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Russian to English: Excerpt from Kill Gorby, a political thriller General field: Art/Literary Detailed field: Poetry & Literature
Source text - Russian Гулким эхом раскатывалась по перелеску жалостливая песня под гитарный аккомпанемент. Исполнитель, похоже, был нетрезв, однако в голосе и при слухе. Нарушая земные физические законы, звуки фантастическим образом смешивались с запахом дыма и чего-то вкусного и долетали до палаточного лагеря от костра, разведенного у реки еще днем.
Как дальше жить после невероятного числа впитанных душой и телом откровений!? Как возвращаться в пахнущий «семьдесят вторым» бензином мир: туда, к автобусной толчее и очередям за выброшенным на народные прилавки финским сервелатом, мусорным бакам в подъездах и высоковольтным проводам, узурпировавшим заоконные пейзажи страны? Уезжать отсюда, где деревья и примятая к земле густая трава, картошка «в мундире» и перепачканные золой губы твоей первой любимой?! И уезжая, бросать первые и последние в жизни сны наяву и общество, где каждый первый твой друг и брат? Ни за что.
Такие мысли роились в Пашкиной голове, когда он, откинув полог палатки, вступил в предрассветную темень подмосковного леса. Рассеянно поискав спрятавшийся ботинок, он застыл, стараясь продлить миг наслаждения красотой природы, которую в полной мере дано ощутить на контрасте только обитателям городов.
С приближением утра становилось зябко, но все равно было комфортно. Опять же, испугавшись похолодания, попряталось злое комарье, и голова перестала пульсировать от выпитой накануне «шипучки».
«Водки бы…», — подумалось Пашке, когда он все же нащупал в траве обувь.
Translation - English To the guitar's accompaniement, the plaintive song rolled across the wood and dissolved into a resonant echo. The singer sounded a bit drunk, yet his voice held firm and his ear was true enough. Violating all laws of physics, the sounds blended fantastically with the smells of smoke and savory cooking, and wafted to the campground from the bonfire kindled at the riverside the day before.
How do you return to your everyday life after such a host of bodily, of spiritual revelations? How do you go back to your ordinary world? To the odor of 72 octane gas, to the crush inside the bus, to the lines queuing for Finnish salami, dumped in piles onto the grocery store counters? To the reek of garbage bins in the buildings’ entryways and the high voltage cables that slash across every, otherwise-stunning, landscape? How do you leave this place, these trees, this dense grass matted to the ground, the potatoes baked in their skins, and your first love’s lips, touched with ash? And if you do leave, how do you give up this dream, the first in your life, of a place, of a society in which everyone you meet is your friend and brother? You just can’t—not for anything.
Such were the thoughts circling in Pashka’s head as he threw aside the tent flap and emerged into the morning twilight of the Moscow-region forest. Having cast around absentmindedly in search of a missing boot, he suddenly grew still the way a lifelong city dweller, struck by the intense contrast to his customary environs, grows still to savor the natural beauty that surrounds him.
The early morning had grown chillier with dawn’s approach, but it was still comfortable enough. Last night’s mosquito swarm had retreated in the face of the cold and Pashka’s head had stopped throbbing from the sparkling wine they had guzzled the night before.
“Some vodka wouldn’t hurt,” occurred to him as at last he felt his boot in the grass.
German to English: Excerpt from Genarlized Subject Didactics, a contributed volume about discipline-based education research General field: Social Sciences Detailed field: Education / Pedagogy
Source text - German 4.1 Fachliche Bildung – Desiderat fachdidaktischer Theoriebildung und Aufgabe Allgemeiner Fachdidaktik
Der Bildungsdiskurs wird seit mehr als zwei Jahrhunderten vor allem durch Pädagogik und Allgemeine Didaktik geprägt. Dabei standen und stehen zumeist theoretische Bestimmungen allgemeiner Bildung im Fokus (vgl. aktuell z.B. Klafki, 1985; Tenorth, 1986; Benner, 1990; Hentig, 2004; Koller, 2012). Fachliche Bildung hingegen wird nicht oder nur peripher thematisiert. Aber auch fachdidaktisch gibt es bislang weder eine ausgearbeitete Theorie fachlicher bzw. fachbasierter Bildung noch eine Klärung ihrer Grundlagen, Bedingungen und Formen. Wenn in fachdidaktischen Diskursen von Bildung die Rede ist, dann geschieht dies zumeist in ausschließlich fachspezifischer Hinsicht. Das den einzelnen fachdidaktischen Modellierungen von Bildung Gemeinsame hingegen fehlt in solchen Thematisierungen nahezu durchgängig. Dieser Sachverhalt hat mehrere Ursachen. Ein entscheidender Grund ist fachgeschichtlicher bzw. disziplinärer Natur: Es fehlte mit der Allgemeinen Fachdidaktik bislang schlicht eine Metatheorie des allem Fachdidaktischen Gemeinsamen und Spezifischen, aus der sich eine Theorie fachlicher bzw. fachbasierter Bildung ab ovo entwickeln ließe (vgl. dazu 3.3). Ein anderer Begründungszusammenhang ergibt sich aus der von Georg Bollenbeck aufgezeigten Verengung des Bildungsbegriffs auf Selbstreflexiv-Geistiges, die im 18. Jahrhundert einsetzte:
„Mit der Aufwertung von ‚Bildung’ und der Abwertung des umfassenden Kulturbegriffs der Aufklärung beginnt die Geschichte des typisch deutschen Deutungsmusters. […] Die neuartige Wertschätzung des „rein Geistigen“ bewirkt eine Herabminderung der praktischen Dinge und der Erziehung zur Praxis.“ (Bollenbeck, 1994, S. 98ff.)
Diese in literarischer Klassik und idealistischer Philosophie gleichermaßen beobachtbare Tendenz findet z.B. in Schillers expliziter Frontstellung gegenüber dem „Nutzen“ als dem großen „Idol der Zeit“ (Schiller, 1795, S. 572) eine typische Ausprägung. Den praktischen Erfordernissen des aufziehenden industriellen Zeitalters und seiner marktwirtschaftlichen Strukturierung verweigerte sich nach Bollenbeck ein Großteil der deutschen Intellektuellen um 1800 durch einen Bildungsbegriff, in dem das Praktisch-Konkrete und Nützliche geringeschätzt und das Geistig–Allgemeine und Zweckfreie idealisiert wurde.
Translation - English 4.1 Subject-matter education as desideratum for subject-didactic theory and objective of subject-matter didactics
For over two centuries, pedagogy and general didactics have led the way in shaping educational discourse. In the process, the main focus has been and continues to be on the theoretical provisions for a general education (e.g. Klafki, 1985; Tenorth, 1986; Benner, 1990; Hentig, 2004; Koller, 2012). Subject-matter education, however, has either remained unaddressed or has been addressed tangentially. And yet from a subject-didactic perspective, there is neither an elaborated theory of subject-based or subject-matter education nor a clarification of their foundations, conditions and forms. When education comes up in subject-didactic discourses, it is usually discussed strictly in a subject-specific manner. The common aspects of subject-didactic education modeling are almost completely absent from such discussions. There are several causes for this state of affairs. One critical reason is of a subject-historical and disciplinary nature: There has simply been no meta-theory of the common and specific features of the various subject didactics, which could serve as an origin for the development of a theory of subject-matter or subject-based education (see also section 3.3). Another reason, pointed out by Georg Bollenbeck, arises from the reduction of the concept of education to self-reflexive spirituality in the 19th century:
The history of the typical German model of interpretation begins with the valuation of “education” and the devaluation of the comprehensive Enlightenment concept of culture. […] The novel valorization of the “purely spiritual” causes the relegation of practical concerns and schooling to praxis. (Bollenbeck, 1994, p. 98)
This tendency, which may be observed equally in literary classicism and German idealism, finds its typical expression in Schiller’s explicit position on “utility” as the great “idol of the time” (Schiller, 1795, p. 572). According to Bollenbeck, the majority of German intellectuals around 1800 rejected the practical requirements of the nascent industrial age and its market-economic structuring through a concept of education that idealized the generalized/spiritual and the purposeless, while devaluing the practical, concrete and utile.
German to English: Excerpt from Foreword to a Book on Contemporary Islam in Europe General field: Social Sciences Detailed field: Social Science, Sociology, Ethics, etc.
Source text - German Dergestalt an den Rand der Gesellschaft gedrängt, errichteten die Muslime dort ihre eigene – oft mühsam improvisierte, aber gleichwohl funktionierende– Infrastruktur; es entstand eine kulturelle und religiöse Parallelwelt, die von den Entwicklungen in den Herkunftsländern ebenso abgekoppelt war wie von der Mehrheitsgesellschaft. Im Bemühen, den neuen Lebenswelten und ihren Anforderungen gerecht zu werden, legten sich die Menschen die entsprechenden Bewältigungstechniken bisweilen auch unter bewusster Ignoranz ihrer Umgebung zu.
Mit der Erkenntnis, dass der Aufenthalt der eingewanderten Muslime in Europa anders als geplant - von Dauer sein würde - der damit verbundenen wachsenden Zahl muslimischer Kinder an den öffentlichen Schulen und nicht zuletzt infolge der gesellschaftlichen Umbrüche in den islamischen Ländern ging auch ein Wandel in der Wahrnehmung der Muslime, ihrer Symbole und ihrer Lebensweise einher, insbesondere sahen sich weite Teile der Bevölkerung durch die nun immer häufiger werdenden Berührungspunkte verängstigt und verstört.
Dass der Islam jenseits von Politik und Öffentlichkeit längst ein Teil der europäischen Gesellschaft geworden war, wurde von eben diesen sehr spät zur Kenntnis genommen, sodass – wenig verwunderlich – keine Konzepte vorlagen, mit denen dieser Herausforderung angemessen zu begegnen gewesen wäre. Nun aber stehen wir vor der Frage, wie der Umgang mit den Muslimen, die Europa als ihren Lebensmittelpunkt betrachten und ihre Präsenz auch öffentlich sichtbar machen wollen, zu gestalten sei.
Translation - English Pushed in this manner to the margins of society, Muslims established their own – often hard-won, but nevertheless functioning – infrastructure; a culturally and religiously parallel world arose that was disconnected from developments in the countries of origin, as well as from mainstream society. In an effort to meet the needs of their new environments, the people adopted appropriate coping techniques, as well as, occasionally, a subconscious ignorance of their surroundings.
Along with the realisation that the duration of immigrant Muslims’ stay in Europe would be other than planned, the growing number of Muslim children in the public schools associated with this, and not least, the social upheavals in Islamic countries, also came a shift in the perception of Muslims, their symbols, and their lifestyle; in particular, broad swaths of the population saw themselves agitated and frightened through the increasingly frequent, nascent points of contact.
Due to these factors, the fact that Islam, outside of politics and the public eye, had long become a part of European society would be taken into consideration very belatedly, so that – unsurprisingly – no concepts were on hand with which to confront this challenge. Currently, however, we stand before the question of how to shape relations with Muslims who consider Europe their centre of life and wish to make their public profile more overt.
Russian to English: Freud's Edius Dream General field: Art/Literary Detailed field: Poetry & Literature
Source text - Russian Однажды Зигмунду Фрейду приснилась инструкция к программе нелинейного монтажа видео «Едиус». Версия три-ноль.
В его странном-странном сне за странным-странным столом сидел мужик. И что было зенок таращился в кусок стены на короткопалой ножке. Стена та передавала бегущие световые галлюцинации, тени теней, которые складывались в знакомые образы. А мужик управлял ими – то ускорял, судорожно виляя кистью, то замедлял, а то и вовсе останавливал их бег.
“Среди этих живых картинок всё уже сбылось, всё состоялось”, - догадался Зигмунд Фрейд, проваливаясь в длинную фазу сна, где он по обыкновению терял контроль над сновидениями.
Чуть правее вышеупомянутого куска стены, излучавшей живые картинки, под очень тупым углом к оному располагался ещё один. Этот кусок напомнил спящему Фрейду хирургическую операционную. Как будто кто-то – не иначе, как мужик – раскурочил внутренности одурманенного морфием и распластанного на стене существа и теперь – тут уж точно мужик, никаких сомнений, что мужик – рылся в них, перебирая сплетённые жилы, разной толщины и цветов, расчленял и соединял их в одну-единственную, испещрённую надрезами, как кольцами дождевого червя.
Мужик не прикасался к стене руками, он оперировал глазами, неотрывно следя за тем, как левитируют в утробе существа его внутренности. Руки лишь подрагивали на столе.
– Это творец, – выдавило из себя сознание Фрейда, уже отягощенное необходимостью закругляться, – мужик сей, однако, творец, демиург, Господь Бог. А существо, разложенное на правой половинке стены, не иначе как сама жизнь.
Translation - English Once upon a time Sigmund Freud dreamed that he was at a seminar on Edius v3.0, the non-linear video editing suite.
In this very odd dream, a man sat behind a very odd desk and ogled with all his ocular might a rectangular piece of wall on a short stand before him. Hallucinations of light—shades’ shadows—ran along this piece of wall, folding into recognizable images. And the man controlled them, sometimes spurring them on with a flick of his wrist, other times reining them in or halting their gallop entirely.
“Everything’s already done among these living pictures, everything has come to pass,” surmised Sigmund Freud and plunged back into NREM Stage 2, where he typically lost control over his dreams.
A second piece of wall was situated at a very oblique angle, just to the right of the one projecting the living pictures. This second piece reminded slumbering Freud of a surgical theater. It was as if someone (surely, it could only be the man?) had torn apart the bowels of some morphine-drugged creature, plastered the entrails across this piece of wall, and now (this time it was definitely the man, no doubt about it!) was rummaging among them, sorting through the tangled sinews of various colors and thicknesses, dissecting them and joining them into a single striated intestine as if they were the segments of an earthworm.
The man never touched the piece of wall with his hands. He operated with his eyes, steadily observing the creature’s entrails levitating in its bowels. Only his hands intermittently twitched on the desk’s surface.
“This is the Creator,” managed Freud’s unconscious, feeling the need to call it a night. “This man is the Creator, the demiurge, the Supreme Being. And the creature arranged on the right half of the wall is no other than life itself.”
Russian to English: Excerpt from Presentation on Nuclear Power Plant Safety General field: Tech/Engineering Detailed field: Nuclear Eng/Sci
Source text - Russian Основными отличиями проекта ЛАЭС-2 от референтного проекта, я имею ввиду Тянь-Ваньскую АЭС, является наличие пассивных систем безопасности; предусмотрены специальные системы отвода тепла от парогенератора и от защитной оболочки. Кроме того, была проведена оптимизация технических решений по системам безопасности с целью устранения наиболее вероятных отказов в этих системах и достижения установленных вероятностных критериев. Кроме того, была проделана достаточно большая работа по увеличению автономности АЭС во всех отношениях, и, в том числе, от внешних источников энергоснабжения. В этом проекте впервые используется генератор с полностью водяным охлаждением, что уменьшает вероятность водородных взрывов на энергоблоках. Кроме того, используется специальная система, регулируемая и ремонтопригодная система натяжения внутренней защитной оболочки. Реакторное отделение имеет 2 защитные оболочки, это одно из отличий АЭС третьего поколения. То есть внутренняя оболочка защищает, воспринимает все нагрузки, возможные повышения давления и обеспечивает локализацию радиоактивных продуктов в случае внутренних событий, повлекших за собой аварийные ситуации, а внешняя оболочка защищает от внешних воздействий – падения самолёта, возможных ударных волн.
Translation - English The main difference between LAES-2 and its reference project—I mean the Tianwan NPP—is the inventory of passive safety systems; it incorporates special heat dissipation systems for the steam generator and the protective shell. Beside this, we conducted an optimization of technical decisions of the safety systems with the goals of eliminating the most probable failures in these systems, and achieving established probabilistic criteria. Furthermore, a good amount of work was put into increasing the autonomy of the NPP in all aspects, among these, from outside energy sources. This project is the first to make use of a fully liquid cooled reactor, which diminishes the probability of hydrogen explosions in the power blocks. This NPP also makes use of an adjustable and repairable system for tensioning the internal protective shell. The reactor section has two protective shells—this is one of the features of the third generation. The internal shell protects, taking on all the stresses and possible increases in pressure, and ensures the localization of radioactive products in the case of internal events resulting in accidental situations. The external shell protects from external forces—falling airplanes or possible shock waves.
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Master's degree - University of Illinois at Chicago
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Years of experience: 16. Registered at ProZ.com: May 2012. Became a member: Jun 2012.
Born in Russia, raised and educated in the United States, I am a fluent bilingual speaker of both Russian and English. I hold an M.A. and B.A. in English Literature and a B.S. in Linguistics.
German was actually my second language: I began taking lessons at 3 and continued until high school. Since I attended Atlanta International School, which offers half-day instruction in German, I learned math, history, geography and literature in German. Furthermore, as my teachers were all from Germany or Austria, I also learned plenty about German culture and colloquial speech, including dialects.
Spanish was my fourth language. I began learning it while living in Chicago's Pilsen neighborhood, but I only came to master it having traveled through Latin America and lived in Mexico City. Altogether, I have now spent eight years living in Mexico City and can read, write and speak Spanish quite fluently. Indeed, learning this wonderful language so late in life has been one of my greatest pleasures. Absent a formal education, it has been made possible by the boundless patience and friendly support of countless Spanish-speakers.
Keywords: russian, english, german, spanish, translation, translator, literature, fiction, short story, legal. See more.russian, english, german, spanish, translation, translator, literature, fiction, short story, legal, contract, agreement, legal translation, journalism, article, trados, cat, computers, localization, marketing, russia, soviet, uk english, us english, film, movie, subtitles, script, poetry, screenplay, affidavit, testimony, technology, engineering, history, medical. See less.
Member since Jun '12
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