Due to the development of smart devices, the ability of computers to understand human language has become a key issue in technology. By learning and analyzing machine-readable, annotated linguistic data, computers are able to comprehend human language (corpus). Corpora plays a crucial role in helping computers comprehend human language. Metaphor is one of the most complicated linguistic data that computers cannot comprehend. Despite the prevalence of metaphor in everyday language use and the importance of identifying it, no corpus has been published for Persian yet. Compiling a corpus of Persian metaphors is the initial step in learning metaphors for computers. To compile a corpus of Persian metaphors, it is necessary to meet two main criteria. Deciding the best definition is the first prerequisite. The best definition is both comprehensive and applicable, comprehensive in the sense that it covers a significant proportion of metaphorical instances, and applicable in the sense that it could be used to build a corpus. The second requirement is the construction of a method for metaphor identification. Without a straightforward data annotation method, it is impossible to identify metaphors.

INTRODUCTION This article is an attempt to apply MIPVU (Steen et al., 2010) for identifying and extracting metaphors used in the educational discourse of teaching the Persian language to first and second grades of elementary schools in Naghedeh. The main objective is to investigate the challenges of applying MIPVU to Persian and present a template for tagging metaphor-related words according to morphological, syntactic, and semantic features of Persian. The second objective is to analyze the conceptual metaphors underlying educational discourse in the first and second grades of elementary schools in Naghadeh. MATERIALS AND METHODS In this article, the MIPVU framework and its theoretical basis have been applied. MIPVU is based on a combination of cognitive linguistics approach to metaphor with a broad view of discourse analysis. For metaphor analysis, the CMT model(Lakoff & Johnson, 1980) is applied to extract the conceptual metaphors underlying the linguistic metaphors attested in the first phase by using MIPVU. The overall procedure formulated for metaphor identification in MIPVU looks like this: Find metaphor-related words (MRWs) by examining the text on a word-by-word basis. When a word is used indirectly and that use may potentially be explained by some form of cross-domain mapping from a more basic meaning of that word, mark the word as metaphorically used (MRW) When a word is used directly and that use may potentially be explained by some form of cross-domain mapping to a more basic referent or topic in the text, mark the word as direct metaphor (MRW, direct) When words are used for lexico-grammatical substitution, such as third-person personal pronouns, or when ellipsis occurs where words may be seen as missing, as in some forms of coordination, and when a direct or indirect meaning is conveyed by those substitutions or ellipses that may potentially be explained by some form of cross-domain mapping from a more basic meaning, referent, or topic, insert a code for implicit metaphor (MRW, implicit) When a word functions as a signal that a cross-domain mapping may be at play, mark it as a metaphor flag (Mflag). When a word is a new-formation coined, examine the distinct words that are its independent parts according to steps 2 through 5. (Steen et al, 2010: 26) The classroom interaction between teachers and students of first and second grades of 3 elementary schools in Naghadeh (West Azerbaijan Province) was recorded, and then the sentences used by the teacher were transcribed; Finally two sets of data were prepared: First-grade elementary school (5886 words) and second-grade elementary school (4630 words). These data sets consist of transcriptions of spoken sentences used by teachers in teaching Persian to first and second grades students in elementary schools of West Azerbaijan Province, Iran. To these data, POS (Part Of Speech) tags were assigned using Stanford NLP processor, then each lexical unit received their metaphor-related tags in Excel format by the researcher. The online Abadis dictionary was used as a reliable source for identifying the basic and contextual senses of each lexical unit. And at last, a format was presented for Persian metaphor analysis applying MIPVU. RESULTS & DISCUSSION This article discusses some challenges in applying the MIPVU protocol to Persian in annotating words as metaphorical. Problematic issues include demarcation of lexical units such as compound verbs and compound nouns, clitics, and also lack of suitable and corpus-based dictionaries of Persian. Based on these issues, and the overall process in MIPVU, this article can be used as a detailed framework to apply MIPVU for identifying metaphors in Persian both in individual researches and in corpus projects. The educational discourse of teaching Persian to the first and second grades of elementary schools was analyzed according to their use of metaphor-related words. The results showed that only a very small percentage (1. 2%) of the whole data was used metaphorically, and the frequency of metaphors in the second class was higher than their use in the discourse of the first class. Most of the metaphors were indirect metaphors and just a few direct metaphors were used by one of the three teachers. Based on conceptual metaphor theory, 4 conceptual metaphors were extracted from linguistic metaphors attested in the first phase (applying MIPVU for identifying metaphor-related words). PERSIAN ALPHABETS ARE GEOMETRIC SHAPES/OBJECTS CHILDREN ARE NON-HUMAN BOOKS/SENTENCES/WORDS ARE CONTAINERS IMAGES ARE HUMANS CONCLUSION As its first objective, this artcle tried to tackle some of the main challenges in applying MIPVU procedure for identifying and annotating metaphors in Persian and presented a useful and detailed framework. It offers solutions for successfully applying the main procedure for Persian according to its morphology, syntax and the rules of its writing sytem, so it can be readily used as a basis for further studies in the field of cognitive linguistics and also in computational and corpus linguistics. As its second objective, based on the analysis of the metaphors used by teachers in teaching Persian to non-native students, this article proves that teachers are not aware of the effects of metaphors in teaching and conveying educational content more effectively to young learners. This means that the teachers had no idea what a metaphor is and how it can be used directly and willingly to stimulate learners' unconscious knowledge. This highlights the need to inform and educate these teachers to understand the importance and necessity of using appropriate metaphors in classroom and in the interaction with students.

This study examined how metaphors in the news media of the United States and Iran screened reality about nuclear negotiations. Two corpora, each one comprising nearly 100,000 words, were compiled. Metaphor Identification Procedure Vrije Universiteit (MIPVU) and Critical Metaphor Analysis (CMA) were performed. News media discourse in the US suggested nuclear negotiation was a court in which the US was in the position of prosecutor and Iran as criminal. News media discourse in Iran portrayed nuclear negation as an imposed war in which Iran was in position of defending and the US as invading. It was argued that even though they ultimately agreed to a landmark deal, cross-cultural news media discourse readily delegitimized this internationally significant negotiation. Thus, the study suggested that one of the prominent functions of metaphors in news media discourse is to be aggressive and terrorizing rather than tolerating and peace-seeking and as such, media literacy is called for.

Nowadays, dynamic and complex environment has made organizational change inevitable. In these circumstances, many organizational leaders face with challenge of aligning employees with changes. Many changes fail due to lack of employee support and even create heavy costs for organizations. Metaphor as a powerful and effective tool in engaging employees can strengthen organizational change. A tool that many poets and great writers have come to enjoy because a metaphor carries plenty of concepts in a few words. The present study aimed to investigate the role and function of metaphor in organizational change by using an ethnographic approach to collect data from one of the successful organizations in the field of organizational change. In more than a year of observing and attending numerous meetings of the organization's leader, it has been attempted to identify the metaphors that used and to categorize them by function. After reviewing the content analysis, four functions for metaphors were identified: the philosophy of the organization, the values, the redesign of the structure, and the development strategy. The leader seems to have focused more on the specific functions of metaphor at different times.

In this paper, the performance of EAM (Estimation After Modeling) and EBM (Estimation Before Modeling) techniques for aerodynamic parameter identification are compared. The results clea rly show that EAM has a superior performance over EBM. but both techniques fail when there is considerable modeling uncertainty. Given this shortcoming, a two-step procedure is used that is a combination of EAM an EBM for estimating the aerodynamic parameters. Simulation results show that this new technique outperforms EAM when modeling uncertainties are considered. This technique will be applied to the problem of identifying the aerodynamic parameters of an anti-tank missile and its performance is compared with both EAM and EBM approaches.

The present study aims at discussing whether metaphors in the Qur’an, revealed more than 1400 years ago, are dead, moribund or live and how these three types of metaphors have been translated in three English and three Persian translations of the Qur’an. The results reveal that among 70 metaphors examined, while only about 32.85% are live metaphors, about 67.14% are moribund, but none of the cases are completely dead. Furthermore, based on Newmark’s (1988a) classification of procedures for translation of metaphors, there is no image in 15.21% of the procedures used in the English and Persian translations of live metaphors while there are images in 84.78% of them. On the other hand, 43.26% of the procedures used in translations of moribund metaphors transfer the images whereas 56.73% of them omit the images, although these metaphors are not dead. Yet the point is that when the majority of Qur’anic metaphors, that are moribund, had been considered by translators as dead metaphors and their images had been omitted, the translations fail to represent one of the important aspects of the original text’s literary style that is its metaphorical and literary language.

Background: Foot ulceration and lower limb amputation are still common complications of Diabetes mellitus (DM). Diabetic foot problems account for more hospitalization days than any other diabetic problem. The main etiologic factors are diabetic neuropathy and peripheral vascular disease. An easy, simple to use and low cost method for screening of diabetic peripheral neuropathy will be very useful.Methods: From May 2003 to May 2004, all diabetic patients (type 1) referred to endocrine clinic of Namazi Hospital were evaluated for diabetic peripheral neuropathy (DPN), using the bedside scoring procedure. A score of 3-5 indicated mild, 6-8 moderate, and 9- 10 severe DPN. The perception of vibration, temperature, pinprick and ankle reflex was examined. Tuning fork (128 Hz), neuropen, cold and warm water and reflex hammer were used for evaluation.Findings: In this study we evaluated 80 patients (34 male and 46 female) with type 1 DM, with the age range of 6-31 years (Mean±SD 18.16±5.22 yr). The overall prevalence of DPN was 13.75%: mild in 7.5%, moderate in 5% and severe in 1.25% of the patients. The most common physical finding was the absence of ankle reflex. Patients were divided into 2 groups based on the presence of DPN. The prevalence of DPN was significantly associated with age, duration of DM and BMI (P< 0.05). There was no significant correlation with sex, HbAlc, puberty, parental consanguinity and family history of DM.Conclusions: Bedside scoring procedure is a simple, low cost and easy method for screening of DPN in patients with type 1 DM in outpatient clinic. Examination of ankle reflex is very important.It is concluded that the diabetic patients need better follow-up and more education.

It has been about four decades since George Lakoff and Mark Johnson brought up the notion of conceptual metaphor in their book Metaphors We Live By (1980). Since then, this theory has found numerous followers and accordingly it has been applied to Persian linguistic and literary researches as well. This essay contends that these two thinkers were not in fact the originator of conceptual metaphor and that, as Richards says, the theorization of this type of metaphor goes back to the olden times. The article attempts to compare literary and conceptual metaphor through the thoughts of Islamic and western masters of eloquence and the definitions of literary and conceptual metaphor that they have given in order to highlight the point that the definition of these two kinds of metaphor should be distinctly recognized and the consideration of one should not result in the overlooking of the other. Considering these two types as the same, undermines their value and independence and may even force the mind to choose one and ignore the other-there are cases in which this has happened or at least some writers have intended to do so. On the one hand George Lakoff’ s insistence on rejecting traditional definitions of metaphors in his essay titled “ The Contemporary Theory of Metaphor” (1993) and on the other hand the enthusiastic acclamation of conceptual metaphor in recent years are some of the reasons for doing this study. In this article, however, neither of these two notions are denied and efforts are made to consolidate the status of both of them. So the outcomes of conceptual metaphor in both language and literature are illustrated and it is argued that this new type of metaphor does not cause limitation to literary metaphor, but can be an appropriate element in linguistic and literary studies.