitiu constatar, atà o momento que, em alguns casos, no processo de conceitualizaÃÃo da violÃncia urbana, a metÃfora tem procedÃncia na metonÃmia, visto que as relaÃÃes que estruturam a metonÃmia, como parte pelo todo, instituiÃÃo pelos responsÃveis, efeito pela causa, entre outros, permeiam tanto o enunciado como o contexto da discussÃo dos participantes dos grupos focais. Isso nos fez chegar à conclusÃo de que uma sÃrie de metÃforas provÃm de metonÃmias o que mostra que, apesar de a metÃfora e a metonÃmia interagirem entre si, em alguns casos, hà primazia desta sobre aquela.<br>The metaphor has always occupied an important place in meaning studies and with the advances on Cognitive Linguistics researches this figure presents itself more evident when put in relation with metonym, which has less importance on academic researches. In this context, this very work aims: (i) establish the primacy of metonym over metaphor by the dynamic discourse analysis of focal group participants when discussing urban violence in the city of Fortaleza; (ii) verify if the metonymic relations appear both in context and wording; and (iii) demonstrate that metonyms are responsible for the emerging of great part of metaphorical vehicles, so important to the construction of meaning. Thus, it was necessary to discuss the main approaches of these phenomena in light of Complex Dynamic Systems theory, anchored on Larsen-Freeman (1997); Larsen-Freeman e Cameron (2008), on fractal theory, based in Paiva (2010) e Mandelbrot (1982), as Capra (2006). This theoretical reference served as base to verify the hypothesis that great part of metaphors emerge from metonyms and that the relations contribute to the emerging of that both contextual and wording levels arise fragmented in the real discourse of focal group participants. Furthermore, the research proposes itself to also describe the process of conceptualization of urban violence based in the criteria of complexity paradigm, showing its importance to the current researches. To give consistency to that discussion we based ourselves in authors such as Goosens (1990, 1995), Barcelona (1997) and Radden (2003), who also discuss the complex relation between metaphor and metonym. Our study is ruled by a qualitative and theoretical research that allows us to reflect about the primacy of metonym over metaphor, analyzing the transcription of three focal groups that discussed the urban violence in the city of Fortaleza. The analysis allowed until this moment the ascertainment that in some cases, in the process of conceptualization, the metaphor arises from metonym, as relations that structure metonym, such as take a tree for a forest, institution for its responsible ones, effect by cause, permeate both wording and context of the discussion of the focal group participants. This made us come to the conclusion that a series of metaphors come from metonyms, what shows that although metaphor and metonym interact themselves, there is a primacy of the second over the first in some cases.
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Chang, Chih-Han, and 張智涵. "Systematics, biogeography, and evolution of the earthworms in the Metaphire formosae species group inferred from morphology and mitochondrial DNA sequences." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87896774736330136072.
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碩士<br>國立臺灣大學<br>動物學研究研究所<br>93<br>A new Metaphire formosae species group in the genus Metaphire of the pheretimoid earthworms (Pheretima auct.) is proposed in this study, and the systematics, biogeography, and evolution of this species group are also concerned. The species abundance of this species group was increased from 6 to 12. Among these species, 11 are endemic to Taiwan, including three new species described in this study. The results suggested that the ancestor of the Taiwanese species arrived Taiwan during the late Miocene, and then dispersed throughout this island. During the rapid uplift of Taiwan between 5.0~2.5 MYA, different populations of the ancestor species were rapidly and continuously isolated by the mountains and rivers that formed due to orogenesis in this period. The isolation initiated genetic differentiation and finally caused speciation of the M. formosae species group. In addition, the uplift of Taiwan after 2.5 MYA caused intraspecific genetic differentiation among geographically isolated populations of the M. formosae species group. For instance, in M. yuhsii, a member of this species group, two populations started to differentiate genetically about 2.5 MYA due to the formation of the Tamsui River, which served as a geographical barrier between the two populations. On the other hand, the results suggested that holandry derives from protandry in the M. formosae species group. Therefore, the use of testis conditions in intrageneric grouping in pheretimoid earthworms is not appropriate. The revision of the pheretimoid systematics needs further investigation using molecular phylogenetic approaches.
Books on the topic "Systematic metaphors"
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Kjärgaard, Mogens Stiller. Metaphor and parable: A systematic analysis of the specific structure and cognitive function of the Synoptic similes and parables qua metaphors. Brill, 1986.
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Conference on Systematic Cooperation Between Theory and Practice in Mathematics Education (4th 1990 Brakel, Germany). The Dialogue between theory and practice in mathematics education: Overcoming the broadcast metaphor : proceedings of the fourth Conference on Systematic Cooperation Between Theory and Practice in Mathematics Education (SCTP), Brakel Germany, September 16-21, 1990. Institut für Didaktik der Mathematik der Universität Bielefeld, 1992.
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Tzohar, Roy. A Yogācāra Buddhist Theory of Metaphor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190664398.001.0001.
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This book is about what metaphors mean and do within Buddhist texts. More specifically, it is about the fundamental Buddhist ambivalence toward language, which is seen as obstructive and yet necessary for liberation, as well as the ingenious response to this tension that one Buddhist philosophical school—the early Indian Yogācāra (3rd–6th century CE)—proposed by arguing that all language use is in fact metaphorical (upacāra). Exploring the profound implications of this claim, the book presents the full-fledged Yogācāra theory of meaning—one that is not merely linguistic, but also perceptual.Despite the overwhelming visibility of figurative language in Buddhist philosophical texts, its role and use have received relatively little attention in scholarship to date. This book is the first sustained and systematic attempt to present an indigenous Buddhist philosophical theory of metaphor. By grounding the Yogācāra’s pan-metaphorical claim in its broader intellectual context, both Buddhist and non-Buddhist, the discussion reveals an intense Indian philosophical conversation about metaphor and language that reached across sectarian lines, and it also demonstrates its potential contribution to contemporary philosophical discussions of related topics. The analysis of this theory of metaphor radically reframes the Yogācāra controversy with the Madhyamaka; sheds light on the school’s application of particular metaphors, as well as its unique understanding of experience; and establishes the place of Sthiramati as an original Buddhist thinker of note in his own right, alongside Asaṅga and Vasubandhu.
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Godreau, Isar P. Conclusion. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038907.003.0009.
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This concluding chapter presents the four key discursive processes and scripts that may be pertinent to other sites and regions racialized as black across Afro-Latin America. First is the systematic use of “black” as a category that people attach to spaces and communities via metaphors and symbols that racialize particular communities and bodies, while constructing the rest of the nation as nonblack. Second, discourses of benevolent slavery bolster the racialization of such communities as exceptional by creating sites of “condensed slavery,” where the historical effects of bondage are exaggerated and simplified by a politics of erasure. Third, discourses of Hispanicity support such scripts of the celebrated “exceptional” black community by placing a high premium on the concept of culture—particularly Hispanic culture—as the defining element that differentiates national Puerto Rican whiteness from foreign U.S. Anglo-Saxon whiteness. Fourth, constructions of Hispanic whiteness as culturally normative confine the significance of Africa to biological qualities associated with the body—specifically blood or the dark color of the skin.
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Smith, Virginia F. A Scientific Companion to Robert Frost. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781942954484.001.0001.
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Mention Robert Frost and people instantly think of snowy woods and less-traveled paths and rural neighbors meeting to fix their stone fence. But what does Robert Frost have to do with science? You might be surprised. Born in 1874, Frost lived through a remarkable period of scientific progress, including the development of quantum mechanics and the theory of relativity, the Big Bang theory, the discovery of the structure of DNA and the beginnings of space travel. Possessing a powerful intellect driven by keen curiosity, Frost was highly knowledgeable about the science of his time and infuses his poetry with imagery and language borrowed from science. Frost not only uses the language of science to enrich his poetry in the same way he uses classical, historical, biblical and literary allusions, but he also uses ordinary language to create sophisticated metaphors based on scientific concepts such as evolution and entropy. A Scientific Companion to Robert Frost represents the first systematic attempt to catalogue and explain all of the references to science and natural history in Frost’s poetry. The book, which is organized chronologically, uses language that is accessible to laymen and is supplemented by numerous illustrations, and appendices that should make it a valuable resource for teachers and scholars.
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(Editor), A. M. Simon-Vandenbergen, Miriam Taverniers (Editor), and Louise Ravelli (Editor), eds. Grammatical Metaphor: Views from Systematic Functional Linguistics (Amsterdam Studies in the Theory and History of Linguistic Science, Series IV: Current Issues in Linguistic Theory). John Benjamins Publishing Co, 2003.
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Radde-Gallwitz, Andrew. Gregory of Nyssa's Doctrinal Works. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199668977.001.0001.
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The first monograph on Gregory of Nyssa’s entire corpus of works on the Trinity and the economy of Christ, this book argues that the numerous explicit parallels and links among the works suggest that the corpus is best studied synoptically. Despite differences of theme and intention, Gregory’s Trinitarian works center on the baptismal confession of Matthew 28:19, which Gregory reads as Christ’s own creed, and which, on his reading, presents an account of all divine activity as being accomplished in the Spirit. Gregory argues against both Eunomius and the Pneumatomachians that the Spirit’s act of giving the divine life in baptism should not be deemed inferior to the act of creation; Gregory’s metaphysical and epistemological arguments are subservient to this theme. The book also proposes a developmental reading of Gregory’s works Christ’s saving economy. Rather than assessing Gregory’s Christology by reference to a single systematic model, the book’s second part shows how the governing metaphors and models by which Gregory articulated his position shifted as he responded to various criticisms and addressed the various feasts of the Christian liturgical cycle. An integrated study of the various types of writing in Gregory’s corpus—from public orations proclaimed before imperially sponsored councils to festal homilies to extended treatises—the book offers new insights into the role of a leading bishop in the Theodosian empire and connects important parts of his literary output with the tasks given to him by the councils meeting in Constantinople in the years AD 381–3.
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Onuf, Nicholas Greenwood. Epochal Destruction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879808.003.0011.
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Often we hear that modernism is all about speed. Better to say that modernism marked the age of acceleration, an explosion in rates of change. Today we routinely link capitalism and the metaphor of explosive growth. Capitalism threatens to consume everything in its path, producing great destruction along the way. This is conspicuously so with the advent of modern war epochally transformed by the modernist acceleration of technical innovation. Appalling loss of human life and systematic destruction of productive capacity inspired a world order movement obdurately modern in its conceptual underpinnings. It counted the League of Nations and then the United Nations among its institutional successes, while imagining that a world federal republic would duly emerge. Precipitous decolonization preserved the colonial legacy of accidental borders and divided peoples, thereby accommodating the global expansion of international society with surprising ease; dreams of a world federal republic faded away.
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Soroka, Stuart N. Gatekeeping and the Negativity Bias. Oxford University Press, 2016. http://dx.doi.org/10.1093/acrefore/9780190228637.013.43.
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Research on media gatekeeping is focused on the factors leading to a distribution of information in media content that is systematically different from the “real world.” Early gatekeeping work examined editorial decisions, and emphasized the effect that a single editor’s preferences and beliefs could have on the content new consumers receive. The literature has gradually shifted to focus on more generalizable factors, however. These include organization-level assessments of newsworthiness and commercial/economic considerations; broader system-level factors including the impact of dominant ideologies and political and social norms; and common individual-level factors, including a range of cognitive and psychological biases.The tendency for humans to prioritize negative over positive information is one such cognitive bias—and the growing literature on the negativity bias is discussed here as one example of a set of organization-, system-, and individual-level “gates” that have a systematic impact on news content. Negativity is just one example, however. Sensationalism, violence, geographic proximity, availability of visuals, prominence of celebrities—all of these tendencies in media content can and have been examined effectively using the gatekeeping metaphor. Some of this work is reviewed here, alongside some recent trends in gatekeeping work, including the “distributional” approach to gatekeeping, and the shift in gatekeeping brought on by the “new media” environment.
Book chapters on the topic "Systematic metaphors"
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Fischer, Eugen. "Messing Up the Mind? Analogical Reasoning with Metaphors." In Systematic Approaches to Argument by Analogy. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06334-8_8.
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"Narrations and Metaphors." In Post-Systematic Theology I. Wilhelm Fink Verlag, 2020. http://dx.doi.org/10.30965/9783846765852_014.
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El Refaie, Elisabeth. "A Tripartite Taxonomy of Visual Metaphor in Graphic Illness Narratives." In Visual Metaphor and Embodiment in Graphic Illness Narratives. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190678173.003.0004.
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This chapter uses the analysis of 35 graphic illness narratives to identify the various forms that visual metaphor may take in this genre. A novel tripartite classification system that distinguishes between pictorial, spatial, and stylistic metaphors is proposed. Pictorial metaphors, which use images of concrete animate or inanimate objects to stand for something else, have received a lot of scholarly attention in recent years, but this study offers the first systematic description of the other two types of visual metaphor. Spatial metaphors exploit the relative size, arrangement, and orientation of elements on the page to convey more abstract meanings, whereas in the case of stylistic metaphors, features such as color, shape, level of detail, and quality of line are used to indicate an abstract concept or a nonvisual sense perception. These three categories can be further subdivided, and in many instances several distinct types of metaphor are used in combination.
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Blumenberg, Hans. "Introduction to Paradigms for a Metaphorology." In History, Metaphors, Fables. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501732829.003.0008.
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This chapter addresses Hans Blumenberg's introduction to Paradigms for a Metaphorology (1960). The introduction outlines possible theoretical foundations for a metaphorology — most importantly Kant — while its remaining chapters consist of nine fairly distinct studies of specific metaphorological complexes, such as the “mighty” truth, the difference between organic and mechanical background metaphorics, or the metaphorics of geometric symbolism. Their semantic historical behavior permits or resists their transformation into concepts; hence, Blumenberg proposes them as “paradigms” that might help found a systematic metaphorology. By investigating the nonconceptual, yet-to-be-settled semantic layers of emerging terminologies, Blumenberg's metaphorology is concerned less with the truth of metaphysics than with analyzing philosophy's own unthought and shifting foundations. While he concedes that ornamental metaphors may indeed only provide rhetorical flourishes, Blumenberg draws attention to what he calls “absolute metaphors,” of which “truth as light” would be an example, which cannot simply be converted back into conceptuality.
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Koch, Natalia, and Natalia Vasylkova. "THE TEXT CONCEPT OF UKRAINE IN A METAPHORICAL VIEW (BASED ON THE MATERIALS OF THE NOVEL BY L. KOSTENKO “THE NOTES OF UKRAINIAN SAMASHEDSHYI (MADMAN)”." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-7.
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The article is devoted to the study of cognitive mechanisms of actualization of the discursive topic UKRAINE in L. Kostenko 's fiction novel “The Notes of Ukrainian samashedshyi (madman)”. The interaction of conceptual metaphors, which represent the basic textual concept at a deep level, forms the original conceptual space of the work. The purpose of scientific research is to establish connections between structural, orientations and ontological metaphors of the novel, as well as to describe their semantic content, verbalized at the linguistic level. According to the topic, the object of research is a discursive topic (text concept), the subject – the means of verbalization of conceptual metaphors as its expression. The relevance of the publication theme is determined by the general tendency of linguoconceptology, aimed to the study of conceptual space of the author's literary text. The main method of research is a conceptual analysis applying of methodologies of interpretive, contextual and other types of analysis. In-text and out-of-text level connections, which are viewed by involving background contexts (historical-cultural, socio-cultural, situational, etc.), determine the discursive character of the literary text, in which the key text concept functions as a discursive topic. The metaphorical projection of the text concept UKRAINE is carried out in the context of the political picture of Ukrainian world during the “Orange” revolution. The concept UKRAINE is a structurally and contently complex mental unit of individual consciousness that represents interdependent components due to the author's choice of conceptual metaphor. Keeping the established meanings (state; country where Ukrainians live), the concept acquires specificity due to its rethinking in the mind of the writer, who has an original worldview of modern life in the context of globalization. In interpretation of the conceptual content of analyzed topic, it is important the authors’ assume about the theory of conceptual metaphor that a metaphor affects on the decision-making process of problem situation, in particular on the stage of identifying alternatives to solve the problem. The author's vision of such alternatives is manifested in the systematic use of certain types of metaphors. The emotional and pragmatic potentials of conceptual metaphors have a powerful influence on the reader’s mind. In the process of conceptual analysis the basic spheres of experience, related to the representation of the discursive topic UKRAINE were distinguished. Such spheres are represented by structural metaphors of war, morbid metaphor, game metaphor, etc. Productive metaphorical models of the novel are orientation metaphors, which are based on universal empirical experience and individual experience of the the mental language of ontological metaphors supplements the artistic and journalistic discourse. The author’s created a metaphorical model of Ukrainian reality at the beginning of the XXI century is a diffuse system of intersecting metaphorical projections, updated by the discursive topic. The perspectives for further study of metaphorical models of the Ukrainian writers’ works we see in the possibility of describing the specifics of the individual author's worldview in particular and the national picture of the world in general.
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Kendall, Julie E. "Metaphors for E-Collaboration." In Advances in E-Collaboration. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-825-3.ch002.
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What constitutes regional commerce? What creates and enhances a regional identity? In the United States, regions can be quite large and may even cover geographical territory from several surrounding counties or states. They are larger than any one individual company, shopping street, or district. Regional cooperation of commercial businesses is often manifested through special events, cooperative advertising with coordinated signage, extended opening hours, and special discounts that contribute to building a sense of community, and which eventually develop a sense of region. The political and environmental exigencies for the creation and expansion of regions have meant an increase in the popularity and importance of regions and a subsequent movement to enhance and differentiate their identities. We now see the rise of regional governments, water authorities, and educational institutions among many others. One little-explored idea has been the use of e-collaboration to forge, reinforce, and sustain a regional identity via the virtual world. Although geographical separation of many miles might dictate that bricks-and-mortar theatres cannot easily collaborate physically (i.e., they cannot share costumes, props, ushers, and so on), the possibility of e-collaboration opens potential opportunities for attracting wider audiences, reaching and ultimately casting fresh talent, and building reciprocal audiences who possess a passion for the arts and who have the means and desire to travel to attend performances throughout the geographical region. In this study, a methodology built on the conceptual foundation of metaphor research was used to comprehend and then interpret the Web presence of 15 nonprofit theatres that comprise the total regional theatre of southern New Jersey that exists on the Web. In order to add additional insight, our earlier research findings from working with off-Broadway and regional theatre festivals were extended to analyze the Web presence of the theatres in southern New We contribute to the literature by systematic and deep investigation of the strategic importance of the Web for nonprofit theatre groups in the southern New Jersey region. In addition, our use of the metaphor methodology in order to create a telling portrait of what transpires on the Web in relation to nonprofit organizations is also an original contribution. Our work is meant to heighten the awareness of administrators to the rapidly accelerating need for the strategic use of e-collaboration. We propose that with the use of the Web, administrators can move toward creating a regional theatre Web presence for South Jersey, one which would make use of an evolutionary metaphor. To this end, we suggest the use of an organism metaphor. Through the creation of reciprocal hyperlinks, theatres can be supported in improving their practice of colocation on the Web, wherein they will be taking strides to cooperate as a regional theatre community.
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Kendall, Julie E. "Metaphors for E-Collaboration." In Virtual Team Leadership and Collaborative Engineering Advancements. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-110-0.ch018.
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What constitutes regional commerce? What creates and enhances a regional identity? In the United States, regions can be quite large and may even cover geographical territory from several surrounding counties or states. They are larger than any one individual company, shopping street, or district. Regional cooperation of commercial businesses is often manifested through special events, cooperative advertising with coordinated signage, extended opening hours, and special discounts that contribute to building a sense of community, and which eventually develop a sense of region. The political and environmental exigencies for the creation and expansion of regions have meant an increase in the popularity and importance of regions and a subsequent movement to enhance and differentiate their identities. We now see the rise of regional governments, water authorities, and educational institutions among many others. One little-explored idea has been the use of e-collaboration to forge, reinforce, and sustain a regional identity via the virtual world. Although geographical separation of many miles might dictate that bricks-and-mortar theatres cannot easily collaborate physically (i.e., they cannot share costumes, props, ushers, and so on), the possibility of e-collaboration opens potential opportunities for attracting wider audiences, reaching and ultimately casting fresh talent, and building reciprocal audiences who possess a passion for the arts and who have the means and desire to travel to attend performances throughout the geographical region. In this study, a methodology built on the conceptual foundation of metaphor research was used to comprehend and then interpret the Web presence of 15 nonprofit theatres that comprise the total regional theatre of southern New Jersey that exists on the Web. In order to add additional insight, our earlier research findings from working with off-Broadway and regional theatre festivals were extended to analyze the Web presence of the theatres in southern New Jersey. We contribute to the literature by systematic and deep investigation of the strategic importance of the Web for nonprofit theatre groups in the southern New Jersey region. In addition, our use of the metaphor methodology in order to create a telling portrait of what transpires on the Web in relation to nonprofit organizations is also an original contribution. Our work is meant to heighten the awareness of administrators to the rapidly accelerating need for the strategic use of e-collaboration. We propose that with the use of the Web, administrators can move toward creating a regional theatre Web presence for South Jersey, one which would make use of an evolutionary metaphor. To this end, we suggest the use of an organism metaphor. Through the creation of reciprocal hyperlinks, theatres can be supported in improving their practice of colocation on the Web, wherein they will be taking strides to cooperate as a regional theatre community.
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Novacek, Michael J. "9 Characters and Cladograms: Examples from Zoological Systematics." In Biological Metaphor and Cladistic Classification, edited by Henry M. Hoenigswald and Linda F. Wiener. University of Pennsylvania Press, 1987. http://dx.doi.org/10.9783/9781512802450-011.
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"11 Eine Systematik von Metaphern und der Aufbau der Metaphern-Datenbank." In Die große Metaphern-Schatzkiste – Band 1: Grundlagen und Methoden. Vandenhoeck & Ruprecht, 2016. http://dx.doi.org/10.13109/9783666402753.221.
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"Leben in Metaphern: • Konzepte nach denen wir leben • Die Systematik metaphorische Konzepte • Metaphorische Systematik: Beleuchten und Verbergen • Orientierungsmetaphern." In Sprachwissenschaft. De Gruyter, 2019. http://dx.doi.org/10.1515/9783110588972-066.
Full textConference papers on the topic "Systematic metaphors"
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Bobrova, O. B. "Zoomorphic metaphors of Modern Greek: a systematic semantic analysis." In VI Международная научная конференция по эллинистике памяти И.И. Ковалевой. Московский государственный университет им. М.В. Ломоносова, 2021. http://dx.doi.org/10.52607/9785190116113_23.
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Aravot, Iris. "An Attempt at Making Urban Design Principles Explicit." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.42.
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Since its rise as an autonomous field in the seventies, Urban Design has been a conglomerate of diverse concepts and value outlooks.The present approach, which is an a posteriori propositional expression of applications in actual practice and education, presents both theory and method by means of ten points. The approach is basically generated by formal considerations, thus originating in and focussing on aspects which cannot be expressed through theory and methods of other disciplines. It starts with systematic, conventional and objective studies which are then connected to a system of manipulations – the rules of game – which emphasize interpretation and are clarified by narrative and formal metaphors. The ‘rules of game’ set a framework of no a priori preferred contents, which is then applied according to local characteristics, needs and potentials. This conceptual – interpretative framework imposes a structural, consistent and hierarchical system on the factual data, so as to assure the realization of two apparently opposed values: (1) unity and phenomenological qualities and (2) free development and unfolding of the design that .The propositional expression of the approach aims at its exposure to explicit evaluation and criticism.