Metaphor

2009 ◽  
Author(s):  
Ted Cohen
Keyword(s):  
Figurative Language ◽  
Ordinary Language ◽  
The Other ◽  
Other Hand ◽  
Unified Description

Metaphor is one of a variety of uses of language in which what is communicated is not what the words mean literally. It is, therefore, so to speak, a way of speaking of something by talking about something else. Thus, one has said (or written) X and thereby communicated Y. This characteristic of ‘indirectness’ is not alone sufficient to distinguish metaphors from other non-standard uses of language, but there is also a question as to whether metaphors in general are sufficiently similar to one another to permit a single, unified description of them. On one hand, metaphor has been a feature of poetry for centuries, conspicuous in the work of Homer and Shakespeare and countless other poets. But on the other hand, metaphor is pervasive in ordinary language, both in speech and in writing. It is not obvious that a single account of metaphor could be adequate to both poetic and more prosaic uses of figurative language.

Frege and Natural Language

Philosophy ◽  
1985 ◽  
Vol 60 (234) ◽  
pp. 513-524 ◽  
Author(s):  
Andrew Rein
Keyword(s):  
Natural Language ◽  
Formal Language ◽  
Ordinary Language ◽  
The Other ◽  
Optical Instrument ◽  
Other Hand ◽  
Scientific Endeavour

It is a commonplace that Frege thought ordinary language to be seriously defective. Yet his remarks about ordinary language are not always unflattering. Comparing the relation between his formal language and ordinary language to the relation between the microscope and the eye, Frege remarked: ‘[the eye], because of the range of its applicability and because of the ease with which it can adapt itself to the most varied circumstances, has a great superiority over the microscope’. The point, of course, is that, for Frege, the deficiencies of ordinary language arise in connection with the scientific endeavour: ordinary language is not an acceptable medium in which to pursue truth. As he goes on to observe: ‘… viewed as an optical instrument [the eye] reveals many imperfections … as soon as scientific purposes place strong requirements upon sharpness of resolution, the eye proves to be inadequate. On the other hand, the microscope is perfectly suited for just such purposes’.

New foundation of formal metamathematics

1938 ◽  
Vol 3 (1) ◽  
pp. 1-36 ◽  
Author(s):  
L. Chwistek ◽  
W. Hetper
Keyword(s):  
Ordinary Language ◽  
Modus Ponens ◽  
The Other ◽  
Other Hand

Our method is based on the same principles which we have assumed in a paper about the foundations of metamathematics which we published in collaboration with J. Herzberg some years ago. Nevertheless we have introduced some important modifications which enable us to use a very restricted preliminary language and to avoid any artificial construction.The problem of a restricted language in mathematics appears to be a very important one, as our ordinary language is really ambiguous and obscure. On the other hand there is the problem of restricting the intuitive logic to be used in our construction. We shall see that for this purpose we need only substitutions and modus ponens.If we avoided any abbreviation, we could reduce our preliminary language to propositions of the following forms:X is a theorem.If P, then Q.But we have to do with very long symbolic expressions and as there is not yet any machine to build up such expressions we must use abbreviations. For this purpose we shall use propositions of the following forms in the preliminary language:X is an expression.X is an abbreviation of Y.Any proposition which does not belong to one of our four forms will be excluded from our construction.

scholarly journals Image of Islam and Pakistan after 9/11: Critical Discourse Analysis of Pakistani Urdu and English Newspapers

2021 ◽  
Vol VI (II) ◽  
pp. 1-11
Author(s):  
Muhammad Ahsan ◽  
Zahoor Hussain ◽  
Mohammad Arshad
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Figurative Language ◽  
Belief System ◽  
The Other ◽  
Critical Discourse ◽  
Other Hand ◽  
The Masses ◽  
And Control ◽  
Selection Of

The study examines the image of Islam and Pakistan post 9/11 scenario documented in Pakistani Urdu and English newspapers. Results are deduced by analyzing headlines while applying the CDA model projected by Fairclough (1989, 1995) with respect to vocabulary items, viewpoints, and newspapers' ideologies. The results from the study indicated that these two newspapers heavily rely on some selected lexical items to manipulate and control the belief system of the masses. It was shown from the data that Nawa-iWaqat, an Urdu newspaper, fervently utilized figurative language to influence the perception of its readers. It is seen from the analyzed data that the selection of words made by Urdu newspaper is mainly based on prejudice toward certain prominent social figures, politicians, and even toward world-renowned political figures and events. The collected data from the two newspapers and their critical discourse analysis indicated that daily 'Nawa-i-Waqt' gave abundant, sentimental coverage to the issues concerned. On the other hand, the daily 'Dawn' newspaper gave little but positive coverage to the issues of that time.

scholarly journals Figurative Language in Two Translated Chapters from Nietzsche's novel Zarathustra: A Stylistic Approach

2020 ◽  
Vol 2 (2) ◽  
pp. 168-177
Author(s):  
Anna Riana Suryanti Tambunan ◽  
Fauziah Khairani Lubis ◽  
Widya Andayani ◽  
Elisa Betty Manullang ◽  
Sisila Fitriany Damanik
Keyword(s):  
Qualitative Research ◽  
Figurative Language ◽  
Life Story ◽  
The Other ◽  
The Novel ◽  
Figures Of Speech ◽  
Other Hand ◽  
Visual Reality

This study aims to examine the figurative language used in two translated chapters taken from Friedrich Nietzsche's novel, Zarathustra. The two chapters chosen are namely Kebajikan yang Mengecilkan and Tiga Hal yang Jahat. This is a qualitative research which involves the stylistic approach in order to bring out the stylistic devices used in the chosen chapters; simile and personification. The data of this study were collected from the two translated chapters of the novel. In this study, it is found that a total of nine figures of speech were investigated: seven figures of simile and two other figures of personification respectively. The results of this study revealed that the simile device focused on illustrating the author's visual reality for the readers about the protagonist's situations, life-story, and imagination. On the other hand, the personification device illustrated the protagonist's visual aspects, ideas, and imagination which are very analogous to the author's perspective.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

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