Xu Wen

Conceptual metaphor is characterized by two important features—systematicity and complexity. This article is primarily concerned with IDEA metaphors in Chinese and attempts to explore how systematicity and complexity have structured the IDEA metaphorical hierarchical system. Four principal IDEA metaphors are investigated, namely, “IDEAS ARE PEOPLE”, “IDEAS ARE PLANTS”, “IDEAS ARE OBJECTS”, and “IDEAS ARE FOOD”. It is found that the relationship between metaphors and human thought is systematic as well as complex and that systematicity and complexity of IDEA metaphors intertwine with each other.

Unlike previous studies which generally seem to focus more on Hausa metaphorical expressions, this study investigates a wide range of uses ofίdὸ‘eye’ in its constructional metonymy patterns in the language by exploring corpus data that contain over 300 eye-related expressions. We observe that some constructional metonymies maintain a set of fixed words and syntax in activating conceptual shifts and producing eye metonymies while others have semi-fixed patterns and produce the same metonymies. Lexical items liketsόkάlế,kὰn,ὰ,dὰ, andbὰsίrὰamong others are constant constituents in the constructional metonymies in which they appear. In the metonymic chaining, the basic mapping of eye metonymies occurs via thepart for partrelation under E-metonymies and thesub- for supercategoryrelation under C-metonymies. We also observe that E→E→C coding has the highest chained metonymic structure in the creation of the eye metonymies. Both attributive and predicative colligates motivate metonymic senses in the language. Finally, our analysis reveals that the eye is metonymically conceptualized and semantically extended to various target domains and produces metonymic conceptualizations that make the eye stand for vision, desire, envy, control, attention, perception, person, meeting, brain, intelligence, and so on.

The impostor phenomenon refers to a false internal experience of low intelligence or ability that is associated with anxiety, depression, psychological distress, and burnout. The emotions associated with the IP affect not only personal mental health but also patient care. To address this issue, we need to completely understand the prevalence of and factors related to the IP and ways to resolve/overcome IP feelings. The aim of this scoping review was to identify the existing evidence regarding the IP among nursing students and nurses and determine gaps that can be addressed in future research. We conducted our study based on the scoping review methodological framework proposed by Arksey and O’Malley and advanced by Levac et al.. After searching the Embase, PubMed, Cumulative Index to Nursing and Allied Health Literature, Cochrane Library, Web of Science and ProQuest databases, we identified 11 studies for inclusion in this review. We found that while the IP exists in nursing students and nurses, clinical nurse specialist students and final-year nursing students are at significant risk of impostor behavior. We also found that research in the nursing field has focused on the prevalence of and factors related to the IP, but few studies have addressed ways to resolve/overcome IP feelings. Thus, research in this area should be increased. This scoping review presents research gaps that may serve as a starting point for future work on the IP in the nursing field.

Horkheimer's article illustrates the concept of aesthetic education and its contemporary value, put forward his concept of aesthetic education is the main intermediary between the object of "critical theory of society" as the basis, in order to emphasize individuality and freedom to cultivate the ability to reflect human goals; his This not only affects the aesthetic concepts of education and aesthetic education of the modern German theory, but also affect the aesthetic education and artistic creation, for our contemporary aesthetic theory and teaching experiments and the development of cultural industries, have a positive reference and enlightenment. The paper introduces Horkheime's aesthetic education and its modern value, and puts forward that his aesthetic education is based on a social theory of subject and object being medium for each other and aims at bringing up people with introspection abilities and free characters. Horkermer's aesthetic education not only influences modem German aesthetic education theory, but also influences aesthetics teaching and art creation. It is also a positive reference and inspiration for our country's modern aesthetic education theory, teaching experiment and the development of cultural industry