This site uses cookies.
Some of these cookies are essential to the operation of the site,
while others help to improve your experience by providing insights into how the site is being used.
For more information, please see the ProZ.com privacy policy.
Professional IT, Business and Financial translations (ES/FR/RO>EN) by a former IT Director and Consultant
Account type
Freelance translator and/or interpreter, Verified site user
Data security
This person has a SecurePRO™ card. Because this person is not a ProZ.com Plus subscriber, to view his or her SecurePRO™ card you must be a ProZ.com Business member or Plus subscriber.
Affiliations
This person is not affiliated with any business or Blue Board record at ProZ.com.
Spanish to English: FreeCodeCamp overview - a way for non-profits to learn coding Detailed field: IT (Information Technology)
Source text - Spanish FreeCodeCamp, una manera de aprender código para nonprofits
La plataforma ofrece aprendizaje en HTML5, JavaScript, CSS3, bases de datos y otros servicios sin ningún coste añadido.
Saber programar en Internet es una necesidad que cada vez más empresas tienen que afrontar si quieren dar a conocer sus proyectos en la web. Si además le añadimos la variante de que se tiende cada vez más a contratar programadores con experiencia previa, las posibilidades de aprendizaje para los más novatos en este campo se reducen. FreeCodeCamp es precisamente todo lo contrario.
La plataforma para aprender código ofrece la posibilidad de aprender conceptos sobre programación para después aplicarlos en beneficio de organizaciones sin ánimo de lucro de todo el mundo. Es curioso que, durante el proceso de aprendizaje, el usuario va a crear herramienas que después ONGs podrán utilizar. Y como la propia palabra ''free'' indica, sin ningún coste para el usuario. Sin embargo, que el servicio sea gratuíto no quiere decir que sea fácil. Formarse y adquirir las habilidades necesarias para crear código en el mundo real, como todo, lleva su tiempo.
Muchos estudiantes o recién licenciados aprovechan FreeCodeCamp para poner a prueba sus conocimientos de programación, siempre de manera voluntaria. Útilmente, la plataforma pone a disposición del usuario tutoriales en línia para ayudar al principiante en su formación. Para empezar, el nuevo desarrollador debe construir una simple página web.
Entre las posibilidades que ofrece, FreeCodeCamp enseña conocimientos de HTML5, CSS3, JavaScript, Git, Node.js, Angular.js, Agile y base de datos. Miles de profesionales se han unido ya a la comunidad de voluntarios para ayudar a decenas de ONGs a desarrollar sus proyectos online. FreeCodeCamp cuenta además con un chat interactivo que utiliza tecnología Gitter donde los usuarios pueden consultar dudas e iniciar diálogo con otros programadores.
La plataforma aconseja hacer 1.600 horas de currículum para conseguir un trabajo como ingeniero en software. Sin embargo, es cierto que para las ONG esto es un coste que se pueden ahorrar teniendo cerca a organizaciones especializadas en programación como nosotros . Una de la atracción para muchos voluntarios es la posibilidad de poder encontrar un trabajo para desarrollar código a posteriori. Según un gráfico que proporciona FreeCodeCamp, en 2020 habrá 1 millón más de trabajos que de estudiantes disponibles en todo el mundo.
Así pues, desde las herramientas más básicas como la creación de código HTML para la estructura de la página web o el código CSS para su apariencia, el usuario progresará hasta tareas más complicadas como aprender lenguaje de programación JavaScript para todos los navegadores o nuevos algoritmos. Para iniciarse en FreeCodeCamp, el voluntario/a puede consultar el siguiente enlace.
Translation - English FreeCodeCamp - a way for non-profit organisations to learn coding
The platform provides training in HTML5, JavaScript, CSS3, databases and other services, all at no cost.
Knowing how to program for the Internet is a requirement that more and more companies have to tackle if they want to increase awareness of their projects on the Web. If we also add to this the increasingly common practice of hiring experienced programmers, learning opportunities for complete coding novices are reduced. FreeCodeCamp is the complete opposite of this.
This code-learning platform provides the opportunity to learn programming concepts that are later used to the benefit of non-profit organisations worldwide. It is interesting to note that, during the learning process, the user will create tools that NGOs can subsequently use. Furthermore, as the word “free” indicates, there is no cost to the user. However, the fact that the service is free does not mean that it is easy. Getting trained and obtaining the skills needed to create code in the real world, like everything else, takes time.
Many students and recent graduates take advantage of FreeCodeCamp to put their programming knowledge to the test – always on a voluntary basis. Conveniently, the platform provides online tutorials that are available to novice programmers to help them with their training. To begin with, new developers have to build a simple website.
Just some of the options FreeCodeCamp teaches are HTML5, CSS3, JavaScript, Git, Node.js, AngularJS, Agile and database skills. Thousands of professionals have already joined the community of volunteers to help dozens of NGOs develop their online projects. FreeCodeCamp also has an interactive chat feature, which uses Gitter technology, where users can ask questions and initiate discussions with other programmers.
The platform recommends completing 1,600 hours of training in order to obtain a job as a software engineer. However, it is true that, for NGOs, this is a cost that can be saved by working closely with organisations like ours that specialise in programming. One of the attractions for many volunteers is the possibility of finding work as a programmer after completing their training. According to one of FreeCodeCamp’s graphs, by 2020 there will be 1 million more jobs available worldwide than students to fill them.
So, from the most basic skills such as the creation of HTML code for the website’s structure or CSS code for its appearance, the user will progress to more complicated tasks such as learning JavaScript programming language across all browsers or learning new algorithms. To get started with FreeCodeCamp, volunteers can click on the following link.
French to English: Extract from internal software application specification Detailed field: IT (Information Technology)
Source text - French ...X veut disposer à l’issue de ce projet d’une version du logiciel NewLOG stable, dans un environnement 32 bit, compatible avec les configurations matérielles les plus récentes et pouvant être utilisées avec les OS WINDOWS 2000, XP et NT 4.
a) La présentation des informations nécessaires au personnel utilisateur sera le plus possible analogue à celle du logiciel LOG actuel, de manière à ce que les utilisateurs de la version actuelle soient opérationnels en un minimum de temps. En revanche, l’interface utilisateur devra être plus convivial, et les fonctionnalités devront être étendues dans le souci de mieux répondre aux attentes des utilisateurs. Ceci devra contribuer à faciliter et à fiabiliser la maintenance en la rendant plus efficiente, en ayant un impact positif sur la disponibilité des trains sur lesquelles ce produit est utilisé.
b) Le produit devra être évolutif pour s’adapter à la fois aux futures versions logiciels embarqués, mais également aux évolutions matérielles des PC de maintenance et de leur systèmes d’exploitation.
c) Les 2 produits (voir § 2.4.1) devront permettre de s’affranchir de l’opération de décodage au format txt (voir schéma 1) qui est très fastidieuse. Les interactions entre les différents acteurs pourront donc devenir similaire au schéma 2 en page suivante...
Translation - English ...At the end of this project, X wants to have a stable version of the software application NewLOG, running in a 32 bit environment, compatible with the latest hardware configurations and capabable of being used with the Windows 2000, Windows XP and Windows NT 4 operating systems.
a) Information presented to employees using the application shall be as close as possible to that of the current LOG software, so that existing users are familiar with the new version in the shortest possible time. However, the user interface shall be more user-friendly, and functionality shall be improved with a view to better meet users’ expectations. This shall help to simplify and improve the reliability of maintenance operations, making it more efficient, by having a positive impact on the availability of trains using this software product.
b) The product shall be upgradeable in order to be compatible both with future versions of the firmware/embedded software and also with hardware upgrades to the maintenance PCs and their operating systems.
c) The two products (see § 2.4.1) shall make it possible to remove the need for the cumbersome conversion operation to text (txt) format (see diagram1). Interaction between the different users should be similar to diagram 2 on the following page...
Spanish to English: Extract of Academic Article on Online Language Learning General field: Social Sciences Detailed field: Education / Pedagogy
Source text - Spanish Planteamiento del problema
El aprendizaje de idiomas a través de la Red, en sus diferentes formatos y modalidades (sistemas híbridos, métodos exclusivamente virtuales, en contextos de enseñanza presencial que se vale de herramientas y tecnologías web, etc.) ha experimentado en los últimos años una creciente demanda y goza actualmente de una gran popularidad (Goodfellow y Lamy, 2009; Meshill y Anthony, 2010; Blake, 2011).
Por su parte, Tell Me More es un método de enseñanza de idiomas asistida por ordenador desarrollado por la firma francesa Auralog, la cual cuenta con una amplia implantación como compañía suministradora de programas de idiomas a instituciones y empresas dentro y fuera de nuestras fronteras. Además de su programa de enseñanza elaborado en formato CD-Rom y de las soluciones instaladas en los equipos, la empresa ofrece sus contenidos en línea, en una versión más avanzada que la que comercializa en los formatos anteriores. Según la dicotomía popularizada por Levy (1997), se trataría de una aplicación en la que el ordenador adopta la función de tutor o instructor –a diferencia de su potencial papel como herramienta–, sustituyendo al docente en el sentido de que controla el proceso de aprendizaje, proporciona retroalimentación y evalúa el aprendizaje.
En otro orden de cosas, la Universidad de Málaga (UMA), igual que un buen número de universidades de nuestro entorno, está atravesando en la actualidad un proceso de modernización y proyección mediante estrategias de apoyo a la investigación, de participación en proyectos internacionales y de establecimiento de acuerdos y relaciones de distinta índole con instituciones académicas y empresariales extranjeras.
Uno de los pilares de estas políticas de internacionalización es, sin lugar a dudas, la capacitación del profesorado en idiomas y, en particular, en inglés, toda vez que esta lengua se ha consolidado como lingua franca en el discurso y en el contexto académico. Desde el curso 2009-10, el Servicio de Formación del Personal Docente e Investigador (PDI) de la UMA oferta formación gratuita de inglés, mediante cursos presenciales y cursos a distancia, en este último caso, a través de la aplicación en línea Tell Me More.
Entendemos que el esfuerzo de inversión en formación en idiomas a distancia que realiza una institución educativa, junto al no menos importante esfuerzo personal que supone para un docente dedicar tiempo a este empeño, ha de compensarse con una satisfacción razonable con la aplicación y con una percepción de su rentabilidad en términos de aprendizaje del idioma.
El estudio que recoge este artículo se propuso precisamente obtener información evaluativa sobre esta herramienta de aprendizaje de parte de un colectivo, los profesores universitarios, con unas necesidades específicas aunque diversas según su ámbito académico y sus contextos de uso del idioma. Esto se ha hecho así para que las conclusiones obtenidas sean útiles a la hora de tomar decisiones sobre la oferta de modalidades de formación en idiomas y sobre el programa suministrador del servicio de enseñanza de idiomas en línea, en el caso de que esta opción de enseñanza se considere rentable y provechosa.
Breve descripción de Tell Me More en línea
Aunque no tiene cabida en este artículo una descripción pormenorizada del conjunto de las funcionalidades de esta aplicación, resumiremos seguidamente algunas de las características destacadas de su versión 9, al ser esta la utilizada por el PDI de la UMA en los cursos académicos en los que se recogieron los datos (2009-10 y 2010-11).
Tell Me More online (v. 9) es una plataforma que permite el seguimiento autónomo de cursos de inglés (en nuestra institución se optó por la modalidad de inglés británico) en cinco niveles diferentes (desde principiante a experto), los cuales se corresponden con los niveles A1 a C1 del Marco Común Europeo de Referencia de las Lenguas del Consejo de Europa.
En respuesta a una amplia gama de necesidades de formación, el usuario, una vez realizada la prueba inicial de posicionamiento, tiene la opción de definir sus objetivos de aprendizaje en términos de nivel y destrezas que desea trabajar (lectura, escritura, comprensión oral, etc., o bien el conjunto de destrezas), situaciones en las que desea formarse (de ámbito general o profesionales, relacionadas estas con el ámbito de los negocios) e itinerario –guiado por la aplicación o confeccionado por el propio usuario–.
Cada una de las 12 unidades en las que se divide cada nivel se organiza en torno a una situación (por ejemplo: en el aeropuerto), a una función lingüística (por ejemplo: presentarse) o a un tema (por ejemplo: el pronóstico del tiempo) y parte –en la modalidad guiada– de la escucha de un diálogo sobre una situación de comunicación, seguida de una actividad de interacción (limitada por las opciones que ofrece el programa) y otras de pronunciación, a las que siguen actividades clásicas de vocabulario y gramática (ejercicios de asociación, de ordenar palabras, crucigramas, dictado, etc.).
El componente estelar de Tell Me More, responsable en gran medida de su prestigio en el ámbito del aprendizaje de idiomas asistido por ordenador, es la tecnología de reconocimiento de voz que incorpora (Blake, 2011). Mediante esta funcionalidad, el programa detecta errores en la pronunciación, el fraseo y la entonación, y proporciona retroalimentación mediante información gráfica que incluye oscilograma, curva melódica, barra de puntuación y señalización de errores cometidos en palabras mediante un color diferente al resto del texto; todo este despliegue de información permite al usuario ver su producción oral y cotejarla con el modelo nativo (Campillos, 2010).
Como señala Godwin-Jones (2010), desarrollos progresivos en los lenguajes de programación web han permitido dotar a aplicaciones en línea como Tell Me More de cotas de interactividad y de elementos audiovisuales cada vez más sofisticados en las sucesivas versiones del programa. Distintos análisis de esta aplicación (véanse Reeser, 2002; Lafford, 2004) coinciden en destacar la complejidad de la infraestructura del programa y la calidad de sus gráficos, sonidos, vídeo, fotografías y sistemas de análisis y visualización de la voz, además de la facilidad de uso y la usabilidad del entorno.
Translation - English Introduction
Online language learning using different formats and modalities, including blended learning systems, fully online methods, and face-to-face instruction that makes use of web-based tools and technologies, has increased in demand over recent years and is extremely popular today (Goodfellow & Lamy, 2009; Meskill & Anthony, 2010; Blake, 2011).
Tell Me More is a method of computer-assisted language teaching originally developed by the French company Auralog. Acquired by Rosetta Stone in late 2013, Auralog was firmly established as a supplier of language software to institutions and businesses both in Spain and other countries. As well as software that runs directly from CD-ROM and solutions that can be installed on computer hard drives, an online version of the Tell Me More language-learning environment is also available that is more advanced than the other formats mentioned. According to the dichotomy popularised by Levy (1997), computers may be used in language learning in either ‘tutor’ or ‘tool’ roles. Tell Me More is an application that adopts the tutor role, replacing the teacher in the sense that it controls the learning process, provides feedback, and assesses what the student has learned.
In addition, the University of Malaga (UMA), just like many other universities in Spain, is currently undergoing a process of modernisation and outreach through strategies to support research, participate in international projects, and establish agreements and relationships of various types with academic and business institutions in other countries.
One of the cornerstones of these internationalisation policies is, without doubt, language training for teaching staff, and particularly English language training, given that this language has established itself as the lingua franca of academia and academic discourse. Since the 2009/10 academic year, the UMA’s training department for academic staff has offered free English language training through both face-to-face and distance learning courses. In the latter case, these are delivered via the online application Tell Me More.
It is understood that the effort invested by an educational institution in distance language training, together with the no less important personal effort invested by academic staff in devoting time to studying, must be offset by reasonable satisfaction with the application and by a perceived return in terms of learning the language.
The study detailed in this article was proposed specifically to obtain evaluative information on this learning tool from a group of university teaching staff with specific needs that varied according to their academic field and the contexts in which they used the language. This approach was taken in order for the conclusions obtained to be useful when deciding which types of language training would be offered and which software would provide the online language learning service, if this type of teaching were considered cost-effective and beneficial.
Brief description of Tell Me More Online
Although space in this article does not permit a detailed description of all the capabilities of Tell Me More Online, some of the key features of version 9 are summarised below. This was the version used by academic staff at UMA during the academic years 2009/10 and 2010/11 from which data were collected.
Tell Me More Online, version 9, is a platform that can track the progress of individual students taking courses in English (UMA opted for the British English variety) at five different levels, from beginner to expert. These correspond to levels A1 to C1 of the Council of Europe’s Common European Framework of Reference for Languages.
In response to a wide range of training needs, and having completed their initial placement test, users have the option to define their learning objectives in terms of their level and the skills they want to work on (for example, reading, writing and listening, or all of the skills available); the general, everyday situations and/or professional, business-related situations that they want to study; and the learning path, either guided by the application or tailored by the users themselves.
Each level is divided into 12 units and each unit is organised around a particular situation (for example, at the airport), a linguistic function (for example, introducing yourself), or a topic (for example, the weather forecast). In the guided mode, each unit begins with listening to a dialogue about a communicative situation. This is followed by an interactive activity, limited by the options available in the application, and other pronunciation activities. Traditional vocabulary and grammar activities then follow, for example, association exercises, word ordering exercises, crossword puzzles, or dictation.
The most noteworthy feature of Tell Me More, and largely responsible for its prestige in the field of computer-assisted language learning (CALL), is its integrated speech recognition technology (Blake, 2011). With this functionality, the application detects pronunciation, phrasing and intonation errors, and provides graphical feedback in the form of waveform and pitch curve graphs, a score bar chart and text features that highlight any errors made by showing the incorrect words in a different colour to the rest of the text. Displaying all this information enables users to visualise their oral production and compare it to the native speaker model provided (Campillos, 2010).
As noted by Godwin-Jones (2010), ongoing developments in web programming languages have made it possible to equip online learning environments such as Tell Me More with increasingly sophisticated levels of interactivity and audiovisual elements in successive versions of the application. Several Tell Me More studies (see Reeser, 2002; Lafford, 2004) agree in highlighting the complexity of its software infrastructure and the quality of its graphics, its audio, video and photographic content, and its speech analysis and visualisation systems, as well as the user-friendliness and usability of the environment.
Spanish to English: Extract from interview with Chomsky (magazine article) General field: Social Sciences Detailed field: Social Science, Sociology, Ethics, etc.
Source text - Spanish ...El día del encuentro, Chomsky me recibe en su despacho de la universidad. Habla de forma tranquila. Su trato es impecable. El espacio donde trabaja tiene mucha luz y una planta, que a juzgar por sus bellas hojas, alguien cuida con esmero. Nos sentamos en una mesa. Antes ha atendido a un estudiante de Canadá, que habla conmigo en español cuando le desvelo mi procedencia. Parece que el tiempo se para. Todos es silencio. Tranquilidad. Como si las desgracias que azotan al mundo no pudiesen traspasar los muros del despacho de Chomsky. Su trato es cercano y respetuoso. Incluso, a pesar de que me saque varios decenios y sepa que, como la mayoría, no entiendo sus libros de lingüística. Lleva sus inseparables gafas y un jersey de lana. Lingüista. Activista. Filósofo. Historiador. Que empiece la entrevista.
No sé qué cuál debería ser la primera pregunta de este encuentro, dado que es tan reconocido. ¿Hay algo que le apetezca abordar?
(Sonríe). Bueno, creo que lo podremos averiguar de alguna manera. (Sonríe). Las últimas preguntas que me hacen son: ‘¿Qué es moralidad?’. (Ríe).
Bien…
No me haga esa pregunta. (Vuelve a sonreír).
¿Es verdad que pasa unas seis o siete horas al día contestando correos electrónicos de todo el mundo?
Sí, bueno, en realidad son seis. (Sonríe y mueve la cabeza).
¿Qué le preguntan?
No lo creería. De todo. Recuerdo esto que recibí hace meses de un chico joven. Y dice: ‘soy anarquista y no quiero trabajar en el sistema capitalista. Pero, mi novia, a menos que no consiga un trabajo, me va a echar. Así, ¿qué debería hacer?’. (Se ríe). Cosas así. Y muchas son preguntas serias sobre la crisis, Oriente Medio, armas nucleares. Algunas de ellas son técnicas. De lingüística. Filosofía política. Mucha gente quiere pensar en sociedades alternativas. Ideas anarquistas. Muchas sobre activismo político. También asuntos medioambientales. Muchas de filosofía. También, política. Han aumentado las de la gente joven que me hacen muchas preguntas que tampoco puedo contestarlas: ‘Odio lo que está pasando en el mundo. Me gustaría hacer algo. ¿Qué puedo hacer para cambiar las cosas o qué debería hacer con mi vida?’ Y no puedo contestar a eso. Y cualquier otra pregunta que se pueda imaginar.
¿Quién es usted en realidad? Se le ha descrito como el padre de la lingüística, activista político, filósofo.
(Sonríe). Bueno, la verdad es que no me miro a mí mismo desde la perspectiva de los otros. Tampoco, a partir de lo que dicen o piensan de mí. (Sonríe). No creo que nadie sea el padre de nada. Yo, simplemente, diría que trabajo en áreas intelectuales, en el lenguaje, asuntos filosóficos, historia de las ideas, en mucho activismo político, en asuntos medioambientales. Simplemente hago lo que puedo, sabe. No hay ninguna definición especial sobre mí.
Usted ha trabajado aquí unos 50 años.
49. (Sonríe).
Lo que es raro en un estadounidense que suelen cambiar de trabajo cada tres o cuatro años.
Bueno, sí he tenido muy buenas ofertas de otros lugares. Pero me gusta estar aquí. Así que me he quedado. Y eso es todo. Es un sitio agradable para trabajar. Le sorprende a mucha gente. Cuando vine aquí estaba trabajando en el laboratorio, el cual estaba financiado al cien por cien por los tres brazos de los servicios armados. De hecho, todo el instituto, quizá el 90%, estaba financiado por el Pentágono. Pero esto sorprende a la gente que no entiende la forma en que la economía funciona. El laboratorio en el que estaba trabajando podría considerarse el centro académico de la resistencia a cualquier guerra. No de protesta, sino de resistencia. Estuve muy implicado en muchas cosas. Estuve muy cerca de terminar en la cárcel. Pero no, no nos afectó nunca en nada. En parte es porque la gente no entiende de qué se trata el Pentágono...
Translation - English ...The day of the meeting, Chomsky meets me at his office in the university. He speaks calmly. His manner is impeccable. The space in which he works has plenty of natural light and a plant that, judging by its beautiful leaves, someone looks after carefully. We sit down at a table. A Canadian student he was meeting with before I arrived speaks to me in Spanish when I reveal where I am from. Time seems to stand still. All is silence. Tranquillity. It was as if the misfortunes that ravage the world could not penetrate the walls of Chomsky’s office. His manner is friendly and respectful, even though he has a few decades on me and knows that, like most people, I do not understand his books on linguistics. He is wearing his inseparable glasses and a woollen sweater. Linguist. Activist. Philosopher. Historian. Let the interview begin.
I don’t know what the first question of this interview should be, given that you are so well known. Is there anything that you’d like to talk about?
(He smiles.) Well, I think we can figure it out somehow. (He smiles.) That latest question I get asked a lot is: ‘What it is morality?’ (He laughs.)
Okay...
Don’t ask me that question. (He smiles again.)
Is it true that you spend around six or seven hours a day answering e-mails from all over the world?
Yes, well, it’s actually six hours. (He smiles and moves his head.)
What do they ask you?
You wouldn’t believe it. All sorts of things. I remember a questions that I received months ago from one young man. It said: ‘I’m an anarchist and I don’t want to work in the capitalist system. But my girlfriend is going to dump me unless I get a job. So, what should I do?’ (He laughs.) Things like that. And many are serious questions about the economic crisis, the Middle East, nuclear weapons. Some of them are technical. About linguistics. Political philosophy. Many people want to think about alternative societies. Anarchist ideas. Many are about political activism. There are environmental issues too. Many are about philosophy. And politics. There are also many questions, an increasing number of questions, that young people ask me that I cannot answer: 'I hate what is happening in the world. I would like to do something about it. What can I do to change things or what should I do with my life?’ I can’t answer that. And any other question you could imagine.
Who are you in reality? You have been described as the father of linguistics, a political activist, a philosopher.
(He smiles.) Well, the truth is that I don’t look at myself from the perspective of other people. Nor from the perspective of what they say or think about me. (He smiles.) I don’t believe that anyone is the father of anything. I would simply say that I work in intellectual fields, in language, philosophical subjects, the history of ideas, in a lot of political activism, in environmental issues. I’m just doing what I can, you know. There is no special definition of me.
You have worked here for around 50 years.
49. (He smiles.)
That’s rare for an American; most usually change their job every three or four years.
Well, I have had some very good offers from other places. But I like it here. So I’ve stayed. That’s all. It’s a nice place to work. It surprises many people. When I came here I was working in the laboratory, which was one hundred per cent funded by the three branches of the armed forces. In fact, the whole institute, perhaps 90 per cent, was funded by the Pentagon. But this surprises people who don’t understand how the economy works. The laboratory in which I was working could be considered the academic centre of resistance to any war. Not of protest, but of resistance. I was heavily involved in many things. I was very close to ending up in jail. But no, it never affected us in any way. This is partly because people don’t understand what the Pentagon is all about...
French to English: Information brochure extract General field: Marketing Detailed field: Environment & Ecology
Source text - French Un repère pour les automobilistes
Étrange "moulin" !
Vous circulez sur l'autoroute A16, direction la Baie de Somme. Tout à coup, un étrange "moulin" se dresse à l'horizon… À 40 m de hauteur, ses ailes brassent l'air sans relâche et semblent saluer l'automobiliste : l'éolienne de l'Aire de la Baie de Somme vous souhaite la bienvenue sur la Côte Picarde !
Convertir l'énergie du vent
Le principe de l'éolien repose sur la possibilité de capter et de transformer l'énergie des masses d'air en mouvement. À partir de cette énergie extrêmement fluctuante, on produit une énergie électrique présentant des caractéristiques constantes.
Préserver l'environnement
L'énergie éolienne est une énergie propre, qui ne produit ni déchets ni pollution. Les installations éoliennes sont désormais le symbole d'une nouvelle façon de concevoir l'aménagement, la gestion de l'énergie et le développement économique.
Le vrai coût de l'éolien
De l'ordre de 40 centimes, le coût net de production du kWh éolien est plus élevé que celui des autres sources d'énergie. Mais pour chaque kWh produit, quelle que soit la source d'énergie, la société de production supporte des coûts indirects – coût de dépollution, coûts de développement … En termes de coût global, l'énergie éolienne est une des énergies les moins coûteuses !
Translation - English A beacon for motorists
What a strange-looking windmill!
You’re driving along the A16 autoroute, heading for Baie de Somme, when suddenly a strange-looking windmill looms up on the horizon. The 40 metre-high wind turbine at the Baie de Somme autoroute service area, with its sails stirring the air incessantly, seems to greet every motorist, welcoming them to the Picardy coast.
Transforming the energy of the wind into electricity
The principle of the wind turbine is based on the potential to harness and convert the energy of moving masses of air into electricity. A highly variable and unpredictable energy source produces electrical power that’s both steady and predictable.
Wind power is good for the environment
Wind power is a clean source of energy. It’s pollution free and creates no waste. Wind farms have now become the symbol of a new way to think about how we use land, manage our energy and develop economically.
The true cost of wind energy
At around 40 euro cents per kilowatt-hour, the net cost of producing wind power is higher than that of other energy sources. However, for each kilowatt-hour produced, whatever the energy source, the energy generating company also incurs indirect costs, such as pollution clean-up and development costs. In terms of overall cost, wind power is actually one of the least expensive types of energy.
Romanian to English: Romanian National Competitiveness Strategy article General field: Bus/Financial Detailed field: Economics
Source text - Romanian Strategia Națională pentru Competitivitate (SNC) reprezintă un document strategic al Ministerului Economiei, elaborat prin consultări atât cu mediul privat, cât și cu ministerele, pentru corelarea intervențiilor dedicate competitivității, având în vedere domeniile naționale de excelență, inclusiv din perspectiva dimensiunii teritoriale și a dezvoltării rurale. Strategia Națională pentru Competitivitate izvorăște din dezideratul de a construi pe baze strategice un viitor mai bun pentru economia românească și pentru români în general. Prin viziunea, prioritățile și obiectivele propuse, acest document strategic oferă o soluție pentru dezvoltarea economică în România pe termen scurt și mediu.
Această Strategie are un obiectiv imediat, acela de a transforma condițiile creșterii economice în perioada următoare de programare (2016-2020) în vederea îmbunătățirii competitivității. Elaborarea Strategiei își propune să conducă la un document de politică publică în domeniul competitivității care este structurat în următoarele secțiuni principale:
• Contextul competitiv al economiei României, în cadrul căruia sunt analizate provocările la care această Strategie va încerca să răspundă, în principal în perioada 2016-2020.
• Definirea viziunii și priorităților Strategiei, împreună cu obiectivele pentru realizarea acestora.
• Operaționalizarea Strategiei prin definirea direcțiilor de acțiune și a rezultatelor așteptate împreună cu indicatorii de măsurare, a implicațiilor bugetare și juridice, a procedurilor de monitorizare și evaluare, a sarcinilor instituțiilor implicate în procesul de implementare.
Următorii șapte ani vor fi critici pentru dezvoltarea economică a României, iar prioritățile strategice ale țării, stabilite în prezentul document, sunt menite să creeze condițiile propice ca România să poată concura eficace cu restul țărilor din Europa.
Investitorii străini ocupă o poziție vitală în determinarea tendințelor de specializare în economia României și a modului în care se formează avantajele competitive. Potrivit statisticilor, mai mult de 72% din cifra de afaceri a întreprinderilor mari și foarte mari din industrie este realizată de filialele companiilor multinaționale rezidente în România. Investițiile străine, care provin în proporție de peste 70% din Uniunea Europeană, sunt repartizate relativ echilibrat între sectoarele economiei.
Translation - English The National Competitiveness Strategy (NCS) is a strategic document of the Romanian Ministry for the Economy, developed in consultation with both the private sector and other ministries. It aims to coordinate activities related to competitiveness, taking account of areas of national excellence, including the aspects of territorial dimension and rural development. The National Competitiveness Strategy stems from the desire to build a strategically better future for the Romanian economy and for Romanians in general. Through the proposed vision, priorities and objectives, this strategic document provides a solution for economic development in Romania in the short and medium term.
This Strategy has an immediate objective: to create the conditions required for economic growth in the 2016-2020 time frame, with a view to improving competitiveness. The aim of developing the Strategy is to provide a public policy document on competitiveness that comprises the following main sections:
• The competitive context of Romania’s economy, including analysing the challenges to which this Strategy attempts to respond, mainly during the period 2016-2020.
• The definition of the vision and priorities of the Strategy, together with the objectives for achieving them.
• The operationalisation of the Strategy by defining the lines of action and the expected results, with indicators for measuring the budgetary and legal implications, the monitoring and evaluation procedures, and the responsibilities of the institutions involved in the implementation process.
The next seven years will be critical for Romania’s economic development, and the country’s strategic priorities, set out in this document, are designed to create the right conditions for Romania to be able to compete effectively with other European countries.
Foreign investors are vital in determining specialisation trends in Romania’s economy and the way in which competitive advantage is created. According to the statistics, more than 72% of the turnover of large and very large industrial enterprises is generated by subsidiaries of multinational companies located in Romania. Foreign investment, more than 70% of which comes from other EU countries, is divided more or less equally across economic sectors.
More
Less
Translation education
Master's degree - University of Westminster, London, UK
Experience
Years of experience: 9. Registered at ProZ.com: Oct 2014.
Spanish to English (University of Westminster, verified) French to English (University of Westminster, verified) Romanian to English (University of Westminster, verified)
Your go-to partner for innovation and high-tech translations into English.
I help Digital Tech and IT Solutions companies introduce their products to English-speaking audiences and communicate the benefits of these products to their customers through content. By helping you spread the word about your technology in English, I help you increase your customer base and sales.
Before pursuing my passion for translation, I worked for 25 years as an IT director for high-tech multinationals and consultancies. This means that I know your tech business and am the best partner for your English translation needs.
How I add value to your innovation and high-tech business
No need to spend time explaining technical concepts to me: I’m already up to speed or can quickly grasp complex technical explanations of your products.
As an avid technology user, I have the latest innovations in computer-aided translation to increase speed, accuracy and quality.
I fully understand the context of your business and your pressures, issues and challenges. When you need to get a text out now, I’m here to help.
I’m serious about your success in the innovation and high-tech sector
Innovation and high tech is completely changing how people live their lives, use computer-based tools, and manage their finances. I understand that you are trying to make your customers’ lives better and easier, and I take pride in helping you do that with my translations.
My enthusiastic, hard-working and practical nature means that I throw myself into your texts to ensure each one serves its purpose to improve your business.
I have a reputation for reliability, and clients come to me because I keep a cool head under the pressure of extremely complex texts or tight deadlines.
My clients like that I’m an independent and logical thinker who applies an analytical approach to my work. This means I ask the right questions to always use the right term and achieve the right tone.
When you work with me, you also get:
A reliable service: No stress when it comes to quality documents delivered on time.
Impeccable work and attention to detail: Relief that your audience will get the message you want them to get.
Relevant editing suggestions: Satisfaction that your translated texts communicate effectively to your target audience.
Get better documents for your English-speaking audience with a translator who knows the innovation and high-tech sector.
Portfolio 