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Letteratura scientifica selezionata sul tema "Harry Potter"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 9 giugno 2025

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Articoli di riviste sul tema "Harry Potter"

Montabone, Benoît. "Harry Potter." Géographie et cultures, no. 68 (December 10, 2008): 99–114. http://dx.doi.org/10.4000/gc.862.

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Pádua, Érika de. "HARRY POTTER." Em Tese 9 (December 31, 2005): 83–90. https://doi.org/10.17851/1982-0739.9..83-90.

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J. K. Rowling’s Harry Potter series follows the tradition of fantasy works such as Tolkien’s The Lord of the Rings. An important difference from these, however, is that it showsthe contemporary mage looking for answers for fundamental existential questions of identity.

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CVEK, Dina. "SPIRITUALITY AND MAGIC AS SOMETHING ‘UNSPEAKABLE’ IN THE WORLD OF HARRY POTTERDOES HARRY POTTER HAVE ANYTHING TO DO WITH CHRISTIANITY?" Lingua Montenegrina 25, no. 1 (June 1, 2020): 309–17. https://doi.org/10.46584/lm.v25i1.776.

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Harry Potter is a series of seven novels written by J. K. Rowling. The novels address the issue of spirituality which critics often compare with Christianity. The issue of spirituality in Harry Potter is not essentially related to religion but certain elements such as soul, life after death and morality are often critised in terms of Christian symbolism. The same motives when it comes to this novel, mainly written for children, are often considered as taboos. But, the concept of soul in Harry Potter is controled solely by the character's decision because magicians in the story can control the fate of their soul and choose their own path. However, Christian theorists criticise Harry Potter as coruptive because of many evil motives in the plot. Magic, as something unspeakable, is the backbone of Harry Potter story. J. K. Rowling put two worlds together, the real world and the world of magic. By doing that, she created a surreal vision of life, without neglecting true values of the man, which are mainly friendship, sacrifice, wellbeing and belief in the greater good.

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Fox, Anthony. "Harry Potter Writes." Headache: The Journal of Head and Face Pain 47, no. 8 (September 2007): 1230–31. http://dx.doi.org/10.1111/j.1526-4610.2007.00903.x.

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Cadesky, Eric, and Sjoerd Borst. "Harry Potter MD." BMJ 324, Suppl S2 (February 1, 2002): 020230. http://dx.doi.org/10.1136/sbmj.020230.

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Borges, Dandriel Henrique Da Silva. "Harry Potter e Bestiários: A fênix enquanto representação do “Salvador”." Revista Discente Ofícios de Clio 4, no. 6 (December 5, 2019): 145. http://dx.doi.org/10.15210/clio.v4i6.16279.

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em diferentes tempos: durante o final do Medievo (na cronologia da Europa Ocidental), no entorno do século XII, e na contemporaneidade, retratada pelo universo cinematográfico da saga Harry Potter. Para entender seu papel no medievo serão analisadas versões traduzidas para o inglês de dois bestiários datados do entorno do século XII, Book of Beasts e Aberdeen Bestiary, enquanto sua representação contemporânea será analisada a partir de cenas dos seguintes filmes: Harry Potter e a Câmara Secreta, Harry Potter e a Ordem da Fênix e Harry Potter e as Relíquias da Morte: Parte 2. A partir do entendimento do papel social das narrativas sobre essa figura no final da Idade Média serão então traçados paralelos com o que fora retratado nos filmes, buscando analisar se houve a reapropriação de suas características e funções.Palavras-chaves: Harry Potter, Bestiários, Book of Beasts e Aberdeen BestiaryAbstractThis paper proposes to make an analysis of how the fantastic figure of the phoenix had been worked at different times: during the end of Middle Ages (in Western European chronology), around the twelfth century, and contemporaneously, portrayed by the cinematographic universe of the Harry Potter saga. In order to understand its role in the Middle Ages, versions translated into English of two bestiaries dated from the twelfth century will be analyzed, Book of Beasts and Aberdeen Bestiary, while their contemporary representation will be analyzed from scenes from the following films: Harry Potter and the Chamber of Secrets , Harry Potter and the Order of the Phoenix and Harry Potter and the Deathly Hallows: Part 2. From the understanding of the social role of the narratives about this figure in the late Middle Ages a parallel will be drawn to what was portrayed in the films, seeking to analyze whether there was a reappropriation of its characteristics and functions.Keywords: Harry Potter, Bestiaries, Book of Beasts e Aberdeen Bestiary

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Webb, Caroline. "‘Abandoned Boys’ and ‘Pampered Princes’: Fantasy as the Journey to Reality in the Harry Potter Sequence." Papers: Explorations into Children's Literature 18, no. 2 (December 1, 2008): 15–21. http://dx.doi.org/10.21153/pecl2008vol18no2art1163.

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With the publication of the seventh and final novel in the Harry Potter sequence, Harry Potter and the Deathly Hallows (2007), it is at last possible to judge not only the thematic agendas of the sequence but also its overarching narrative strategy. The early novels of the Harry Potter series were derided, among other things, for an apparent formulaic quality, effectively identified by critics such as Zipes. Not only did Harry Potter and the Philosopher's Stone (1997) demonstrably owe a large debt to the structure and characterisation of the conventional early twentieth-century British school story, but its two sequels, Harry Potter and the Chamber of Secrets (1998) and Harry Potter and the Prisoner of Azkaban (1999), closely imitated the structure of the first, as Zipes has shown in some detail (Zipes, 2001, pp.176-77). To such critics as Zipes, this imitative structure made manifest the poverty of Rowling's invention and the consequent unoriginality of her writing.

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Nugrananda Janattaka, Aditya Pringga Satria, Nourma Oktaviarini, and Eka Yuliana Sari. "PERSEPSI MAHASISWA TERHADAP PENERAPAN METODE GAMIFIKASI BERTEMA HARRY POTTER PADA MATA KULIAH KONSEP DASAR BAHASA INDONESIA SD." caXra: Jurnal Pendidikan Sekolah Dasar 4, no. 2 (December 31, 2024): 158–64. https://doi.org/10.31980/caxra.v4i2.2171.

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The purpose of this research is to explore the method of implementing gamification using the Harry Potter theme from the student's perspective, and explore the benefits of the gamification method using the Harry Potter theme from the student's perspective. Based on the results of questionnaires and interviews, it can be concluded that 80% of students know the gamification method, then 90% of students stated that the Harry Potter-themed gamification method can increase student motivation, then 90% of students stated that the Harry Potter-themed gamification method can help students understand the material, 88% of students also stated the innovation of lecturers in designing Harry Potter-themed games, and 88% of students stated that gamification can change student attitudes during learning.

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Kamoljnovich, Solijonov Jo‘raali. "Translating Idiomatic Expressions In “Harry Potter”." American Journal of Philological Sciences 5, no. 4 (April 1, 2025): 359–61. https://doi.org/10.37547/ajps/volume05issue04-88.

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This article examines the application of foreignization (preserving the original flavor) versus domestication (replacing with a more familiar expression for the reader) is illustrated with real examples from the book. The case study shows that in translating “Harry Potter” into Uzbek, the translator creatively uses various strategies as outlined by Mona Baker–finding equivalent idioms, substituting with similar meaning, paraphrasing, or in some cases omitting difficult idioms. As a result, the magical atmosphere and humor of the original are conveyed effectively, while the translated text remains fluent and accessible to readers.

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С. В. ВОЛКОВА and А. В. ЛУЧИНСЬКА. "TYPES OF TRANSFORMATIONS IN UKRAINIAN TRANSLATION OF J.K. ROWLING'S “HARRY POTTER AND THE PHILOSOPHER'S STONE”: LINGUOSEMIOTIC ASPECT." MESSENGER of Kyiv National Linguistic University. Series Philology 22, no. 2 (December 26, 2019): 202–14. http://dx.doi.org/10.32589/2311-0821.2.2019.192007.

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Introduction. The study focuses on the translation transformations in reproducing the linguosemiotics of the image of the character in Ukrainian translation of “Harry Potter and the Philosopher’s Stone” by J. K. Rowling. The understanding of such concepts as “image”, “literary image”, and “character image” in linguistics and translation studies’ works is specified.The paper analyzes the translation studies investigations of the text of “Harry Potter and the Philosopher’s Stone”. The literary image of Harry Potter, the main character of “Harry Potter and the Philosopher’s Stone”, is considered to be a system of base and linguacultural codes which linguosemiotic means embody.Purpose. The paper aims at linguosemiotic analysis of the Ukrainian translation of “Harry Potter and the Philosopher’s Stone” by J. K. Rowling, identification and comparison of linguosemiotic features of the image of the character in the source and target texts.Methods. The descriptive-analytical, comparative, contextual and structural-semantic methods are applied to reveal the transformations used in reproducing the linguosemiotic features of the character image in the target text.Results. Linguosemiotic features of the image of the character in the source and target texts of “Harry Potter and the Philosopher’s Stone” are characterized. The interlingual transformations, used in reproducing the linguosemiotic features of the image of the character in Ukrainian translation of the analyzed text, have been systematized. In this researchthe linguosemiotic models of the character image in the source and target texts of “Harry Potter and the Philosopher’s Stone” by J. K. Rowling have been compared. Interlingual transformations revealed in the target text are interpreted.Conclusion. The paper reveals the scope of the linguacultural and semiotic implicatures of the image of Harry Potter, which are the components of the linguosemiotic model of the image of Harry Potter. It is proved that they are the verbal signs, which imply multi-coded information. The most brightly expressed implicatures in the source and target texts are brightgreen eyes and green light that are opposed through the all text. The meanings of the linguosemiotic implicatures of the image of the character of Harry Potter have slight differences in the original and translated texts, but they are not critical for comprehension by readers and do not distortthe whole literary image.

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Più fonti

Tesi sul tema "Harry Potter"

Christenson, Sara. "Harry Potter och källkritiken : Källkritik i svenskundervisningen med utgångspunkt i Harry Potter och Den flammande bägaren och Harry Potter och Fenixorden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78047.

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Syftet med detta arbete är att undersöka hur Harry Potter-böckerna kan användas för att främja undervisning om källkritik och kritiskt tänkande inom ramen för svenskundervisningen. Detta görs genom att fyra textexempel, två ur Harry Potter och Den flammande bägaren och två ur Harry Potter och Fenixorden, analyseras utifrån läroplanerna Lgr11 och Gy11 och källkritiska principer samt fantasyspecifika teorier. Arbetet avslutas med en diskussion om de fördelar böckerna har i en klassrumskontext och i samband med undervisning om källkritik och kritiskt tänkande. Slutsatsen blir att böckerna, åtminstone i teorin, fungerar väl för detta syfte. The purpose of this essay is to examine how the Harry Potter books may be used to support teaching about source criticism and critical thinking in terms of the teaching of Swedish. This is done through four textual examples, two from Harry Potter and the Goblet of Fire and two from Harry Potter and the Order of the Phoenix, being analysed in relation to the Lgr11 and Gy11 curricula and source-critical principles as well as fantasy-specific theories. The essay concludes with a discussion about the advantages the novels have in a classroom context and in connection to teaching about source criticism and critical thinking. The conclusion is that the novels, at least in theory, work well in this context.

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Andersson, Ellen. "Harry Potters Passionsberättelse. : En strukturell jämförelse mellan passionsberättelserna i Markus, Lukas och Harry Potter." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-315300.

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Gustavsson, Kralik Linnea. "BRINGING HARRY POTTER TO SWEDEN : THE HARRY POTTER SEPTOLOGY ILLUMINATED BY ITS SWEDISH TRANSLATION." Thesis, Stockholms universitet, Institutionen för litteraturvetenskap och idéhistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181242.

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ABSTRACT This paper contrasts J.K. Rowling’s Harry Potter series in the English original with its Swedish translation, by Lena Fries-Gedin. After an initial presentation of related research, some concepts such as implied narrator, implied reader, as well as intertextuality in translation and dual audience in children’s literature are explained. These concepts are applied to the two bodies of text to examine if they are identical in both the English and the Swedish versions. Some translational strategies are presented, and looking at examples from the texts it is discerned which strategies are being used. The Swedish translation’s use of formal ‘you’ to reflect the quality of inter-character relationships is discussed and examined, and the portrayal of sociolects in the original and translation are compared, concluding that the dialects are transformed into average spoken Swedish, and that adolescent speech is only partially transposed from the English original. There is also a comparison of differences in register, where the mentioned examples show that there is a loss of fluidity in style, and that the tone of the Swedish text is more dated than the English text. Some comparisons to other translations of Harry Potter are made, citing examples from other research, to view the Swedish translation in an international context. A brief comparison of the graphic design differences of layout is discussed, concluding that the Swedish design is likely more appealing to children.

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Mrázková, Magdalena. "Analýza komunikace značky Harry Potter." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-11634.

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Představovat Harryho Pottera je vcelku zbytečné, neboť v dnešní době snad už neexistuje nikdo, kdo by o něm ještě nikdy neslyšel. Zcela mimořádný úspěch značky Harry Potter je na jedné straně bezpochyby primárně zásluhou kvalitního výrobku. Na druhé straně nutno přiznat, že bez dobré komunikace by i tento zajímavý, a zajisté kvalitní literární produkt, mohl zůstat v mase dětské literatury zcela nepovšimnut. Kladu si tedy za cíl pokusit se zmapovat prostředky, jakými je tak úspěšná značka komunikována, určit faktory, které hrály zásadní význam na cestě k jejímu celosvětovému úspěchu a následně odpovědět na otázku, zda je možné úspěch značky zopakovat, a pokud ano, tak za jakých předpokladů.Teoretickou část své práce uvádím charakteristikou přitažlivého příběhu, který stál na začátku. Dále popisuji narůstající úspěch jeho knižní podoby, a následně i jeho filmového zpracování. Obecnou definicí značky a komunikačních prostředků obracím pozornost na vznik značky Harry Potter a na prostředky (média), jimiž jsou komunikovány její dvě hlavní složky, knihy a filmy. Ostatní složky, jako hračky, oblečení, videohry, zábavní park aj., opomíjím, neboť jsou složkami okrajovými, ze značky profitujícími. V praktické části své práce se pokusím analyzovat jednotlivé komunikační prostředky používané při propagaci značky Harry Potter ve světě, především ve Velké Británii a Spojených státech, zemích z hlediska komunikační strategie značky určujících, s přihlédnutím ke komunikaci v České republice. Jelikož komunikace obou hlavních složek značky, knih a filmů, probíhá striktně odděleně, analyzuji použití jednotlivých komunikačních prostředků zvlášť u knih a zvlášť u filmů.

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McGee, Chris Susina Jan. "The mysterious childhood from the Hardy boys to Harry Potter /." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128282.

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Thesis (Ph. D.)--Illinois State University, 2004. Title from title page screen, viewed Oct. 15, 2004. Dissertation Committee: Jan Susina (chair), Christopher Breu, Sally E. Parry. Includes bibliographical references (leaves 176-181) and abstract. Also available in print.

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Skillström, Bygg Madelene. "Harry Potter och De Kritiska Rösterna : Fyra ungdomars åsikter om kritiken gentemot Harry Potter-böckerna." Thesis, Karlstad University, Karlstad University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-119.

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Huvudsyftet med studien är att genom fyra djupintervjuer granska några unga läsares syn på HarryPotter och den kritik som framförts gentemot fenomenet, alltså att framhålla ungdomarnas röst, somen motpol till de vuxna som har kritiserat böckerna. Ett annat syfte är även att lyfta fram böckernasbetydelse inom medieundervisning, då de idag är mer än bara böcker och oftast en del av dentransmedialisering, där böcker blir film och där böcker inte säljs utan medieuppbåd. I uppsatsenpresenteras fyra av de många kritiska åsikter som framförts gentemot Harry Potter-böckerna ochdessa kommenteras och diskuteras av fyra ungdomar i 17-årsåldern. De fyra kritiska åsikternagäller; magiinslaget i böckerna; rädsla för att de som inte läser böckerna skall känna sig utanför;den sneda familjebilden; samt de stereotypa könsrollerna. De fyra informanterna, två pojkar och tvåflickor, reagerar i stort sett likadant gentemot dessa. I sammandrag tycker de att kritiken är överdrivenmen de har alla en förståelse för att böckerna kan bli kritiserade. De uttrycker alla en oro för attbarn kan bli negativt påverkade av böckerna, men tycker samtidigt att de själva inte blivit påverkade,trots att de själva började läsa böckerna då de var barn. Slutsatsen för arbetet är i korthet attkritik gentemot Harry Potter-böckerna inte påverkar hur dessa ungdomar betraktar dem, och deanser att kritik mot böckerna snarare ökar intresset för böckerna än motsatsen. The main purpose of the study is by doing four interviews looking at some young people’s viewsof Harry Potter and the criticism that has been brought up against the phenomenon. In doing so,attention is called to the voice of the young people as an antipole to the adults that have been criticizingthe books. Another purpose is to bring forward the importance of books in media-education,because of the fact that today books are not only books and often a part of media phenomena expandingover different kinds of media, where books become movies and where books do not sellwithout support from the media. In the composition four of the many critical opinions against theHarry Potter-books are presented and these are commented and discussed by four seventeen yearolds. The four critical opinions are about; the magical aspects of the books; fear that the ones notreading the books will be outsiders; the askew family images; and the stereotypical gender roles.All four informants, two boys and two girls, react basically in the same way against these criticisms.To sum up, they all feel that the criticism is exaggerated but still they all have an understandingof why the books might be criticized. They all express worry over the fact that childrenmight be affected negatively, even though they themselves were children when they started readingthe books. The conclusion is, in short, that criticism against the Harry Potter-books does not affecthow these young people look at them, and they think that criticism against the books rather increasesthe interest for them, than the opposite.

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Nilsson, Joakim, and Sebastian Svensson. "Harry Potter och de vises sten : En adaptionsanalys av Harry Potter, från bok till film." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50696.

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This is a study about adaptation, focusing on the first book in the series about Harry Potter and the movie version of the book. The study examines whether any of the characters change when the book is adapted to another type of medium. For example, are there any character traits that are revealed differently in the book versus the movie? The materials that have been used are works of reference, the first book about Harry Potter and also the film of the book. Some of the literature has already been read prior to the study but will still be needed as the study continues.By the end of the study there should be some results to be shown. The primary purpose of the study is to clarify the differences and similarities that can appear when a work is transferred, for example, from book to film.

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Wikström, Andreas. "Harry Potter och värdegrunden : Hur Harry Potter kan användas i värdegrundsarbetet för skolans år 4–6." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41634.

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Harry Potter och värdegrunden - Hur Harry Potter kan användas i arbetet om värdegrunden för skolans år 4-6, syftade till att undersöka vilken värdegrund som går att utläsa i Harry Potter och de vises sten. Undersökningen utgick från de tre kategorierna människans frihet och integritet, alla människors lika värde och jämställdhet mellan kvinnor och män. Vidare undersöktes huruvida den gestaltade värdegrunden förhåller sig till den svenska skolans värdegrund, Lgr 11. Studien utgick från en kvalitativ textanalys med ett hermeneutiskt förhållningssätt där händelser i boken citerades och analyserades ur ett värdegrundsperspektiv. Studien utgick främst från skolmiljön i boken om Harry Potter, där samspelet mellan elever sinsemellan och mellan elever och lärare för att lyfta fram beteenden som går emot den svenska skolans värdegrund. Dessa citat och analyser är tänkta att inspirera undervisningen för att tydligare förankra värdegrunden i undervisningen, och att eleverna med detta ska få en större förståelse för varandra oberoende av kön, etnicitet och klass. Godkänt datum 2021-01-17

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Bavieri, Benedetta. "Harry Potter and the Cursed Translation." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/13707/.

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The translation of a fantasy book is no easy task. Every fantasy author creates not only new characters but also new places, creatures and objects: J.K. Rowling invented a whole universe that lasted seven books and eight movies, and that has changed the lives of many children all over the world. The aim of this dissertation is to dig underneath Harry's adventures, to rediscover his origins and to analyse the choices operated by the Italian translators, who had the important task to make this universe accessible to families who could not read about it in English.

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Bedeker, Laetitia Marí. "Interferensie in die Afrikaanse Harry Potter." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49993.

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Thesis (MPhil)--Stellenbosch University, 2004. ENGLISH ABSTRACT: The Harry Potter series is currently one of the most popular book series for children in the world. The original British books have been translated into more than three hundred languages - one of them being Afrikaans, for which the Afrikaans translator received two translation prizes. Yet closer investigation reveals that these translations are not written in idiomatic Afrikaans, mostly due to the phenomenon of 'interference'. This phenomenon entails an excessive influence of the linguistic structures of the source text on that of the target text. The influence of the English source text on the Afrikaans translator by means of interference was of such an extent that the texts have been written in unnatural language, called 'translationese'. In this study the influence of interference on the quality of the Afrikaans translations of Harry Potter is examined. The focus is on books 4 and 5 in the series, namely Harry Potter en die Beker vol Vuur and Harry Potter en die Orde van die Feniks. The basic premises of the functionalistic approach to translation are used to emphasise the importance of the translation skopos, the function that the translation has to fulfil in the target culture, a detailed translation brief as well as the translator's loyalty towards the various role players in the translation process. Descriptive translation studies is used to prove the apparent absence of knowledge of translation norms as well as translation decisions and strategies that had to be considered carefully during the production of the Afrikaans translations. The researcher hereby attempts to emphasise the importance of careful consideration and planning of translation strategies. Cognisance of the functionalistic and descriptive premises would have lead to a more natural translation that communicates optimally with the target readers in the target culture. AFRIKAANSE OPSOMMING: Die Harry Potter-reeks is tans een van die mees gesogte kinderreeksboeke ter wêreld. Die oorspronklike Britse boeke is in meer as driehonderd tale vertaal - onder andere ook in Afrikaans, waarvoor die Afrikaanse vertaler reeds twee vertaalpryse ontvang het. Tog toon nadere ondersoek dat hierdie vertalings inderwaarheid nie in idiomatiese Afrikaans vertaal is nie, hoofsaaklik weens die verskynsel 'interferensie'. Hierdie verskynsel behels 'n oormatige invloed van die linguistiese strukture van die brontaal op die doeltaal. Die Engelse bronteks het sodanige invloed op die Afrikaanse vertaler gehad, dat die teks weens interferensie in onnatuurlike taal geskryf is, oftewel in 'translationese'. In hierdie studie word die invloed van interferensie op die kwaliteit van die Afrikaanse Harry Potter-vertalings, spesifiek boeke 4 en 5 in die reeks, naamlik Harry Potter en die Beker vol Vuur en Harry Potter en die Orde van die Feniks, ondersoek. Die basiese uitgangspunte van die funksionalistiese benadering tot vertaling word gebruik om die noodsaaklikheid van 'n vooropstelling van die vertaalskopos, die funksie wat die vertaling in die doelkultuur moet speel, die belangrikheid van 'n gedetailleerde vertaalopdrag asook lojaliteit van die vertaler aan die onderskeie rolspelers in die vertaalproses uit te lig. Deskriptiewe vertaalstudie word gebruik om die klaarblyklike afwesigheid van 'n kennis van vertaalnorme, asook van weldeurdagte besluite en vertaalstrategieë tydens die produksie van die Afrikaanse vertalings te bewys. Die navorser poog om hierdeur op die noodsaaklikheid van weldeurdagte en beplande vertaalstrategieë klem te lê. Kennis van die funksionalistiese en deskriptiewe uitgangspunte sou kon lei tot 'n natuurliker vertaling wat optimaal met die doellesers in die doelkultuur kommunikeer.

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Libri sul tema "Harry Potter"

Gunelius, Susan. Harry Potter. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104.

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rowling, j. k. harry potter and the cursed child: Harry Potter. england: j.k.rowling, 2017.

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Belcher, Catherine L., and Becky Herr Stephenson. Teaching Harry Potter. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119918.

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Wells, Kathy J. Harry Potter collectibles. Atglen, PA: Schiffer Pub. Ltd., 2011.

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Harry Potter Azkaban: Harry Potter. Bloomsbury Publishing PLC, 1999.

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Ice, Vivian. Hairy and Harry Potter. Independently Published, 2020.

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Rowling, J. K. Harry Potter Harry Potter Adult Box Set: Harry Potter Series. Bloomsbury Publishing PLC, 2008.

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wizar, lina. Harry Potter Malbuch: Harry Potter Malbuch Für Kinder und Erwachsene,Harry Potter Harry Potter Färbung,Harry Potter Färbung Für Kinder,harry Potter Ausmalbuch. Independently Published, 2020.

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Editions, Insight. Harry Potter: Harry Potter [micro Book]. Insight Editions, 2018.

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Publishing, Cedco. Harry Potter Lantern Journal (Harry Potter). Cedco Publishing Company, 2002.

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Capitoli di libri sul tema "Harry Potter"

Gunelius, Susan. "Harry Potter’s Influence Online." In Harry Potter, 97–106. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_9.

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Gunelius, Susan. "The Book that Lived." In Harry Potter, 1–10. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_1.

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Gunelius, Susan. "Harry Potter Becomes a Theme Park." In Harry Potter, 107–16. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_10.

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Gunelius, Susan. "Harry Potter’s Global Business and Personal Impact." In Harry Potter, 117–25. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_11.

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Gunelius, Susan. "Predecessors to Harry Potter’s Success: Who Else has Gotten it Right or Wrong?" In Harry Potter, 126–43. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_12.

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Gunelius, Susan. "What is Next for Harry Potter and the World Affected by the Boy Who Lived?" In Harry Potter, 144–60. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_13.

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Gunelius, Susan. "Conclusion: Recreating a Literary Phenomenon." In Harry Potter, 161–63. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_14.

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Gunelius, Susan. "The Value Of a Good Product: Setting the Stage for Marketing and Promotion." In Harry Potter, 11–22. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_2.

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Gunelius, Susan. "The Buzz Begins." In Harry Potter, 23–35. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_3.

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Gunelius, Susan. "Harry Potter as a Powerful Product and Brand: An Education in Marketing and Promotion." In Harry Potter, 36–49. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594104_4.

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Atti di convegni sul tema "Harry Potter"

Liu, Yujian, Yang Zhang, Tommi Jaakkola, and Shiyu Chang. "Revisiting Who’s Harry Potter: Towards Targeted Unlearning from a Causal Intervention Perspective." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 8708–31. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.495.

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GĂRI NEGUȚ, Oana. "MAGIC AND SOCIETY: HARRY POTTER’S EFFECT ON READING THROUGH THE EMPOWERMENT OF LEARNERS AND OF EDUCATORS." In Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/03.02.

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Harry Potter is a blockbuster. Reading the books from the series, one can find challenges and problems every adolescent confronts with. Harry faces real-world challenges, such as: racism, status in society, corruption. Reading about Harry Potter’s experiences, the choices he faces and the dilemmas he has empowers the reader (the learner) to find a way through his/her own choices and dilemmas. Education through active citizenship means empowering the learners to take part actively in society and to think critically about certain issues in society. Harry Potter books are a good resource for educators in attaining active citizenship skills.

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Kiss, Gabriella, Veronika Takacs, and Viktor Laszlo Takacs. "János Arany's meeting with Harry Potter." In 2017 8th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2017. http://dx.doi.org/10.1109/coginfocom.2017.8268240.

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BAKA, Patrik L. "NEMZETISZOCIALISTA ANALÓGIÁK A HARRY POTTER-UNIVERZUMBAN." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3761.2020.29.

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Sudibyo, Gabriel C. "Harry Potter: Sebuah Penerjemahan dalam Permainan Kata." In Seminar Nasional Struktural 2018. Semarang, Indonesia: Dian Nuswantoro University, 2018. http://dx.doi.org/10.33810/274178.

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Bruning, Stephanie. "Harry Potter and The Goblet of Fire." In ACM SIGGRAPH 2006 Computer animation festival. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179196.1179235.

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Rassokha, I. М. "Harry Potter and the extinction of languages." In CURRENT TRENDS IN ART AND CULTURE. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-427-6-4.

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Biliavets, M. O., and Yu A. Shnurova. "THE TRANSFORMATION OF THE ARCHETYPAL IMAGE OF HARRY POTTER IN THE MUSICAL LEITMOTIFS OF THE FILM SAGA “HARRY POTTER”." In АКТУАЛЬНІ ПРОБЛЕМИ РОЗВИТКУ УКРАЇНСЬКОГО ТА ЗАРУБІЖНОГО МИСТЕЦТВ: КУЛЬТУРОЛОГІЧНИЙ, МИСТЕЦТВОЗНАВЧИЙ, ПЕДАГОГІЧНИЙ АСПЕКТИ. Liha-Pres, 2023. http://dx.doi.org/10.36059/978-966-397-317-3-98.

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Samuell, Gemma. "Harry Potter and the Order of the Phoenix." In ACM SIGGRAPH 2008 computer animation festival. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1400468.1400506.

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"The Geography of Censorship: Communities, Challengers, and Harry Potter." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14298.

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Rapporti di organizzazioni sul tema "Harry Potter"

Бережна, Маргарита Василівна. Психолінгвістичний архетип «Проблемна юначка». Видавничий дім «Гельветика», 2021. http://dx.doi.org/10.31812/123456789/6055.

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У статті розглянуто особливості психолінгвістичного образу кіноперсонажів відповідно до психологічного архетипу «Проблемна юначка» (the Troubled Teen). Робота є частиною дослідження системи психолінгвістичних кінообразів англомовних фільмів масової культури ХХІ сторіччя. Матеріалом роботи є американський супергеройський комедійний фільм «Дедпул» (Deadpool), фентезі фільм «Гаррі Поттер і Таємна кімната» (Harry Potter and the Chamber of Secrets), романтичний фентезі фільм «Сутінки. Сага: Молодий місяць» (The Twilight Saga: New Moon) та американський комп'ютерно-анімаційний комедійно-драматичний фільм «Думками навиворіт» (Inside Out). Об’єкт роботи: репліки Надзвукової (Negasonic), Плаксивої Мірти (Moaning Myrtle), Белли Свон (Bella Swan) та Райлі (Riley), які належать у досліджуваному матеріалі до архетипу «Проблемна юначка». За основу визначення психологічного архетипу персонажів взято класифікацію В. Шмідт (2007). Визначальними рисами архетипу є такі. «Проблемна юначка» сконцентрована на власних проблемах та емоціях, вона часто страждає від депресії, що зумовлює частотне використання займенників першої особи однини, лексики на позначення негативних емоцій, лексико-семантичних груп DEATH та LONELINESS, окличних речень. «Проблемна юначка» демонструє пасивно-агресивну поведінку у стосунках з родиною; відповідно, використовує конфронтативний стиль спілкування, тактики образи, звинувачення та ухилення від розмови, знижену лексику, вульгаризми, сарказм. У мовленні членів родини риса реалізована лексико-семантичною групою WORRY. Вона надає перевагу ризикованим розвагам, що відбивається у використанні лексико-семантичних груп DANGEROUS та RUSH. «Проблемна юначка» не переймається майбутнім; відповідно у репліках персонажів цієї групи переважають дієслова у формі теперішнього часу, а використання дієслів у формах майбутнього часу має найнижчий показник серед архетипів.

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