<p>The intention of this essay is to illustrate and describe various means to overcome some of the difficulties that any translator dealing with technical translations at some point or another would come upon – presented in a qualitative analysis. The text under analysis is a chapter called Into the Cosmos and is part of the book Planet Quest – The Epic Discovery of Alien Solar Systems by the American astronomer Ken Croswell. The analysis specifically focuses on terminology and two aspects that usually are part of the cultural adaptation of a text; namely additions and omissions. However, in this essay they help adapting the text towards a new target audience not so much because of culture, but rather because of my decision to fully disconnect the text from the context in which it previously functioned. And because of this, the target text was in the end given more of an educational character compared to the source text.</p>

<p>In this essay I discuss the magical creatures in the Harry Potter series; not the complete series but Harry Potter and the Chamber of Secrets, Harry Potter and the Prisoner of Azkaban and Harry Potter and the Goblet of Fire. Many scholars say that the Harry Potter novels are didactic, moralist books in different ways. What I investigate is if the magical creatures in the novels can be read as metaphors for issues that the teenage reader finds difficult to deal with and if they could also offer ways to help. More specifically I look at the giant and the werewolf as metaphors for separate types of outsiders who have to try to handle the prejudice of others; one being strange because of genes and one because of an illness. I also look at the house-elf as a metaphor for various oppressive situations one can encounter as a child and also for how to cope with change. In connection to the house-elves I also discuss racism and social class. The last two creatures I investigate are the Dementor as a metaphor for depression and the Boggart as a symbol for fear. My conclusion is that one can read these creatures as symbols or metaphors for difficulties for teenagers in various ways and that these interpretations almost always also offer a way to handle said difficulty.</p>

<p>The aim of this study is to compare metaphors from the 1970 edition of Joseph Conrsd's Heart of Darkness (originally published in 1902) with their Swedish translations in Mörkrets Hjärta, by Einar Hecksher (2006), to see how mwtaphors have been translated from English into Swedish, i.e. to see if there are any structural differences which cause semantic differences to the metaphors. By comparing the original metaphors with their translations, it is possible to point to difficulties, which may cause problems in the translation process. One example indicates that homonyms can be a problem. Nearly all of the English metaphors have been translated as metaphors in Swedish as well. About half of the metaphors studied have been semantically changed in their translations, yet without any pragmatic differences compared to the originals. It seems not that important which theory about metaphors (e.g. Lakoff, Leech, Levinson, Black) is more 'applicable' than the others with regard to translation. The result of translation of metaphors is more likely due to the translator's perception of the source language, rather than to theories about metaphors per se.</p>

<p>Abstract</p><p>The aim of this essay is to establish whether or not the word foxy can serve to illustrate gender differences and gender stereotypes in English. The analysis is conducted by using one American English corpus and one British English corpus in order to make a comparison of the two English varieties. Apart from the comparative study, foxy is examined and categorized according to gender and a number of features to help answering the research questions which are:</p><p>• What difference in meaning, if any, does the word foxy carry when used for males, females and inanimate things?</p><p>• Can the word foxy serve to illustrate gender stereotypes in English?</p><p>• Are there any differences regarding how foxy is used in American English compared to British English?</p><p>Throughout the essay previous studies are presented, terms and tools that have been used are defined and argued for. One of the conclusions drawn in this study is that there is a significant difference in meaning when foxy is used in American English compared to British English. There are, however, also differences concerning the use of foxy when referring to males, females and inanimate things.</p><p>Keywords: Collocation, corpus studies, foxy, gender, language, linguistics, semantic prosody, stereotypes.</p>

<p>This paper is a study within the general area of Second Language Acquisition (SLA), focusing on second language learning in formal (class room) settings. The main questions discussed in this essay are firstly, whether social factors matter while learning a second language, secondly, to what extent attitudes towards the second language matter and thirdly, what attitudes students actually have towards studying a second language.</p><p>The paper compares both students and teachers in the UK and Sweden. To be able to make this comparison I travelled to the UK and followed a class at the University of Wolverhampton that study Swedish.</p><p>This paper has benefited from both quantitative and qualitative methods. The quantitative part consists of a questionnaire that was handed out to the students in both England and Sweden. For the qualitative part of my research I made use of the structured interview form, which is a method that has a compact nest of questions and where the sequence of questions is decided before the interview. I interviewed two students and one teacher in each of the countries that this paper covers.</p><p>The social factors that this paper recognises are age, gender, social class and ethnic identity. Furthermore, the essay examines the impact of students’ motivation and attitudes while studying and learning a new language. It has been demonstrated that motivation has a major role to play while learning a second language. It can be argued that the more motivated students are the more and better they will learn. According the students in question their opinions are that you have to have a good teacher while learning languages, i.e. a teacher that can encourage you and make you develop. On the other hand the teachers in question said that the students must be interested in learning second languages otherwise it is pointless since they will not develop.</p><p>The findings of the present paper are analysed in the light of previous research published in this field.</p>

<p>Abstract</p><p>In this essay I look at the change in the symbolic function of vampires, and to see this I use</p><p>Bram Stoker’s Dracula and Anne Rice’s The Vampire Lestat. My argument is that the</p><p>difference between Dracula and Lestat is basically that they represent different ideologies,</p><p>with Dracula being an imperialist, and Lestat being an anarchist. The difference is shown by</p><p>taking examples from the text of the two novels, and also taking information about the</p><p>ideologies, and seeing if the actions and thoughts of the characters match the suggested</p><p>ideology.</p><p>First, the essay looks at Dracula and his connection with imperialism, and then it turns to</p><p>Lestat and his connection with anarchism.</p><p>The conclusion is that the facts derived from the novels make it quite clear where the</p><p>political hearts of the vampires lie.</p>

<p>In this essay I argue that the plot in Sunrise with Sea Monster, written by Irish writer Neil Jordan, is based on the Oedipal myth, such as interpreted by Freud and psychoanalyst literary theory. By applying aspects of this theory we discover meanings buried within the novel. The Oedipus situation arises when the main character Donal falls in love with his piano teacher Rose, but so does his father, who decides to marry her. The desire both men have for the same woman creates a conflict of interest, as well as leading to a series of betrayals, of which the worst and ultimate one is of the father, Sam, by the son, Donal. The situation is not helped further by the lack of communication which exists between the two men. When the Oedipal stage is overcome, when both Rose and Sam are out of the picture, this leads to a sort of reconciliation between Sam and Donal. Betrayal and reconciliation are the two main themes and these are governed by the Oedipal framework of the novel. I also argue that the imagery, in particular that of water and what it is connected to adds depth to the novel as well as closely relating to the main themes and the Oedipal background: the diverse aspects of the Oedipal conflict are expressed symbolically, metaphorically etc. in the novel.</p>

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<p>This essay discusses the perceived case of post-traumatic stress disorder in Leslie Marmon Silko's character Tayo from the novel Ceremony, using personal accounts of actual PTSD-suffering war veterans as a point of reference. The goal is to fathom the influence that culture may have in the development and healing of PTSD, and to identify possible trans-cultural aspects. The main focus of the analysis is therefore on personal background, interpersonal relationships, post-war experiences, and experienced symptoms.</p>

<p>This corpus study discusses the subjunctive construction in mandative sentences in East</p><p>African and Indian English. Data taken from the East African ICE-EA corpus and the Indian</p><p>Kolhapur corpus are compared to previous studies about American English and British</p><p>English, mainly by Hundt (1998) and Johansson & Norheim (1988). Subjunctive, indicative</p><p>and modal periphrastic constructions are identified and examined.</p><p>The conclusion of this study is that the subjunctive construction in mandative sentences is</p><p>more common in Indian and East African English than in British English.</p>