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Welcome to my personal and agency's profile pages. Although primarily working as a translator and outsourcer for Dutch clients in academia, I am also registered with several other agencies as a revisor for a wide range of non-academic texts.
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Freelancer and outsourcer, Verified site user
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Editing/proofreading Volume: 24000 words Duration: Dec 2006 Languages: Dutch to English
PhD Thesis Psychology of Religion (parts)
The translation will be submitted for publication in the USA.
Psychology
No comment.
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Visa, Wire transfer
Year established
2006
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Euro (eur), U. S. dollars (usd)
Portfolio
Sample translations submitted: 1
Dutch to English: Journal Article HRM
Source text - Dutch De lijnen van Baltes
In de eerste levensfase wordt de harde schijf gevuld, de mens is in staat een vaak grenzeloos reservoir aan kennis en kunde op te nemen. De tweede levenshelft staat eerder in het teken van het vasthouden van de kennis die nuttig, bruikbaar en waardevol is gebleken in de loop van het leven. Meer nog dan in de eerste levenshelft heeft dat als gevolg dat zich in de tweede levensfase, op basis van ervaring, stuurcompetenties ontwikkelen die relevant zijn voor persoonlijke groei en voor de bepaling van betekenisvolle levensdoelen. (Houben 2002) Baltes ontwikkelde deze theorie op basis van veel diepte-interviews. Hij laat zien dat het vermogen tot kennis en kunde snel stijgt tot het 20ste levensjaar en daarna zeer geleidelijk daalt. Het gaat daarbij om het vermogen van hersenfuncties tot hoofdrekenen, tot het nauwgezet onthouden en toepassen van de richtlijnen voor de regelgeving, tot het snel en accuraat situaties onderscheiden en daarover beslissen.
Het tweede vermogen stijgt langzamer. Dit vermogen verbeeldt het adequaat omgaan met emoties en uitdagingen van de omgeving, zelfkennis en de kwaliteit van het eigen leven, beroepsvaardigheden, cultuur en wijsheid.
Plaatje van Balteslijnen
In de eerste levensfase zijn we gemakkelijker in staat dingen te leren waar we geen interesse voor hebben; later kost dat zoveel meer moeite, dat we dat vaak maar nalaten. Dat hoeft niet erg te zijn in arbeidsorganisaties, als we maar de kunst verstaan hoe oudere medewerkers aan te spreken en te stimuleren tot langer en productiever werken. Een stimulerende omgeving toont interesse in ouderen en daagt hen uit om scherp te blijven en zich langer te blijven ontwikkelen, rekening houdend met de specifieke kwaliteiten van ouderen: het vermogen tot communicatieve zelfsturing. (Houben 2002) Mensen kunnen zich tot op hoge leeftijd blijven ontwikkelen, in interactie met hun omgeving. Wanneer werkelijke interactie wordt gestimuleerd, kunnen mensen tot op hoge leeftijd 'pieken'. Het gaat dan om specifieke vaardigheden die ouderen kunnen bijdragen aan onze kennismaatschappij en die de komende decennia hard nodig zijn. De bijdrage van oudere werknemers kan ook worden omgezet in innovatieve activiteiten. Daartoe moeten we wel directer toegang krijgen tot de ideeën, inzichten en inventiviteit van oudere werknemers. Dat vraagt een duidelijk andere HRM-benadering en -werkwijze binnen bedrijven en instellingen dan nu gebruikelijk voor 45-plussers. Er bestaat een behoefte om ouderen te stimuleren hier aan mee te doen en hun stem te horen. We noemen dat ook wel empowerment.
empowerment
Empowerment duidt op de daadwerkelijke verbetering van het vermogen van mensen om sturing te geven aan hun eigen leven (Boog e.a.2000). Op individueel niveau betekent dit dat de betrokkenen in staat zijn om bewuster op te treden, zowel in de uitvoering van het werk, in de organisatie als ook op andere levensgebieden. Het effect is dat op het niveau van het individu een betere balans ontstaat tussen hetgeen individuen zelf willen in relatie met de omgeving waarin zij functioneren. Empowerment op collectief niveau betekent dat de groep waartoe het individu behoort meer invloed krijgt in de organisatie, gehoord wordt en meer stem krijgt. Empowerment is een voorwaarde voor een sociale dialoog. In the organization must be an open space for a dialogue where practioners have the intention to explicate the implicit. (Karin Ronnerman a.o. 2006)
Empowerment van individuen en de sociale dialoog in organisaties kunnen alleen gedijen in een omgeving waar zij worden gezien en als belangrijke factor gelden in de organisatie van het werk.
Translation - English The Baltes’ line chart
In the first life phase the hard disk is filled; a human being is able to store an often unlimited wealth of knowledge and skills. The second half of life is more focused on holding on to the knowledge that has proved useful, practical and valuable in the course of life. As a consequence, even more than in the first half of life, regulation competences that are relevant for personal growth and for determining meaningful life goals develop in the second life phase (Houben 2002). Baltes developed this theory on the basis of many in-depth interviews. He demonstrates that the ability to acquire knowledge and skills rapidly increases until the age of 20 and then very slowly diminishes. This includes the brains’ capability of mental arithmetic, precisely memorizing and applying regulatory guidelines and quickly and accurately assessing situations and making appropriate decisions.
The second ability increases more slowly. This ability represents the adequate dealing with emotions and challenges from the environment, self-knowledge and the quality of one’s life, professional skills, culture and wisdom.
- Plaatje van Balteslijnen -
In the first life phase we are more easily capable of learning things we are not interested in; later this is so much more difficult, that we often do not even attempt to. This is not necessarily a bad thing in work organizations, as long as we know how to entice older workers and encourage them to work longer and more productively. An encouraging work environment shows interest in older workers and challenges them to remain focused and continue developing themselves for a longer time, taking into account their specific qualities: the ability of communicative self-regulation (Houben 2002). Up to a very old age, human beings are capable of personal development in interaction with their environment. When true interaction is encouraged, people can still ‘peak’ at a very high age where specific skills are concerned, which older people may contribute to our knowledge society and are urgently needed in the next decennia. The contribution of older workers may also be converted into innovative activities. To realize this, we do have to have more direct entry to older workers’ ideas, insights and ingenuity. This clearly asks for a different HRM approach and method than is now usually applied in companies and organizations for their 45-plus employees. There is a need for encouraging older employees to participate in this and have their voices heard. We call this empowerment.
Empowerment
Empowerment refers to the actual improvement of people’s ability to direct their own lives (Boog et al 2000). On an individual level, this means that those involved are capable of acting with more confidence, both in the performance of the work, in the organization and in other areas of life. On an individual level, this results in a better balance between the individuals’ personal wishes and the requirements set by the environment they function in. Empowerment on collective level means that the group to which the individual belongs gains more influence on the organization, is heard and has more say. Empowerment is a prerequisite for a social dialogue. There should be more room in the organization for a dialogue in which practitioners have the intention of explicating the implicit (Karin Ronnerman et al 2006)
The empowerment of individuals and the social dialogue in organizations can only thrive in an environment where they are noticed and regarded as important factors in the organization of the work.
Dutch to English (Rechtbank Amsterdam/Court of Amsterdam, verified) English to Dutch (Rechtbank Amsterdam/Court of Amsterdam, verified) Dutch to English (Hogeschool Vertaler Engels/Bachelor's degree, verified) Dutch to English (Register beëdigde vertalers/Registered as sworn t, verified) English to Dutch (Hogeschool Vertaler Engels/Bachelor's degree in tr, verified)
English to Dutch (Register beëdigde vertalers/Registered as sworn t, verified)
Sworn translator English-Dutch and Dutch-English, registered with the District Court of Amsterdam, The Netherlands
Translator since 1995.
Member of the Netherlands Society of Interpreters and Translators (NGTV)
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About my specialisations
Focal areas:
Education (all levels)
Vocational training
Teacher professionalisation
Effective learning and studying
Community education
Cultural education (schools, museums, tourism)
Research
Research design
Sworn translations of diplomas
a. Translation and editing: Science-specific materials within the areas of Higher Education and Research:
Education Studies, Pedagogy, Learning Studies, Research and Developments in Education, Developmental Psychology, Differentiated HRM, Social Sciences, Social History, Philosophy, Cultural Studies Other areas: All subjects Sworn translations: Diplomas and related documents
b. Proofreading and quality assurance:
All subjects, including business and legal translations
c. Transcriptions:
Interviews and other audio and video recordings for research purposes, on any topic
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About my business
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