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English to Spanish: Calcium Prerinse before Fluoride Rinse Reduces Enamel Demineralization: An in situ Caries Study General field: Medical Detailed field: Medical: Dentistry
Source text - English In a double-blind, crossover, in situ design, 10 volunteers wore, in 4 phases of 14 days, a palatal appliance containing four sound bovine enamel slabs covered by a plastic mesh to allow the accumulation of biofilm. The slabs were treated with a 20% sucrose solution 8 times per day to simulate a high cariogenic challenge. In order to assess the enhancement of the F effect by a Ca prerinse, and the dose-response of the model to the high levels of F anticipated with the prerinse, the following sets of two-rinse treatments were tested: (1) a 150 mM sodium lactate prerinse (placebo solution for the Ca prerinse) followed by a purified water (0 ppm F) rinse (negative control); (2) a 150 mM sodium lactate prerinse fol- lowed by a 250 ppm F (as NaF) rinse (250 ppm F group); (3) a 150 mM sodium lactate prerinse followed by a 1,000 ppm F rinse (1,000 ppm F group), and (4) a 150 mM calcium lactate prerinse followed by a 250 ppm F rinse (Ca + 250 ppm F group).
Translation - Spanish En un diseño in situ, doble ciego, cruzado, 10 voluntarios llevaron, en 4 fases de 14 días, un aparato palatino que contenía cuatro bloques sólidos de esmalte bovino cubiertos por una malla de plástico para permitir la acumulación de biopelícula. Los bloques se trataron con una solución de sacarosa al 20 %, 8 veces al día, para simular un fuerte estímulo cariogénico. Para evaluar el aumento del efecto del F con un enjuague previo de Ca y la dosis-respuesta del modelo a los altos niveles de F anticipados con el enjuague previo, se probaron los siguientes conjuntos de tratamientos con dos enjuagues: (1) un enjuague previo de 150 mM de lactato sódico (solución placebo para el enjuague previo con Ca) seguido por un enjuague con agua purificada (0 ppm de F) (control negativo); (2) un enjuague previo de 150 mM de lactato sódico seguido por un enjuague de 250 ppm de F (como NaF) (grupo de 250 ppm de F); (3) un enjuague previo de 150 mM de lactato sódico seguido de un enjuague con 1000 ppm de F (grupo de 1000 ppm de F) y (4) un enjuague previo de 150 mM de lactato cálcico seguido por un de enjuague de 250 ppm de F (Ca + grupo de 250 ppm de F).
Spanish to English: Educommunication: a theoretical approach to study media in school environments General field: Social Sciences Detailed field: Education / Pedagogy
Source text - Spanish Sucesivos trabajos han demostrado la existencia de diferencias discursivas y prácticas entre los agentes escolares: alumnos, docentes y padres. Por ejemplo, muchas posibilidades que Internet abre para el desarrollo del conocimiento, el acceso a la modernidad e, incluso, a la globalización, según los padres, distan mucho de las prácticas concretas de los escolares, que encuentran en este medio un espacio para recrear la relación con sus pares, jugar, experimentar y entretenerse (Quiroz, 2013; Ames, 2015). En efecto, “la principal razón por la que usan una computadora es la recreación, a través de juegos y el consumo de los medios de comunicación; en ello basan su evaluación casi inmediata del potencial de las XO-1 , en su capacidad para facilitar estas tareas” (Villanueva & Olivera, 2012, p. 201).
Otra erosión importante, advertida por Martín-Barbero en su teoría de las mediaciones, está relacionada con la reconfiguración del poder. La creciente presencia de las TIC adquiere una dimensión concreta en la práctica cotidiana: “ahora son los niños y adolescentes los que más saben, no los adultos, lo que invierte una jerarquía de saberes bien establecida”. (Ames, 2016, p. 13). Del mismo modo, la evidencia recogida en el caso peruano permite reconocer que muchas de las prácticas de integración tecnológica tienden a ser arbitrarias: no consideran la voz de los actores y terminan generando serias distorsiones en las estructuras sociales: menoscaban la figura de los docentes frente a los estudiantes o de los padres frente a los docentes (Cano, 2015; Mateus, 2015).
Translation - English Successive studies have demonstrated the existence of discursive and practical differences among the school partakers: students, teachers, and parents. For instance, according to parents, many of the opportunities the Internet provides for knowledge development, access to the modern world, and even globalization are quite different to the particular practices of students, who consider these means as a space to recreate the relationship with their peers, to play, to experiment, and to have fun (Quiroz, 2013; Ames, 2015). Indeed, "the main reason to use a computer is to recreate through games and media consumption; this is their base for their almost immediate assessment of the potential of the XO-1 in its ability to facilitate these tasks"(Villanueva & Olivera, 2012, p. 201).
Another significant erosion, advised by Martín-Barbero in his theory of mediation, is related to the reconfiguration of power. The growing presence of ICT acquires a particular dimension in the day-to-day practice: "now children and adolescents are the ones who know the most, not adults, which inverts a well-established knowledge hierarchy." (Ames, 2016, p. 13). Similarly, the evidence collected in the Peruvian case allows to recognize that many of the practices of technology integration tend to be arbitrary: they do not consider the voice of the actors and end up causing serious distortions in social structures: they undermine the figure of teachers before students or parents before teachers (Cano, 2015; Mateus, 2015).
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Translation education
Bachelor's degree - Universidad de Antioquia
Experience
Years of experience: 9. Registered at ProZ.com: Mar 2019.
What started early as just a love for languages translated into a whole life devoted to them... Although I was raised speaking Spanish when I was growing up in Colombia, I was enrolled in extracurricular English lessons the very moment I began going to school. This ongoing passion would later develop into also studying French (and a bit of German) while I was getting my bachelor's degree in translation —which remains my main focus—, as well as to pursue further interpreting and proofreading studies. Nowadays I am living in Canada (have done so for almost four years). This whole experience, the years of preparation, an entire lifetime interacting with people from several fields and backgrounds... all have made me able to find ways to deliver messages as clearly as possible. My approach has always been one of being faithful while sounding natural, which has, up to this date, always managed to get good results. Finally, even if I have been quite open to work with several kinds of texts, I currently have been leaning more towards financial and marketing texts, alongside a personal favorite of mine: literature.
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