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Technology — «Who invented the mechanical television?» — John Logie Baird [PDF/video]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> John Logie Baird </font></a> - Foto: <a href="https://www.google.com/#q=Who+invented+the+mechanical+television?+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Who invented the mechanical television?"><font color="#FF4000"> © nationalmediamuseum . org . uk</font></a> / <a alt="Who invented the mechanical television? John Logie Baird" href="http://www.benjaminmadeira.com/search/label/technology" style="text-decoration: none;" target="_blank" title="Who invented the mechanical television? John Logie Baird"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/UFGgaw] Ninety years ago today a moving head on a screen made history._______________________It was the first public demonstration of live television.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Tuesday 26 January, 1926  ▶ http://goo.gl/WImXUX ◀ in his London attic laboratory, John Logie Baird first publicly demonstrated television.  ↠ #Science #Electronics #Technology #Society #JohnLogieBaird #Television #Mechanics </div> <br /><br />

<div class="JBMCode"> Baird’s successful 1926 television demonstrations received worldwide attention, as there was now proof that television was possible. In 1927 his television was demonstrated over 438 miles of telephone line between London and Glasgow. The Baird Television Development Company, Ltd. was formed. In 1928, using short radio waves, they achieved the first transatlantic television transmission between London and New York and the first transmission to a ship in mid-Atlantic.  </div> <br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Restoring Baird's image," McLean, Donald F., 2000, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Documentary: Development Of Television :: </strong> </span></span></div> 
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<div style="text-align: center"> <span style="color: darkgreen"> <span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>The History of Television, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> The History of Television, for educational, discussion purposes only </span></a> ] </span> </span> </div> <br />
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Technology — «Who invented the mechanical television?» — John Logie Baird [PDF/video]

John Logie Baird - Foto: © nationalmediamuseum . org . uk / illustration — [http://goo.gl/UFGgaw] Ninety years ago to...

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Electrónica — «¿Quién inventó la televisión mecánica?» — John Logie Baird [PDF/videos]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> John Logie Baird </font></a> - Foto: <a href="https://www.google.com/#q=¿Quién+inventó+la+televisión+mecánica?+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Imagination and Creativity in Childhood"><font color="#FF4000"> © nationalmediamuseum . org . uk</font></a> / <a alt="¿Quién inventó la televisión mecánica? John Logie Baird" href="http://www.benjaminmadeira.com/search/label/tecnologia" style="text-decoration: none;" target="_blank" title="¿Quién inventó la televisión mecánica? John Logie Baird"><font color="#FF4000"> ilustración </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/9jh92v] 90 aniversario de la primera demostración de la televisión._______________________Baird Television Development Company.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Martes 26 de enero, 1926  ▶ http://goo.gl/nTXxH0 ◀ el físico escocés John Logie Baird: imágenes moviéndose por primera vez dentro de una pantalla. El interés científico por la transmisión de imágenes a distancia mediante el empleo de la electricidad surgió, prácticamente, desde el mismo instante en que la telegrafía eléctrica comenzó su despliegue por todo el mundo.  ↠ #Ciencia #Electronica #Tecnologia #Sociedad #JohnLogieBaird #Television #Mecanica </div> <br /><br />

<div class="JBMCode"> La primera experiencia documentada de la que se tiene constancia se remonta al año de 1862 –sólo 18 años después de que Morse hubiera establecido su primera línea telegráfica entre las ciudades de Washington y Baltimore–, cuando el italiano Abbé Giovanna Caselli, en Francia, consiguió enviar una imagen monocromática a través de la línea telegráfica que unía Amiens con París. </div> <br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "¿Quién inventó la televisión mecánica?" Antonio Pérez Yuste, 2008, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Documental: La televisión, 2012, español venezolano :: </strong> </span></span></div> 
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<div style="text-align: center"> <span style="color: darkgreen"> <span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>TV videos, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> TV videos, for educational, discussion purposes only </span></a> ] </span> </span> </div> <br />
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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> REFERENCES :  </span> <br /><br />

• [1] Knapp, J. George y Tebo, Julian D., “The History of Television”, IEEE Communications Society Magazine, pp. 8-22, May 1978. <br /> <br />

• [2] Hills, Adrian R., “John Logie Baird and Television”, Kinema, Journal for Film and Audiovisual Media, University of Waterloo, Canada, Spring 1996.<br /> <br />

• [3] Bowers, Brian, “From Telephone to Television”, Proceedings of the IEEE, vol.89, no. 8, agosto 2001.<br /> <br />

• [4] “The Televisor. Successful Test of New Apparatus”, The Times, Londres, p. 9, 28 de enero de 1926.<br /> <br />

• [5] Baird, Malcolm, “From Baird to Worse”, Folio, National Library of Scotland, no. 11, winter 2005.<br /> <br />

• [6] Jenkins, Charles F., “Transmitting Pictures by Electricity”, The Electrical Engineer, 25 de julio de 1894. Jenkins fue un hombre que mantuvo durante toda su vida un estrecho vínculo con el mundo del cine. De hecho, fue el fundador de la “Society of Motion Picture Engineers” en 1916.<br /> <br />

• [7] Carta enviada por Jenkins al Senador Howell, con fecha 1 de octubre de 1924. Science Service Historical Image Collection, Smithsonian Institution, Washington.<br /> <br />

• [8] “Radio Vision Shown First Time in History by Capital Inventor”, The Sunday Star, 14 de junio de 1925, Science Service Historical Image Collection, Smithsonian Institution, Washington. <br /> <br />

• [9] Jenkins, Charles F., “Radio Vision”, Proceedings of the IRE, vol. 15, Noviembre 1927. <br /> <br />

• [10] Peters, Jean-Jacques, “Television, 50 Years”, Edición de la Unión Europea de Radiodifusión (EBU), Ginebra, 1987.

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Electrónica — «¿Quién inventó la televisión mecánica?» — John Logie Baird [PDF/videos]

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Pedagogikk — «Vygotskys teori» — Imagination and Creativity in Childhood [PDF]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> The Educational Theory of Vygotsky </font></a> - Photo: <a href="https://www.google.com/#q=Imagination+and+Creativity+in+Childhood+Vygotsky+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Imagination and Creativity in Childhood"><font color="#FF4000"> © Madeirinha</font></a> / <a alt="Imagination and Creativity in Childhood" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Imagination and Creativity in Childhood"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/VJSDWr] For Vygotsky var samarbeid en helt avgjørende faktor i opplæringen._______________________Ut fra Vygotskys teori om utvikling og læring kan lærerstyrt undervisning ikke bare betraktes som positivt, men kanskje også som helt nødvendig for å trekke utviklingen fremover.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Kjennetegn på kreativitet og fantasi ▶ http://goo.gl/8WjjRR ◀ Vygotsky tilla den voksnes rolle stor betydning for elevenes læringsmuligheter. I følge Vygotsky (2001) er det særlig samarbeidet mellom lærer og elev som er det essensielle i opplæringen.  ↠ #Education #Pedagogy #Psychology #Philosophy #Theories #HumanDevelopment #CognitiveDevelopment #CognitiveMediation </div> <br /><br />

<div class="JBMCode"> 
Pedagogen #Vygotsky har definert kreativitet i sin bok “Fantasi og kreativitet i #barndommen (1930/2004) slik: «Enhver menneskelig handling som resulterer i noe nytt er en kreativ handling, uansett om det nye er et fysisk objekt, eller en mental eller emosjonell konstruksjon som finnes inni personen og er kjent av ham”. <br /><br />

En person har to grunnleggende typer av aktiviteter: (i) reproduktive aktiviteter, som er koblet til hukommelsen, altså handlinger som ikke fører til eller skaper noe nytt, og (ii) kombinerende eller kreative aktiviteter, som er handlinger som kombinerer eller omarbeider elementer fra tidligere erfaringer og bruker dem til å frembringe nye forslag og ny oppførsel. Vygotsky hevder at alle handlinger som ikke fører til reproduksjon av kjente inntrykk og resultater, men til dannelsen av nye bilder eller handlinger er eksempler på denne andre typen kreative eller kombinerende handlinger. Denne kreative aktiviteten, som er basert på hjernens evne til å kombinere elementer blir kalt for fantasi eller forestillingsevne i psykologien, sier han. <br /><br />

Fantasien vår bygger på elementer fra virkeligheten, det vil si våre erfaringer av virkeligheten. Den kreative aktiviteten til fantasien er derfor direkte avhengig av hvor rik og variert en personens erfaringsbakgrunn er, fordi det bidrar med materiale til eventuelle fantasiprodukter. Hjernens evne til å kombinere er en forlengelse og utdypning av hukommelsen. Fantasi er ikke det motsatte av hukommelse, men den er derimot avhengig av den og bruker innholdet i hukommelsen til nye kombinasjoner. Fantasien kombinerer gamle tanker til nye. I tillegg gir fantasien vår mulighet for å øke mengden egne erfaringer, ved at vi får erfaringer basert på at vi setter oss inn i andres erfaringer (f.eks. ved å lese). <br /><br />

Det sies ofte at barns fantasi er rikere enn voksnes. Det er Vygotsky helt uenig i. Barn har færre erfaringer og enklere interesser, dessuten er resonneringsevnen deres mindre utviklet. Men, både fantasien og fornuften utvikles når vi vokser, og blir etter hvert konkurrerende krefter. Ettersom vi vokser til blir fornuften og selvsensuren så sterk at fantasien blir undertrykket, hevder Vygotsky. Når vi vokser blir vi mer kritiske til vår egen fantasi.  </div> <br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Imagination and Creativity in Childhood," Vygotsky, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"> <span style="color: darkgreen"> <span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>Vygotsky, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> PDF, Vygotsky, for educational, discussion purposes only </span></a> ] </span> </span> </div> <br />

<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> REFERENCES :  </span> <br /><br />

• [1] Vygotsky, L. (1930/2004) Imagination and Creativity in Childhood, Journal of Russian and East European Psychology 42(1) ss: 7 – 97 <br /><br />

• [2] Vygotsky, L. (1930) Voobrazhenie i tvorchestvo v detskom vozraste (Moscow: Prosveshchenie, 1967) <br /><br />

• [3] Vygotsky, L. S. (2001b). Tenkning og tale. Oslo: Gyldendal akademisk. <br /><br />

• [4] Vygotsky, L.S.: Legen og dens rolle i barnets psykiske udvikling – i: Om barnets psykiske udvikling – NNF, 1982 <br /><br />

• [5] Vygotskij, L. S. (1995). Fantasi och kreativitet i barndomen [Imagination and creativity in childhood]. Göteborg: Daidalos (Original work published 1950).

</div>

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Pedagogikk — «Vygotskys teori» — Imagination and Creativity in Childhood [PDF]

The Educational Theory of Vygotsky - Photo: © Madeirinha / illustration — [http://goo.gl/VJSDWr] For Vygotsky var sam...

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English Education — «Sneaking Grammar into Our EFL Classes» — [Videos/PDF]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Pedagogical grammar </font></a> - Photo: <a href="https://www.google.com/#q=Sneaking+Grammar+into+Our+EFL+Classes+English+Pedagogy+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Sneaking Grammar into Our EFL Classes"><font color="#FF4000"> © Pearson . com</font></a> / <a alt="Sneaking Grammar into Our EFL Classes" href="http://www.benjaminmadeira.com/search/label/education" style="text-decoration: none;" target="_blank" title="Sneaking Grammar into Our EFL Classes"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/QZRJ2d] Inductive (noticing new features of the language) and deductive approaches to grammar_______________________There's a debate whether deductive or inductive teaching yields better outcomes for second language acquisition.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Exploring ▶ http://goo.gl/E4WFJv ◀ current understandings about how to teach grammar to younger second language learners. Implicity vs Explicity Instruction; Dennis Murphy Odo (Professor / Hanyang University) ↠ #Education #Pedagogy #Grammar #Writing #Linguistics #ContextualUnderstanding </div> <br /><br />

<div class="JBMCode"> Discussing three understandings of what grammar is (product, process, and skill) and why second language teachers should teach it. Dennis M. Odo presents an argument for why inductive approaches to grammar instruction and presenting grammar in context are the most effective instructional approaches for younger EFL learners. From there, Dennis M. Odo will explore what inductive and contextualized approaches to grammar instruction actually looks like in the classroom through presentation of several sample instructional activities. Lastly, Dennis M. Odo will touch upon how learner feedback and error correction can be handled within this approach. <br /><br />

Dr. Dennis Murphy Odo received his Ph.D. in <b>Language and Literacy Education</b> with a concentration in Teaching English to Speakers of Other Languages from UBC (Vancouver, Canada) in 2012. He also holds an M.A. in Applied Linguistics (Leicester, UK) and an M.S. Ed in Childhood Education (D’ Youville, USA). He has previously served as an in-service public school TESOL methods teacher trainer for the Gyeonggi provincial office of education. He recently served as a tenure-track Assistant Professor of ESOL/ Reading education at Georgia State University in Atlanta, USA where he taught courses in first and second language reading. He is currently a professor of TESOL at Hanyang University in Seoul teaching TESOL certificate courses in second language literacy and <b>pedagogical grammar</b>. His main research interests are in second language reading and teacher assessment competence. </div> <br /> <br />

<div style="text-align: center"> <span style="font-size:20px; color: #000000;"> <span style="font-size:20px; background-color: #FFFF00;"> <span itemprop="name"> <strong>Question: — With particular reference to the teaching of grammar, explain the main differences between an inductive and a deductive approach. To what extent do you think it is possible to combine the two approaches? Choose one particular grammar point and describe how you would teach the item. Explain why you have decided to teach the item in this way. </strong> </span> </span> </span></div><br />
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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "The main differences between an inductive and a deductive grammar approach," English Language & Applied Linguistics, 2012, <a name="pdf">PDF</a> :: </span></div></H2> 
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• <a href="#education" onclick="jwplayer('education').load({file: 'https://www.youtube.com/watch?v=Zo58zNL87TM&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();"> How to Connect with Children, 2014</a> <br /><br/>

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</ul> </strong></span> </div>  </div>

<div style="text-align: center"> <span style="font-size:20px; color: #000000;"> <span style="font-size:20px; background-color: #FFFF00;"> <span itemprop="name"> <strong> — Dennis M. Odo: Sneaking Grammar into Our EFL Classes, 2014 :: </strong> </span> </span> </span></div><br />

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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> REFERENCES :  </span> <br /><br />

• [1] Andrews, S. (2007) <i>Teacher Language Awareness</i>. Cambridge: Cambridge University Press.  <br /><br />

• [2] Brown, H.D. (1987) <i>Principles of Language Learning and Teaching</i>. Englewoods Cliffs: Prentice Hall. <br /><br />

• [3] Brown, H. D. (1994) <i>Teaching by Principles: An Interactive Approach to Language Pedagogy</i>. Englewood Cliffs: Prentice Hall Regents. <br /><br />

• [4] Hall, Graham. (2011) <i>Exploring English Language Teaching: Language in Action</i>. the USA: Routhledge. <br /><br />

• [5] Harmer, J. (1987) <i>Teaching and Learning Grammar</i>. London: Longman. <br /><br />

• [6] Hinkel, E. and Fotos, S. (2002) <i>New Perspectives on Grammar Teaching in Second Language Classrooms</i>. New Jersey: Lawrence Erlbaum Associates, Inc. <br /><br />

• [7] Larsen-Freeman, D.(2003) <i>Teaching Language From Grammar to Grammaring</i>. Canada: Heinle. <br /><br />

• [8] Nunan, D. (1991) <i>Language Teaching Methodology: A Textbook for Teachers</i>. London: Prentice Hall International LTD. <br /><br />

• [9] Nunan, D. (1999) <i>Second Language Teaching&Learning</i>. Boston: Heinle&Heinle Publishers. <br /><br />

• [10] Rutherford, W. and Smith, M.S. (eds) (1988) <i>Grammar and Second Language Teaching: A Book of Readings</i>. New York: Heinle&Heinle. <br /><br />

• [11] Shaffer, C. (1989) "A Comparison of Inductive and Deductive Approaches to Teaching Foreign Languages." <i>The Modern Language Journal</i>. 73 (4): 395-403. <br /><br />

• [12] Thornbury, S. (1999) <i>How to Teach Grammar</i>. Harlow: Longman <br /><br />

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English Education — «Sneaking Grammar into Our EFL Classes» — [Videos/PDF]

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English — «The Indo-European Discovery» — History of the #EnglishLanguage — [Podcast/MP3]

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<span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> The History </font></a> of the <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> English Language </font></a> - Photo: <a href="https://www.google.com/#q=Discovery+of+the+ancient+Indo+European+language+English+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Discovery of the ancient Indo-European language"><font color="#FF4000"> © Simon Horobin</font></a> / <a alt="Discovery of the ancient Indo-European language" href="http://www.benjaminmadeira.com/search/label/history-of-english" style="text-decoration: none;" target="_blank" title="Discovery of the ancient Indo-European language"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/Es7g75] A look at the discovery of the ancient Indo-European language_______________________which is the ultimate ancestor of English, as well as most of the languages of Europe and Central Asia.</span></div></H2> <br /><br />
 
<div class="citajbm"> :: RT: The Indo-European Discovery ▶ http://goo.gl/Es7g75 ◀ History of the English Language | #English #EnglishHistory #OldEnglish #Podcast #History #India #IndoEuropean #Language #Sanskrit </div> <br /><br />

<div class="JBMCode"> We cannot understand what a language is until we know its history. More than for most subjects, history is the key to language, because the very fabric of a language – its vocabulary, its grammar, its spelling, and so on – is a living record of its past. From the middle of the fifth century (450AD) and for the next 100 years or so waves of migrating tribes from beyond the North Sea brought their Germanic dialects to Britain. These tribes are traditionally identified as Angles, Saxons and Jutes. </div> <br /> <br />

<div class="citajbm"> English is said to be a Germanic language, but why is it that more than half of its words are of Latin or Romance origin? Why do we sometimes have a wide choice of words to express more or less the same thing? And what is to blame for the chaotic English spelling? We can point to some crucial events, such as the coming of Christianity or the Norman invasion, and study texts from these and other periods to find a pattern in the weave of the language. So where do we begin? Long before any Roman legions sailed across what we now know as the Straits of Dover, the British Isles were inhabited by various Celtic tribes.  </div> <br /> <br />

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<a alt="The History of English Language" data-src="https://archive.org/download/EnglishIsCrazy/English-Is-Crazy.mp3" href="#" title="The History of English Language">The History of English Language – English is Crazy - 2min</a> </li>

<li><a alt="The History of English Language" data-src="https://archive.org/download/HistoryOfEnglish01/History-of-English-01.mp3?source=http://www.benjaminmadeira.com/2016/01/indo-european-discovery.html" href="#" title="The History of English Language"> <span style="font-size:20px"> The History of English Language – Episode 1: Introduction: A look at the emergence of English as a global language and the evolution of the language from its Germanic origins, MP3 - Lecture by Kevin Stroud - 24min </span> </a> </li>

<li><a alt="The History of English Language" data-src="https://archive.org/download/HistoryOfEnglish02/History-of-English-02.mp3?source=http://www.benjaminmadeira.com/2016/01/indo-european-discovery.html" href="#" title="The History of English Language"> <span style="font-size:20px"> The History of English Language – Episode 2: The Indo-European Discovery, MP3 - Lecture by Kevin Stroud - 33min </span> </a> </li> </ol>

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<div class="citajbm"> <a alt="The History of the Alphabet, mp3" href="http://www.cdbaby.com/cd/kevinstroud" style="text-decoration: none;" target="_blank" title="The History of the Alphabet, mp3"><font color="#FF4000"> Support Kevin Stroud's work by buying his podcast: "The History of the Alphabet". The History of the Alphabet explores the history of the letters which make up the modern English alphabet - Available as MP3, MP3 320, and FLAC files. $6.00 for entire series</font></a>. </div> <br />
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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> "The Adventure of English" is a British television series (ITV) on the history of the English language presented by Melvyn Bragg. The series ran in 2003. "Birth of a Language", "English Goes Underground", "The Battle for the Language of the Bible", This Earth, This Realm, This England", "English in America", "Speaking Proper", "The Language of Empire", "Many Tongues Called English, One World Language" :: </span></strong>  </CENTER> <br /><br />
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The story of the discovery of the ancient language which gave rise to most of the languages of Europe, including English.

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English — «The Indo-European Discovery» — History of the #EnglishLanguage — [Podcast/MP3]

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Traducción paralela — «Imperfecto vs Pretérito Indefinido Indicativo» — [español/inglés/noruego]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Traducción - Translation </font></a> - Photo: <a href="https://www.google.com/#q=Traduccion+paralela+Polyglot+translation+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Traducción paralela - Polyglot translation"><font color="#FF4000"> © incognito . com</font></a> / <a alt="Traducción paralela - Polyglot translation" href="http://www.benjaminmadeira.com/search/label/translation" style="text-decoration: none;" target="_blank" title="Traducción paralela - Polyglot translation"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/vbBwT6] Nivel intermedio/avanzado,_______________________"Imperfecto vs Pretérito de Indefinido Indicativo".</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Traducción paralela ▶ http://goo.gl/vbBwT6 ◀ Frases u oraciones: verbos, frases adverbiales, cláusulas adjetivales. | #Traduccion #Translation #Oversettelse #Idiomas #Languages #Språk </div> <br /><br />

<div class="comillas"> The choice of a suitable equivalent will always depend not only on the linguistic system or systems being handled by the translator, but also on the way both the writer of the source text and the producer of the target text, that is the translator, choose to manipulate the linguistic systems in question; on the expectations, background knowledge and prejudices of readers within a specific temporal and spatial location; on translators’ own understanding of their task, including their assessment of what is appropriate in a given situation; and on a range of restrictions that may operate in a given environment at a given point in time, including censorship and various types of intervention by parties other than the translator, author and reader. —Baker:2011:15</div> <br />

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<H2> <div style="text-align: center"> {Oración enunciada de forma natural por un hispanohablante} </div> </H2> <br />
<div class="JBMCode"> <span style="font-size:20px"> <span style="font-size:20px; background-color: #FFFF00;"> Mientras</span> <span style="color: blue">ella se retocaba</span> con el pintalabios, <span style="color: red">observó</span> cómo la penumbra del anochecer <span style="color: blue">difuminaba</span> los contornos del campo de futbol </span>. </div> <br /> <br />

<H2> <div style="text-align: center"> {English translation} </div> </H2> <br />
<div class="citajbm"> <span style="font-size:20px"> <span style="font-size:20px; background-color: #FFFF00;"> While</span> <span style="color: blue">she reapplied</span> her lipstick, <span style="color: red">she watched</span> the contours of the soccer field <span style="color: blue">desintegrating</span> into the dusk </span>. </div> <br /> <br />

<H2> <div style="text-align: center"> {Norsk oversettelse} </div> </H2> <br />
<div class="JBMCode"> <span style="font-size:20px"> <span style="font-size:20px; background-color: #FFFF00;"> Mens</span> <span style="color: blue">hun frisket opp</span> leppestiften, <span style="color: red">så hun</span> konturene av fotballbanen <span style="color: blue">forsvinne</span> inn i halvmørket </span>. </div> <br /> <br />

<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> REFERENCES :  </span> <br /><br />

• [1] Baker, Mona (1st. ed., 1992) (2nd. ed., 2011), In Other Words A coursebook on translation, London: Routledge. <br /><br />

</div>

<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 22pt; line-height:20pt"> <a alt="BenjaminMadeira - Videos, Documentales, Literatura, Idiomas, Fotografia, Musica, Online" href="http://www.benjaminmadeira.com/feeds/posts/default/-/translation?max-results=100" style="text-decoration: none;" target="_blank"><font color="#00FFFF"> <strong>When your books and teachers don't make sense </strong> </font></a> </span></span></div>