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.
Jan 8, 2017 (posted viaProZ.com): Just finished Code of Conduct, English to Spanish, 2800 words,for a school district. Now working on Student Handbook, 5000 words....more »
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.
Services
Translation, Editing/proofreading
Expertise
Specializes in:
Education / Pedagogy
Certificates, Diplomas, Licenses, CVs
Music
Sports / Fitness / Recreation
General / Conversation / Greetings / Letters
Poetry & Literature
Rates
Blue Board entries made by this user
0 entries
Payment methods accepted
PayPal, Check
Portfolio
Sample translations submitted: 2
English to Spanish: Teaching Leadership General field: Other Detailed field: Education / Pedagogy
Source text - English TEACHING LEADERSHIP
Adapted from Owen, J. E., Dugan, J. P., Berwager, S. W., & Lott, M. K. (2006). Lesson plans for leadership educators. In Komives, S. R., Dugan, J. P., Owen, J. E., Slack, C., & Wagner, W., Handbook for student leadership programs. College Park, MD: National Clearinghouse for Leadership Programs.
Before chapter-by-chapter teaching resources are presented, it is important to consider some of the unique joys and challenges of teaching leadership. Since leadership is, by most definitions, a social process, it follows that teaching leadership is a complex enterprise with few hard and fast laws to serve as anchors along the way. But, like other social sciences, there are comprehensible processes that can be studied, understood, and applied in a variety of contexts. It is the work of the leadership educator to help students identify the core knowledge and practices of leadership, and to make meaning of it in their own lives and the world around them. When leadership educators are successful, there is no greater joy than seeing students transformed to new ways of engaging with those around them. When discouraged, it is essential to remember that, especially in the realm of leadership education, students may come to appreciate their learning later in their personal development journey. In the instructor’s manual for his book The Leader’s Companion, J. Thomas Wren offers the following advice for leadership educators (2001, p. 5–6):
Rather than playing the role of the dispenser of wisdom, the instructor often allows the students to produce through their activities (based on the readings) the grist for the learning experience. The role of the instructor then becomes one of monitoring, shaping, and guiding the intellectual endeavor. For some instructors, such an approach in the classroom is a new (and perhaps a bit intimidating) proposition. I have often lightly referred to it as whitewater teaching, and there is considerable validity to the metaphor. Things move along rapidly, often in unpredictable channels, and the identical exercise rarely plays out the same way twice. However, the issues likely to arise are predictable in a general sense. . . .Moreover, the instructor should always keep in mind the other aspects of traversing whitewater: it is always exhilarating and one achieves a sense of deep satisfaction at the end of the journey.
Translation - Spanish ENSEÑANZA DEL LIDERAZGO
Adaptado de Owen, JE, Dugan, JP, Berwager, SW, y Lott, MK (2006). Planes de lecciones para los educadores del liderazgo. En Komives, SR, Dugan, JP, Owen, JE, Slack, C., & Wagner, W., Manual para programas de liderazgo para estudiantes. College Park, MD: Centro Nacional de Programas de liderazgo.
Antes de presentar los recursos didácticos capítulo por capítulo, es importante tener en cuenta algunas de las satisfacciones y desafíos únicos a la enseñanza del liderazgo. Dado que el liderazgo es, según la mayoría de las definiciones, un proceso social, se deduce que la enseñanza del liderazgo es una empresa compleja con pocas leyes firmes y rápidas que sirvan como anclas en el camino. Pero, al igual que otras ciencias sociales, hay procesos comprensibles que se pueden estudiar, comprender y aplicar en una variedad de contextos. Es el trabajo del educador de liderazgo ayudar a los estudiantes a identificar los conocimientos y prácticas del liderazgo, y hacer sentido de ellos en sus propias vidas y el mundo que les rodea. Cuando los educadores de liderazgo tienen éxito, no hay mayor alegría que ver a los estudiantes transformarse y relacionarse con los que les rodean en nuevas formas. Cuando esté desanimado, es esencial recordar que, especialmente en el ámbito de la educación del liderazgo, los estudiantes pueden llegar a apreciar su aprendizaje más adelante en su travesía de desarrollo personal. En el manual del instructor de su libro El compañero de los líderes , Thomas J. Wren ofrece los siguientes consejos para los educadores de liderazgo (2001, pág. 5-6):
En vez de jugar el papel de ser el dispensador de la sabiduría, el instructor a menudo permite a los estudiantes producir a través de sus actividades (basadas en las lecturas) la base de la experiencia del aprendizaje. El papel del instructor es entonces el de monitoreo, configuración y guía del esfuerzo intelectual. Para algunos instructores, este tipo de enfoque en el aula es una nueva (y tal vez un poco intimidante) proposición. A menudo me he referido ligeramente a esta proposición como la enseñanza en aguas bravas, y existe una considerable validez de la metáfora. Las cosas se desarrollan rápidamente, a menudo en canales impredecibles, y el ejercicio idéntico rara vez sucede de la misma manera dos veces. Sin embargo, los problemas que pueden surgir son previsibles en un sentido general. . . Es mas, el instructor siempre debe tener en cuenta los demás aspectos de la travesía por aguas bravas: siempre es estimulante y se logra una sensación de profunda satisfacción al final del viaje.
English to Spanish: Segment of a literary translation from 'beethoven was one-sixteenth black' and other stories, by Nadine Gordimer General field: Art/Literary Detailed field: Poetry & Literature
Source text - English the second sense
The senses ‘usually reckoned as five --sight, hearing, smell, taste, touch.’
-Oxford English Dictionary
SHE’s never felt any resentment that he became a musician and she didn’t. Hardly call her amateur flute-playing a vocation. Envy? Only pride in the achievement he was born for. She sits at a computer in a city government office, earning under pleasant enough conditions a salary that at least has provided regularly for their basic needs while his remuneration for the privilege of being cellist in a symphony orchestra has been sometimes augmented by chamber music engagements, sometimes not; and in the summer, off-season for the orchestra, he was dependent on these performances on the side.
Their social life is in his professional circle, fellow musicians, music critics, aficionados whose connections ensure they have free tickets, and the musical families in which most of the orchestra members grew up, piano-teacher or choir singing mothers and church-organist fathers. When people among them remember to give her the obligatory polite attention, with the question, What do you do?, and she tells them it’s clear that they wonder what she and the cellist who is married to her have in common. As for her, she found when still adolescent—the time for discoveries about parental limitations—that her cheerful father with his sports shop, beguiling heartiness a qualification for that business, and her mother with her groupies exchanging female reproductive maladies from conception to menopause, did not have in their comprehension what it was she Wanted To Do.
Translation - Spanish el segundo sentido
“Generalmente se considera que los sentidos son cinco: la vista, el oído, el olfato, el gusto, el tacto.”
–Oxford English Dictionary
ELLA nunca ha sentido resentimiento porque él llegó a ser músico y ella no. Difícilmente podría llamarse vocación su afición a la flauta. ¿Envidia? Solamente orgullo de los logros que él estaba destinado a alcanzar desde que nació. Ella se sienta frente a una computadora en una oficina pública, ganando bajo condiciones suficientemente agradables un sueldo que por lo menos ha cubierto con regularidad sus necesidades básicas, mientras que la remuneración de él por el privilegio de ser chelista en una orquesta sinfónica a veces ha sido incrementada por sus compromisos de música de cámara, a veces no; y en el verano, con la orquesta fuera de temporada, él dependía de estas actuaciones adicionales.
La vida social de ellos se desarrolla en el círculo profesional de él, compañeros músicos, críticos musicales, aficionados cuyas conexiones aseguran que reciben entradas gratis y las familias de músicos en las que la mayoría de los miembros de la orquesta se criaron, madres que enseñan piano o participan en el coro y padres organistas de la iglesia. En medio del grupo, cuando las personas recuerdan darle la atención obligatoria de cortesía con la pregunta, ¿Qué haces tú?, y ella les dice, es claro que se preguntan qué tienen en común ella y el chelista casado con ella. Por su parte, ella se dio cuenta cuando todavía era adolescente –el tiempo para descubrir las limitaciones de los padres– de que su alegre padre con su tienda de deportes, con una cordialidad seductora requisito en ese negocio, y su madre acompañada de su grupo de seguidoras intercambiando ideas sobre los males del aparato reproductor femenino desde la concepción hasta la menopausia, no habían entendido lo que Ella Quería Ser.
More
Less
Translation education
Other - Adelpi University
Experience
Years of experience: 12. Registered at ProZ.com: Dec 2011.
Venezuelan native - Spanish is first language
Have resided in USA for 36 years - Excellent command of English language
Experience:
• Spanish as a native and as a second language teacher for 17 years
• Extensive translation of pedagogical materials
• Spanish Translator/Interpreter for the Westbury School District, Long Island, NY
• Freelance translator/proofreader
Education:
Professional in English to Spanish Translation Program from Adelphi University, NY
Post Master’s Certificate in Literacy Education, Queens College, NY
English as a Second Language Extension, Molloy College
Master’s in Education with a Bilingual Extension, Queens College, NY
Portfolio 