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Spanish to English: CONTRATO DE INVESTIGACIÓN Y DESARROLLO General field: Law/Patents Detailed field: Law: Contract(s)
Source text - Spanish CONTRATO DE INVESTIGACIÓN Y DESARROLLO ENTRE LA XXX Y XXX S. A.
En LLL, a DD de MM de AAAA
De una parte, D. XXX, Presidente de xxx, en nombre y representación de XXX (en adelante XXX), con sede en xxx y C.I.F. xxx y
De otra parte, D. XXX, con DNI xxx, Director General Adjunto de XXX (en adelante XXX) con C.I.F. xxx, y sede en xxx y D. XXX, con pasaporte xxx, Director Financiero de xxx, ambos en nombre y representación de la citada empresa,
reconociéndose respectivamente capacidad jurídica suficiente, suscriben en nombre de las respectivas entidades el presente documento y, al efecto
EXPONEN
1.- Que la XXX es una Entidad de Derecho público de carácter multisectorial y pluridisciplinar que desarrolla actividades de docencia, investigación y desarrollo científico y tecnológico, interesada en colaborar con los sectores socioeconómicos para asegurar uno de los fines de la docencia e investigación, que es la innovación y la modernización del sistema productivo.
2.- Que la empresa XXX, especializada en suministros de componentes para la industria de la xxx, desarrolla a través de su Departamento de I D todos los estudios necesarios para el desarrollo de estos componentes que luego utilizará en su fabricación.
3.- Que la empresa XXX está interesada en contar con los servicios tecnológicos de la XXX la cual posee personal cualificado e infraestructura científico-técnica adecuada para el estudio y la investigación en xxx.
Y, a los efectos de formalizar las condiciones en las que se realizará dicha contratación, acuerdan las siguientes:
CLÁUSULAS
Translation - English RESEARCH AND DEVELOPMENT CONTRACT BETWEEN XXX AND XXX S.A.
Made in PPP, on this day DD of MM, YYYY
By and between
Mr. xxx, President of XXX, on behalf of XXX (hereinafter referred to as "XXX") based in XXX and Fiscal Identification No. (C.I.F.) xxx
and
Mr. XXX, with National Identification No. (N.I.F.) xxx, Deputy General Manager of XXX (hereinafter referred to as "XXX") with Fiscal Identification No. (C.I.F.) xxx, having its place of business in xxx and Mr. xxx, with passport no. xxx, Chief Finance Officer of XXX, both on behalf of the aforesaid firm.
The parties mutually acknowledge their legal capacity to enter into contracts, and undersign this document on behalf of their respective entities.
WHEREAS XXX is a multisectorial and pluridisciplinary Public Corporation which conducts activities related to teaching, research and scientific and technological development, and is interested in co-operating with the socio-economic sectors in order to guarantee one of the objectives of teaching and research, namely, the innovation and modernization of the industrial system.
WHEREAS the firm XXX, a firm specialized in the supply of components for the xxx industry, has a R&D Department which is responsible for the research needed to implement the components that xxx will subsequently manufacture.
WHEREAS the firm xxx is interested in using the technological services provided by the xxx, whose personnel is qualified for and whose scientific and technological facilities are adequate for the study and research into vision and programming systems for robotic applications.
NOW, THEREFORE, in consideration of the mutual premises herein contained and to formalize the conditions under which projects will be contracted, the parties hereby agree as follows:
CLAUSES
English to Spanish: Trends IV: European Universities Implementing Bologna General field: Social Sciences Detailed field: Education / Pedagogy
Source text - English 1. Mobility of students
Mobility of European students funded through the European Commission’s Socrates Programmes has increased - significantly in some countries – between 1999 and 2003. Some HEIs in Ireland and the United Kingdom insist on a 1:1 ratio in exchange to avoid too great an imbalance between incoming and outgoing students, but other non-Anglophone countries also saw a substantial increase in incoming mobility. Other HEIs, for example in some in South East Europe, specifically declared their intention to increase the number of incoming students by capitalising more on their specific assets and advantages. With regard to outgoing mobility, many HEIs, for example in Austria, France, Greece, Sweden, Switzerland and the United Kingdom, expressed concern with low or decreasing levels of outgoing students. This may be due to students wanting to finish on time, lacking the necessary foreign language skills, or generally being averse to incurring additional fi nancial costs required to live abroad or to giving up current employment.
Furthermore, problems of recognition and over-complicated application procedures for mobility programmes were referred to as impediments to mobility, as are the conflicting academic calendars across Europe.
Regarding the impact of the introduction of the two-cycle structure on mobility, some HEIs, notably in Germany, the Netherlands, Italy, Switzerland and Sweden, fear that the introduction of very differentiated and relatively short programmes will lead to a dramatic reduction of horizontal free mover mobility (i.e., within a given programme).
On the other hand, some HEIs expect or hope that mobility will increase through the existence of twocycle degree structures across Europe once the problems of transition to the new system are overcome. This view was expressed in Austria, Estonia, Finland, Germany, Hungary, Portugal, Spain, Turkey and the United Kingdom.
Some HEIs favour the solution of using the stay abroad for practical assignments, because this poses fewer recognition problems, or of formally integrating it as an additional year in the curriculum. Admirably, mobility periods for students are considered so valuable in Norway that the Norwegian “Quality Reform” Project stipulates that all students are entitled to one semester abroad and to take their study grants with them.
A small number of HEIs, notably those in Spain, take the opportunities offered by vertical mobility - i.e., between first and second cycles, or between second and third cycles - explicitly into consideration. As for joint degree programmes and Erasmus Mundus in particular, students confi rmed that horizontal mobility - within a programme - can be encouraged by double or joint degree programmes.
Translation - Spanish 1. Movilidad de estudiantes
La movilidad de los estudiantes europeos financiada por los Programas Sócrates de la Comisión Europea ha crecido entre 1999 y 2003 y, en algunos países, significativamente. Algunas IES de Irlanda y del Reino Unido insisten en que la proporción de estudiantes recibidos y enviados en virtud de los acuerdos de intercambio sea 1:1, con objeto de evitar que se produzcan un excesivo desequilibrio. También en otros países no anglófonos se ha observado un aumento de la movilidad desde el extranjero o entrante. Otras IES, por ejemplo de algunos países del sureste de Europa, manifestaron su intención de aumentar el número de estudiantes extranjeros que reciben publicitando sus ventajas y atractivos.
En lo que se refiere a la movilidad hacia instituciones extranjeras o saliente, muchas IES de, entre otros países, Austria, Francia, Grecia, el Reino Unido, Suecia y Suiza, manifestaron su preocupación por su escasa o decreciente movilidad estudiantil saliente. Los motivos pueden ser el deseo de los estudiantes de terminar sus estudios en los plazos establecidos, su escaso dominio de otras lenguas o su aversión a asumir los gastos extraordinarios que supone el vivir en otro país o a dejar de trabajar en su país de origen.
Otros factores negativos mencionados son los problemas de reconocimiento, la excesiva complejidad de los procesos de solicitud para participar en los programas de intercambio, así como el que los calendarios académicos no sean iguales en toda Europa.
En lo que se refiere al impacto que la implantación de la estructura de dos ciclos produce en la movilidad, algunas IES, particularmente en Alemania, Italia, los Países Bajos, Suecia y Suiza, temen que la creación de programas muy diferenciados y relativamente cortos reduzcan significativamente la movilidad horizontal libre (esto es, en el seno de un programa dado).
Sin embargo, algunas IES prevén un aumento de la movlidad una vez que se hayan generalizado en toda Europa las estructuras de dos ciclos y hayan superado los problemas de transición al nuevo sistema. Esta es la opinión que recogimos en Alemania, Austria, España, Estonia, Finlandia, Hungría, Portugal, el Reino Unido y Turquía.
Algunas IES son partidarias de utilizar los períodos académicos en el extranjero para realizar prácticas, puesto que esto plantea menos problemas de reconocimiento o facilita su consideración como un curso más del plan de estudios. Resulta admirable que las estancias de movilidad estudiantil sean apreciadas en Noruega hasta el punto de que el Proyecto «Reforma de la calidad» de este país estipula que todos los estudiantes tienen derecho a pasar un semestre en el extranjero sin perder sus becas de estudios.
Un reducido número de IES, principalmente españolas, aprovechan manifiestamente la movilidad vertical, esto es, la que se da entre el primer y el segundo ciclo, o entre el segundo y el tercer ciclo. En cuanto a los programas de las titulaciones conjuntas y, más concretamente, el Erasmus Mundus, los estudiantes confirmaron que es posible fomentar la movilidad horizontal (dentro de un programa) mediante programas dobles o titulaciones conjuntas.
Spanish to English (Spain: UGR, verified) English to Spanish (Spain: UJA, verified) English to Spanish (Spanish Ministry Foreign Affairs: Sworn Translator, verified) English to Spanish (UK: UCam Local Examinations Syndicate, verified) Spanish to English (UK: UCam Local Examinations Syndicate, verified)
Spanish to English (Spanish Ministry Foreign Affairs: Sworn Translator, verified)
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I hold two Bachelor degrees (licenciaturas, one in English Philology (Universidad de Granada, Spain, 1981) and one in Translation and Interpreting (Universidad de Granada, Spain, 1994), and a PhD in English Philogogy (Universidad de Jaén, Spain, 2003.). Just after finishing my Philology degree, I worked as Spanish Lector at Heriott-Watt University (Edinburgh) for two years (1981-1983). I passed the Cambridge Certificate of Proficiency in English exam (Grade A), together with its Endorsement in Translation (Grade A), in 1982. In 2005 I passed the official exam of the Spanish Ministry of Foreign Affairs to become a Sworn/Certified Translator-Interpreter English<>Spanish. I have attended a few courses and webinars on memory translations (DéjaVu, Wordfast), lexicography software (TshwaneLex) and legal/financial English, as well as ProZ.com-organized events.
I have worked as a freelance, part-time English<>Spanish translator since 1983, my other permanent jobs being a secondary education English teacher (Catedrático de Bachillerato; 1983-1990) and a university lecturer (1990-2020; Profesor Titular de Universidad). I have translated very many academic articles and papers, as well as university-related leaflets and brochures in the fields of law, education, humanities, psychology, accountancy and finance, olive-oil growing/production/marketing, biology, zoology, health sciences, mathematics, computer science, chemistry and chemical engineering, as well as contracts, memoranda, agreements, transcripts of records, academic certificates. Many of the latter are certified translations (students’ transcripts of records and academic certificates —for and from the UK, US, Canada and Spain—, birth and marriage certificates, contracts and other legal documents, such as divorce decrees...). These translations were commissioned by individuals or firms (Traditon, Trasluz, Transline...).
I have been a member of ProZ.com since April 2009, and a Certified Pro in English to Spanish from 2010 to 2018. I try to contribute to KudoZ questions whenever I can and am constantly learning from the answers provided by knowledgeable colleagues from all over the world. ProZ.com membership has allowed me to keep up-to-date as regards translation news, software, project management and localization.
Although I do not work as a full-time translator, I do regularly accept translation jobs compatible with my other obligations and engagements. I offer quality and I keep my commitments. I pride myself in keeping an excellent working relationship with my clients based on trust and satisfaction.
I use Déjà Vu, OmegaT and WordFast, and possess wide user-experience in computer software: office programs, lexicographic compilers, corpus linguistics software (Search & Replace, WordSmith Tools), test and feedback-question generators, web-design, tutorial generators, Adobe Acrobat Professional, video-conferencing (Skype, Messenger, Webinar, Adobe Connect)… I am both a PC and Mac user.
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