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Books on the topic 'Translation School of Toledo'

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

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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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2

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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3

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

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4

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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5

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

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6

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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7

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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8

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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9

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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10

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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11

Bijlert, Vittorio A. van. Epistemology and spiritual authority: The development of epistemology and logic in the old Nyāya and the Buddhist school of epistemology, with an annotated translation of Dharmakīrti's Pramāmavārttika II (Pramāṇasiddhi) vv. 1-7. Wien: Arbeitskreis für Tibetische und Buddhistische Studien, Universität Wien, 1989.

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12

Bureibu sutōrī: Brave story. Tōkyō: Kadokawa Shoten, 2003.

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13

Miyabe, Miyuki. Brave story. San Francisco, Calif: VIZ Media, 2009.

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14

Miyabe, Miyuki. Brave story. San Francisco, Calif: VIZ Media, 2009.

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15

Yoichiro, Ono, Dorsey Bruce, and Swayze Alan, eds. Brave story.: A retelling of a classic. Hamburg: Tokyopop, 2007.

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16

(Firm), Bernard Quaritch. Early books : Erasmus, Colet, and the founding of St. Paul's school. First book printed in Toledo. The Bible in Spain ; the censor at work. 400 years of Daphnis & Chloe. First modern Grekk dictionary. Valla as Rensaissance philosopher. Natural history for Prince Henry. Vyclif's thought. First pocket Vergil. Plant life of the Nile. Agrippa and Renaissance magic. The morality of dance. Grosseteste and the scientific method. Heidelberg University and Gutenberg. Definitive utopia. Renaissance banking. On the telescope and the rainbow. Espinosa's Libro de oro. The home life of Conrad Celtes. [London]: B. Quaritch, 2003.

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17

Stoenescu, Livia. The Pictorial Art of El Greco. NL Amsterdam: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789462989009.

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The Pictorial Art of El Greco: Transmaterialities, Temporalities, and Media investigates El Greco’s pictorial art as foundational to the globalising trends manifested in the visual culture of early modernity. It also exposes the figurative, semantic, and allegorical senses that El Greco created to challenge an Italian Renaissance-centered discourse. Even though he was guided by the unprecedented burgeoning of devotional art in the post-Tridentine decades and by the expressive possibilities of earlier religious artifacts, especially those inherited from the apostolic past, the author demonstrates that El Greco forged his own independent trajectory. While his paintings have been studied in relation to the Italian and Spanish school traditions, his pictorial art in a global Mediterranean context continues to receive scant attention. Taking a global perspective as its focus, the book sheds new light on El Greco’s highly original contribution to early Mediterranean and multi-institutional configurations of the Christian faith in Byzantium, Venice, Rome, Toledo, and Madrid.
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18

Profeti, Maria Grazia, ed. Il viaggio della traduzione. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-572-6.

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The book contains the addresses presented at the two conferences "Il viaggio della traduzione" and "Traduzione impossibile" held in 2006 at the School of the Doctorate in Modern Philology and Comparative Literature of the University of Florence. The authors address the problem of translation, an experience that is at once unsatisfactory and compelling. A nasty job that has to be tackled, a harsh task that we undertake at our own risk and peril in quest of the impossible: the rendering of the original text with a version that is always inadequate, the pale shadow of an unattainable fullness. The contributions gathered here are designed to illustrate this rich fabric of suggestions and challenges.
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19

Loisel, Clary. The Diary of Jose Toledo: A Translation and Critical Edition. University Press of the South, Inc, 2002.

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20

School and Home Activity Book Vietnamese Translation (Anytime Math). Harcourt Brace, 2000.

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21

School and Home Activity Book Hmong Translation (Anytime Math). Harcourt Brace, 2000.

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22

School and Home Activity Book Cantonese Translation (Anytime Math). Harcourt Brace, 2000.

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23

Molière. Molière's The school for husbands: In a new English verse translation. New York, N.Y: Dramatists Play Service, 1991.

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24

Hawkesworth, Walter. Leander: A Variorum Edition With Translation (Renaissance Imagination). Taylor & Francis, 1993.

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25

Brock, Susan, and Walter Hawesworth. Walter Hawkesworth's Labyrinthus: An Edition with a Translation and Commentary Volume II. Taylor & Francis Group, 2019.

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26

Walter Hawkesworth's Labyrinthus: An Edition with a Translation and Commentary Volume II. Taylor & Francis Group, 2019.

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27

Brock, Susan, and Walter Hawesworth. Walter Hawkesworth's Labyrinthus: An Edition with a Translation and Commentary Volume II. Taylor & Francis Group, 2019.

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28

Brock, Susan, and Walter Hawesworth. Walter Hawkesworth's Labyrinthus: An Edition with a Translation and Commentary Volume II. Taylor & Francis Group, 2019.

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29

Wilbur, Richard. The School for Wives and The Learned Ladies, by Moliere: Two comedies in an acclaimed translation. Harvest Books, 1991.

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30

Research, Numata Center for Buddhist Translation and, and Numata Center for Buddhist Translation A. The Essentials of the Vinaya Tradition & Collected Teachings of the Tendai Lotus School (Bdk English Tripitaka Translation Series). Numata Center for Buddhist Translation & Rese, 1996.

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31

Giczela-Pastwa, Justyna, and Uchenna Oyali. Norm-Focused and Culture-Related Inquiries in Translation Research: Selected Papers of the CETRA Research Summer School 2014. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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32

Giczela-Pastwa, Justyna, and Uchenna Oyali. Norm-Focused and Culture-Related Inquiries in Translation Research: Selected Papers of the CETRA Research Summer School 2014. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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33

Giczela-Pastwa, Justyna, and Uchenna Oyali. Norm-Focused and Culture-Related Inquiries in Translation Research: Selected Papers of the CETRA Research Summer School 2014. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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34

Giczela-Pastwa, Justyna, and Uchenna Oyali. Norm-Focused and Culture-Related Inquiries in Translation Research: Selected Papers of the CETRA Research Summer School 2014. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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35

Washington, Linda. Connections Bible: 250 Selections from the Nlt (New Living Translation Bible Story Series). Standard Publishing Company, 2004.

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36

Brock, Susan, and Walter Hawkesworth. Walter Hawkesworth's Labyrinthus: An Edition With a Translation and Commentary (Garland Publications in American and English Literature). Taylor & Francis, 1989.

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37

Brave Story Volume 4. TokyoPop, 2008.

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38

California. Dept. of Education., ed. Quality indicators for translation and interpretation in kindergarten through grade twelve educational settings: Guidelines and resources for educators. Sacramento, CA: Calif. Dept. of Education, 2006.

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39

Drury, William, and Robert Knightley. Robert Knightly, Alfrede or Right Reinthron'd: A Translation of William Drury's Aluredus sive Alfredus. Medieval & Renaissance Texts & Studies, 1992.

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40

Pythagoras. Moral Conduct, a Paraphrastic Translation, or, the Golden Verses of the Pythagoric School, Modernised: Wherein Natural Reason Appears in That, It's Most Amiable Light. the Improvement of Mankind in Their Most Essential Interests, Common and Particular. HardPress, 2020.

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41

Miyabe, Miyuki. Brave Story. VIZ Media LLC, 2007.

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42

Ono, Yoichiro, and Miyuki Miyabe. Brave Story Volume 1 (Brave Story). TokyoPop, 2007.

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43

Tutino, Stefania. Jesuit Probabilism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190694098.003.0003.

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This chapter examines the fullest formulation of probabilism as it was articulated by the Jesuit theorists and professors of theology at the Roman College, which by the end of the sixteenth century had become the center of Jesuit knowledge. This chapter focuses in particular on Francisco de Toledo, Gregorio de Valencia, Francisco Suárez, and Gabriel Vázquez. Through an analysis of a substantial number of these authors’ manuscripts alongside their printed work, this chapter shows how probabilism evolved into a coherent and wide-ranging intellectual system for dealing with human uncertainty. Furthermore, tracing the development of probabilism through the lecture notes of the Jesuit theologians who taught at the Roman College and moved within a larger, pan-European, educational and intellectual milieu allows us to understand how a distinctive, complex, and hugely influential school of theological thought took its shape.
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44

Fangruida:Nuclear submarine attacks, strategic bombers, land-based nuclear missiles and space warfare --------Modern war and future war (new cold war and hot war: The ghost of the deep sea --- a nuclear submarine cruising in the four oceans The ocean is the heart of the earth, and the ocean is the cradle of life on the earth. Fangruida 2014v 2.2 English version 2017v1.3 electronic revision Translation school editor Lasco. H. Geneva: Internet, 2017.

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45

Marinčič, Marko. Farming for the Few. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198810810.003.0012.

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The point of departure for this chapter is a little known work by Jožef Šubic, whose translation of Virgil’s Georgics, published in 1863, although largely unknown outside scholarly circles, nonetheless offers an important background to the Slovenian school of translation of Greek and Latin texts and of classics in general. Marinčič argues that this text, written in a hybrid metrical pattern, is by no means a literary masterpiece, but it is a groundbreaking work reflecting the contemporary debates concerning the use of classical metrical forms and implicitly opposing the Romantic ideology of agricultural self-sufficiency, which, in the course of the nineteenth century, resulted in a widespread prejudice against translation of world literature.
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46

Boutcher, Warren. Learning Mingled with Nobility in Shakespeare’s England. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739661.003.0004.

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Chapter 2.3 analyses the English school of Montaigne in the context of the relationship between Renaissance education and the early modern nobility. The Englished Montaigne––translated by John Florio and dramatized by Samuel Daniel, Ben Jonson, John Marston, and others––was introduced as a critic of the tyranny of custom and as a participant in the aristocratic culture of private learning in the late Elizabethan, early Jacobean noble household. Documents discussed range from the paratexts to Florio’s translation and the English text of ‘Of the institution and education of children’ to James Cleland’s work on the same subject and the famous portrait of Lady Anne Clifford. The chapter ends by offering a new perspective on Shakespeare’s use of Florio’s translation in The Tempest: that we should understand it in relation to Samuel Daniel’s use of similar passages in a play staged for the 1605 royal progress to the University of Oxford: The Queenes Arcadia.
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47

Campbell, Gordon. Epilogue. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198754824.003.0029.

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The contributors to the present volume are all competent in at least two languages, and some have grown up in bilingual environments. The same was true of John Milton. His facility in languages is widely acknowledged, but the bilingualism of his culture is not, especially among those who can access only part of it. Milton was educated through the medium of Latin at St Paul’s School and at Cambridge. Much of his writing was in Latin, in both poetry and prose, and he also spoke the language as a student, a traveller in continental Europe, and a civil servant during the Commonwealth and Protectorate. In due course some of Milton’s English works were translated into Latin, in part because Latin was deemed to be superior to English as a literary language. The Latin Milton was an important presence in eighteenth-century England, and in this volume Estelle Haan’s two chapters show how the translation of Milton into Latin during this period shaped both the perception of his poetry and the debate about the nature and purpose of translation....
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48

Beaven, Tita, and Fernando Rosell-Aguilar, eds. Innovative language pedagogy report. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.9782490057863.

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The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets.
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49

Adamson, Peter, and Robert Wisnovsky. Yaḥyā Ibn ʿAdī on a Kalām Argument for Creation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806035.003.0007.

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This article offers an analysis, translation, and edition of a brief, recently uncovered Arabic text by the tenth-century CE Christian Aristotelian thinker Yaḥyā ibn ʿAdī. Ibn ʿAdī here takes issue with an argument for the existence of God, widely used in kalām (Islamic theology). According to this argument, bodies cannot exist without being either in motion or at rest; motion and rest must begin; therefore all bodies and hence the universe as a whole must have begun. Ibn ʿAdī diagnoses various flaws in this reasoning, including a supposed part–whole fallacy. The analysis of the text shows how it fits into Ibn ʿAdī’s intellectual profile and the project of the Baghdad Aristotelian school.
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50

Ingleheart, Jennifer. Dialogvs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.003.0002.

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This section contains the Latin text of Philip Gillespie Bainbrigge’s clandestinely published dialogue between two schoolboys, in which an older boy, Jocundus, introduces a younger friend, Robertus,to the pleasures of sex. The dialogue is a parody of Greek philosophical dialogues and erotic pedagogy; it is set at a contemporary public school and reflects on the role that the teaching of Latin played in the education of boys, as well as on the attempts of schoolmasters to police sexual desire. Bainbrigge’s schoolboys speak a hybrid Latin that combines allusions to classical authors as well as neo-Latin pornographic works, and that draws attention to the differences between modernity and antiquity. This section also contains an original English translation by the volume’s author.
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