Figurative language

Michael Flor, Xinyi Liu, and Anna Feldman (2025).
Idioms are figurative expressions whose meanings often cannot be inferred from their individual words, making them difficult to process computationally and posing challenges for human experimental studies. This survey reviews datasets developed in psycholinguistics and computational linguistics for studying idioms, focusing on their content, form, and intended use. Psycholinguistic resources typically contain normed ratings along dimensions such as familiarity, transparency, and compositionality, while computational datasets support tasks like idiomaticity detection/classification, paraphrasing, and cross-lingual modeling. We present trends in annotation practices, coverage, and task framing across 53 datasets. Although recent efforts expanded language coverage and task diversity, there seems to be no relation yet between psycholinguistic and computational research on idioms.

EN: The article examines phraseological units containing the lexemes powietrze and воздух (Eng. Air) in Polish and Russian languages, reconstructing a fragment of the linguistic picture of air. The study encompassed 51 units and was conducted based on lexicographic analysis, supplemented by a survey and corpus analysis. The concept of phraseological equivalents was employed for comparative analysis. Common features of the phraseology in both languages include the perception of air as an essential element for life, its connection to open space, the possibility of pollution, and its role as a synonym for emptiness or a harbinger of change. Polish phraseology additionally emphasizes the freshness, invisibility, and potential harmfulness of air, while Russian phraseology highlights its association with closeness. The analysis reveals, on the one hand, universal elements of the picture of air in both languages, and on the other, their cultural specificity.

PL: Artykuł analizuje frazeologizmy zawierający leksemy powietrze i воздух w językach polskim i rosyjskim, rekonstruując fragment językowego obrazu powietrza. Badaniem objęto 51 jednostek i przeprowadzono je w oparciu o analizę leksykograficzną, a także wspierająco – badania ankietowe i analizę korpusową, a do charakterystyki porównawczej zastosowano koncepcję ekwiwalentów frazeologicznych, Wspólne cechy frazeologii obu języków obejmują powietrze jako element niezbędny do życia, związek z otwartą przestrzenią, możliwość zanieczyszczenia oraz synonimu pustki lub zwiastuna zmian. Frazeologia polska dodatkowo podkreśla świeżość, niewidzialność i potencjalną zabójczość powietrza, natomiast rosyjska akcentuje jego związek z bliskością. Analiza wskazuje z jednej strony na uniwersalne elementy obrazu powietrza w obu językach, z drugiej zaś na jego specyfikę kulturową.

This work is part of an on-going research aimed at elucidating the factors that enable a scene to be described in fictive motion terms. The purpose of the present study is to investigate the psycholinguistic reflection of two linguistic distinctions that occupy a prominent place in the literature on fictive motion . Our first experiment involves a self-paced reading task in which the grammatical subjects of fictive motion expressions are either "travellable" (e.g., paths, roads, etc.) or "nontravellable" (e.g., walls, fences, etc.). Our results show that Spanish speakers are sensitive to this travellable/non-travellable distinction, non-travellable objects being harder to process. In a second experiment, we investigate the types of manner information that can be included in a verb describing a fictive motion scene. According to Matsumoto's Manner Condition, when a fictive motion expression uses a manner-conflating verb, the information on manner conveyed by the verb must be path-related (that is, the manner of motion should describe some shape in the displacement). In order to test this condition, another self-paced reading task was designed in which Spanish participants read sentences which included verbs with path-related manner information (e.g., to zig-zag) or non-path-related manner information (e.g., to roll). Our results reveal that verbs including non-path-related manner information were harder to process.

Wannan takarda mai takaen ‘alaƙar ƙirar kama da ginin jumla a Hausa, duba cikin ra’in kalma-sak’. Binciken ya ƙudiri niyar fito da hanyoyin da ake samun gamayya tsakanin ƙirar kalma da ginin jumla, ta wasu hanyoyi guda huɗu. An zaɓi a yi amfani da nahawun tsirau, a matsayin mazhabar da ta ƙunshi ra’ika guda biyu: kalma-sak da jumla-sak. Kalma-sak ra’i ne da ya ƙunshi yadda ake nazarin samar da kalmomin harshe. Hanyoyin da aka yi amfani da su a wannan takarda ƙanana ne, ganin cewa, ya ƙunshi tattara bayanai ne cikin kundaye da rubutattun littatafai zuwa maƙalu waɗanda aka buga da waɗanda ba a buga ba. Daga ƙarshe, takardar ta gano cewa, ana samun gamayya tsakanin ƙirar kalma da ginin jumla ta wasu hanyoyi guda huɗu da suka haɗa da: jerantawa da kusancin ma’ana da jagoranci da kuma ɗorawa a kan bishiya. Kasancewar a tsarin ƙirar kalma akwai jerantawa, haka nan a tsarin ginin jumla ma akan samu haka. Sai kusancin ma’ana , a tsarin ƙirar kalma akan samu, haka nan a tsarin ginin jumla ma akan samu hakan. Daga nan sai jagoranci na kalma ko jumla. Sai kuma na ƙarshe, wato ɗorawa a kan bishiya, kamar yadda ake ɗora jumla a kan bishiya haka ake ɗora kalma a kan bishiya domin nazarin yadda tsarin ta yake. Waɗannan abubuwa guda huɗu suna daga cikin muhimman abubuwa da suka shafi ginin jumla, haka nan suna cikin abubuwan da suka shafi ƙirar kalma

Comprehenders often need to go beyond conventional word senses to obtain an appropriate interpretation of an expression. We report an experiment examining the processing of standard metonymies (The gentleman read Dickens) and logical metonymies (The gentleman began Dickens), contrasting both to the processing of control expressions with a conventional interpretation (The gentleman met Dickens). Eye movement measures during reading indicated that standard (producer-for-product) metonymies were not more costly to interpret than conventional expressions, but logical metonymies were more costly to interpret than both standard metonymies and conventional expressions. These results indicate that constructing alternative senses is sometimes taxing and that not all types of deferred interpretations are processed in the same way. The results suggest that a critical factor in determining the attendant cost of constructing alternative senses is whether compositional operations must generate unexpressed semantic structure to realize an extended sense of an expression.

Ovaj tekst predstavlja pomoćno štivo za polaznike tečaja portugalskog jezika i brazilske kulture srednjeg nivoa I (B1) organizovanog pri Centru za brazilske studije Instituta Gimarais Roza u Beogradu (Núcleo de Estudos Brasileiros em Belgrado-Instituto Guimarães Rosa). U njemu se izlaže detaljno razjašnjenje većine pitanja vezanih za temu ličnih zamenica u portugalskom jeziku. Izneta objašnjenja su gramatička, tako da je za njihovo razumevanje potrebno barem neko osnovno znanje gramatičke terminologije odnosno posedovanje metajezičke kompetencije. Primeri kojima se ilustruju objašnjenja delimično su preuzeti iz literature koja je navedena na kraju teksta.

This article articulates the results of an ongoing study in an urban school in New York City in which student and teacher researchers engage in practices that support the science success of the schools' predominantly Latino/a and African American population. By situating the study in the nature of corporate and communal practices, the article demonstrates the necessity for an expansion of approaches to teaching and learning that includes students' ways of knowing. Furthermore, the article shows the emergence of analogy as an outcome of embracing communal teaching practices.

This article articulates the results of an ongoing study in an urban school in New York City in which student and teacher researchers engage in practices that support the science success of the schools' predominantly Latino/a and African American population. By situating the study in the nature of corporate and communal practices, the article demonstrates the necessity for an expansion of approaches to teaching and learning that includes students' ways of knowing. Furthermore, the article shows the emergence of analogy as an outcome of embracing communal teaching practices.

We evaluated the effectiveness of different approaches to compensate for across-track brightness gradients within a hyperspectral image mosaic comprised of multiple flight lines in the San Francisco Bay Area. We calculated the spectral consistency of adjacent flight lines and conducted regression-based unmixing of woody-and non-woody vegetation fractions to assess the comparative benefits of the methods. Results showed that a class-wise empirical approach produced the most spectrally consistent, nearly seamless image mosaics and led to accurate vegetation fraction maps (mean absolute error = 12.6%). Overall, a class-wise empirical approach is recommended as a simple, flexible and transferable technique to compensate for brightness gradients over a global empirical approach, brightness normalization or continuum removal.

The language of the Qur’ān is highly eloquent and rich in rhetoric. Transferring features of languages from different origins is tricky. Although throughout history, scholars have made significant contributions to understanding Qur’ānic idioms, we still face challenges in conveying their meanings. There are language-specific idioms in Qur’ānic Arabic, reflecting Arab culture and environment. The fact that different cultures conceptualize reality in varying ways causes idioms to be shaped by cultural factors. This is why some translations of Qur’ānic idioms fail to convey their full depth of meaning. This article aims to investigate various interpretations and English translations of the idioms in the selected verses of Surahs Al-Isra and Al-Ma’idah. To this end, the translations of twelve prominent translators were compared. Considering the descriptive nature of the work, the researchers analyzed the methods used by the selected translators. The theoretical framework underpinning this study is the translation methods of Schleiermacher. Furthermore, the translations were analyzed and ranked based on Waddington’s holistic model of translation quality assessment. Analysis reveals a spectrum of translational strategies, defying strict categorization within Schleiermacher’s binary framework of ‘naturalizing’ and ‘alienating’ translation. A significant number of translations exhibit hybrid characteristics, displaying a preponderance towards either naturalization or alienation, yet failing to conform exclusively to either pole.

This investigative literature paper examines the necessity of teachers' intervention in Plagiarism Software's (PlagAware) tool after it has auto checked the students' academic written papers. The paper assumes that no matter how advanced the PlagAware software is, its assessment is not flawless; just like it is with the other applications of the artificial intelligence (AI). Through intensive review of the relevant literature, the paper devises three premises of argument whose findings answer the questions posed on what, why and how the teachers would intervene. The paper concludes that teachers' intervention by rechecking PlagAware's checking of students' written work is partly amust to do and partly complementary to the proper marking and grading process.

A wannan babi za a yi nazari a kan yadda kalmomi suke gina jumloli masu ma'ana daban-daban a harshe. Za a daddale waɗannan mahimman lamura a matakin ilmin ma'ana na harshen Hausa. Kodayake, jumla da ilmin gininta ba su da gagarimin tasirin a nan, sai da abin da ba a rasa ba, ainda ginin jumla yake alaƙantuwa da ma'ana. Kamar yadda aka sani kalmomi su ne tubalan gina jumla, yayin dasuke shiga sahun-kwance, cikin jerin sarƙa, su tayar da kalami ko zance ko magana mai ma'ana a harshe. Don ganin wannan alaƙa ta ginin jumla da ma'ana za a fahimci cewa jerin kalmomi kaɗai ba ya wadatarwa har sai in ma'ana ta sami gurbi da matsayimahimmi, to sannan manufar jumla za ta cika. A nan za a kalli matsayin kalmomi da jumloli da yadda suke sarƙaƙuwa su tayar da furuci ko kalamai masu ma'anoni iri daban-daban.

Translating pasumbingays (comparison tropes) into English places the cultural dimension at the core of the whole construct. Hence, this paper has sought to describe the cultural interface in literary translation by analyzing the typology and anatomy of the translated pasumbingays. The comparison tropes from the Pasumbingay Anthology were coded and analyzed based on the typology (Djamdjuri et al, 2022) and anatomy (Didau, 2022) of metaphors and similes (Qadir & Riloff, 2015). The study reveals that translators have only resorted to minimal typological changes and trope conversions of the pasumbingays in the intercultural translation process to accommodate the inevitable culture differences. Nevertheless, a larger dataset or corpus may be used or developed to verify the present study’s results and make the findings more conclusive.

Royal inscriptions are historical records concerning ancient Egyptian kings. Throughout the pharaonic period, they were carved on durable media, including temple walls, stelae, obelisks, statues, and objects. Depending on genres and styles, they could serve various purposes. Royal inscriptions were initially primarily pictorial, but over time became entirely textual. Since they were created for kings, they provide a rich source of historical information about the nature of kingship and royal ideology. For modern scholars, these royal records are invaluable aids in reconstructing ancient Egyptian history and in understanding royal deeds, activities, and
discourse.

This study analyses the characterisation and evolution of the personal metaphors of a sample of 34 trainee foreign language teachers, through a questionnaire of open-ended questions that included asking the participants to make drawings representing the roles of the teacher. Four categories of metaphors were considered for the analysis: behaviourist/transmissive, cognitivist/constructivist, situated, and self-referential. The results indicate that most participants were able to conceptualise their image of the teacher in the form of metaphors. The pre-service teachers' metaphors represented are mainly cognitivist/constructivist and behaviourist/transmissive. When comparing them before and after the internship in the primary schools, most of them did not change their metaphors or their associated models about foreign language teaching; only two participants experienced a progressive change in their metaphors and three experienced a regressive change in their metaphors. The validity of metaphors as a tool for increasing the selfreflection and critical awareness of trainee teachers is confirmed.

In a study investigating the hypothesis that verbal paraphrase and explanation tasks account for part of the difficulty that young children have with tests of metaphor comprehension, 32 six-year-old children were read short stories that ended with metaphorical sentences. Half of.the children were asked to paraphrase the metaphorical sentences while the other half were asked to act them out with toys in a real world environment. The children in the enactment group produced more correct interpretations of the sentences thWil-did-the childrem in These results confirm the hypothesis that a paraphrase task underestimates young children's understanding of metaphor. (Tables comparing children's responses in the two groups are appended.) (Author/MM)

RÉSUMÉ
La métaphore mobilise les possibilités de la pensée afin de transmettre l’idée humaine de la manière la plus belle et la plus efficace. En tant que trop, cette figure de pensée non seulement ne transgresse pas la norme, mais au contraire crée une norme idéale. Présentant le modèle le plus parfait de la communication humaine, la métaphore est le résultat de l’évolution de la cognition. Par ses qualités expressives, sa beauté, son attrait et sa haute éloquence, la métaphore est rhétorique, et par sa capacité à exprimer avec précision des idées scientifiques et philosophiques profondes, elle est cognitive. Située au carrefour de la rhétorique et de la linguistique cognitive, la métaphore est un trop de nature anthropocentrique.

Aujourd’hui, le refus du paradigme linguistique fondamental d’accepter la différenciation classique entre langage propre et langage figuré apporte un éclairage sur de nombreux points. Selon nous, le langage métaphorique, traditionnellement considéré comme figuré, est en réalité la source même du langage véritable. Aucun autre langage ne peut exprimer la cognition humaine fondée sur la vérité avec autant de précision que la métaphore. Même les sciences exactes comme les mathématiques ou la cybernétique se trouvent sous la domination d’une cognition hautement métaphorique. La linguistique cognitive, dont on affirme que les bases ont été posées par l’ouvrage de G. Lakoff et M. Johnson Les métaphores dans la vie quotidienne, n’est pas née dans le vide. En réalité, la cognition, partie intégrante de l’intellect humain, a toujours existé grâce à la rhétorique et a servi à l’évolution de l’existence humaine.

L’étude de la métaphore au carrefour de la rhétorique et de la linguistique cognitive implique à la fois un retour aux traditions en linguistique et l’ouverture de nouvelles perspectives.

Mots-clés : trop supérieur, langage métaphorique, langage véritable, cognition, altération.

Maƙalar ta tattauna a kan alaƙa da bambancin da yake tsakanin ra’in kalma-sak da kuma jumla-sak. Babbar manufar wannan maƙala shi ne fitowa da irin alaƙa da kuma bambanbcin da yake tsakanin ra’ikan guda biyu, musamman a fahimtar mazhabar tsirau. Dabarun bincike da aka yi amfani da su ƙanana ne, wato an yi nazarin wallafaffun ayyukan masana da manazarta waɗanda suke bayani a kan mazhabar nahawun tsirau cikin kalma-sak da kuma jumla-sak waɗanda aka wallafa cikin Turanci da Hausa. Wajen tattauna bayanan an yi amfani da ra’in kalma-sak da kuma jumla-sak waɗanda suka fito daga mazhabar tsirau. Sannan maƙalar ta gano cewa akwai wuraren da ake samun alaƙa da bambanci a tsakanin ra’in kalma-sak da kuma ra’in jumla-sak.

Maƙalar ta tattauna a kan wasu daga cikin dalilan da suke haddasa gamayya tsakanin ra’in kalma-sak da kuma ra’in jumla-sak waɗanda suka fito daga cikin mazhabar tsairau. Babbar manufar wannan maƙala shi ne fitowa da irin dalilan da suke haddasa gamayya tsakanin ra’in kalma-sak da kuma ra’in jumla-sak. Musamman a fahimtar mazhabar tsirau ta fuskar kalma-sak da jumla-sak. Dabarun bincike da aka yi amfani da su ƙanana ne, wato an yi nazarin wallafaffun ayyukan masana da manazarta waɗanda suke bayani a kan mazhabar nahawun tsirau da fasahar kalma-sak da kuma fasahar jumla-sak waɗanda aka wallafa cikin Turanci da Hausa. Wajen tattauna bayanan an yi amfani da ra’in kalma-sak da kuma ra’in jumla-sak waɗanda suka fito daga mazhabar tsirau. Sannan maƙalar ta gano cewa akwai wuraren da ake samun gamayya a tsakanin ƙirar kalma da ginin jumla ta hanyar harɗantawa da kama-ɗafi da maƙwabtakar ma’ana da tsarin kamance da harsuna ƙullallu da sauransu. Daga ƙarshe ta kawo bayanin kammalawa da manazarta.

Wannan ma}ala za ta tattauna a kan manyan batutuwa da suka danganci nazarin ginin kalma duba cikin ra’in kalma sak a Hausa. Inda za a tattauna yadda ake samun }irar kalmomi ta hanyar har]antawa da ]afi, wa]anda wasu abubuwa ne mushimmai da suka danganci yadda ake samar da kalmomi a harshen Hausa, musamman abun da ya danganci ]afi wanda kusan kowane harshe na duniya yana da wannan tsarin, inda ake samar da wata kalmar daga kalma ‘yar uwarta, sai kuma har]antawa, wanda wuri ne da harshe yake amfani da shi wurin ha]a kalma da kalma ko sahen wata kalmar da wata kalmar daban, wanda yake haifar da abubuwa guda biyu; cikakken ninki da kuma ragaggen ninki.Wannan maƙala ta tabbatar da faruwar waɗannan abubuwa a ginin kalmomin Hausa wanda yake ƙara bayyana ta wannan hanya ta nazari. Za a tattaro bayanan da za a yi magana a kan su daga tattaunawa ta kara-zube da fitattaun wallafaffun littafai na fannin ilimin ƙirar kalma a Hausa. An za~i ayi amfani da ra’in ha]aka domin nazarin yadda ake samar da kalmomi a wannan ra’in.

espanolLa propuesta de distinguir la ipseidad de la mismidad es la solucion aportada por Ricoeur a la cuestion de la identidad personal. En este trabajo pretendemos analizar los supuestos ontologicos que subyacen a esta modalidad de identidad-ipse excluyente de la permanencia de una sustancia inmutable. Para ello nos ocuparemos de la particular reapropiacion llevada a cabo por el pensador frances de la dynamis y de la energeia de la Metafisica de Aristoteles porque, a nuestro juicio, revela una constante en su vasto legado intelectual: la prioridad de una ontologia del ser como acto-potencia frente a una ontologia del ser como sustancia. Nos serviremos, asimismo, del fenomeno de la promesa, paradigma de la ipseidad, para mostrar el modo de ser de un si mismo en tanto dynamis y energeia English«The problem of personal identity and the Aristotelian ontology of the act and the power according to Paul Ricoeur». The proposal to distinguish ipseity of sameness is the solution provided by ...

The purpose of this study was to determine if administrative aspirants from preparation programs, experienced school administrators, and groups of individuals with no connection to education would perform differently on a short vignette discontinued by the Educational Testing Service (ETS) but still used as a sample of the assessment in the School Leaders Licensure Assessment (SLLA). The SLLA is used by an increasing number of states as a determinant of initial eligibility for a state certificate in educational administration. Six subject groups participated: (1) educational leadership graduate students; (2) Leadership Academy participants (graduate students); (3) school superintendents; (4) Army National Guard members; (5) business students; and (6) graduate psychology students. In all there were 53 educators and 56 noneducators. Findings do not indicate that the SLLA stamps a person as administrative material, in that a number of successful school superintendents performed poorly. The test did discriminate well between those who understood the Interstate School Leaders' Licensure Consortium (ISLLC) standards and those who did not, and this is the stated purpose of the assessment. To do well on the SLLA, the respondent needed to know something about the ISLLC standards. Whether the SLLA serves the states that use it is a question requiring further study; findings do suggest that a state that adopts the SLLA as a screen for administrator's may be narrowing its pool of administrators. (Contains 1 table and 16 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document rn kr) oo

This paper is an attempt to critically analyze the figures  of speech employed in Mark Twain's (1835-1910) story entitled "Buying Gloves in Gibraltar ". The paper aims to find out the types of figurative devices employed in this story, their functions, and the ideologies intended to be conveyed via these devices. The study hypothesizes a frequent use of these devices in the target story, and the influence of power relations among characters upon the use of these devices. To achieve and verify aims of the study, two types of procedures have been followed: theoretical and practical. The theoretical part consists of presenting a brief theoretical framework of critical discourse analysis and figurative language. On the other hand, the practical part consists of surveying the 
figurative devices in the story to find out their frequency and analyze their uses in the light of an eclectic model based on (1) Leech’s (2013) classification of figurative devices into metaphor, irony, simile, personification, hyperbole, oxymoron, metonymy, and (2) Fairlough's (1989) model which consists of three stages: description, interpretation, and explanation. The analysis of results has shown the frequent use of figurative devices in the story under study, and the influence of power relations among characters upon the use of these devices.

It is widely acknowledged that there is a similarity between Wittgenstein's later conception of language and a "religious point of view." An equally well-received view is that there is an essential shift in Wittgenstein's thought from early to later. However, what both of these contentions ignore is that there is also a similarity between his early philosophy and the "religious point of view", the negligence of which has led to an exaggeration of the divergence between his early and later philosophy. This paper aims to show that Wittgenstein in fact conducted his early philosophical work from a "religious point of view" and continued to demonstrate such a view in his later writings. I will first identify some essential characteristics of the "religious point of view" in Wittgenstein's early philosophy by focusing on the mystical. I will then illustrate how these characteristics continue and are developed further in his later thought. The findings of this paper are critical in two ways: on the one hand, they clarify a host of misunderstandings through a comparative investigation into Wittgenstein's early and later thought; on the other, they provide a more comprehensive overview of Wittgenstein's "religious point of view," which will help to deepen our understanding of his philosophy.

Studies show that a physics teacher's identity impacts how they teach. For teachers interested in pursuing diversity, equity, and inclusion practices in physics instruction, their identity likely informs how they conceptualize equitable instruction. We highlight three teacher identity cases from a data set of 25 interviews of secondary and university physics teachers to examine how they conceptualized equitable instruction through four domains: their conceptions of self, others, knowledge, and pedagogy. Selected teachers had distinct conceptualizations around enacting equitable instruction that we described across three metaphors: a tour guide, a coach, and a gardener. This study urges researchers to be more attentive to the varying dynamics of physics teacher identity and its impact on teacher practice.

En su texto Die Frage nach dem Ding, Heidegger ofrece un
análisis del pensamiento de Kant que destaca el rol de la intuición
sensible. Esto constituye un cambio de énfasis respecto a su
interpretación en Kant und das Problem der Metaphysik, donde la
imaginación trascendental es el centro de atención. En este
artículo ofrezco un análisis de la razón de este cambio, sugiriendo
que está vinculado a una intensificación de la preocupación de
Heidegger por la finitud humana en relación con la noción de
“creación”, lo que a su vez responde al hecho de que a mediados
de 1930 Heidegger se da cuenta de que pensar el ser como el a
priori acarrea un peligro. Este consiste en que el ser así pensado
puede desprenderse de lo dado en la experiencia cotidiana y ser
determinado por la sola razón pura, convirtiéndose así en una
representación contra la experiencia, característica del pensar
científico moderno y cuya pretensión última es la creación de la

In his text Die Frage nach dem Ding, Heidegger offers an analysis
of Kant’s thought that highlights the role of sensible intuition.
This constitutes a shift in focus from his interpretation in Kant und
das Problem der Metaphysik, where transcendental imagination is
the center of attention. In this paper, I provide an analysis of the
reason for this change, suggesting that it is linked to an intensification
of Heidegger’s concern for human finitude in relation to
the notion of “creation”, which in turn responds to the fact that,
by the mid-1930s, Heidegger realizes that thinking of being as
the a priori carries a danger. This lies in the fact that being thus
thought can detach itself from what is given in everyday experience
and become determined by pure reason alone, thus turning
into a representation against experience, characteristic of modern
scientific thinking and whose ultimate aspiration is the creation
of existence.
existencia.

This paper analyzed the critical problem of how elementary teachers and principals in one Chicago Public School district viewed the role of disciplinarian and its accompanying functions. Data analysis was done based on information derived from a Likert-type opinionnaire and personal interviews from which a number of conclusions were drawn: 1. Teachers did not agree on the causes of discipline problems, nor did they disagree. 2. Principals did not agree on the causes of discipline problems, nor did they disagree. 3. Teachers and principals identified similar causes of discipline proplems. 4. Teachers accepted the role of disciplinarian, but did not accept responsibility for student discipline. 5. Principals agreed as to the teacher's role in student discipline. 6. Teachers and principals agreed on certain aspects of the teacher's role in student discipline. 7. Teachers agreed on the role of the principal in student discipli~e. 8. Principals accepted the role of disciplinarian. 9. Teachers and principals agreed on the role of the principal in matters of student discipline. 10. Teachers did not agree as to what policies, procedures, and programs are needed to alleviate the student discipline problem. 11. Principals did not agree as to what policies, procedures, and programs are needed to alleviate the student discipline problem. 12. Teachers and principals did not agree as to what policies, procedures, and programs are needed to alleviate the problem of student discipline. Recommendations An analysis of the results of the opinionnaire and interview questions would justify the following recommendations: 1. Teacher responsibilities for classroom discipline should be enumerated in the form of a job description and discussed with distric~ teachers. 2. Staff development programs geared towards the identification of all possible causes of student discipline problems should be implemented. 3. Competence in classroom discipline should be made an intricate component of teacher efficiency ratings. 4. School committees should be formed in each of the schools in the district to study community problems that could possibly affect school discipline. 5. Rules and regulations established within ,the schools to govern student behavior should be based on needs relative to potential problems. Implications for Further, Study 1. Similar research should be done in other Chicago school districts to determine if commonalities exist in conclusions. 2. Research might be conducted in smaller school systems in order to gain better insight into teacher and principal perceptions regarding the problem of student discipline. CHAPTER I

This paper examines how to encourage widespread adoption of comprehensive school-reform models--adoption outside the schools and districts that took part in the development process. It refers to such models as "design-based" schools. The paper defines what is meant by a school design and describes receptive school and district environments that are likely to encourage adoption of promising designs. It also reviews the incentives governing the behavior of local stakeholders and considers the possibility that key local actors might be unwilling to cooperate with comprehensive school reform, inclined, in fact, to undermine it. It calls for performance pressures to encourage the adoption of design-based schools and suggests the establishment of state-level incentives to encourage widespread implementation. These incentives are appropriate for all design-based models, whether those proposed by NAS-supported organizations or others. (Contains 33 references.) (DFR) Reproductions supplied by EDRS are the best that can be made from the original document.

I dedicate this dissertation to my husband, Dennis Truitt, the words will never be enough. Not only has he been my thought partner, my sounding board, shoulder to cry on, motivator, and supporter through this project, he has also been my best friend for most of my life. He has been a never-ending supply of patience for my use of the comma, for which I am eternally grateful. I simply could not have completed this degree without him. v ACKNOWLEDGEMENTS There is an African proverb, "it takes a village to raise a child,'" that is widely used to demonstrate the emphasis on family and community in bringing a child to adulthood. In that very same vein, without the ever-present encouragement, advise, and intellectual guidance from my "village," this study would have not been possible. There is a definite inadequacy in the use of words to express my appreciation towards these individuals. First, I would like to thank the members of my dissertation committee. I would like to thank the chair of my dissertation committee, Dr. Christopher Garretson, for his accessibility, patience, encouragement, and genuine interest in my learning experience. His advice, guidance, and willingness to remain consistently engaged in this work goes above and beyond. Dr. Garretson is a model for his dedication and commitment to not only his students and his profession but to the educational community in general. Dr. Parul Acharya, my methodologist, who encouraged, challenged, and supported me through this entire process. She not only served as my methodologist, but she served as a thought partner and adviser at the inception of my study. Dr. Margarite Yates, who challenged my thinking, always remained positive and provided extensive and detailed feedback that moved the work forward. Secondly, I would like to thank Dr. Tracy Darrin Wood for his permission to adapt his survey, "Teacher Perceptions of Gender-Based Differences Among Elementary School Teachers." I would also like to thank the administrator and teacher participants in both the pilot and main studies. These administrators and teachers took time out of their busy schedules to participate in this work. vi Last, I would like to thank my family, who have given me unconditional support through this journey. My aunt, Jane Winslow, who has paved the way and has given me the courage and encouragement to chase my dreams. I am ever grateful for the check-ins, texts, and cards that have kept me going through this entire process. Thank you for being my role model. To my siblings and daughter-in-law, Cynthia Kaump, Sean Kaump, and Kelly Truitt, who have provided continuous support and served as my cheerleaders. To my in-laws, Karen and George Truitt, who have provided me encouragement and support in my pursuit of education. To my children, Clayton Truitt and Elizabeth Truitt, you are my inspiration. You are the reason that I strive to be a better person, to work harder, and to make you proud. The world, and the world of education, is lucky to have you both. To my parents, Martha Ann Futrell Kaump and Fredrick Charles Kaump, who always made me believe that anything was possible. Who taught me that hard work and determination are always worth the effort. I only wish they had been here to see the results of those lessons. vii VITA

Results from a narrow set of empirical studies suggest that blind individuals' comprehension of metaphorical expressions does not differ from that of sighted participants. However, prominent accounts of metaphor comprehension yield different predictions about the blind's ability to comprehend visual metaphors. While conceptual metaphor theory leads to predicting that blind individuals should lag behind their sighted peers in making sense of this particular kind of utterances, from traditional accounts of analogical reasoning it follows that blind individuals' ability to comprehend the literal meaning of visual concepts might be sufficient to support their metaphorical application. In Experiment 1, 20 sighted and 20 congenitally blind participants were asked to select the most appropriate meaning for visual, grasping and filler metaphorical expressions. Results failed to reveal group differences for any type of metaphorical expressions. In order to implement a more string...

This paper investigates evaluative labels used in public discourse to frame events and main actors during the Belarusian political crisis in 2021. The data includes opinion articles from US-American, German, Lithuanian, and Russian (pro-Kremlin) media. Each sub-corpus consists of roughly 30,000 words. The time period of the data is from May 23, 2021 to February 23, 2022. The research aims to identify the main targets of evaluative labels and to determine values and value systems encoded in evaluation. Discourse analysis has been employed to examine labels referring to a selected number of referents. Our findings reveal that the main dividing line runs between the USA, Germany, Lithuania, and Russia. The targets in the US-American, German, and Lithuanian public discourses include Lukashenko, his form of governance and his government's actions. In contrast, labels in the Russian public discourse primarily address the Belarusian opposition, including Sviatlana Tsikhanouskaya. In the data, the prevalent type of evaluation is explicitly negative. The results contribute to the existing research on how language can shape different understanding of reality.

Complementary alternation constructions are meaning and form pairings that are used to link two different states of affairs such that the second adds to the first based on a subjective speaker's judgment, as in I can't afford a luxury car, let alone a private jet. Other constructions in the family include connectors such as much less, never mind, and to say nothing of (Iza Erviti, 2015). Each of these configurations exhibits a variety of distinctive meaning properties while operating within the spectrum of complementary alternation. This study contends that the various meanings attributed to these constructions result from the activation of different cognitive operations. To support this assertion, this article presents an in-depth study of the X Never Mind Y construction, revealing how the different cognitive operations underlying it affect the nature of the intratextual connections it creates and the meaning effects it conveys. Furthermore, this article elucidates why this construction is applicable in a wide array of contexts. These findings support a novel classification of complementary alternation constructions based on the cognitive operations involved in the constructions.

The social capital of the communities served by public service organizations is arguably a key determinant of their success. The performance of those organizations may also be shaped by the managerial strategies adopted by organizational leaders. In this study, we explore whether an innovative, outward-looking strategy can enhance the social capitalperformance relationship, or whether an inward-looking and more focused managerial strategy can better realize the potential benefits of social capital for organizational performance in the public sector. These issues are addressed using primary and secondary data from a large sample of Texas school districts. Our statistical analysis confirms that social capital is positively related to performance. However, the benefits of alternative managerial strategies for the social capital-performance relationship appear to be contingent upon the organizational goal being pursued. Theoretical and practical implications are discussed.

NO SHORTAGe Of lITeRATuRe exists on Generation Y, also called the Net Generation, Digital Natives, or Millennials. from leading newspapers to academic journals, the last ten years have witnessed repeated attempts to understand how today's young adults tick, in particular, those born between 1982 and 1991. As the labels applied to this cohort suggest, technology is a "staple" in virtually every aspect of their lives. Just as members of Generation X have no personal recollection of life before television, those in Generation Y cannot imagine life without the Internet and cell phones, not to mention a host of other electronic gadgets. Research suggests that for those born even more recently-in the latter part of the 1990s and clearly in the last decade-time committed to "screen media" (be it television, videos, or computer games) rivals that spent playing outdoors. The most significant loser in our transition to digital media has been print sources. The time children spend reading books has declined to just thirty-nine minutes per day. Beyond their affinity for, and facility with, technology, researchers make note of Generation Y's ability to "multi-task." If ten to fifteen years ago, the term might have connoted talking to someone on the phone and e-mailing simultaneously, for instance, today's teens may be found texting friends, checking social network sites, doing homework, and playing a video game-all at the same time. The younger the members of this generation, the more fluent they are with "nontext expression." 2

Η Νϋα Ελληνικό εύναι πλοϑςια ςε διαλεκτικϋσ ποικιλύεσ, οι οπούεσ χρηςιμοποιοϑνται ςτον καθημερινϐ λϐγο, ενώ υπϊρχουν και κϊποιεσ γλωςςικϋσ ποικιλύεσ που περιορύζονται ςε ςυγκεκριμϋνεσ ομϊδων πρεςβϑτερων/ γερϐντων και αντιμετωπύζουν το φϊςμα τησ εξαφϊνιςησ και εξϊλειψησ (Trudgill , Κοντοςϐπουλοσ 2001). Εντοϑτοισ, οι διαλεκτικϋσ ποικιλύεσ μελετόθηκαν ελϊχιςτα, αν και περιϋχουν αξιοςημεύωτη εμφϊνιςη φαινϐμενων για τη γλωςςολογικό ανϊλυςη. Αυτϐ το διαλεκτικϐ μωςαώκϐ οφεύλεται ςε μεγϊλο βαθμϐ ςε ςυγκεκριμϋνεσ ιςτορικϋσ, πολιτικϋσ και κοινωνικϋσ ςυνθόκεσ και περιςτϊςεισ που χαρϊχτηκαν ςτην Ιςτορύα του Νεϐτερου Ελληνικοϑ Κρϊτοσ, που απελευθερώθηκε απϐ την Οθωμανικό Αυτοκρατορύα ςτισ αρχϋσ του 19 ου αιώνα και κατϊ την αρχικό του ςϑςταςη περιλϊμβανε τισ γεωγραφικϋσ περιοχϋσ τησ Πελοποννόςου, τησ τερεϊσ Ελλϊδασ και κϊποιων νηςιών. Ϊωσ τϐτε, διϊφορεσ ομϊδεσ τησ ςϑγχρονησ Ελλϊδασ ϋκαναν εςωτερικό μετανϊςτευςη ςτο νεοςϑςτατο κρϊτοσ (π.χ. απϐ Κρότη, Μακεδονύα και Δωδεκϊνηςα), ενώ παρϊλληλα ϋνασ ςημαντικϐσ αριθμϐσ Ελλόνων διαλεκτϐφωνων προςφϑγων μετακινόθηκαν απϐ την Σουρκύα (Μικρϊ Αςύα και Πϐντοσ) ςτην Ελλϊδα, με το πϋρασ τησ Μικραςιατικόσ καταςτροφόσ το 1922 και την ανταλλαγό πληθυςμών. όμερα, η Κοινό Νϋα Ελληνικό εύναι κυρύωσ βαςιςμϋνη ςτην Πελοποννηςιακό διϊλεκτο, ενώ οι διϊλεκτοι απϐ τα υπϐλοιπα γεωγραφικϊ διαμερύςματα εντϐσ και εκτϐσ Ελλϊδοσ δημιουργοϑν ϋνα ιδιαύτερο, ξεχωριςτϐ και ποικιλϐχρωμο γλωςςικϐ μωςαώκϐ, οι οπούεσ χρόζουν ϊμεςα να περιγραφοϑν, να αναλυθοϑν και να διατηρηθοϑν, προτοϑ αυτϋσ εξαλεύψουν παντελώσ. Εντοϑτοισ, προσ τη ςυγκεκριμϋνη κατεϑθυνςη δεν ϋχουν γύνει ςοβαρϊ και ςυςτηματικϊ βόματα ϋρευνασ. την Ελλϊδα υπϊρχει απϐ το 1908 ϋνα εθνικϐ ερευνητικϐ κϋντρο ςτην Ακαδημύα Αθηνών, το οπούο ενδιαφϋρεται για γραπτϊ και προφορικϊ διαλεκτικϊ δεδομϋνα, αλλϊ τα διαλεκτικϊ δεδομϋνα δεν εύναι ψηφιοποιημϋνα, τα περιςςϐτερα εύναι αδημοςύευτα με αυξημϋνεσ δυςκολύεσ πρϐςβαςησ για τουσ εξωτερικοϑσ ερευνητϋσ. Μηψηφιοποιημϋνα διαλεκτικϊ δεδομϋνα εντοπύζονται παρϊλληλα ςε ςυγκεκριμϋνουσ ςυλλϐγουσ και οργανιςμοϑσ απϐ πρϐςφυγεσ απϐ κϊθε γωνιϊ τησ Ελλϊδοσ, ϐπωσ για παρϊδειγμα το Ιςτορικϐ Αρχεύο των Μικραςιατών Ελλόνων ςτη Θεςςαλονύκη, το κϋντρο Μικραςιατικών ςπουδών, η Ϊνωςη Ποντύων ςτην Παναγύα ουμελϊ Ημαθύασ, αλλϊ ϋχουν ςυλλεχθεύ κυρύωσ με ιςτορικϊ κριτόρια και ςτϐχουσ και φυςικϊ δεν ϋχουν ταξινομηθεύ και κατηγοριοποιηθεύ ςυςτηματικϊ. Η πρώτη ςυςτηματικό προςπϊθεια ψηφιοπούηςησ, καταλογογρϊφηςησ και κωδικοπούηςησ διαλεκτικών δεδομϋνων ϋγινε απϐ το Εργαςτόριο Νεοελληνικών Διαλϋκτων του Πανεπιςτημύου Πατρών με την υλοπούηςη τησ ηλεκτρονικόσ βϊςησ GREED, η οπούα περιϋχει γλωςςολογικϊ και μετα-γλωςςολογικϊ corpora. Αυτϊ τα δεδομϋνα ςυλλϋχθηκαν απϐ ϋρευνεσ πεδύου, ϐπου καταγρϊφηκαν δεδομϋνα φυςικόσ και αυθϐρμητησ ομιλύασ με ςτϐχο το ςχηματιςμϐ μιασ αντιπροςωπευτικόσ εικϐνασ τησ γλωςςολογικόσ κατϊςταςησ ςυγκεκριμϋνων γεωγραφικών και κοινωνικών περιοχών τησ Ελλϊδοσ. Παρϊλληλα, γύνεται προςπϊθεια ςυλλογόσ και διαλεκτικών χειρογρϊφων και διαφϐρων κειμϋνων, βιβλύων, ϋντυπων ςυλλογών, ώςτε να δημιουργόςουμε ϋνα ΑΓΓΕΛΙΚΗ ΡΑΛΛΗ, ΔΗΜΗΣΡΙΟ ΠΑΠΑΖΑΦΑΡΙΟΤ & ΑΘΑΝΑΙΟ ΚΑΡΑΙΜΟ e-Proceedings of 4 th Modern Greek Dialects and Linguistic Theory 8

Recently there has been significant emphasis on changing teacher preparation programs to ensure that new teachers are prepared to use technology in the classroom. There are several illustrations of this increased attention across the nation, including: the U.S. Department of Education's "Preparing Tomorrow's Teachers" program; the "Teacher Preparation StaR Chart: A Self Assessment Tool for Colleges of Education," released by the CEO Forum on Education and Technology; and announcement by the national Council for Accreditation of Teacher Education of new performance-based standards to be used in evaluating teacher preparation programs for accreditation. Previously, technology training in most southern states has been targeted as professional development efforts for current (inservice) teachers. The focus is now on the technology competency of new teachers in state-approved teacher education programs. Georgia, Kentucky, Texas and Virginia have taken new directions to address technology skills of new teachers. The "A Plus Education Reform Act of 2000," enacted by the Georgia legislature effective July 2000, requires students in postsecondary teacher preparation programs to be "proficient in computer and other instructional technology applications and skills." In Kentucky, accredited teacher education institutions are required to prepare teachers to meet new standards, including those for technology, set by the Kentucky Professional Standards Board. The State Board for Educator Certification in Texas has developed standards for all new teachers regardless of teaching field or subject certification. In Virginia, the State Board of Education has adopted a requirement that all teachers will have to demonstrate proficiency in technology for license renewal starting in 2003. Other states across the region have taken different approaches toward implementing technology Reproductions supplied by EDRS are the best that can be made from the original document.

he aim of the paper is fourfold: (a) show why humor scholars should study irony, (b) explore the need for considering interindividual differences in healthy adults' irony performance, (c) stress the necessity for developing tools assessing habitual differences in irony performance, and (d) indicate future directions for joint irony and humor research and outline possible applications. Verbal irony is often employed with a benevolent humorous intent by speakers, but can also serve as a means of disparagement humor. In both cases, encoding and decoding activities entailing irony need to be considered in the context of the psychology of humor. We argue that verbal irony performance can be considered a phenomenon native to the realm of humor and individual differences. We point out that research has widely neglected the meaningfulness of variance in irony performance within experimental groups when looking at determinants of irony detection and production. Based on theoretical considerations and previous empirical findings we show that this variance can be easily related to individual-differences variables such as the sense of humor, dispositions toward laughter and ridicule (e.g., gelotophobia), and general mental ability. Furthermore, we hypothesize that there is an enduring trait determining irony performance we will label the sense of irony. The sense of irony possibly goes along with inclinations toward specific affective and cognitive processing patterns when dealing with verbal irony. As an application, novel irony performance tests can help to study psychological and neurophysiological correlates of irony performance more feasibly, that is, in nonclinical groups.

For the seventh year, the Manhattan-based New Tang Dynasty (NTD) TV Channel and Epoch Times, two media outlets created by the Falun Gong cult to promote “regime change” in Beijing, have organized their “NTD International Figure Painting Competition.”

Loss and gain in translating culture have long been debated and continue to be debated. Transforming one culture to another is challenging and creates an obstacle to a successful translation. Considering the differences and distinctions present in each culture, it is notoriously difficult to overcome the cultural barriers in translation. However, many translation theorists propose innumerable translation strategies for rendering this issue. The general tendency of these theorists is either to domesticate or foreignize with reference to Venuti’s work (1995), which uses these two opposing concepts. Visibility and invisibility are other synonyms of domestication and foreignization. When the translator uses domesticating strategies, he/she is invisible. When the translator uses foreignizing strategies, he/she is visible. The research methodology is the qualitative approach where samples of culture specific items are analyzed.  Further, the research attempts to enlighten the reader on th...

The paper discusses issues related to interlingual homonymy at the phraseological level in Bulgarian, Polish and Ukrainian. An attempt is made to systematize the manifestations of this phenomenon by distinguishing two types of cases, which are respectively considered as the core and periphery of the phenomenon. The first type of interlingual homonymy occurs between phraseological units from different languages, while the second type occurs between a phraseologism and a unit from the lexical or syntactic language level (a free  word combination or a terminological combination). Interlingual homonymy in phraseology is a complex linguistic phenomenon deeply rooted in cultural context. Research on this phenomenon allows for a better understanding of semantic and cultural subtleties intertwined with the languages and helps prevent errors and misunderstandings in translation and intercultural communication.

This report is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programme seeks to support collaborative knowledge building and use across policy, research, and practice in education. The various BESs draw together bodies of research evidence to explain what works and why to improve valued education outcomes and make a bigger difference for the education of all our young people. Each BES is part of an iterative process that anticipates future research and development informing educational practice. This BES follows on from BESs focused on quality teaching for diverse learners in early childhood education and schools. The Teacher Professional Learning and Development BES provides insights into how to most effectively use the Social Sciences / Tikanga à Iwi BES as a resource for teacher professional learning.