 Member since Dec '08
Working languages: Spanish to English
Availability today:  | February 2012 |  | | S | M | T | W | T | F | S | | | | | 1 | 2 | 3 | 4 | | 5 | 6 | 7 | 8 | 9 | 10 | 11 | | 12 | 13 | 14 | 15 | 16 | 17 | 18 | | 19 | 20 | 21 | 22 | 23 | 24 | 25 | | 26 | 27 | 28 | 29 | | | | |
|   David Ronder
Accurate translation, natural English
England, United Kingdom Local time: 22:26 GMT (GMT+0)
Native in: English  | | |
Freelancer,  Verified member | | Translation, Editing/proofreading | | Specializes in: | | Business/Commerce (general) | Marketing / Market Research | | Advertising / Public Relations | Tourism & Travel | | Cooking / Culinary | History | | Education / Pedagogy | Linguistics | | Journalism | Government / Politics |
| Also works in: | | Finance (general) | Retail | | Social Science, Sociology, Ethics, etc. | Management | | General / Conversation / Greetings / Letters | Printing & Publishing | | Human Resources | Sports / Fitness / Recreation |
More Less | | GBP | | PRO-level points: 356, Questions answered: 263, Questions asked: 14 | Sample translations submitted: 2 Spanish to English: Market for 'moda íntima'
General field: Bus/Financial
Detailed field: Business/Commerce (general) | Source text - Spanish
Los españoles reducen su gasto en ropa interior y agudizan la crisis textil
El consumo de moda íntima baja un 8,6% en el primer trimestre, frente a la caída del 2,5% del sector. El futuro no es halagüeño, ya que la reducción del gasto se une al mal tiempo, que ha frenado la demanda de bañadores.
No es probable que los españoles lleguen al extremo del presidente del Banco Mundial, Paul Wolfowitz. Durante una visita a una mezquita en Turquía, Wolfowitz tuvo que descalzarse y sorprendió a medio mundo con los agujeros de sus calcetines. Dentro del frenazo del consumo, el gasto en
ropa interior retrocedió un 8,6% en el primer trimestre, acentuando la crisis del textil, según la información de la consultora TNS. De enero a marzo, las ventas bajaron un 2,5%.
La crisis del sector textil se ha agudizado a lo largo del año y así, entre enero y mayo, el gasto ha retrocedido un 4,3%, porcentaje que en el caso de la moda íntima se eleva al 5%, según los datos del informe TNS Worldpanel. La ropa interior ha tenido en mayo –cuando las ventas de textil se desplomaron un 14%– su salvación, con una estabilidad en el gasto respecto al mismo periodo del año anterior.
Según datos del Centro de Información Textil y de la Confección (Cytic), en 2007, se consumieron más de 589 millones de piezas de lencería, corsetería y baño en España. Esta cifra equivale a 1.343 millones de euros, según los precios industriales (inferiores a los de venta al público). Un 75% de las piezas que se consumen en España son importadas; si se tiene en cuenta su valor económico, el porcentaje cae hasta el 51%.
| Translation - English
Textile crisis intensifies as Spaniards spend less on underwear
Consumption in the underwear and swimwear market is down 8.6% in the first quarter, compared with a 2.5% drop in the sector as a whole. The future does not look promising, as the reduction in spending has combined with the bad weather to slow down demand for swimwear.
The Spanish are unlikely, however, to let themselves go to the extent of World Bank president Paul Wolfowitz. During a visit to a mosque in Turkey, Wolfowitz had to take his shoes off and surprised almost everyone present with the holes in his socks.
Figures from Spanish consultancy firm TNS reveal that within the general slowdown in consumption, spending on underwear went down by 8.6% in the first quarter, highlighting the textile crisis. Sales fell by 2.5% from January to March.
The crisis in the textile sector worsened over the course of last year, with spending falling by 4.3% between January and May – and by as much as 5% in the case of more intimate fashion items, according to data in the TNS Worldpanel report. Underwear had its moment of redemption in May, with a spend matching that of the same period in the previous year, while textile sales overall plummeted 14%.
According to the Spanish textile and clothing industry’s information centre (Cytic), Spain consumed more than 589 million items of lingerie, corsetry and swimwear in 2007. That figure, calculated at the factory price (lower than the shop price), is equivalent to 1,343 million euros. 75% of the items bought in Spain are imported, though if that volume is considered in terms of its economic value, the percentage drops to 51%.
| Spanish to English: Reading Comprehension Course
General field: Other
Detailed field: Education / Pedagogy | Source text - Spanish
CURSO DE COMPRENSIÓN LECTORA
1. OBJETIVOS DE APRENDIZAJE
Seguir dotando a los alumnos de las herramientas necesarias para alcanzar el grado de competencia previsto para el nivel B2 del MCRE.
1.1. OBJETIVOS DE APRENDIZAJE:
1. Desarrollar en el alumno su dimensión de agente social, es decir, la capacidad para desenvolverse en transacciones en relación con sus necesidades, participar en las interacciones sociales habituales en la cultura en español. Respecto a este aspecto se desarrollarán los siguientes objetivos:
1.1. Reconocer las convenciones del género conocidas (mediante transferencia de conocimiento de otras lenguas y culturas) e identificar aquellas que son idiosincrásicas de la cultura hispana.
1.2. Identificar, en los textos, las proposiciones que contienen las ideas principales y diferenciarlas de las que contienen detalles.
1.3. Transferir la información que transmite el texto: las ideas principales y las secundarias, así como las relaciones jerárquicas que se establecen entre ellas.
1.4. Emitir juicios de valor en relación con los textos escritos con los que se desenvuelve.
2. Desarrollar en el alumno su dimensión de hablante intercultural, es decir, debe ser capaz de identificar los aspectos relevantes de la cultura española e hispanoamericana a la que accede a través del español y desarrollar la sensibilidad necesaria para crear un puente entre la cultura de origen y la cultura en español. Ello implica tanto conocer un conjunto de referentes culturales y normas que rigen los comportamientos sociales como tener una actitud abierta ante la diversidad cultural. Para ello se establecen los siguientes objetivos:
2.1. Aceptar la diversidad cultural y acercarse a las culturas de los países hispanos desde una visión más amplia y menos condicionada por la propia identidad cultural.
2.2. Fortalecer las motivaciones, la sensibilidad y la apertura hacia otras culturas, en particular hacia las de los países hispanos.
2.3. Alcanzar una visión matizada de los referentes culturales de España e Hispanoamérica
2.4. Analizar y ponderar, de forma matizada, diferentes aspectos de las características distintivas, las normas y las convenciones de la vida social de los países hispanos:
2.5. Desenvolverse en situaciones interculturales no excesivamente complejas
3. Desarrollar en el alumno la dimensión de aprendiente autónomo, es decir, potenciar su autonomía a la hora de dirigir su propio aprendizaje del español. Para ello se desarrollarán los siguientes objetivos:
3.1. Establecer un control consciente sobre los factores que condicionan el proceso de aprendizaje.
3.2. Ensayar procedimientos para establecer el control consciente sobre los factores psicoafectivos que influyen en el proceso de aprendizaje.
3.3. Contribuir a la creación y mantenimiento de relaciones de colaboración, cordialidad y confianza entre los miembros del grupo.
1.2. COMPRENSIÓN LECTORA
Desenvolverse con textos escritos sobre temas relacionados con sus intereses, con sus gustos y preferencias, con su campo de especialidad y con necesidades concretas de la vida cotidiana. Para lo cual necesitarán desarrollar y consolidar las siguientes capacidades:
- Identificar y comprender los puntos principales de los documentos de uso común (permisos legales, contratos, correspondencia bancaria, etc.) que se requieran para realizar los trámites y las gestiones en las que se vea involucrado, recurriendo a la ayuda de un mediador o de las fuentes de consulta adecuadas cuando precise pedir explicaciones y aclaraciones acerca de detalles menores que no comprenda y de la letra pequeña.
- Seleccionar, a partir de una lectura rápida, la información recogida en textos extensos que pueda ser de su interés, y decidir hasta qué punto determinados pasajes del texto requieren una lectura más detenida y atenta.
- Identificar la intención comunicativa de los textos de tipo argumentativo contenidos en columnas de opinión de la prensa, mensajes publicitarios, etc., siempre que no aborden temas muy complejos: persuadir, convencer, informar, etc.
- Identificar con facilidad, a partir de las marcas de formalidad, informalidad y familiaridad, el registro empleado en los textos.
- Reconstruir los mensajes de textos escritos, que se vean afectados por restricciones, como, por ejemplo, dificultades de legibilidad que presentan los manuscritos, siempre que se trate de textos de uso corriente, de contenido sencillo y predecible.
- Captar el tono general de los mensajes, incluso rasgos de ironía y humor, aunque no logre llegar a interpretar el contenido.
- Reconocer los textos elaborados con fines literarios o estéticos e identificar algunos de los recursos retóricos que les confieren esta particularidad, aunque lo haga de forma intuitiva cuando el lenguaje empleado se aleja bastante del uso común.
- Identificar, en los textos argumentativos, la tesis (siempre que se haga explícita) de los argumentos, además de diferenciarlos éstos de los ejemplos y de los comentarios, siempre que se trate de textos no demasiado complejos o abstractos, versen sobre temas de su especialidad o interés personal y los participantes empleen una variedad de lengua estándar.
- Interpretar las ideas generales de documentos jurídicos y administrativos de uso muy corriente (condiciones de un contrato de alquiler, etc.), siempre que éstos se ajusten a un modelo estándar y no aborden temas demasiado complejos.
- Interpretar (en textos que no traten temas muy abstractos o complejos) algunos eufemismos, la ironía y usos metafóricos así como referencias culturales desconocidas para ellos, siempre que éstas se hagan explícitas y pueda hacer uso de la inferencia y de la ayuda del contexto.
- Interpretar el mensaje de textos literarios no demasiado complejos, extrayendo, por ejemplo, el tema de un poema.
- Parafrasear las ideas principales de los textos a los que se enfrente, aunque éstos tengan cierta extensión, siempre que no aborden temas abstractos o complejos.
- Resumir el contenido de los textos de tipo argumentativo, dejando claros los puntos principales (tesis, principales argumentos o contraargumentos y conclusiones).
| Translation - English
READING COMPREHENSION COURSE
1. LEARNING OBJECTIVES
To continue equipping students with the tools necessary to reach the degree of competence required at level B2 of the CEFR (Common European Framework of Reference)
1.1 LEARNING OBJECTIVES
1. To develop the student as a social being – that is their capacity to perform transactions relating to their basic needs and to participate in social interactions normal to Spanish culture. The following objectives are formulated with this in mind:
1.1 To recognise those genre conventions that are familiar (through knowledge transfer from other languages and cultures) and to identify those that are idiosyncrasies of Spanish culture.
1.2. To identify those clauses in texts that contain the main ideas and to distinguish them from those that contain detail.
1.3. To transfer the information given in the text: the main and subordinate ideas, as well as the hierarchical relations existing between them.
1.4. To pass value judgements on the written texts they are dealing with.
2. To develop the student as an intercultural speaker. That means they must be able to identify relevant aspects of Spanish or Latin American culture that they access through Spanish, developing the necessary sensitivity to build a bridge between their own culture and the culture they meet in that language. This will entail being familiar with a whole set of cultural references and norms governing social behaviour, as much as maintaining an attitude of openness to cultural diversity. The following objectives are designed to meet this purpose:
2.1 To accept cultural diversity and approach Hispanic cultures with a broader vision that is not so conditioned by its own cultural identity.
2.2. To build up an attraction, sensitivity and openness towards other cultures, particularly those of Hispanic countries.
2.3 To gain a nuanced view of the cultural reference points of both Spain and Latin America.
2.4 To analyse and consider, in some detail, different aspects of the distinctive characteristics, norms and social conventions of Hispanic countries.
2.5. To cope with relatively straightforward intercultural situations.
3. To develop the student as an autonomous learner – that is, to foster autonomy when it comes to organising their own learning of Spanish. The following objectives are developed to cater for this:
3.1 To establish a conscious control over the factors conditioning the learning process.
3.2 To test procedures aimed at establishing conscious control over psychological factors at work in the learning process.
3.3 To contribute to the creation and maintenance of relations between members of the group that are collaborative, cordial and mutually trusting.
1.2. READING COMPREHENSION
To deal with written texts on themes related to the student’s interests, likes and preferences, to their specialist fields and to the actual needs of daily life. For this they will need to develop and consolidate the following abilities:
- To identify and understand the main points of commonly-used documents (legal permits, contracts, bank letters etc.) required to complete any bureaucratic processes or procedures they may become involved in. To seek the help of a mediator or appropriate sources of advice when required, to ask for explanations and clarifications relating to the small print and/or minor details they don’t understand.
- To select, by rapid reading, potentially interesting information in lengthy texts, and to decide the extent to which given passages in the text demand a more thorough and attentive reading.
- To identify the communicative intention behind persuasive texts in newspaper opinion columns, adverts etc., so long as they do not deal with over-complex subjects: arguing, convincing, informing etc.
- To easily identify the register used in texts from indicators of formality, informality and familiarity.
- To reconstruct written texts affected by some material difficulty – such as, for example, problems of legibility presented by manuscripts. The texts will always be in common use, with simple and predictable content.
- To catch the general tone of messages, including notes of humour and irony, even if they cannot manage to make full sense of the contents.
- To recognise texts created with literary or aesthetic ends, and to identify some of the rhetorical devices lending them this characteristic, even if this is done intuitively in cases where the language used is far removed from ordinary use.
- To identify, in persuasive texts, the thesis (always explicit) of the arguments, in addition to distinguishing these from examples and commentary, provided that the texts are not too complex or abstract and are about the student's specialism or personal interests and the authors use a standard variety of language.
- To interpret the gist of legal and administrative documents in current use (conditions of a hire contract, etc.), provided that they conform to a standard model and do not deal with over-complex themes.
- To interpret (in texts dealing with subjects that are not too abstract or complex) some euphemisms, irony and metaphorical uses as well as unfamiliar cultural references, so long as these are made explicit and both inference and helpful context can be used.
- To interpret the message of relatively straightforward literary texts - extracting, for example, the theme of a poem.
- To paraphrase the main ideas of texts they come up against, regardless of length, so long as they do not deal with abstract or complex subjects.
- To summarise the content of persuasive texts, clearly setting out the main points (thesis, main arguments or counter-arguments, and conclusions).
|
More Less | | Years of translation experience: 5. Registered at ProZ.com: May 2008. Became a member: Dec 2008. | | N/A | Spanish to English (Chartered Institute of Linguists, verified)
| | MET (Mediterranean Editors and Translators), IOL, IAPTI | | Adobe Acrobat, Microsoft Excel, Microsoft Word, Powerpoint, Wordfast | | http://www.ronderlanguage.co.uk/index.htm | Official Document Translation: Creating an Important Translation Specialty  [download] | | David Ronder endorses ProZ.com's Professional Guidelines (v1.0). | | About me IoL qualified, published author and journalist, experienced editor:
Business and marketing
Translated marketing literature, company web pages, terms and conditions, verbatims, HR texts, tax documents, sales contracts, insolvency notices, correspondence, CVs, references etc. Strong and versatile business English lexis: question-writer for business exams, regularly edit audit reports and teach managers in London offices of FTSE 100 companies such as Vodafone and EDF.
History
Translated two historical works on Patagonia for film and documentary research purposes, also monograph on and guide to the Citadel of Pamplona for the Ayuntamiento. Edited in-depth study of foreign policy of Fascist Italy. Co-wrote Past Simple, teaching English through British history. History MA Hons (Edinburgh).
Travel and tourism
Translating and editing work includes airline passenger questionnaires, wine region promotional material, equestrian city tourist profile, conference centre information, visual tour guide. Published travel journalist. Travel guide writer and editor.
Education and linguistics
Translated curriculum documents for prestigious Spanish language school, proceedings of EU language conference, qualifications and certificates. Postgraduate Diploma in Applied Linguistics. Have taught in private and public sector, familiar with educational structures and terminology.
Scripts
Spanish language adviser on the hit West End production Vernon God Little, back at the Young Vic in 2011.
Please feel free to email me the text/s that you would like translated and I will get back to you with a quote.
| This user has earned KudoZ points by helping other translators with PRO-level terms. Click point total(s) to see term translations provided.
|
|
Keywords: Business, marketing, advertising, sales, travel, tourism, food, wine, history, journalism, education, linguistics, politics, press releases, football, literature, poetry, traductor, translator, editor, Scotland, English, theatre, HR, certificate, CV, Spanish
Profile last updated
Jan 29 |
The translation workplace 
