The subject of this thesis is the "Comparison of the translations of realia in the fictional universe of Harry Potter". The main aim is to divide the realia found in Harry Potter books into thematic categories and thencarry out translation analysis to estimate translation solutions. This analysis is created through the prism of English. This thesis consists of three parts. The first part covers the general concepts of the theory of translation. The second part contains a brief biography of J. K. Rowling, the definition of fantasy, and an overview of the history of the four translations. The third part presents a comparison of the translation from English into two variations of Russian, Czech, and Ukrainian. In the thesis conclusion, we will summarize and estimate which translation solution of the four is more accurate, based on the carried out analysis of the translation examples discussed in part three. Keywords: linguistic, realia, Harry Potter, J. K. Rowling, Slavic languages, Russian, Czech, Ukrainian, translation.

In this thesis we analyze machine translation between Czech and Russian languages from the perspective of a linguist. We work with two types of Machine Translation systems - rule-based (TectoMT) and statistical (Moses). We experiment with different setups of these two systems in order to achieve the best possible quality. One of the questions we address in our work is whether relatedness of the discussed languages has some impact on machine translation. We explore the output of our two experimental systems and two commercial systems: PC Translator and Google Translate. We make a linguistically-motivated classification of errors for the language pair and describe each type of error in detail, analyzing whether it occurred due to some difference between Czech and Russian or is it caused by the system architecture. We then compare the usage of some specific linguistic phenomena in the two languages and state how the individual systems cope with mismatches. For some errors, we suggest ways to improve them and in several cases we implement those suggestions. In particular, we focus on one specific error type - surface valency. We research the mismatches between Czech and Russian valency, extract a lexicon of surface valency frames, incorporate the lexicon into the TectoMT translation pipeline and present...

This study investigates one of the Polish language’s most arbitrary cases: the genitive masculine inanimate singular. It collects and ranks several guidelines to help language learners discern its proper usage and also introduces a framework to provide detailed feedback regarding arbitrary cases. The study tests this framework by implementing and evaluating a hybrid grammar checker called PLPrepare. PLPrepare performs similarly to other grammar checkers and is able to detect genitive case usages and provide feedback based on a number of error classifications.

Student demographic data in today’s elementary and secondary schools have shown an increase in the numbers of diverse students in classrooms across the United States. This change in classroom demographics has established the need for changes to both the classroom educational environment and the preparation of our teachers. Research supports a few documented ways teachers can support both their student experiences and academic performance. Culturally competent teachers, cultural humility, and culturally relevant pedagogy are a few of the ways educators can adapt to the change in student demographics. Linking the literature to these findings will help provide an overview of several factors associated with teacher cultural competency and student academic performance. Included in the research are classroom demographics, cultural bias, teacher education and experience, relational capacity, and culturally relevant pedagogy. The research suggests that the more teachers are aware of their own bias through culturally competent teacher education, the more successful teachers are at reaching diverse students in the classroom. The goal is to provide information on the importance of teacher cultural competency and how it relates to student success. This action research, case study analyzed the relationship between teachers’ cultural competency and their students’ academic performance through a post-positive research study. Data were collected from various resources: classroom observations; teacher, parent, and student focus groups; academic data; and observations of classroom instruction. This study was a 9-week, two-intervention cycle of action research. The purpose of this action research, case study was to gain insight into teacher, student, and parent experiences and perceptions of classrooms where teachers were of Slavic descent and classrooms where teachers were of non-Slavic descent. This action research, case study aimed to answer multiple research questions to investigate why there were discrepancies between classrooms led by Slavic and non-Slavic teachers with regard to the classroom pedagogy and the academic success of Slavic students. Past research has supported a wide array of culturally responsive teaching techniques for a variety of ethnic and linguistic subgroups. The past research did not specifically look at, or study, the Slavic cultural needs in the classroom. This action research, case study specifically looked at the Slavic cultural needs at one particular school. This is the first study to provide information on the importance of culturally responsive teaching for the Slavic community and how teacher cultural humility with Slavic students can potentially improve perceptions, experiences, and academic success. This study can help fill the gap and potentially lead to further inquiry into Slavic cultural humility.

Trümmerliteratur - literally “rubble-literature" - is a brand of literature that became important after the Second World War, led by Heinrich Böll, whom I term the apologist of German Trümmerliteratur. Typically included under this classification are the writers who began to produce in the years immediately following the war, and in whose work the rubble and ruins of the landscape figure prominently. Böll provided the programmatic framework for the movement in his “Bekenntnis zur Trümmerliteratur" but his relationship to another type of ruin writing presents a point of friction when he appears to be working in a romantic mode to describe his experience of Irish ruins. This problem was the point of departure for a new thinking of ruins. Discovering the strains of rubble literature in Grass and Celan presents the second part of this study, which dramatically recasts these writers, demanding that the presence and prevalence of ruin images and themes receive consideration. Grass's hermeneutical ruins, a reading of narrative gaps, presents the first level of ruin, separating the reader from the text's reliability and authorial immediacy. The next type of ruins that Grass presents is the violent ruinating involved in the the act of writing itself, whether chiseled into gravestones or flecking virginal paper. Similarly, Celan's images of ruins are produced in a form consciously resembling berubbled structures, with dashes and slashes often left jutting dangerously into the space of a wide margin, like the rusty reinforcing steel bars of modern construction. Considering these writers in these terms leads to the question of language and how they attempt to overcome the problem of a language manipulated into complicity in the crimes of totalitarianism. Finally, there is the transparency offered in the porous structure of the ruin. These houses prove incapable of providing the shelter or protection. The inhabitants are exposed, exhibited to the observer with all of the intimate contents of quotidian existence, the low objects of the everyday. Entrance into this interiority is a powerful part of what makes the ruins an interesting object for observation. In this literature of ruins and rubble the reader is offered this transparency, an offer of entrance into society's interiority.

Marie Eugenie delle Grazies Drama Der Schatten wurde am 28. September 1901 im Wiener Hofburgtheater, einer der bedeutendsten Bühnen Europas, uraufgeführt, jedoch nach nur vier Vorstellungen abgesetzt. Das mit dem Bauernfeld-Preis ausgezeichnete Stück bildet den Zenit von delle Grazies literarischem Schaffen und beinhaltet Diskurse von hohem damaligem Stellenwert, die uns einen tieferen Einblick, vom Standpunkt der modernen Frau, ins Fin-de-Siècle Wien geben können. Das Drama und seine Dichterin wurden im Wien der Jahrhundertwende sowohl gefeiert als auch gerügt. Delle Grazie hatte mit Vorurteilen gegen sie als Frau und Dichterin, sowie mit der Kritik an ihrer unkonventionellen Dramaturgie zu kämpfen. Betrachtet man Der Schatten jedoch im Kontext der Zeit, wird schnell erkennbar, dass die Wiener Dichterin sich vorzüglich darauf verstand die Diskurse ihrer Zeit aufzugreifen und künstlerisch und unikal zu verarbeiten. Inhaltlich ist ihr Protagonist, der Dichter Ernst Werner, die moderne Antwort auf Goethes Faust. Werner ist der faustische Künstler, der sich in freudscher Fasson mit seiner dunklen Seite, seinem Schatten, auseinandersetzt. Dabei werden immer wieder Nietzsches philosophische Ideen thematisiert, insbesondere die des Übermenschen, der sich seine Welt neu erschafft. Darüberhinaus weist das Drama in seiner Darstellung ritualistische Charakteristen auf und erschöpft in seiner Thematik postmodernes Gedankengut, wie es im Film der Jahrtausendwende problematisiert wird.

Berge Meere und Giganten (BMG) by Alfred Döblin is a fictional account of future events in which humanity brings about the ruin of western civilization by its own technological hubris. Although BMG has been examined considerably for its literary merit in light of the Döblin corpus, few scholars have identified Döblin's work as an apocalyptic text especially after the Judeo-Christian tradition. The apocalyptic nature of BMG implies a profound religious experience on the part of the author, which in my view offers at least one plausible explanation for Döblin's repeated fixation with BMG. In my thesis, I explicate the apocalyptic themes of BMG by considering the intertextuality of the apocryphal Book of the Watchers, the canonical Book of Revelation from the New Testament with some of its connections to Babylonian mythology, and finally the function of the author as a conduit of the literary tradition of apocalypticism. Ultimately, I demonstrate that BMG draws heavily from these apocalyptic texts and is consistent with the Judeo-Christian apocalyptic tradition, which utilizes the descriptions of macroscopic catastrophes in human history as a metaphor of spiritual transformation.

The novel Agnes von Lilien by Caroline von Wolzogen, although celebrated during the period of Weimar Classicism, was not generally well known to English-speaking readers and researchers until recently. This project aims to address this situation by creating an easily accessible English translation of the novel complete with critical annotations for the benefit of researchers and lay readers alike. The annotated translation presented in this work is an excerpt of the full translation of the work drawn in particular from the first third of the novel. This novel, first published in 1798, reflects many ideals of the Enlightenment, as well as opinions on women's roles and women's education. In the introduction, I trace the way that the novel seeks to gently persuade the nobility and educated middle class to change the world around them. This is done through the ever-present contrasts filling its pages alongside the novel's emphasis on ideal possibilities. Rather than serving as a revolutionary critique, I assert that the story conveys a quiet call for a level of social reform that still assures the nobility their power while nevertheless challenging them to use that power for the betterment of society. Women are urged to extend their reach to the outer boundaries of womanhood rather than being content with the confinement imposed by traditional society. I conclude that the strength of Wolzogen's text and the trait that draws readers back even centuries later is the fact that, under the cloak of intrigue, adventure, and romance expected from the novel form, the ideals of the Enlightenment shine clearly. In spite of social and political changes over the past two centuries, the call to virtue, industry, reason, and self-improvement, regardless of gender or social class, still maintains its relevance and power for readers in the modern era.

<p>I denna uppsats undersöks ett flertal ortnamnsformer som förekommer i olika tyska, slaviska och skandinaviska källor och betecknar ett och samma ställe, nämligen staden Wolin belägen på sydspetsen av ön Wolin i polska Pommern. Syftet med arbetet är dels att fastställa etymologin av två av Wolin-namnen, <em>at Jómi </em>och <em>Jómsborg</em>, dels att förklara hur alla ortnamnsformer som betecknar staden Wolin hänger ihop och bestämma vilka faktorer som orsakade en sådan namnmångfald. Undersökningens material utgörs framför allt av de Wolin-namnformer som förekommer i de skandinaviska och de med dessa relaterade tyska källorna. Materialet analyseras i stort sett enligt den traditionella namntolkningsmetoden. Det visar sig att formen <em>at Jómi</em> sannolikt härstammar från det pommerska naturnamnet <em>*Jǫma</em> (˂ <em>jǫma</em> f. ’grop; dike’) som betecknade Stora bukten, en del av Szczecinbukten. Sammansättningen <em>Jómsborg</em> är en sekundär form som bildats från <em>at Jómi</em> enligt standardmodellen: dat. (<em>at</em>)<em> Jómi</em> > gen. <em>Jóms</em> + efterleden <em>-borg</em>. Alla ortnamnsformer som betecknar staden Wolin i primära källor är relaterade till varandra: vissa av dem är etymologiskt besläktade, vissa endast ”referentiellt”, dvs. de betecknar ett och samma ställe. Uppkomsten av ett så stort antal Wolin-ortnamnsformer kan i första hand förklaras genom att formerna i fråga har olika ursprung, att det fanns olika namnbrukarkretsar som använde olika former för att hänvisa till samma stad och att det uppstod olika stavningsvarianter och sammansatta namn under de primära formernas senare utveckling.</p>

The purpose of this thesis is to investigate norm in contemporary Russian verbal stress. In a first step the concept of norm is explored. It is shown that the criteria generally used in Russian for defining norm (correspondence to the language system, usage and authority/tradition/necessity) are not applied strictly. It is also concluded that any study of norms must take into account the distinction between the explicit norm, i.e. the codification, and the implicit norm, i.e. the usage and attitude of educated native speakers. In a second step the explicit norm is investigated. The analysis is based on the stress notation in two orthoepic dictionaries. This comparison shows that there is not, as is often suggested, one unanimous, "objectively existing", explicit stress norm. In a third step, the implicit norm is examined. This is done through a survey of reported and actual usage, carried out on 106 Russian speakers in Moscow. Subsequently, implicit norms are related to explicit norms. There is compliance between these in many cases, but the discrepancies are numerous. Furthermore, there is no direct or predictable relationship between the implicit stress norms and the labels these stresses are assigned in handbooks. A comparison with additional sources demonstrates that among the, in all, nine sources no two are perfectly alike in their notation. Sources that reflect the implicit norm better than others are identified. Finally, dictionary data and the survey results are compared with results from previous surveys (1956-1994). This shows that certain stress variants have apparently functioned as the implicit norm for several decades, but this has not yet been taken into account in codification. The general conclusions are that there is in theory an unclear definition of norm; there is in practice disagreement in codification; there is no official codex, although some sources might be considered more reliable; there is in many cases a discrepancy between explicit and implicit norms, which is most likely a result of arbitrariness or subjectivism and of conservatism. It is possible that these conclusions are valid for areas of language normativisation other than verbal stress.