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Since the beginning of the COVID-19 pandemic, public discourse has been characterized by a massive use of war metaphors. At the same time, this use has been harshly attacked as inappropriate and potentially dangerous. The article proposes a reflection on this debate by questioning the demonization of the war metaphor. Indeed, the appropriateness and the efficacy of a metaphor are not absolute values but depend on many factors such as context, audience and communicative purposes. Therefore, instead of attacking war metaphors it would be more useful to enrich the range of expressions to talk about the pandemic. What is really important is to never forget that expressive choices are never only words but a constitutive part of our experience of the world. ; Sin dall'inizio della pandemia di COVID-19, il discorso pubblico è stato caratterizzato dal massiccio ricorso a metafore belliche. Parallelamente, l'uso di queste metafore è stato duramente attaccato come inadeguato e potenzialmente pericoloso. L'articolo propone una riflessione su questo dibattito mettendo in discussione la demonizzazione di questo tipo di metafore. L'adeguatezza e l'efficacia di una metafora non sono, infatti, valori assoluti ma dipendono sempre da molteplici fattori, in primo luogo il contesto discorsivo, l'uditorio e gli scopi comunicativi. Pertanto, è più utile puntare ad allargare la gamma delle espressioni (metaforiche e non) per parlare della pandemia, senza demonizzarne nessuna in particolare. Ciò che è davvero importante è vigilare sul linguaggio e mantenere alta l'attenzione sul fatto che le scelte espressive sono parte integrante della nostra esperienza del mondo.

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, 'Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like 'My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as 'damaged', 'the result of which will be determined over time,' 'in need of support', 'incompatible/challenging/not belonging.' When the categories created are examined, it is seen that the most metaphors are collected under the category of "incompatible / challenging / not belonging." Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, 'Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like 'My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as 'damaged', 'the result of which will be determined over time,' 'in need of support', 'incompatible/challenging/not belonging.' When the categories created are examined, it is seen that the most metaphors are collected under the category of "incompatible / challenging / not belonging." Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

International audience ; Sulla base della frequentazione tra Machiavelli e Leonardo, indirettamente ma inequivocabilmente documentata al principio del XVI sec., questo contributo si propone una inedita analisi comparata del loro pensiero. Tale raffronto parte da una duplice premessa: da un lato il superamento del pregiudizio sull'indifferenza di Leonardo al mondo politico e, dall'altro, l'evidenziazione, attraverso un calibrato confronto tra i rispettivi testi, dello stimolante intreccio di ingegno e fantasia (Machiavelli, Ghiribizzi al Soderini, 1507 ca.), sinora trascurato ai fini di una ricostruzione dell'interscambio intellettuale tra i due grandi. Sin dalla celebre analogia posta da Machiavelli tra coloro che disegnano e' paesi e chi deve conoscere bene la natura de' popoli così come quella de' principi (Il Principe, dedica, § 5), emerge la peculiarità di un naturalismo proto-scientifico, che si avvale proficuamente anche di una dimensione immaginifica e figurativa, quale veicolo di riflessione sui principali temi della politica (la condizione pre-statuale dell'uomo, la nascita dello spazio politico, il dilemma della conservazione del potere, il momento di rottura della guerra). Si tratta del ricorso a immagini metaforiche, che, attinte spesso a un mondo di "creature politiche" sospese tra allusioni "meta-ferine" ed elevatezza di acume intellettivo (si pensi al tema degli homines bestiales, declinato secondo i congiunti apporti delle suggestioni scientizzanti di matrice medico-anatomica - la dottrina "umorale" e le sue implicazioni fisiognomiche e zoomorfe - e del retaggio mitografico - l'immagine centaurina del principe), consentono sia a Machiavelli che a Leonardo di ribaltare la tradizionale prospettiva antropocentrica nella differenziazione filosofica tra uomo e bestia, individuando una compenetrazione fluida e "sfumata" tra le due condizioni, grazie alla quale si precisa anche l'importanza dello strumento della dissimulazione nel "gran teatro" della politica. La ricomposizione di una concezione della ...

This book on Metafore dello spazio, which follows the first dealing with La politica e gli spazi politici, is part of a series designed to illustrate the results of an interdisciplinary study group, fostered by Lea Campos Boralevi, Vittore Collina and Bruna Consarelli, lecturers in the history of political theory, entitled Figure dello spazio, politica e società, and aimed at exploring the major political and social issues of the modern and contemporary age from the aspect of spaces and their production

Voor mij als auteur is het verheugend te merken dat de zaak die mij zo intensief heeft beziggehouden tijdens het verrichten van promotieonderzoek en met het schrijven van een proefschrift, aandacht krijgt van een gewaardeerde geestverwante. Graag ga ik in op een kritische noot in Abma's bespreking, zonder die overigens te willen wegpoetsen. Ik besef goed dat de stijl van mijn boek de toegankelijkheid voor een breed publiek bemoeilijkt. In positieve zin volgt hieruit dat het onderwerp van mijn studie een bredere belangstelling kennelijk verdient! Dat vind ik op zichzelf al een verheugende erkenning. Inderdaad heb ik mij met dit proefschrift gevoegd in een academische traditie, wellicht meer dan dat ik mij heb aangesloten bij vernieuwers van deze traditie. Niettemin was mijn schrijven erop gericht om 'van binnenuit' – binnen de gebruikelijke kaders van een academisch proefschrift – een vernieuwing of misschien beter een verrijking van het vakfilosofische denken en jargon te bewerkstelligen. Dit heb ik gedaan door de metaforiek van de filosofische vaktaal te laten weerklinken in de dialoog met de praktijk en vice versa, door de levende metaforen uit de veldstudie door te laten werken in het filosofische jargon. Of dit inderdaad – behalve in het voorwoord – ook elders in het boek manifest wordt, laat ik vanzelfsprekend graag aan lezers over. Door een andere kritische lezer is deze wisselwerking van filosofische en praktische betekeniskaders als 'Leven (z)onder toezicht' geïnterpreteerd (Harrie Regtering in Filosofie okt/nov. 2003, p. 48-49). Deze lezing van mijn boek legt het accent treffend op het belang van de door mij geschetste 'dialogische middenpositie': een existentiële ruimte die begrensd wordt door een oneindigheid aan mogelijke betekeniskaders, waarin de eindigheid van juist dit specifieke betekeniskader vorm krijgt. Deze paradox vindt plaats vanuit een (innerlijke en externe) dialoog die balanceert tussen 'romantische' identificatie – vanuit gevoel, verbeelding en intuïtie – met de gesprekspartners en met de zaak waarover gesproken wordt en 'rationele beschouwing'. Hoe de door mij gekozen balans in die existentiële ruimte de participanten van mijn onderzoek heeft aangesproken, heb ik trachten mee te nemen in de verschillende fasen van onderzoek. Zo zijn de 'semi-gestructureerde vragen' niet uit een geïsoleerde onderzoekskoker komen rollen, maar deze vormen de neerslag van een eerdere wisselwerking met de onderzoekspraktijk (door middel van voorstudies en een pilot). De in de vragen verwoorde thema's zijn dus wel degelijk mede door participanten aangedragen, maar deels hebben ze een betekenisverschuiving ondergaan door de wijze waarop ze in mijn onderzoekskader een plaats kregen. Of deze werkwijze de kwalificatie 'actieonderzoek' legitimeert, laat ik eigenlijk graag aan het oordeel van de meer ter zake kundige over. In mijn boek geef ik een beschrijving van een specifieke
'dialogische onderzoekspraktijk' gericht op de wisselwerking van filosofische en praktijkkennis, waarbij ik mij door Abma's 'responsieve onderzoeksmethode' mede heb laten inspireren. Haar respons op mijn boek nodigt uit om mijn werk nog dialogischer voort te zetten.

A poster to highlight common metadata for climate modelling repositories to support the climate community. There is more interest than ever in the results of climate models; users are no longer limited to the scientific and academic communities, and can now be found in as diverse areas as local government, policy and the general public. Climate modeling is a complex process, which requires accurate and complete metadata (data describing data) in order to identify, assess and use the climate data stored in digital repositories and made available to these users.

Dünyanın küreselleşmesiyle birlikte günümüzde beyin göçü artarak devam etmektedir. Beyin göçüne katılan insanların çoğunluğunun yetiştikleri yerler üniversitelerdir. Diğer yandan beyin göçü kapsamında yurt dışına yerleşmiş olan bazı insanların çeşitli nedenlerle ülkelerine dönmeleri veya irtibatlarını devam ettirmeleri önemlidir. Dolayısıyla beyin göçü sebebiyle kaybedilen insanların, kazanılması için farklı iş birliği yollarının aranması gerekmektedir. Bu çalışmada üniversite öğrencilerinin beyin göçüne yönelik yaklaşımları metafor yoluyla araştırılmıştır. Araştırmada Tekirdağ Namık Kemal Üniversitesi coğrafya bölümü öğrencilerinden 135 kişi katılımcı olarak yer almıştır. Bu çalışma nitel araştırma yönteminde ve olgu bilim modelde bir form aracılığıyla verilerin toplanmasıyla gerçekleştirilmiştir. Çalışma bulgularına göre öğrenciler ülke bazında beyin göçü için en fazla ABD metaforunu kullanmışlardır.

The present study investigates how Italian and German populist leaders use conceptual metaphors on their Facebook pages to describe the migration crisis that has hit their respective Countries. By means of Conceptual Metaphor Theory and Critical Discourse Analysis, metaphors are examined as a means of representing migration in mass media. The aim is to analyse the creation of the different metaphoric representations in the reference languages as well as to ascertain possible intercultural differences or common argumentative patterns which might be identified in the media language of the two politicians. The research is based on a corpus of posts shared on Facebook from January 2017 to December 2018 by the Italian leader of "Lega Nord" Matteo Salvini and from the German leader of "Alternative für Deutschland" Jörg Meuthen. The contrastive analysis of metaphors representing migration and migrants in Salvini's and Metuthen's posts shows that migration is represented with negative conceptual potential through images transmitting anxiety, despair, threats to life. In addition, the results show how the Facebook posts reproduce a "distorted" perception of immigrants and, consequently, a state of insecurity and general panic.

Madde bağımlılığı, sağlığı etkileyebilecek farklı kullanım yöntemi ve miktarda uyuşturucu, uyarıcı veya keyif verici madde kullanımıdır. Madde kullanımının fiziksel ve psikolojik kapsamının yanında bir süreci içermesi, soyut niteliğe de sahip olması bu kavramı anlamlandırmayı güçleştirmektedir. Bu araştırma, yüksekokul öğrencilerinin "madde bağımlılığı" kavramını ne şekilde algılayıp, nasıl betimlemeye çalıştıklarını incelemeyi amaçlamıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılında Yozgat Bozok Üniversitesi Sorgun Meslek Yüksekokulu ve Şefaatli Meslek Yüksekokulu'nda öğrenimlerine devam eden 73 erkek ve 57 kız olmak üzere toplam 130 öğrenci oluşturmaktadır. Nitel araştırma desenlerinden fenomenolojik model kullanılarak tasarlanan araştırmada veri toplama aracı olarak yapılandırılmış görüşme formu kullanılmıştır. Toplanan verilerin çözümlenmesinde nitel araştırma tekniklerinden içerik analizi kullanılmıştır. Araştırma sonucunda katılımcıların "madde bağımlılığı" kavramına ilişkin ürettikleri metaforik algılar incelendiğinde erkek öğrencilerin 73, kız öğrencilerin ise 57 olmak üzere toplam 130 adet metaforik algı ürettikleri tespit edilmiştir. Üretilen 130 metafordan benzer olanları ayıklandığında 80 adet farklı metaforik algının geliştirilmiş olduğu görülmüştür. Bu doğrultuda katılımcıların en fazla sıklıkta ürettikleri metaforların çiçek, aşk ve ağaç olduğu belirlenmiştir. Ayrıca öğrencilerin "madde bağımlılığı" kavramına ilişkin geliştirdikleri metaforik temsilleri 9 farklı kategori altında incelenmiştir. Bütün kategorilerde her iki cinsiyet grubu tarafından metaforlar üretildiği ayrıca kız öğrencilerin erkek öğrencilere kıyasla sadece "Gıda Algısı Olarak Madde Bağımlılığı" ve "Materyal Algısı Olarak Madde Bağımlılığı" kategorilerinde daha sık metaforik temsilde bulunduğu tespit edilmiştir.