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Translation, Voiceover (dubbing)
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Specializes in:
Education / Pedagogy
Social Science, Sociology, Ethics, etc.
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German to English - Rates: 0.09 - 0.10 GBP per word / 20 - 25 GBP per hour
German to English: Opening Section of a 2001 resolution by the German teachers' union GEW
Source text - German Beschluss des Hauptvorstandes der Gewerkschaft Erziehung und Wissenschaft vom 23. Juni 2001.
I. Ausbau von Ganztagsangeboten* - vorangige Aufgabe
Der Ausbau von Ganztagsangeboten fuer Kinder und Jugendliche gehoert fuer die GEW zu den vorrangig zu loesenden Problemen.
- Das Recht von Kindern und Jugendlichen auf Bildung und Erziehung, auf anregende und herausfordende Freizeitaktivitaeten, auf soziales Lernen unter Gleichaltrigen, auf Foerderung und Unterstuetzung,
- das Streben nach Chancenglechheit sowie
-das Recht von Eltern auf Erwerbstaetigkeit,
-aber auch wirtschafts-, sozial- und gesellschaftpolitische Interessen machen es notwendig, erhebliche Investionen in diesen Bereich zu taetigen.
II. Ueberfaellige oeffentliche Diskussion
Die GEW begrueßt die laengst ueberfaellige oeffentliche Diskussion und hofft, dass Politik und Oeffentlichkeit erkennen, dass Bildung und Erziehung langfristige Prozesse sind, die einer vorausschauenden und mutigen Planung beduerfen. Die Einsicht sollte waschen, dass die jetzt entstandene Situation nicht vom Himmel gefallen, sondern Ergebnis falscher politischer Entscheidungen ist, die viele Jahre zurueckliegen. Das jahrzehntelange Festhalten an einer zutiefst konservativen Familienideologie sowie eine restriktive Finanzpolitik, die in den westlichen Bundeslaendern weitgehen zu Stilstand und in den oestlichen Bundeslaendern sogar zur Schließung vorhandener Einrichtungen gefuehrt haben, stellen jetzt alle Beteiligten vor Probleme, die im Vergleich der wichtigen Industristaaten einmalig sein duerfen: in der reichen Bundesrepublik kann der vorhandene Bedarf nach Ganztagsangeboten auch nicht annaehrend bedeckt werden. Nach serioesen Schaetzungen uebersteigt der Bedarf das vorhandene Angebot je nach Bundesland um das mehr als Zehnfache. Fuer Eltern in Deutschland, betroffen sind meist die Frauen, heißt die Alternative immer noch "Kind oder Karriere". Deutschland ist rueckstaendig - eine andere Feststellung laesst der internationale Vergleich zumindest fuer diesen Bereich nicht zu.
III. Paedagogische Fragen ins Zentrum
Die GEW krtisiert die Einseitigkeit, mit der zusaetzliche Ganztagsangebote in Parteien, Wirtschaft und Oeffentlichkeit begruendet werden und die daraus resultierenden fragwuerdigen Loesungsansaetze. Im Mittelpunkt stehen nahezu ausschließlich wirtschaftliche Interessen und demografische Aspekte, die auf die Lebensentwuerfe junger Frauen zielen: Angesichts von Arbeitskraeftemangel und Bewoelkerungsschwund soll die gut ausgebildete junge Frauengeneration einerseits dem Arbeitsmarkt zur Vefuegung stehen, gleichzeitg jedoch auch fuer eine rentensichernde Geburtenrate sorgen. Weil moderne Frauen diese Doppelfunktion aber nur uebernehmen, wenn sie ihre Kinder versorgt und beaufsichtigt wissen, konzentrieren sich die Loesungsmodelle auf den Betreuungsaspekt. Hauptsache die jungen Menschen sind weg von der Straße und es passt jemand auf sie auf. Obwohl sie eigentlich im Zentrum der Ueberlegungen gehoeren, spilen die eigenstaendigen Rechte und Interessen von Kinderen und Jugendlichen sowie paedagogische Fragen indessen kaum eine Rolle. Paedagogische Argumente beziehen sich bestenfalls auf die ,,mangelnde Erziehungskraft" der Familien, das unbefriedigende Abschneiden bei internationalen Leistungsvergleichungen sowie die hohe Schulabbrechquote - oft verbunden mit der Vorsteuung, dass allein das laengere Verweilen in der Schule hier bereits Verbesserungen bewirke.
*Der Begriffe ,,Ganztagsangebote" wird als Oberbegriff fuer ,,Ganztagsschulen" und ,,Ganztagseinrichtungen der Jugendhilfe" gebraucht.
Translation - English Resolution by the governing committee of the “Gewerkschaft Erziehung und Wissenschaft – GEW- (Union for Education and Science) from 23rd June 2001.
1 Extension of Full-day Provision* – priority task
The extension of full-day provision for children and young people is, in the eyes of the GEW one of the problems in need of solving with utmost priority.
It is deemed necessary to effect considerable investments for the following reasons:
• The right of children and young people to an education and training; to stimulating and challenging free time activities; to learn social skills amongst their peers; to help and support.
• To strive for equal opportunities
• As well as the right of parents to employment
• But also economic, social and societal-political interests.
II Overdue Public Debate
The GEW welcomes the long overdue public debate and hopes that in both the political and public arenas there will be the realisation that education and training are long term processes, which require foresight and bold planning. It needs to be appreciated that the situation which currently exists, did not just happen overnight, but is a result of bad political decision making which goes back years. The fact that for decades a deeply conservative family ideology and a restrictive financial policy have been adhered to, and have led to an extensive standstill in the western federal states and even to the closure of existing institutions in the eastern federal states, now present all those involved with problems, which, in comparison to important industrialised countries, are most likely unique [to Germany] In the rich German Federal Republic the existing need for full-day provision cannot even start to be met. According to reliable estimates the need outweighs the existing provision depending upon the federal state by more than ten-fold. For parents in Germany, it is mostly the women who are hit, as the alternative still remains “Child or Career”. Germany is falling behind – there can be no other conclusion made when compared internationally.
III Pedagogical Questions into Focus
The GEW criticises the one-sidedness with which additional full-day provision is based within political parties, and the economic and public arenas, and the questionable attempts at finding solutions which result from this. The focus is almost exclusively on economic interests and demographic aspects, which are aimed at the life choices made by young women: In the face of a labour shortage and a dwindling population, the generation of well-educated young women are expected to be available to the employment market on the one hand and at the same time however provide the next generation who will pay the pensions. Because modern women only take on this double function, if they know that their children are cared for and supervised, the models put forward by way of offering a solution concentrate on the aspect of care. As long as the young people are off the street and someone is taking care of them, then that’s all that matters. Although they should actually be the focus of the deliberations, the independent rights and interests of children and young people, however, barely play a role; nor do the pedagogical questions. Pedagogical arguments are at best based on the lack of parenting skills of families, the unsatisfactory results in international comparisons of ability as well as a high drop-out rate – often linked with the idea, that by simply spending longer in the school itself, the situation will improve.
* The term "full-day provision" is used as the generic tern for "full-day schooling" and "full-day institutions for youth support".
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Translation education
Bachelor's degree - Aston University
Experience
Years of experience: 17. Registered at ProZ.com: Aug 2008.
German to English (Institute of Translation and Interpreting) German to English (Aston University) German to English (University of Birmingham) German to English (City University London)
I graduated from Aston University, Birmingham in 1998 having read German for four years. Since graduating, I worked for several years as a classroom teacher, Head of Department and Advanced Skills Teacher in Birmingham. I have always thoroughly enjoyed studying and teaching German and have now been able to make the switch from Head of Languages to full-time translator.
Whilst teaching, I did translating for the international law firm DLA; mainly translating police interviews and police reports.
I have successfully passed part of the Institute of Linguists Diploma in Translation and for this trained extensively with City College, London.
I am currently reading for a Masters in Translation Studies in a European Context at Aston University and I am an Associate member of the ITI (Institute of Translators and Interpreters).
I have lived in both the north and south of Germany and am therefore quite au fait with both dialects as well as standard German. In order to keep abreast of language and culture i subscribe to a weekly German magazine, watch German television regularly and often visit German friends and family.
I am able to offer translations from German into English, be the text wriiten or aural. I am also very interested in subtitling. My areas of specialism are: education and pedagogy, social sciences, politics and current affairs, business, food and drink, marketing and localization.
I offer a competent and fast service and will honour all agreed deadlines without quibble.
Keywords: education, pedagogy, social sciences, localization, tourism, marketing, fast service, children's books, fiction, literature. See more.education, pedagogy, social sciences, localization, tourism, marketing, fast service, children's books, fiction, literature, Romane, Taschenbuecher, Paedagogik, Bildung, Wirtschaft, Literatur, Kinderbuecher, Tourismus, Essen und Trinken, Gastronomie, Marketing, Bildung, Unterricht, MA, ITI, degree, Diplom, German, Deutsch. See less.
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