Le droit canonique dit classique (XIIe-XIIIe siècle), s’appuyant sur la redécouverte, en Occident, des compilations de Justinien, mais aussi de la pratique politique et administrative développée par l’Eglise pendant le premier millénaire est à l’origine du système moderne de la représentation dite parfaite. Le procureur (procurator) en est la figure centrale, qu’il s’agisse du légat pontifical, de l’évêque, parfois considéré comme représentant du pape à l’échelon local, mais aussi et surtout des multiples agents qui accomplissent, pour le compte de toute autorité ecclésiastique, des actes d’administration, de disposition ou des actions judiciaires. Dans toute affaire, ce représentant est admis à parler et agir en lieu et place de son maître. Le lien unissant les deux acteurs du système est d’abord celui du contrat de mandat. Mais son effet dépasse désormais largement celui que lui reconnaissait le droit romain. La représentation repose sur une fiction juridique, qui opère une véritable substitution de personne. La construction imaginée par les canonistes médiévaux a été directement reçue par les droits contemporains de tradition continentale. / The classical canon law of the 12th and the 13th centuries, based both on the rediscovery of Justinian’s compilations in the West and in the political and administrative practice developed in the church during the first millennium, has brought about the modern system of perfect or immediate representation. The central figure of that system is the procurator, and specifically the pontifical legate, the vicar and the bishop who was sometimes considered as the procurator of the pope at the local level. They act in the name of ecclesiastical authorities, in judicial and administrative matters. These representatives are called upon to speak and act in the place of the principal, thanks to the system of mandate. But its effect goes beyond what was requested in the Roman law. The representation lies in juridical fiction, operative in an authentic personal substitution. The construction worked out by the medieval canonists has been directly received in contemporary continental law.

The style of the Swedish writer Harry Martinson is characterised by a large number of conspicuous and creative word-formation units, which have a special function in his writing. One single word might summarise and denominate an experiance or a complex emotion, sometimes using an exact description, sometimes using a metaphor. The content and the novelty of such nonce forms catch the reader´s or listener´s attention, achieving the intended effect: to make the reader understand what Martinson wants to convey. The present study is an analysis of the neologisms used in two of Martinson´s semiautobiographical novels and their German translations. The object of the study is twofold: firstly to show that the great variety of nonce words-formations as well as their semantics provide the special stylistic markers of the texts, and secondly to draw more general conclusions about the effect of target languages regarding the form, content and function of the units in the texts, as well as their effect on the reader, the concept of equivalence is central. Correspondences and deviations are analysed applying a model specifically designed for the purpose and based in relevant theories. The results illustrate both the various problems a translator must seek to solve and the consequences that simplifications, omissions, and paraphrases might have on the meaning and effect of the text.

The purpose of this study is to analyze two literary translations of Astrid Lindgren’s Pippi Långstrump (Lindgren, 1945) from Swedish into English.  The study compares the British and the American English translations of neologisms, nonce words and proper nouns.  The primary data chosen for this study are the Swedish children’s book Pippi Långstrump (1945), written by Astrid Lindgren, and its 1954 British translation, by Edna Hurup, as well as the 1977 American English translation, by Florence Lamborn.  The method used in this study is qualitative, and consists of an in-depth analysis of representative examples of neologisms, nonce words and proper nouns.  Three research questions aimed at finding out what translation procedures were used, whether there were any differences between the two translations, and whether there were any semantic changes in the two translations.  The conclusion is that the most common translation procedure used is equivalence.  The most distinguishing difference between the two translations is that the American English translation seems to stay more true to the original text, whereas the British translation has a greater respect for the target text reader, in the sense that it is more culturally adapted than the American English translation.  There were no major semantic changes in the samples from the two translations, with the exception of a few examples.  In conclusion, both translators manage to maintain the atmosphere of the original text.

<p>The purpose of this study is to analyze two literary translations of Astrid Lindgren’s <em>Pippi Långstrump </em>(Lindgren, 1945)<em> </em>from Swedish into English.  The study compares the British and the American English translations of neologisms, nonce words and proper nouns.  The primary data chosen for this study are the Swedish children’s book <em>Pippi Långstrump </em>(1945), written by Astrid Lindgren, and its 1954 British translation, by Edna Hurup, as well as the 1977 American English translation, by Florence Lamborn.  The method used in this study is qualitative, and consists of an in-depth analysis of representative examples of neologisms, nonce words and proper nouns.  Three research questions aimed at finding out what translation procedures were used, whether there were any differences between the two translations, and whether there were any semantic changes in the two translations.  The conclusion is that the most common translation procedure used is equivalence.  The most distinguishing difference between the two translations is that the American English translation seems to stay more true to the original text, whereas the British translation has a greater respect for the target text reader, in the sense that it is more culturally adapted than the American English translation.  There were no major semantic changes in the samples from the two translations, with the exception of a few examples.  In conclusion, both translators manage to maintain the atmosphere of the original text.<strong></strong></p><p><strong> </strong></p>

The present thesis deals with the semantics of prefixes in Czech verbal neologisms. The first part describes verbal prefixation, the classification of prefixes, and their principal functions. Subsequently, polysemy, collocability and valency of prefixed verbs are characterized. The following section discusses the methodology, and characterizes the electronic neological database Neomat, which is the primary source of material for the thesis. The subject of analysis is neological verbs with prefixes od-, pro- and vy-. The meanings of these prefixes are described in relation to the collocability, valency and polysemy of prefixed verbs. The analysis aims to identify the principal meanings of the prefixes and to determine whether there are any meanings which have not been presented in any paper yet. Key words: neologism, nonce word, prefix, semantics, verb, word formation

The security protocols are widely used for providing safe communication. They are used for creating private communication channels in unsecured area. This thesis deals with the design of such protocols and their properties. The first part deals with properties and requirements of designed protocol as well as with the most common attacks on protocols. In the second part, the method of trace formula is described in more detail. This method is used for analytic design of security protocols. Later, the library of automated functions was created upon the principles of the method. The library support both the handling of protocol properties and protocol design. The thesis concludes with some examples of generated protocols.

<p>Language-play can briefly be described as the wilful manipulation of the peculiarities of a linguistic system in a way that draws attention to these peculiarities themselves, thereby causing a communicative and cognitive effect that goes beyond the conveyance of propositional meaning. Among the various phenomena answering this description are the different kinds of puns, but also more strictly form-based manipulations such as rhymes and alliteration, in addition to a host of other, sometimes even fuzzier, subcategories.</p><p>Due to its unusual nature, and especially its frequently strong dependence on the idiosyncrasies of a particular language, language-play can generally be assumed to constitute a significant challenge in a translation context. Furthermore, given its non-negligible effects, the translator is not free to simply ignore the language-play (provided it has been recognized as such in the first place) without having taken an active stance on its treatment. However, the difficulties in finding a suitable target-language solution are possibly exacerbated if the source text is a complex multimedia product such as a film, the translation of which, normally in the form of dubbing or subtitling, is subject to additional constraints.</p><p>In view of these intricacies, it has been the aim of this study to analyze and measure how language-play in film has actually been treated in authentic dubbing and subtitle versions. As a prerequisite, the concept of language-play has been elaborated on, and more than a dozen subcategories have been described, developed, and employed. For the purpose of carrying out a meaningful analysis of the dubbing and subtitling of language-play, a corpus has been compiled, comprising 18 family films and 99 of their various target versions, most on DVD, and yielding nearly 800 source-text instances of language-play and thousands of translation solutions.</p><p>The results indicate that especially two sets of factors, among the many that are likely to influence a translation, play a prominent role: the type of the language-play, and the identity and working conditions of the translator. By contrast, the mode of translation (dubbing vs. subtitling), the target language, or the general properties of the films, could not be shown to have a sizeable impact.</p>

Language-play can briefly be described as the wilful manipulation of the peculiarities of a linguistic system in a way that draws attention to these peculiarities themselves, thereby causing a communicative and cognitive effect that goes beyond the conveyance of propositional meaning. Among the various phenomena answering this description are the different kinds of puns, but also more strictly form-based manipulations such as rhymes and alliteration, in addition to a host of other, sometimes even fuzzier, subcategories. Due to its unusual nature, and especially its frequently strong dependence on the idiosyncrasies of a particular language, language-play can generally be assumed to constitute a significant challenge in a translation context. Furthermore, given its non-negligible effects, the translator is not free to simply ignore the language-play (provided it has been recognized as such in the first place) without having taken an active stance on its treatment. However, the difficulties in finding a suitable target-language solution are possibly exacerbated if the source text is a complex multimedia product such as a film, the translation of which, normally in the form of dubbing or subtitling, is subject to additional constraints. In view of these intricacies, it has been the aim of this study to analyze and measure how language-play in film has actually been treated in authentic dubbing and subtitle versions. As a prerequisite, the concept of language-play has been elaborated on, and more than a dozen subcategories have been described, developed, and employed. For the purpose of carrying out a meaningful analysis of the dubbing and subtitling of language-play, a corpus has been compiled, comprising 18 family films and 99 of their various target versions, most on DVD, and yielding nearly 800 source-text instances of language-play and thousands of translation solutions. The results indicate that especially two sets of factors, among the many that are likely to influence a translation, play a prominent role: the type of the language-play, and the identity and working conditions of the translator. By contrast, the mode of translation (dubbing vs. subtitling), the target language, or the general properties of the films, could not be shown to have a sizeable impact.

The aim of the interdisciplinary doctoral dissertation is to answer the research question What is a neologism? The research was inspired by the methodology relying on three types of data that J. Bartmiński specifies for studying stereotypes as part of the language picture of the world, i. e. systemic, textual and empirical data. Neologisms are expounded by confronting the linguistic, media and everyday picture of the world with the use an explicative characteristic including connotations of the concept. After introducing the neologism within the context of words marked stylistically with respect to time, the exposition is structured according to (non- homogeneous) criteria, on the basis of which neologisms in the reviewed literature are defined: the criterion of existence, the criterion of time, the lexicographic criterion, the psychological criterion, the structural criterion, the criterion of variety and the criterion of instability and stability. The media image of neologism was examined using the qualitative-quantitative method of content analysis in 93 media texts from 2006 and 2007, and 2016 and 2017. The empirical data were obtained by questionnaires from 2017 and 2018 with 100 respondents aged 11 to 81. In summary, the concept of neologisms is understood as a very heterogeneous one. A list...

This qual-quan case study investigated the role of code-switching (CS) in education in four senior secondary schools in Botswana. CS is a communicative strategy used in many places, including Botswana, during formal and informal social occasions. CS also occurs in education; however, its occurrence is viewed as a somewhat problematical phenomenon – that it signals the speaker’s lack of proficiency in the Language of Learning and Teaching (LoLT). The study also investigated if CS in the classroom contravenes the country’s Language-in-Education Policy (LiEP), which states that English is the medium of instruction throughout the education system (Botswana Government White Paper No.2 of 1994). The study found that CS occurrence in teaching and learning has positive and negative educational effects. However, its use has adverse implications for the LiEP of Botswana. Consequently, recommendations are made on the effective use of CS and on the revision of the LiEP. The study is divided into nine chapters. Chapter One is the introduction and covers: Botswana’s language situation, including the status of English generally and in education in particular, the statement and analysis of the problem, research questions and the importance of the study. Chapter Two gives a comprehensive review of the literature on CS generally and CS in education in particular. The key words are: code-switching, code-mixing, borrowing, nonce-borrowing and re-borrowing / double-plural. Botswana’s LiEP is also discussed with respect to language planning, education and educational development. Chapter Three discusses the research design and the data-collection methods. These include: the research sites, sample selection and sampling procedures, data-collection instruments and their administration, and the independent and dependent variables used in data-collection. The importance of pre-testing the research instruments, ethical aspects observed and problems encountered during the data-collection stage are also highlighted. The role of the University of Pretoria’s Statistics Department is also explained. Hymes’ mnemonic of SPEAKING used in the analysis of the qualitative data is also described. Chapter Four presents the quantitative analysis of the respondents’ demographic details, and highlighting the differences and similarities identified. Chapters Five and Six present the results from the quantitative analysis of the teachers’ and learners’ data. The former presents the teachers’ evaluation of the learners’ language proficiency in class; the latter presents the learners’ subjective self-evaluation of their own English proficiency and their evaluation of teachers’ proficiency in English. Furthermore, both chapters respectively present the teachers and learners’ views on the role of English, Setswana and other indigenous languages in education as LoLT, and their attitude towards CS in education. The significance or the non-significance of the analyzed results is also presented. Chapter Seven presents the results from the qualitative analysis of the data (through the application of Hymes’ mnemonic of SPEAKING) obtained through lesson observations. Chapter Eight deals with the interpretation and discussion of the results through answering the main research questions. Chapter Nine presents the study’s summary, conclusions and recommendations on CS in the classroom and on Botswana’s LiEP. The study’s limitations and implications for further research are also discussed. / Thesis (DPhil)--University of Pretoria, 2011. / Afrikaans / unrestricted