As Titanic sank, a ‘mystery’ ship was spotted some distance away. Rockets were fired but the ship ignored them. The Californian was blamed but was the mystery ship really the Mount Temple?

In 1997, James Cameron's "Titanic", became the first motion picture to earn a billion dollars worldwide. These essays ask the question: What made "Titanic" such a popular movie? Why has this film become a cultural and film phenomenon? What makes it so fascinating to the film-going public?

As the Titanic was swallowed by a freezing sea, over 800 miles from the nearest land, her 2,200 passengers and crew attempted desperately to advert tragedy. Lifeboats were lowered, and constant SOS signals sent, but most realised they would require a miracle to avoid their doom. And then it came. Approaching over the horizon was a ship, coming ever closer and then stopping within five or six miles of the Titanic. The joy on board the sinking ship was unimaginable; the crew even reassured passengers that rescue was imminent. Agonisingly, however, the vessel did not come to the rescue - despite rockers of appeal - but gradually turned and moved away, abandoning over 1,500 people to their fate. The search for the ' Mystery Ship' began immediately, and both Britain and the USA accused a ship called the Californian of deserting the Titanic in her hour of need. But was the ' Mystery Ship' the Californian? For the first time, this book explores the totality of evidence, with the discovery of the Titanic's actual wreck site in 1985 allowing crucial insights not available during official investigations seventy-three years earlier. Combining a penetrating argument with an extensive collection of archive photographs and materials, this book aims to find clear answers to the many riddles of the Titanic's 'Mystery Ship'.

The unspeakable tragedy of the Titanic disaster can only be fully appreciated through the tales of the people who were aboard on the night the ship went down. The Irish Aboard Titanic gives those people a voice, focusing on the Irish who were aboard the 'unsinkable' liner. In it are stories of agony, luck, self-sacrifice, dramatic escapes and heroes left behind. Senan Molony also records the heartache that continued long after that fateful night. In her wake the Titanic cast a long shadow over the families forced to endure the agonising wait to learn the fate of loved ones, over the lives of the survivors who had to start their lives anew and over those who lost relatives and friends. If you want to know about the Irish passengers and crew of the Titanic, this is the only book to have.

An anniversary edition of a highly-regarded account of the world's most notorious tragedy at sea.

Did the Titanic really sink? Or was it sister ship Olympic? Was it a massive cover-up or an insurance scam? These and many other questions are raised in Robin Gardiner's brilliantly entertaining read which reveals a fascinating version of what really happened on that terrible night in April 1912.

In Where Metaphors Come From, Zoltán Kövecses proposes a metaphorical grounding that augments and refines conceptual metaphor theory according to which conceptual metaphors are based on our bodily experience. While this is certainly true in many cases of metaphor, the role of the body in metaphor creation can and should be reinterpreted, and, consequently, the body can be seen as just one of the several contexts from which metaphors can emerge (including the situational, discourse, and conceptual-cognitive contexts) - although perhaps the dominant or crucial one. Kövecses is a leader in CMT, and his argument in this book is more in line with what has been discovered about the nature of human cognition in recent years; namely, that human cognition is grounded in experience in multiple ways - embodiment, in a strict sense, being just one of them (see Barsalou, 2008; Gibbs, 2006; Pecher and Zwaan, 2005). In light of the present work, this is because cognition, including metaphorical cognition, is grounded in not only the body, but also in the situations in which people act and lead their lives, the discourses in which they are engaged at any time in communicating and interacting with each other, and the conceptual knowledge they have accumulated about the world in the course of their experience of it.