Praticas de Traducao Ingles II Portfolio 2.3

K
Translation Portfolio
Universidade de Aveiro 2010/2011
by
Pedro Eduardo Andr Liberal

2010/2011
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ABSTRACT
In this portfolio you will see the results of several translation tasks that were assigned to me. All translations consisted not only of transcribing from one language to the other, but also of adjustments that would increase the quality of the finished products, creating specialized texts, suitable for their target audiences, capable of being used in practical applications. One thing to note it that translations do not necessarily need to be similar to the source. This is because what works on one given language, or audience, may not, and usually does not, work on another. All sections are divided in tasks, which are further divided into Source Text and Target Text, and at the end of each section there is a small comment on the specific type of text.
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TABLE OF CONTENT
ABSTRACT ................................................................................................................................... 2 TABLE OF CONTENT .................................................................................................................. 3 INTRODUCTION ........................................................................................................................... 5 NEEDS ANALYSIS QUESTIONAIRE .......................................................................................... 6 ETHNOGRAPHY OF COMMUNICATION .................................................................................... 7 References: ........................................................................................................................... 7 LETTER OF PRESENTATION ..................................................................................................... 8 ADVERTISING .............................................................................................................................. 9 DINOSAUR EGG ......................................................................................................................... 10 LEMON ...................................................................................................................................... 11 TRANSOCEAN ............................................................................................................................ 13 WINDOWS VS WALLS ................................................................................................................. 15 COMMENT ................................................................................................................................. 17 INFORMATIVE LEAFLETS ........................................................................................................ 18 SMOKEBAN LEAFLET .................................................................................................................. 19 BRIOSA ..................................................................................................................................... 21 COMMENT ................................................................................................................................. 23 INSTRUCTION MANUALS ......................................................................................................... 24 PEDESTAL ASSEMBLING MANUAL ............................................................................................... 25 PROTECTION SPECTACLES ......................................................................................................... 27 COMMENT ................................................................................................................................. 29 OFFICIAL DOCUMENTATION ................................................................................................... 30 GRADUATION CERTIFICATE ........................................................................................................ 31 DIPLOMA ................................................................................................................................... 33 PARECER .................................................................................................................................. 34 DECLARAO SOBRE COMPROMISSO DE HONRA ......................................................................... 35 CERTIFICADO............................................................................................................................. 37 COMMENT ................................................................................................................................. 39 SUBTITLING ............................................................................................................................... 40 FOUR WEDDINGS AND A FUNERAL .............................................................................................. 41 GOOD MORNING VIETNAM! ......................................................................................................... 44 HAVE IT OEUF ........................................................................................................................... 48 ON THE LAKE ............................................................................................................................. 49 BEE GEES INTERVIEW ................................................................................................................ 50 UNIVERSITY CHALLENGE ............................................................................................................ 51 COMMENT ................................................................................................................................. 53 WEBSITES .................................................................................................................................. 54 SANITANA .................................................................................................................................. 55 COMMENT ................................................................................................................................. 63 ABSTRACTS .............................................................................................................................. 64
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VACINA MONOVALENTE PARA A GRIPE A (H1N1) ........................................................................ 65 JIGGSAW SUMMARISING ............................................................................................................. 67 COMMENT ................................................................................................................................. 69 CONCLUSION ............................................................................................................................ 70
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INTRODUCTION
My goals at the beginning of this year were to deepen my knowledge of the English language, to practice the language and be in more direct contact with it, to study and use the different types of texts and to learn how to analyze and how to approach them for a translation. At the end, not only did I achieve my goals, but I also gained a new insight into what meant to work with language as a tool. After working with many different types of texts I was able to understand that language is so much more than a simple tool of intercommunication - it can also be used to understand and move others. This portfolio was written in order to present my abilities to possible employers, and to facilitate the prospect of acquiring new jobs in the futur. The works here presented were done during the third and last year of the Translation course at the University of Aveiro. Throughout the year I was in contact with many different types of register of the English language, I tackled difficulties derived from the translation of humor, created different kinds of official documents in both my native language, Portuguese, and in English, created subtitles from short clips, translated advertisements from a multitude of sources, among many others. I have organized the portfolio in its two main languages, English and Portuguese. The first text presented is the Source Text, and the second is the Target Text. Glossaries are also available for each of the tasks, and at the end of every section you will have a small comment on the type of text, challenges, and other thoughts about it. You can easily navigate through the document by clicking on the table of contents, which will take you directly to the work selected. To your left you have a menu with a small clip symbol you will find the glossary and the PowerPoint presentation of the Writing for Websites task, as well as my CV, for easy finding.
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NEEDS ANALYSIS QUESTIONAIRE

1. Why do you think it is important to continue learning English?
Omens and World War Z and writing summaries of them. At the moment I am learning how to use Windows Server 2008, setting up web servers and Linux to create websites, which will force me to write even more in English.
Language is something that is forgotten if one does not use it. As such, for a translator, it is of great importance to keep not only using it, but also rediscovering the languages he mastered, by getting in touch with the society, or country, or people who speak those languages, in this case, English.
6. What facilities and support would you prefer to use?
Home, e-learning, digital media.
2. Describe in your own words your current knowledge of the language.

My written English is fairly good, at least I don't misspell that much. My spoken English on the other hand is poor, although I have been practising, I still consider it sub par.
7. Who can help you ensure that your language learning needs are being met?
My girlfriend and hard work.
8. What English skills do you think will be important in your future professional life?
Spoken English, understanding grammar, using various types of register.
3. Which aspects of the language do you feel you need to practice? Why?
I need to speak more, and to correct some accent issues that I have, mainly the Australian-BritishAmerican mixture I sometimes end up with, due to my girlfriend, crocodile Dundee, and every English teacher I ever had.
9. What are your strengths and likes?
4. Which aspects of the language do you feel confident about?
I enjoy reading, writing, creating complex stories and relations. I am rather good in creating these small worlds that albeit not being real, still carry some sort of connection over to whoever reads them.
Written English, use of register.
10. What are your weaknesses and dislikes?
5. What do you plan to do for yourself?

I spent my vacation with my girlfriend, who speaks English fluently, in order to improve my speech. I've also been reading Gardens of the Moon, Good
Speaking, working in groups, presentations. Grammar (not grammar exercises, but knowing that X verb is in Y tense...). I did however set up a working plan which made me tackle these shortcomings, allowing me to learn how to better deal with them.
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ETHNOGRAPHY OF COMMUNICATION
Ethnography of communication, created by Dell Hymes, in 1962, tries to accurately understand the lives of others. By publishing a paper calling forth for a new study area that would explore language beyond the conventional systems like grammar, like the relation between language and the social meanings that we, the users, confer to it, Hymes defines a study area capable of not only defining proper cases of study, but also properly analyze them. By analyzing an audience, it is possible to look for common traits that may suit said audience, such as what may please them, or what may be more easily understood. This is why the ethnography of communication is important for anyone whose work is directly tied to a target audience. Or whose work is to target a specific audience. By taking into account age, literacy, gender, ethnic background and many other factors, it is possible to create an adequate text for a specific group of people, be it subtitles for the television, or a specific ad referring to an advanced piece of software which everyone should be able to understand, if only what it offers as a concept. But it goes beyond words or fancy use of language. Its about the meaning behind it all. The use of images, gestures or hidden meanings will strengthen the relationship between the media and the audience. References: Carbaugh, Donal. "Ethnography of Communication." The Blackwell International Encyclopedia of Communication. DONSBACH, WOLFGANG (ed). Blackwell Publishing, 2007. Blackwell Reference Online. 30 October 2007 <http://www.blackwellreference.com/subscriber/tocnode?id=g9781405131995_ chunk_g9781405131995397>
Saville-Troike, Muriel. "The Ethnography of Communication." Google. Web. 11 June 2011. <http://www.google.com/books?id=2gBFDyxTQM4C>.
Torabi, Dr Mohammad Ali. "Linguistics and Ethnography of Communication." Http://www.sid.ir. Web. <http://www.sid.ir/en/VEWSSID/J_pdf/874200419003.pdf>.
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LETTER OF PRESENTATION
Pedro Liberal Quinta Carramona Prdio 42 5 Dto 3810-092 Esgueira Aveiro +351 91 436 86 36 Pedro.liberal@hotmail.com
Dear Hiring Professional: After several years of training using IT technologies, private tutoring, and factory work in multinational companies and computer network maintenance in a computer gaming shop, I have taken on various positions in every job I undertook while finishing my translation degree. While completing a three year degree at the University of Aveiro in Portugal I have gained extensive training in translation practices and techniques, language capabilities (specializing in English and Spanish), time management and strong interpersonal skills. Using translation tools I can create subtitles, terminology databases, translate documents under any of the three most used translation memory tools (MemoQ, Trados, and Across). I have also translated several sensitive documents and information under confidentiality agreements. Translated several hundred documents using different tools Created subtitles for various known movies in digital format Designed bi-lingual terminology databases for scientific uses (Nanotechnology) Built a database for a lend-and-return system, where users could share diverse information Created reviews, interviews, presentations
In addition to my knowledge in translation I also boast a large array of abilities from my past working experience. While working at Bosch I became a multipurpose worker and while working for customer service in Continente and Pingo Doce I restocked the shop and received new truck deliveries. I also have training with electric stackers and stock counting. With my experience in translation practices, and diverse work background, I feel I would make a strong contribution to the continued success of your organization. Please do not hesitate to contact me should you require any further information and I am available for a personal interview at your convenience.
Thank you for your consideration, I look forward to your reply.
Respectfully submitted, Pedro Liberal
Attachment: CV
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ADVERTISING
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Dinosaur Egg
S.T. Source Text Language correction:
Fun! Amusing! NEW! Place the egg in a container and fill it with water until the egg is completely submerged. The water should be under 35 C (95F) The egg shell with slowly break after 12 to 24 hours, after which the pet will hatch (please ensure the container is full at all times) After the shell is completely broken, add more water to the container (the pet will be fully expanded after 48 hours) You can place the dinosaur in another container to watch it develop everyday.
T.T. Target Text
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Lemon
S.T. Source Text
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T.T. Target Text
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Transocean
S.T. Source Text
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T.T. Target Text
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Windows vs Walls
S.T. Source Text
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T.T. Target Text
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Comment
Advertisements are meant to manipulate, and compel people to buy the objects or services that those ads refer to. As such, companies use and abuse the minds of their costumers, throwing at them new forms of advertising every season. The intended target readership for these kinds of texts is any and all consumers. The more the merrier. The text itself will be more specialized in order to reach the target towards the desired direction. The ad will be produced according to the age, literacy, and many other factors of the target audience, as well as, the features of the product itself. They can be found everywhere, from billboards, to MSN messenger and Skype, all the way to metro tunnels, buses and air planes. In English these texts are usually small, simple, and use puns, jokes or other sorts of language games to grab the viewers attention. Many times they use terminology known to certain groups of people in order to reach them. Another feature worth mentioning is the importance and impact of the message itself. The text itself tends to be small and memorable. In Portuguese they follow the same basic principles, however some brands do enjoy having adverts full of flowery language. As such, the adverts need to be re-thought, the concept needs to be understood, and pointed towards the right target. Care needs to be taken when the same term is repeated, in order to keep the same word, and consistency, as well as the use of English (U.K. or U.S.). In order to find more information one can check other advertisings, from other similar companies in the target country. A factor that needs to be taken into consideration when translating advertisements is existence of local vocabulary and/or cultural aspects. Therefore, in these cases there is a need of adaptation. In other words, if there is a reference to a camelo in my S.T. and the context refers to the pejorative meaning of this word, then I would have to choose a word as dunce for the T.T. Having translated several advertisements I can say that one needs a mix of deviance and imagination in order to give such an enormous power to few words. Needless to say, the greatest difficulty is to endue the translated text with the same meaningful traits. For instance, when translating Lemon, I noticed that although that was supposed to turn away attention from the car, the ad was so well thought out, that at the end one is actually moved by all the effort behind it all. As such, there are some expressions that are deeply tied to the source language that in Portuguese make no sense at all. For example, lemon, would stir only confusion and obliviousness.
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INFORMATIVE LEAFLETS
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Smokeban Leaflet
S.T. Source Text
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T.T. Target Text
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Briosa
S.T. Source Text
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T.T. Target Text
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Comment
Informative leaflets intend to, as the name suggests, to inform people of services, news, among other things. Governmental activities, organizations, as well as hospitals use these leaflets not to manipulate but to inform the population of numerous things. Informative texts are meant to be read by everyone. Everyone capable of understanding the information, and to whom it may be of interest. Certain types of target readers need certain specific terminology, in order to sync with the message, since they follow certain words better than others. Some language used is intended to shock, in a way that makes people remember what they have read. These texts can be found in governmental facilities, hospitals, clinics, shopping centers, organizations in general, and other places where the general populace dwells. This sort of text can also be used to inform about a specific service. In this type of text the sentences are longer than the ones found in adverts, with many titles, and a high degree of organization. This happens in order to allow the reader to understand what the text is about. Specific terminology is usually used when trying to reach a certain group. The target language can emulate the starting language, with some distance involved. While names of governmental organizations may be kept untranslated, international organizations may have specific terms by which they are known. Also, some care is needed on certain idiomatic expressions, which when translated directly are difficult to understand by the main populace. Parallel texts can be found laying around. When dealing with specific information, one must look for that information, in the places where it may appear more often. As such, when translating a smoke ban leaflet one will find information on it in stickers, and informative campaigns. Most difficulties arise from the different names that governments give to the very same campaigns. When translating a certain leaflet on smoke ban, one will have to decide if the names of the organizations should be translated or not, as well as certain slogans.
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INSTRUCTION MANUALS
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Pedestal Assembling Manual

S.T. Source Text
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T.T. Target Text
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Protection Spectacles
S.T. Source Text
VISITOR SPECTACLES
PERFORMANCE AND CARE OF YOUR NEW EYE PROTECTION USER: PLEASE READ THE ENCLOSED CAREFULLY. THESE SPECTACLES ARE DESIGNED FOR PROTECTION
AGAINST HIGH SPEED PARTICLES (LOW ENERGY IMPACT) ENTERING THE EYE. THEY ARE IDEAL FOR VISITOR USE OR FOR STAFF VISITS TO EYE HAZARDOUS AREAS. NOT FOR USE WITH EXPLOSIVE CARTRIDGE TOOLS. GREEN LENSES PROTECT AGAINST SOLAR RADIATION AND GLARE. NOT FOR USE FOR WELDING OR WORKING. THESE SPECTACLES MAY ALSO BE WORN OVER WEARERS OWN PRESCRIPTION SPECTACLES. THESE EYE PROTECTORS MEET THE REQUIREMENTS OF EN166,
OCTOBER 1992. THE REFRACTIVE POWER OF THE LENS IS CLASS 1 ACCORDING TO EN166 SECTION 7.1.2.1.2. FITTING: THESE SPECTACLES ARE DESIGNED TO PROVIDE A UNIVERSAL FIT. STORAGE: STORE BETWEEN 5-0 DEGREES C; HUMIDITY OF LESS THAN 90%. KEEP AWAY FROM
CONTACT WITH ABRASIVES, SOLVENTS, OR SOLVENT VAPORS. REPLACE IN CASE OR PROTECTIVE BAG WHEN NOT IN USE.
CLEANING:
CLEAN LENS AND FRAME IN WARM SOAPY WATER. WIPE THE LENS AS LITTLE AS POSSIBLE;
DRY WITH A DABBING MOTION. DO NOT WIPE THE LENS WHEN DRY. YOU CAN DISINFECT THE SPECTACLES USING A MILD DISINFECTANT.
MAINTENANCE: THE MAXIMUM LIFE OF THE EQUIPMENT IS 2 YEARS. INSPECT THE LENS REGULARLY:
PITTED OR SCRATCHED LENS OR DAMAGED FRAME REQUIRES COMPETE REPLACEMENT.
WARNING: MATERIALS WHICH MAY COME INTO CONTACT WITH THE WEARERS SKIN COULD CAUSE
ALLERGIC REACTION TO SUSCEPTIBLE INDIVIDUALS. LENSES WITH OPTICAL CLASS 3 ARE NOT INTENDED FOR LONG TERM USE.
MARKING: FRAME AND LENS OF THIS EYE-PROTECTOR FORM A SINGLE UNIT; THEREFORE MARKING WILL
ONLY APPEAR ON THE FRAME. ON THE GREEN LENS THE FIRST SYMBOL IS THE CODE NUMBER FOR SUNGLARE-FILTERS WITHOUT INFRARED SPECIFICATION (5) AND A SHADE NUMBER, WHICH INDICATES TRANSMITTANCE THE HIGHER THE NUMBER THE LESS THE TRANSMITTANCE. ON A CLEAR SPECTACLE NO CODE-NUMBER AND SHADE NUMBER IS QUOTED. THE NEXT DIGIT INDENTIFIES THE MANUFACTURER AND IS FOLLOWED BY THE OPTICAL CLASS (1) AND THE SYMBOL FOR LOW ENERGY IMPACT (F). THE HYPHEN IS FOLLOWED BY THE NUMBER OF THE STANDARD THAT THE SPECTACLES HAVE BEEN TESTED TO; LASTLY THERE IS THE SYMBOL FOR LOW ENERGY IMPACT AND THE CERTIFICATION MARK.
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T.T. Target Text
culos para visitantes.

Uso e manuteno da sua nova proteco ocular. Ao utilizador: Por favor leia as instrues cuidadosamente. Estes culos de proteco foram concebidos para proteger os olhos de partculas de alta velocidade (impacto de baixa energia). So ideais para visitantes ou para as visitas dos funcionrios nas reas com perigos para a viso. No podem ser utilizados com material explosivo. As lentes verdes protegem contra a radiao solar e brilho. No podem ser utilizados para soldar ou trabalhar. Estes culos podem ser utilizados por cima dos culos graduados do utilizador. Estes protectores oculares cumprem os requerimentos da EN166, Outubro 1992. O poder refractivo das lentes de classe 1 de acordo com a seco 7.1.2.1.2 da EN166. Ajuste - Estes culos so concebidos para oferecer um ajuste universal. Armazenamentos - Devem ser guardados entre 5- 40 e nvel de humidade inferior a 90%. Evitar o contacto com abrasivos, solventes ou vapores de solventes. Quando no utilizados devero ser colocados na caixa ou na bolsa de proteco. Limpeza - Limpar as lentes e a armao com gua morna e sabo. Evite esfregar as lentes. Secar com um pano macio. No esfregar as lentes quando secas. Pode desinfectar os culos com um desinfectante suave. Manuteno - A vida til do equipamento de 2 anos. Verifique as lentes regularmente: lentes perfuradas ou riscadas ou com a armao danificada requerem substituio completa. Aviso: Substncias que possam entrar em contacto com a pele do utilizador podem causar reaces alrgicas a indivduos sensveis. Lentes de classe ptica 3 no devem ser usadas por longos perodos de tempo. Marcaes a armao e lentes deste protector ocular formam uma pea nica, como tal as marcaes aparecero na armao apenas. Nas lentes verdes o primeiro smbolo o nmero de cdigo para filtros de proteco solar sem especificao infravermelha (5) e o grau de sombra que indica transmisso - quanto maior o nmero, menor a transmisso Um culo transparente no ter nmero de cdigo nem grau de sombra. O prximo dgito identifica o fabricante e seguido pela classe ptica (1) e pelo smbolo de impacto de baixa energia (F). O hfen seguido pelo nmero padro a qual o culo foi testado; finalmente existe o smbolo para impacto de baixa energia e a marcao de certificao.
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Comment
Instruction manuals well, instruct. They are simplistic, organized sentences that explain the assembling of machines, the use of certain services, among various other things in a simplistic and easily understood fashion. This sort of text is used to inform users of a specific item. It informs on features, uses and cautions to have with the item. As well as any other relevant matter that concerns the item in question. Therefore this text is for those that are going to use the item and are equipped with enough knowledge to understand the text. As usual some consideration is needed, since defibrillators manuals should be a bit more complex than pipe cleaning manuals. They can be found in many places, inside boxes, underneath seats, on top of televisions, and are accompanied by a new piece of equipment. Most factories and companies store instruction manuals that come with their machines for later use. They consist of short and simple sentences which are in chronological order, to help the reader to comply to the instructions. The vocabulary is simple and terminology is rarely used, except for what refers directly to the object of the instructions. The translation should emulate the source text whenever possible, since the translator cannot modify the instructions. Parallel texts should be other instruction manuals. Possible problems will be the amount of specific terms when dealing with specialized objects or services. For instance, when translating a text about protection glasses, one will undoubtedly have to deal with several standards of protection, types of lenses, etc, which may differentiate from country to country.
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OFFICIAL DOCUMENTATION
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Graduation Certificate
S.T. Source Text
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T.T. Target Text

University of Aveiro theoria poiesis praxis
Graduation Certificate Name: Parents: D.o.B: ID number: Enrolled: 11-08-2005 Degree: 9062- MA (Master of Arts in) English Nationality: Portuguese of 15-09-2003
It is hereby certified that the above mentioned student successfully completed the MA (Master of Arts) English degree in 08-09-2008 under the decree law 216/92 of 13 October with the final classification of APROVED. Since all the expenses were already paided the diploma was already requested.
This one page document it's authenticated with the university embossed seal and it contains one sheet.
THE DIRECTOR OF THE ACADEMIC AND ADMINISTRATIVE SERVICES:
Signature:
Mrio Lus Duas Forte Pelaio
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Diploma
S.T. Source Text
T.T. Target Text
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Parecer
S.T. Source Text
X, Professora Auxiliar do Departamento de Lnguas e Culturas da Universidade de Aveiro, declara, para os devidos efeitos, que orienta a dissertao de Mestrado em Lnguas, Literaturas e Culturas Estudos Portugueses da aluna Y, realizada no mbito do estudo do texto dramtico e da representao teatral para a infncia e juventude, com o ttulo provisrio de Do texto representao: perspectivas sobre o teatro portugus contemporneo para a infncia e juventude, com concluso prevista para Julho de 2009. Declara ainda a pertinncia e a novidade do trabalho a que a aluna se prope, inscrito numa rea cientfica deficitria em Portugal e capaz de articular uma dimenso terica com a prtica pedaggica no mbito da disciplina de Lngua Portuguesa. O tema permite, igualmente, uma perspectiva interdisciplinar, cruzando competncias em vrias reas, nomeadamente das Expresses (Dramtica e Plstica), favorecendo, globalmente, uma ligao da escola ao meio e, mais em concreto, dos alunos ao Teatro. A aluna revela as necessrias capacidades cientficas para a realizao do projecto, alm de um extraordinrio empenhamento e entusiasmo, sendo relevante para a elaborao da dissertao a dispensa da carga lectiva. Aveiro, 26 de Dezembro de 2007
T.T. Target Text

TO WHOM IT MAY CONCERN I, _____________, Assistant Professor of the Department of Languages and Cultures of the University of Aveiro, hereby declare that I am the Supervisor of the dissertation of the Masters degree in Languages, Literatures and Cultures in the area of Portuguese Studies of the student ___________. It is being developed within the field of dramatic text and the theatrical representation for children and youth, with the provisional title of From text to representation: perspectives about contemporary Portuguese theatre for children and youth due to be finished by July 2009. I further declare the pertinence and novelty of the work that the student proposes, and that it is in a scientific area which is poorly developed in Portugal and capable of link between the theoretical dimension and teaching practice in the field of the Portuguese Language teaching. The theme equally allows an interdisciplinary perspective, crossing skills in different areas, such as drama and art, thus connecting the school to the environment and more specifically the Theatre. The student possesses the necessary scientific skills for the project, as well as an extraordinary determination and enthusiasm, and so needs to be exempt from a teaching workload to develop their dissertation.
Aveiro, 26th December 2007
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Declarao sobre Compromisso de Honra

S.T. Source Text
MARIA ISABEL FIGUEIREDO CAMPOS PEREIRA TRADUTORA Rua Jos Rgio Lote 259, 3 Esquerdo Vale das Flores 3030-107 COIMBRA Telefone / Fax: 239 56 58 90 Telemvel: 916 257 112 / 966 557 149 Correio Electrnico: mipereira@gmail.com DECLARAO SOBRE COMPROMISSO DE HONRA MARIA ISABEL FIGUEIREDO CAMPOS PEREIRA, tradutora licenciada, residente na Rua Jos Rgio, Lote 259, 3 Esquerdo, Vale das Flores, 3030-107, Coimbra, Portugal, declara que o Certificado de Licenciatura em anexo, emitido a Dr. Nuno Fernandes Bastos Rodrigues, foi escrito em portugus e traduzido para Ingls.
Mais declara que a traduo do referido documento uma traduo fiel ao documento original. Coimbra, 24 de Novembro de 2010
Maria Isabel Figueiredo Campos Pereira

Maria Isabel Figueiredo Campos Pereira Tradutora
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T.T. Target Text
Maria Isabel Figueiredo Campos Pereira Translator Rua Jos Rgio Lote 259, 3 Esquerdo Vale das Flores 3030-107 COIMBRA Telephone / Fax: 239 56 58 90 Mobile: 916 257 112 / 966 557 149 E-mail: mipereira@gmail.com TO WHOM IT MAY CONCERN MARIA ISABEL FIGUEIREDO CAMPOS PEREIRA, certified translator, resident in Rua Jos Rgio Lote 259, 3 Esquerdo Vale das Flores, Coimbra, Portugal, declares that the attached Degree Certificate, issued per request of Doctor Nuno Fernandes Bastos Rodrigues, was written in Portuguese and translated into English. It is also declared that the above mentioned translation is faithful to the original document. Coimbra, 24th November 2010 (Signature)
Maria Isabel Figueiredo Campos Pereira Translator
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Certificado
S.T. Source Text
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T.T. Target Text
13th December 2010
Regional Delegation of the Center Portuguese medical association Certificate I, X, Regional Delegation of the Center director of the Portuguese Medical Association, hereby declare that, according to documentation stored in this Delegation, that Mr. Y, doctor and resident in the city of Coimbra, is registered in said Regional Delegation with the number 5347 since 10th December of 1987 under the license number 24678, and is fit to practice medicine. After having personally verified the truth of these facts, I drew up this certificate as per request, and personally signed it and authenticated it with the embossed seal of this Regional Delegation. Office of the Portuguese Medical Association of the Regional Delegation of the Center
17th May 1992
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Comment
These texts are directed at everyone who has to deal with laws and anyone interested or in need of said documents. These documents are recognized by governments. One would hope to find these texts in legal manuscripts, tribunals, and most government related buildings, internet, and all places that require a permit. These texts have several uses, but usually it is to verify or allow something. The vocabulary and terminology is rather refined, since many words that have fallen in disuse are still used in official documentation. Sentences are complex and quite long. Each language has its own personal use of official language, as such one cannot be held by the source text at all. One must read it, comprehend it, and translate the meaning alone. As for sources, other legal documents, namely the ones pertaining to the same areas or subjects. Potential challenges of these kinds of texts are many, from the inability to translate directly, to the use of different expressions than those used on a dayto-day basis, to the specific terminology of certain acts, or objects, like the embossed seal, which is present in one of the translations.
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SUBTITLING
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Four Weddings and a Funeral

S.T. Source Text
Bernard and Lydia, I shall now ask if you freely undertake the obligations of marriage. Bernard, repeat after me. I do solemnly declare... I do solemnly declare... that I know not of any lawful impediment... that I know not of any lawful impediment... why I, Lydia... why I, Bernard... Sorry. why I, Bernard Godfrey St John Delaney,... why I, Bernard Geoffrey St John Delaney,... may not be joined in matrimony to Lydia John Hibbott. may not be joined in matrimony to Lydia Jane Hibbott. Lydia, repeat after me. I do solemnly declare... I do solemnly declare... that I know not of any lawful impediment... that I know not of any lawful impediment... why I, Lydia John Hibbott,... why I, Lydia Jane Hibbott,.. may not be johnned in matrimony... may not be joined in matrimony... to Bernard Geoffrey Sidd... Siddun... Delaney. to Bernard Geoffrey St John Delaney I call upon those persons here present to witness... I call upon those persons here present to witness... that I, Bernard... Delaney,... that I, Bernard Delaney,... do take thee, Lydia Jane Hibbott,.. do take thee, Lydia Jane Hibbott,... to be my awful wedded wife. to be my lawful wedded wife. That's ri... That's right. May Almighty God bless you all The Father, the Son, and the Holy Spigot... Spirit. Amen. Bravo!
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0:01:12.323,0:01:13.618 Bernard e Lydia,
T.T. Target Text

0:01:14.190,0:01:18.473 pergunto se de livre vontade que vos submeteis s obrigaes do casamento. 0:01:19.349,0:01:21.470 Bernard, repete comigo. 0:01:22.428,0:01:26.578 - Declaro solenemente... - Declaro solenemente... 0:00:28.452,0:00:33.114 Em nome do Pai, do Filho e do Esprito Santo. 0:00:33.428,0:00:34.078 men. 0:00:36.033,0:00:37.231 Oremos. 0:00:38.362,0:00:42.837 Pai, fizeste do lao do matrimnio um mistrio sagrado, 0:00:43.463,0:00:46.847 um smbolo do amor de Cristo pela Sua lgreja. 0:00:47.491,0:00:50.853 Ouve as nossas preces por Bernard e Lydia, 0:00:51.553,0:00:56.001 por Vosso Filho, Jesus Cristo Nosso Senhor, 0:00:56.530,0:00:59.880 que vive e reina convosco e o Esprito Tanso... 0:01:01.303,0:01:02.054 Santo. 0:01:03.061,0:01:06.053 Um s Deus, por todo o sempre. 0:01:06.795,0:01:07.384 men. 0:01:08.546,0:01:10.663 a primeira vez dele. amigo da famlia. 0:01:11.586,0:01:12.263 Ah excelente! 0:01:26.901,0:01:29.365 que no sei de qualquer impedimento legal... 0:01:29.758,0:01:32.642 que no sei de qualquer impedimento legal... 0:01:33.238,0:01:34.859 pelo qual eu, Lydia... 0:01:34.859,0:01:37.804 pelo qual eu, Bernard... 0:01:39.888,0:01:40.632 Desculpe. 0:01:42.149,0:01:48.628 Pelo qual eu, Bernard Godfrey Saint John Delaney... 0:01:48.628,0:01:53.948 Pelo qual eu, Bernard Geoffrey Sinjeon Delaney... 0:01:55.424,0:02:00.670 no possa unir-me em matrimnio a Lydia John Hibbott. 0:02:01.939,0:02:06.277 no possa unir-me em matrimnio a Lydia Jane Hibbott. 0:02:08.465,0:02:11.743 Lydia, repete comigo. 0:02:12.449,0:02:15.976 - Declaro solenemente... - Declaro solenemente... 0:02:15.976,0:02:18.311 no conhecer qualquer impedimento legal...
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0:02:18.311,0:02:21.776 no conhecer qualquer impedimento legal... 0:02:21.776,0:02:26.046 pelo qual eu, Lydia Jane Hibbott... 0:02:26.046,0:02:29.230 pelo qual eu, Lydia Jane Hibbott... 0:02:29.483,0:02:31.807 no possa punir-me no matrimnio... 0:02:31.807,0:02:35.605 no possa unir-me no matrimnio... 0:02:35.991,0:02:41.725 a Bernard Geoffrey Sidd... Siddun... Delaney. 0:02:41.725,0:02:47.586 a Bernard Geoffrey Sinjeon Delaney. 0:02:50.684,0:02:54.021 E declaro s pessoas aqui chamadas para testemunhar 0:02:55.070,0:02:58.313 E declaro s pessoas aqui chamadas para testenunhar 0:02:58.671,0:03:00.634 que eu, Bernard... 0:03:00.567,0:03:02.423 ..... 0:03:07.623,0:03:09.354 Delaney... 0:03:10.433,0:03:11.192 *sighs* ^^; 0:03:12.278,0:03:13.799 que eu, Bernard Delaney... 0:03:13.799,0:03:16.614 te aceito, Lydia Jane Hibbott... 0:03:17.030,0:03:20.060 te aceito, Lydia Jane Hibbott... 0:03:20.310,0:03:22.039 como minha esposa vastssima. 0:03:23.217,0:03:26.400 como minha esposa legtima. 0:03:26.710,0:03:28.510 isso. isso mesmo. 0:03:28.510,0:03:31.438 Que Deus todo poderoso vos abenoe. 0:03:31.809,0:03:34.353 Pai, Filho e Esprito Tinto... 0:03:34.743,0:03:35.310 ... Santo. 0:03:35.561,0:03:36.003 men. 0:03:36.637,0:03:38.008 Bravo! 0:04:00.181,0:04:00.537 Obrigado. 0:04:13.250,0:04:13.889 Desculpe! Nota de tradutor: Odeio este gajo >.<; 0:04:31.423,0:04:32.806 Tenho uma nova teoria sobre o casamento. 0:04:33.968,0:04:39.458 2 pessoas apaixonam-se, vivem juntas e um dia acaba-se-lhes a conversa. 0:04:39.943,0:04:43.644 Completamente. No tm mais nada a dizer uma outra. 0:04:44.387,0:04:45.936 E pronto. Pnico. 0:04:46.749,0:04:52.726 De repente, ocorre ao tipo que h uma maneira de sair deste impasse. 0:04:54.484,0:04:57.157 - Que ... - Pedir-lhe que case com ele. 0:04:57.337,0:04:57.531 Brilhante!
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Good Morning Vietnam!

S.T. Source Text
Hey, this is not a test. This is rock and roll. Time to rock it from the delta to the DMZ! Is that me, or does that sound like an Elvis Presley movie? Viva Da Nang. Oh, viva, Da Nang Da Nang me, Da Nang me Why don't they get a rope and hang me Hey, is it a little too early for being that loud? Hey, too late. It's . What's the "O" stand for? Oh, my God, it's early.
Freddy and the Dreamers! Wrong speed. We've got it on the wrong speed. For those of you recovering from a hangover, that's gonna sound just right. Let's put her right back down. Let's try it a little faster, see if that picks it up a little bit. Let's get it up on . Those pilots are going, "I really like the music. I really like the music. I really like the music." Oh, it's still a bad song. Hey, wait a minute. Let's try something. Let's play this backwards and see if it gets any better. Freddy is a devil. Freddy is a devil.
Speaking of early, how about that Cro-Magnon, Marty Dreiwitz? Thank you, Marty, for "silky-smooth sound." Make me sound like Peggy Lee. "Good morning, Vietnam"? What the heck is that supposed to mean? I don't know, Lieutenant. I-I guess it means, good morning, uh, Vietnam. And who gave anyone permission to programme modern music?
Pedro Liberal 44

Picture a man going on a journey beyond sight and sound. He's left Crete. He's entered the demilitarized zone. All right. Hey, what is this "demilitarized zone"? What do they mean, "police action"? Sounds like a couple of cops in Brooklyn going, "You know, she looks pretty to me." Hey, whatever it is, I like it because it gets you on your toes better than a strong cup of cappuccino. What is a demilitarized zone? Sounds like something out of The Wizard of Oz, Oh, no, don't go in there. Oh-we-oh Ho Chi'Minh Oh, look, you've landed in Saigon. You're among the little people now. We represent the ARVN Army The ARVN Army Oh, no! Follow the Ho Chi Minh Trail. Follow the Ho Chi Minh Trail.
Pedro Liberal 45

E quem autorizou programas de msica moderna? Freddy e os Dreamers.
T.T. Target Text
Velocidade errada. BO M dia, Vietname. Aos que esto de ressaca, deve parecer certa. Isto no uma experincia, rockn roll.
Vamos l pr mais depressa, a ver o que d.
Horas de rock, do delta at zona desmilitarizada.
Agora em 78 rotaes.
No parece um filme do Elvis?
Os pilotos devem dizer: gosto desta msica, gosto desta msica.
Ainda cedo para cantar to alto? Agora tarde.
Esperem. Vamos tentar uma coisa.
So 06 horas. Para que o zero? Que cedo!
Vamos toc-la de trs para a frente, a ver se melhora.
E aquela do Marty me chamar Imaginem um homem numa viagem para l da imagem e do som. voz maravilhosa, como se eu fosse a Peggy Lee?
Deixou Creta, entrou na zona desmilitarizada. Que isso de zona desmilitarizada?
Bom dia Vietname? Que raio quer dizer isso?
E aco policial? No sei. Acho que quer dizer bom dia, Vietname.
Pedro Liberal 46

Seja o que for,
mais estimulante do que um capuccino.
zona desmilitarizada parece coisa sada do Feiticeiro de Oz.
No. A no entro.
Ho Chi Minh
Pedro Liberal 47
Have it Oeuf
S.T. Source Text

Ah, anyone else want to have it oeuf? Ha ha. Don't be shy, madam. French. Have it oeuf. Ha ha! With the Wisecrack Eggpeeler. Now, nice firm grip. Put it in the hole. And... up, down, up, down. And off it comes in your hand. Oh! Mind the over-spray. Sorry.
T.T. Target Text
Ah, mais algum quer se descascar? Ah ah, no seja tmida senhora. Descasque-se, ha ha! Com o descascador divertido. Segure-o com firmeza, vah. Introduza-o no buraco e Cima, baixo, cima, baixo. E l se vem na sua mo. Oh! Peo desculpa pelo esguio.
Pedro Liberal 48
On the lake
S.T. Source Text
Bridget: Season of mist...and...mellow fruitlessness. Daniel: Oh,fuck me, I love Keats. Have you heard this one? "There was a young woman from Ealing... "who had a peculiar feeling. "She lay on her back and opened her crack... "and pissed all over the ceiling." [Oar bangs on Bridgets boat] Oh, bollocks Bridget: What've you done? Daniel: I'm boarding you, Bridge. Bridget: Don't you dare! Daniel: I'm king of the world! Bridget: No! Daniel: Fuck me. Uhh! Bridget: Aah! [Bridget laughs] Daniel: Oh, piss and bollocks. Bridget: You stupid ass. [Laughing] Daniel: Bollocks.
T.T. Target Text
Estao nebulosa e doce esterilidade. Raios adoro Keats. J ouviste este? Havia uma mulher de Ealing Que teve uma sensao de estranhar Deitou-se de costas e, abrindo as pernas... Mijou para o ar.
Ah porra. Que fizes-te? Estou a abordarte Bridge. Nem te atrevas! Sou o Rei do Mundo! No! Porra! Aah! Oh, raios e coriscos. Sua besta. Porra.
Pedro Liberal 49
Bee Gees interview

S.T. Source Text
outro grupo chamado Bee Gees. Como sabem, eles no costumam dar entrevistas. que no vos interessam minimamente. Vocs esto em tourne e deram concertos esgotados em Londres. Porque acham que milhes de pessoas adoram a vossa msica? Porque vivemos Num mundo de doidos Compreendo. Algumas pessoas insinuaram que os vossos falsetes, cabelos compridos, camisas abertas ate ao umbigo, peito peludo e medalhes sugerem que vocs so pouco masculinos e que vocs Olhem para o outro lado! Exactamente. O que dizem a isso? Voc menospreza o comentrio pouco masculinos, Barry? Podem ver pelo meu andar Que sou um garanho Poisfalemos desses famosos dentes Bee Gee, como os descreveriam? Massa-chu-setts! Estou a ver, Mass Chew Sets! (Grandes mandbulas) uma piada? uma tragdia Concordo. Tenta compreender! Eu entendo, mas uma piada mazinha. Podemos faz-la brilhar! Dou-vos mais uma oportunidade. Contem a piada outra vez. Massa-chu-setts! No resulta, esqueam. Senhoras e senhores, estive a falar com os Bee Gees! No foram fantsticos?
T.T. Target Text

Somos crianas do mundo Vemos os dias a passar Muda a minha vida Muda a tua vida Mantm-nos na expectativa Procuramos a verdade Todos os homens Tem uma criana dentro de si Temos de dizer a verdade No h sadas fceis Adivinharam. So os famosos Bee Gees, Que venderam mais discos que qualquer
Pedro Liberal 50
University Challenge
S.T. Source Text
T.T. Target Text
Ol, sejam bem-vindos a mais um Desafio Universitrio. Esta semana, as equipas so Os Betos de Oxbridge Vamos esmagar os porcos! assim mesmo. E a Universidade da Escumalha. Fora, Escumalha! Anda c, ursinho! A representar os Betos, Temos connosco Lord Monty, Lord Ranheta, A menina Dinheiro de Prata Lei e o Sr. Kendall Cunhagem. Em representao da Escumalha, temos o Mike, o Besta, o Vyvian e o Neil. Direitos dos vegetais e paz! A pergunta inicial vale dez pontos. No podem trocar impresses. Nascido em 1311 De ascendncia manchu
Escumalha. Neil. Posso ir casa de banho? Lamento, Mas ests a bater porta errada. Cinco pontos de penalizao para a Escumalha. Pergunta para os Betos. Ele veio a representar o contrapeso catrtico modal Betos. Monty. No era o Monge de Wally da Buzina? Est muito perto. Quer acrescentar algo? - Claro. 50 Libras chegam? - Est certssimo. Muito bem, Betos, dez pontos. Trs perguntas de bnus. - Como se chamava? - A Batalha de Ballyburn. Muito bem antecipado. A resposta certa Batalha de Ballyburn.
Pedro Liberal 51

Desculpa l estar a chatear Bambi, mas tenho mesmo de ir casa de banho. Segunda pergunta de bnus. Betos lideram com 15 pontos, Mas ainda cedo. Pessoal, vou ter que me aliviar no Lord Ranheta! Quem disse a frase: Coa breca, Tenho os fundilhos a arder! Lenine! Vou aceitar como certo, mas a resposta certa era Joana de Arc. Tenho um Porsche! No o que est no carto, Mas conheo o seu paizinho, por isso Betos a liderar com 25 a zero. O Paizinho manda cumprimentos! Estas perguntas valem dez pontos. Dedos nas campainhas. Quem a pessoa mais rica do mundo? Escumalha. Vyvian. O qu? Estamos a ser cilindrados! No haver maneira de fazermos batota? Pessoal, j esta a ensopar para baixo! muito simples, Neil. Usa o jarro. Vou ter de vos apressar. Quem a pessoa mais rica do mundo? Betos. Ranheta. - Sou eu, no sou? - Receio bem que no. A multinacional do seu pai faliu hoje de manha. Vamos pontuao O resultado mantm-se 25 a zero. Estou farto disto! Faz umas perguntas fceis, Bambi, seu c gordo! Tem calma, ns damos conta do recado, Vyvian! Ateno! No tem mudanas automticas - Venha de l outra, Bambi. - Mais uma pergunta de dez pontos. Qual o numero recorde de gomas enfiadas numa narina? Escumalha. Mike. 604, Toxteth OGrady, EUA. Fui eu que te disse isso, Mike, Meu grande batoteiro! Dez pontos para a Escumalha. Quem produziu o macaco mais pegajoso do mundo? - Toxteth OGrady. - Correcto. Cinco pontos. Seu cretino! O traque mais estpido do mundo? O Besta, da Gr-Bretanha. Correcto. Cinco pontos. - Mentira! E, por fim, uma pergunta bnus Que vale cinco pontos e a liderana. Quem mexeu nos meus cartes? Fui eu! Fui eu! Bolas!
Pedro Liberal 52
Comment
A subtitle, in cinema and television, is the text which appears alongside an image, which will explain it or give it a meaning. It is mainly used to translate movie dialogues, in the lower part of the screen. When creating subtitles one must take into consideration when it will be aired and the target audience to which it will be presented. There are also certain rules of size, position and display which must be followed to the letter. For example, a subtitle must have between 35 and 40 characters, including spaces and the subtitles should be at maximum two lines. There are also considerations regarding the reading speed and literacy of the audience. The target text should not try to emulate the source text. The T.T. must be reworked in order to make it smaller without destroying the context behind the S.T., either by removing unnecessary parts, simplifying it, transforming paragraphs into sentences, a sentence into smaller expressions, and so on. Parallel texts for these types of translations are usually available online in other languages. Usually they are made by amateurs, but they may help in understanding a specific expression or accent. This takes us to the challenges of translating subtitles. They must be small in size, able to carry the full meaning behind spoken words, which is a much faster medium all around, easy to understand, they take into consideration the target audience and the translator must be able to take all these facts into account in order to create a translation which is appropriate to its audience.
Pedro Liberal 53
WEBSITES
Pedro Liberal 54
Sanitana
S.T. Source Text
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T.T. Target Text
Pic. 1 | Please access the attachment menu (on your left) to view the presentation. Thank you.
Pedro Liberal 62
Comment
The content of websites is available to everyone, as such, the language should be simple and sentences short. The language used online must be summarized, this is because most users do not read every word of it, since most readers are looking for specific information. So they skim the text, looking only for what they need. The content posted on the web should be about half of what is its paper counterpart, simple in complexity and small in sentence length.Since online readers have more freedom than those who use hard copies, the layout must take this into consideration. As such each page should have a proper topic and must be independent of the others. Also, the target text should try to emulate the source text when translating a text which was already written for the web. If not the T.T. must follow the same basic rules of summarizing: Simple and small. Parallel texts can be any about the same topic, but care must be taken not to copy it. The potential challenges relate to the difficulty of simplifying the language and removing unnecessary information.
Pedro Liberal 63
ABSTRACTS
Pedro Liberal 64
Vacina Monovalente para a Gripe A (H1N1)

S.T. Source Text
Greenberg, M, et al.
RESUMO Introduo Um novo vrus da gripe A (H1N1) 2009 responsvel pela primeira pandemia de gripe em 41 anos, sendo necessria uma vacina segura e eficaz. Encontra-se a decorrer, na Austrlia, um ensaio unicntrico, aleatorizado, com ocultao para os observadores, e com grupos paralelos, para avaliao de duas doses de uma vacina com determinante antignico viral purificado (split virus) inactivado H1N1 2009, em adultos saudveis com idades compreendidas entre os 18 e os 64 anos. Mtodos Avaliou-se a imunogenicidade e a segurana da vacina aps cada uma de duas doses calendarizadas e administradas com 21 dias de intervalo. Entraram no estudo um total de 240 sujeitos, divididos equitativamente entre duas faixas etrias (<50 anos e 50 anos), tendo sido aleatorizados para receberem 15 g ou 30 g de antignio de hemaglutinina por injeco intramuscular. Mediram-se os ttulos de anticorpos utilizando ensaios de inibio da hemaglutinao e de microneutralizao, na linha basal e 21 dias aps a vacinao. Os parmetros co-primrios de avaliao final da imunogenicidade foram a proporo de indivduos com ttulos de anticorpos de 1:40 ou mais, no ensaio de inibio da hemaglutinicao, a proporo de indivduos com seroconverso ou com um aumento significativo dos ttulos de anticorpos, e o factor de aumento da mdia geomtrica do ttulo. Resultados Ao 21 dia aps a primeira dose, observaram-se ttulos de anticorpos de 1:40 ou mais em 114 de 120 sujeitos (95,0%) que receberam a dose de 15 g, bem como em 106 de 119 sujeitos (89,1%) que receberam a dose de 30 g. Observou-se um resultado semelhante aps a segunda dose de vacina. No foram reportadas quaisquer fatalidades, reaces adversas graves, ou acontecimentos adversos de especial interesse. Foram referidos, aps cada dose, desconforto local (ex.: dor espontnea ou palpao no local de injeco) por 56,3% dos sujeitos e sintomas sistmicos (ex.: cefaleias) por 53,8% dos sujeitos. Quase todas as reaces foram de intensidade ligeira a moderada. Concluses Uma dose nica de 15-g da vacina H1N1 2009 foi imunognica em adultos, com reaces associadas vacina ligeiras a moderadas.
Pedro Liberal 65
T.T. Target Text
Greenberg, M, et al .
Abstract Introduction A new Influenza A virus (H1N1) is responsible for a pandemic, making a new vaccine necessary. A trial is taking place to evaluate two vaccines with an inactive H1N1 2009 split virus, in healthy adults with ages between 18 and 64 years. Methology The vaccine was evaluated in a 21 day interval. 240 subjects were divided between two age groups (under 50 y.o and over 50 y.o.) chosen to receive 15 or 30 ngr of antigenic hemagglutinin. The antibody amount was measured using hemagglutination inhibition trials and micro neutralization, at the basal line and 21 days after vaccination. The parameters of evaluation of immunogenicity were the proportion of subjects with 1:40 of antibodies or more, in the inhibition trial the proportion of subjects with seroconvertion or with significative increase of antibodies. Results On the 21st day after receiving the first dosage, 95% of the subjects who received the 15 ngr dose, had 1:40 antibody proportion, or higher. As well as 89.1% of those who received 30 ngr. The second trial had similar results. No casualties or reactions worthy of note were recorded. Local discomfort was pointed out by 56.3% of the subjects, and systemic reactions by 53.8%. Practically all reactions were of light to moderate intensity. Conclusion: A single 15 ngr dose of the vaccine is effective in adults, with light to moderate reactions.
Pedro Liberal 66
Jiggsaw Summarising
S.T. Source Text
Task Summarise and put in correct order

What do a Vietnamese pheasant, an Iraqi lizard, hundreds of Indonesian butterflies and a tiny beetle in an Essex compost heap have in common? They are all species that are new to science, which is, first scientifically described in the past few years. The work of describing new species, and revising the names of existing species, is done by taxonomists, an unfashionable and dwindling group of scientists most of whom work in the developed world. Britain used to be a major contributor but as government funding here has been reduced, most of it now takes place in Europe, America and Japan, where governments still support taxonomic study. The science of taxonomy was started in the late eighteenth century by Swedish biologist Carl Linnaeus. With a small number of similarly minded scientists he pioneered a standard system, using two Latin names denoting genus and species, that is still in use today. Every species of plant or animal known to science has a two-part Latin name, such as Homo sapiens, the Latin name for the human species. A species is an actually or potentially successful breeding population. The importance of the taxonomists work, as the basis of modern biology, cannot be overestimated. Without an animal or plant having a universally agreed identity, no two scientists can be sure they are looking at the same species. Scientific nomenclature is based on extensive, preserved collections with which newly found specimens can be compared. These museum collections especially the tropical ones, are mostly in Western Europe; in Britain, France, Germany and the Netherlands. Many European naturalists travelled widely in the tropics, collected large numbers of specimens, and brought them back to their own national collections. Our own Natural History Museum is one of the most important. It houses hundreds of thousands of specimens of unique taxonomic value from birds eggs to tarantulas and from lemmings to bees. In Britain the discovery of a species new to science is a rare event; a cause for celebration among naturalists. This is why the tiny species of feather-wing beetle from Essex is of interest. Each year perhaps three small moths (Microlepidoptera) and a handful of other insects are described from Britain, but for tropical countries, like Indonesia or Papua and New Guinea, the task of collecting and naming the myriad of species is not far advanced. It is an urgent task. A recent expedition to the island of Sulewesi produced several hundred new moths and butterflies alone. There are very few countries outside northern Europe where even a rudimentary species list for the main group of insects could be prepared. Even the much less diverse birds, amphibians and reptiles are not fully known. Both the Vietnamese pheasant and the Iraqi lizard were new to science; how many more animals large and small await first sighting in the deserts of the Middle East or the forests of Vietnam?
Pedro Liberal 67
T.T. Target Text
Scientific nomenclature uses preserved specimens to compare with newly found species which are housed in museums all around Europe. Many Europeans enlarged their own museum specimen collections like our own museum which houses thousands of unique taxonomic specimens. Swedish biologist Carl Linnaeus and other scientists started the science of taxonomy in the late eighteenth century, with a standard Latin system. All known species make use of this system, by using the words genus and species scientists can name all newly discovered animals. As such, the work of taxonomists is of high importance, because without an universally agreed identity, scientists could not tell for sure if they are looking at the same species. The Vietnamese pheasant, the Iraqi lizard and many hundred other animals all share a common trait: only recently have they been discovered by science. The work of describing these new species is done by taxonomists, and Britain used to be a major contributor, nowadays however, most work is being done in Europe and any taxonomy supporting governments worldwide. The discovery of new species is rare in Britain, making it worthy of celebration. The task of collecting and naming new species is not sufficiently developed in many countries. Outside of northern Europe few countries are capable of preparing a list of the main insects of their region, let alone birds or reptiles. How many more new species are out there, waiting to be discovered?
Pedro Liberal 68
Comment
Abstracts and summaries are short texts, which summarize the main contents of the main text. It should include a short statement of the content, methods used, conclusions reached and, if any, recommendations that were made. The abstract should be informative and concise. Good abstracts and summaries are those which have listed in them the main ideas of the text, and express then in a simple and short way, by changing the original sentences grammatically or removing parts which are not so necessary. If one does not possess the ability to be brief, and abstract may become something quite challenging of creating. They can be found at the end of articles or book chapters, as they are meant to inform the reader of past events, or to keep him on track on what he may have missed.
Pedro Liberal 69
CONCLUSION
This portfolio is the final task of the Prticas de Traduo de Ingls II subject of the Translation course last year. Ive managed to learn quite a lot, specifically when it comes to subtitling and summarizing which were two aspects of writing which I had only amateur experience in. After reviewing my work I can find a personal touch on most of them. I suppose its because I still consider myself subpar in speech, I tend to over compensate it with my writing. I try to inject a bit of humor when I have freedom to do so and when working with scientific texts I find myself interested in those topics since I have a science background. My interest in Psychology as also brought the very welcome surprise of enjoying reading rather large thesis about ethnography of communication, and the difference between ethnography and Anthropology. Again, my interest is spiked on these two topics, so I figure, with a bit more time the final version of this piece of work would have been a bit different. I have taken on many types of texts during this year, from CVs to advertising, instruction manuals to website writing, among others. While I struggled to find a guiding line between all these, in the end not only did I manage to find a meaning for it all, but I also started working directly with it on my personal website, where this portfolio will be hosted. I have taken a very important step regarding my writing skills. I have understood that while I may have certain tasks where I will be able to explore my creativity at will, most of them, much like this Portfolio, I will be forced to follow strict guide lines in order to receive approval. This is a very important lesson I believe, taking into account the world we live in today. After two months undergoing technical courses with Windows Server 2008 and Linux as subjects, studying Translation at the University of Aveiro, which amounted to over 14 hours away from home every day, I have started to use the knowledge gained in my current projects. I hope these will flourish and as such I will view them as my future plans. For now I wish to finish my course, the only thing keeping me being Spanish, and continue working on my website. I also intend to take a more direct approach regarding translation, either through Apcomtec or other means. I intend to complete several technical courses which will grant me the ability to work as an IT technician on several domains, from teaching to computer maintenance. When I complete the first year of my Masters in Aveiro (which takes on mostly scientific concepts) I intend to change to Oporto University, and complete my second year there, taking on skills of localization and software translation. And after this I intend to find a join in a company capable of using my knowledge and skills. At least some of them. During all of this, I hope to find the time to finally begin writing my own book, which has been in the back of my mind for a long time. But only now am I starting to feel mature enough to take it seriously.
Pedro Liberal 70
Pedro Liberal 71

Praticas de Traducao Ingles II Portfolio 2.3

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Praticas de Traducao Ingles II Portfolio 2.3

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Universidade de Aveiro 2010/2011

Pedro Eduardo Andr Liberal

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

NEEDS ANALYSIS QUESTIONAIRE

6. What facilities and support would you prefer to use?

Home, e-learning, digital media.

2. Describe in your own words your current knowledge of the language.

9. What are your strengths and likes?

4. Which aspects of the language do you feel confident about?

Written English, use of register.

10. What are your weaknesses and dislikes?

5. What do you plan to do for yourself?

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

Thank you for your consideration, I look forward to your reply.

Respectfully submitted, Pedro Liberal

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

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Universidade de Aveiro 2010/2011

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Universidade de Aveiro 2010/2011

Pedestal Assembling Manual

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Universidade de Aveiro 2010/2011

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culos para visitantes.

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

Universidade de Aveiro 2010/2011

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THE DIRECTOR OF THE ACADEMIC AND ADMINISTRATIVE SERVICES:

Mrio Lus Duas Forte Pelaio

Universidade de Aveiro 2010/2011

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Universidade de Aveiro 2010/2011

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Aveiro, 26th December 2007

Universidade de Aveiro 2010/2011