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Freelance translator and/or interpreter, Verified site user
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Services
Translation, Editing/proofreading, Subtitling
Expertise
Specializes in:
Government / Politics
Social Science, Sociology, Ethics, etc.
International Org/Dev/Coop
Marketing
Also works in:
Anthropology
Economics
Environment & Ecology
Folklore
History
Medical (general)
Nutrition
Education / Pedagogy
Advertising / Public Relations
Real Estate
Religion
Photography/Imaging (& Graphic Arts)
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Rates
English to Spanish - Standard rate: 0.14 USD per word / 40 USD per hour Portuguese to Spanish - Standard rate: 0.14 USD per word / 40 USD per hour Spanish to English - Standard rate: 0.14 USD per word / 40 USD per hour Portuguese to English - Standard rate: 0.14 USD per word / 40 USD per hour
English to Spanish: Developing Disciplinary Discourses, Literacies, and Identities:
Source text - English Developing Disciplinary Discourses, Literacies, and Identities:
What's Knowledge Got to Do with It?
Elizabeth Birr Moje, University of Michigan, USA
Approximately ten years ago, as I read Colin Lankshear’s (1997), Changing Literacies, I was struck by an example James Gee gave on the question of what it meant to be critically literate, an argument I extend to literacy writ large. Gee argued that literacy requires attention to “elements-in-coordinations-in-Discourses” (Gee, in Lankshear, 1997, p. xvii), and to illustrate what he meant, he drew from Roger Lewontin’s (1991) Biology as Ideology. Lewontin distinguished between how a medical scientist would explain the cause of the disease tuberculosis and what a social historian might label as the cause. According to Lewontin, the biologist would most likely claim that the cause of tuberculosis is the tubercle bacillus, whereas the social historian would more likely attribute cause to unregulated industrial capitalism in the nineteenth century. I recall being fascinated by the example at the time, not only because of how aptly it illustrated Gee’s argument about elements-in-coordination-in-Discourses, but also because it reminded me that literacy is, at its core, about knowledge: comprehending, interpreting, questioning, and critiquing depend heavily on knowing something about the world and how it works. In other words, it is difficult to know how elements are coordinated in Discourses if one does not know about the requisite elements, and know them rather deeply.
Translation - Spanish Desarrollo de discursos, alfabetismos e identidades disciplinarias: ¿Cuál es la relación con el conocimiento?
Elizabeth Birr Moje, Universidad de Michigan, EU
Hace casi diez años leí en Changing Literacies de Colin Lankshear (1997) un ejemplo de James Gee sobre el alfabetismo crítico. El ejemplo me impactó de tal manera que desde entonces he aplicado su argumento a todo el proceso de lectoescritura. Gee argumentaba que el alfabetismo requiere atención a los “elementos que se coordinan en los Discursos” (Gee, citado en Lankshear, 1997, p. xvii) y para ilustrar su idea se basó en el libro Biología como ideología de Roger Lewontin (1991), donde el autor hace una distinción entre la forma en que un científico médico y un historiador explicarían la causa de la tuberculosis. Según Lewontin, lo más probable es que el biólogo dijera que la enfermedad se debe al bacilo de Koch, mientras que el historiador la atribuiría a la falta de regulación del capitalismo del siglo XIX. Recuerdo que el ejemplo me fascinó no sólo porque ilustraba acertadamente el concepto de Gee de la coordinación de los elementos en los Discursos, sino porque me recuerda que el alfabetismo es en el fondo un asunto de conocimiento: comprender, interpretar, cuestionar y criticar son actividades que dependen en gran medida de saber algo acerca del mundo y su funcionamiento. En otras palabras, es difícil identificar cómo se coordinan los elementos en los Discursos si no se conocen, con cierta profundidad, los elementos necesarios.
English to Spanish: Managing Newborn problems General field: Social Sciences Detailed field: Medical: Health Care
Source text - English ESTABLISHING AN INTRAVENOUS LINE P-21
• Various sites can be used to establish an intravenous (IV) line. Common sites used for a baby are:
- peripheral veins on the back of the hand or top of the foot (the most common and preferred sites);
- veins on the forearm, the front of the elbow, or around the ankle or knee (minimize use of the veins around the knee because there is a greater risk of the needle coming in contact with the bone);
- scalp veins.
• If a peripheral IV line cannot be established quickly in an emergency situation, use an umbilical vein catheter (page P-24) or intraosseous line (page P-27).
• Puede hacerse una canalización intravenosa (IV) en varias partes del cuerpo. En los bebés suele hacerse en:
- Las venas periféricas del reverso de la mano o la parte superior del pie (estos son los lugares más comunes y preferibles)
- Las venas del antebrazo, la parte posterior del codo o alrededor del tobillo o rodilla (usar al mínimo las venas alrededor de la rodilla ya que existe un mayor riesgo de que la aguja entre en contacto con el hueso)
- Las venas del cuero cabelludo
• Si no puede canalizarse una vena periférica en una situación de emergencia, usar un catéter venoso umbilical (pág. P-24) ó una vía intraósea (pág. P-27).
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Translation education
None
Experience
Years of experience: 26. Registered at ProZ.com: Nov 2004.
MA in Local Development Strategies, specialized in the fields of government, gender, poverty economics, microfinance and international cooperation.
Having worked as a development specialist for NGOs, private and public sectors since 1998, I gained hands-on experience on many aspects of policy and project definition, research, implementation and M&E. Working and living in many countries in Latin America and the Caribbean enabled me to identify those language nuances that are more significant to certain audiences and those terms that are more suitable to most social, economic or political contexts on this side of the globe.
Translation has always been a parallel career. As I travel most of the time, it allows me to work and put my knowledge to use from virtually anywhere. I have been fortunate to translate for a few prestigious international organizations. Words and development are two passions that can get along just great!
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