Dead Metaphor Definition and Examples

Dead Metaphor Definition and Examples A dead metaphor is traditionally defined as a  figure of speech that has lost its force and imaginative effectiveness through frequent use. Also known as a  frozen metaphor or a historical metaphor. Contrast with creative metaphor. Over the past several decades, cognitive linguists have criticized the dead metaphor theory- the view that a conventional metaphor is dead and no longer influences thought: The mistake derives from a basic confusion: it assumes that those things in our cognition that are most alive and most active are those that are conscious. On the contrary, those that are most alive and most deeply entrenched, efficient, and powerful are those that are so automatic as to be unconscious and effortless. (G. Lakoff and M. Turner, Philosophy in the Flesh. Basic Books, 1989) As  I.A. Richards said back in 1936: This favorite old distinction between dead and living metaphors (itself a two-fold metaphor) needs a drastic re-examination (The Philosophy of Rhetoric) Examples and Observations Kansas City is oven hot, dead metaphor or no dead metaphor. (Zadie Smith, On the Road: American Writers and Their Hair, July 2001)An example of a dead metaphor would be the body of an essay. In this example, body was initially an expression that drew on the metaphorical image of human anatomy applied to the subject matter in question. As a dead metaphor, body of an essay literally means the main part of an essay, and no longer suggests anything new that might be suggested by an anatomical referent. In that sense, body of an essay is no longer a metaphor, but merely a literal statement of fact, or a dead metaphor. (Michael P. Marks, The Prison as Metaphor. Peter Lang, 2004)Many venerable metaphors have been literalized into everyday items of language: a clock has a face (unlike human or animal face), and on that face are hands (unlike biological hands); only in terms of clocks can hands be located on a face. . . . The deadness of a metaphor and its status as a clichà © are relative m atters. Hearing for the first time that life is no bed of roses, someone might be swept away by its aptness and vigor. (Tom McArthur, Oxford Companion to the English Language. Oxford University Press, 1992) [A] so-called dead metaphor is not a metaphor at all, but merely an expression that no longer has a pregnant metaphorical use. (Max Black, More About Metaphor. Metaphor and Thought, 2nd ed., ed. by Andrew Ortony. Cambridge University Press, 1993) It's Alive! The dead metaphor account misses an important point: namely, that what is deeply entrenched, hardly noticed, and thus effortlessly used is most active in our thought. The metaphors . . . may be highly conventional and effortlessly used, but this does not mean that they have lost their vigor in thought and that they are dead. On the contrary, they are alive in the most important sense- they govern our thought- they are metaphors we live by. (Zoltn Kà ¶vecses, Metaphor: A Practical Introduction. Oxford University Press, 2002) Two Kinds of Death The expression dead metaphor- itself metaphorical- can be understood in at least two ways. On the one hand, a dead metaphor may be like a dead issue or a dead parrot; dead issues are not issues, dead parrots, as we all know, are not parrots. On this construal, a dead metaphor is simply not a metaphor. On the other hand, a dead metaphor may be more like a dead key on a piano; dead keys are still keys, albeit weak or dull, and so perhaps a dead metaphor, even if it lacks vivacity, is metaphor nonetheless. (Samuel Guttenplan, Objects of Metaphor. Oxford University Press, 2005) The Etymological Fallacy To suggest that words always carry with them something of what may have been an original metaphoric sense is not only a form of etymological fallacy; it is a remnant of that proper meaning superstition which I.A. Richards so effectively critiques. Because a term is used which was originally metaphorical, that is, which came from one domain of experience to define another, one cannot conclude that it necessarily continues to bring with it the associations which it had in that other domain. If it is a truly dead metaphor, it will not. (Gregory W. Dawes, The Body in Question: Metaphor and Meaning in the Interpretation of Ephesians 5:21-33. Brill, 1998)

A Cultural Approach Essays - American Studies, Cultural Assimilation

A Cultural Approach Essays - American Studies, Cultural Assimilation A Cultural Approach The cultural and developmental aspects of American history in the 17th and 18th centuries are certainly among the most important and influential factors in the shaping of this country's long and storied history. Historiographically speaking, there are undoubtedly thousands upon thousands of different studies and opinions on the most influential cultural strides of early Americans well as the pros and cons that each colonial region developed in shaping America and readying it for the Revolutionary Era. Each of these four studies brings a slightly different and even, at times, conflicting approach to analyzing the cultural and social roots of early America, but each one provides a fresh perspective that enhances the idea that America is a true "melting pot" of ideas, social values, and cultural traits. Zuckerman, in his article, focuses his attention on the middle colonies and the erroneous tendencies of historians to ignore controversial or pertinent historical issues in favor of obvious, harmless social arguments. Historians have focused on New England as the true "birthplace of America" because of its early literature and thought that focused solely on Puritanism, and therefore offered an obvious and easy starting point with which to measure the region's cultural metamorphasis. However, as Zuckerman points out, New England was fairly unrepresentative of the real America, as it was a homogenous society dominated by English Puritans and their inflexible doctrines and unstatic customs and economy. The middle colonies, on the other hand, were made up of people of many different origins, races, and creeds, and their interrelationships are definitely more symbolic of American culture. Like most people's idea of America, the middle colonies developed a commercial culture ba! sed on a balanced economy, and, besides that, showed no real homogenous cultural traits that ran through the region. Indeed, most of the different groups that coexisted in this region did not intermingle with each other at all, but instead kept their own distinctive cultural and social habits. Because of this, the argument can be made that the middle colonies were not the heterogenous, "melting pot" culture that Zuckerman claims existed. After all, heterogenous seems to suggest a fusion of different types of people, when in fact these colonies offered more of a clannish type of policy when it came to dealing with their new neighbors. However, the simple fact that they coexisted with relative peace in such a dynamic and volatile atmosphere is evidence enough that the middle colonies were indeed representative of America's "melting pot" reputation. Jack Greene hypothesizes that the idea of mastery and the relationship between the new colonies and Great Britain were foremost in shaping America's colonial culture. Greene suggests that the idea of the English who migrated to the Americas was to achieve mastery over the rugged land of America as well as other groups, a mastery that was unavailable to them in their homeland. The problem with this mastery hypothesis is that it covers only the English migration to the New World, and only a relatively small portion of that group. After all, many English people chose to relocate to America for a wide variety of reasons that had nothing to do with mastery over others, and mastery was surely not at the top of their wish list once they arrived in the New World. Greene also advocates relating the culture of colonial America back to that of Great Britain, and that technique can be useful in some ways, such as delineating the differences between the two areas. However, taking thi! s approach too far can be extremely dangerous, as the English in America were quick to develop cultural traits that had no connection whatsoever to their homeland and a comparison of some of these cultural aspects would only serve to confuse. Also, the many people who came to America from countries besides England would not fit into this historical approach. Mintz and Price focus their concentration on the development of a distinct Afro-American culture in the New World. Their conclusion that the majority of Afro-American customs and cultures were consummated in the New World and did not directly stem from any particular pre-migration group culture seems sound, even if some of their methods of documentation are somewhat dubious. Their hypothesis can also

Using a Mind Map for Reading Comprehension

Using a Mind Map for Reading Comprehension The use of Mind Maps in class is useful when working on all sorts of skills. For example,  students can use a Mind Map to quickly jot down the gist of an article they have read. Another great exercise is using Mind Maps to learn  vocabulary. Mind Maps provide a visual learning mechanism that will help students recognize relationships they may miss in a more linear type of activity. The act of mapping something out encourages the individual to create an internal retelling of the story. This type of approach will help students with essay writing skills, as well as better overall reading comprehension due to the 30,000 foot overview they will get.   For this example lesson, weve provided a number of variations on the use of Mind Maps for exercises. The lesson itself could easily be extended into homework activities and over multiple classes depending on how much of the artistic element you encourage students to provide.  For this lesson, we created a simple map as an example for an upper-level reading course using the novel Dont You Dare Read This, Mrs. Dunphrey by  Margaret Peterson Haddix.   Mind Map Lesson Plan Aim:  Reading review and comprehension of extensive reading materials Activity:  Creating a Mind Map asking students to create an overview of a story Level:  Intermediate to advanced Outline: Introduce the concept of a Mind Map by showing students Mind Maps posted online. Just go to Google and search on Mind Map youll find plenty of examples.Ask students what type of things would lend themselves to Mind Mapping. Hopefully, students will come up with all sorts of creative uses. If not, we suggest pointing to simple examples such as vocabulary about the home or job responsibilities.  As a class, create a Mind Map of the story you are currently working on.Start with the main character. Ask students to identify the main areas of that characters life. In this case the class chose  family, friends, work  and  school.Ask students about the particulars of each category. Who are the people? What events happen? Where does the story take place?  Once youve provided the basic outline, ask students to either draw the map on a piece of paper, or use Mind Mapping software (we recommend Free Mind, an open source program).Ask students to fill in the Mind Map noting the relations hips, main events, difficulties, etc., for each of the categories.   How deep you ask students to go into the story depends on what is being reviewed. For analysis, its probably best to keep things relatively simple. However, if you use this to review a chapter, individual character might run much deeper.At this point in the exercise, you can ask students to review the reading in a variety of ways. Here are some suggestions:Use the map to discuss the relationships between the characters, places, etc., to partners. Each student can choose one arm of the map to discuss at length.Use the map as a written activity by asking students to write an accompanying explanatory text to the map.Ask students to really dig into the details by mapping out  one or two arms of the map.Be artistic and provide sketches for their mind map.Speculate on the backgrounds of the relationships represented using modal verbs of probability.Focus in on grammar functions such as tenses by posing questions about the relationships in a variety of tenses.  Have students compare and contrast the maps they create.

Problems at Accounting for Small Business Coursework

Problems at Accounting for Small Business - Coursework Example A contract between employer and the employee has an â€Å"Inequality of bargaining power† since the employer holds more power to influence the position of the contract.3 The "inequality of bargaining power between the employer and the employee" necessitates the need for an employment contract to impose the terms of employment and where necessary use it in court to enforce the employment terms. This paper examines legal issues between employees and the employers in the case study of Accounting for Small Business (AFSB) Company. Raj had worked for the AFSB for three years and had an excellent work record during that period. He came into conflict with Sarah for attending his work late by twenty minutes. Just in the previous day Sarah had expressed her concern for employees’ lateness and issued warning against anyone who would be late for work. She had informed the workers that anyone would be late for the work would be given an extra task to perform even though she did not specify the nature of the task that would be given for lateness. When Raj arrived late one morning he apologized for lateness and explained his cause for lateness to Sarah but she was not ready to listen to any excuse. She informed Raj that he was to clean all the office desks that evening after his day job. However, Raj objected strongly using â€Å"offensive language† and asked Sarah to get the other cleaners to do the cleaning. He informed her that he could not take orders from her since she did not have authority over him. The conflict between Raj and Sarah led the managing director to convene a disciplinary meeting with Raj in which he informed Raj of his express dismissal for disobeying the lawful instructions and gross misconducts to the standard procedure. The employment act allows employers to vary the culture of the business in accordance with the changes in market requirement as long as the changes initiated  does not contravene the employment contract with the employees.

Economic Growth and Unemployment Dissertation Example | Topics and Well Written Essays - 3000 words

Economic Growth and Unemployment - Dissertation Example 2.1 Theories of Economic Growth in UK For several years, economists have debated on the drivers of economic growth of a country. In this section of the research proposal, certain ideas of economists will be reviewed to present a concrete idea about the driving factors. According to articles released by Tutor2u (2010), the best definition for economic growth would be to determine it as a â€Å"long term expansion of the productive potential of the economy†. The theory suggests that for measuring the economic growth trend, at least data of past 20 years is required. This is essential for calculating the average rate of growth and identifying different cycles of economic growth. This trend calculation also allows for estimating the future rate of growth sustainability without creating any increase in the pressure of inflation (Tutor2u, 2010). The chart above demonstrates the potential level of national income for the UK economy over the last 30 years. The trend shows that the UK’s national income is expected to rise every year except certain uncertainties. Another essential factor of the chart is the long run average potential for growth. 2.2 Theories Related to the Economic Growth and Employment in UK The focus of the literature review is to measure the relationship between the rate of growth and level of employment in the UK economy. Data released by Department for Business Innovation and Skills (2010) shows the co-movement of UK’s GDP and employment since the last 30 years.

Changes in Technology and Criminal Law Essay Example | Topics and Well Written Essays - 2500 words

Changes in Technology and Criminal Law - Essay Example Nonetheless, custom software is elusive and not taxable. Different stats have developed specific laws that deal with the taxability of computer software transactions. There is so much attention to the changes Information Technology has brought to the criminal law practice. The domination of computers and the internet as well as the development of related electronics is changing and is expected to go on changing and due to this, other aspects of daily life are also affected and changing and particularly the practice of law. Information technology is a very tough, radical force that is pushing for changes in many areas of economy and these changes are paramount. Computers have come with development of a lot of things ranging from flow of information, gadgetry, crime and general sociability of people. The law has nor been spared by these changes and some aspect have seen drastic changes while others have remained relatively constant due to conservative of technology. Several aspects of law that have been affected include patent law, commercial law, and even tax laws. Patent law has not experienced a lot of changes. The US has explained in detail the way patents should be dealt with as well as computers from which these change in criminal law emerged (Noortwijk 2006). The Supreme Court is responsible for this. Copyright law is the most affected aspect of criminal law that draws these changes from the computer technology. The congress created a regulation that was supposed to take care of this issue (national commission on new technological uses of copyrighted works). Reproducing content or designing a program that is similar to another one wi thout the consent of the original creator is illegal yet with advancement in technology, this is very common. There are rules in place that address pre-computer copyright and formation of new laws in connection to computers. In terms of privacy, the law is very clear that selling or intentional exposure of people's personal infringes their privacy and hence it's illegal. Storage of large files of individual information on computers database is very risky. Government files are also a risk to privacy (Noortwijk 2006). There is federal statute on privacy in place. It's evident that the widespread changes in the practice of criminal law are as a result of technology and in particular, the advent of the computer. Most state laws and federal governments' regulation have passed laws that are aimed at curbing computer crimes. On the other hand computers have been very beneficial in the criminal investigations. The use of computer is thought to have refined the federal regulation of evidences as these rules are basically interpreted, assessed, and analyzed with regard to computer technolog

Topic4 Essay Example | Topics and Well Written Essays - 1000 words

Topic4 - Essay Example At first, Sam without mentioning details of how the launch was going to be made, merely quoted @$75 per head for 100 delegates and a venue fee of $ 2500 thus totaling the contract amount as $10,000. Dean was unimpressed and hence declined Sam's offer. It was only after this; Sam mentioned that a famous Chef Yahoo Nim would attend the event and that a special promotional invitation on Oh My Manor's letter head would be prepared and sent by Sam to the 100 delegates three weeks before launch date. Besides, he also promised to use his own influence to ensure attendance. Dean was apparently induced by these statements of Sam and agreed to Sam's price quoted following which he paid an advance $ 3,000 and received the receipt from Sam mentioning only the price and how total sum was arrived at. Hence successful performance of the contract means that the celebrity Chef Yahoo Nim should have prepared the food and attended the function, Sam should have sent the invitation as stipulated and 100 people should have attended by Sam's influence. But none of these happened resulting in poor attendance of 35 people since only 45 invitations were sent. These can not therefore be a mere parol evidence. These are express terms and hence should be taken as collateral contract though made orally. The collateral contract concept is a device to circumvent the Parol Evidence Rule but also as a means of holding that a statement which is not a term of the main contract can be enforced as a collateral contract i.e. collateral warranty. Some of the cases which can be cited in support of this are ESSO PETROLEUM V MARDEN (1976), DE LASALLE V GUILDFORD (1901), RECORD V BELL (1991) and COMMISSION FOR THE NEW TOWNS V COOPER (CA) (1995) (TheLawsite). Hence Sam is bound by these terms and is liable for damages for breach of contract. Dean is not required to pay the balance amount of $7,000 and he can proceed against Sam for damages for his breach of contract since pressure of work is no excuse. Qn 2 Zander mad it known to Puffy his exact requirements to which Puffy also agreed. Hence the software supplied by Puffy is not in accordance with the terms agreed upon prior to signing of contract Zander signed the contract only on being assured that the software would meet with all the current Government regulatory requirements. But for this he would not have signed the contract. But there is a point against Zander. What Puffy was making was only an opinion and not a condition or representation. She offered him three packages and Zander chose one. It was open to him to verify and then make a purchase. Even though before signing of the contract, Zander insisted, he chose the package at his own risk. If the software package had been a defective one, it would have been a different issue. Hence Puffy is in not breach of contract and consequently Zander is not entitled to refund of the money paid. Qn No 3 In this case, even though Zander did not read the clause No 53 which avoided any liability whatsoever, he is deemed to have read it due to the explicitly mentioned clause on the website. This is an exclusion clause binding on the acceptor. In its absence, the offeror would have been liable for the non-performance or defective performance. In