<p>This study investigates how best to solve difficulties that may arise when translating bird literature from English into Swedish. The focus of the study lies on the translation of attributive adjectives and bird terminology. The text chosen for the translation, which serves as the basis for the analysis, is the section on general habits of the <em>Turdidae-family </em>in the comprehensive work <em>Handbook of the Birds of the World. </em>Translation theory that proved helpful in the translation process and in the subsequent analysis was primarily that of Vinay and Darbelnet (1995, 2004), Nida (1964a) and Newmark (1981). In most cases a literal translation could be perfonned, both in regard to attributive adjectives and bird tenninology, however, in some cases other translation procedures, such as transposition and equivalence, proved useful. Attributive adjectives that could not be translated literally, or that were preferred not to be translated literally, were translated through the use of transposition, into for instance: compound nouns, prepositional phrases, relative clauses and <em>that-clauses. </em>Bird terminology for which no suitable corresponding terminology could be found in the target language, was translated non-literally through the use of equivalence, into structures maintaining the equivalent semantic meaning in a natural way.</p>

The focus of this paper concerns different verbal expressions found within the ancient Egyptian historical and archaeological record that describes the act of playing different instruments. This paper sheds light on ancient Egyptian hieroglyphic terminology by presenting the corresponding translations and transliterations from the Pharaonic Period. A discussion is carried out concerning whether or not the terms in question have any polysemic meanings as well as any traceable etymology or developmental aspects. Tomb scenes with captions of expressions on how to play musical instruments are the primary sources for this paper to demonstrate the different variations of the terminology.

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The Glossary is a fictocritical work which accompanies the novel, New Moon Through Glass, written for my doctorate that encorporates fiction, poetry, analytic and critical text, and which ‘writes back’ to the novel without the interpretive gesture and in doing so interrogates the art of fiction via a fictocritical critique. The generic glossary (a collection of glosses) encapsulates the ‘interpretive gesture’ par excellence — the hermeneutical exercise that criticism’s role has widely been thought to be. Its earliest, medieval form as a commentary (or series of commentaries), translation or exegesis in the margins of or between the lines of a text, reiterates the glossary’s ostensible purpose to explicate rather than create ‘meaning’. As a fictocritical work, The Glossary therefore both interrupts the monolithic architecture of the text through the techniques of the cut and the stitch, and also, by ‘reading between the lines’ of the novel, provides alternative readings; a space for other voices, other texts. In the process the project repositions the glossary before the novel (a reversal of the usual order) inciting a series of readings and re-readings which establish a practice of critical fictionalising and the fictionalising of the critical and an incitement to read in this manner. In the performance, The Glossary ventures to open this Pandora’s Box and in the process reflects on what, as a practitioner, writing is, what reading is, and what is critical practice and what creative. The Glossary is a performance of a distinction put by Bathes as a ‘thinking through’ rather than ‘a residue of critical thought’ (1985: 284) and therefore demands to be read as a fictocritical The Glossary was arrived at after much research and experimentation in my fiction writing practice with footnotes, asides and summarizing (‘the story so far’ style) prefaces or segues and above all definitions, a fascination which might be summarised by the distinction that Charlotte Brontë drew between writing that was ‘real’ and writing that was ‘true’. Fiction often requires realism in order to ring true, and yet the elements of language that give it force owe nothing to realism — its power lies in its imagery, its symmetry, its poetry all of which foreground textuality and intertextuality in a manner congruent with the fictocritical project. The Glossary, ostensibly there to confirm and stabilise knowledge, language and reading practices, shows, by fictionalising the critical, the dependent ordering and silences through the art of character in this knowledge architecture. Far from keeping an ‘objective’ distance, The Glossary generates a parallel text to the novel in which the voice of the author ‘speaks’, and in doing so has much to say, by its multi-vocal presence, about authorial intentions (and anxieties), slippages, ruptures and textual transparencies, opacities and excess; about the ways in which writing is both knowledge and being, knowing and making. The Glossary grew (rhizomically though not randomly) from textual asides, after thoughts and back stories, parallel and divergent interests, arguments, lyricisms, associations, allusions and theories. Eventually The Glossary became a piece of writing performing what could not ‘make it’ into the work of fiction. That a glossary is made up of ����entries���� proved an enlivening form, which generated a different kind of writing practice and a different kind of writing, perhaps not dissimilar to a web log. In making this comparison I am referencing Kerryn Goldsworthy’s comments that ‘blogging’, as ‘dynamic thinking-in-action’, sets its form apart from traditional writing and ‘creates a shift away from the consumer-producer model’ by destabilising the notion of a one-way transaction, ‘active writer producer to passive reader-consumer’. Each entry in The Glossary is a jumping off point for text to grow either from the point-of-view of the writer or reader, and each item simultaneously encourages a non-linear reading with regard to itself out of which possibilities are generated — as a body of text; the ‘self’ to which it constantly refers — and the novel it appends. The Glossary allows space for ‘undisicplined’ writing which does not conform to the teleological narrative of the thriller genre and in doing so, offers a radically democratic opportunity for the reader (who along with the writer also composes the story) to join in the process and the practice and understand how in ‘working through’ any text we are subconsciously glossing and deducing as we go. Some entries in The Glossary relate to specifics in the novel. Others to novels which haunt the text or other texts dreamed of, wished for or forgotten. Many of the subjects of The Glossary are familiar terms in literary and critical discourse examined in the process of writing. Still others relate to identity and to doubling, as a fictional device, but also as textual possibility. The counterpoint between the two texts — glossary and novel — holds other dialogues and polylogues: the intimate linkage between love and murder or desire and violence; disappearances — both textual and familial; childhood, memory and, motherhood; voice, reading, writing- (as well as reading-)blocks; the flâneur; psychoanalysis and dreams; collage; and the house as a metaphor for the body or the text. Certainly The Glossary presents an occasion for writing, an exercise, an exegesis and, where necessary, an excuse: ‘Only paper offers the tactile complexities of the origami life, the papier mache existence. (The Glossary p. 84) / Doctor of Philosophy (PhD)

There are four contributions of this research: 1) confirmation of inconsistent use of terminology in the Computer Supported Cooperative Work (CSCW) research field; 2) the development of a hierarchical terminology technique that extends the idea of cognitive mapping into a hierarchy of concepts and dictionary of related definitions; 3) a taxonomy of terminology showing the boundary of the CSCW research field; and 4) a dictionary of definitions relating to the terminology in the taxonomy. The investigation of prior research in this field found that there was a proliferation of terms all relating to support of groups, and there was a proliferation of software and systems that support groups. However, the terminology and definitions used by researchers were found to be inconsistent, with some terms being defined differently, but then used interchangeably. Inconsistency makes it difficult to determine what technology is being used in the research and where a research study fits into the research field. Knowledge of any research field is mainly gained through reading published research documents. This research analysed published documents in Computer Supported Cooperative Work (CSCW) to determine the scope, structure and meaning of the terminology used in this research field. The research resulted in a hierarchy of terminology and a dictionary of definitions. Future research will determine the value of these structures for new researchers, experienced researchers, and practitioners. During the investigation of prior research no technique was identified to undertake such a study. A hierarchical terminology technique (HTT), which is a form of content analysis process, was developed to structure a hierarchy of concepts to expose the relationships between terms. This technique includes terminology identification, analysis and presentation to show the scope of a research field and to present terminology and definitions to improve consistency. This technique can be used in other fields of study.

The Japanese language has a colour term, 'ao' (or 'aoi'), which is usually referred to in bilingual dictionaries as being the equivalent of English 'blue'. Very often, however, it is used to describe things which English speakers would describe as being green. Granny Smith apples are 'ao', so are all Westerners' eyes, regardless of whether they would be described as being 'blue' or 'green' in English. The sky and the sea are prototypically 'ao', but this term is also used to describe lawns, forests, traffic lights and unripe tomatoes. What, then, do Japanese native speakers (henceforth JNS) understand by this term? How do its semantic boundaries relate to those of the term 'midori' (`green')? What is the JNS understanding of the foreign loan words 'guriin' (green) and 'buruu' (blue)? This study pursues these questions seeking to delineate the semantic boundaries of the colour term 'ao'.

SYNOPSIS Included in this work, is a general historical overview of the development of astronomical knowledge in the West from the realms of Greek scholarship in classical times through to the Renaissance and the threshold of modern physics. The subject matter of both the Irish Tract and this review extends beyond the strict confines of astronomy, encompassing the physical sciences in general. The extent of astronomical knowledge in medieval Ireland is given specific attention with a review of scholarly works in Latin since the seventh century. This includes a number of specialist studies on astronomical topics and related cosmographical fields. Also included are numerous incidental references to astronomical matters from both Irish and Latin literature during the Middle Ages. Attention is devoted to the surviving manuscript copies of the Tract and the question of its sources, origin and purpose. A possible Dominican context for the compilation and dissemination of the Tract is considered. A detailed commentary of the technical content of each chapter is presented, together with reference to contemporary developments in the West and to the occasional clues as to the institutional, geographical and chronological origins of the Tract. A study of the technical terminology used by the Irish compiler is presented in detail. Reference is made both to earlier Irish terminology where appropriate, as well as to the limitations imposed by the fact that many of the scientific concepts were yet to attain clarity that came with the advent of Newtonian physics, Copernican astronomy and post-Colombian geography. The data entries on ms Stowe B are evaluated and compared with computer generated data of astronomical movements in the 14th and 15th centuries with a view to ascertaining the time of compilation of the Tract and its working life. A A revised English translation of the Tract is included in the appendices together with Maxwell Close's unpublished commentary to relevant portions. An Irish edition, closely following the ITS edition of 1914 is also included. Corruptions to the text are footnoted together with the likely run of the original text.

Mathematics is permeated with language; it appears in the form of new words and some old words with new meanings. There are new symbols to be able to read and consume; much information is presented in tabular or graphic form, and finally the language in a mathematics class has its own semantics, syntax and traditions of argumentation and expression. It is this language, used in the mathematics classroom, which students must absorb and develop fluency with--all while learning the mathematics expressed by this language. Traditionally, the language of mathematics has been overlooked in the classroom, as if students could learn it by just being exposed, rather than having explicit instruction. Numerous professional organizations have called for a focus on language in mathematics education, yet it appears that this important topic is overlooked in the classroom. This research project concentrated on developing a working definition of the language of mathematics and then, speculating that the reason teachers avoid teaching the language of mathematics, it developed the Language of Mathematics Teacher Self-Efficacy Scale (LoMTES), a measurement instrument to measure teacher perceived self-efficacy regarding the teaching of the language of mathematics. Bandura's socio-cognitive theory was the guiding force in developing this instrument. Bandura indicates that self-efficacy is predictive--that teachers with high perceived self-efficacy on a topic are generally capable of teaching it, while teachers with low perceived self-efficacy on a topic tend to skip over the topic or teach it in a minimal way. Self-efficacy, however, is a changeable construct; thus, this instrument could be used to identify teachers with low perceived self-efficacy regarding the teaching of the language of mathematics, which would enable the mathematics education community to explore possible interventions designed to improve student learning by improving teacher perceived self-efficacy. / Graduation date: 2004

This study investigates how best to solve difficulties that may arise when translating bird literature from English into Swedish. The focus of the study lies on the translation of attributive adjectives and bird terminology. The text chosen for the translation, which serves as the basis for the analysis, is the section on general habits of the Turdidae-family in the comprehensive work Handbook of the Birds of the World. Translation theory that proved helpful in the translation process and in the subsequent analysis was primarily that of Vinay and Darbelnet (1995, 2004), Nida (1964a) and Newmark (1981). In most cases a literal translation could be perfonned, both in regard to attributive adjectives and bird tenninology, however, in some cases other translation procedures, such as transposition and equivalence, proved useful. Attributive adjectives that could not be translated literally, or that were preferred not to be translated literally, were translated through the use of transposition, into for instance: compound nouns, prepositional phrases, relative clauses and that-clauses. Bird terminology for which no suitable corresponding terminology could be found in the target language, was translated non-literally through the use of equivalence, into structures maintaining the equivalent semantic meaning in a natural way.

Abstract This study deals with the translation of the second part of the English Heritage guidebook Lullingstone Roman Villa (2009), written by Pete Wilson. The analysis focuses on the translation of terms and other vocabulary items within the fields of archaeology and architecture, as well as how to deal with cultural aspects. The theoretical framework for the analysis is based on models by Vinay &amp; Darbelnet (1995), Newmark (1981, 1988) and Ingo (2007). The two most common translation procedures in the translation of terms and other vocabulary items were literal translation and transference. However, equivalence and omission were other procedures put to use when dealing with lexical aspects. When it comes to the translation of references to cultural aspects, alterations are sometimes needed in order to adapt the target text to its target group. Consequently, Vinay &amp; Darbelnet’s adaptation procedure was put to use in a number of cases. However, the most common way of translating cultural aspects was in the form of couplets (Newmark 1988:91), more precisely transference of certain proper nouns coupled with a functional or descriptive equivalent, out of which the former was most common. Various forms of additions were also used in several cases, and an omission was put to use in one particular case. Throughout the translation process, parallel texts proved to be of great help.