Master of Arts (MA), Ohio University, 2005, Linguistics (Arts and Sciences)

The present study is developed in the framework of stylistics, sociolinguistics, pragmatics, and translation theory. Metaphors are researched from three perspectives: (1) conceptual semantics, (2) linguistic expression, and (3) translational equivalence. The research questions of this study explore the extent to which conceptual metaphors and linguistic metaphors used in American-English headlines are different from or similar to their Ukrainian counterparts, as well as how equivalence in translation affects conceptual metaphors and linguistic metaphors, to what extent translators agree on equivalence, and what aspects of metaphors influence language users' decision on their appropriateness and equivalence across languages. Lakoff and Johnson's theory of conceptual mapping (1980) allows the observation of systematic semantic patterns, rather than random expressions. The idea of researching conceptual metaphors in two languages simultaneously was developed by Charteris-Black and Ennis (2001). The present study, however, has disclosed significant limitations of comparing concepts only. Therefore, the present research proposes using lexico-grammatical and structural classifications to examine similarities and differences in linguistic expression of conceptual mappings. Moreover, comparing concepts and linguistic expressions is supported by studying preferred equivalences observed in the work of ten professional and freelance translators and ten translators-raters who were employed in a translational experiment. Thus, metaphoric equivalence is researched in terms of conceptual, linguistic and translational aspects of American-English and Ukrainian data.

Committee: Scott Jarvis (Advisor) Subjects: Language, Linguistics

Ph.D., Antioch University, 2023, Leadership and Change

This study focuses on better understanding students and their internal worlds through conceptual metaphor theory and sensory language. Using a phenomenological and arts-based approach, I examined students' metaphorical constructions of their college experiences and the sensory language and information informing those constructions. By engaging participants in a multimodal process to re-see their experience through connoisseurship and criticism, I explored the following research questions: How do students metaphorically structure their college experience? What sensory language do college students use to describe the metaphorical dimensions of their college experience? How does sensory information shape the metaphorical structuring of their college experience? Through conversations centered on participant-generated images and chosen sensory language, I identified five complex metaphors that represented participants' constructions of their college experience: college is an unwieldy package; college is up, forward, and out; college is current and future nostalgia; college is a prism; and college is a movie and peers are the soundtrack. By considering these themes, it may be possible for educators to better partner with diverse learners to design personally meaningful experiences that support student development and success. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Donna Ladkin PhD (Committee Chair); Jon Wergin PhD (Committee Member); Steven Taylor PhD (Committee Member) Subjects: Adult Education; Developmental Psychology; Education; Education Philosophy; Higher Education; Higher Education Administration

Master of Science (MS), Ohio University, 2019, Journalism (Communication)

The number of people fleeing to Europe increased dramatically in 2015. Each day, countless reports on the refugee issue were published prominently on every channel. The media played a crucial role not only in providing information to the insecure public and to policy makers, but also in framing the arrivals. Previous studies have examined the way refugees are depicted in the media discourse of host countries, indicating that media systematically discriminate these minority groups and deem them as a threat to the majority group. Decisive for this study, was the assumption that metaphors – as it often is the case in reporting – must have been part of the media discourse on refugees in 2015. Figurative language types such as metaphor are powerful devices in framing societal issues and shaping public discourse. Based upon Lakoff and Johnson's Conceptual Metaphor Theory (CMT) as well as against the background of framing theory, the metaphors used in the refugee issue could potentially have the power to establish prejudiced opinions of the readership towards refugees, depending on their meanings and implications. To analyze how refugees were being represented through metaphors in the German newspaper discourse during the peak of the events in 2015, a qualitative content analysis of five German national daily mainstream newspapers is carried out. The survey finds that besides the omnipresent water metaphor, seven other conceptual metaphor themes are repeatedly used. Interpreted based on CMT, these metaphor themes are discriminating, portraying refugees as a common threat, creating a strong differentiation between an ingroup and an outgroup, or are even stripping the refugees off their humanity.

Committee: Bernhard Debatin Professor (Committee Chair) Subjects: Communication; Journalism; Language

Master of Arts, The Ohio State University, 2010, Art Education

Teachers in any subject must sift through an enormous amount of material, deciding what content is the most important for their limited amount of instructional time. As an art education student I was able to observe the practices of numerous art teachers and the choices they made concerning the content of their curriculum. I found that art teachers often placed differing values on the teaching of artistic skills, techniques and knowledge of media (object-making), and the teaching of meaningful exploration of ideas through artmaking and interpretation (meaning-making). A systematic review of the literature from the last ten years of Art Education, Visual Arts Research, and Studies in Art Education revealed this divide as prevalent in art education theory, with much greater value placed on meaning-making. I believe dichotomous thinking such as this reflects a wider philosophical divide in Western thought: that of body versus mind. However, an understanding of the mind as inherently embodied offers art educators a relatively unexplored theoretical paradigm for better understanding the relationship between object-making and meaning-making. Furthermore, an understanding of how the embodied mind develops an underlying tacit knowledge as it interacts with the world could have immense implications for the manner in which we teach art. Therefore, the purpose of this thesis is to establish a theoretical framework for the future research of K-12 art curricula. From this newly conceptualized paradigm, art education theorists can begin developing a stronger understanding of the intrinsically intertwined nature of the physical and the conceptual in art, and how this synthesis can be incorporated in art education pedagogy.

Committee: Candace J. Stout PhD (Advisor); Clayton B. Funk PhD (Committee Member) Subjects: Art Education

Doctor of Philosophy, The Ohio State University, 2010, Art Education

This study is an investigation into the implications inhering in the Lacanian psychoanalytic approach to metaphor and Conceptual Metaphor Theory (CMT) for understanding the production and reception of meaning in writing about artistic production. Cognitive and psychoanalytic approaches to metaphor differ in the grounding frameworks, philosophic positions and methodological assumptions that shape how metaphor is understood; this study is interested in developing ways to read difference between and within what seem to be incompatible theories in order to complicate understandings, conceptions and reception of writing about artistic production as it promotes meaning through metaphoric structures and processes.This is a qualitative, philosophic study utilizing analyses of metaphoric structures within a piece of art critical writing by Daniel Birnbaum about artist Mark Dion and his 1999 work Tate Thames Dig. Dion's work interrogates the character of meaning and history, and Birnbaum's writing about Dion's work affords readers particular routes of access to meaning about the work. This study analyzes Birnbaum's writing utilizing both Conceptual Metaphor Theory and Lacanian psychoanalytic theory with attention to ways that meaning is produced, pointed to and supported through the use of metaphor. The study then seeks to develop an understanding of ways attention to differing approaches to metaphor can complicate the reading and provide insight into writing about artistic practice. Utilizing a Bakhtinian dialogic framework a dialogic encounter is enacted to explore the possibilities for a complicated approach to metaphor as uncovered through the readings of Birnbaum's writing. Finally, the study, taking both Lacanian theory and Conceptual Metaphor Theory into account, discusses a complicated approach to metaphor with attention to insight, communication, thinking and knowing, and the body as a source of meaning. Within this discussion a consideration of the necessity of int (open full item for complete abstract)

Committee: Sydney Walker PhD (Committee Chair); Arthur Efland PhD (Committee Member); Jennifer Eisenhauer PhD (Committee Member); Kevin Tavin PhD (Committee Member) Subjects: Art Education; Linguistics

Master of Humanities (MHum), Wright State University, 2013, Humanities

This analysis responds to an ongoing debate between feminist and traditional readings of sexually violent (SV) metaphors in the prophetic texts of Hosea, Jeremiah, and Ezekiel, and the New Testament book of Revelation. Whereas feminist scholars have often argued that such metaphors are built upon the exploitation of women's sexuality, traditionalist scholars have insisted that the metaphors are merely literary devices that should only be read within their historical and literary contexts. Taking a moderate position, this analysis uses the cognitive metaphor theory to explain that the SV metaphors depend on cognitive associations of dangerous feminine sexuality to relate to historically-specific concerns of the original authors and audiences. This analysis then examines said historically-specific concerns to reveal the literary function of the metaphors in their original contexts. Finally, this analysis closes by considering current sociopsychological concerns that cause contemporary society to continue relying on the same cognitive associations of dangerous feminine sexuality as seen the SV metaphors.

Committee: David Barr Ph.D (Committee Chair); Mark Verman Ph.D (Committee Member); Andrea Harris M.A. (Committee Member); Ava Chamberlain Ph.D (Advisor) Subjects: Biblical Studies; Religion; Womens Studies

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Educational Studies

The relationship between language and thought has fascinated us for centuries. The relationship between the two is far beyond what the two words represent on the literal level, and the discussions around it have been covered in various fields from philosophy and psychology to linguistics. Even complicating the situation, the relationship between language thought becomes more obscure when learning and using a second language is occurring. To understand how our cognition works when learning a second language, various theories have been proposed in the field of second language acquisition represented by crosslinguistic influence and one of its core tenets—conceptual transfer theory. Both theories argue that people's knowledge of their first language (L1) influences the way they learn and use a second language (L2), and this influence is happening on various levels including the linguistic level and the conceptual level. To test the hypotheses posted by the two theories, existing literature utilizes various research materials, methods, and participants to understand this topic from different perspectives. While supportive evidence has been found regarding L1's transfer effect in general, discussions on the nature of the transfer still remain unclear. Specifically, our understanding of the specific role that linguistic transfer and conceptual transfer play separately and integratedly in the language learning process remains insufficient. Building on existing literature, this study incorporated existing research models, utilized new research material, developed a unique research instrument, and employed a sequential mixed methods design to explore new methodological possibilities and contribute new empirical evidence for conceptual transfer research. Specifically, this study investigated the role L1(i.e., linguistic, conceptual) and L2 (i.e., English proficiency) factors play in English learners' processing of English figurative language by examining Chinese ESL l (open full item for complete abstract)

Committee: Hye Pae Ph.D. (Committee Chair); Mark Sulzer Ph.D. (Committee Member); Haiyang Ai Ph.D. (Committee Member) Subjects: Linguistics

Psy. D., Antioch University, 2023, Antioch New England: Clinical Psychology

Psychotherapists experience encounters in psychotherapy that present the opportunity for metaphor and imagery to be utilized as methods of intervention that enhance attunement in the therapeutic dyad. Working within imagery, tropes, and metaphor may facilitate experiential processing and integration of information. Metaphor has been used across cultures for many years to describe abstract concepts and to apply deeper meaning to the confines of logical thought. This paper discusses the literature on metaphor as an object of shared language, enhancing the space which minds share in the therapeutic dyad, and posits that metaphor has the ability to enhance intrapsychic levels of processing toward creating neurobiological and cognitive change. I will conduct a comparative analysis of the literature proposed here, resulting in a synthesis of various theories (including cognitive, interpersonal neurobiology, and psychoanalytic) on the use of metaphor and its connection to the intersubjective space. There is a focus on psychoanalytic, psychodynamic, and neurocognitive theories as they apply to metaphor, imagery, and intersubjectivity.

Committee: Theodore Ellenhorn PhD, ABPP (Committee Chair); Barbara Belcher-Timme PsyD (Committee Member); Lisa Akel PsyD (Committee Member) Subjects: Clinical Psychology; Cognitive Psychology; Counseling Psychology; Language; Psychobiology; Psychology; Psychotherapy

BM, Kent State University, 2023, College of the Arts / School of Music, Hugh A. Glauser

In 1830, music critic, Ludwig Rellstab, described the opening movement of Beethoven's Op. 27, No. 2 as “a boat, visiting, by moonlight, the wild places of the Viervaldsee in Switzerland” (Waltz, 2007). Using figurative language to describe the perceptual experience of music is a phenomenon musicologists, critics, and pedagogues practice fluently. Yet, how can any music listener accurately interpret that a piece of music sounds like moonlight? And how can any linguistic description evoke sound without hearing it? Since the Baroque Era and the development of the Doctrine of Affectations, researchers have argued the affects music can induce on the audience, primarily based on a lens model approach. However, what is less clear is how we use figurative language to describe music outside of pure emotion. This three-part study explores the relationship between figurative language and musical expression in relation to the wider discussion of encoding and decoding acoustical cues. In the first study, a corpus of 2,780 metaphors collected from 19th century music periodicals revealed that 19th century music critics used mostly personifying metaphors, followed by synesthetic metaphors and extended imagery, among numerous subcategories. The second study observed how words are acoustically defined by giving five words (cold, dark, lively, mournful, and tender) from the previous corpus study to instrumentalists to perform with five given excerpts. Results revealed significant acoustical effects of duration, articulation, and timbre (sans piano), but no significant effect of dynamics. Finally, the third study looked at whether participants could accurately perceive the intended musical expression. Results indicated that participants (mostly nonmusicians) were significantly able to interpret the intended expression, although individual features like instrument and excerpt affected ratings. These results carry cross-disciplinary and practical implications in music, psychology, and l (open full item for complete abstract)

Committee: Joshua Albrecht (Advisor); Wendy Matthews (Committee Member); Phillip Hamrick (Committee Member); Ed Dauterich (Committee Member) Subjects: Language; Music; Psychology

Master of Arts (MA), Bowling Green State University, 1958, English

Committee: Robert L. Chamberlain (Advisor) Subjects: Literature

Master of Arts (MA), Bowling Green State University, 1958, English

Committee: Robert L. Chamberlain (Advisor) Subjects: Literature

PHD, Kent State University, 2021, College of Arts and Sciences / Department of English

Ethnographic UX research applied to technical communication about a large scale sustainable energy project shows that an embodied understanding of the environment prevails in the public, pointing toward more effective methods for communicating scientific and policy information through improved use of metaphor in technical communication.

Committee: Pamela Takayoshi (Advisor); Brian Huot (Committee Member); Derek Van Ittersum (Committee Member); Joseph Ortiz (Committee Member); Eren Metin (Other) Subjects: Alternative Energy; Climate Change; Cognitive Psychology; Communication; Composition; Ecology; Education; Energy; Environmental Education; Linguistics; Literacy; Logic; Public Policy; Rhetoric; Technical Communication

Master of Arts, The Ohio State University, 2021, East Asian Studies

The nature of religious violence in premodern Japan is a complicated topic. There has not been enough scholarly attention given to the intellectual contributions of Buddhism during the late sixteenth and early seventeenth centuries as the relative power of Buddhism in Japan declined. The relationship between warriors and Buddhism underwent a tremendous shift during the Sengoku-Tokugawa transition from intense violent warfare to an enforced peace based on a rigid sociopolitical hierarchy established by the warrior government. In a society where violence had been prevalent, how was violence conceptualized during this shift towards peace? A certain Rinzai Zen Buddhist priest, Takuan Soho (1573–1645), whose ideas were later interpreted in the early twentieth century as justifying violence, stood at the nexus of this shift. His works laden with violent and non-violent metaphors, need to be revisited and reanalyzed. This thesis examines the development of the relationship between Buddhism and violence, taking up Takuan's metaphors as a case study. It focuses on two works, both of which have been interpreted as tracts to justifying the use of violence: “The Mysterious Record of Immovable Wisdom” (Fudochi shimyoroku 不動智神妙録) and “The Annals of [the Sword] Taia” (Taiaki 太阿記). Theories of metaphorical conceptualization and extension will be applied to analyze these metaphors to arrive at a more accurate interpretation. Takuan used metaphors to explain how his concept of the `non-stopping mind' (止まぬ心), a mind free from attachments, functioned, but also to analogize swordsmanship to Buddhist practice, and liken warriors to bodhisattvas; in his view, swordsmanship practiced with the non-stopping mind could act as a beginning point for warriors to begin a path towards enlightenment. While Takuan's language sometimes appears violent, a careful analysis of his use of Buddhist metaphorical entailments reveal that in actuality it is not violent.

Committee: Melissa Curley (Committee Chair); Charles Quinn (Committee Member); Shelley Quinn (Committee Member) Subjects: Asian Studies; Religious History

Master of Science (MS), Ohio University, 2021, Environmental Studies (Voinovich)

In Norms in the Wild: How to Diagnose, Measure, and Change Social Norms, Cristina Bicchieri outlines a novel amalgamation of elements to form an updated conceptualization of social norms (2017). The purpose of this study aimed to determine how social norms influence public dialogue about environmental issues by elected officials in counties that (1) extract coal through surface mining, (2) contain no town larger than 35,000 residents, (3) contain no major four-year university, and (4) voted for Trump in 2020. The ultimate goal of research was to assess whether or not, in a highly polarized political culture, norms prohibit elected officials in conservative communities from addressing topics of environmental concern. Data was elicited via interviews with elected officials from counties with coal mining legacies in West Virginia, Kentucky, Mississippi, Alabama, Texas, North Dakota, and Wyoming. Through analytic, descriptive, and open coding, qualitative analysis focused on perceptions about climate change, pollution, and economic transitions away from coal. Results indicated that a majority of interviewees, 56%, viewed climate change as a topic to be avoided in public settings. Of the 33% of interviewees who lived in communities where they perceived they could openly discuss climate change, 67% of the subset identified climate change as an existential threat, which accounted for 22% of the total number of interviewees. While pollution was named a subject to be avoided in public by 22% of interviewees, pollution was only reported to be a public concern by 11% of the total sample. The remaining 89% contended that pollution did not exist in, or posed no risk to, their communities. In conclusion, analysis suggested that social norms aligned with community leader preferences. Thus, Bicchieri's blueprint for behavior change, which hinges on identifying maladapted social norms, will not serve practitioners who hope to employ Bicchieri's social norm concept as a st (open full item for complete abstract)

Committee: Geoffrey Dabelko Ph.D. (Committee Chair); Risa Whitson Ph.D. (Committee Member); Liang Tao Ph.D. (Committee Member) Subjects: Environmental Studies

PHD, Kent State University, 2020, College of Arts and Sciences / Department of English

This project examines how appeals to ethos, pathos, and logos are employed in representing concepts of body and identity in online self-injury communities and, thereby, generate community interactions and values. The study demonstrates that statements posted by self-harmers are shared and reiterated throughout the community and help the community to develop shared meaning and support. The repetitive use of various lines of argument, manifested in rhetorical tropes also affect how individuals form ideas about identity and body and, in turn, help maintains a common understanding of identity and actions within the community.

Committee: Sara Newman (Committee Chair); Derek Van Ittersum (Committee Member); Moody Stephanie (Committee Member) Subjects: Rhetoric

PHD, Kent State University, 2020, College of Arts and Sciences / Department of English

This study applies Conceptual Metaphor Theory to the pedagogy and activity of the college composition classroom by means of collecting and analyzing instructor and student metaphors for literacy. The research explores: What are the metaphors we read and write by? The investigation covers how college-writers write about writing and talk about writing.

Committee: Sara Newman (Committee Chair) Subjects: Composition; Literacy; Rhetoric

Doctor of Management, Case Western Reserve University, 2015, Weatherhead School of Management

The Department of Defense spends billions developing and acquiring the most advanced weapon systems in the world. Fifty years of research and efforts to implement best business practices has resulted in products that take longer to acquire and cost more than ever before. Our research explored factors other than process, structure, and oversight that might influence how individuals in teams deliver products. Over two years we uncovered the importance of cohesion and flexibility on both individual perceptions of satisfaction and engagement at work. Implications for both practice and theory include recommendations for work team composition and leader training.

Committee: Richard Boyatzis, Ph.D. (Advisor); Kathleen Buse, Ph.D. (Advisor); Richard Boland, Ph.D. (Advisor); Eugene Pierce, D.M. (Advisor) Subjects: Management

Doctor of Philosophy (Ph.D.), University of Dayton, 2019, Educational Leadership

Literature on the theories and practices of leadership reveals the roles of leaders in the growth of people and the development of their institutions. Authors such as Bennis and Nanus (1985), Burns (1995), Heifetz (1994), and Kouzes and Posner (2012) acknowledged the styles of leaders and the institutional culture as motivational factors for the commitment of individuals to the achievement of organizational missions and visions. Similarly, scholars including Cook (2013), Doohan (2007), Gardner (2006), and Ozar (2013) highlighted the place of academic leaders in the creation and development of the distinctive culture at Catholic schools and colleges. For more the 50 years, Marianist vowed religious brothers, sisters, and priests from Europe and North America chose countries in the north, center, east, and west of Africa as missionary lands for the expansion of the Marianist spirituality and tradition. These missionaries promoted the principles of Marianist spirituality in their apostolate as teachers and academic leaders, participating in the creation of a distinctive school culture shaped by the Marianist values of education. Today, African educators and academic leaders carry on the mission of sustaining this legacy of Marianist educational tradition. They strive to implement the principles of Marianist spirituality in their educational and leadership practices as a continuity of the work of their predecessors from the West. As such, these educators tend to rely on the western theories of educational leadership in their professional practices. Given the dominate western narratives on leadership that influence organizations worldwide and the absence of literature on the adaptation of Marianist education and leadership in African cultures, this qualitative research explored, through one-on-one interviews, the lived experiences of 13 educators and academic leaders at Chaminade Institute of Technology (CIT) in the Democratic Republic of Congo. Informed by pre (open full item for complete abstract)

Committee: Charles Russo (Committee Chair); Mary Ziskin (Committee Member); Thomas Oldenski (Committee Member); Raymond Fitz (Committee Member) Subjects: African Literature; African Studies; Education; Education Philosophy; Educational Leadership; Organizational Behavior; Personal Relationships; Religious Education; Teaching

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This project is rooted in the premises that truth is apprehended through human experience, that humans understand the world through metaphor, and that metaphors humans use to conceptualize their world are worthy of explication. By identifying and explicating high school teachers' and students' metaphorical conceptions of school and comparing these with a school district mission statement, this study explores the significance of metaphor in education and how metaphors for school can affect thinking about the purposes and processes of education. In the study, metaphor is the tool used to elicit descriptive narratives of the everyday school experiences of those involved in the educational process; metaphor theory is the lens used to analyze the data. The study finds much continuity between students' metaphorical conceptions of school and those invoked and critiqued by key social foundations scholars. The findings also suggest a paradox: the teachers' images convey views of the school experience that indicate growth and development, while the students' views connote conflict and confinement. In contrast to students' metaphors for the current school experience, when describing the utopian school in metaphor, the students' images emphasize activity and comfort. From this study it is evident that many aspects of the lived experiences of those involved in the educational process are incongruous with the ideal.

Committee: Natasha Levinson Ph.D (Advisor) Subjects: Education

EdD, University of Cincinnati, 2018, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies

For over 20 years, researchers and state boards of education have been emphasizing the importance of incorporating digital literacies into instruction. Based on the perceived potential of digital technologies to create greater educational opportunities, and the push from state governments to empower students to fully participate in our knowledge-based economy, proponents have advocated for the incorporation of increasingly computer dependent, blended learning experiences in the classroom, presenting them as fundamental to academic achievement and career success. As public K-12 school districts in Ohio increase their investment in classroom technology through blended learning initiatives, it is important to understand how students and teachers from varied geographic and socioeconomic settings conceptualize the utility and value of blended learning as a platform for learning and literacy. Therefore, the purpose of this study is to gain insight into the conceptualizations of middle level students and teachers from three socioeconomically and geographically diverse public school settings regarding their experiences with blended learning in order to understand the factors that influence the teaching and learning transaction. To better understand these influences, the study employed metaphor analysis (Lakoff & Johnson, 1980), as well as the critical lenses of Brandt's (2001) theoretical framework of literacy sponsorship and the theory of multiliteracies (New London Group, 1996). Analysis of the transcripts suggests that blended learning initiatives would benefit from enhanced blended learning curricula, emphasizing multimodality, choice, facilitation, and social context in digitally integrative instruction.

Committee: Connie Kendall Ph.D. (Committee Chair); Laura Bauer Ed.D. (Committee Member); Mark Sulzer Ph.D. (Committee Member); Susan Watts Taffe Ph.D. (Committee Member) Subjects: Educational Software