activity+pattern

διδαχή, ῆς, ἡ (s. διδάσκω; Hdt. et al.; BGU 140, 16 [II A.D.]; once in LXX; EpArist, Philo, Joseph., Just.).

① the activity of teaching, teaching, instruction (Hdt. 3, 134, 2; Pla., Phdr. 275a; Ps 59:1; Jerus. ins: SEG VIII, 170, 5 [before 70 A.D.] δ. ἐντολῶν; Philo, Spec. Leg. 2, 3; Jos., Ant. 17, 159; Just., A II, 5, 4 διὰ διδαχῆς θυμάτων) λαλεῖν (ἐν) δ. speak in the form of teaching 1 Cor 14:6; ἐν πάσῃ δ. in every kind of instruction 2 Ti 4:2. Of Jesus’ teaching activity Mk 4:2; 12:38.

② the content of teaching, teaching (EpArist 207; 294; Just., A I, 40, 1) by Pharisees and Sadducees Mt 16:12; by Jesus J 7:16f; 18:19; apostles Ac 2:42 (Iren. 4, 33, 8 [Harv. II 262, 6]; Just., A I, 53, 3 παρὰ τῶν ἀποστολῶν).—Ac 5:28; 13:12; Ro 16:17; 1 Cor 14:26; 2J 9f; Rv 2:24; D ins; 1:3; 2:1; 6:1; 11:2; B 9:9; 16:9; 18:1. κατὰ τ. διδαχήν in accordance w. the teaching Tit 1:9; βαπτισμῶν δ. teaching about baptisms Hb 6:2. τύπος διδαχῆς pattern of teaching (of Christian belief and practice) Ro 6:17 (GRoss, Exp. 7th ser., 5, 1908, 469–75; CLattey, JTS 29, 1928, 381–84; 30, 1929, 397–99; JMoffatt, JBL 48, 1929, 233–38; FBurkitt, JTS 30, 1929, 190f.—S. also παραδίδωμι 1b end, and τύπος 4); δ. καινή Mk 1:27 (cp. the apocryphal gospel Ox 1224 Fgm. 2 verso, I, 2–5 [Kl. Texte 8³, p. 26, 19ff] π[ο]ίαν σέ| [φασιν διδα]χὴν καιν[ὴν] δι|[δάσκειν, ἢ τί β]ά[πτισμ]α καινὸν| [κηρύσσειν;] what’s this new teaching all about that they say you’re promoting, or what’s this new baptism you’re proclaiming?); Ac 17:19; δ. ἀφθαρσίας teaching that assures immortality IMg 6:2. Of offensive teachings Rv 2:14f; Hb 13:9; κακὴ δ. IEph 9:1; δ. ξέναι, μωραί Hs 8, 6, 5. The teaching of the wicked angel m 6, 2, 7.

③ Either mng. can be defended Mt 7:28; 22:33; Mk 1:22; 11:18; Lk 4:32.—CDodd, TManson memorial vol., ’59, 106–18 (‘catechetical’ instr. in the early church).—DELG s.v. διδάσκω. M-M. TW. Sv.

   1) The Book of Nature Is Written in the Language of Mathematics

   Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)

   2) Arranging Speech so as to Reply Appropriately

   It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)

   3) No Other Animal Has the Language Capacity of the Human

   It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)

   4) Human Beings Do Not Live Only in the World of Objects

   Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)

   5) Language Powerfully Conditions All Our Thinking

   It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)

   6) A List of Language Games

   [A list of language games, not meant to be exhaustive:]

   Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling it

   Solving a problem in practical arithmeticTranslating from one language into another

   LANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)

   7) Language Constrains Certain Modes of Interpretation

   We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)

   8) We Dissect Nature in Accordance with Our Native Languages

   We dissect nature along the lines laid down by our native languages.

   The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)

   9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own Language

   The forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)

    10) The Analysis of Certain Types of Utterances

   It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)

    11) The Dictionary of a Language Is a System of Concepts

   In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)

    12) Talk about the Evolution of the Language Capacity is Beside the Point

   In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)

    13) The Development of Language

   [It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)

    14) Sentential and Conceptual Levels in Language

   he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.

   The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)

    15) Linguistic Realities Have Not Yet Been Captured by Theoretical Models

   The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.

   But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)

    16) The Final Steps to Human Language

   The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)

    17) The Inadequacy of Formal Linguistic Models for Ordinary Language Usage

    t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)

    18) When a Language Is an Abstract Machine

   A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)

    19) Metaphor and Metonymy Underpin the Formation of Linguistic Signs

   Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)

    20) Language and the Analysis of Nature

   It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)

    21) Correspondence Rules for Mapping Old Theory into Subsets of New Theory

   First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....

   Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)

    22) The Inclusion of Non- linguistic Factors in a Theory of Grammar

   If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)

    23) Language Is Inevitably Influenced by Specific Contexts of Human Interaction

   Language cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)

    24) The Genetic Blueprints of Language

   By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)

    25) Languages Are Machines

   Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)

   1) To Know the Different Operations of the Mind

   It becomes, therefore, no inconsiderable part of science... to know the different operations of the mind, to separate them from each other, to class them under their proper heads, and to correct all that seeming disorder in which they lie involved when made the object of reflection and inquiry.... It cannot be doubted that the mind is endowed with several powers and faculties, that these powers are distinct from one another, and that what is really distinct to the immediate perception may be distinguished by reflection and, consequently, that there is a truth and falsehood which lie not beyond the compass of human understanding. (Hume, 1955, p. 22)

   2) The Mind Is Furnished by Experience

   Let us then suppose the mind to be, as we say, white Paper, void of all Characters, without any Ideas: How comes it to be furnished? Whence comes it by that vast store, which the busy and boundless Fancy of Man has painted on it, with an almost endless variety? Whence has it all the materials of Reason and Knowledge? To this I answer, in one word, from Experience. (Locke, quoted in Herrnstein & Boring, 1965, p. 584)

   3) Mythical Thought Is as Rigorous as That of Modern Science

   The kind of logic in mythical thought is as rigorous as that of modern science, and... the difference lies, not in the quality of the intellectual process, but in the nature of things to which it is applied.... Man has always been thinking equally well; the improvement lies, not in an alleged progress of man's mind, but in the discovery of new areas to which it may apply its unchanged and unchanging powers. (Leґvi-Strauss, 1963, p. 230)

   4) The Mind Has Nothing But Itself to Know Itself

   MIND. A mysterious form of matter secreted by the brain. Its chief activity consists in the endeavor to ascertain its own nature, the futility of the attempt being due to the fact that it has nothing but itself to know itself with. (Bierce, quoted in Minsky, 1986, p. 55)

   5) To Know Is to Represent Accurately

   [Philosophy] understands the foundations of knowledge and it finds these foundations in a study of man-as-knower, of the "mental processes" or the "activity of representation" which make knowledge possible. To know is to represent accurately what is outside the mind, so to understand the possibility and nature of knowledge is to understand the way in which the mind is able to construct such representation.... We owe the notion of a "theory of knowledge" based on an understanding of "mental processes" to the seventeenth century, and especially to Locke. We owe the notion of "the mind" as a separate entity in which "processes" occur to the same period, and especially to Descartes. We owe the notion of philosophy as a tribunal of pure reason, upholding or denying the claims of the rest of culture, to the eighteenth century and especially to Kant, but this Kantian notion presupposed general assent to Lockean notions of mental processes and Cartesian notions of mental substance. (Rorty, 1979, pp. 3-4)

   6) The Question of Mind in Relation to Machine

   Under pressure from the computer, the question of mind in relation to machine is becoming a central cultural preoccupation. It is becoming for us what sex was to Victorians-threat, obsession, taboo, and fascination. (Turkle, 1984, p. 313)

   7) Understanding the Mind Remains as Resistant to Neurological as to Cognitive Analyses

   Recent years have been exciting for researchers in the brain and cognitive sciences. Both fields have flourished, each spurred on by methodological and conceptual developments, and although understanding the mechanisms of mind is an objective shared by many workers in these areas, their theories and approaches to the problem are vastly different....

   Early experimental psychologists, such as Wundt and James, were as interested in and knowledgeable about the anatomy and physiology of the nervous system as about the young science of the mind. However, the experimental study of mental processes was short-lived, being eclipsed by the rise of behaviorism early in this century. It was not until the late 1950s that the signs of a new mentalism first appeared in scattered writings of linguists, philosophers, computer enthusiasts, and psychologists.

   In this new incarnation, the science of mind had a specific mission: to challenge and replace behaviorism. In the meantime, brain science had in many ways become allied with a behaviorist approach.... While behaviorism sought to reduce the mind to statements about bodily action, brain science seeks to explain the mind in terms of physiochemical events occurring in the nervous system. These approaches contrast with contemporary cognitive science, which tries to understand the mind as it is, without any reduction, a view sometimes described as functionalism.

   The cognitive revolution is now in place. Cognition is the subject of contemporary psychology. This was achieved with little or no talk of neurons, action potentials, and neurotransmitters. Similarly, neuroscience has risen to an esteemed position among the biological sciences without much talk of cognitive processes. Do the fields need each other?... [Y]es because the problem of understanding the mind, unlike the wouldbe problem solvers, respects no disciplinary boundaries. It remains as resistant to neurological as to cognitive analyses. (LeDoux & Hirst, 1986, pp. 1-2)

   8) Approaches to the Study of the Mind

   Since the Second World War scientists from different disciplines have turned to the study of the human mind. Computer scientists have tried to emulate its capacity for visual perception. Linguists have struggled with the puzzle of how children acquire language. Ethologists have sought the innate roots of social behaviour. Neurophysiologists have begun to relate the function of nerve cells to complex perceptual and motor processes. Neurologists and neuropsychologists have used the pattern of competence and incompetence of their brain-damaged patients to elucidate the normal workings of the brain. Anthropologists have examined the conceptual structure of cultural practices to advance hypotheses about the basic principles of the mind. These days one meets engineers who work on speech perception, biologists who investigate the mental representation of spatial relations, and physicists who want to understand consciousness. And, of course, psychologists continue to study perception, memory, thought and action.

... [W]orkers in many disciplines have converged on a number of central problems and explanatory ideas. They have realized that no single approach is likely to unravel the workings of the mind: it will not give up its secrets to psychology alone; nor is any other isolated discipline-artificial intelligence, linguistics, anthropology, neurophysiology, philosophy-going to have any greater success. (Johnson-Laird, 1988, p. 7)

1) General subject: approach, device, directions, expedient, instrumentality, manner, mean, means, medium, method, modality, mode, modus, procedure, recipe (достигнуть чего-либо), resource, road (достижения чего-либо), shift, system, technique, the how, way, wrinkle, avenue

2) Biology: technique (см. тж method)

3) Medicine: practice, tool

4) Colloquial: dodge, gadget, how

5) Obsolete: instrumentation, wise

6) Military: technique

7) Engineering: process, technic, technology, theory

8) Agriculture: practice (ы), water conveyance and delivery efficiency

9) Construction: manner apx.

10) Mathematics: curve, method (of), path, technics, technique (for)

11) Railway term: modulator operandi

12) Diplomatic term: modus (действия)

13) Forestry: style, type

14) Psychology: government, mechanism (работы)

15) Information technology: fashion

16) Immunology: pattern

17) Geophysics: form

18) Patents: art, art of process, media, process (патентоспособный класс изобретений - определенная последовательность операций, выполняемых с соблюдением определенных условий и приводящих к получению определенного эффекта)

19) Automation: course

20) General subject: way (не путь, если речь явно не идет о дороге)

21) Makarov: Mo (mode), activity, agent, cure (напр. устранения неисправности), mechanism, meth (method), method (технологический процесс), modus (лат), practice (технологический процесс), process (технологический процесс), rate, sort, strategy

22) Archaic: kind (присущий кому-л.)

<Vw> pattern of economic activity

1 working day.

jornada electoral polling day

jornada intensiva = working day from 8 am to 3 pm with only a short lunch break

jornada laboral working day

media jornada half day

jornada partida = working day with long (2-3 hour) lunch break, ending at 7-8 pm

jornada de puertas abiertas open day, open house (United States)

jornada de reflexión = day immediately before elections when campaigning is forbidden

jornadas (sobre) conference (on) (congreso)

2 day's journey.

3 round of matches, program (sport).

* * *

► nombre femenino

1 (día de trabajo) working day

■ una jornada de ocho horas an eight-hour day

■ ha sido una jornada intensiva it's been a hard day's work

2 (camino recorrido) day's journey

■ estamos a dos jornadas de camino we've got another two days' travelling to do

3 (en periodismo) day

■ las noticias de la jornada today's news

■ la jornada deportiva del sábado Saturday's sport

► nombre femenino plural jornadas

1 conference sing

\

jornada completa full-time

jornada intensiva eight-to-three working day without a lunch break

jornada laboral working day

jornada partida working day with a lunch break

media jornada half-day

* * *

* * *

1) (=tiempo de trabajo)

2) (=día) day

3) [de viaje] day's journey; (=etapa) stage (of a journey)

4) (Mil) expedition

5) pl jornadas (Univ) congress, conference

6) (=vida) lifetime, life span

7) (Teat) ( Hist) act

8) Cono Sur (=sueldo) day's wage

* * *

1)

a) (period) ( día) day

b) (Rels Labs) tb

- jornada continuada or intensiva

- jornada partida

- jornada única

2) jornadas femenino plural ( congreso) conference, symposium; (de teatro, arte) workshop, course

3)

a) (esp Col) ( viaje) journey

b) (Méx) ( día de viaje) day's journey

* * *

= workday.

Ex. This article describes a study of stress conducted in a university library using the following categories: workload; schedule and workday; feeling pulled and tugged; physical facilities; unchallenging work; and miscellaneous.

----

* a media jornada = half-time [half time].

* de media jornada = half-day [half day].

* final de la jornada laboral = close of business.

* haber terminado la jornada laboral = be off duty.

* jornada de puertas abiertas = open day.

* jornada de reflexión = reflection-day.

* jornada de trabajo = workshop.

* jornada laboral = workday, day's work, working hours, working day, working time, work hours.

* jornadas = conference, institute.

* terminar la jornada laboral = clock off + work.

* * *

1)

a) (period) ( día) day

b) (Rels Labs) tb

- jornada continuada or intensiva

- jornada partida

- jornada única

2) jornadas femenino plural ( congreso) conference, symposium; (de teatro, arte) workshop, course

3)

a) (esp Col) ( viaje) journey

b) (Méx) ( día de viaje) day's journey

* * *

* * *

1 ( period) (día) day

la jornada transcurrió con absoluta normalidad the day passed off without incident

una nueva jornada de protesta another day of protest

la jornada de huelga convocada para hoy the strike called for today

2 ( Rels Labs) tb

jornada laboral or de trabajo working day

un trabajo de jornada completa/de media jornada a full-time/part-time job

trabaja jornada completa/media jornada she works full-time/part-time

una jornada semanal de 40 horas a 40-hour (working) week

open house ( AmE), open day ( BrE)

split shift ( working day with long break for lunch)

( Chi) jornada continuada

B jornadas fpl (congreso) conference, symposium; (de teatro, arte) workshop, course

( esp Col) (viaje): son tres días de jornada para llegar a la sierra it's a three-day journey to the mountains

fue una larga jornada it was a long day's journey

* * *

a) (period) ( día) day

b) (Rels Labs) tb

◊ jornada laboral working day;

* * *

jornada nf

1. [día] day;

una dura jornada de trabajo a hard day's work;

una jornada de huelga a day of strike action;

una jornada de lucha a day of protest

jornada de puertas abiertas open day;

jornada de reflexión = day immediately before elections when campaigning is forbidden

2. [de viaje] day's journey

3. [laboral] working day, US workday;

media jornada half day

un empleo a jornada completa a full-time job;

jornada continua = working day from early morning to mid-afternoon with only a short lunch break;

jornada intensiva = working day from early morning to mid-afternoon with only a short lunch break;

jornada laboral working day, US workday;

tenemos una jornada laboral de ocho horas we work an eight-hour day;

una jornada laboral de 35 horas a 35-hour week;

jornada partida = working day with lunch break of several hours, finishing in the evening

4. Dep round of games o matches;

llevan seis jornadas sin perder they have gone six games without losing

5.

6. Lit act

Spanish stores, offices and schools used to close at midday when everyone went home to have lunch with their families, and all activity would come to a standstill. Only shift workers and civil servants would depart from this pattern and work from eight to three in what is called a jornada intensiva (or “intensive working day”). Many small offices would change their timetable in the summertime and did not take a lunch break. This is still the case today, especially in rural areas and small towns or in very hot regions. However, department stores and superstores have now broken ranks and stay open all day. Many large companies now prefer their employees to take shorter lunch breaks, which means that, in big cities at least, they do not have time to return home for the traditional long lunch.

* * *

1 (working) day;

media jornada half-day

2 distancia day’s journey

3 DEP round of games

* * *

jornada nf

1) : expedition, day's journey

jornada de trabajo : working day

3) jornadas nfpl

: conference, congress

* * *

jornada n day

SUBJECT AREA: Ports and shipping, Steam and internal combustion engines

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John was the third son of David Elder. The father came from a family of millwrights and moved to Glasgow where he worked for the well-known shipbuilding firm of Napier's and was involved with improving marine engines. John was educated at Glasgow High School and then for a while at the Department of Civil Engineering at Glasgow University, where he showed great aptitude for mathematics and drawing. He spent five years as an apprentice under Robert Napier followed by two short periods of activity as a pattern-maker first and then a draughtsman in England. He returned to Scotland in 1849 to become Chief Draughtsman to Napier, but in 1852 he left to become a partner with the Glasgow general engineering company of Randolph Elliott \& Co. Shortly after his induction (at the age of 28), the engineering firm was renamed Randolph Elder \& Co.; in 1868, when the partnership expired, it became known as John Elder \& Co. From the outset Elder, with his partner, Charles Randolph, approached mechanical (especially heat) engineering in a rigorous manner. Their knowledge and understanding of entropy ensured that engine design was not a hit-and-miss affair, but one governed by recognition of the importance of the new kinetic theory of heat and with it a proper understanding of thermodynamic principles, and by systematic development. In this Elder was joined by W.J.M. Rankine, Professor of Civil Engineering and Mechanics at Glasgow University, who helped him develop the compound marine engine. Elder and Randolph built up a series of patents, which guaranteed their company's commercial success and enabled them for a while to be the sole suppliers of compound steam reciprocating machinery. Their first such engine at sea was fitted in 1854 on the SS Brandon for the Limerick Steamship Company; the ship showed an improved performance by using a third less coal, which he was able to reduce still further on later designs.

Elder developed steam jacketing and recognized that, with higher pressures, triple-expansion types would be even more economical. In 1862 he patented a design of quadruple-expansion engine with reheat between cylinders and advocated the importance of balancing reciprocating parts. The effect of his improvements was to greatly reduce fuel consumption so that long sea voyages became an economic reality.

His yard soon reached dimensions then unequalled on the Clyde where he employed over 4,000 workers; Elder also was always interested in the social welfare of his labour force. In 1860 the engine shops were moved to the Govan Old Shipyard, and again in 1864 to the Fairfield Shipyard, about 1 mile (1.6 km) west on the south bank of the Clyde. At Fairfield, shipbuilding was commenced, and with the patents for compounding secure, much business was placed for many years by shipowners serving long-distance trades such as South America; the Pacific Steam Navigation Company took up his ideas for their ships. In later years the yard became known as the Fairfield Shipbuilding and Engineering Company Ltd, but it remains today as one of Britain's most efficient shipyards and is known now as Kvaerner Govan Ltd.

In 1869, at the age of only 45, John Elder was unanimously elected President of the Institution of Engineers and Shipbuilders in Scotland; however, before taking office and giving his eagerly awaited presidential address, he died in London from liver disease. A large multitude attended his funeral and all the engineering shops were silent as his body, which had been brought back from London to Glasgow, was carried to its resting place. In 1857 Elder had married Isabella Ure, and on his death he left her a considerable fortune, which she used generously for Govan, for Glasgow and especially the University. In 1883 she endowed the world's first Chair of Naval Architecture at the University of Glasgow, an act which was reciprocated in 1901 when the University awarded her an LLD on the occasion of its 450th anniversary.

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RLH / FMW

SUBJECT AREA: Architecture and building

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The name of Le Corbusier is synonymous with the International style of modern architecture and city planning, one utilizing functionalist designs carried out in twentieth-century materials with modern methods of construction. Charles-Edouard Jeanneret, born in the watch-making town of La Chaux-de-Fonds in the Jura mountain region, was the son of a watch engraver and dial painter. In the years before 1918 he travelled widely, studying building in many countries. He learned about the use of reinforced concrete in the studio of Auguste Perret and about industrial construction under Peter Behrens. In 1917 he went to live in Paris and spent the rest of his life in France; in 1920 he adopted the name of Le Corbusier, one derived from that of his ancestors (Le Corbesier), and ten years later became a French citizen.

Le Corbusier's long working life spanned a career divided into three distinct parts. Between 1905 and 1916 he designed a number of simple and increasingly modern houses; the years 1921 to 1940 were ones of research and debate; and the twenty years from 1945 saw the blossoming of his genius. After 1917 Le Corbusier gained a reputation in Paris as an architect of advanced originality. He was particularly interested in low-cost housing and in improving accommodation for the poor. In 1923 he published Vers une architecture, in which he planned estates of mass-produced houses where all extraneous and unnecessary features were stripped away and the houses had flat roofs and plain walls: his concept of "a machine for living in". These white boxes were lifted up on stilts, his pilotis, and double-height living space was provided internally, enclosed by large areas of factory glazing. In 1922 Le Corbusier exhibited a city plan, La Ville contemporaine, in which tall blocks made from steel and concrete were set amongst large areas of parkland, replacing the older concept of city slums with the light and air of modern living. In 1925 he published Urbanisme, further developing his socialist ideals. These constituted a major reform of the industrial-city pattern, but the ideas were not taken up at that time. The Depression years of the 1930s severely curtailed architectural activity in France. Le Corbusier designed houses for the wealthy there, but most of his work prior to 1945 was overseas: his Centrosoyus Administration Building in Moscow (1929–36) and the Ministry of Education Building in Rio de Janeiro (1943) are examples. Immediately after the end of the Second World War Le Corbusier won international fame for his Unité d'habitation theme, the first example of which was built in the boulevard Michelet in Marseille in 1947–52. His answer to the problem of accommodating large numbers of people in a small space at low cost was to construct an immense all-purpose block of pre-cast concrete slabs carried on a row of massive central supports. The Marseille Unité contains 350 apartments in eight double storeys, with a storey for shops half-way up and communal facilities on the roof. In 1950 he published Le Modular, which described a system of measurement based upon the human male figure. From this was derived a relationship of human and mathematical proportions; this concept, together with the extensive use of various forms of concrete, was fundamental to Le Corbusier's later work. In the world-famous and highly personal Pilgrimage Church of Notre Dame du Haut at Ronchamp (1950–5), Le Corbusier's work was in Expressionist form, a plastic design in massive rough-cast concrete, its interior brilliantly designed and lit. His other equally famous, though less popular, ecclesiastical commission showed a contrasting theme, of "brutalist" concrete construction with uncompromisingly stark, rectangular forms. This is the Dominican Convent of Sainte Marie de la Tourette at Eveux-sur-l'Arbresle near Lyon, begun in 1956. The interior, in particular, is carefully worked out, and the lighting, from both natural and artificial sources, is indirect, angled in many directions to illuminate vistas and planes. All surfaces are carefully sloped, the angles meticulously calculated to give optimum visual effect. The crypt, below the raised choir, is painted in bright colours and lit from ceiling oculi.

One of Le Corbusier's late works, the Convent is a tour de force.

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ἐγκακέω 1 aor. ἐνεκάκησα (ἐν + κακός; Polyb. 4, 19, 10; BGU 1043, 3; Sym., Gen 27:46; Num 21:5; Is 7:16; Pr 3:11 Theod.)

① to lose one’s motivation in continuing a desirable pattern of conduct or activity, lose enthusiasm, be discouraged w. ptc. foll. (B-D-F §414, 2) 2 Th 3:13 (ἐκκ-v.l.); w. ptc. preceding Gal 6:9 (ἐκκ-v. l.—both of these passages play on the opposition of τὸ καλόν and τὸ κακόν in Gr.-Rom. thought respecting civic responsibility); οὐκ ἐγκακοῦμεν we do not lose our enthusiasm, lose heart for ‘this service’ 2 Cor 4:1 (in contrast to falling into deceptive behavior patterns, vs. 2); 16. αἰτοῦμαι μὴ ἐγκακεῖν ἐν ταῖς θλίψεσιν I ask you not to be disappointed in connection with my tribulations Eph 3:13. On these three last s. 2. Abs. give up Lk 18:1.

② to be afraid in the face of a great difficulty, be afraid, of women in childbirth 2 Cl 2:2. (In all NT pass. t.r. has ἐκκακέω, q.v.) Some would put 2 Cor 4:1, 16; Eph. 3:13 here.—M-M. s.v. ἐν-. TW. Spicq.

 

обычай и практика
—
[ http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

EN

custom and usage
A group pattern of habitual activity usually transmitted across generations and, in some instances, having the force of law. (Source: ISEP / RHW)
[http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

Тематики

• охрана окружающей среды

EN

• custom and usage

DE

• Sitte und Gebrauch

FR

• us et coutumes

 

поведение групп населения
—
[ http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

EN

group behaviour
An observable pattern of activity displayed by persons in and as an aggregate. (Source: RHW)
[http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

Тематики

• охрана окружающей среды

EN

• group behaviour

DE

• Gruppenverhalten

FR

• comportement collectif

 

поведение потребителя
—
[ http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

EN

consumer behaviour
An observable pattern of activity concerned with the purchase of goods and services and susceptible to the influence of marketing and advertising strategies. (Source: CON)
[http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

Тематики

• охрана окружающей среды

EN

• consumer behaviour

DE

• Konsumverhalten

FR

• comportement des consommateurs

 

профиль пользователя
Информация, необходимая для создания для пользователя персонализированной среды обслуживания, вне зависимости от местоположения пользователя или используемого терминала (в пределах известных ограничений, наложенных на терминал и обслуживающую сеть). (МСЭ-Т Q.1741).
[ http://www.iks-media.ru/glossary/index.html?glossid=2400324]

профиль пользователя
(ITIL Service Strategy)
Шаблон потребления ИТ- услуги пользователем. Каждый профиль пользователя включает в себя один или более профилей бизнес-деятельности.
[Словарь терминов ITIL версия 1.0, 29 июля 2011 г.]

EN

user profile
UP
(ITIL Service Strategy) A pattern of user demand for IT services. Each user profile includes one or more patterns of business activity.
[Словарь терминов ITIL версия 1.0, 29 июля 2011 г.]

Тематики

• информационные технологии в целом

EN

• UP
• user profile