This aim of this study is to examine the reasons for violence against teachers in Jordan from the perspective of high school students. The study followed a qualitative research approach by interviewing (50) students from grade twelve. Students were recruited in this study via the convenience sampling approach. The study revealed that teachers, school administration, school environment, media, and family conditions, were the major causes of student's violence against teachers. Teachers who experienced violence from students are the cause of this violence due to their actions and practices. Teachers are often exhausted, dispassionate, and overloaded with teaching and administrative duties. As a result, these duties sometimes hinder them not to communicate with students nicely or help students in solving their problems. Other times, students are violent against teachers because some teachers have low academic and educational performances. They are unable to offer counselling and psychological support to students from certain backgrounds. Subsequently, some students lack proper morals and discipline. School administrators are to be held responsible for the violence against teachers because they are unable to meet the students' needs.
The paper aims to tackle the function of metaphor in the Qur'an within the theoretical framework put forward by Lakoff & Turner (1989). This theory is known as the Cognitive Theory of Metaphor. It shows how the Qur'an is structured around the idea of the variety of meaning of lexical items, and how every correspondence between the two domains of "literal" and "non-literal" can fit into it. However, such an application of cognitive semantic approach can provide valuable insights. These insights enhance the overall aim of this paper which is to prove the linguistic creativity of the Qur'an through applying the cognitive theory of metaphor. This paper outlines the basis from which the Qur'an should be considered not only as a book of religious teachings, but also as a linguistic miracle for Arabs (Elsharif, 2011). The structure of this paper is presented as follows. First, we introduce the theoretical background and arguments of this study. Afterwards, we underline the significance of this study and its contribution to the field. In the following section, we present the definition and function of metaphor. Next, we embark on the linguistic analysis of metaphor in the holy Qur'an, metaphorical language and its use in discourse, and metaphor and Islamic religious discourse. Finally, we end the essay with a concluding paragraph.
Enteric CH4 emissions have been of great scientific interest as they represent a real energy loss for livestock and are also responsible for global warming. The objective of this study is to measure enteric methane emissions in farm animals, and then develop models for estimating quantities emitted based on the amount of dry matter ingested (MSI). Holstein cows (n = 38) received dietary rations of 50% forage and 50% feed concentrate, and a linear regression model was developed to predict CH4 production per animal (g). CH4 (animal / day) from the amount of dry matter ingested and the equation obtained was as follows: Y = 19.05X. Here, Y is the amount of CH4 (g CH4 / cow / day) and X is the amount of ingested dry matter (kg), with R² = 0.91, r = 0.97, and RMSPE = 5.53%. For small ruminants (n = 22), three dietary levels were used and methane production was measured. In addition, the equation obtained was: Y = 12.21 X with R² = 0.81, r = 0, 91 and RMSPE = 15.80%. In camelins (n = 12) and equines (n = 10), only one food level was used and methane measurements did not develop an estimation model. However, mean values of methane production were determined and they corresponded to 11.41 g CH4 / kg MSI in camels and 2.18 g CH4 / kg MSI in horses.
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