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English to Spanish: Responce to Intervention Detailed field: Education / Pedagogy
Source text - English Problem solving
To date, practitioners conducting RTI use a
problem-solving approach to intervention.
Researchers, by contrast, favor the use of standard
treatment protocols. To explain problem solving, we
turn to the work of practitioners in the Heartland
(Iowa) Educational Agency. As part of statewide reform,
Heartland staff developed a four-level problem-
solving model partly to “provide educational
assistance in a timely manner” (Grimes, 2002, p. 8).
According to Ikeda and Gustafson (2002), at Level
1, a teacher confers with a student’s parent(s) to try
to resolve academic or behavior problems. At Level
2, a teacher and his or her school’s Building
Assistance Team meet to identify and analyze problems
and to help the teacher select, implement, and
monitor the effectiveness of an intervention. An absence
of success at this level triggers the involvement
of Heartland staff, which defines Level 3. Heartland
staff is mostly doctoral- or master’s-level school psychologists
and special educators who use behavioral
problem solving to refine or redesign the intervention and coordinate its implementation.
Translation - Spanish Resolución de problemas
Hasta el momento, los profesionales que llevan a cabo la RtI utilizan un enfoque de resolución de problemas para la intervención. Los investigadores, por el contrario, están a favor del uso de protocolos de tratamiento estándar. Para explicar la resolución de problemas nos remitimos al trabajo de los profesionales del Departamento Educativo Heartland de Iowa (Heartland Educational Agency). Como parte de una reforma que abarca todo el estado, el personal de Heartland desarrolló un modelo de cuatro niveles para solucionar problemas, en parte para “proporcionar asistencia educativa oportunamente” (Grimes, 2002, pág. 8). Según Ikeda y Gustafson (2002), en el Nivel 1, el maestro consulta a los padres del alumno para intentar resolver los problemas de aprendizaje o de conducta. En el Nivel 2, el maestro y el Equipo de Apoyo Escolar se reúnen para identificar y analizar los problemas y para ayudar al maestro a seleccionar, implementar y controlar la eficacia de la intervención. Si no hay éxito en este nivel, el personal de Heartland entra en acción, lo cual define el Nivel 3. El personal de Heartland está compuesto en su mayoría por psicólogos y docentes especiales, con un nivel de doctorado o maestría, que utilizan la resolución de problemas de conducta para perfeccionar o volver a diseñar la intervención y coordinar su implementación.
Spanish to English: Latam General field: Bus/Financial Detailed field: Finance (general)
Source text - Spanish América Latina: los límites del crecimiento
La región atraviesa una situación privilegiada, favorecida por el contexto internacional. Sin embargo, el desafío está en cómo capitalizar esta situación para lograr un proyecto de largo plazo. La inequidad, la transformación del modelo productivo y el control de la inflación serán los principales retos.
Las economías latinoamericanas se recuperaron vigorosamente de la última crisis internacional, principalmente gracias a los buenos precios de los commodities y a la elevada liquidez internacional generada por las políticas de los países desarrollados. Hoy todos los expertos hablan de la favorable situación económica que atraviesa la región. Pero, el árbol no debe tapar el bosque y en medio de este oasis aparece un interrogante para todos los gobiernos de la región: ¿cómo transformar este buen momento económico en una era de crecimiento sostenido?
Bernardo Kosacoff, ex director de la Comisión Económica para América Latina (CEPAL) y actual director del Centro para el Emprendimiento, la Competitividad y el Desarrollo del Instituto Tecnológico de Buenos Aires (ITBA) y la Universidad de San Andrés, aseguró que “2011 va a ser un muy buen año para la región dentro de este mundo en el que los países en desarrollo están teniendo un crecimiento muy dinámico asociado a los precios favorables de los bienes primarios”.
Sin embargo, advirtió que no hay que pensar que ésta es una situación de largo plazo y vivir una pequeña fiesta. Hay que verla como una oportunidad que se puede aprovechar para ocuparse de dos grandes asignaturas pendientes que tiene la región: avanzar hacia una dinámica estructural asociada a la producción de bienes más complejos y revertir la gran desigualdad reinante. “El tema distributivo es un tema importante a resolver y hay que ir tras un esquema productivo más sofisticado. Aún queda un largo camino por recorrer”, observó.
Translation - English Latin America: the limits of growth
The region is experiencing a privileged moment, favored by the international context. However, the challenge is how to capitalize this situation in order to achieve a long term project. Inequality, the transformation of the production model and the control of inflation will be the main challenges.
Latin American economies have recovered strongly from the last international crisis, mainly through the good commodity prices and high international liquidity generated by the policies of developed countries. At present, all the experts talk about the favorable economic situation in the region. But the tree should not hide the forest and, in the middle of this oasis, there is a question for all governments in the region: how to transform this good economic moment in an era of sustained growth?
Bernardo Kosacoff, former director of the Economic Commission for Latin America (CEPAL, Spanish acronym) and current director of the Center for Entrepreneurship, Competitiveness and Development of the Technical Institute of Buenos Aires (ITBA, Spanish acronym) and the University of San Andres, said that "2011 will be a very good year for the region within this world in which developing countries are having a very dynamic growth associated with the favorable prices of primary goods”.
However, he warned that we should not think this is a long-term situation and have a party. It must be seen as an opportunity which can be used to address two major pending issues the region faces: progress towards structural dynamics associated with the production of more complex goods and reversing the prevailing high inequality. "The distributional issue is an important issue to be resolved and we must go after a more sophisticated production scheme. There is still a long way to go”, he noted.
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Translation education
Bachelor's degree - Escuela Normal Superior en Lenugas Vivas - Sofia Broquen de Spangenberg
Experience
Years of experience: 19. Registered at ProZ.com: May 2005.
About me
I am a technical, scientific and literary translator graduated from the ENSLV Sofía E Broquen de Spangenber, a well-known translation school in Buenos Aires, Argentina. I also hold a degree in Spanish proofreading from Fundación LITTERAE, an institution led by Alicia María Zorrilla, the vice-president of the Argentine Academy of Letters. My academic average is 9.21 out of 10
I have experience in the following fields:medicine, tourism, business, finance, education, technology, subtitling, among others. Years of experience: 10
I also teach English and Spanish for foreigners living in Argentina. Teaching English in companies gives me the opportunity to interact with people from different business backgrounds, such as law, human resources, finance, marketing, IT, etc. This serves as an excellent training for acquiring vocabulary on the mentioned fields. Some of the companies I have worked for as a teacher are: Chevron, KPMG, Mercedes Benz, HSBC, Movistar, etc.
I enjoy keeping up to date with languages and technologies, so I continuously attend improvement courses.
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