Relevant bibliographies by topics / Translation School of Toledo

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Academic literature on the topic 'Translation School of Toledo'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Translation School of Toledo"

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Makhmudov, Otabek. "THE TOLEDO SCHOOL –MYTH OR REALITY:A REFUTATIONSTO J.S.SANTOYO AND A.KALASHNIKOV." JOURNAL OF LOOK TO THE PAST 4, no. 4 (April 30, 2021): 38–48. http://dx.doi.org/10.26739/2181-9599-2021-4-5.

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In the article, based on the results of a study conducted on the topic of studying the scientific heritage of Eastern scholars in medieval European translation centers, attempts to clarify the various views on the formation and stages of the Toledo School, as well as on the naming of this center, existing in science.It is well known that the centuries of the existence of the Toledo school were the beginning of a process of great cultural upheavals in Europe, therefore it has always attracted the attention of researchers. Therefore, European experts have carried out a number of studies to study issues related to the scientific center, and the article provides scientific conclusions
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Iovenko, Valery. "Everything can do the Kings and the Queens." Cuadernos Iberoamericanos, no. 2 (June 28, 2018): 26–29. http://dx.doi.org/10.46272/2409-3416-2018-2-26-29.

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The article examines the important role which played in the history some European monarchs in the IX–XVIII ages. These kings and queens took part in the activities of the community of translators and interpreters. Their work was connected not only with the organization of the translator’s job in their countries (England, Spain, Russia), but with doing by these kings and queens translations from the foreign languages to mother tongues. The article pays special attention to the personality of the Spanish king Alfonso X Sage who opened at the XIII age the second stage of the famous Translator’s School in Toledo, placed at the head of its activities and added originality to the translator’s education and the art of translation, expanded genre fan of the translated works. The author describes the history of English version of Jacob’s translation of Bible, which always was object emblematic for many generations of translators.
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Serrano Patón, Luisa Mª. "The Identification of Gundisalvo's Main Contributor." FITISPos International Journal 2 (April 24, 2015): 122–31. http://dx.doi.org/10.37536/fitispos-ij.2015.2.0.36.

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Abstract: The main issue of this article will revolve around the School of Translators of Toledo, one of the first European institutions carrying out translations that could be considered as translations within the Public Services and examples of Community Translation. The main objectives of this project will be to highlight the institution, as well as to carry out an inner investigation for trying to demonstrate the identity of one of the School’s most relevant translators: Gundisalvo’s main contributor, analyzing documents found in the current School’s Library and in the Cathedral Archive of Toledo. Firstly, there will be a brief analysis about the historical development of theSchool ofTranslators. Secondly, the research part about the identity of Gundisalvo’s contributor will be developed and explained, as well as the methodology used for the research and the conclusions obtained. Finally, general conclusions about the whole project will be exposed too.Resumen: El tema principal de este artículo girará en torno a la Escuela de Traductores de Toledo, una de las primeras instituciones europeas en realizar traducciones que podrían ser consideradas como traducciones de de los Servicios Públicos y ejemplos de Traducción Comunitaria. Los principales objetivos de este proyecto serán el de resaltar la figura de la institución, así como llevar a cabo una investigación interna para tratar de demostrar la identidad de uno de los traductores más relevantes de la Escuela: el colaborador principal de Gundisalvo, analizando los documentos encontrados en la actual biblioteca de la Escuela y en el Archivo Catedralicio de Toledo. En primer lugar, se realizará un breve análisis sobre el desarrollo histórico de la Escuela de Traductores. En segundo lugar, se llevará a cabo una investigación sobre la identidad del colaborador de Gundisalvo, así como la metodología utilizada y las conclusiones obtenidas. Por último, se expondrán también las conclusiones generales sobre el proyecto completo.
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BRASA DÍEZ, Mariano. "Métodos y cuestiones filosóficas en la escuela de traductores de Toledo." Revista Española de Filosofía Medieval 4 (October 1, 1997): 35. http://dx.doi.org/10.21071/refime.v4i.9701.

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Philosophical questions and method in Toledo Translaters School. In this paper, after a preliminary section on twelfth-century Spain, I will present Medieval Renaissance Toledo where -in the School of Translators- the great translators did their work, and out of which most of the philosophical works by Arab Authors, translated to latin, emerged. I will also talk about other roads, other regions, and other translators. Finally, I will the Alfonsian translations and I will conclude with two appendices showing the works translated by Ibn Daound-Gundisalvo and by Gerardo de Cremona.
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Gomez-Aranda, Mariano. "The Contribution of the Jews of Spain to the Transmission of Science in the Middle Ages." European Review 16, no. 2 (May 2008): 169–81. http://dx.doi.org/10.1017/s1062798708000161.

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The Jews of Spain in the Middle Ages played an important role in the transmission of Graeco-Arabic learning by translating, or participating in translations, of scientific texts. They also composed original works on mathematics, astronomy, astrology and medicine in which they adapted the theories of the ancients for their own time. Science was used by the ruling powers as an element of prestige, and by the Jewish scientists as a way to obtain a high social status. The policy of cultural sponsorship of Muslim caliphs, as well as of Christian kings, was fundamental in the process of transmission of the Greek sciences to the Western world. The School of Translators of Toledo is an example of this process. The astronomical theories developed by Jewish scientists at the end of the 15th century played an important role in the Spanish and Portuguese discoveries of the 16th century. Their knowledge of astronomy, astrology, mathematics, and medicine was also used by the Jewish intellectuals to provide a rational and scientific support for the Jewish religion and tradition, as is reflected in the interpretations of the Bible by medieval Spanish Jewish authors.
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Shmonin, Dmitry. "Toledo Principles and Theology in School." State Religion and Church in Russia and Worldwide 35, no. 4 (2017): 72–88. http://dx.doi.org/10.22394/2073-7203-2017-35-4-72-88.

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REINHARDT, Klaus. "El árbol apostolical, parte del Árbol de la ciencia, de Raimundo Lulio, en una versión castellana del siglo XV. Introducción y edición del prólogo." Revista Española de Filosofía Medieval 10 (October 1, 2003): 245. http://dx.doi.org/10.21071/refime.v10i.9266.

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The manuscript 21-7 of the Cathedral Library of Toledo contains a medieval translation of the Arbor apostolicalis, part of the Arbor scientiae, of Ramon Lull, together with a preface addressed from a anonymous lulist to the archbishop of Toledo, probably Alfonso Carrillo. The article investigates the manuscript, ignored from the historians of the lulisme, and presents an edition of the preface.
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Jankun, Jerzy, Roberta Redfern, and Arjun Sabharwal. "Editorial: what editors welcome." Translation: The University of Toledo Journal of Medical Sciences 5 (June 27, 2018): 1–2. http://dx.doi.org/10.46570/utjms.vol5-2018-200.

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Translation; The University of Toledo Journal of Medical Sci- ences, online journal, launched a few years ago by UT, is accepting again papers in all aspects of medical sciences in four different categories.
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Pym, Anthony. "Twelfth-Century Toledo and Strategies of the Literalist Trojan Horse." Target. International Journal of Translation Studies 6, no. 1 (January 1, 1994): 43–66. http://dx.doi.org/10.1075/target.6.1.04pym.

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Abstract The scientific translating associated with twelfth-century Toledo remains a poorly understood phenomenon. Attention to its political dimension suggests that it should not be attached to the state-subsidized work carried out under Alfonso X after 1250 but is better explained in terms of Cluniac sponsorship of the first Latin translation of the Qur'an in 1142. This approach reveals grounds for potential conflict between the foreign scientific translators and the Toledo cathedral. Such conflict would nevertheless have been smoothed over by certain translation principles serving both scientific and religious interests. The foremost of these principles were literalism, secondary elaboration, the use of teamwork, the inferiorization of non-Latinist intermediaries, justification of conquest and the accordance of authority to non-Christian texts. Thanks to this shared regime, the Church helped scientific translations to enter Latin. But the translations brought with them a questioning spirit that would contest and eventually undermine Church authority.
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Arráez-Aybar, Luis-Alfonso, José-L. Bueno-López, and Nicolas Raio. "Toledo School of Translators and their influence on anatomical terminology." Annals of Anatomy - Anatomischer Anzeiger 198 (March 2015): 21–33. http://dx.doi.org/10.1016/j.aanat.2014.12.003.

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Dissertations / Theses on the topic "Translation School of Toledo"

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Moura, Lilia Teresa Torres Cursino de. "Práticas de comunicação científica: um estudo exploratório a partir da Escola de Tradutores de Toledo nos séculos XII a XIII." Universidade Federal do Rio de Janeiro / Instituto Brasileiro de Informação em Ciência e Tecnologia, 2013. http://ridi.ibict.br/handle/123456789/689.

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Exploratory study of scientific knowledge communication practices that could be considered as previous to the scientific communication channels in the XVII century. The study of changes in the register and transmission of knowledge support are studied in order to better understand the issues addressed to the question. Taking the Toledo School of Translation as a starting point, two distinct moments are established: the period under the rule of archbishop Don Raymond (1125- 1152) and the second under the patronage of Alfonso X (1252-1284), both analyzed through the use of vernacular language as a mean to disseminate scientific knowledge; the groups of individuals involved and their relations; the established translation practices and the standards adopted for the use of citation. It is analyzed the context in which the sciences , as known by people of the Antiquity and Middle Age, developed in the scope of Euclid´s elements; the main scientists of the Middle Ages are identified and the translations made at the time of Alfonso X are listed. At the end of the research some aspects of similarity of the practices as presented nowadays and those in XII and XIII centuries are verified, such as practices of citation, research groups, relation one to one among scientists, the importance of publishing, the existence of a nucleus for publishing as previous to the figure of an editor and a translation method used by the sages of Toledo. It has also been seen the practice of scientific before scientific communication which is different from those nowadays. This fact can be historically justified for the existence of very few literate people and the need to make science understandable to those few an valuable educational instrument
Estudo exploratório de práticas de comunicação do conhecimento que podem ser consideradas iniciais, por antecederem os primeiros canais de comunicação científica, no século XVII. Para o desenvolvimento da questão são estudadas as transformações ocorridas pelas mudanças dos suportes de registro e transmissão de conhecimento. A partir da Escola de Tradutores de Toledo, dos séculos XII a XIII, são identificados dois momentos distintos: a primeira fase, sob a orientação de Don Raimundo (1125-1152) e, a segunda, sob as ordens de D. Afonso X (1252- 1284) analisadas por meio do uso de línguas vernáculas como meio de divulgação do conhecimento científico; dos grupos de indivíduos envolvidos, suas relações; as práticas tradutórias e os critérios adotados para as citações. O contexto do desenvolvimento de alguns aspectos do conhecimento ou das ciências, como conhecidas pelos povos da Antiguidade e Idade Média é analisado, no âmbito das categorizações de Euclides; os principais cientistas da Idade Média são identificados e as traduções realizadas ao tempo de Afonso X são listadas. Ao final da pesquisa, são verificados aspectos de semelhanças entre as práticas atuais e àquelas dos séculos XII e XIII, tais como a citação, formação de grupos de pesquisa, a existência de relações um para um, a importância de publicar, a formação de núcleo de publicação antecedendo as editoras e, ainda, a existência de método tradutório utilizado pelos sábios de Toledo. Foi identificada, ainda, a precedência da prática de Divulgação Científica sobre a Comunicação Científica o que difere dos dias atuais. Este fato se justifica, historicamente, por ser um período de pouquíssimos letrados e pela possibilidade da divulgação do conhecimento ser um instrumento valioso para educação dos indivíduos
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Keller, Patricia Ellis. "Donor Perceptions of Stewardship and Recognition Practices at the University of Toledo." University of Toledo / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1207682733.

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Zhu, Anqing. "Translation From Image to Building." Thesis, KTH, Arkitektur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-116871.

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After the fire accident, KTH school of architecture is no longer in its best performance. The school indeed need an extension. However, through out this thesis project, I attempt to take one step further. It is not only to construct a functional school, but reconsider the meaning of architectural education. I am interested in three aspects, which all of them has being driving forces to this project. Firstly, I was interested in memory of the old architecture school in Stockholm, which was accommodated in a 19th centry wooden building. It was old and small, but students loved it. One’s memory of certain places would shape his thinking and values as an architect. Therefore, my design attempts to bring back such a memory by study some of the details in the old building and bring them back into the new extension with a twist. Secondly, in terms of working method I am very much resisted to ‘Graphic Architecture’, models always come together with rending images. They are offered to read side by side. The rending images are not trying to present the final products but also used as a development tool. Overall this project was developed from the inside towards the outside. The aim was to make an ordinary building with some thoughtful touches.
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Bertoldo, Raquel Roberta. "A escola e a divulgação científica : um estudo na cidade de Toledo - PR." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br/handle/tede/3295.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work contemplates the results of researches conducted in the years 2013 and 2014. We intend to verify if the high schools, located in the city of Toledo / PR, Brazil, perform scientific disclosure activities and how students recognize it and accept these kind of activities. As a theoretical support, we used the concepts of scientific culture, scientific enculturation and scientific disclosure. The survey was conducted in two stages. The first one was consisted on mapping all schools of the city of Toledo, in which we found through interviews with some professionals and students if they performed scientific disclosure activities and what were those activities. From the initial mapping, we selected two schools for the second stage. The criterion for selection was: larger amount of scientific disclosure activities, frequency of activities and involvement of a greater number of students. Thus, in the second stage of the research, we interviewed students from 2nd and 3rd year of high school of these two schools, using the focal group methodology. It was discussed in the group how the activities related to science in school are carried out and how is the participation of students. The analysis of data followed the content analysis proposed by Bardin (1977) .The results of the first stage showed that most of the schools perform little or does not perform scientific disclosure activities and that most of the respondents do not see science as culture. They also do not understand the scientific disclosure as a discursive genre that should be worked on classes. The data of the second stage showed that students are interested in scientific disclosure activities performed at school, considering that the science fairs were widely commented. The group of PIBID - Chemical, which operates in both schools was mentioned by students, who said the project at the University conducts various interesting activities beyond assisting at other moments (science fairs, tutoring, experimental classes).Some activities promoted by school, mainly on reading, has no good acceptation by the students, requiring a new schedule. Thus, the process of formation of scientific culture and, consequently, the scientific enculturation of the students, do not have the school as a formative element, considering that it has contributed a little to this process. We hope with this research, (re) think the school's role in scientific enculturation process
Esta dissertação contempla os resultados de pesquisas realizadas nos anos de 2013 e 2014. Procuramos verificar se as escolas de ensino médio localizadas na cidade de Toledo/PR realizam atividade de divulgação científica e como os estudantes reconhecem e aceitam essas atividades. Como suporte teórico, utilizamos os conceitos de cultura científica, enculturação científica e divulgação científica. A pesquisa foi realizada em duas etapas. A primeira consistiu em um mapeamento em todas as escolas da cidade de Toledo, nas quais verificamos, por meio de entrevistas com alguns profissionais e estudantes, se as mesmas realizavam atividades de divulgação científica e quais eram estas atividades. A partir do mapeamento inicial selecionamos duas escolas para segunda etapa. O critério para seleção foi: maior quantidade de atividades de divulgação científica, frequência das atividades e envolvimento de um maior número de estudantes. Assim, na segunda etapa da pesquisa, entrevistamos estudantes do 2º e 3º ano do Ensino Médio dessas duas escolas, utilizando-se a metodologia de grupo focal. No grupo foram discutidos como são realizadas as atividades relacionadas à ciência na escola e como é a participação dos estudantes. A análise dos dados seguiu a Análise de Conteúdo, proposta por Bardin (1977). Os resultados da primeira etapa nos apresentam que a maioria das escolas realiza pouco ou não realiza atividades de divulgação científica e que grande parte dos entrevistados não vê a ciência como cultura. Os mesmos também não entendem a divulgação científica como um gênero discursivo que deveria ser trabalhado nas aulas. Os dados da segunda etapa mostraram que os estudantes se interessam pelas atividades divulgação científica realizadas na escola, sendo que as feiras de ciências foram amplamente comentadas. O grupo PIBID - Química, que atua em ambas escolas, foi mencionado pelos estudantes, que afirmaram que o projeto na universidade realiza diversas atividades interessantes além de auxiliar em outros momentos (feiras de ciências, monitorias, aulas experimentais). Algumas atividades promovidas pela escola, principalmente sobre leitura, não tem boa aceitação pelos estudantes, necessitando de um novo planejamento. Deste modo, o processo de formação da cultura científica e, consequentemente de enculturação científica por parte dos estudantes, não tem a escola como elemento formador, sendo que esta tem contribuído pouco para todo este processo. Assim esperamos que com essa pesquisa, se (re)pense o papel da escola no processo de enculturação científica.
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Pinheiro, Maria de Lourdes. "Trajetoria e interlocuções do educador paulista Jõao Toledo (1990-19390 : a permanencia dos modelos de lição." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251665.

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Orientador: Maria Cristina Menezes
Tese (doutorado) - Universidade Estadual Campinas, Faculdade de Educação
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Resumo: O presente trabalho buscou entender a educação paulista por uma ótica particular, ao considerar a trajetória e as interlocuções do educador João Toledo (1879-1941). Não se pautou, porém, por uma biografia propriamente dita, mas procurou, no período selecionado, privilegiar o percurso de vida e a formação deste educador quando formando da segunda turma da Escola Complementar de Itapetininga, em 1900, abrangendo a trajetória profissional e produção intelectual do mesmo até 1939, quando escreveu "São Paulo", sua última publicação. Os cargos importantes que ocupou, bem como a presença pública através de artigos em revistas e livros, discursos e conferências proferidos, levaram-no a destacar-se no cenário educacional da época, sobretudo nas décadas de vinte e trinta. Entretanto, o seu nome não consta da plataforma dos educadores do período nos escritos da história da educação brasileira, tendo sido obscurecido diante da ênfase dada aos embates educacionais que envolveram católicos e liberais naquele momento. Ao se buscar ampliar a visão sobre tais embates, foi possível resgatar da sombra e lançar à luz um educador que defendeu uma proposta de educação pautada na pedagogia como "arte de ensinar" e em modelos de lição. O desenvolvimento deste trabalho esteve articulado ao projeto "Preservação do patrimônio histórico institucional: Escola Estadual Carlos Gomes de Campinas", coordenado pela Profa. Dra. Maria Cristina Menezes e financiado pela FAPESP.
Abstract: The present work aimed at understanding the State of São Paulo education under a private optics, when considering educator João Toledo's path and dialogues (1879-1941). It was not ruled, however, by a biography as so, but it sought, in the selected period, to privilege the life course and this educator's education when graduate of the second students group of the Escola Complementar de Itapetininga, in 1900, including his professional path and intellectual production up to 1939, when he wrote "São Paulo", his last publication. The important positions he occupied, as well as the public presence through essays in magazines and books, speeches andconferences uttered, took him to be highlighted in the education scenery of those days, above all in the decades of twenty and thirty. However, his name does not consist of the educators' platform of that period, in the writings of the Brazilian education history, having been darkened before the emphasis given to the education collisions that involved catholic and liberal citizens on that moment. In looking for enlarging the vision over such collisions, it was possible to rescue from the shadows and to throw to the light, an educator that defended an education proposal ruled in pedagogy as "the art of teaching" and in lesson models. The development of this work was articulated to the project "Preservation of the institutional historic assets: Escola Estadual Carlos Gomes de Campinas", coordinated by Prof. Maria Cristina Menezes, Ph.D., and financed by FAPESP.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
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Thapalyal, Hyland Ranjana. "Education as mutual translation : a Yoruba and Vedantic interface for art school pedagogy." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/19357/.

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This thesis proposes that concepts of self and mutuality with others, found in ancient Indian (Hindu Vedantist) and Yoruba (West African) philosophies can be applied to art school pedagogy and potentially beyond. Mind, self, identity and agency in these traditions echo recent thinking on the student being by Ronald Barnett, and critical consciousness as defined by Paulo Freire. Situating oneself as part of, yet distinct from others, leads naturally to reflection on the nature of self and identity; the thesis urges that art education engage with more awareness of students as cultural, political, and ontological entities, and with learning and teaching as an act of mutual exchange. In support, case studies are presented, gathered through dialogic interviews in a project called 4 Minds. These capture students’ experience of art school pedagogy, Yoruba and Vedantic ideas of the self in relation to society, and their views on the constitution of the self and its role in education. Research methodology and methods employed are reflexive and phenomenological; their impetus has come from responses to a course on Yoruba, Hindu and postcolonial theory, leading to an in-depth examination of its contents, pedagogic tools, and implications for creative education. From this has emerged a theoretical framework for extracting key elements of the originating course and its pedagogic strategies, underscored by specific Yoruba and Vedantic concepts in dialogue with Barnett and Freire.
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Balacco, Nicolas Antonio. "Dialogues in Translation: A House for Languages on Fourteeth Street." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/73774.

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Why is it that architecture is so capable of triggering emotions in us? How come there are certain buildings, certain urban streetscapes or certain city corners that have the ability to make us feel intrigued, excited, happy, interested, thoughtful or curious? How is it that there are certain places, at the same time, that do not trigger any sorts of emotions in us? Urban places. They all have an immense capacity to influence the way we feel about life. Just like people, just like music. In the months previous to my thesis, I started to pay attention to some past personal experiences when, confronted with the process of discovery of a new urban place, I found myself experiencing strong emotions of happiness and excitement. This led me to start focusing on the elements of sensorial stimulation that I was encountering in those places, with the hope of being able to identify them, and ultimately being able to decode them and translate them into architecture. It became clear to me, soon after I started my travel through this journey of thoughts, that there were two elements that were always present in these experiences, and were therefore possible suspects. One of these elements was the pass of time, and the other was the density and diversity of materiality. Both where materialized in the form of overlapping layers of information that would add extreme complexity to the place. It was this complexity what was triggering all these emotions in me, making me feel like a curious child again. As a consequence of this analysis, my main interrogation became whether it was possible to replicate the feelings that these large-scale urban spaces had produced in me into the realm of an architectural project. Regarding a possible program, A place for speaking different languages or A building for brainstorming and thinking were some of the thesis topics that came to my mind.
Master of Architecture
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Leonel, Ana Paula da Silva [UNESP]. "Viabilidade econômica de produtos à base de tilápia para alimentação escolar nos municípios de Toledo-PR e Marechal Cândido Rondon-PR." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/148648.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Objetivou-se a realização de análise da viabilidade econômica da inserção de almôndega, quibe, bolo de chocolate e bolo de cenoura à base de tilápia na alimentação escolar. O estudo foi realizado nos municípios de Toledo-PR e Marechal Cândido Rondon-PR. Cidades que são destaque nacional na produção de tilápias, e apresentam estudos acerca do tema. Para isto o estudo foi dividido em três etapas. A primeira, consistiu no estudo do perfil socioeconômico de 12 pisciculturas. Para esta caracterização, foram realizados levantamentos de dados necessários na determinação dos custos de produção, rentabilidade e identificação das principais características dos empreendimentos rurais. No segundo momento, foram realizados os custos dos ingredientes dos quatro produtos à base de tilápia, onde foram levantados os valores pagos pelos ingredientes de cada receita pelas prefeituras municipais. A viabilidade da inserção dos produtos à base de pescado nas escolas foi a última etapa, onde os valores determinados no item anterior foram utilizados para o cálculo dos cardápios com e sem inserção do pescado. Como resultados observou-se que as propriedades apresentam em sua maioria mão-de-obra familiar, a lâmina d´água média é de 20.800m², de 1 a 18 tanques escavados e, para 41,6%. A piscicultura é sua atividade econômica principal, sendo o principal canal de comercialização, os frigoríficos da região. Constatou-se grande variação na produtividade de tilápias nos municípios de Toledo-PR e Marechal Cândido Rondon, esta variou de 5.714 kg/ha a 97.540 kg/ha. O Custo Operacional Total (COT) médio foi de R$2,69 e o preço médio de venda de R$3,13. As pisciculturas mais eficientes foram T6 o município de Toledo e M3 em Marechal Cândido Rondon. A Carne Mecanicamente Separada (CMS) mostrou-se mais vantajosa economicamente para a preparação dos quatro produtos à base de tilápia, devido ao menor valor de aquisição quando comparado ao do filé. O produto com menor custo de ingredientes por quilograma produzido, foi o bolo de cenoura de CMS, com valores de R$3,21 para Toledo e R$ 3,55 para Marechal Cândido Rondon. É viável economicamente a inserção de produtos à base de tilápia na alimentação escolar, nos municípios estudados. Os produtos almôndega e quibe de CMS, no município de Toledo reduziram os custos em comparação aos cardápios tradicionais. E no município de Marechal Cândido Rondon o mesmo aconteceu com o bolo de chocolate e bolo de cenoura de CMS e filé.
The objective of this study is to perform analysis of the economic viability of meatball insertion, kebab, chocolate cake and carrot cake for tilapia based school feeding. The study was conducted in the cities of Toledo-PR and Marechal Cândido Rondon-PR which are of national prominence in the production of tilapia and present studies on the subject. This study was divided into three stages. The first phase consisted in the study of the socioeconomic profile of 12 fish farms. For this characterization they were conducted data surveys to determine the production costs and profitability and identify the main characteristics of rural enterprises. In the second stage were carried out the cost of the ingredients of the four products based on tilapia meat, where the amounts paid for the ingredients of each recipe by municipalities were raised. The feasibility of insertion of the school feeding products based on fish is evaluated in the last stage, where the values determined in the previous section were used for the calculation of the diets with and without inclusion of fish. As a result it was found that the properties have mostly family labor and the average water depth were 20.800m², with 1 to 18 excavated tanks. For 41.6% of the fish farming the main marketing channel are slaughterhouses in the region. It was found a wide variation in tilapia productivity in the counties of Toledo-PR and M.C.Rondon-PR, ranged from 5,714 kg/ha to 97,540 kg/ha. The average COT was R$ 2.69 and the average selling price was R$ 3.13. The most efficient fish farms were the T6 in the county of Toledo-PR and the M3 in M.C.Rondon-PR. Mechanically separated meat (CMS) was more economically advantageous for the preparation of the four tilapia based products due to lower purchase price, compared to the tilapia fillet. The product with lower cost of ingredients per kilogram produced was the CMS based carrot cake, with R$ 3.21 values for Toledo-PR and R$ 3.55 for M.C.Rondon-PR. The inclusion of tilapia based products in school meals is economically viable in the studied counties. The meatball and kebab products based on CMS, in the county of Toledo-PR, reduced costs compared to traditional menus. In the county of M.C.Rondon-PR, so did the chocolate cake and carrot cake CMS based and the fillet.
CNPq: 027/2012
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9

Zeeshan, Muhammad. "Pakistani government secondary school teachers' and students' attitudes towards communicative language teaching and grammar translation in Quetta, Balochistan." Thesis, California State University, Los Angeles, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1542990.

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Students' and teachers' attitudes towards an English language teaching approach play an important role for its implementation success or failure. This study measured Pakistani government school students' and teachers' attitudes towards Communicative Language Teaching (CLT) and Grammar Translation (GT). Two separate survey instruments were used to assess students' and teachers' attitudes. Data were collected from students and teachers at two government secondary schools located in Quetta, Balochistan, Pakistan. A total of 204 students (102 females and 102 males) and 13 teachers (five females and eight males) participated in this present study. Overall, both students and teachers showed favorable attitudes towards CLT. In contrast, both the teachers and students showed either less favorable attitudes or a neutral stance towards GT. Finally, this study suggests that policy makers consider adopting or adapting CLT to teach English in the aforementioned schools. Recommendations for future research are also suggested.

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Cervantes-Kelly, Maria Dolores. "Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195428.

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This mixed-method study investigated how and to what extent direct instruction in Spanish-English translation and interpretation affects the acquisition of academic language proficiency in both English and Spanish by Heritage Language Learners of Spanish (HLLS). The subjects of the quantitative part of the study were 24 participants who were from six high schools with a large number of minority students. These high schools were located in Tucson and Nogales, Arizona. The participants in the qualitative part of the study were six case study students, chosen from the whole group. The participants were enrolled in the 2006 annual 3-week Professional Language Development Program (PLDP), held in July at the University of Arizona. The PLDP's additive teaching translation and interpretation model engaged the participants in learning by not only the novelty of practicing real-life, challenging exercises in class, using their unique cultural and linguistic skills, but also by the dynamic collaborative learning environment. The improvement in the participants' academic language proficiency was assessed through individual interviews of six case study participants, their high school teachers, and the two PLDP instructors.The use of translation and interpretation to improve the HLLS's academic English (and Spanish) stands in stark contrast to the subtractive teaching English-as-a-Second-Language model that promotes English fluency at the expense of the heritage language. The study, therefore, expands research on minority HLL's cultural capital that is not utilized in American education, where limiting the use of bilingual education for English language learners is the norm. The success of the program was demonstrated by the students' newfound appreciation for their heritage language and culture, academic learning, motivation for higher education, and statistically significant gains in Cognitive Academic Language Proficiency (CALP; Cummins, 2000).
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Books on the topic "Translation School of Toledo"

1

Ponce, Miguel Barbachano. The diary of José Toledo: A translation and critical edition. New Orleans: University Press of the South, 2001.

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Maimonides, Moses. Guide for the perplexed: A 15th century Spanish translation by Pedro de Toledo (Ms. 10289, B.N. Madrid). Edited by Pedro deToledo fl 1419-1432, Lazar Moshe 1928-, Dilligan Robert J, and Biblioteca Nacional (Spain). Culver City, Calif: Labyrinthos, 1989.

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Bellamy, Henry. Iphis: Text, translation, notes. Salzburg: Institut für Anglistik und Amerikanistik, Universität Salzburg, 1986.

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Xenophon. The School of Cyrus: William Barker's 1567 translation Xenophon's Cyropaedeia (The education of Cyrus). New York: Garland, 1987.

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Hawkesworth, Walter. Walter Hawkesworth's Labyrinthus: An edition with a translation and commentary. New York: Garland Pub., 1988.

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Bissbis, Abdennaceur. Assessment of translation theory and practice at Hassan II University, School of Letters I, Department of English, Casablanca. Salford: University of Salford, 1987.

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School), International NLPCS Workshop (8th 2011 Copenhagen Business. Proceedings of the 8th International NLPCS workshop: Special theme: human-machine interaction in translation : Copenhagen Business School, 20-21 August, 2011. Frederiksberg: Samfundslitteratur, 2011.

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International NLPCS Workshop (8th 2011 Copenhagen Business School). Proceedings of the 8th International NLPCS workshop: Special theme: human-machine interaction in translation : Copenhagen Business School, 20-21 August, 2011. Frederiksberg: Samfundslitteratur, 2011.

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Antis, Andrew Joseph. An English translation of the texts of the Takenouchi school of Japanese classical martial arts: An historical, pedagogical, and philosophical study. Lewiston, NY: Edwin Mellen Press, 2012.

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Bagri, Harbans Singh. The driving school book: The complete Punjabi theory test for motor cars : Punjabi translation of D.S.A. approved theory test questions & answers for motor cars. 3rd ed. Wolverhampton: H.S. Bagri, 1999.

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Book chapters on the topic "Translation School of Toledo"

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Bsoul, Labeeb Ahmed. "The Toledo School of Translation." In Translation Movement and Acculturation in the Medieval Islamic World, 141–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21703-7_7.

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Burnett, Charles. "The Institutional Context of Arabic-Latin Translations of the Middle Ages: a Reassessment of the ‘School of Toledo’." In Vocabulary of Teaching and Research Between Middle Ages and Renaissance, 214–35. Turnhout: Brepols Publishers, 1995. http://dx.doi.org/10.1484/m.civi-eb.4.00129.

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Stritzel, Holger. "Securitization Theory and the Copenhagen School." In Security in Translation, 11–37. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137307576_2.

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Stritzel, Holger. "A Securitization Theory Post-Copenhagen School." In Security in Translation, 38–51. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137307576_3.

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Sim, Cheryl, Stephen Hay, Greer Johnson, and Sue Thomas. "The Translation of Transitions Policies into School Enactment." In Experience of School Transitions, 251–64. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_14.

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Klaudy, Kinga. "Quality assessment in school vs professional translation." In Teaching Translation and Interpreting 3, 197. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/btl.16.27kla.

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Underhill, James W. "Structure and Reconstruction: Jiří Levý and the Translation of Poems." In The Prague School and Theories of Structure, 313–42. Göttingen: V&R unipress, 2009. http://dx.doi.org/10.14220/9783862347049.313.

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Lipking, Lawrence. "Lost in Translation: The Prague School and the World of Literature." In The Prague School and Theories of Structure, 253–60. Göttingen: V&R unipress, 2009. http://dx.doi.org/10.14220/9783862347049.253.

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Yan, Ke, and Dan Liu. "Automatic Scoring System for Middle-School Students’ Oral Translation Examination." In Recent Advances in Computer Science and Information Engineering, 735–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25792-6_112.

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Berglund, Jenny. "Islamic Religious Education in Muslim Schools: A Translation of Islam to the Swedish School System." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies, 109–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32289-6_7.

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Conference papers on the topic "Translation School of Toledo"

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Dmitrieva, Evdokia. "History Of Translation And Translation School Of Thoughts In Yakutia." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.94.

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Aramo, Carla, Michelangelo Ambrosio, Attanasio Candela, and Paolo Mastroserio. "Go to the astroparticle physics school with the Toledo Metro Station Totem-Telescope for cosmic rays." In The European Physical Society Conference on High Energy Physics. Trieste, Italy: Sissa Medialab, 2018. http://dx.doi.org/10.22323/1.314.0549.

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Dvorkovich, Anton, Sergey Gubanov, and Irina Galinskaya. "Yandex School of Data Analysis approach to English-Turkish translation at WMT16 News Translation Task." In Proceedings of the First Conference on Machine Translation: Volume 2, Shared Task Papers. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-2311.

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Costa, Andrei, Vinicius Pazzini, Luciana Foss, Simone Andre da Costa Cavalheiro, Lisane Brisolara de Brisolara, and Flavio R. Wagner. "Automatic Translation from UML to Simulink CAAM Using Graph Grammars." In 2013 2nd Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2013. http://dx.doi.org/10.1109/weit.2013.20.

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Sushkevich, Valeriya. "Creation of a foreign language version of Wikipedia article using collaborative translation technology." In VII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2019. http://dx.doi.org/10.32460/ishmu-2019-7-0046.

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Hartati, Aisya, Rahmad Husein, and Dr Zainuddin. "Equivalent Translation Process Used By Multilingual Students In Islamic Boarding School." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.125.

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Borisov, Alexey, and Irina Galinskaya. "Yandex School of Data Analysis Russian-English Machine Translation System for WMT14." In Proceedings of the Ninth Workshop on Statistical Machine Translation. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-3304.

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Buz, Buse, and Tunga Gungor. "Developing a Statistical Turkish Sign Language Translation System for Primary School Students." In 2019 IEEE International Symposium on INnovations in Intelligent SysTems and Applications (INISTA). IEEE, 2019. http://dx.doi.org/10.1109/inista.2019.8778246.

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Ribeiro, Sofia, Mariachiara Ricci, Albert Von Der Lieth, Yves Bayon, Dimitrios Zeugolis, Sylvia Pelayo, Isabelle Marque, and Lionel Pazart. "Empowering Translation of New Ideas - A EIT Health ClinMed Summer School Overview." In Special Session on Designing Future Health Innovations as Needed. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007696606030610.

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Ponomarchuk,, Yuliya. "Features of transfer of the theme-rhematic structure of sentences in translation from English into Russian." In VII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2019. http://dx.doi.org/10.32460/ishmu-2019-7-0042.

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