Navigating the Doctoral Programme

This study presents a conceptual metaphor analysis of the Arab Israeli conflict in the discourse of the journalist Thomas Freidman during the time period of 2001 till 2010. The study utilizes Conceptual Metaphor Analysis and Frame analysis in analyzing the data. The research focuses on the rendering of the metaphors used to depict the conflict in the writer’s discourse. The principal tools used in the study are Lakoff and Johnson’s cognitive Conceptual Metaphor theory (1980) and the Critical metaphor Analysis theory developed by Charteris-Black (2004). Additionally, Frame Analysis theory (Entman 1993) is also applied to provide a more comprehensive picture of the data. The analysis concluded that the representation of the conflict and the entities involved in it in Freidman’s discourse, utilized the Clash of Civilizations paradigm as developed by Samuel Huntington (1997) as a main frame to present the conflict as part of the War on Terror that was taking place at the time. Findings also showed the writer’s perspective to be leaning towards the positive rendering of the Western side of the conflict including Israel to the disadvantage of the Arab side. It is recommended that further research should focus on the representation of the conflict in the discourse of major Arab and Israeli writers so a more comprehensible picture of the images rendered by media on either side can be arrived at.

No Dane of flesh and bone has been written so devoutly about as Hamlet, which is why he has lived the fate of only a few literary heroes who exist independently of texts and theatre. The tragic hero has become a metaphor in himself, which is why I will attempt to read and interpret Hamlet through the prism of conceptual metaphor theory. My prime interest will be invested in metaphorical representations of life and death perceived as target domains in the process of mapping. It is preoccupation with these abstract notions that gives somber color to the play, defines its mood of nihilism and disillusionment. Hamlet is the play with a high number of references to life, death, the afterlife, and human purpose so that metaphorical linguistic expressions that deal with these themes become corpus for the analysis in this paper. Conceptual metaphor analysis will reveal profound meanings of the selected lines, which are to be found beneath the level of language and syntax, in the sphere where conceptualization of the abstract occurs. Conceptual metaphor analysis may also help us get closer to Shakespeare the man since his unlimited consciousness is, at least to some extent, translated into Hamlet.

This research uses data from the Baccalaureate and Beyond longitudinal study of 1993 bachelor's degree recipients to examine the post-baccalaureate enrollment of bachelor's degree recipients using a conceptual model that is based on an expanded econometric theoretical framework. Descriptive and multinomial logit analyses are used to address the research questions.

To advance evidence-based person-centered care, health professionals must see themselves as health scientists who possess the skills to administer healthcare and advance scholarship supporting healthcare practices. However, formal and objective assessment of critical thinking development along the doctoral journey is limited. This project sought to evaluate critical thinking development along a health science (HS) doctoral program using the Health Science Reasoning Test (HSRT). A cross-sectional study design was employed during Phase 1, for a snapshot of current students' critical thinking skills. All PhD in HS students at all points in their doctoral program in the University were invited to anonymously complete the HSRT survey. Total HSRT scores from 27 students were reviewed in relation to achieved program competencies to identify potential trends in the data. Administering the HSRT during that period enabled the researchers to link the HSRT scores to a specific point in the program and thus to assess the level of critical thinking at key points in the program. Phase 1 of this project supports the idea that academic programs can identify critical thinking skills of health sciences doctoral students and assess the doctoral journey success in meeting its mission to promote development of critical thinking using the HSRT. Based upon the study's findings, a blueprint is proposed for health science doctoral education to measure critical thinking development.

Individuals who want to earn a doctoral degree aim to change or develop their careers. Some potential doctoral students have a clear goal to pursue a doctoral degree, some are uncertain if they can manage the rigor associated with a doctorate program, and others might have already been involved in their program. This article aims to provide insights and strategies for current and future doctoral students in physical education teacher education (PETE) during their doctoral journey. The article provides top ten tips to help current and prospective PETE doctoral students to be successful.

This study investigates the metaphorical expressions in the song Golden Hour by JVKE using Conceptual Metaphor Theory (CMT) by Lakoff and Johnson (1980). The research aims to identify and analyze metaphors that represent emotional experiences, particularly romantic feelings, through the use of concrete and sensory imagery. Using a qualitative descriptive method, the lyrics of Golden Hour were analyzed to uncover how metaphorical language shapes the expression of love and emotional transitions. The findings reveal several dominant metaphor categories such as LOVE IS LIGHT, LOVE IS A JOURNEY, and EMOTION IS ELEVATION. These metaphors transform abstract emotions into vivid, relatable experiences by linking them to concepts like time, nature, and movement. The study concludes that metaphor in song lyrics functions as a cognitive and poetic device that enhances meaning and emotional resonance. The implications of this research highlight the relevance of metaphor analysis in understanding language, thought, and culture, especially in modern musical texts.

This article introduces the outcomes of the conceptual analysis of motivational speeches delivered by prominent public figures, obtained by means of the UAM Corpus Tool – a cutting-edge software renowned for conducting both automated and manual text annotations. Furthermore, the study is enhanced by a conceptual metaphor analysis, revealing that ontological and structural components are the predominant and efficacious elements in constructing a frame-slot model. In accordance with Minsky’s theoretical framework, the frame-slot model consists of the main concept, and frames as complex structures, resembling multi-layered networks. It is figured out that these intricate structures are formed by slots and subplots [17]. Accordingly, the concept of MOTIVATION comprises a combination of frames reflecting embodied speakers’ experiences such as A LIVING BEING, DIFFICULTIES, PURPOSE, MATERIAL OBJECT, STATE, COGNITION, MOVEMENT, INSPIRATION, LIFE, WORLD, EDUCATION, and LANGUAGE. These components collectively serve as a comprehensive reflection of the perceptual paradigms employed by the selected public speakers, whose speeches serve as the primary corpus for this research. Consequently, the corpus comprises 20 speeches delivered by eminent male and female public figures, featuring Michelle Obama, Oprah Winfrey, Madonna, Kamala Harris, Melinda Gates, Angelina Jolie Voight, Arianna Huffington, Condoleezza Rice, Sheryl Sandberg, Hillary Clinton, Warren Buffett, Steve Jobs, Jeff Bezos, Elon Musk, Bill Gates, Barack Obama, David Beckham, Mark Zuckerberg, Jay Shetty, and Steven Spielberg. This research underscores the significance of conceptual metaphors in understanding how motivational speeches shape our perception of the world and influence our actions. By dissecting the linguistic elements that construct these metaphors, the insights into the strategies employed by public figures to inspire and motivate their audiences are received and elaborated.

The article is devoted to the identification and analysis of conceptual metaphors that are involved in the implementation of the concept of "Longing" in the works of A. P. Platonov. The subject of the study is the metaphorical models of the concept under study. At the present stage of linguistic science, metaphors are presented as complex phenomena that are not only a fact of language, but reflect the mechanisms of human consciousness and ideas about the world. Conceptual metaphors are considered as a special tool of human cognition, having a culturally archetypal nature. The mechanisms of perception lie in the subconscious of a person, at the level of which there are units of the mental level – concepts represented to a greater extent by conceptual (cognitive) metaphors. Metaphorical models are one of the components of a concept and can be identified with the "signs of the concept that form its structure". The work is carried out in line with the cognitive campaign in linguistics, based on the research of conceptual metaphor. The following methods were used: continuous sampling, descriptive, contextual, modeling. The scientific novelty of the research consists in identifying metaphorical models of the concept of "Longing" in the discourse of A. P. Platonov. As a result of the study, 6 cognitive models of metaphors were identified: "Localization", "Living being", "Substance", "Object", "Organ", "Receptacle". These models represent the idea of the concept of "Longing" as an entity that has a location inside a person, more often it is the heart of a person. This entity is represented as a living being or object. At the same time, if longing is a living being, then a person cannot control it, but can only hide from it, and if longing appears as an object, then a person can manipulate it. Also, longing is thought of as a kind of container that can absorb a person.

for sociocultural models of instruction, postsecondary developmental literacy courses across the U.S. are being redesigned to better meet student needs. This chapter examines the relationship between the metaphorical conceptualizations of academic literacy and the classroom practices of instructors teaching in this new context. Using conceptual metaphor analysis, the chapter addresses the following questions: (1) What are the instructors’ metaphorical conceptualizations of academic literacy? (2) How do these metaphorical conceptualizations relate to the curricular and pedagogical techniques employed by these instructors in an accelerated developmental literacy course? And (3) to what extent are the metaphorical conceptualizations and classroom practices consistent with sociocultural models of literacy and learning?

This study discusses the conceptual metaphor employed in the second and final presidential debate between Donald Trump and Joe Biden. The debate revolved around each candidate's arguments regarding the advantages and disadvantages of their presidential candidacy. The research focuses on analyzing the meaning and various types of Conceptual Metaphors, namely Ontological Metaphor, Structural Metaphor, and Orientational Metaphor. A qualitative descriptive method was utilized to analyze the data, which was collected from the YouTube Channel featuring the debates. The researcher observed and studied the videos of both Donald Trump and Joe Biden's second and final presidential debates. The data was analyzed using Lakoff and Johnson's theory (2003). The study concludes that three types of conceptual metaphors were present in the debates. A total of 16 instances of conceptual metaphors were identified, including seven ontological metaphors, two structural metaphors, and seven orientational metaphors. While the ontological metaphor was the most prevalent, its meaning was not straightforward to interpret.

Promoting dual doctoral degree programs is a critical strategy adopted to not only internationalize Taiwan's higher education system but also improve the low enrollment rates in doctoral programs in the country. However, limited research attention has been paid to the experiences of Taiwanese students enrolled in dual degree programs. Therefore, the present study adopted a qualitative approach to explore the experiences of Taiwanese students enrolled in a Taiwanese-Belgian joint dual doctoral program. A total of seven Taiwanese students and Belgian scholars participated in this study. The findings indicated that all student informants intended to study abroad before deciding to participate in the joint dual doctoral program; however, due to time and money restrictions, they participated in the joint dual doctoral programs established by their home universities in Taiwan. This study highlighted that students were motivated to participate in international, cooperative doctoral programs because obtaining dual learning experiences at both domestic and overseas universities differentiated them from purely domestic doctoral students. In this manner, the experience of studying abroad enhances their unique value in the academic market. While studying abroad, intercultural communication, in addition to differences in doctoral training schemes and supervision styles, were vital challenges that affected student informants' learning experiences and adaptation to life. During this process, the students constructed their adaptation and negotiation strategies to address those challenges. These strategies made them (re)define and (re)confirm their academic positions and identities. However, the limited period for studying abroad reduced students' motivation to participate and engage in local activities and establish social networks with local residents and friends in the host society. Moreover, the public and academic colleagues' limited understanding of the joint dual doctoral program may not only negatively affect students' academic mobility in terms of obtaining positions in the academic market but also influence prospective students' willingness to participate in such programs. Moreover, this study provides constructive suggestions for the development of joint dual doctoral programs on the basis of students' own practical experiences. Finally, the study's limitations and suggestions for future research are discussed.

Metaphor is not only a rhetorical device but also can be seen as a cognitive tool and a kind of thinking method. Literature, especially novels, often uses plenty of conceptual metaphors to explain abstract concepts and phenomena. This paper takes the first volume of the Harry Potter series, “Harry Potter and the Philosopher’s Stone,” as its corpus, conducting a qualitative and quantitative analysis of the conceptual metaphors within it, which is based on the theory of Critical Metaphor Analysis. The aim is to explore the connotative meaning embedded in the conceptual metaphors and systematically summarize the functions of the conceptual metaphors of novels.

Metaphor has been studied from various literary, linguistic, aesthetic, and psychological perspectives, and numerous studies have been conducted over the centuries. In this regard, the conceptual metaphor theory is one of the theories that introduced a new perspective on metaphor by Fauconnier and Turner (1998–2002) within the framework of mental spaces, including two input spaces, a generic space, and a blended space. The aim of this study is to examine conceptual metaphors in Layla and Majnun’s Masnavi in "body parts" and "human characters" based on the conceptual blending theory by Fauconnier and Turner (1998–2002). In the present study, the mental spaces of each metaphor have been analyzed to determine which conceptual domains have been used in the construction of mental spaces for each metaphor. Subsequently, the meaningfulness or lack thereof of these conceptual domains was examined and analyzed using the SPSS software. The results indicate that the domains used in the metaphors of Layla and Majnun’s Masnavi can be categorized into two groups: "body parts" and "human characters." During the construction of metaphors, these conceptual domains are placed in an input space and, along with another input space that represents the poet’s target, are projected into a blended space, forming the metaphor. As the results of this study suggest, all metaphors in Layla and Majnun’s Masnavi can be analyzed based on the conceptual domains that play a role in the construction of mental spaces within the framework of the conceptual blending theory.

The goal of this paper is to integrate the Conceptual Mapping Model with an ontology-based knowledge representation (i.e. Suggested Upper Merged Ontology (SUMO)) in order to demonstrate that conceptual metaphor analysis can be restricted and eventually, automated. In particular, we will propose a corpora-based operational definition for Mapping Principles, which are explanations of why a conventional conceptual metaphor has a particular source-target domain pairing. This paper will examine 2000 random examples of 'economy' (jingji) in Mandarin Chinese and postulate Mapping Principles based frequency and delimited with SUMO.

Although on opposing political spectrums, Barisan Nasional (BN) and Pakatan Harapan (PH) legitimised their presence through several vocational roles. These roles were not overtly mentioned, but their use can be unveiled by a conceptual metaphor analysis. This chapter analyses eleven supply bills or better known to Malaysians as budget speeches presented by two Ministers of Finance, Najib Razak (2010–2018) from BN and Lim Guan Eng (2019–2020) from PH. The analysis was informed by conceptual metaphor theory (Lakoff and Johnson, 1980) and membership categorisation analysis (Sacks, 1995). Whilst BN constructed 39 vocational roles for itself, PH had 16 roles. The two coalitions share a preference for certain roles, such as GOVERNMENT IS GENERAL/SOLDIER and GOVERNMENT IS DOCTOR, but BN also favours GOVERNMENT IS CAPTAIN. Both BN and PH legitimise their governance by representing themselves as hero-like-authoritative figures who can handle multiple vocational roles. These roles are played out in narratives highlighting the government’s authority, value systems and ideologies.