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1 üben
vt/i MUS., SPORT etc.: practi|se (Am. -ce); MIL. drill; (schulen) train; Geige etc. üben practi|se (Am. -ce) the violin etc.; fleißig üben practi|se (Am. -ce) hard; ( sich in) Geduld üben exercise (a bit of) patience; du musst dich in Geduld üben auch you’ll just have to be patient; Rache üben take revenge; Kritik, Nachsicht etc.* * *to exercise; to practise; to practice* * *['yːbn]1. vt1) (= praktisch erlernen) Aussprache, Musik, Sport to practise (Brit), to practice (US); (MIL) to drillGeige/Klavier ǘben — to practise (Brit) or practice (US) the violin/piano
2) (= schulen, trainieren) Gedächtnis, Muskeln etc to exerciseSee:→ auch geübt3) (= tun, erkennen lassen) to exerciseGerechtigkeit ǘben (geh) — to be just (gegen to), to show fairness (gegen to)
ǘben — to criticize sth
Geduld ǘben — to be patient
See:2. vrǘben — to practise (Brit) or practice (US) sth
ǘben (geh) — to have patience, to possess one's soul in patience
3. vi(= praktisch lernen) to practise (Brit), to practice (US)* * *1) (to use; to make use of: She was given the opportunity to exercise her skill as a pianist.) exercise2) (to do exercises to improve one's performance in a particular skill etc: She practises the piano every day; You must practise more if you want to enter the competition.) practise* * *[ˈy:bn̩]I. vt▪ etw \üben to practise [or AM -ice] sth▪ etw \üben to practise [or AM -ice] sth3. MUS▪ etw \üben to practise [or AM -ice] [playing] [or [on]] sthich übe 20 Stunden in der Woche Klavier/Flöte I practise [playing] [or [on]] the piano/flute for 20 hours every weekII. vrIII. vi▪ [mit jdm] \üben to practise [or AM -ice] [with sb]* * *1.transitives Verb3) (geh.): (bekunden, tun) exercise <patience, restraint, etc.>; commit < treason>; take <revenge, retaliation>2.Kritik an etwas (Dat.) üben — criticize something
reflexives Verbsich in etwas (Dat.) üben — practise something
* * *Geige etcfleißig üben practise (US -ce) hard;(sich in) Geduld üben exercise (a bit of) patience;du musst dich in Geduld üben auch you’ll just have to be patient;* * *1.transitives Verb3) (geh.): (bekunden, tun) exercise <patience, restraint, etc.>; commit < treason>; take <revenge, retaliation>2.Kritik an etwas (Dat.) üben — criticize something
reflexives Verbsich in etwas (Dat.) üben — practise something
* * *v.to exercise v.to practice (UK) v.to practice (US) v. -
2 practise
[ˈpræktɪs] verbيَتَمَرَّن، يَتَدَرَّبYou must practise more if you want to enter the competition.
2) to make (something) a habit:يَتَمَرَّن، يَتَّخِذُ عادةto practise self-control.
3) to do or follow (a profession, usually medicine or law):يُزاوِل مِهْنَهHe practises (law) in London.
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3 Education
In Portugal's early history, education was firmly under the control of the Catholic Church. The earliest schools were located in cathedrals and monasteries and taught a small number of individuals destined for ecclesiastical office. In 1290, a university was established by King Dinis (1261-1325) in Lisbon, but was moved to Coimbra in 1308, where it remained. Coimbra University, Portugal's oldest, and once its most prestigious, was the educational cradle of Portugal's leadership. From 1555 until the 18th century, primary and secondary education was provided by the Society of Jesus (Jesuits). The Catholic Church's educational monopoly was broken when the Marquis of Pombal expelled the Jesuits in 1759 and created the basis for Portugal's present system of public, secular primary and secondary schools. Pombal introduced vocational training, created hundreds of teaching posts, added departments of mathematics and natural sciences at Coimbra University, and established an education tax to pay for them.During the 19th century, liberals attempted to reform Portugal's educational system, which was highly elitist and emphasized rote memorization and respect for authority, hierarchy, and discipline.Reforms initiated in 1822, 1835, and 1844 were never actualized, however, and education remained unchanged until the early 20th century. After the overthrow of the monarchy on the Fifth of October 1910 by Republican military officers, efforts to reform Portugal's educational system were renewed. New universities were founded in Lisbon and Oporto, a Ministry of Education was established, and efforts were made to increase literacy (illiteracy rates being 80 percent) and to resecularize educational content by introducing more scientific and empirical methods into the curriculum.Such efforts were ended during the military dictatorship (192632), which governed Portugal until the establishment of the Estado Novo (1926-74). Although a new technical university was founded in Lisbon in 1930, little was done during the Estado Novo to modernize education or to reduce illiteracy. Only in 1964 was compulsory primary education made available for children between the ages of 6 and 12.The Revolution of 25 April 1974 disrupted Portugal's educational system. For a period of time after the Revolution, students, faculty, and administrators became highly politicized as socialists, communists, and other groups attempted to gain control of the schools. During the 1980s, as Portuguese politics moderated, the educational system was gradually depoliticized, greater emphasis was placed on learning, and efforts were made to improve the quality of Portuguese schools.Primary education in Portugal consists of four years in the primary (first) cycle and two years in the preparatory, or second, cycle. The preparatory cycle is intended for children going on to secondary education. Secondary education is roughly equivalent to junior and senior high schools in the United States. It consists of three years of a common curriculum and two years of complementary courses (10th and 11th grades). A final year (12th grade) prepares students to take university entrance examinations.Vocational education was introduced in 1983. It consists of a three-year course in a particular skill after the 11th grade of secondary school.Higher education is provided by the four older universities (Lisbon, Coimbra, Oporto, and the Technical University of Lisbon), as well as by six newer universities, one in Lisbon and the others in Minho, Aveiro, Évora, the Algarve, and the Azores. There is also a private Catholic university in Lisbon. Admission to Portuguese universities is highly competitive, and places are limited. About 10 percent of secondary students go on to university education. The average length of study at the university is five years, after which students receive their licentiate. The professoriate has four ranks (professors, associate professors, lecturers, and assistants). Professors have tenure, while the other ranks teach on contract.As Portugal is a unitary state, the educational system is highly centralized. All public primary and secondary schools, universities, and educational institutes are under the purview of the Ministry of Education, and all teachers and professors are included in the civil service and receive pay and pension like other civil servants. The Ministry of Education hires teachers, determines curriculum, sets policy, and pays for the building and upkeep of schools. Local communities have little say in educational matters. -
4 Chapman, Frederik Henrik af
SUBJECT AREA: Ports and shipping[br]b. 9 September 1721 Gothenburg, Swedend. 19 August 1808 Karlskrona, Sweden[br]Swedish naval architect and shipbuilder; one of the foremost ship designers of all time.[br]Chapman was born on the west coast of Sweden and was the son of a British naval officer serving in the Swedish Navy. In 1738 he followed in his father's footsteps by joining the naval dockyards as a shipbuilding apprentice. Subsequent experience was gained in other shipyards and by two years (1741–3) in London. His assiduous note taking and study of British shipbuilding were noticed and he was offered appointments in England, but these were refused and he returned to Sweden in 1744 and for a while operated as a ship repairer in partnership with a man called Bagge. In 1749 he started out on his own. He began with a period of study in Stockholm and in London, where he worked for a while under Thomas Simpson, and then went on to France and the Netherlands. During his time in England he learned the art of copper etching, a skill that later stood him in good stead. After some years he was appointed Deputy Master Shipwright to the Swedish Navy, and in 1760 he became Master Shipwright at Sveaborg (now Suomenlinna), the fortress island of Helsinki. There Chapman excelled by designing the coastal defence or skerry fleet that to this day is accepted as beautiful and fit for purpose. He understood the limitations of ship design and throughout his life strove to improve shipbuilding by using the advances in mathematics and science that were then being made. His contribution to the rationalization of thought in ship theory cannot be overemphasized.In 1764 he became Chief Shipbuilder to the Swedish Navy, with particular responsibility for Karlskrona and for Stockholm. He assisted in the new rules for the classification of warships and later introduced standardization to the naval dockyards. He continued to rise in rank and reputation until his retirement in 1793, but to the end his judgement was sought on many matters concerning not only ship design but also the administration of the then powerful Swedish Navy.His most important bequest to his profession is the great book Architectura Navalis Mercatoria, first published in 1768. Later editions were larger and contained additional material. This volume remains one of the most significant works on shipbuilding.[br]Principal Honours and DistinctionsKnighted 1772. Rear Admiral 1783, Vice-Admiral 1791.Bibliography1768, Architecture Navalis Mercatoria; 1975, pub. in English, trans. Adlard Coles. 1775, Tractat om Skepps-Buggeriet.Further ReadingD.G.Harris, 1989, F.H.Chapman, the First Naval Architect and His Work, London: Conway (an excellent biography).FMWBiographical history of technology > Chapman, Frederik Henrik af
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