Translation Degree

Transcrição

Translation Degree

University of Aveiro
Translation Degree
Translation Portfolio
Portuguese
English
Helena Sousa
59902
Date of completion: 13th June 2013
Translation Degree
Table of Contents
Presentation Letter ........................................................................................................ 6
Curriculum Vitae ........................................................................................................... 7
Introduction ..................................................................................................................... 10
Translation Practice ........................................................................................................ 12
ST1: Welcoming Message .......................................................................................... 13
ST1: Welcoming Message – Improved version ........................................................ 13
TT1: Welcoming Message .......................................................................................... 13
ST2: Gonçalo Bilé......................................................................................................... 14
TT2: Gonçalo Bilé ......................................................................................................... 15
Advertising ....................................................................................................................... 17
Introduction ................................................................................................................. 18
ST1: Ethnographic analysis - “Make the Right Move” ............................................ 19
ST1: Make the right move .......................................................................................... 20
TT1: Make the right move ........................................................................................... 21
ST2: Ethnographic analysis - “Lemon – VW” ............................................................ 22
ST2: Volkswagen Lemon ............................................................................................. 24
TT2: Volkswagen Lemon ............................................................................................. 25
ST3: Ethnographic Analysis – “Let your geek shine” ............................................... 27
ST3 – Let your geek shine ........................................................................................... 28
TT3 – Let your geek shine ............................................................................................ 29
ST4: Ethnographic Analysis – “Windows” ................................................................. 30
ST4: Windows................................................................................................................ 32
TT4: Windows ................................................................................................................ 33
Conclusion ................................................................................................................... 34
Glossary ........................................................................................................................ 35
Informative Leaflets ........................................................................................................ 36
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Introduction ................................................................................................................. 37
ST1: USF Briosa .............................................................................................................. 38
TT1: USF Briosa .............................................................................................................. 39
ST1: USF Briosa .............................................................................................................. 40
TT1: USF Briosa .............................................................................................................. 41
ST2: Gripe A .................................................................................................................. 42
TT2: Gripe A .................................................................................................................. 43
ST3: Sida page 1 .......................................................................................................... 44
TT3: Sida page 1 .......................................................................................................... 45
ST3: Sida page 2 .......................................................................................................... 46
TT3: Sida page 2 .......................................................................................................... 47
ST3: Sida page 3 .......................................................................................................... 48
TT3: Sida page 3 .......................................................................................................... 49
ST3: Sida page 4 .......................................................................................................... 50
TT3: Sida page 4 .......................................................................................................... 51
ST4: Communiqué – Page 1 ...................................................................................... 52
TT4: Communiqué - Page 1 ...................................................................................... 53
ST4: Communiqué – Page 2 ...................................................................................... 54
TT4: Communiqué – Page 2 ....................................................................................... 55
Conclusion ................................................................................................................... 56
Glossary ........................................................................................................................ 57
Instruction Manuals ........................................................................................................ 60
Introduction ................................................................................................................. 61
ST1: Dinosaur Egg ........................................................................................................ 62
ST1: Dinosaur Egg – Improved version ...................................................................... 62
TT1: Dinosaur Egg ........................................................................................................ 63
ST2: Pedestal page 1 .................................................................................................. 64
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TT2: Pedestal page 1 .................................................................................................. 65
ST3: Pedestal page 2 .................................................................................................. 66
TT3:Pedestal page 2 ................................................................................................... 67
Conclusion ................................................................................................................... 70
Glossary ........................................................................................................................ 71
Official Documentation ................................................................................................. 74
Introduction ................................................................................................................. 75
ST1: Delegação regional do centro da ordem dos médicos .............................. 76
TT1: Delegação regional do centro da ordem dos médicos .............................. 77
ST2: Certidão................................................................................................................ 78
TT2: Certidão ................................................................................................................ 79
ST3: Declaration of Honour ........................................................................................ 80
TT3: Declaration of Honour ........................................................................................ 81
ST4: Extension of the deadline................................................................................... 82
TT4: Extension of the deadline ................................................................................... 83
Glossaries...................................................................................................................... 84
Conclusion ................................................................................................................... 87
Subtitling........................................................................................................................... 88
Introduction ................................................................................................................. 89
ST1: Awful Wedded Wife ............................................................................................ 90
TT1: Awful Wedded Wife ............................................................................................ 94
ST2: Good Morning, Vietnam! ................................................................................... 98
TT2: Good Morning, Vietnam! ................................................................................. 102
ST3: Bee Gees Interview ........................................................................................... 106
TT3: Bee Gees Interview ........................................................................................... 110
ST4: University Challenge ......................................................................................... 114
TT4: University Challenge .......................................................................................... 122
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ST5: Bridget Jones - Madonna song ....................................................................... 130
TT5: Bridget Jones – Madonna song ....................................................................... 132
ST6: Rush Hour ............................................................................................................ 135
TT6: Rush Hour ............................................................................................................ 140
Conclusion ................................................................................................................. 145
Summary writing ........................................................................................................... 146
Introduction ............................................................................................................... 147
Summarize these statements .................................................................................. 148
ST1: Jamie Oliver text ................................................................................................ 150
TT1: Jamie Oliver text – Summarized version ......................................................... 151
Jamie Oliver’s Website ............................................................................................. 152
Sanitana’s Website ................................................................................................... 162
Conclusion ................................................................................................................. 173
Abstracts ........................................................................................................................ 174
Introduction ............................................................................................................... 175
ST1: Humanities abstract .......................................................................................... 176
TT1: Humanities abstract .......................................................................................... 177
ST2: Deaf and Hard of Hearing ............................................................................... 178
ST2: Deaf and Hard of Hearing – Summarized version ........................................ 180
TT2: Deaf and Hard of Hearing ............................................................................... 181
ST3: Vacina Monovalente para a Gripe A ............................................................ 182
TT3: Vacina Monovalente para a Gripe A ............................................................ 183
ST4: Prevenção do Tromboembolismo .................................................................. 184
TT4: Prevenção do Tromboembolismo .................................................................. 185
Conclusion ................................................................................................................. 186
Conclusion ..................................................................................................................... 188
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Presentation Letter
Rua São Miguel-O-Anjo, nº219
4490-208 Póvoa de Varzim
PORTUGAL
13th March, 2013
Dear Hiring Professional,
My name is Helena Sousa, I am 20 years old and I am currently in the 3 rd and last year of the
Translation degree in the University of Aveiro, Portugal. I am offering my services as a translator of French
and English, since these are the languages I am specialising in.
Since I can remember, languages have always been one of my huge focuses of interest. Maybe
because I have always been between two countries, France and Portugal, always listening to two different
languages and having contact with two different cultures, my taste for the world’s diversity has been
growing. Parallel to this, my fascination for the Human capacity of expression has also grown, namely
towards people who help in interlinguistic communication. When the decision time arrived, there were no
doubts: Translation is in fact the path I have always wanted to follow and for which I believe to have a
natural aptitude.
Throughout the degree, which was and still continues to be painful but undoubtedly rewarding, I
learned and am still learning a lot about the art of translating. From the history to the multiple
methodologies of translation, I strongly believe that this journey has been providing me with the
necessary knowledge to be a good professional. More than this, I know that this way has been instilling in
me the valuable experience to give a response to the needs of the current job market.
Given all the experiences I have been through, namely at a professional level, I carry with me a
little bit of each one and I firmly believe that those are the aspects that make me the engaged,
determined and dedicated person that I consider myself to be. When I am involved in a project or work, I
have the ability to focus on it, and the huge will of making it grow more and more, of always working in
benefit of it, even being able to make people getting involved too. I also have no doubt that it has been
due to my responsible, organised and dynamic personality, and for my strong leadership spirit that I
always managed to keep my summer job, year after year.
My incursion into the job market will be a new start, this time, as a professional translator. I
therefore intend to keep learning and growing, not only as a translator but also as a person.
Together with this letter, I am enclosing my CV with further information about my qualifications
and experience. Should you wish to discuss any matter in more detail I am available for interview at any
time and I will be willing to travel to be interviewed or to be interviewed via Skype. I do not have family
commitments and would be willing to relocate if necessary.
Thank you in advance and I look forward to hearing from you in the near future.
Yours faithfully,
Helena Patrícia Da Silva Sousa
Helena Sousa
Enclosed: CV
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Curriculum Vitae
Helena Patrícia da Silva Sousa
Rua São Miguel-O-Anjo nº219
4490 Póvoa de Varzim
PORTUGAL
Phone number: +351914595861
Personal
Information
E-mail: [email protected]
Nationality: Portuguese
Gender: Female
Date of Birth: 31 Aug 92
Career
Objectives
As a recent college graduate with a Degree in Translation, I seek an entry-level position in a translation
company in which I could demonstrate my skills and natural aptitude for translating. Moreover, I would like
to add value to your company with the help of my adaptability and my grasping power, and to enhance my
professional skill set in accordance with your organisational objectives. In addition, my career objectives are
essentially to work in an international institution such as the European Commission, dealing with all the
types of translation and engaging in international relations.
2010 – present
Translation Degree with specialization in English and French
University of Aveiro, Portugal
Education and
Qualifications
This degree aims to equip its graduates with the necessary skills to give a positive and good-quality
response to the translation market requirements, as well as the capacity to overcome difficulties that might
arise.
Throughout the three years, we improved our language skills, by approaching the English and French
languages from a translator’s perspective, as well as their grammar and language functions. Moreover,
many subjects and texts types have been worked on, namely advertising, informative leaflets, instruction
manuals and official documentation. We also worked on the methodological and ethnographic analysis.
Furthermore, we learned about CAT and to use the translation tools.
Current Average Mark: 16 out of 20.
2005-2010
Eça de Queirós Highschool,
Póvoa de Varzim (Portugal)
Area of studies: Humanities
Average: 18 out of 20 (Honours Student)
2003 – 2005
Collège de Bonifacio
Primary School of Bonifacio, Bonifacio (France)
Work
Experience
SUMMER PLACEMENT
My work and voluntary experience has provided me with a great sense of responsibility, being a punctual,
organized and autonomous person. Furthermore, I now have the necessary abilities for teamwork and
schedule flexibility. As my whole work experience was in France, I improved my language and
communication skills a lot within a different culture.
Helena Sousa
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Jul – Sep 08
Aug – Sep 10
Jul – Sep 12
Cashier, Spar Supermarkets, Bonifacio, France
Responsibilities
Customer Service/Customer Support
Sales Clerk
Refill the supermarket shelves
Receiving stock




Jul – Sep 11
Sales Assistant, I Ghjacci, Porto Vecchio, France
Responsibilities
 Customer Service
 Sales Clerk
 Cleaning
VOLUNTARY WORK
2011 – 2012
Maria Paz Varzim, Child Support Center
Praça do Almada, 3, 4490 Póvoa de Varzim (Portugal)
Other relevant
experience
Responsibilities:
 Creating and organising activities for children.
 Entertainment and leisure.
 Giving support for homework tasks and day-to-day running of the center
Languages
Understanding
English
Speaking
Writing
Listening
Reading
Spoken
Interaction
Spoken
Production
B2
B2
B2
B2
B2
Native languages:
French, Portuguese
Skills Profile
ICT Skills
I am able to use the Microsoft Office Package: To work with Microsoft Office Word and Publisher, to create
presentations with Microsoft Office PowerPoint, to develop spreadsheets with Microsoft Office Excel.
I was also trained to use the Translation tools Package: to create a terminological database with Corpógrafo
and SDL Multiterm and to translate using SDL Trados and MemoQ. This allows me to produce translations of
a high quality and to succeed in the translation market.
I also know how to use the Internet and I can work with other useful software programs as Adobe
Photoshop and Dreamweaver.
Interpersonal and Communicative
 Teamwork and tolerant spirit gained through not only my work experience, but also activities
during my education.
 Good communication skills gained through my experience as sales clerk.
 Good interpersonal skills, having collaborated in a number of projects and conferences at
university.
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



Organization and Teamwork
A very organised sense that allowed me to produce translations for different subjects with close
deadlines.
A strong leadership and teamwork spirit through having lead a lot of group works.
Hard-worker and persevering person, a perfectionist and a good eye for detail.
Capacity of working well under pressure, gained through the educational time at University.
Full-clean driving license:
B, B1
Additional
Information
Logistic support to conferences at the University of Aveiro:
Workshops in Translation and International Conferences, such as Festlatino, an international colloquy of the
Festlatin Movement.
25th Anniversary of the Portuguese Association of Comparative Litterature.
High School awards for good behavior and high marks.
Certificates can be provide upon request
Helena Sousa
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Translation Degree
Introduction
Since forever, I have known that my future profession would be related to
languages. The world of the languages and his importance to the society has
always captivated my attention. While growing up, perhaps because of living
among the French and the Portuguese societies, my interest in languages,
cultures and travels was increasing. When arrived the decision time about what
degree should I chose, I did not have any doubt and chose a translation degree.
Obviously, I would choose the French language since it’s my native
language. On the other hand, the English culture as well as its language has
always been a passion, although my difficulties. So I decided to improve my
English and to study it. More broadly, that means that I’m about to finish my
degree translation with specialisation on French and English.
For a translation student as for a professional translator, a portfolio is an
important thing since it works as a work presentation for whoever wants to see
their skills and abilities. In other words, the objective and the advantages of
having a portfolio are various: It allows not only to gather documents, but also to
show how organised you are, as well as your time management skills. Since it
requires some Photoshop skills, it works as a showcase about what you can do.
That can be very useful for example during a job interview because it represents
the academic experience and can be a part of the curriculum vitae.
Additionally, it also demonstrates the capacity of analyzing texts and
understanding them properly.
Besides my CV and my presentation letter, this portfolio includes a range of
text types: Firstly, there is the advertising text, which requires some brainstorm in
order to be faithful to the source message. Then, there are the informative
leaflets, which demand a little more research since there are a lot of specific
terms. After that, there are the instruction manuals, whose grammatical aspect
and length sentences might be taken in consideration. There are the official
documents which need some special attention, since they use specific
expression and words. Then, there are subtitling, a catchy but difficult task that
involves a lot of precision and care. We also find the summary writing chapter, in
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which we improved our capacity of taking notes, select the most important
information of a text and paraphrasing it with the purpose of “uploading it to a
website”. At the end, there are also the abstracts, for which we have to do some
research.
To conclude, I can say that this is actually a good example of how to be a
translator because as a professional, he must not only have some skills for the
activity but also be versatile and ready for all the types of texts. Who knows in the
future we will not be forced to accept all the works we will find…
Helena Sousa
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Translation
Practice
Translation Degree
ST1: Welcoming Message
ST1: Welcoming Message – Improved version
ENGLISH
Please, accept our warmest welcome. We are very pleased to finally have you
as our costumer. This restaurant offers you a wide range of services at your
disposal.
As well as we hope you enjoy your meal, we want you know that all staff and
management are at your entire services. Then, if you have any doubts or
suggestions, please, feel free to tell us and we hope to see you again soon.
TT1: Welcoming Message
PORTUGUÊS
Aceite, por favor, os nossos melhores cumprimentos. Estamos muito satisfeitos de
o ter aqui finalmente como nosso cliente. Este restaurante oferece-lhe uma
grande variedade a seu dispor. Esperámos que desfrute da sua refeição e que
saiba que toda a equipe e gerência está ao seu inteiro serviço. Se tiver alguma
dúvida ou sugestão, por favor, diga-nos. Esperámos vemo-lo de novo em breve.
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ST2: Gonçalo Bilé
GONÇALO BILÉ- AMARRADO (DA CABEÇA AOS PÉS)
Estás sentado no sofá a ver T.V.
Rodeado de IKEA’s e LCD’s
Sonhas com o desportivo de colecção
E ter mulher e ter um filho e ter um cão
Mas não há dia que passe que não penses naquele dia em que sais do canto
E perdes logo a simpatia quando vês que o que ganhas não vale assim tanto
Tira os sapatos que te prendem ao chão
São mocassins chiques mas não valem um tostão
Estás amarrado da cabeça aos pés
Num dia cheio de cigarros e cafés
Estás amarrado sabes bem porquê
Estás atrasado para onde quer que vás
E o teu relógio não te deixa em paz
Mas não há dia que passe em que não te imaginas a voar mais alto
E perdes logo a simpatia quando vês que não vai ser o teu maior salto
Tira a gravata, desaperta o botão
Tens o pescoço inchado de tanta pressão
Num dia cheio de cigarros e cafés
Estás amarrado sabes bem porquê
Estás amarrado da cabeça aos pés (x2)
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TT2: Gonçalo Bilé
GONÇALO BILÉ – TIED UP (FROM HEAD TO TOE)
[You are] seated on the couch, seeing TV.
Surrounded by IKEA’s and LCD.
You dream about sports collector’s car
And about having a wife, a son and a dog (to follow you wherever you are)
But there’s no day you don’t think about that day you leave the corner
And you lost the sympathy when you realize that what you earn doesn’t worth
that much
Take the shoes that stuck you to the ground off
[They are] Chic moccasins but they are worthless
You are tied up, from head to toe
In a day plenty of cigarettes and coffees
You are tied up, you well know why
You are tied up, from head to toe.
You are late wherever you are going
And your watch doesn’t leave you alone
But there’s no day in which you don’t imagine you are flying higher
And you lost the sympathy when you understand that it will not be your biggest
jump.
Take the tie off, loose the button up
Your neck is swollen of so much pressure
You are tied up, from head to toe
In a day plenty of cigarettes and coffees
You are tied up, you well know why
You are tied up, from head to toe. (x2)
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Advertising
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Introduction
As first topic, there is an approach to the advertisement text and
language. For sure, it’s not the easiest text for a translator, even if he’s a
professional, so it’s necessary to understand how advertisement works firstly.
In order to well translating the ads, it is necessary to answer a few questions that
composed the ethnographic analysis so we can understand how the
advertisements work and consequently, how to translate them in a better way.
This analysis includes some general questions as “where would this text be
found?”, “What is the target readership of this text?”, “What is the purpose of the
text?”, but also some question related to the grammatical aspect, such as “What
is the ST like in terms of Sentence length/Sentence complexity/Vocabulary and
terminology?”. One of the most important questions that has obviously to be
answered is “what changes need to be made to the TT to make it more
effective?”. This one allows the translator to determine which are the potential
challenges of a translation and how can he overcome these difficulties.
For the collaborative works, there are two essentials questions that have to
be made before translating by each member of the group: “What are my
responsibilities as a group member?” and “What information needs to be taken
into consideration to ensure an effective and seamless translation is created?”. In
order to make this type of works more efficient, we later concluded that the
better way of overcoming the differences between the group’s members is to
make a glossary used by them.
Besides that, as future-translators and in order to elaborate some kind of
strategy, we look at how the colors, the slogans, the size of frame and even the
type of font can influence and determinate if an ad is good enough or not. Only
this way it has been possible to use the imagination and translate an ad without
neglect the connection between the image and the text.
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ST1: Ethnographic analysis - “Make the Right Move”
This text would be found in a specific magazine. The readership is a very
small sector of the market, for example CEO’s, import/export department, selling
department, between others, and its main purpose is to try to sell these services
or this product and to get new customers.
In relation to the Source text, the sentences are relatively short and simple,
not complicated. However, there is a specific terminology, related to chess that
is crucial here (which we can see on the background image).
By making this ad, Transocean wants to make the costumers believe that
by using the services of this company, they will be using strategy as well.
In this case, the Target text should emulate the Source Text in some
aspects, mainly because the vocabulary and terminology are the same in both
texts. We can also keep the simple and short sentences, no needing to rephrase
them. However, at the end, we find an expression to which we must pay
attention: “We’re never out of our depth” is a pun, because it refers not only to
the activity of the company, but also to the English expression “be out of depth”
that means “to not have the knowledge or skills to deal with a particular subject
or situation”.
In order to be effective, the translator must do a parallel research, since
the main challenge of this translation is the vocabulary, specifically related to
chess. He can overcome this difficulty by creating a glossary, in order to help
him.
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ST1: Make the right move
Translation Degree
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TT1: Make the right move
Translation Degree
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ST2: Ethnographic analysis - “Lemon – VW”
This text may be found in a magazine or newspaper, with the purpose of
impressing the target audience (which is everyone who may be interested in
acquire a new car). The general public can also be considered a part of the
target audience, since the ad can awake the desire of buying a new car. In this
perspective, the purpose of the text is not only promoting the brand’s product,
but also shows the superiority of the Volkswagens’ car in relation to the others in
the market.
The image in black and white suggests that it’s an old car, an old
advertisement and an old (which means with some experience) company. It
also gives the idea that the car is a classic, as well as its quality.
In relation to the terminological aspect of the texts, we can notice in this
text that the sentences are not very long, what makes the translation task easier.
They also are relatively simple and cause no problem to whose wants to translate
them. There’s a lot of parenthesis and semicolons in order to facilitate the
comprehension of the sentences. Nevertheless, the vocabulary is specific; there
are several references to the components of a car. There are also a few
references to German words and places that lead us to make a little research. In
this case, we just have to adjust the Target Text to the Source Text, trying to keep
the short and simple sentence length, and using the terminology from the Source
Text to make the message of Target Text faithful. On the other hand, in some
parts of the text, it’s necessary to opt for a simpler way of transmitting the main
message. For that, things like not keep an expression must be done. On the other
side, you also have to choose the better option for the Target Text, even if that
means a non-literal translation.
To help in this task, I think that texts related to cars are indispensable,
because that’s the main subject of the Source Text. It must then be necessary to
do some research about Germany, country and language, in order to decide if
the German words may be translated or not.
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In my opinion, the main challenge in this task will be to understand some
English expression, for example, the reference to the Lemon (because this fruit is
beautiful on the outside, but it tastes bad, so the company doesn’t want their
cars to be beautiful but working bad). It will also require some research (to
understand that Lemon describes poor quality cars). There’s a huge word game
that the translator has to understand and translate in a way to keep it and make
it having sense in the Target Language and culture.
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ST2: Volkswagen Lemon
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TT2: Volkswagen Lemon
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ST3: Ethnographic Analysis – “Let your geek shine”
This text may be found in a specific magazine or newspaper, with the
purpose of selling the company’s products.
The target audience is everyone who might be interested in technology or
innovation, since the company is selling electronic products. On the image, we
can highlight the warm colors like red, yellow and orange to transmit the
adventure and exotic feeling. Moreover, the size of frame is a very long shot
since the person isn’t even looking at us. This fact reveals a lack of intimacy
because the products don’t need to be much familiar to the buyer, it’s much
formal. On the other hand, the person on the ad is jumping from a cliff to show
the adventure and to underline the idea transmitted in the advertisement text.
This is also related to the key sentence “Take the leap and let your geek shine
too”. “Sparkfun”, the name of the firm, is appealing because of the word “fun”
since electronics and informatics are often related to boring stuff.
In relation to the terminological aspect of the texts, the sentences are not
very long and simple. However, there are some terms that require to do some
research as “WiiTilt”, “BASE Jump” and “LED” in order to translate them properly.
Moreover, the distance “400 foot” also has to be translated to the measure used
in the country of the target language, in this case, meters. In relation to the
slogan, it must be translated since it’s the motto, then the sentence that
captures the attention of the audience. Since the ad is orientated to a younger
public, it’s possible to be more informal while translating. That’s why I think it’s
better to translate “Your” by “Teu” and not by “Seu”. Nevertheless, I believe the
target text can emulate the source text because the grammatical structure of
the sentences is not that different.
To better success in this task, I think that translators must do some research,
as I said before. It’s essential to have some notions related to the specific terms in
order to have a better final product. This is, in my opinion, the main challenge of
this translation.
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ST3 – Let your geek shine
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TT3 – Let your geek shine
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ST4: Ethnographic Analysis – “Windows”
This ad would probably be found in a specific magazine, related to
technology and innovation. We can then conclude that the target readership is
people who is interested by this and love new technology. Its purpose is to show
how important and recognized the products that Microsoft sells are, more
specifically the Operating System Windows. Besides that, this advertisement has
been made in order to convince more people to buy the product.
For that, Microsoft presents the Windows system as a solution for the
“walls” we fight against, a metaphor of the challenges of life. This is present in the
slogan “Life without walls” (which we can interpret as life without problems,
handicaps, etc…) and in the title of the text “Windows VS. Walls” (an expression
of a fight between two sides, using “Versus”). We can also refer that the title used
the alliteration to the “s” sound, what suggests pleasant feelings (“windowS
verSuS wallS”).
On the other hand, the colours used – dark colours – have more than one
meaning: It represents the sophistication and class of the product. We also know
that black is mostly associated to technology. Finally, it means the dark side of
life, when everything goes wrong, in opposition to the shiny side of life (which
explains the use of bright colours) that we can observe through the hole that has
been made in the wall. This one obviously has the shape of the Windows logo, to
enhance that this is the solution for problems we can have, and also to represent
the connection with other people.
Moreover, we can see that the frame, a very long shot (that suggests a
low level of intimacy) in which the participant is not looking directly at the
camera (indirect connection), presents a gloomy living room, and that it was the
man who did the hole, by himself. This fact suggests to the readers an
autonomous feeling and consequently a feeling of power over the problems, by
knowing that “Windows” is always there to help them.
Concerning the text present in the ad, the ST, it’s clear, with short
sentence (to provide a kind of mysterious speech), some of them without being
a complete sentence (for example, without a verb). It also has a low level of
Helena Sousa
30
Translation Degree
complexity. However, the vocabulary and terminology are specific (not very
technological, but relating to advertising). It resorts to a lot strong adjectives
(“epic”) and to figures of speech, like the gradation “little; big; crazy”. We also
observe that some words are re-quoted in subsequent sentences “It’s an
approach to life. An approach dedicated to…” used to emphasize the words
and to determinate the key words of the text. The last sentence is seen as a
conclusion of the text, and is very strong in order to mark the reader and to
make them think about it.
When translating, the translator will have to be careful with the sentence
structure, which may be readjusted. They also might pay attention to the
adjectives chosen, because in the TT they might have some of them that are
better. I think my biggest challenge will be the title, because I haven’t decided if
I should keep the name’s product or if I should translate it yet: The name should
stay as it is, but, on the other hand, its connection with the text and the image
has to make sense.
In order to help themselves, the translator can do parallel research, but I
don’t think it’s very necessary because the text doesn’t talk about a concrete
theme but “an approach” between life and technology. Then, I believe we
won’t find anything that could really help. In this perspective, I think that the most
useful tools would be lingual online dictionaries, to overcome the challenges the
translator can find.
Helena Sousa
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Translation Degree
ST4: Windows
Helena Sousa
32
Translation Degree
TT4: Windows
Helena Sousa
33
Translation Degree
Conclusion
Translating an advertisement is a very enriching experience and should be
imposed to all the translators as far as it improves a lot the professional skills. It
requires a higher level of knowledge about the languages (the source and the
target languages) and know-how.
Personally, it allowed me to be more comfortable with a type of text I
wasn’t very familiarized with. It was a very challenging task, since the translator
can’t just translate literally what the text presents. He has to make sure the
message transmitted on the target text is faithful to the source text, but always
taking in consideration the linguistic and cultural differences. For example, some
ads used puns or idiomatic expression. In these cases, the professional has to be
clever enough to overcome the difficulties related to that. He can try to find a
similar or same expression in the target language, in order to keep the game of
words and consequently, to maintain for example the humor of the ad.
By analyzing the ad made by the cars’ company Volkswagen, it’s possible
to highlight some sentences which can be serious challenges: “We pluck the
lemons, you get the plums” is one of them. It was essential to brainstorm to get a
suitable solution. In this point of view, working in group can then be a positive
aspect and a crucial help for translators to have a good final product.
More broadly, I have realised how much is important to analyze an ad
properly, since it’s the base for a good translation. Then, I learned how to
understand an advertisement and, consequently, how to translate it in a more
perfect way.
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Translation Degree
Glossary
English
Portuguese
BASE jump
Salto BASE
Blemished
Mancha
Drilling
Perfuração
Firmware
Firmware
Fleet
Frota
Glove compartment
Porta-luvas
(To) Hack
Piratear
Junkie
Viciado
Leap
Salto
(To) Lift up
Levantar
Pathway
Caminho
Rig
Equipamento
Shock absorber
Amortecedor de choque
Spot checking
Verificação aleatória
“We pluck the lemons, you get the plums”
“Separámos o trigo do joio”
Windshield
Para-brisas
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Translation Degree
Informative
Leaflets
Helena Sousa
36
Translation Degree
Introduction
Translating Informative leaflets presents some challenges. In fact, this type
of text presents a lot of technical words which is sometimes more difficult to
translate than what we think.
In order to overcome this challenge, unlike while translating the
advertising texts, it’s important to use less the creativity. The translator will have to
do more research to be coherent with the expression used for some specific
words. Since the texts will be translated into English, it’s essential to translate them
always taking in consideration that they will be read by English people. We
always have to pay attention to the target public while translating.
Another challenge that informative leaflets present us is the sentence
length. In English, they are generally shorter than in Portuguese, which means a
translator have to know how to simplify them. That also happens since the
objective of this type of text is to inform everyone, younger and older people,
with some or any education. So, as translators, we have to adapt the texts to
make them more accessible and easy to understand. A good technique for that
is to look at Linguee and compare with the parallel research made previously, to
check the reliability of some expressions of the target texts.
On the other hand, based on the supposition that the texts will be read by
English people living in Portugal, the translator should not translate localisations,
to allow people to find the mentioned places easily.
This type of translation was a true challenge, mainly with regard to
collaborative and group task, since it forces the group elements to try to keep
the consistency and the coherence throughout the whole translation task. For
that, it was necessary to well delegate the tasks, which is a quality the translators
that works in group must have. This is more important than it seems, since in the
future, we may have to work in group, with professionals that has a totally
different way of working.
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ST1: USF Briosa
Translation Degree
Helena Sousa
38
TT1: USF Briosa
Translation Degree
Helena Sousa
39
ST1: USF Briosa
Translation Degree
Helena Sousa
40
TT1: USF Briosa
Translation Degree
Helena Sousa
41
Translation Degree
Helena Sousa
ST2: Gripe A
42
Translation Degree
Helena Sousa
TT2: Gripe A
43
ST3: Sida page 1
Translation Degree
Helena Sousa
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TT3: Sida page 1
Translation Degree
Helena Sousa
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ST3: Sida page 2
Translation Degree
Helena Sousa
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TT3: Sida page 2
Translation Degree
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ST3: Sida page 3
Translation Degree
Helena Sousa
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TT3: Sida page 3
Translation Degree
Helena Sousa
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ST3: Sida page 4
Translation Degree
Helena Sousa
50
TT3: Sida page 4
Translation Degree
Helena Sousa
51
Translation Degree
ST4: Communiqué – Page 1
Helena Sousa
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TT4: Communiqué - Page 1
Translation Degree
Helena Sousa
53
Translation Degree
ST4: Communiqué – Page 2
Helena Sousa
54
TT4: Communiqué – Page 2
Translation Degree
Helena Sousa
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Conclusion
Translating an informative leaflet is a true challenge. It’s very restrictive
and doesn’t give a lot of liberty to the translator since the text has to be precise
and not ambiguous. On the other hand, the professional has to be very careful
while translating, because most of the informative leaflets are about health
cares and a minimal mistake can lead to a misunderstanding or even to a
mistake which might have some serious consequences.
Since the objective of this type of text is to inform everyone about
something (most of the time, an important subject as health), the language
must be simple so everyone can understand what’s on it. It can be a challenge
to find the right words to define or describe something because in some cases,
it’s easier than it looks like, which can confuse the translator and force him to
do some parallel research.
Moreover, there is another challenge: to keep the coherence while
translating in group. Collaborative work is harder than individual work since
there must be a bigger concern relative to the others translators’ translation. For
that, it was created a glossary used by the members of the group, to make sure
the coherence and consistency were kept all along the translation.
To conclude, translating the informative leaflets was very rewarding
because it allowed me to get closer to this type of text, since I was not very
familiarized with it. I also have understood how important is to make a glossary
because you can re-use some expressions, terms or verbs in a future translation.
Translation Degree
Glossary
English
Portuguese
Accessibility
Acessibilidade
Appointments marking
Marcação de consulta
Appointment to diabetic foot
Consulta do pé diabético
Appointments with a substitute doctor
Consulta de Intersubstituição
Birth Control
Planeamento Familiar
Bite
Picada
Blotches
Manchas
CAJ (Appointment for teenagers)
CAJ (consulta de atendimento ao jovem)
Children’s Health
Saúde Infantil
Clinical information
Informação clínica
Communiqué
Comunicado
Contacts
Contactos
Contingency plan
Plano de contingência
Continuity
Continuidade
Dengue Fever
Febre de dengue
Diabetes
Diabetes
Director-General for Health
Diretor-Geral da Saúde
Droplet
Gota/Gotícula
Emergency/Scheduled Appointments
Consulta Aberta/Programada
Emergencies
Situações agudas
Family Doctor
Médico de Família
Family Health Team
Equipa Saúde Familiar
Family health unit
Unidade de Saúde Familiar
Globality
Globalidade
Guidelines
Orientações
Health care
Cuidados de Saúde
Health center
Centro de Saúde
Home visits
Consulta o domicílio
Hypertension
Hipertensão
Insect Repellent
Repelente de Insetos
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Translation Degree
Loose-fitting
Folgadas/Amplas
Medical/ Nursing appointment
Consulta Médica/De Enfermagem
Medical/Nursing attendance
Atendimento Médico/De Enfermagem
Minor Surgeries
Procedimentos cirúrgicos
Mosquito net
Mosquiteiro
Needle
Agulha
Nurses
Enfermeiros
Nursing care
Cuidados de Enfermagem
Nursing home visits
Domicílios de Enfermagem
Opening hours
Período de Funcionamento
Patient
Utente
Physicians
Médico (de família)
Prescription
Receituário/Receitas
Reception
Secretariado
Reception Staff
Administrativos
Referrals
Credenciais
Results
Resultados
Risky behavior
Comportamento de Risco
Sexual intercourse
Relação Sexual
Shiver
Arrepio
Spread
Propagação
Stop smoking appointment
CCT (consulta cessação tabágica)
Surveillance appointment
Consultas de Vigilância
Swine Flu
Gripe A
Team
Equipa
Test
Exames
Tissue
Lenço de Papel
Throw away
Deitar fora
User Card
Cartão de utente
Waiting time
Tempo de espera
Helena Sousa
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Translation Degree
Helena Sousa
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Translation Degree
Instruction
Manuals
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Translation Degree
Introduction
One of the types of texts we have to translate was the instruction
manuals, which objective is to make the everyday life easier, by explaining how
toys, electric appliances and sometimes technological products work.
Fortunately, this is not the hardest one among the others, since the
structure of the sentences is simple and easy to understand. On the other hand,
there is a necessity of keeping the language elementary, since this type of text
gives orders or requests that have to be understood by everyone. In fact, the
target audience of the manual instructions is obviously anyone who needs it –
and this is very vast, because the text might be read by an 8 year old as by a 40
year old person.
The Manual Instructions are most of the time accompanied by images
and the respective captions. Then it’s essential that the translator makes sure to
translate all the text, and to not forget any caption or explanations of the
illustrations. Moreover, the text (not only the captions) has to be in accordance
with the image. For example, if the illustration shows us an up arrow, the text will
obviously not talk about a “down arrow”. That means that there is a bigger
necessity of paying attention to the translation, since there is a direct
connection between the image and the text.
Finally, for translating a manual instruction, it’s essential to do a lot of
parallel research due to the intensive use of specific and specialized words. For
example, terms and expressions as “pole”, “screw”, “set up” or “cable
clamper” are usually used on this type of texts. It was necessary to dip into
some manual instructions in Portuguese, for check and validate that, in fact,
the translations of those terms and expressions are respectively “pino”,
“parafuso”, “instalação” e “abraçadeira”.
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Translation Degree
ST1: Dinosaur Egg
ST1: Dinosaur Egg – Improved version
Helena Sousa
62
Translation Degree
TT1: Dinosaur Egg
Helena Sousa
63
Translation Degree
ST2: Pedestal page 1
Helena Sousa
64
Helena Sousa
TT2: Pedestal page 1
Translation Degree
65
Translation Degree
ST3: Pedestal page 2
Helena Sousa
66
TT3:Pedestal page 2
Translation Degree
Helena Sousa
67
Translation Degree
S T4: Pedestal page 3
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S T4: Pedestal page 3
Translation Degree
Helena Sousa
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Translation Degree
Conclusion
Translating instruction manuals require a lot of concentration, since there
is a huge need of keeping the coherence and the consistency trough the
pages of the manual. Using the example of a text I have translated, there are
some terms which demand more attention:

“Holes” was translated as “Orifícios”.

“Plasma television” or “Plasma TV”were translated by “televisor” all
along.

“Front” by “Parte da frente”.

“Rear” by “Parte de trás”.

“Base” was always translated by “base” and never by “pedestal”.

“Securing” was translated by “fixação”.

“Fasten” was translated by “Fixar”.

“Accessories” was translated by “acessórios”.
To ensure the faithfulness and quality of the translation, it was necessary
to
consult
some
parallel
texts
(as
http://download.p4c.philips.com/files/d/dvdr75_191/dvdr75_191_dfu_brp.pdf)
to initially understand how the relation between the company who sells the
product and the customer works. I did then realize that the instruction manuals
use a casual language, and try an “approach” to the product user, perhaps
trying to make him feel secure and trusting. This type of research also helps to
validate the translation of the specific terms choosed during the translation.
After that, I made a glossary with those terms that allowed me to translate the
text faster than if I always would have to check the specific terms.
Besides that, I paid attention to the relation between the illustrations and
the captions. On the other hand, I tried to keep the sentences simple. Also, the
objective language is an obligation in this type of text – any sort of ambiguity
should be erased. For that, I used the imperative form to transmit the idea of an
order or require.
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Translation Degree
Glossary
English
Portuguese
Assembling
Montagem
Band
Tira
Bind
Juntar
Cable clamper
Abraçadeira
Choking hazard
Perigo de Asfixia
Clamp
Grampo
Coating
Revestimento
Dealer
Comerciante
Fall-prevention bracket
Suporte anti-queda
(To) Fasten
Fixar/Apertar
Front
Parte da Frente
Hatch out
Eclodir
Holes
Orifícios
Injury
Lesão/Ferimento
Mains lead
Cabo de Alimentação
Marble
Berlinde
No. Label
Número da Etiqueta
Pole
Pino
Rear
Parte de trás
Screw
Parafuso
Setting up
Instalação
Soaked
Embebido
Supplied
Fornecido
Strap
Tira
Thickness
Espessura
Thinner
Mais fino
Warped
Deformado
Helena Sousa
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Translation Degree
(To) Wipe
Limpar
Wire
Arame
Wood Screw
Parafuso para Madeira
Worktop
Bancada
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Translation Degree
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Translation Degree
Official
Documentation
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Translation Degree
Introduction
The official documents are a specific type of texts. It requires some
deeper knowledge not only of the target language but also of the source
language. For correctly translated an official document, it’s first necessary to
understand what is the purpose of “this” text, as well as what means some terms
used by the official language in particular.
This type of document has the purpose of certified a fact relating to
someone. Thus the target audience encompasses all the persons who want to
certify a fact or event of their lives. As an example of that, we have a degree
completion or a career licence.
One of the biggest challenges of the official documents is the fact that
they are most of the time a representation of some big institutions, companies
or other entities. In this perspective, the translator has to be careful not to do
any mistake, since he could put the image or prestige of them iat risk.
Therefore, there’s a bigger needing of check and proofreading in relation to
the other types of texts we have been translating.
For a translator, the easiest part of the official documentation is the fact
that most of them are previously made and follow a standard of writing. This
can really help a translator who works exclusively for a company, for example,
since the translations are made. However, some details might have to be
changed, since an official documentation is personal and adapted to each
situation.
In order to overcome some difficulties, there’s a strategy adopted by a
lot of translators: the progressive elaboration of a glossary. Along the
translations made in the official documentation area, the translator adds to the
glossary the terms and expressions which have caused some doubts. Every time
he needs to check a term, he just has to look at the glossary. It’s a very
effective way of making the translator works easier.
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Translation Degree
ST1: Delegação regional do centro da ordem dos
médicos
Delegação regional
do centro da
ordem dos médicos
Eu, MARIA JOANA ALMEIDA ROSMANINHO, Directora dos Serviços
da Delegação Regional do Centro da Ordem dos Médicos, declaro que, o
Dr. NUNO FERNANDES BASTOS RODRIGUES, residente em
Coimbra, está registado nesta Delegação com o número SETE MIL,
QUATROCENTOS E OITENTA E SETE desde o dia 22 de Outubro de
1998, correspondendo à Cédula Profissional número TRINTA E OITO
MIL, SETECENTOS E NOVENTA E CINCO, estando em plena posse
dos seus direitos nessa mesma data, está legalmente habilitado para
exercer as funções de Médico em todo o território nacional, sem
quaisquer restrições, e que ele é competente e profissional na sua
conduta, não havendo nada de penalizante no seu registo pessoal.
Mais declaro que o referido Médico exerceu a sua actividade durante três
anos consecutivos nos últimos cinco, e que a sua formação médica está de
acordo com os estatutos definidos no Artigo 1º da 2ª Directiva Médica
(75-363-CEE) do Conselho das Comunidades Europeias.
Após reconhecimento da veracidade destes factos e após o pedido da
emissão deste certificado, lavrei e assinei pessoalmente, e autentiquei com
o selo branco desta Delegação Regional.
Secretariado da Delegação Regional do Centro da Ordem dos Médicos, a
28 de Fevereiro de 1999
(Assinatura de Maria Joana Almeida Rosmaninho por cima do selo
branco)
Este certificado é válido por um período de três meses após a data de
emissão
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Translation Degree
TT1: Delegação regional do centro da ordem dos
médicos
REGIONAL DELEGATION OF THE
CENTRE OF PORTUGAL OF THE
PORTUGUESE MEDICAL
ASSOCIATION
I, MARIA JOANA ALMEIDA ROSMANINHO, Director of the Regional
Delegation of the Centre of the Portuguese Medical Association, hereby
declare that, Dr. NUNO FERNANDES BASTOS RODRIGUES, residing in
Coimbra, Portugal has been registered in this delegation with the number
7,487 since 22nd October 1998, corresponding to the license number
38,795 being in full possession of their rights on that date, is legally
qualified to practise Medicine in Portugal, without any restrictions and that
they are competent and professional, there being nothing to discredit them
on their personal record.
I further declare that the aforementioned doctor has practised during three
consecutive years over the last five years, and that their medical training is
in accordance with the statutes determined in the Article 1 of the 2nd
medical directive (75-363-CEE) of the Council of European Communities.
After having personally verified the truth of these facts and after the request
of the issue of this certificate, I drew up, signed, and authenticated it with
the embossed seal of this Regional Delegation.
Office of the Regional Delegation of the Center of Portugal of the
Portuguese Medical Association, 28th February 1999
(Signature of Maria Joana Almeida Rosmaninho, over embossed seal)
This certificate is valid for three months after the date of issue.
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Translation Degree
ST2: Certidão
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Translation Degree
TT2: Certidão
theoria poiesis praxis
CERTIFICATE
Name:
Parents:
Date of Birth:
ID Card:
Nationality: PORTUGAL
issued on 15TH SEPTEMBER 2003
Enrolled in: 11th AUGUST 2005
Degree: 9062 – MASTER IN ENGLISH STUDIES
I hereby certified that, according to our records, the aforementioned student completed
and passed the referred course in 8th September 2008, under Decree-law 216/92 dated
13th October.
The diploma has already been required and all the inherent expenses have been paid.
This certificate is authenticated with the embossed seal of this University, and
comprises 1 page.
P.P. DIRECTOR OF THE ACADEMICS AND ADMINISTRATIVES SERVICES
CHECKED
Fees 13,65€
Total 13,65€
ACADEMIC SERVICES
12th September 2008 15:54:46
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Translation Degree
ST3: Declaration of Honour
MARIA ISABEL FIGUEIREDO CAMPOS PEREIRA
TRADUTORA
Rua José Régio Lote 259, 3º Esquerdo
Vale das Flores
3030-107 COIMBRA
Telefone / Fax: 239 56 58 90
Telemóvel: 916 257 112 / 966 557 149
Correio Electrónico: [email protected]
DECLARAÇÃO SOBRE COMPROMISSO DE HONRA
MARIA ISABEL FIGUEIREDO CAMPOS PEREIRA, tradutora licenciada, residente
na Rua José Régio, Lote 259, 3º 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 português e traduzido
para Inglês.
Mais declara que a tradução do referido documento é uma tradução fiel ao
documento original.
Coimbra, 24 de Novembro de 2010
Maria Isabel Figueiredo Campos Pereira
Tradutora
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Translation Degree
TT3: Declaration of Honour
MARIA ISABEL FIGUEIREDO CAMPOS PEREIRA
TRANSLATOR
Rua José Régio Lote 259, 3º Esquerdo
Vale das Flores
3030-107 COIMBRA
PORTUGAL
Telephone / Fax: 239 56 58 90
Mobile phone : 916 257 112 / 966 557 149
E-mail : [email protected]
TO WHOM IT MAY CONCERN
I, MARIA ISABEL FIGUEIREDO CAMPO PEREIRA, qualified Translator,
residing in Rua José Régio, Lote 259, 3º Esquerdo, Vale das Flores, 3030-107,
Coimbra, Portugal, declare that the attached degree certificate, issued to Dr.
Nuno Fernandes Bastos Rodrigues, was written in Portuguese and translated
into English.
I further declare that the translation of the abovementioned document is a
faithful translation of the document provided to me.
24th November 2010
Translator
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Translation Degree
ST4: Extension of the deadline
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Translation Degree
TT4: Extension of the deadline
theoria poesis praxis
Professor
Department of Languages and Cultures
UNIVERSITY OF AVEIRO
Nº 9517/G.T.S.A 22nd October 2007
Subject: Extension of the deadline to submit the Master’s dissertation
I have the pleasure to inform you that the request for the extension of the deadline to
submit the Master’s dissertation of your supervisee (name) was authorized on 9 th
October and should be delivered by 30th April 2008.
Yours sincerely,
P.P. The Director of Administrative and Academic Services
(José Mário Pelaio)
The Degree Representative
(Signature)
Mario Chuva Gomes
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Translation Degree
Glossaries
Portuguese
English
MARIA JOANA ALMEIDA ROSMANINHO
MARIA JOANA ALMEIDA ROSMANINHO
Declaro que
I hereby declare that
Delegação Regional do Centro
Regional Delegation of the Centre
Ordem dos Médicos
Portuguese Medical Association
Residente em
Residing in
Está registado nesta delegação
Has been registered in this delegation/here
Desde o dia 22 de Outubro de 1989
Since 22nd October 1989/October 22, 1989
Correspondendo à cédula profissional nº
Corresponding to the license number
Estando em plena posse dos seus direitos
Being in full possession of their rights
Nessa mesma data
On that date
Está legalmente habilitado para exercer
Is legally qualified to practise Medicine
as funções de médico
Em todo o território nacional
In Portugal
E que ele é competente e profissional na
And
sua conduta
professional
that
they
are
competent
and
Não havendo nada de penalizante no There being nothing to discredit them on
seu registo pessoal
their personal record
Mais declaro que
I further declare that
O referido Médico
The abovementioned doctor
Exerceu a sua actividade
Has practised
A sua formação médica
Their medical training
Está
de
acordo
com
os
estatutos
Is
in
accordance
with
the
definidos
determined
Artigo 1º da 2ª Directiva Médica
Article 1 of the 2nd medical directive
Conselho das Comunidades Europeias
Council of European Communities
lavrei
I drew the certificate up
Após
o
pedido
da
emissão
deste
statutes
After the request for the issue of this
certificado
certificate
Reconhecimento da veracidade destes
Having personally verified the truth of these
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Translation Degree
factos
facts
Assinei pessoalmente
I signed
Autentiquei
I authenticated
Com o selo branco
With the embossed seal
Secretariado
Office
Assinatura de
Signature of
Por cima do selo branco
Over embossed seal
Válido por um período de três meses
Valid for three months
Após a data de emissão
After the date of issue
Portuguese
English
Certidão
Certificate
Filiação
Parents
Bilhete de Identidade
ID Card
Nacionalidade
Nationality
Matriculado em:
Enrolled in:
Curso
Degree
Mestrado em
Master in
Ao abrigo do D.L. 216/ de de Outubro
Under
Decree-law
216/92
dated
13th
October.
Classificação final
With an average of (…)
Aprovado
Completed and passed
Diploma
Certificate
Despesas inerentes
Inherent expenses
Contém 1 folha
Comprises 1 page.
DIRECTOR DOS SERVIÇOS ACADÉMICOS E
DIRECTOR
ADMINISTRATIVOS
ADMINISTRATIVES SERVICES
Conferido
Checked
Emolumentos
Fees
SERVIÇOS ACADÉMICOS
ACADEMIC SERVICES
Helena Sousa
OF
THE
ACADEMICS
85
AND
Translation Degree
Portuguese
English
Telefone
Telephone
Telemóvel
Cellphone
Correio Electrónico
E-mail
DECLARAÇÃO SOBRE COMPROMISSO DE
TO WHOM IT MAY CONCERN
HONRA
Em anexo
Attached
Emitido
Issued
Mais declara
I further declare
Referido documento
The abovementioned document
Tradução fiel ao documento original
A faithful translation of the
document provided to me.
Portuguese
Exª Senhora
English
Professor
Profª Doutora
Assunto
Subject
Prorrogação
Extension
Prazo de entrega
Deadline
Dissertação de Mestrado
Master’s dissertation
Tenho a honra de informar
I have the pleasure to inform you
Vªa orientanda Licenciada
Your supervisee
Superiormente autorizado
Was authorized
9 do corrente [mês]
9th October [month]
Com os melhores cumprimentos
Yours sincerely
Pel'O
P.P.
Pivot/Pivô do Curso
The Degree Representative
Assinatura
Signature
Helena Sousa
86
Translation Degree
Conclusion
The official documents are at the same time, the most demanding and
one of the simple type of text we have study during the semester: On the one
hand, the language is very specific, what have made me consult some parallel
texts (of certificates and diplomas) in order to be able to well translate the texts.
But on the other hand, once you have translated a writing model of certificate
for a specific entity, you just have to change some details on the future
translations. Taking the example of the Certificate of the University of Aveiro, a
translator who is hired for translating one of them just has to translate the
general information (as “Name, Parents, Birth Date, etc. …). The rest of the
certificate has to be written in accordance with the data of the student.
Moreover, some sentence fragments are the same for all the certificates, like “I
hereby certified that, according to our records, the aforementioned student…
“. This makes the work easier for the translators and allows them to translate
faster and better.
As I said before, to overcome the challenges of the official documents, I
have
made
some
research
and
read
some
texts
of
the
area
(http://europass.cedefop.europa.eu/en/documents/european-skillspassport/certificate-supplement/examples). Then I also used the translation tool
Linguee, which has really helped me with some words or expressions. Finally, I
also consult the multilingual term base Iate that is very helpful when we are
translating a specific area text. However, all these tools even combined might
not be enough to translate an official document. In fact, it requires a higher
level of knowledge and mastery of the language.
We can then conclude that this type of text increased a lot the student’s
skills since most of them have never had a close contact to the official
documentation.
Helena Sousa
87
Translation Degree
Subtitling
Helena Sousa
88
Translation Degree
Introduction
Often forgotten and underrated, subtitling has been growing a lot and
making itself a place amongst the translation areas. In fact, with the world
becoming increasingly technological, subtitles are each day a little more
needed and a part of our reality. It’s possible to come across subtitles pretty
much everywhere we go and watch.
Considering the fact that being a translator means essentially to keep
always upgrading, it was important to develop my knowledge about this area.
Contrary to popular belief, not everyone can translate nor subtitle. There are a
lot of specific criteria by which “subtitlers” should govern. The lack of
application of them has been resulting in a myriad of bad subtitling, not only in
a grammatical aspect but also in relation with, for example, the length of the
sentences.
While subtitling, we have to be careful because each of the lines of the
subtitle should have between 35-40 characters, spaces included. Moreover,
two is the limited number of line allowed, and the top line should be longer (this
is related to the speed reading). It’s also useful to know where we should place
the subtitles on the screen: On the left and italicize when the character is
singing, centre-aligned and italicize when he is thinking or simply centre-aligned
when he’s talking. Dashes should also be used to introduce each characters’
speeches in the same frame.
Here, it’s important to know how to summarize : Since you can’t always
just translate the script, having to erase some information, it’s of prime
importance to select or to rewrite the sentences so they can fit in the criteria
mentioned above.
In short, subtitling promises to be a huge challenge, but I strongly believe
that it will be, above all, very enriching and that it will learn me a lot about the
activity.
Helena Sousa
89
Translation Degree
ST1: Awful Wedded Wife
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,...
Helena Sousa
90
Translation Degree
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...
Helena Sousa
91
Translation Degree
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.
Helena Sousa
92
Translation Degree
May Almighty God bless you all
The Father, the Son, and the
Holy Spigot... Spirit.
Amen.
Bravo!
Helena Sousa
93
Translation Degree
TT1: Awful Wedded Wife
Bernard and Lydia,
Pergunto se é de vossa livre vontade
aceitar os compromissos do casamento
Bernard, repita comigo.
- Declaro solenemente…
- Que não há qualquer impedimento legal…
Que me impeça a mim, Lydia…
Que me impeça a mim, Bernard…
Desculpe.
- Bernard Godfrey St John Delaney,...
- Bernard Godfrey St John Delaney,...
Helena Sousa
94
Translation Degree
Não contraia matrimónio
a Lydia John Hibbott.
Não contraia matrimónio
a Lydia Jane Hibbott.
Lydia, repita comigo.
Para que eu, Lydia John Hibbott …
Para que eu, Lydia Jane Hibbott …
Não catraia matrimónio…
Não contraia matrimónio…
com Bernard Geoffrey
Sidd... Siddun... Delaney
Helena Sousa
95
Translation Degree
com Bernard Geoffrey St John Delaney
Invoco estas testemunhas
aqui presentes…
Invoco estas testemunhas
aqui presentes…
Que eu, Berbard…
Delaney…
Que eu, Bernard Delaney…
- Aceito-te, Lydia Jane Hibbott…
- Aceito-te, Lydia Jane Hibbott…
- Para ser minha esposa ilegal.
- Para ser minha esposa legal.
Está cer…. Está certo!
Abençoa-vos Deus todo poderoso
Helena Sousa
96
Translation Degree
Pai, Filho e Espírito tanso …Santo.
Ámen.
Bravo!
Helena Sousa
97
Translation Degree
ST2: Good Morning, Vietnam!
Good morning, Vietnam!
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 0600. What's the "O" stand for?
Oh, my God, it's early.
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?
Helena Sousa
98
Translation Degree
I don't know, Lieutenant. I-I guess
it means, good morning, uh, Vietnam.
And who gave anyone permission
to programme modern music?
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."
Helena Sousa
99
Translation Degree
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.
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.
Helena Sousa
100
Translation Degree
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.
Helena Sousa
101
Translation Degree
TT2: Good Morning, Vietnam!
Bom dia, Vietnam!
Hey, isto não é um teste.
Isto é Rock & Roll.
Está na hora de dançar
Desde a delta até ao ZDV.
É de mim, ou isto soa como
um filme de Elvis Presley?
Viva Da Nang.
Oh, viva, Da Nang.
Da Nanga-me, Da Nanga-me
Pega numa corda e enforca-me
Hey, é um pouco cedo demais
Para falar tão alto? Hey, tarde demais.
São 6 da manhã.
Oh meu Deus, é cedo.
Falando de cedo, e que tal
Aquele troglodita, Marty Dreiwitz?
E aquela do Marty me chamar
“voz maravilhosa”,
Helena Sousa
102
Translation Degree
Fez-me parecer a Peggy Lee
“Bom dia, Vietnam?”
Que raio é isto suposto significar?
Eu não sei, Lieutenan. A-acho que
significa, bom dia, uh, Vietnam…
E quem deu a permissão
para passar música moderna?
Freddy and the Dreamers!
Velocidade errada.
Para aqueles que estão de
ressaca, vai parecer mesmo bem.
Vamos lá pôr mais depressa,
a ver o que dá.
Agora em 78 rotações.
Os pilotos devem dizer: “gosto
desta música, gosto desta música”.
Esperem.
Vamos tentar uma coisa.
Helena Sousa
103
Translation Degree
Vamos tocá-la de trás
para a frente, a ver se melhora.
Freddy is a devil.
Freddy is a devil.
Imaginem um homem numa viagem
para lá da imagem e do som.
Deixou Creta, entrou na zona
desmilitarizada.
Que é isso de
“zona desmilitarizada”?
E “acção policial”?
Parece uma dupla de polícias
de Brooklyn, do tipo
“Sabes, eu acho-a bonita.”
O que for que seja, gosto dela
Porque desperta-te mais
do que um cappuccino forte.
O que é uma zona desmilitarizada? Parece
algo saído do Feiticeiro de Oz,
Helena Sousa
104
Translation Degree
Oh, não, não entres aí.
Ho Chi’Minh
Oh, olha, aterraram em Saigão.
Estás entre os pequenitos agora.
Representámos o Exército da
República do Vietnam.
Oh, não! Sigam o trilho de Ho Chi Minh.
Sigam o trilho de Ho Chi Minh.
Helena Sousa
105
Translation Degree
ST3: Bee Gees Interview
We’re children of the world,
watching every day go by.
Changes my life
changes your life,
keeps us all anticipating.
We are searchers of the truth,
every man is a boy deep down.
Gotta say it, how you mean it,
there ain't no easy way.
Yes, you’ve guessed it! It’s the world
famous Bee Gees,
who’ve sold more records than any
other group called “The Bee Gees”
in the entire history of the world.
And, as you know, the boys very
seldom give interviews.
Helena Sousa
106
Translation Degree
But they’re here tonight to answer
all the in depth questions,
that you at home don’t give
a damn about.
Well, guys, you’re in the middle
of a world tour and
you’ve just finished sell out
concerts here in London.
Why is it, you think, that millions of
people love your music?
Cause we’re living in a world of fools.
I see… some people have implied that
your high voices,
covered with the long hair, shirt open to the navel
revealing hairy chest and medallion look,
suggest that you’re somewhat less
than masculine and that you…
Helena Sousa
107
Translation Degree
Look the other way.
Exactly. And what do you say to that?
I see… so you poopoo the less than
masculine slur, do you Barry?
Where you can tell by the way I use
my walk, I’m a woman’s man.
Yes…Well, let’s talk about those
famous Bee Gee teeth now.
How would you describe them?
Massachusetts
I see… Mass of chew sets. It’s a joke!
It’s a tragedy
Helena Sousa
108
Translation Degree
Oh, I agree!
Try to understand
I did, but let’s face it:
it’s a very dull joke.
We can make it shine
OK, I’ll give you one more chance.
Tell the joke again.
Massachusetts
Well, it doesn’t work. Forget it!
Ladies and Gentlemen, I’ve been talking
to The Bee Gees!
Great. Didn’t they?
Helena Sousa
109
Translation Degree
TT3: Bee Gees Interview
Somos crianças do mundo
Vendo os dias a passar
Mudar a minha vida, Mudar a tua vida
Mantém-nos a todos expectantes
Queremos a verdade,
no fundo, todos os homens são crianças
Temos de dizer como queremos
não existe uma saída fácil
Sim, adivinharam,
são os famosos Beeges
Já venderam mais discos que qualquer
outro grupo chamado BeeGees.
Como sabem, os rapazes raramente
dão entrevistas.
Mas estão aqui esta noite para responder a
todas as perguntas que não nos interessam.
Rapazes, porque razão milhões de pessoas
gostam da vossa musica?
Helena Sousa
110
Translation Degree
Porque vivemos num mundo de idiotas
Algumas pessoas insinuam que as vossas
vozes agudas, os vossos cabelos longos
e as camisas abertas ate ao umbigo
revelando peitos peludos
e joias sugerem que são pouco
masculinos e que…
Jogámos noutra equipa.
O que dizem a isto?
Estou a ver… Então não quer saber
destas calúnias?
Bem, podem ver pela maneira como ando
que sou mulherengo
Vamos falar desses famosos dentes
BeeGee, como os descreveriam?
Helena Sousa
111
Translation Degree
Massa-chu-setts!
Estou a ver, mass of chew sets
(grandes mandíbulas)
É uma tragédia
Concordo.
Tenta perceber
Percebi, mas é uma piada seca.
Conseguimos fazê-la brilhar
Dou-vos mais uma oportunidade.
Massa-chu-setts!
Helena Sousa
112
Translation Degree
Esqueçam, não funciona.
Senhores e Senhoras, tenho estado a falar
com os Beegees.
Irritantes, não foram?
Helena Sousa
113
Translation Degree
ST4: University Challenge
Hello, and welcome to another edition
of University Challenge.
This week, the teams represent
Footlights College, Oxbridge…
Rah rah rah! We're going to smash the oiks!
Yes, that's the spirit. And Scumbag College.
Oi! Up Scumbag! Up Scumbag!
See you, teddy-bear, come 'ere!
- Yes, well, representing Footlights
we have Lord Monty...
Hello.
-...Lord Snot...
- Heh heh heh.
- ...Miss Money-Sterling...
- Ah!
Helena Sousa
114
Translation Degree
- ...and Mr. Kendal Mintcake.
- Hi
- And representing Scumbag we have Mike.
- Hello.
- ...Prick...
- What?
...Vyvyan...
-...and Neil.
- Vegetable rights and peace.
So, your starter for 10, no conferring:
Born in 1311 of Manchurian stock, he came to...
- Scumbag, Neil.
- Uh...Can I go to the toilet please?
No, I'm sorry, you're barking up
the wrong tree there.
5 point penalty to Scumbag, full question
to Footlights, no conferring.
Helena Sousa
115
Translation Degree
...He came to represent the modal
cathodic slipwit of the...
Footlights, Monty.
Alright, now, eh, wasn't it, wasn't it
Monk d'Wally d'Honque?
Yes, well, you're almost there,
can you give me any more?
Certainly, will fifty pound do?
Absolutely spot on, well done Footlights,
10 points, and three bonus questions to you.
- "What was the name..."
- Battle of Bannockburn!
Yes, well that's very well anticipated.
Battle of Bannockburn it is.
Buzz, buzz...uh, sorry to hassle
you or anything, Bambi,
Helena Sousa
116
Translation Degree
but I really do need to go to
the toilet really badly, you know.
Yes, well, the second bonus question, to Footlights,
who are ahead by 15 points,
but it's early days yet...
Oh, no, guys, I'm just going to have
to wee on Lord Snot's head.
...Who said, "Lawks a lordy, my bottom's on fire"?
Lenin!
Yes, I can accept that, although the exact
answer is Joan of Arc.
Well done, Footlights, 5 points.
And what is the chemical equation...
Helena Sousa
117
Translation Degree
I've got a Porsche. Hee hee!
Yes, well, that's not exactly what
I've got written on the card,
but I knew your father,
so Footlights leads by 25 points.
Daddy sends hugs. Hee hee!
So, starters for 10, fingers on the buzzers...
Who is the richest person in the world?
- Scumbag, Vyvyan.
- What?
We're getting trashed,
we're getting completely trashed!
Isn't there some way we can cheat?
- Guys, look, it's beginning to seep out.
- It's very simple, Neil. Use the jug!
Helena Sousa
118
Translation Degree
Now I'll have to hurry you...
Who is the richest person in the world?
- Footlights, Snot.
- It's me, isn't it?
No, I'm afraid not, your father's multi-national
collapsed early this morning.
Oh, damn
So with the score still standing
at 25 to nothing, here goes...
I'm completely bloody sick of this!
Give us some easy ones, Bambi,
you big bottom-boil!
Relax, we can handle this...
Vyvyan!
- Achtung!
Helena Sousa
119
Translation Degree
- It's not an automatic…
- Okay, Bambi, let's hear another.
So here goes with the starter for 10.
What is the record number of marshmallows
stuffed up one nostril?
- Scumbag, Mike.
- Six hundred and four, Toxteth O'Grady, U.S.A.
- I told you that, Mike, you bloody cheat!
10 points, Scumbag, and your question:
Who produced the world's stickiest bogey?
- Toxteth O'Grady.
- Correct, 5 points.
You bum bag!
- The world's stupidest bottom-burp?
- Rick, Britain!
Helena Sousa
120
Translation Degree
- Correct, 5 points!
- It is not!
And finally, for 5 bonus points
to take you into the lead:
Who's been tampering with my question cards?
It was me! It was me! Damn, damn!
Helena Sousa
121
Translation Degree
TT4: University Challenge
Olá, e bem-vindo a uma nova edição
de Desafio universitário.
Esta semana, as equipas representam o
Colégio da Ribalta, Oxbridge…
Vamos esmagar os porcos!
É esse o espírito. E a Colégio da Escumalha.
Vamos Escumalha, Vamos Escumalha!
Eu vi-te, ursinho, anda cá!
Bem, a representar Footlights,
temos o Lorde Caçador
Olá.
…Lorde Ranhoso…
…Menina Esterlina…
Helena Sousa
122
Translation Degree
- …e Sr. Kendal Casa-da-Moeda.
- Hi
- E a representar Escumalha, temos o Mike.
- Olá
- ...Prick...
- O quê?
...Vyvyan...
-...e Neil.
- Direito dos legumes e paz.
Primeira pergunta, vale 10 pontos,
sem trocar impressões:
Nascido em 1311 de descendência manchu, veio para…
- Colégio da Escumalha, Neil.
- Posso ir à casa de banho, por favor?
Helena Sousa
123
Translation Degree
Não, desculpa, estás a bater à porta errada.
5 pontos de penalização para Escumalha.
Questão completa para Ribalta,
sem trocar impressões.
… Veio para representar o “slipwit”
teoria catódico modal do…
Ribalta, Lorde Caçador.
Certo, não é Monk d’Wally d’Honque?
Quase certo, pode acrescentar
um pouco mais?
“60 euros” chega?
Está certíssimo! Bem jogado, Ribalta,
10 pontos e 3 perguntas bónus para vocês.
- “Qual era o nome…”
- Batalha de Bannockburn!
Helena Sousa
124
Translation Degree
Bem, isto foi muito bem antecipado.
É isso mesmo.
Desculpe interrompe-lo, Bambi,
mas eu preciso mesmo de ir à casa de banho.
Sim, bem, segunda pergunta bónus,
para Ribalta,
que vai à frente com 15 pontos,
mas ainda é cedo…
Oh não, gente, vou ter mesmo de fazer xixi
na cabeça do Lorde Ranhoso.
…Quem disse “Oh meu Deus, o meu rabo está a arder”?
Lenine!
Sim, posso aceitar isso, embora a resposta
exata seja Joana d’Arc.
Bem jogado, Ribalta, 5 pontos.
E qual é a equação química…
Helena Sousa
125
Translation Degree
Tenho um Porsche!
Não é bem o que eu tinha nos meus cartões,
mas conheço o seu paizinho…
Ribalta lidera com 25 pontos.
O papá manda cumprimentos!
Pergunta inicial, vale 10 pontos, mãos no botão…
Quem é a pessoa mais rica do mundo?
- Escumalha, Vyvyan.
- O quê?
Estamos a ser esmagados, completamente!
Não existe nenhuma maneira de fazermos batota?
- Olhem, está a começar a pingar…
- É muito simples, Neil. Usa a jarra!
Helena Sousa
126
Translation Degree
Vou ter de vos apressar…
Quem é a pessoa mais rica do mundo?
- Ribalta, Snot.
- Sou eu, não sou?!
Receio que não, a multinacional do seu pai
faliu esta manhã..
Oh, xiça!
Portanto, com a pontuação ainda de 25-0,
aqui vamos…
Estou completamente farto disto!
Dá-nos umas perguntas fáceis, Bambi,
seu furúnculo nojento!
Relaxa, nós damos a volta…
Vyvyan!
- Achtung!
Helena Sousa
127
Translation Degree
- Não é um automático…
- Ok, Bambi, venha daí outra pergunta.
Aqui vai, para 10 pontos.
Qual é o record de marshamallows
enfiados numa narina?
- Escumalha, Mike.
- 604, foi Toxteth O’Grady, nos Estados-Unidos.
- Fui eu que te disse isso, Mike,
seu grande batoteiro!
10 pontos para a Escumalha, e mais uma pergunta:
Quem produziu o ranho mais pegajoso do mundo?
- Toxteth O'Grady.
- Correcto, 5 pontos.
- Seu palerma!
- A bufa mais estúpida do mundo?
- Do Rick, Grã-Bretanha!
Helena Sousa
128
Translation Degree
- Correcto, 5 pontos.
- Não é nada!
E finalmente, para 5 pontos bónus
e de liderança:
Quem andou a mexer nos meus cartões?
Fui eu! Fui eu! Oh xiça!
Helena Sousa
129
Translation Degree
ST5: Bridget Jones - Madonna song
All my life I've had the feeling
something terrible was about to happen..
Now it has.
- Be shit, right?
- Bridget, actually.
My name Phrao. You're my friend?
Steady on!
- Superbra! You lend me. One day, two cigarette.
- Oh. Well, l'll think about it.
See, actually, l was thinking of giving up,
but that was before l was arrested
and thrown into a Thai prison for ten to fifteen years.
Circumstances change.
No, it really, really is ''touched''.
''Like a vir-gin, touched for the very first time''.
Helena Sousa
130
Translation Degree
- No, you wrong.
- No. Like a wersion.
Vir-gin.
- Fucked for the very first time.
- Touched.
Like a wersion
Ten years of this? Stop! Enough. Enough.
lf you're going to do it, you really ought to do it properly.
After all, Madonna is nothing if not a perfectionist.
Five, six, seven, eight and one...
Like a virgin
Touched for the very first time
Like a virgin
When your heart beats next to mine…
Helena Sousa
131
Translation Degree
TT5: Bridget Jones – Madonna song
Toda a minha vida, tive o sentimento que
algo terrível estava para acontecer.
Agora aconteceu.
-Bu-ffet, não é?
- Bridget.
Meu nome ser Phrao.
É amiga minha?
Olha aí!
Vais emprestar esse sutiã push-up!
Um dia, dois cigarros.
Vou pensar no teu caso.
Queria deixar de fumar.
Mas isso, era antes de ser presa e
atirada para uma prisão tailandesa
por dez a quinze anos.
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As circunstâncias mudam.
Não, é mesmo “tocada”.
Como uma virgem,
tocada pela primeira vez
- Não, estás errada.
- Não.
Como uma uirgem…
Vir-gem.
Lixada pela primeira vez.
Tocada!
Como uma uirgem.
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Dez anos disto?
Parou tudo! Já chega!
Se é para cantarem, deveriam
fazê-lo corretamente.
Afinal, a Madonna é perfecionista.
Cinco, seis, sete, oito e um…
Como uma virgem
Tocada pela primeira vez
Como uma virgem
Quando o teu coração bate
Perto do meu
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ST6: Rush Hour
Speak English!
Uh, this is Sister Agnes from the chapel upstairs.
She speaks fluent French and has
agreed to interpret for you.
- Sister, we appreciate you doin' this.
- My pleasure.
Sister Agnes, please ask who sent him.
He says you're both making a big mistake.
That one day soon you'll beg for mercy.
- He also said...
- What?
- Please, Sister, we have to know.
- There's lives at stake.
Well, he used the N-word.
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What? The N-word? You tell this
little motherf...
- Carter! She's a nun.
Sister, you tell this piece of S-word that
I will personally F-word him up.
Did he say "Negro"?
He used the N-word again, but this time
he mentioned your grandmother.
- You tell him that his mama's a H!
- Carter, I believe "whore" is spelled with a W.
Right. W. And his sister's a W. And his
grandmama's a two-big W…
who makes double 'cause she got no teeth!
You tell him I said that.
Did he say it again?
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No. This time he called... this gentleman a
word that means "cat"...
and another word that rhymes with "maggot."
- What?! Well, you tell him he's an A.W.
- Uh, Lee, "hole" is spelled with a H.
- I have a dictionary upstairs.
- Just call him an asshole.
He says you've both been marked for
death, like Han and the girl.
Ooh. Sister, turn your back. You don't want to see this.
Who is Shy Shen and how do we find him?
Tell us right now or I'll cut your beans off
and shove 'em in your mouth.
His beads?
His beans, Sister. His hairy, stinkin' beans.
Tell me somethin' now.
Lee, give me the gun. Give me the gun, Lee.
It's over, brother. It's over. OK. Who is Shy Shen?!
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- What did he say, Sister?
- He said "shoot me."
- Lee, there's no bullets in here.
- I'm sorry.
I am trying to kill somebody, man.
Damn. OK.
You better tell me something right now.
I'll send you right to heaven, man.
I don't even care no more. I'm marked for death.
I ain't got nothin' to lose.
That's right, Sister. Call the Lord and tell him
he 'bout to have some company.
- Carter, stop.
- Tell me something!
- Carter, enough.
- Oh, she's almost done.
- Forgive me, Father, for I have sinned!
- He says wait!
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What did he say?
- 50 Franklin D. Roosevelt. Genevieve.
Thank you.
- Nice workin' with ya, Sister.
- Anytime, brother.
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TT6: Rush Hour
Fala inglês!
Esta é a irmã Agnes da capela de cima.
Fala francês fluente e vai interpretar.
- Irmã, aprecio que esteja a fazer isto.
- O prazer é meu.
Pergunte-lhe quem é que o enviou.
Ele diz que vocês estão a cometer um erro.
Que em breve, irão pedir misericórdia.
- Também disse….
- O quê?
Por favor, irmã, temos que saber!
- Ele usou a palavra-com-P.
- O quê? a palavra-com-P?
- Diga a esse filho da…
- Carter! É uma freira.
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Diga a este monte de M… que
eu vou F…-lo.
Ele disse “Preto?”
Usou a palavra-com-P outra vez,
mas agora mencionou a sua avó.
- Diga-lhe que a mãe dele é uma O.
- Carter, “horrorosa” começa com H.
Isso. H.
E a irmã dele é uma H.
E a avó dele é uma dupla-H…
porque não tem dentes!
Diga-lhe que eu disse isso!
Ele disse a palavra outra vez?
Não. Chamou este senhor de “rato”…
e outra palavra que rima com “viteleiro”.
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O quê? Diga-lhe que é um H.
Lee, “Idiota” é com I.
- Tenho um dicionário lá em cima.
- Chame-o de idiota.
Ele diz que vocês os dois vão morrer,
como Han e a outra rapariga.
Irmã, vire-se. Não vai querer ver isto.
Quem é Shy Shen e como o encontramos?
Diz-nos já ou corto-te os tomates
e enfio-os na tua boca.
Os seus remates?
Tomates. Os seus peludos e
malcheirosos tomates.
Diz-me aqui uma coisa.
Lee, dá-me a arma.
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Acabou, amigo! Quem é Shy Shen?!
- O quê que ele disse, irmã?
- Disse “mata-me”.
- Lee, não há balas nisto.
- Desculpa.
Estou a tentar matar alguém, pá.
Bolas.
É melhor dizeres-me algo agora!
Envio-te direto para o céu, pá!
Não quero mais saber. Vou morrer,
não tenho nada a perder.
Reze e diga ao Senhor que está prestes
a ter alguma companhia.
Carter, pára!
- Diz-me algo!
- Já chega, Carter.
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Ela está quase a acabar. Perdoe-me,
Senhor, por ter pecado.
Ele diz para esperar!
O quê que ele disse?
Nº50, rua Franklin D. Roosevelt.
Genevieve.
Obrigado.
- Foi porreiro trabalhar consigo, irmã.
- Sempre que quiseres, mano.
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Conclusion
After having translated the scripts of some famous movies, I realized that
subtitling is not always easy. However, it turns out to be very interesting and
catchy.
In a matter of facts, although subtitling implies some effort to get good
results, it is really rewarding. Effective subtitling has to take into account all the
constraints we talked in class, such as the readability, the legibility or even the
synchronization, and is “much more than the mere translation of the spoken
form in one language to the written form in another”.
On the other hand, since it’s used a lot nowadays, there’s an increased
demand on this area, on account of the benefits of subtitling: For instance, this
allows the reader to learn more about the source language by reading while
listening; also, the movie retains the flavor and originality of the original sound,
dialogues and characterizations. These are the main advantages of using
subtitles although there are many others.
In relation to the importance of the subtitling in today’s world, many
specialists affirm it’s something “of the past” and that dubbing, its biggest rival,
is slowly gaining ground and replacing subtitling, mainly because it’s very
expensive. In my opinion, people will always be more receptive to subtitling
than dubbing, not only due to a question of habit but also due to the fact they
want to see a faithful version of a film, documentary or even series.
In this perspective, I believe that this chapter has contributed to improve
the students’ translation skills and that it has prepared them a little more to the
market job, since a translator should be versatile and able to translate various
types of text.
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Summary
writing
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Introduction
To summarise can really be a hard task. It requires a great capacity to
select the most important information of a text and also the ability to rewrite it
with other words, what’s called paraphrasing.
For that, a translator has to read the text to be summarized as many
times as he needs, in order to understand it well and then be able to underline
what is supposed to be kept and what should be erased for not being relevant
in the understanding and coherence of the final product.
Summarizing a text and then paraphrasing it also implies to know how to
take notes, which is pretty useful especially for students. It’s then important to
learn to do it by steps – firstly, we have to “survey the text to find the main points
and how they are related”. After that, we have to “read for the subsidiary
points” and “see how they are related to the main points and to each other.”
After that, we just have to turn the points into notes and to make sure links and
relationships are clear and well-shown. The most common way of taking notes is
either by making lists or diagrams. For the exercises made in class, I mostly used
the lists way, since I consider it to be more simple and easier to understand.
Furthermore, I get aware of how difficult it might be to find synonyms or
to rewrite the structure of a sentence. In order to overcome these challenges,
it’s very important to have a varied vocabulary – a translator does always want
to enrich his vocabulary, since words are his working tools, with which he can
juggle.
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Summarize these statements
a.
People whose professional activity lies in the field of politics are not, on
the whole, conspicuous for their respect for factual accuracy.
 Politicians are not usually clear in regard to currency information.
Politicians often lie.
b.
Failure to assimilate an adequate quantity of solid food over an
extended period of time is absolutely certain to lead, in due course, to a fatal
conclusion.
 Starvation kills.
c.
The climatic conditions prevailing in the British Isles show a pattern of
alternating and unpredictable periods of dry and wet weather, accompanied
by a similarly irregular cycle of temperature changes.
 The weather in Britain Isles is changeable.
d.
It is undeniable that the large majority of non-native learners of English
experience a number of problems in attempting to master the phonetic
patterns of the language.
 Foreigners have problems with learning english phonetics.
e.
Tea, whether of the China or Indian variety, is well known to be high on
the list of those beverages which are most frequently drunk by the inhabitants
of the British Isles.
 British people love drinking tea.
f.
It is not uncommon to encounter sentences which, though they contain
a great number of words and are constructed in a highly complex way, none
the less turn out on inspection to convey very little meaning of any kind.
 Sometimes verbose sentences have very little meaning.
g.
One of the most noticeable phenomena in any big city, such as London
or Paris, is the steadily increasing number of petrol-driven vehicles, some in
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private ownership, others belonging to the public transport system, which
congest the roads and render rapid movement more difficult year by year.
 Big cities have increasing traffic problems.
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ST1: Jamie Oliver text
JAMIE OLIVER
(http://www.foodnetwork.com/jamie-oliver-bio/bio/index.html)
Growing up in Essex, where his parents run their own highly respected pub/restaurant in Clavering, Jamie
Oliver was frequently found helping in the kitchen. At 16, Jamie left school to complete his training at
Westminster Catering College. After spending time working in France and at Antonio Carluccio’s Neal
Street Restaurant in London, Jamie joined the acclaimed River Café, where he worked for three and a half
years alongside Rose Gray and Ruth Rogers.
In 1997, Jamie was featured in a television documentary about the River Café. Jamie was then offered his
own television show, and The Naked Chef was born. The concept was to strip food down to its bare
essentials, and Jamie’s hands-on style and general laid-back outlook was like a breath of fresh air,
inspiring everyone to cook. The first U.S. show aired in 1999. The Naked Chef book accompanied the
television series and became an instant best-seller. A second and third television series was filmed, along
with the second and third tie-in books, all published by Hyperion in the United States: The Return of the
Naked Chef and Happy Days with the Naked Chef.
Jamie spent the autumn of 2001 taking his show on the road; the Happy Days Tour was a huge success
with more than 17,000 people packing theatres in the U.K. The tour then travelled to Australia and New
Zealand with sold-out crowds in seven cities. In 2001, by personal invitation from Tony Blair, Jamie also
cooked for the prime minister of Italy at Downing Street.
Jamie wanted to ‘give something back’ to the catering industry, so he opened a training restaurant in 2001
for young people who were not in full-time education or employment. Cameras documented him as he
spent the year setting up a training scheme, the restaurant and the charity into which all the profits would
be channeled. The series, Jamie’s Kitchen, became one of the biggest hit shows of the year in the U.K. It
has now been shown in more than 35 countries and the tie-in book, also called Jamie’s Kitchen, became a
runaway success. The triumph of the restaurant was shown when it won Tatler Best Restaurant Award
2003 and the Academy Award of Excellence at the Tio Pepe Carlton London Restaurant Awards the same
year. Jamie was awarded an MBE in 2003 for his contribution to the hospitality industry. The Fifteen
Foundation charity now owns Fifteen London and continues its work, recently recruiting the sixth year of
students for training in London. The first Fifteen franchise opened in Amsterdam in 2004 and subsequent
Fifteens have opened in Cornwall, the U.K. and Melbourne, Australia, in 2006.
Motivated by the lack of nutrition in U.K. school lunches, Jamie wanted to educate and motivate kids and
school administrators to enjoy cooking and eating nutritious lunches. He launched a national campaign
called Feed Me Better (www.feedmebetter.com) with an online petition for better school meals that
garnered 271,677 signatures. In March 2005, Jamie took the petition to 10 Downing Street where the
government pledged an extra $550 million to improve the standard of school meals and to provide
training for lunch workers and equipment for schools. More than seven months of hard work and filming
culminated in the award-winning series Jamie’s School Dinners, which prompted a public outcry to
change the school meals system. A follow-up documentary, Jamie’s Return To School Dinners, aired in
the U.K. in September 2006, and the British government further invested in school meals and food
education for school children as a result of Jamie’s new findings.
Jamie’s Great Italian Escape, a series based on his travels around Italy and his love of Italian food,
followed his school movement and was accompanied by his sixth book, Jamie’s Italy.
In addition to Jamie’s television programs and books, Jamie works with top U.K. supermarket chain
Sainsbury’s, advising them on how to further improve the quality and variety of supermarket food. He has
also designed several lines of quality tableware and serveware with Royal Worcester, including the most
recent range, Simply Blue. Working with T-Fal, Jamie has launched three lines of cookware called the
Jamie Oliver Professional Series, most recently The Italian Series. Jamie has also launched an Italian food
range and has a wide range of gift foods, which are distributed internationally. He has also developed a
great kitchen gadget called the Flavour ShakerTM, which launched in the U.K. in 2005 and is also being
launched internationally.
Jamie’s seventh book, Cook With Jamie, was published in October 2007 by Hyperion Books. All of
Jamie’s profits from this book are going to the Fifteen Foundation to help more young people start a
career in the catering industry.
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Through 2006 and early 2007, Jamie filmed a series and wrote a book, both called Jamie At Home. He
has been successfully growing fruits, vegetables and herbs at his Essex farmhouse since 2004. The book
and series, both released in 2008, reflect his new love of gardening organically as well as featuring
delicious recipes inspired by the produce of his garden.
TT1: Jamie Oliver text – Summarized version
Jamie Oliver is from Essex and since early, he demonstrated a huge interest in cooking, helping his
parents at their restaurant and studying it at school [should we keep the name of the school?].
In 1997, he did some television documentary, as well as directed his own show, The Naked Chef. He also
improved the catering industry in the UK and was rewarded for that. Moreover, he did fight in order to
improve the school meal system, what increased his popularity.
Jamie Oliver travelled the whole world whether for his shows or for the causes he defended. He also
worked in cooperation with different supermarkets in addition to his books, shows and the design of
different kitchen materials.
In 2007, Jamie published a book and all the profits were used to help young people from the Fifteen
Foundation starting a career on catering industry.
In 2006 and 2007, he wrote a book and filmed a series called “Jamie at Home” showing his passion of
gardening organically, this contributed to new recipes and with his own garden products.
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Jamie Oliver’s Website
Homepage:
Early Life:
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Education vs. Motivation:
Projects:
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Feed Me Better:
Food Revolution:
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TV series:
Books:
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Awards:
Jamie’s Industry:
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Site Map:
Contacts:
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Contacts – After clicking on “Send”.
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Sanitana’s Website
Intro:
Portuguese Version:
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English Version – Homepage:
Cabins:
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Dolce Vita Cabin range:
Dolce Vita Basic:
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Dolce Vita Club:
Dolce Vita Top:
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Linfomassage:
Dolce Vita Privilege:
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Scottish shower:
Chromotherapy:
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Massage programs:
Anti-stress program:
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Aesthetic program:
Sports program:
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Toning Program:
Relax program:
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Guarantee:
Site Map:
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Contacts:
Glossary:
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Conclusion
As I was expecting, this chapter was not easy at all. As a matter of facts, I
think I wasn’t really aware of the difficulties we can meet while summarizing
and paraphrasing a text.
To be able to do it properly, I needed to put myself in the shoes of the
reader and try to figure out what kind of information he would like to know (and
that I should keep in my summary) and what he wouldn’t be interested by (the
information I should erase).
For the summary writing chapter, essentially two works were done. The
difficulty of the first one, about the famous cooker Jamie Oliver, was to
paraphrase the notes I took with making sure the essence of Jamie’s philosophy
was kept. Regarding the second one, which was about Sanitana, a company
that produces and commercializes sanitary ware and bath related products,
the challenge was to paraphrasing the text and translating it always keeping
the commercial character of the text, since its purpose is to sell the products of
the company.
Besides the fact that I have increased a lot my aesthetic skills through the
elaboration of the “websites”, I am conscious that summary writing
encompassed important exercises, even more because most of the students
didn’t know how to summarize and paraphrase properly. This way, we can
conclude that the difficulties of summarizing were completely overcome, and
that from now on, as a professional, I will be able to select the relevant
information
present
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in
a
text
and
to
rewrite
it
with
other
words.
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Abstracts
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Introduction
Before talking about Abstracts, it’s important to know what they are. An
abstract consists of “a short summary of your completed research”. It’s then
used to present and introduce a study, in the most diverse areas of work. For
instance, we worked on humanities and scientific abstracts in class and I
realized that both of them present their difficulties.
In fact, writing an abstract is not an easy task, nor is translating one. There
are some rules that must be followed and which we also have to keep in mind
while working on this type of text.
An abstract is a very structured text, with all the constituent parts welldefined:
1. There is the problem statement, in which the author explains the
subject and its importance, as well as the objectives.
2. Then, the methodology is detailed, in other words, the procedures
to get the results are explained. Most of the time, the methods are
the analysis or interview to patients or respondents.
3. After that, there are the results of the methods used previously. The
results also pinpoint the things we learned with this study.
4. At the end, there is a conclusion, in which the author explains the
major implications of the findings for the statement made in the
first part.
As we can see, despite the fact that abstract are rigorous texts, they also
are very objective. The opinion of the author is not included, because the main
purpose of an abstract is to summarize a study as an introduction, in order to
makes the reader want to learn more the research.
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ST1: Humanities abstract
Da Ditadura à Liberdade
– a literatura para a infância e a história recente de Portugal
Resumo:
Em Abril 1974, após quase meio século de vigência de um regime político
ditatorial, Portugal recupera a liberdade perdida e conhece um regime
democrático. Assiste-se também ao termo de uma guerra colonial que durava
há mais de uma década, e que foi um dos acontecimentos mais directamente
ligados à queda do regime fascista, e ao fecho de um ciclo histórico, com a
independência dos países africanos, assinalando o fim de um “império” colonial
com mais de cinco séculos de existência.
Este momento crucial da História Portuguesa recente tem conhecido
revisitações e recriações por parte de algumas das figuras mais relevantes da
literatura contemporânea, das quais se destacam os nomes incontornáveis de
José Saramago, António Lobo Antunes, José Cardoso Pires, entre outros. Mas
também não tem sido esquecido pela literatura de potencial recepção infantil.
Com intuitos comemorativos, pedagógicos, interventivos ou outros, a
Revolução dos Cravos (e o tempo imediatamente anterior e posterior) conhece
diferentes tratamentos, em poesia e em prosa, e as edições sucedem-se a um
ritmo constante e regular. Assim, é objectivo deste estudo proceder ao
levantamento e sistematização de algumas das obras de referência, no
contexto português, no âmbito da temática proposta, sublinhando a recorrência
de alguns motivos e formas.
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TT1: Humanities abstract
Dictatorship to Freedom
– Children’s literature and recent Portuguese history
Abstract:
In April1974, Portuguese people regain their freedom and a democratic
regime after almost half a century of dictatorship. The colonial war, which lasted
for more than a decade and was strongly related to the fascist regime’s fall, also
came to an end. It was the closing of a historical cycle, with the independence
of the African countries, and the ending of the five-century-lasting colonial
empire.
Some of the most important names of the contemporary literature,
namely José Saramago, António Lobo Antunes and José Cardoso Pires, have
been recreating and revisiting this crucial moment of the Portuguese history.
However, the children’s literature has not forgotten this subject too. The
Carnation Revolution (and the time right before and after) has been dealt with,
in the form of poetry and prose, in a lot of works published on a regular basis,
from a commemorative, pedagogic, interventionist objective or others
Then, the aim of this study is to analyze some of the important Portuguese
works on this subject, highlighting the recurrence of some themes and forms.
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ST2: Deaf and Hard of Hearing
RESUMO
O tema geral desta obra é a educação de crianças e jovens surdos, as maiores
vítimas de exclusão e de insucesso escolar ao longo dos tempos.
Na primeira parte, analisa-se o rendimento escolar dos surdos através de
amostras sucessivamente maiores, verificando-se que o fracasso escolar é
uma constante em quase todo o mundo, associado a um desempenho
linguístico muito pobre.
Na segunda parte, o principal objectivo é o de identificar as causas da exclusão
e insucesso dos surdos. A causa principal estará na surdez em si mesma,
geradora de um atraso mental que afectaria todos os surdos, ou estará ligada
ao meio ambiente, incluindo a família e a escola, que não proporcionam à
criança o meio linguístico adequado ao seu desenvolvimento? O primeiro
grande factor de insucesso é a imagem social do surdo, profundamente
negativa. Considerado demente, diminuído, mutilado, deficiente, tanto pela
crença popular como pela própria medicina, tudo parece indicar que a causa da
exclusão é endógena. Contudo, os recentes desenvolvimentos das ciências
cognitivas permitiram concluir que os surdos têm um cérebro biologicamente
igual ao dos ouvintes, dispõem da mesma aptidão para a linguagem, ao
mesmo tempo que se comprova que as línguas gestuais têm uma estrutura
idêntica às línguas faladas, distinguindo-se apenas na natureza dos sinais. As
causas da exclusão não são endógenas mas exógenas e podemos situá-las no
meio familiar e na escola.
A terceira parte debruça-se sobre a educação e a escola dos surdos, os
paradigmas e modelos educacionais, verificando-se que a exclusão é uma
constante, o que muda são as diferentes e sucessivas modalidades de
exclusão. A última modalidade é a exclusão pela inclusão, tanto mais perversa
quanto é certo que exclui em nome dos direitos da criança surda e da
igualdade de oportunidades. Depois de mostrar que existem países, como a
Suécia e a Dinamarca, que já inverteram o ciclo da História, assegurando às
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crianças surdas os mesmos direitos das crianças ouvintes, apresenta-se um
modelo teórico de educação para crianças surdas.
Na quarta parte, analisam-se duas escolas portuguesas actuais, uma escola de
educação especial para surdos e uma unidade de apoio a alunos surdos, esta
integrada nas escolas regulares, representando duas modalidades de exclusão
com um denominador comum: a ideologia e o método oralistas. Como
alternativa apresenta-se um cenário de esperança, uma experiência de
educação de uma criança surda em ambiente de Língua Gestual Portuguesa.
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ST2: Deaf and Hard of Hearing – Summarized version
RESUMO
O tema geral desta obra é a educação de crianças e jovens surdos, que são as
maiores vítimas de exclusão e de insucesso escolar.
Na primeira parte, analisa-se o rendimento escolar dos surdos através de
amostras sucessivamente maiores, verificando-se que o fracasso escolar é
uma constante em quase todo o mundo, associado a um desempenho
linguístico muito pobre.
A seguinte secção foca-se em identificar as causas da exclusão e insucesso
dos surdos e se são devidas à surdez em si mesma ou ao meio ambiente e
familiar. Considerado demente, tanto pela crença popular como pela própria
medicina, tudo parece indicar que a causa da exclusão é endógena. Contudo,
estudos recentes mostraram que os surdos têm um cérebro biologicamente
igual ao dos ouvintes e que dispõem da mesma aptidão para a linguagem. O
facto é que as línguas gestuais têm uma estrutura idêntica às línguas faladas,
demonstrando-se que a exclusão é exógena e que está situada no meio
familiar e na escola.
A terceira parte debruça-se sobre a educação e a escola dos surdos,
mostrando que a exclusão é uma constante, o que muda são as diferentes e
sucessivas modalidades de exclusão, mais recentemente como resultado de
providenciar igualdade de oportunidades. Também se refere a países que já
inverteram o ciclo da História, adotando um modelo teórico de educação para
crianças surdas.
Na fase final, analisam-se duas escolas portuguesas, nas quais existe exclusão
ideológica e oralista. Contudo, um cenário de esperança, uma experiência
educacional positiva de uma criança surda em ambiente de Língua Gestual
Portuguesa é também apresentada
Helena Sousa
180
Translation Degree
TT2: Deaf and Hard of Hearing
ABSTRACT
The aim of this study is the education of deaf and hard of hearing children and
adolescents, who are often victims of exclusion and failure at school.
The first part looks at increasingly larger samples of deaf and hard of hearing
students who fail at school and who are often associated with poor linguistic
performance.
The following section focuses on identifying the causes of exclusion and failure
and whether they are due to the condition itself or linked to the school or home
environment. The deaf or hard of hearing are often perceived as being
impaired, both by popular belief and by the medical community, indicating
endogenous exclusion. However, recent studies have shown that the brains of
the deaf and hard of hearing are biologically identical to those that hear and that
they have the same linguistic competence. The fact is that sign languages have
an identical structure to spoken ones, demonstrating that exclusion is
exogenous, stemming from the school or home.
The third part deals with education and school, showing that exclusion is still
ubiquitous, more recently as a result of providing so-called equal opportunities.
It also refers to countries which have reverted this trend and adopted a
theoretical educational model for the deaf and hard of hearing.
The final phase analyses two Portuguese schools in which there is both
ideological and oralist exclusion. However, the positive educational experience
of a deaf child in a Sign Language environment is also presented.
Helena Sousa
181
Translation Degree
ST3: Vacina Monovalente para a Gripe A
Resposta a uma Vacina Monovalente para a
Gripe A (H1N1) 2009
Greenberg, M, et al.
RESUMO
Introdução
Um novo vírus da gripe A (H1N1) 2009 é responsável pela primeira pandemia de gripe
em 41 anos, sendo necessária uma vacina segura e eficaz. Encontra-se a decorrer, na
Austrália, um ensaio unicêntrico, aleatorizado, com ocultação para os observadores, e
com grupos paralelos, para avaliação de duas doses de uma vacina com determinante
antigénico viral purificado (split virus) inactivado H1N1 2009, em adultos saudáveis
com idades compreendidas entre os 18 e os 64 anos.
Métodos
Avaliou-se a imunogenicidade e a segurança da vacina após 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 etárias (<50 anos e ≥ 50
anos), tendo sido aleatorizados para receberem 15 µg ou 30 µg de antigénio de
hemaglutinina por injecção intramuscular. Mediram-se os títulos de anticorpos
utilizando ensaios de inibição da hemaglutinação e de microneutralização, na linha
basal e 21 dias após a vacinação. Os parâmetros co-primários de avaliação final da
imunogenicidade foram a proporção de indivíduos com títulos de anticorpos de 1:40 ou
mais, no ensaio de inibição da hemaglutinicação, a proporção de indivíduos com
seroconversão ou com um aumento significativo dos títulos de anticorpos, e o factor de
aumento da média geométrica do título.
Resultados
Ao 21º dia após a primeira dose, observaram-se títulos de anticorpos de 1:40 ou mais
em 114 de 120 sujeitos (95,0%) que receberam a dose de 15 µg, bem como em 106
de 119 sujeitos (89,1%) que receberam a dose de 30 µg. Observou-se um resultado
semelhante após a segunda dose de vacina. Não foram reportadas quaisquer
fatalidades, reacções adversas graves, ou acontecimentos adversos de especial
interesse. Foram referidos, após cada dose, desconforto local (ex.: dor espontânea ou
à palpação no local de injecção) por 56,3% dos sujeitos e sintomas sistémicos (ex.:
cefaleias) por 53,8% dos sujeitos. Quase todas as reacções foram de intensidade
ligeira a moderada.
Conclusões
Uma dose única de 15-µg da vacina H1N1 2009 foi imunogénica em adultos, com
reacções associadas à vacina ligeiras a moderadas
Helena Sousa
182
Translation Degree
TT3: Vacina Monovalente para a Gripe A
Response to a Monovalent for the Influenza A
vaccine (H1N1) 2009
Greenberg, M, et al.
ABSTRACT
Introduction
A novel Influenza A virus (H1N1) 2009 is responsible for the first influenza pandemic in
the last 41 years, being necessary to have a safe and effective vaccine. An unicentric
randomized clinical trial is happening in a single side in Australia, with observer-blind,
and with parallel-group trial, with the purpose of evaluating two doses of an inactivated
split virus, in healthy adults aged between 18 and 64 years.
Methodology
The immunogenicity and the safety of the vaccine after each of the two doses
scheduled and administered at an interval of 21 days were evaluated. 240 subjects
equally divided between two age groups (< 50 years and ≥ 50 years), was studied.
They randomly receive 15 µg or 30 µg of haemagglutinin antigen by intramuscular
injection. The antibody titres were measured, using hemagglutination and
microneutralization inhibition essays, at base line and 21 days after vaccination. The
co-primaries endpoints of the final evaluation of the immunogenicity were the
proportion of subjects with antibody titres of 1:40 or more, in the inhibition of the
hemmaglutinization, the proportion of individuals with seroconversion or with a
significant increase of antibodies titres, and the factor of the geometrical average
increase of the titre.
Findings
At the day 21 after the first dose, antibodies titres of 1:40 or more, in 114 out of 120
subjects (95,0%) that had received the dose of 15 µg was observed, as well as in 106
out of 119 subjects (89,1%) who had received the 30 µg dose. A similar result was
observed after the second dose of vaccine. No fatalities, severe adverse reactions, or
any adverse events of special interest were reported. Local discomfort (as injection site
tendenous or spontaneous pain) were referred, by 56,3% of the subjects, as well as
systemic symptoms (such as headache) by 53,8% of the subjects. Almost all the
reactions were of light to moderate intensity.
Conclusions
A single dose of 15 µg of H1N1 2009 vaccine was immunogenic in adults, with light to
moderate reactions associated with the vaccine.
Helena Sousa
183
Translation Degree
ST4: Prevenção do Tromboembolismo
Prevenção do Tromboembolismo com o uso de Hirudina Recombinante - Resultados de um
Ensaio Duplo-Cego e Multicêntrico comparando a eficácia de Desidurina (Revasc) com a
Heparina não fracionada em pacientes com substituição total do quadril
Eriksson, P. et al
Resumo
Introdução: A inibição específica da trombina é um novo método para a prevenção de
trombose venosa profunda no pós-operatório. O objetivo deste estudo multicêntrico,
aleatorizado e duplo-cego foi comparar a eficácia e segurança de Desidurina (Revasc, 30 µg
duas vezes por dia) com Heparina não fracionada (5.000 unidades internacionais três vezes por
dia) em pacientes que optaram por artroplastia total da anca.
Metodologia: Os medicamentos foram administrados por via subcutânea, começando no préoperatório com uma duração de entre nove a doze dias. O parâmetro primário foi uma reação
adversa tromboembólica confirmada durante o período de tratamento. A presença de
trombose venosa profunda foi avaliada com venogramas bilaterais, que foram avaliados
centralmente por dois radiologistas independentes. Um total de 890 pacientes elegíveis foram
aleatorizados: 440, para a gestão com Heparina, e 450, para a gestão com Desidurina. A análise
por protocolo de eficácia foi realizada para um total de 702 pacientes (78,9%) aos quais tinha
sido feita um venograma bilateral adequada entre nove a doze dias após a operação, ou que
tiveram um evento tromboembólico comprovado.
Resultados: Observou-se a prevalência de trombose venosa profunda confirmada em vinte e
seis (7,5%) dos 348 pacientes que receberam Desidurina e oitenta e dois (23,2%) dos 354
pacientes que receberam Heparina, uma diferença significativa (p <0,0001). A prevalência de
trombose venosa profunda proximal foi também significativamente reduzida (p <0,0001), em
78,9%, no grupo que tinha recebido Desirudina (doze [3,4%] de 348 pacientes) em comparação
com o grupo que recebeu a Heparina (cinquenta e oito [16,4%] de 354). Não houve mortes ou
embolias pulmonares confirmados durante o período de profilaxia. Durante um período de
oito semanas de acompanhamento, confirmou-se a presença de uma embolia pulmonar em
quatro pacientes, todos dos quais tinham recebido Heparina. Não houve diferenças
significativas entre os grupos de tratamento no que diz respeito a variáveis ou complicações
hemorrágicas.
Conclusão: Assim demonstramos que uma dose de 30 mg de Desirudina, administrada no préoperatório por via subcutânea duas vezes por dia durante pelo menos nove dias, resulta numa
prevenção eficaz e segura contra complicações tromboembólicas, sem requisitos específicos
para o acompanhamento laboratorial, em pacientes que tiveram artroplastia total da anca.
Helena Sousa
184
Translation Degree
TT4: Prevenção do Tromboembolismo
Prevention of thromboembolism with the use of Recombinant Hirudin – Results of a doubleblind and multicentre trial comparing the efficiency of Desidurin (Revasc) with the
unfractionated Heparin in patients having a total hip replacement
Eriksson, P. et al
Abstract
Introduction: The specific inhibition of the thrombin is a new method for the prevention of
postoperative deep venous thrombosis. The objective of this multicentric, randomized and
double-blind study was to compare the efficacy and safety of Desidurin (30 µg twice a day)
with unfractioned Heparin (5 000 international units three times a day) in patients that opted
for a total hip arthroplasty.
Methodology: The medicaments were administered via subcutaneous injection, starting in the
pre-operative and continuing for nine to twelve days. The primary parameter was a confirmed
thromboembolic adverse reaction, during the treatment period. The presence of the deep
venous thrombosis was evaluated with bilateral venograms, which were centrally evaluated by
two independents radiologists. A total of 890 eligible patients were randomized: 440, to
management with Heparin, and 450, to management with Desidurin. The analysis of the
efficacy protocol was realized for a total of 702 patients (78.9%), for whom an adequate
bilateral venogram had been made between nine to twelve days after the operation, or who
had had a proved thromboembolic event.
Results: A prevalence of deep venous thrombosis was observed and confirmed in twenty-six
(7.5%) out of 348 patients who had received Desidurin and eighty-two (23.2%) out of 354
patients who had received Heparin, which is a significant difference (p < 0.0001). The
prevalence of proximal deep venous thrombosis was also significantly reduced (p > 0.0001), in
78.9%, in the group that had received Desidurin (twelve [3.4%] out of 348 patients) in
comparison with the group that had received Heparin (fifty eight [16.4%] out of 354). There
were no confirmed deaths or pulmonary embolisms during the period of prophylaxis. During
an eight-week follow-up period, the presence of a pulmonary embolism was confirmed in four
patients, all of whom had received Heparin. There were no significant differences between the
treatment groups with regard to bleeding variables or complications.
Conclusion: Thus, it’s demonstrated that a 30 mg dose of Desidurin, administrated
preoperatively via subcutaneous injection twice a day for at least nine days results into an
effective and safe prevention against thromboembolic complications, without any specific
requirements for the laboratory monitoring, in patients that had a total hip arthtroplasty.
Helena Sousa
185
Translation Degree
Conclusion
After translating abstracts, I realized that it’s not as hard as we think.
However, it’s clear that there are some aspects we always have to keep in
mind in order to not distort the main purpose of the source text.
As a matter of fact, besides the outlined part that form the abstract (the
statement and the objectives, the methods, the results and the conclusion), we
have to be careful with the number of words. An abstract can never go further
than 250 words, since the average is roughly between 200 and 250 words. It has
then to be packed with information, hence the need to be objective.
Moreover, this type of text is formed essentially by short sentences,
always using the passive construction. As an example, there’s a sentence that
appears a lot in abstracts: “Foi avaliada uma mulher…”. In English, it’s
unthinkable to translate it as “It was evaluated a woman…”. We always use the
subject and then the verb. The correct translation would then be “A woman
was evaluated…”.
On the other hand, as translators, we have to be careful with
terminology and we should have the common sense to always double-check it.
Since abstracts can use a very specific language depending on the area it’s
included (it may be scientific, of humanities, of history/social science or even of
engineering, amongst others), it’s important for the translator to have some
basis on the area, which can help him to save time. Otherwise, he might waste
a lot of time looking for the appropriate terminology.
To conclude, I really enjoyed translating abstracts, due to its objectivity.
It’s not a type of text in which you have to guess the second meaning of the
sentences, as for example, the advertising text. The main difficulty is
undoubtedly to adapt the target language to the source language, because
the abstract is not the kind of text you can simply literally translate.
Helena Sousa
186
Translation Degree
Helena Sousa
187
Translation Degree
Conclusion
Once again, throughout this portfolio, it’s completely proved that
translation is not “for everyone” and confuted the idea that “everyone can be
a translator”. In fact, it’s not only about knowing superficially two languages
since the knowledge of a language is much more than talking it. Elaborating
this showcase is very grateful, since we can evaluate the evolution of the
translation skills. Moreover, I also have learned some translation “rules”:
Firstly, we can never translate expressions literally (“We pluck the lemons,
you get the plums”). We also have to be aware of the well-known “False
friends”, which are very present between the Portuguese and the English
languages. On the other hand, it’s fundamental to keep the language register.
Also, all the languages are different on something, so we should not restrict the
sentences’ syntaxes and structure of the target text to the source text. By that, I
mean that the target text should not always emulate the source text in the
grammatical aspects. As a professional, the translator has to be able to read
between the lines, in order to understand all the minimal details of a text. He
also has to be able to determine which types of text he is more comfortable
with and in opposite, which types of text present him more difficulties. In relation
to, for example, the companies’ names, it’s important to know that we have to
keep and never translate them, writing when necessary a translation or
explanation in brackets. It’s also essential that the professional has to be aware
of the fact he might need more than dictionaries, since these ones may
provide a lack of information or on the contrary, provide too much information
and then create some difficulties. Throughout this semester, I also worked in
group and this had taught me that collaborative work might be a good way of
improved our personal skills and consequently, our translations. A brainstorm
might be an imperative thing to do when some term or expression is too
complicated or confused. Finally, the translation is not only the activity of
translating. It’s also about a lot of research. In this perspective, it is not in any
case a product of the literality – Translating requires a huge capacity of
decision.
Helena Sousa
188
Translation Degree
On the basis of these observations, a translator has to know which the most
appropriated necessary resources to overcome a challenge are. He also has to
be able to outline the fundamental strategies to find the best solution for a
difficulty. Moreover, he has to have the vaster knowledge possible of the
language and all it includes. He always has to be persistent and not decide on
the basis of a simple research or equivalent given by a dictionary. To conclude,
a translator might be not only versatile, but also creative, to be able to translate
some types of texts that require more creativity, like advertisement or literary
texts.
As we can notice, this portfolio helped me to conclude some important
aforementioned things about the translation and its activity. On the other hand,
it’s grateful and rewarding to have a compilation of a year’s work. This portfolio
is the product of a huge progression not only of my English skills but also of my
translation capacities. The different types of text (and their various disparities of
characteristics) approached during the classes was a way of working hard on
my language skills. By this, I mean I feel more comfortable with some types of
texts I was not very familiarized yet
Helena Sousa
189

Translation Degree

Transcrição

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