This site uses cookies.
Some of these cookies are essential to the operation of the site,
while others help to improve your experience by providing insights into how the site is being used.
For more information, please see the ProZ.com privacy policy.
This person has a SecurePRO™ card. Because this person is not a ProZ.com Plus subscriber, to view his or her SecurePRO™ card you must be a ProZ.com Business member or Plus subscriber.
Affiliations
This person is not affiliated with any business or Blue Board record at ProZ.com.
Services
Translation, Interpreting, Training
Expertise
Specializes in:
Engineering (general)
Business/Commerce (general)
Accounting
Automotive / Cars & Trucks
Computers: Hardware
IT (Information Technology)
Internet, e-Commerce
Marketing
Computers (general)
Also works in:
Tourism & Travel
Telecom(munications)
Journalism
Poetry & Literature
Environment & Ecology
History
Architecture
Textiles / Clothing / Fashion
Linguistics
Nutrition
International Org/Dev/Coop
Geology
Geography
Sports / Fitness / Recreation
Genetics
Folklore
Wine / Oenology / Viticulture
Human Resources
More
Less
Blue Board entries made by this user
1 entry
Access to Blue Board comments is restricted for non-members. Click the outsourcer name to view the Blue Board record and see options for gaining access to this information.
Visa, MasterCard, American Express, Check, Money order
Portfolio
Sample translations submitted: 3
English to Korean: Cascading Style Sheet Homepage (provided by World Wide Web Consortium General field: Tech/Engineering Detailed field: IT (Information Technology)
Source text - English Web Style Sheets
home page
(This page uses CSS style sheets)
Local linksWhat's new?
What are style sheets?
Press clippings
Conferences
CSS
XSL
DSSSL
CSS-DOM
Translation - Korean 웹 스타일 시트
홈페이지
(본 페이지는 CSS 스타일 시트를 사용한다.)
Local links새 소식들
스타일 시트란 무엇인가?
신문 스크랩
회의
CSS
XSL
DSSSL
CSS-DOM과 SAC
"앞으로 일어날 웹 혁명은 웹 컨소시엄(Web Consortium)이 CSS에 노력한 작업 사례들을 본받을 것이다."
-Jakob Nielsen
새 소식들
CSS와 XSL에서 "새 소식들"을 보시오.
스타일 시트란 무엇인가?
스타일 시트란 문서가 어떻게 화면과 프린트상에 표현되고, 또는 어떻게 음성화되어야 하는 지를 서술한다. W3C는 1994년에 설린된 이후로 웹에 스타일 시트 사용을 적극 권장하고 있다. 스타일 액티비티(Style Activity)는 CSS1, CSS2, XPath, XSLT 같은 다른 W3C의 권고안도 공표해 왔다. 특히 CSS는 브라우저에서 보편적으로 사용된다.
예를 들어, 하이퍼텍스 생성 언어(HTML)같은 구조화된 웹 문서에 스타일 시트를 첨부하면, 제작자나 사용자는 특정한 기기에 종속하거나 새로운 HTML 태그를 추가하지 않아도 원하는 문서 표현을 할 수 있다.
스타일 시트를 시험해볼 수 있는 가장 쉬운 방법은 CSS를 지원하는 브라우저를 사용하는 것이다. 스타일 시트에 관해 토론하길 원하면 www-style@w3.org로 이동하거나 comp.-infosystem.www.autoring.stylesheets에서 확인하시오.
W3C 스타일 액티비티에서는 XSLT와 "포매팅 객체”를 합친 XSL를 개발하고 있다. (XSL-FO).
English to Korean: facebook buddy poke General field: Other Detailed field: IT (Information Technology)
Source text - English 1. Select a chat bubble:
1. Select an animation:
2. Copy your HTML code below
2. Select a bubble style:
3. Go to your friend's profile page
3. Select a font style:
4. Click 'Add Comment'. Paste the HTML code.
4. Enter your text:
4. Paste the HTML code. Click 'enviar recado'.
Stubble
About BuddyPoke:
Accessories
Activity
Add a COMMENT to a friend's page:
Add a chat bubble
Add a comic chat bubble
Add a comment:
Add a message
Add a private comment:
Add a private message
Add {username} as a friend
Alignment
An error occurred. Please try saving your image again in a minute.
Animate
Animate:
Any Buddy design or pose you want
Any style, as many buddies as you like... for no extra cost
Apologize to {username}
Translation - Korean 1.채팅 버블 선택하기
1. 움직임 선택하기
2. 아래 HTML코드 복사하기.
2. 버블 스타일 선택하기
3.친구 소개 페이지로 가기
3. 글꼴 선택하기:
4. ‘댓글 달기’에 클릭하기. HTML 코드 붙이기
4. 내가 쓴 글 보기
4. HTML 코드 첩부하기. '메세지 전달하기’에 클릭하기
버디포크에 관한 정보:
장신구
활동
:
친구 페이지에 댓글 달기
채팅 버블 붙이기
만화식 채팅 버블 붙이기
댓글 달기:
메세지 첨부하기
비공개 댓글 첨부하기
개인 쪽지 첨부하기
{username}님과 친구하기
제휴
오류가 발생했습니다. 잠시 후 이미지를 재저장하시길 바랍니다.
움직임:
움직임:
마음대로 모든 버디 디자인 또는 자세 가능
특별한 비용이 없이 원하는 모든 버디의 스타일 가능
{username}님께 사과하기
Spanish to English: PASOS DEL ANÁLISIS LEXICOMÉTRICO APLICADO A LAS PREGUNTAS ACERCA DEL ESCENARIO 2: “Condiciones Externas”. General field: Social Sciences Detailed field: Music
Source text - Spanish Segunda etapa. Selección de las respuestas modales y análisis cualitativo de las mismas.
Dado que el AFCS realizado en la etapa anterior diferenció entre tres las modalidades de la variable activa (2ºGE, 3ºGE, 4ºGE ), se procedió a aplicar el procedimiento de selección automática de Respuestas Modales o Típicas, según el criterio c2 (adecuado para respuestas relativamente extensas). Resultó importante y útil aplicar este procedimiento, porque permitió ordenar jerárquicamente las respuestas recogidas según su grado de prototipicidad. De este modo, considerando varias de las respuestas modales más características de cada texto (ya que una sola no es suficiente para resumir la información aportada por el mismo), fue posible inferir los significados de los grupos léxicos en su contexto original de producción, y describir cualitativamente los rasgos más característicos de cada uno de los grupos conformados. Dichas descripciones se presentan a continuación en los resultados del Escenario 2.
Grupo 2ºGE
Grupo léxico característico: alumnos, arco, ayudado, bien, bueno, dado, desafinado, enseñado, enseñar, equivocas, poco, sale, también, tocado, tocar, veces y vuelva.
El alumno más prototípico de este grupo describe cómo le gustaría que fuera su profesor “ideal” enumerando características de la personalidad («Divertidos [...] amables y buenos, yo creo [...] dice tonterías y nos aclaramos »).
Translation - English Phase 2. Selection of the modal response and its qualitative analysis.
With the SCFA realized in the previous phase, distinguishing the category of the active variable among three groups (2ºBL, 3ºBL, 4ºBL ), we proceeded to apply the procedure of automatic selection of Modal or Typical Response according to the criterion c2 (suitable for relatively extensive response). It resulted that applying this procedure is important and useful because it allowed the collected responses to be arranged hierarchically in accordance with the grade of prototype capacity. In this way, taking into account many of the most characterised modal responses of each text (since only one response is not enough to summarize the collected information), it was possible to deduce the meanings of the lexical groups in their original context of production and to describe the most characterised aspect of each one of the conformed group in a qualitative way. This description is shown in the following results of Scenario 2.
Group 2nd BL
* Characteristic lexical group: students, bow, helped, well, good, given, out of tune, taught, teach, mistakes, little, works, too, be played, played, times and repeat.
The most representative student in this group describes how the “ideal” teacher would be for him, describing the characteristics of his/her personality (amusing [...] kind and y good, I think [...] he/she plays a joke and we can sort out things»
More
Less
Experience
Years of experience: 17. Registered at ProZ.com: Oct 2006.
Expertise