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  • 21 escuela

    f.
    school.
    hacer escuela to have a following
    ser de la vieja escuela to be of the old school
    escuela de arte school of art, art school
    escuela de comercio business school
    escuela de hostelería catering school
    escuela Oficial de Idiomas = Spanish State language-teaching institute
    escuela privada private school
    escuela pública state school
    escuela taurina bullfighting school
    escuela universitaria = section of a university which awards diplomas in a vocational discipline (e.g. engineering, business) after three years of study
    escuela de verano summer school
    pres.indicat.
    3rd person singular (él/ella/ello) present indicative of spanish verb: escolar.
    imperat.
    2nd person singular (tú) Imperative of Spanish verb: escolar.
    * * *
    1 (gen) school
    2 (experiencia) experience, instruction
    \
    ser de la vieja escuela to be of the old school
    tener buena escuela to be well trained
    escuela de artes y oficios Technical College
    escuela de conducir driving school
    escuela de idiomas language school
    escuela nocturna night school
    escuela privada private school, GB public school
    escuela pública state school
    * * *
    noun f.
    * * *
    SF
    1) (=colegio) school

    ir a la escuela — [alumno, maestro] to go to school

    escuela de párvulos — nursery school, kindergarten

    escuela de primera enseñanza, escuela elemental — primary school

    escuela privada — private school, independent school

    escuela pública — state school, public school (EEUU)

    escuela secundaria — secondary school, high school (EEUU)

    2) (=centro de enseñanza) [gen] school; Chile (=facultad) faculty, school

    escuela de baile — school of dancing, dance school

    Escuela de Bellas Artes — art school, art college

    escuela de chóferes — LAm driving school

    escuela de comercio — business school, school of business studies

    escuela de conductores — LAm driving school

    escuela de manejo — Méx driving school

    escuela laboral — technical school, trade school

    escuela taller — vocational training centre

    escuela universitaria — university college offering diploma rather than degree courses

    buque 1), granja
    3) * (=clases) school

    mañana no hay o no tenemos escuela — there's no school tomorrow

    4) (=formación) experience
    5) (=movimiento) school
    see COLEGIO ESCUELA OFICIAL DE IDIOMAS The Escuelas Oficiales de Idiomas are state-run language schools which offer tuition in a wide range of foreign languages. Examinations are also open to external candidates and the Certificado de la Escuela Oficial de Idiomas, the final qualification, is recognized all over Spain.
    * * *
    1)
    a) ( institución) school

    la escuela de la vida — the school o university of life

    b) ( edificio) school
    c) ( facultad) faculty, school
    d) (como adj inv)

    hotel escuela — hotel school, training hotel

    2) ( formación) coaching, training
    3) (de pensamiento, doctrinas) school

    ha creado escuela — his theories (o ideas etc) have many followers

    * * *
    = day school, school, college, seedbed.
    Ex. This boy has never been to day school or Sunday school, can't read but he is said to be one of the best workers in the room.
    Ex. Many infant and junior schools have books in the entrance hall and in the corridors as well as in the classrooms.
    Ex. Special colleges were established offering technical and practical programs for farmers and laborers.
    Ex. The article has the title 'The last thirty years as the seedbed of the future'.
    ----
    * archivo de escuela = school records.
    * dentro de la escuela = in-school.
    * después de la escuela = after-school hours, after-school time.
    * director de escuela = school principal.
    * en la escuela = at school.
    * escuela convencional = mainstream school.
    * escuela de biblioteconomía = library school.
    * escuela de biblioteconomía reconocida = accredited library school.
    * escuela de biblioteconomía y documentación = LIS school.
    * escuela de buceo = diving school, scuba diving school.
    * escuela de capacitación = training school.
    * escuela de enseñanza primaria = primary school.
    * escuela de equitación = riding school.
    * escuela de formación = training school.
    * escuela de formación profesional = vocational school.
    * escuela de gestión = business school.
    * escuela de negocios = business school.
    * escuela de niños menores = infant school.
    * escuela de pago = public school.
    * escuela de pensamiento = school of thought.
    * escuela de pequeños = infant school.
    * escuela de primaria = primary school.
    * escuela de primer ciclo de secundaria = intermediate school.
    * escuela de submarinismo = diving school, scuba diving school.
    * escuela dominical = Sunday school.
    * escuela primaria = lower school, elementary school, grade school, primary school.
    * escuela privada = public school.
    * escuela rural = rural school.
    * escuela secundaria = junior school, middle school, upper school.
    * escuela taller = technical school.
    * escuela universitaria de biblioteconomía y documentación (EUBYD) = school of librarianship and information science (SLIS).
    * expediente académico de la escuela = high school record.
    * granja escuela = animal farm.
    * horas después de la escuela = after-school hours, after-school time.
    * ir a la escuela = go to + school.
    * junta de dirección de la escuela = school board.
    * maestro de escuela = school teacher.
    * más hambre que un maestro de escuela = as hungry as a wolf, as hungry as a bear, as hungry as a hunter.
    * patio de la escuela = schoolyard [school yard].
    * problema en la escuela = school problem.
    * relacionado con la escuela = school-related.
    * vieja escuela, la = old school, the.
    * violencia en la escuela = school violence.
    * * *
    1)
    a) ( institución) school

    la escuela de la vida — the school o university of life

    b) ( edificio) school
    c) ( facultad) faculty, school
    d) (como adj inv)

    hotel escuela — hotel school, training hotel

    2) ( formación) coaching, training
    3) (de pensamiento, doctrinas) school

    ha creado escuela — his theories (o ideas etc) have many followers

    * * *
    = day school, school, college, seedbed.

    Ex: This boy has never been to day school or Sunday school, can't read but he is said to be one of the best workers in the room.

    Ex: Many infant and junior schools have books in the entrance hall and in the corridors as well as in the classrooms.
    Ex: Special colleges were established offering technical and practical programs for farmers and laborers.
    Ex: The article has the title 'The last thirty years as the seedbed of the future'.
    * archivo de escuela = school records.
    * dentro de la escuela = in-school.
    * después de la escuela = after-school hours, after-school time.
    * director de escuela = school principal.
    * en la escuela = at school.
    * escuela convencional = mainstream school.
    * escuela de biblioteconomía = library school.
    * escuela de biblioteconomía reconocida = accredited library school.
    * escuela de biblioteconomía y documentación = LIS school.
    * escuela de buceo = diving school, scuba diving school.
    * escuela de capacitación = training school.
    * escuela de enseñanza primaria = primary school.
    * escuela de equitación = riding school.
    * escuela de formación = training school.
    * escuela de formación profesional = vocational school.
    * escuela de gestión = business school.
    * escuela de negocios = business school.
    * escuela de niños menores = infant school.
    * escuela de pago = public school.
    * escuela de pensamiento = school of thought.
    * escuela de pequeños = infant school.
    * escuela de primaria = primary school.
    * escuela de primer ciclo de secundaria = intermediate school.
    * escuela de submarinismo = diving school, scuba diving school.
    * escuela dominical = Sunday school.
    * escuela primaria = lower school, elementary school, grade school, primary school.
    * escuela privada = public school.
    * escuela rural = rural school.
    * escuela secundaria = junior school, middle school, upper school.
    * escuela taller = technical school.
    * escuela universitaria de biblioteconomía y documentación (EUBYD) = school of librarianship and information science (SLIS).
    * expediente académico de la escuela = high school record.
    * granja escuela = animal farm.
    * horas después de la escuela = after-school hours, after-school time.
    * ir a la escuela = go to + school.
    * junta de dirección de la escuela = school board.
    * maestro de escuela = school teacher.
    * más hambre que un maestro de escuela = as hungry as a wolf, as hungry as a bear, as hungry as a hunter.
    * patio de la escuela = schoolyard [school yard].
    * problema en la escuela = school problem.
    * relacionado con la escuela = school-related.
    * vieja escuela, la = old school, the.
    * violencia en la escuela = school violence.

    * * *
    A
    todavía no va a la escuela she hasn't started school yet
    la escuela de la vida the school o university of life
    2 (edificio) school
    3 ( Chi) (facultad) faculty, school
    la Escuela de Medicina the Medical Faculty o School
    granja escuela college farm
    hotel escuela hotel school, training hotel
    alto1 (↑ alto (1)), buque
    Compuestos:
    school of architecture
    ballet school
    art school, art college
    ● escuela de conductores or choferes
    ( AmL) driving school
    riding school
    ( AmL) driving school
    infant school
    primary school
    summer school
    ( RPl) school for children with special needs, special school
    military academy
    naval academy
    night school
    teachers' college ( AmE), teacher training college ( BrE)
    primary school
    public school ( AmE), state school ( BrE)
    technical college
    technical college
    B (formación) coaching, training
    juega bien pero le falta escuela he's a good player but he needs more coaching
    C (de pensamiento, doctrinas) school
    ha creado escuela his theories ( o ideas etc) have many followers
    es de la vieja escuela she's one of the old school
    la escuela flamenca the Flemish school
    * * *

     

    escuela sustantivo femenino
    school;
    escuela de conductores or choferes (AmL) driving school;

    escuela militar/naval military/naval academy;
    escuela pública public (AmE) o (BrE) state school;
    Eescuela de Medicina Medical Faculty o School
    escuela sustantivo femenino school
    escuela naval, naval academy
    buque escuela, training ship

    ' escuela' also found in these entries:
    Spanish:
    academia
    - antes
    - buque
    - colegio
    - conserje
    - dirigir
    - egresar
    - elemental
    - pizarra
    - recreo
    - aula
    - auto-escuela
    - clase
    - dirección
    - director
    - el
    - funcionamiento
    - fundación
    - fundar
    - hacer
    - inscribir
    - matón
    - merienda
    - monitor
    - normal
    - patio
    - picadero
    - pinta
    - plantel
    - politécnico
    - profesor
    - trabajo
    English:
    busing
    - college
    - disruptive
    - drop out
    - finishing school
    - grade school
    - janitor
    - junior school
    - master
    - primary
    - public school
    - saint
    - school
    - schoolmaster
    - schoolmistress
    - schoolteacher
    - staff college
    - state school
    - teacher
    - art
    - convenient
    - elementary
    - foot
    - get
    - go
    - grade
    - infant
    - intermediate
    - junior
    - military
    - past
    - public
    - settle
    - state
    - technical
    * * *
    1. [establecimiento] school;
    ir a la escuela to go to school;
    no pudo ir a la escuela she was unable to go to school;
    aprendió en la escuela de la vida she's a graduate of the university o school of life
    escuela de arte school of art, art school;
    escuela de artes y oficios = college for the study of arts and crafts;
    Am escuela de choferes driving school;
    escuela de comercio business school;
    CSur escuela diferencial school for children with special needs, special school; Cuba escuela elemental Br primary school, US elementary school;
    escuela de equitación riding school;
    escuela hípica (horse)riding school;
    escuela de hostelería catering school;
    escuela de magisterio Br teacher training college, US teacher's college;
    Am escuela de manejo driving school;
    escuela normal teacher training college;
    Escuela Oficial de Idiomas = Spanish State language-teaching institute;
    escuela de párvulos kindergarten;
    escuela primaria Br primary school, US elementary school;
    escuela privada private school, Br public school;
    escuela pública Br state school, US public school;
    escuela de secretariado secretarial college;
    escuela secundaria Br secondary school, US high school;
    escuela taurina bullfighting school;
    escuela de turismo school of tourism;
    escuela universitaria = section of a university which awards diplomas in a vocational discipline (e.g. engineering, business) after three years of study;
    escuela de verano summer school
    2. [enseñanza, conocimientos] training;
    tiene talento, pero le falta escuela he's talented, but he still has a lot to learn
    3. [de artista, doctrina] school;
    la escuela cervantina the school of Cervantes;
    hacer escuela to have a following;
    su forma de jugar al fútbol hizo escuela his style of football gained quite a following;
    ser de la vieja escuela to be of the old school
    escuela de pensamiento school of thought
    * * *
    f school;
    crear escuela fig create a trend;
    de la vieja escuela fig of the old school
    * * *
    : school
    * * *
    escuela n school

    Spanish-English dictionary > escuela

  • 22 показатели деятельности фирм

    Показатели качества работы учебного центра включают: - численность обученных за определённый период времени; - число программ, реализованных за определённый период времени; - число учебных дней в определённый период времени; - число новых программ, разработанных за определённый период времени; - фактический доход в сравнении со сметным; - фактические расходы в сравнении со сметными; - фактический доход в сравнении с фактическими затратами; - степень удовлетворенности слушателей учебного курса услугами поддерживающей организации в сфере обучения. — Performance indices of the training center include: - the number of persons trained in a particular period of time; - the number of programs conducted in a particular period of time; - the number of training days in a particular period of time; - the number of new programs developed in a particular period of time; - actual income versus budgeted income; - actual expenses versus budgeted expenses; - actual income versus actual costs; - the degree to which the course participants are satisfied with the training services offered by the supporting organization.

    Russian-English Dictionary "Microeconomics" > показатели деятельности фирм

  • 23 шкала оценок в опросном листе

    Шкалы оценок в опросном листе могут использоваться для оценивания: - исходных данных программ, т.е. предмета изучения; - выходных данных программ, т.е. того, чему научились обучаемые; - методов, использованных в процессе обучения, т.е. эффективности учебного процесса; - общей эффективности учебной программы, т.е. степени достижения целей обучения; - организации и обеспечения процесса обучения. — Rating scales in a questionnaire can be used to evaluate: - inputs of programs, i.e. the subject matter; - outputs of programs, i.e. what the trainees have learned; - methods used in training, i.e. the effectiveness of the training process; - overall effectiveness of the training program, i.e. the degree to which the training objectives have been achieved; - organization and administration of training.

    Russian-English Dictionary "Microeconomics" > шкала оценок в опросном листе

  • 24 Philosophy

       And what I believe to be more important here is that I find in myself an infinity of ideas of certain things which cannot be assumed to be pure nothingness, even though they may have perhaps no existence outside of my thought. These things are not figments of my imagination, even though it is within my power to think of them or not to think of them; on the contrary, they have their own true and immutable natures. Thus, for example, when I imagine a triangle, even though there may perhaps be no such figure anywhere in the world outside of my thought, nor ever have been, nevertheless the figure cannot help having a certain determinate nature... or essence, which is immutable and eternal, which I have not invented and which does not in any way depend upon my mind. (Descartes, 1951, p. 61)
       Let us console ourselves for not knowing the possible connections between a spider and the rings of Saturn, and continue to examine what is within our reach. (Voltaire, 1961, p. 144)
       As modern physics started with the Newtonian revolution, so modern philosophy starts with what one might call the Cartesian Catastrophe. The catastrophe consisted in the splitting up of the world into the realms of matter and mind, and the identification of "mind" with conscious thinking. The result of this identification was the shallow rationalism of l'esprit Cartesien, and an impoverishment of psychology which it took three centuries to remedy even in part. (Koestler, 1964, p. 148)
       It has been made of late a reproach against natural philosophy that it has struck out on a path of its own, and has separated itself more and more widely from the other sciences which are united by common philological and historical studies. The opposition has, in fact, been long apparent, and seems to me to have grown up mainly under the influence of the Hegelian philosophy, or, at any rate, to have been brought out into more distinct relief by that philosophy.... The sole object of Kant's "Critical Philosophy" was to test the sources and the authority of our knowledge, and to fix a definite scope and standard for the researches of philosophy, as compared with other sciences.... [But Hegel's] "Philosophy of Identity" was bolder. It started with the hypothesis that not only spiritual phenomena, but even the actual world-nature, that is, and man-were the result of an act of thought on the part of a creative mind, similar, it was supposed, in kind to the human mind.... The philosophers accused the scientific men of narrowness; the scientific men retorted that the philosophers were crazy. And so it came about that men of science began to lay some stress on the banishment of all philosophic influences from their work; while some of them, including men of the greatest acuteness, went so far as to condemn philosophy altogether, not merely as useless, but as mischievous dreaming. Thus, it must be confessed, not only were the illegitimate pretensions of the Hegelian system to subordinate to itself all other studies rejected, but no regard was paid to the rightful claims of philosophy, that is, the criticism of the sources of cognition, and the definition of the functions of the intellect. (Helmholz, quoted in Dampier, 1966, pp. 291-292)
       Philosophy remains true to its classical tradition by renouncing it. (Habermas, 1972, p. 317)
       I have not attempted... to put forward any grand view of the nature of philosophy; nor do I have any such grand view to put forth if I would. It will be obvious that I do not agree with those who see philosophy as the history of "howlers" and progress in philosophy as the debunking of howlers. It will also be obvious that I do not agree with those who see philosophy as the enterprise of putting forward a priori truths about the world.... I see philosophy as a field which has certain central questions, for example, the relation between thought and reality.... It seems obvious that in dealing with these questions philosophers have formulated rival research programs, that they have put forward general hypotheses, and that philosophers within each major research program have modified their hypotheses by trial and error, even if they sometimes refuse to admit that that is what they are doing. To that extent philosophy is a "science." To argue about whether philosophy is a science in any more serious sense seems to me to be hardly a useful occupation.... It does not seem to me important to decide whether science is philosophy or philosophy is science as long as one has a conception of both that makes both essential to a responsible view of the world and of man's place in it. (Putnam, 1975, p. xvii)
       What can philosophy contribute to solving the problem of the relation [of] mind to body? Twenty years ago, many English-speaking philosophers would have answered: "Nothing beyond an analysis of the various mental concepts." If we seek knowledge of things, they thought, it is to science that we must turn. Philosophy can only cast light upon our concepts of those things.
       This retreat from things to concepts was not undertaken lightly. Ever since the seventeenth century, the great intellectual fact of our culture has been the incredible expansion of knowledge both in the natural and in the rational sciences (mathematics, logic).
       The success of science created a crisis in philosophy. What was there for philosophy to do? Hume had already perceived the problem in some degree, and so surely did Kant, but it was not until the twentieth century, with the Vienna Circle and with Wittgenstein, that the difficulty began to weigh heavily. Wittgenstein took the view that philosophy could do no more than strive to undo the intellectual knots it itself had tied, so achieving intellectual release, and even a certain illumination, but no knowledge. A little later, and more optimistically, Ryle saw a positive, if reduced role, for philosophy in mapping the "logical geography" of our concepts: how they stood to each other and how they were to be analyzed....
       Since that time, however, philosophers in the "analytic" tradition have swung back from Wittgensteinian and even Rylean pessimism to a more traditional conception of the proper role and tasks of philosophy. Many analytic philosophers now would accept the view that the central task of philosophy is to give an account, or at least play a part in giving an account, of the most general nature of things and of man. (Armstrong, 1990, pp. 37-38)
       8) Philosophy's Evolving Engagement with Artificial Intelligence and Cognitive Science
       In the beginning, the nature of philosophy's engagement with artificial intelligence and cognitive science was clear enough. The new sciences of the mind were to provide the long-awaited vindication of the most potent dreams of naturalism and materialism. Mind would at last be located firmly within the natural order. We would see in detail how the most perplexing features of the mental realm could be supported by the operations of solely physical laws upon solely physical stuff. Mental causation (the power of, e.g., a belief to cause an action) would emerge as just another species of physical causation. Reasoning would be understood as a kind of automated theorem proving. And the key to both was to be the depiction of the brain as the implementation of multiple higher level programs whose task was to manipulate and transform symbols or representations: inner items with one foot in the physical (they were realized as brain states) and one in the mental (they were bearers of contents, and their physical gymnastics were cleverly designed to respect semantic relationships such as truth preservation). (A. Clark, 1996, p. 1)
       Socrates of Athens famously declared that "the unexamined life is not worth living," and his motto aptly explains the impulse to philosophize. Taking nothing for granted, philosophy probes and questions the fundamental presuppositions of every area of human inquiry.... [P]art of the job of the philosopher is to keep at a certain critical distance from current doctrines, whether in the sciences or the arts, and to examine instead how the various elements in our world-view clash, or fit together. Some philosophers have tried to incorporate the results of these inquiries into a grand synoptic view of the nature of reality and our human relationship to it. Others have mistrusted system-building, and seen their primary role as one of clarifications, or the removal of obstacles along the road to truth. But all have shared the Socratic vision of using the human intellect to challenge comfortable preconceptions, insisting that every aspect of human theory and practice be subjected to continuing critical scrutiny....
       Philosophy is, of course, part of a continuing tradition, and there is much to be gained from seeing how that tradition originated and developed. But the principal object of studying the materials in this book is not to pay homage to past genius, but to enrich one's understanding of central problems that are as pressing today as they have always been-problems about knowledge, truth and reality, the nature of the mind, the basis of right action, and the best way to live. These questions help to mark out the territory of philosophy as an academic discipline, but in a wider sense they define the human predicament itself; they will surely continue to be with us for as long as humanity endures. (Cottingham, 1996, pp. xxi-xxii)
       In his study of ancient Greek culture, The Birth of Tragedy, Nietzsche drew what would become a famous distinction, between the Dionysian spirit, the untamed spirit of art and creativity, and the Apollonian, that of reason and self-control. The story of Greek civilization, and all civilizations, Nietzsche implied, was the gradual victory of Apollonian man, with his desire for control over nature and himself, over Dionysian man, who survives only in myth, poetry, music, and drama. Socrates and Plato had attacked the illusions of art as unreal, and had overturned the delicate cultural balance by valuing only man's critical, rational, and controlling consciousness while denigrating his vital life instincts as irrational and base. The result of this division is "Alexandrian man," the civilized and accomplished Greek citizen of the later ancient world, who is "equipped with the greatest forces of knowledge" but in whom the wellsprings of creativity have dried up. (Herman, 1997, pp. 95-96)

    Historical dictionary of quotations in cognitive science > Philosophy

  • 25 Salazar, Antônio de Oliveira

    (1889-1970)
       The Coimbra University professor of finance and economics and one of the founders of the Estado Novo, who came to dominate Western Europe's longest surviving authoritarian system. Salazar was born on 28 April 1889, in Vimieiro, Beira Alta province, the son of a peasant estate manager and a shopkeeper. Most of his first 39 years were spent as a student, and later as a teacher in a secondary school and a professor at Coimbra University's law school. Nine formative years were spent at Viseu's Catholic Seminary (1900-09), preparing for the Catholic priesthood, but the serious, studious Salazar decided to enter Coimbra University instead in 1910, the year the Braganza monarchy was overthrown and replaced by the First Republic. Salazar received some of the highest marks of his generation of students and, in 1918, was awarded a doctoral degree in finance and economics. Pleading inexperience, Salazar rejected an invitation in August 1918 to become finance minister in the "New Republic" government of President Sidónio Pais.
       As a celebrated academic who was deeply involved in Coimbra University politics, publishing works on the troubled finances of the besieged First Republic, and a leader of Catholic organizations, Sala-zar was not as modest, reclusive, or unknown as later official propaganda led the public to believe. In 1921, as a Catholic deputy, he briefly served in the First Republic's turbulent congress (parliament) but resigned shortly after witnessing but one stormy session. Salazar taught at Coimbra University as of 1916, and continued teaching until April 1928. When the military overthrew the First Republic in May 1926, Salazar was offered the Ministry of Finance and held office for several days. The ascetic academic, however, resigned his post when he discovered the degree of disorder in Lisbon's government and when his demands for budget authority were rejected.
       As the military dictatorship failed to reform finances in the following years, Salazar was reinvited to become minister of finances in April 1928. Since his conditions for acceptance—authority over all budget expenditures, among other powers—were accepted, Salazar entered the government. Using the Ministry of Finance as a power base, following several years of successful financial reforms, Salazar was named interim minister of colonies (1930) and soon garnered sufficient prestige and authority to become head of the entire government. In July 1932, Salazar was named prime minister, the first civilian to hold that post since the 1926 military coup.
       Salazar gathered around him a team of largely academic experts in the cabinet during the period 1930-33. His government featured several key policies: Portuguese nationalism, colonialism (rebuilding an empire in shambles), Catholicism, and conservative fiscal management. Salazar's government came to be called the Estado Novo. It went through three basic phases during Salazar's long tenure in office, and Salazar's role underwent changes as well. In the early years (1928-44), Salazar and the Estado Novo enjoyed greater vigor and popularity than later. During the middle years (1944—58), the regime's popularity waned, methods of repression increased and hardened, and Salazar grew more dogmatic in his policies and ways. During the late years (1958-68), the regime experienced its most serious colonial problems, ruling circles—including Salazar—aged and increasingly failed, and opposition burgeoned and grew bolder.
       Salazar's plans for stabilizing the economy and strengthening social and financial programs were shaken with the impact of the civil war (1936-39) in neighboring Spain. Salazar strongly supported General Francisco Franco's Nationalist rebels, the eventual victors in the war. But, as the civil war ended and World War II began in September 1939, Salazar's domestic plans had to be adjusted. As Salazar came to monopolize Lisbon's power and authority—indeed to embody the Estado Novo itself—during crises that threatened the future of the regime, he assumed ever more key cabinet posts. At various times between 1936 and 1944, he took over the Ministries of Foreign Affairs and of War (Defense), until the crises passed. At the end of the exhausting period of World War II, there were rumors that the former professor would resign from government and return to Coimbra University, but Salazar continued as the increasingly isolated, dominating "recluse of São Bento," that part of the parliament's buildings housing the prime minister's offices and residence.
       Salazar dominated the Estado Novo's government in several ways: in day-to-day governance, although this diminished as he delegated wider powers to others after 1944, and in long-range policy decisions, as well as in the spirit and image of the system. He also launched and dominated the single party, the União Nacional. A lifelong bachelor who had once stated that he could not leave for Lisbon because he had to care for his aged mother, Salazar never married, but lived with a beloved housekeeper from his Coimbra years and two adopted daughters. During his 36-year tenure as prime minister, Salazar engineered the important cabinet reshuffles that reflect the history of the Estado Novo and of Portugal.
       A number of times, in connection with significant events, Salazar decided on important cabinet officer changes: 11 April 1933 (the adoption of the Estado Novo's new 1933 Constitution); 18 January 1936 (the approach of civil war in Spain and the growing threat of international intervention in Iberian affairs during the unstable Second Spanish Republic of 1931-36); 4 September 1944 (the Allied invasion of Europe at Normandy and the increasing likelihood of a defeat of the Fascists by the Allies, which included the Soviet Union); 14 August 1958 (increased domestic dissent and opposition following the May-June 1958 presidential elections in which oppositionist and former regime stalwart-loyalist General Humberto Delgado garnered at least 25 percent of the national vote, but lost to regime candidate, Admiral Américo Tomás); 13 April 1961 (following the shock of anticolonial African insurgency in Portugal's colony of Angola in January-February 1961, the oppositionist hijacking of a Portuguese ocean liner off South America by Henrique Galvão, and an abortive military coup that failed to oust Salazar from office); and 19 August 1968 (the aging of key leaders in the government, including the now gravely ill Salazar, and the defection of key younger followers).
       In response to the 1961 crisis in Africa and to threats to Portuguese India from the Indian government, Salazar assumed the post of minister of defense (April 1961-December 1962). The failing leader, whose true state of health was kept from the public for as long as possible, appointed a group of younger cabinet officers in the 1960s, but no likely successors were groomed to take his place. Two of the older generation, Teotónio Pereira, who was in bad health, and Marcello Caetano, who preferred to remain at the University of Lisbon or in private law practice, remained in the political wilderness.
       As the colonial wars in three African territories grew more costly, Salazar became more isolated from reality. On 3 August 1968, while resting at his summer residence, the Fortress of São João do Estoril outside Lisbon, a deck chair collapsed beneath Salazar and his head struck the hard floor. Some weeks later, as a result, Salazar was incapacitated by a stroke and cerebral hemorrhage, was hospitalized, and became an invalid. While hesitating to fill the power vacuum that had unexpectedly appeared, President Tomás finally replaced Salazar as prime minister on 27 September 1968, with his former protégé and colleague, Marcello Caetano. Salazar was not informed that he no longer headed the government, but he never recovered his health. On 27 July 1970, Salazar died in Lisbon and was buried at Santa Comba Dão, Vimieiro, his village and place of birth.

    Historical dictionary of Portugal > Salazar, Antônio de Oliveira

  • 26 парное катание

    1. pair skating

     

    парное катание
    Участники соревнований по фигурному катанию среди спортивных пар исполняют сначала короткую программу (7 элементов), а затем произвольную программу. Среди специфических элементов — поддержки, подкрутки, выбросы, тодесы и синхронные прыжки. Одним из главных критериев оценки программ является унисонное (одновременное и одинаковое) исполнение движений партнерами.
    [Департамент лингвистических услуг Оргкомитета «Сочи 2014». Глоссарий терминов]

    EN

    pair skating
    Pair skaters first perform a short program (7 moves) and then a free skate program. Compulsory moves include lifts, twist lifts, throws, death spirals and synchronized jumps. One of the most significant criteria in the judging of programs is the degree to which a pair's movements mirror one another.
    [Департамент лингвистических услуг Оргкомитета «Сочи 2014». Глоссарий терминов]

    Тематики

    EN

    Русско-английский словарь нормативно-технической терминологии > парное катание

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