development induction time

1 year.

2 course (lecciones).

un curso de inglés/informática an English/computing course

curso por correspondencia correspondence course

curso intensivo crash course

3 textbook (texto, manual).

4 course (dirección) (de río, acontecimientos).

dar curso a algo to give free rein to something; (dar rienda suelta) to process o deal with something (tramitar)

en el curso de una semana ha habido tres accidentes there have been three accidents in the course of a week

la situación comenzará a mejorar en el curso de un año the situation will begin to improve within a year

en curso current; (mes, año) in progress (trabajo)

seguir su curso to go on, to continue

5 trend, development.

1^st person singular (yo) present indicative of spanish verb: cursar.

* * *

► nombre masculino

1 (dirección) course, direction

■ el curso de los acontecimientos the course of events

2 EDUCACIÓN (nivel) year, class; (materia) course; (escolar) school year

■ vamos al mismo curso we are in the same class

■ un curso de historia a history course

■ ¿cuándo empieza el curso? when do classes start?

3 (río) flow, current

\

dar curso a algo (tramitar) to deal with something 2 (dar libertad) to give free rein to something

dejar que las cosas sigan su curso figurado to let things take their course

en el curso de... figurado during the course of...

estar en curso figurado to be under way

año en curso current year

curso acelerado crash course

mes en curso current month

moneda de curso legal legal tender

* * *

1) course

2) school year

* * *

1) (Escol, Univ) (=año escolar) year; (=clase) year, class ( esp EEUU)

2) (=estudios) course

3) [de río] course

4) (=desarrollo) course

5) frm

6) (Com)

* * *

1) (Educ)

a) ( año académico) year

b) ( clases) course

c) ( grupo de alumnos) year

- curso acelerado or intensivo

- Curso de Orientación Universitaria

- curso por correspondencia

2)

a) (transcurso, desarrollo) course

b) ( de río) course

3) ( circulación)

* * *

1) (Educ)

a) ( año académico) year

b) ( clases) course

c) ( grupo de alumnos) year

- curso acelerado or intensivo

- Curso de Orientación Universitaria

- curso por correspondencia

2)

a) (transcurso, desarrollo) course

b) ( de río) course

3) ( circulación)

* * *

curso¹

¹ = course, taught course, year, course unit, grade.

curso²

² = course.

* * *

A ( Educ)

1 (año académico) year

está en (el) tercer curso he's in the third year

el curso escolar/universitario the academic year

2 (clases) course

está haciendo un curso de contabilidad she's doing an accountancy course, she's doing a course in accountancy o accounting

3 (grupo de alumnos) year

una chica de mi curso a girl in my year

crash o intensive course

(en Esp) ( Hist) pre-university course

correspondence course

(transcurso, desarrollo): en el curso de la reunión in the course of o during the meeting

seguir atentamente el curso de los acontecimientos to follow the development of events very closely

es su segunda visita en el curso del año it is her second visit this year

el año/el mes/la semana en curso ( frml); the current year/month/week ( frml)

dar curso a algo ‹a una instancia/solicitud› to start to process sth;

‹a la imaginación› to give free rein to sth

dio libre curso a su indignación he gave vent to his indignation

2 (de un río) course

ríos de curso rápido fast flowing rivers

(circulación): monedas/billetes de curso legal legal tender, legal currency

* * *

1ª persona singular (yo) presente indicativo

3ª persona singular (él/ella/usted) pretérito indicativo

◊ cursa segundo (año) she is in her second year;

a) ( año académico) year;

◊ está en (el) tercer curso he's in the third year;

b) (de inglés, mecanografía) course;

◊ curso intensivo crash o intensive course;

a) (transcurso, desarrollo) course;

◊ dejar que algo siga su curso to let sth take its course

b) ( de río) course

◊ monedas de curso legal legal tender, legal currency

* * *

curso nm

1. [año académico] year;

¿en qué curso estás? what year are you in?

curso escolar school year

2. [lecciones] course;

un curso de inglés/informática an English/computing course

curso intensivo crash course;

3. [grupo de alumnos] class

4. [texto, manual] textbook

5. [evolución] [de acontecimientos] course;

el curso de la enfermedad es positivo he has taken a turn for the better;

dar curso a algo [dar rienda suelta] to give free rein to sth;

en el curso de una semana ha habido tres accidentes there have been three accidents in the course of a week;

la situación comenzará a mejorar en el curso de un año the situation will begin to improve within a year;

en curso [mes, año] current;

seguir su curso to go on, to continue

6. [circulación]

7. [de río] course;

el curso alto/medio the upper/middle reaches

* * *

1 course;

en el curso de in the course of

moneda de curso legal legal tender

pasar de curso move up a grade;

perder el curso miss the school year;

repetir curso repeat a grade

* * *

curso nm

1) : course, direction

2) : school year

3) : course, subject (in school)

* * *

curso n

1. (en general) course

2. (año) year

SUBJECT AREA: Electricity, Telecommunications

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Sent to stay with relatives at the age of 6 because of the illness of his father, when the latter died in 1811 Henry was apprenticed to a silversmith and then turned to the stage. Whilst he was ill himself, a book on science fired his interest and he began studying at Albany Academy, working as a tutor to finance his studies. Initially intending to pursue medicine, he then spent some time as a surveyor before becoming Professor of Mathematics and Natural Philosophy at Albany Academy in 1826. There he became interested in the improvement of electromagnets and discovered that the use of an increased number of turns of wire round the core greatly increased their power; by 1831 he was able to supply to Yale a magnet capable of lifting almost a ton weight. During this time he also discovered the principles of magnetic induction and self-inductance. In the same year he made, but did not patent, a cable telegraph system capable of working over a distance of 1 mile (1.6 km). It was at this time, too, that he found that adiabatic expansion of gases led to their sudden cooling, thus paving the way for the development of refrigerators. For this he was recommended for, but never received, the Copley Medal of the Royal Society. Five years later he became Professor of Natural Philosophy at New Jersey College (later Princeton University), where he deduced the laws governing the operation of transformers and observed that changes in magnetic flux induced electric currents in conductors. Later he also observed that spark discharges caused electrical effects at a distance. He therefore came close to the discovery of radio waves. In 1836 he was granted a year's leave of absence and travelled to Europe, where he was able to meet Michael Faraday. It was with his help that in 1844 Samuel Morse set up the first patented electric telegraph, but, sadly, the latter seems to have reaped all the credit and financial rewards. In 1846 he became the first secretary of the Washington Smithsonian Institute and did much to develop government support for scientific research. As a result of his efforts some 500 telegraph stations across the country were equipped with meteorological equipment to supply weather information by telegraph to a central location, a facility that eventually became the US National Weather Bureau. From 1852 he was a member of the Lighthouse Board, contributing to improvements in lighting and sound warning systems and becoming its chairman in 1871. During the Civil War he was a technical advisor to President Lincoln. He was a founder of the National Academy of Science and served as its President for eleven years.

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SUBJECT AREA: Architecture and building, Automotive engineering, Electricity, Electronics and information technology, Metallurgy, Photography, film and optics, Public utilities, Recording, Telecommunications

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He was the son of Samuel Edison, who was in the timber business. His schooling was delayed due to scarlet fever until 1855, when he was 8½ years old, but he was an avid reader. By the age of 14 he had a job as a newsboy on the railway from Port Huron to Detroit, a distance of sixty-three miles (101 km). He worked a fourteen-hour day with a stopover of five hours, which he spent in the Detroit Free Library. He also sold sweets on the train and, later, fruit and vegetables, and was soon making a profit of $20 a week. He then started two stores in Port Huron and used a spare freight car as a laboratory. He added a hand-printing press to produce 400 copies weekly of The Grand Trunk Herald, most of which he compiled and edited himself. He set himself to learn telegraphy from the station agent at Mount Clements, whose son he had saved from being run over by a freight car.

At the age of 16 he became a telegraphist at Port Huron. In 1863 he became railway telegraphist at the busy Stratford Junction of the Grand Trunk Railroad, arranging a clock with a notched wheel to give the hourly signal which was to prove that he was awake and at his post! He left hurriedly after failing to hold a train which was nearly involved in a head-on collision. He usually worked the night shift, allowing himself time for experiments during the day. His first invention was an arrangement of two Morse registers so that a high-speed input could be decoded at a slower speed. Moving from place to place he held many positions as a telegraphist. In Boston he invented an automatic vote recorder for Congress and patented it, but the idea was rejected. This was the first of a total of 1180 patents that he was to take out during his lifetime. After six years he resigned from the Western Union Company to devote all his time to invention, his next idea being an improved ticker-tape machine for stockbrokers. He developed a duplex telegraphy system, but this was turned down by the Western Union Company. He then moved to New York.

Edison found accommodation in the battery room of Law's Gold Reporting Company, sleeping in the cellar, and there his repair of a broken transmitter marked him as someone of special talents. His superior soon resigned, and he was promoted with a salary of $300 a month. Western Union paid him $40,000 for the sole rights on future improvements on the duplex telegraph, and he moved to Ward Street, Newark, New Jersey, where he employed a gathering of specialist engineers. Within a year, he married one of his employees, Mary Stilwell, when she was only 16: a daughter, Marion, was born in 1872, and two sons, Thomas and William, in 1876 and 1879, respectively.

He continued to work on the automatic telegraph, a device to send out messages faster than they could be tapped out by hand: that is, over fifty words per minute or so. An earlier machine by Alexander Bain worked at up to 400 words per minute, but was not good over long distances. Edison agreed to work on improving this feature of Bain's machine for the Automatic Telegraph Company (ATC) for $40,000. He improved it to a working speed of 500 words per minute and ran a test between Washington and New York. Hoping to sell their equipment to the Post Office in Britain, ATC sent Edison to England in 1873 to negotiate. A 500-word message was to be sent from Liverpool to London every half-hour for six hours, followed by tests on 2,200 miles (3,540 km) of cable at Greenwich. Only confused results were obtained due to induction in the cable, which lay coiled in a water tank. Edison returned to New York, where he worked on his quadruplex telegraph system, tests of which proved a success between New York and Albany in December 1874. Unfortunately, simultaneous negotiation with Western Union and ATC resulted in a lawsuit.

Alexander Graham Bell was granted a patent for a telephone in March 1876 while Edison was still working on the same idea. His improvements allowed the device to operate over a distance of hundreds of miles instead of only a few miles. Tests were carried out over the 106 miles (170 km) between New York and Philadelphia. Edison applied for a patent on the carbon-button transmitter in April 1877, Western Union agreeing to pay him $6,000 a year for the seventeen-year duration of the patent. In these years he was also working on the development of the electric lamp and on a duplicating machine which would make up to 3,000 copies from a stencil. In 1876–7 he moved from Newark to Menlo Park, twenty-four miles (39 km) from New York on the Pennsylvania Railway, near Elizabeth. He had bought a house there around which he built the premises that would become his "inventions factory". It was there that he began the use of his 200- page pocket notebooks, each of which lasted him about two weeks, so prolific were his ideas. When he died he left 3,400 of them filled with notes and sketches.

Late in 1877 he applied for a patent for a phonograph which was granted on 19 February 1878, and by the end of the year he had formed a company to manufacture this totally new product. At the time, Edison saw the device primarily as a business aid rather than for entertainment, rather as a dictating machine. In August 1878 he was granted a British patent. In July 1878 he tried to measure the heat from the solar corona at a solar eclipse viewed from Rawlins, Wyoming, but his "tasimeter" was too sensitive.

Probably his greatest achievement was "The Subdivision of the Electric Light" or the "glow bulb". He tried many materials for the filament before settling on carbon. He gave a demonstration of electric light by lighting up Menlo Park and inviting the public. Edison was, of course, faced with the problem of inventing and producing all the ancillaries which go to make up the electrical system of generation and distribution-meters, fuses, insulation, switches, cabling—even generators had to be designed and built; everything was new. He started a number of manufacturing companies to produce the various components needed.

In 1881 he built the world's largest generator, which weighed 27 tons, to light 1,200 lamps at the Paris Exhibition. It was later moved to England to be used in the world's first central power station with steam engine drive at Holborn Viaduct, London. In September 1882 he started up his Pearl Street Generating Station in New York, which led to a worldwide increase in the application of electric power, particularly for lighting. At the same time as these developments, he built a 1,300yd (1,190m) electric railway at Menlo Park.

On 9 August 1884 his wife died of typhoid. Using his telegraphic skills, he proposed to 19-year-old Mina Miller in Morse code while in the company of others on a train. He married her in February 1885 before buying a new house and estate at West Orange, New Jersey, building a new laboratory not far away in the Orange Valley.

Edison used direct current which was limited to around 250 volts. Alternating current was largely developed by George Westinghouse and Nicola Tesla, using transformers to step up the current to a higher voltage for long-distance transmission. The use of AC gradually overtook the Edison DC system.

In autumn 1888 he patented a form of cinephotography, the kinetoscope, obtaining film-stock from George Eastman. In 1893 he set up the first film studio, which was pivoted so as to catch the sun, with a hinged roof which could be raised. In 1894 kinetoscope parlours with "peep shows" were starting up in cities all over America. Competition came from the Latham Brothers with a screen-projection machine, which Edison answered with his "Vitascope", shown in New York in 1896. This showed pictures with accompanying sound, but there was some difficulty with synchronization. Edison also experimented with captions at this early date.

In 1880 he filed a patent for a magnetic ore separator, the first of nearly sixty. He bought up deposits of low-grade iron ore which had been developed in the north of New Jersey. The process was a commercial success until the discovery of iron-rich ore in Minnesota rendered it uneconomic and uncompetitive. In 1898 cement rock was discovered in New Village, west of West Orange. Edison bought the land and started cement manufacture, using kilns twice the normal length and using half as much fuel to heat them as the normal type of kiln. In 1893 he met Henry Ford, who was building his second car, at an Edison convention. This started him on the development of a battery for an electric car on which he made over 9,000 experiments. In 1903 he sold his patent for wireless telegraphy "for a song" to Guglielmo Marconi.

In 1910 Edison designed a prefabricated concrete house. In December 1914 fire destroyed three-quarters of the West Orange plant, but it was at once rebuilt, and with the threat of war Edison started to set up his own plants for making all the chemicals that he had previously been buying from Europe, such as carbolic acid, phenol, benzol, aniline dyes, etc. He was appointed President of the Navy Consulting Board, for whom, he said, he made some forty-five inventions, "but they were pigeonholed, every one of them". Thus did Edison find that the Navy did not take kindly to civilian interference.

In 1927 he started the Edison Botanic Research Company, founded with similar investment from Ford and Firestone with the object of finding a substitute for overseas-produced rubber. In the first year he tested no fewer than 3,327 possible plants, in the second year, over 1,400, eventually developing a variety of Golden Rod which grew to 14 ft (4.3 m) in height. However, all this effort and money was wasted, due to the discovery of synthetic rubber.

In October 1929 he was present at Henry Ford's opening of his Dearborn Museum to celebrate the fiftieth anniversary of the incandescent lamp, including a replica of the Menlo Park laboratory. He was awarded the Congressional Gold Medal and was elected to the American Academy of Sciences. He died in 1931 at his home, Glenmont; throughout the USA, lights were dimmed temporarily on the day of his funeral.

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SUBJECT AREA: Electronics and information technology, Public utilities, Telecommunications

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After education at King's College, London, in 1852 Preece entered the office of Edwin Clark with the intention of becoming a civil engineer, but graduate studies at the Royal Institution under Faraday fired his enthusiasm for things electrical. His earliest work, as connected with telegraphy and in particular its application for securing the safe working of railways; in 1853 he obtained an appointment with the Electric and National Telegraph Company. In 1856 he became Superintendent of that company's southern district, but four years later he moved to telegraph work with the London and South West Railway. From 1858 to 1862 he was also Engineer to the Channel Islands Telegraph Company. When the various telegraph companies in Britain were transferred to the State in 1870, Preece became a Divisional Engineer in the General Post Office (GPO). Promotion followed in 1877, when he was appointed Chief Electrician to the Post Office. One of the first specimens of Bell's telephone was brought to England by Preece and exhibited at the British Association meeting in 1877. From 1892 to 1899 he served as Engineer-in-Chief to the Post Office. During this time he made a number of important contributions to telegraphy, including the use of water as part of telegraph circuits across the Solent (1882) and the Bristol Channel (1888). He also discovered the existence of inductive effects between parallel wires, and with Fleming showed that a current (thermionic) flowed between the hot filament and a cold conductor in an incandescent lamp.

Preece was distinguished by his administrative ability, some scientific insight, considerable engineering intuition and immense energy. He held erroneous views about telephone transmission and, not accepting the work of Oliver Heaviside, made many errors when planning trunk circuits. Prior to the successful use of Hertzian waves for wireless communication Preece carried out experiments, often on a large scale, in attempts at wireless communication by inductive methods. These became of historic interest only when the work of Maxwell and Hertz was developed by Guglielmo Marconi. It is to Preece that credit should be given for encouraging Marconi in 1896 and collaborating with him in his early experimental work on radio telegraphy.

While still employed by the Post Office, Preece contributed to the development of numerous early public electricity schemes, acting as Consultant and often supervising their construction. At Worcester he was responsible for Britain's largest nineteenth-century public hydro-electric station. He received a knighthood on his retirement in 1899, after which he continued his consulting practice in association with his two sons and Major Philip Cardew. Preece contributed some 136 papers and printed lectures to scientific journals, ninety-nine during the period 1877 to 1894.

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GW / KF

   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)

SUBJECT AREA: Electricity, Public utilities

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Jablochkoff studied at the Military Engineering College in St Petersburg. Having a scientific bent, he was sent to the Military Galvano Technical School. At the end of his military service in 1871 he was appointed Director General of the Moscow-Kursk telegraph lines for the Midi Railway Company. At this time he began to develop an interest in electric lighting, and in 1875 he left the Imperial Telegraph Service to devote his time exclusively to scientific pursuits. He found employment at the workshop of M Bréguet in Paris, where Gramme dynamos and Serrin arc lamps were being constructed. After some experimentation he found a means of producing a carbon arc that regulated itself without any mechanism. This lamp, the Jablochkoff candle, with two carbon rods placed parallel to each other and so close that an arc formed at the ends, could continue to burn until the rods were consumed. Plaster of Paris was used to separate the two electrodes and crumbled away as the carbon burned, thus exposing fresh carbon. These lamps were used in May 1878 in Paris to illuminate the avenue de l'Opéra, and later in Rome and London, and in essence were the first practical electric street lighting. Since there was no regulating mechanism, several candles could be placed in a single circuit. Despite inherent defects, such as the inability to restart the lamps after they were extinguished by wind or interruption of supply, they remained in use for some purposes for several years on account of their simplicity and cheapness. In 1877 Jablochkoff obtained the earliest patent to employ transformers to distribute current in an alternating-current circuit.

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влия́ние зако́на Авога́дро на разви́тие хи́мии — the impact of Avogadro's law upon the development of chemistry

избега́ть влия́ния (напр. о процессе) — escape the influence (e. g., of a process)

ока́зывать отрица́тельное влия́ние на … — exert a detrimental effect on …, adversely affect

влия́ние температу́ры на … — the action of temperature on

возмуща́ющее влия́ние — perturbation

вре́дное влия́ние — deleterious [adverse, harmful, unfavourable] effect

влия́ние вре́мени — time effect

влия́ние земли́ — ground effect

индукти́вное влия́ние — induction effect

влия́ние ко́рпуса ракет. — body effect

влия́ние масшта́ба — scale effect

влия́ние мё́ртвых витко́в эл. — dead-end effect

влия́ние поме́х — interference effect

посторо́ннее влия́ние — irrelevant influence

влия́ние сжима́емости — Mach [compressibility] effect

влия́ние спу́тной струи́ аргд. — wake effect

влия́ние сте́нок — wall constraint

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