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   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) Programs and the Complexity of Human Mental Processes

   In my opinion, none of [these programs] does even remote justice to the complexity of human mental processes. Unlike men, "artificially intelligent" programs tend to be single minded, undistractable, and unemotional. (Neisser, 1967, p. 9)

   2) Artificial Intelligence Is an Engineering Discipline

   Future progress in [artificial intelligence] will depend on the development of both practical and theoretical knowledge.... As regards theoretical knowledge, some have sought a unified theory of artificial intelligence. My view is that artificial intelligence is (or soon will be) an engineering discipline since its primary goal is to build things. (Nilsson, 1971, pp. vii-viii)

   3) A Sceptical View of Artificial Intelligence

   Most workers in AI [artificial intelligence] research and in related fields confess to a pronounced feeling of disappointment in what has been achieved in the last 25 years. Workers entered the field around 1950, and even around 1960, with high hopes that are very far from being realized in 1972. In no part of the field have the discoveries made so far produced the major impact that was then promised.... In the meantime, claims and predictions regarding the potential results of AI research had been publicized which went even farther than the expectations of the majority of workers in the field, whose embarrassments have been added to by the lamentable failure of such inflated predictions....

   When able and respected scientists write in letters to the present author that AI, the major goal of computing science, represents "another step in the general process of evolution"; that possibilities in the 1980s include an all-purpose intelligence on a human-scale knowledge base; that awe-inspiring possibilities suggest themselves based on machine intelligence exceeding human intelligence by the year 2000 [one has the right to be skeptical]. (Lighthill, 1972, p. 17)

   4) Just as Astronomy Succeeded Astrology, the Discovery of Intellectual Processes in Machines Should Lead to a Science, Eventually

   Just as astronomy succeeded astrology, following Kepler's discovery of planetary regularities, the discoveries of these many principles in empirical explorations on intellectual processes in machines should lead to a science, eventually. (Minsky & Papert, 1973, p. 11)

   5) Problems in Machine Intelligence Arise Because Things Obvious to Any Person Are Not Represented in the Program

   Many problems arise in experiments on machine intelligence because things obvious to any person are not represented in any program. One can pull with a string, but one cannot push with one.... Simple facts like these caused serious problems when Charniak attempted to extend Bobrow's "Student" program to more realistic applications, and they have not been faced up to until now. (Minsky & Papert, 1973, p. 77)

   6) The Meaning of a Symbolic Description

   What do we mean by [a symbolic] "description"? We do not mean to suggest that our descriptions must be made of strings of ordinary language words (although they might be). The simplest kind of description is a structure in which some features of a situation are represented by single ("primitive") symbols, and relations between those features are represented by other symbols-or by other features of the way the description is put together. (Minsky & Papert, 1973, p. 11)

   7) The Principle of Artificial Intelligence

   [AI is] the use of computer programs and programming techniques to cast light on the principles of intelligence in general and human thought in particular. (Boden, 1977, p. 5)

   8) Artificial Intelligence Recognizes the Need for Knowledge in Its Systems

   The word you look for and hardly ever see in the early AI literature is the word knowledge. They didn't believe you have to know anything, you could always rework it all.... In fact 1967 is the turning point in my mind when there was enough feeling that the old ideas of general principles had to go.... I came up with an argument for what I called the primacy of expertise, and at the time I called the other guys the generalists. (Moses, quoted in McCorduck, 1979, pp. 228-229)

   9) Artificial Intelligence Is Psychology in a Particularly Pure and Abstract Form

   The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense. We can now see why this includes psychology and artificial intelligence on a more or less equal footing: people and intelligent computers (if and when there are any) turn out to be merely different manifestations of the same underlying phenomenon. Moreover, with universal hardware, any semantic engine can in principle be formally imitated by a computer if only the right program can be found. And that will guarantee semantic imitation as well, since (given the appropriate formal behavior) the semantics is "taking care of itself" anyway. Thus we also see why, from this perspective, artificial intelligence can be regarded as psychology in a particularly pure and abstract form. The same fundamental structures are under investigation, but in AI, all the relevant parameters are under direct experimental control (in the programming), without any messy physiology or ethics to get in the way. (Haugeland, 1981b, p. 31)

    10) There Are Many Types of Reasoning

   There are many different kinds of reasoning one might imagine:

    Formal reasoning involves the syntactic manipulation of data structures to deduce new ones following prespecified rules of inference. Mathematical logic is the archetypical formal representation. Procedural reasoning uses simulation to answer questions and solve problems. When we use a program to answer What is the sum of 3 and 4? it uses, or "runs," a procedural model of arithmetic. Reasoning by analogy seems to be a very natural mode of thought for humans but, so far, difficult to accomplish in AI programs. The idea is that when you ask the question Can robins fly? the system might reason that "robins are like sparrows, and I know that sparrows can fly, so robins probably can fly."

    Generalization and abstraction are also natural reasoning process for humans that are difficult to pin down well enough to implement in a program. If one knows that Robins have wings, that Sparrows have wings, and that Blue jays have wings, eventually one will believe that All birds have wings. This capability may be at the core of most human learning, but it has not yet become a useful technique in AI.... Meta- level reasoning is demonstrated by the way one answers the question What is Paul Newman's telephone number? You might reason that "if I knew Paul Newman's number, I would know that I knew it, because it is a notable fact." This involves using "knowledge about what you know," in particular, about the extent of your knowledge and about the importance of certain facts. Recent research in psychology and AI indicates that meta-level reasoning may play a central role in human cognitive processing. (Barr & Feigenbaum, 1981, pp. 146-147)

    11) Programs Are Beginning to Do Things That Critics Have Asserted to Be Impossible

   Suffice it to say that programs already exist that can do things-or, at the very least, appear to be beginning to do things-which ill-informed critics have asserted a priori to be impossible. Examples include: perceiving in a holistic as opposed to an atomistic way; using language creatively; translating sensibly from one language to another by way of a language-neutral semantic representation; planning acts in a broad and sketchy fashion, the details being decided only in execution; distinguishing between different species of emotional reaction according to the psychological context of the subject. (Boden, 1981, p. 33)

    12) The Synthesis of Man and Machine

   Can the synthesis of Man and Machine ever be stable, or will the purely organic component become such a hindrance that it has to be discarded? If this eventually happens-and I have... good reasons for thinking that it must-we have nothing to regret and certainly nothing to fear. (Clarke, 1984, p. 243)

    13) The Thesis of Good Old-Fashioned Artificial Intelligence (GOFAI)

   The thesis of GOFAI... is not that the processes underlying intelligence can be described symbolically... but that they are symbolic. (Haugeland, 1985, p. 113)

    14) Artificial Intelligence Provides a Useful Approach to Psychological and Psychiatric Theory Formation

   It is all very well formulating psychological and psychiatric theories verbally but, when using natural language (even technical jargon), it is difficult to recognise when a theory is complete; oversights are all too easily made, gaps too readily left. This is a point which is generally recognised to be true and it is for precisely this reason that the behavioural sciences attempt to follow the natural sciences in using "classical" mathematics as a more rigorous descriptive language. However, it is an unfortunate fact that, with a few notable exceptions, there has been a marked lack of success in this application. It is my belief that a different approach-a different mathematics-is needed, and that AI provides just this approach. (Hand, quoted in Hand, 1985, pp. 6-7)

    15) Four Kinds of Artificial Intelligence

   We might distinguish among four kinds of AI.

   ♦ Nonpsychological AI

   Research of this kind involves building and programming computers to perform tasks which, to paraphrase Marvin Minsky, would require intelligence if they were done by us. Researchers in nonpsychological AI make no claims whatsoever about the psychological realism of their programs or the devices they build, that is, about whether or not computers perform tasks as humans do.

   ♦ Weak Psychological AI

   Research here is guided by the view that the computer is a useful tool in the study of mind. In particular, we can write computer programs or build devices that simulate alleged psychological processes in humans and then test our predictions about how the alleged processes work. We can weave these programs and devices together with other programs and devices that simulate different alleged mental processes and thereby test the degree to which the AI system as a whole simulates human mentality. According to weak psychological AI, working with computer models is a way of refining and testing hypotheses about processes that are allegedly realized in human minds.

   ♦ Strong Psychological AI

... According to this view, our minds are computers and therefore can be duplicated by other computers. Sherry Turkle writes that the "real ambition is of mythic proportions, making a general purpose intelligence, a mind." (Turkle, 1984, p. 240) The authors of a major text announce that "the ultimate goal of AI research is to build a person or, more humbly, an animal." (Charniak & McDermott, 1985, p. 7)

   ♦ Suprapsychological AI

   Research in this field, like strong psychological AI, takes seriously the functionalist view that mentality can be realized in many different types of physical devices. Suprapsychological AI, however, accuses strong psychological AI of being chauvinisticof being only interested in human intelligence! Suprapsychological AI claims to be interested in all the conceivable ways intelligence can be realized. (Flanagan, 1991, pp. 241-242)

    16) Determination of Relevance of Rules in Particular Contexts

   Even if the [rules] were stored in a context-free form the computer still couldn't use them. To do that the computer requires rules enabling it to draw on just those [ rules] which are relevant in each particular context. Determination of relevance will have to be based on further facts and rules, but the question will again arise as to which facts and rules are relevant for making each particular determination. One could always invoke further facts and rules to answer this question, but of course these must be only the relevant ones. And so it goes. It seems that AI workers will never be able to get started here unless they can settle the problem of relevance beforehand by cataloguing types of context and listing just those facts which are relevant in each. (Dreyfus & Dreyfus, 1986, p. 80)

    17) Form and Content Are Not Fundamentally Different

   Perhaps the single most important idea to artificial intelligence is that there is no fundamental difference between form and content, that meaning can be captured in a set of symbols such as a semantic net. (G. Johnson, 1986, p. 250)

    18) The Assumption That the Mind Is a Formal System

   Artificial intelligence is based on the assumption that the mind can be described as some kind of formal system manipulating symbols that stand for things in the world. Thus it doesn't matter what the brain is made of, or what it uses for tokens in the great game of thinking. Using an equivalent set of tokens and rules, we can do thinking with a digital computer, just as we can play chess using cups, salt and pepper shakers, knives, forks, and spoons. Using the right software, one system (the mind) can be mapped into the other (the computer). (G. Johnson, 1986, p. 250)

    19) A Statement of the Primary and Secondary Purposes of Artificial Intelligence

   The primary goal of Artificial Intelligence is to make machines smarter.

   The secondary goals of Artificial Intelligence are to understand what intelligence is (the Nobel laureate purpose) and to make machines more useful (the entrepreneurial purpose). (Winston, 1987, p. 1)

    20) Mathematical Logic Provides the Basis for Theory in AI

   The theoretical ideas of older branches of engineering are captured in the language of mathematics. We contend that mathematical logic provides the basis for theory in AI. Although many computer scientists already count logic as fundamental to computer science in general, we put forward an even stronger form of the logic-is-important argument....

   AI deals mainly with the problem of representing and using declarative (as opposed to procedural) knowledge. Declarative knowledge is the kind that is expressed as sentences, and AI needs a language in which to state these sentences. Because the languages in which this knowledge usually is originally captured (natural languages such as English) are not suitable for computer representations, some other language with the appropriate properties must be used. It turns out, we think, that the appropriate properties include at least those that have been uppermost in the minds of logicians in their development of logical languages such as the predicate calculus. Thus, we think that any language for expressing knowledge in AI systems must be at least as expressive as the first-order predicate calculus. (Genesereth & Nilsson, 1987, p. viii)

    21) Perceptual Structures Can Be Represented as Lists of Elementary Propositions

   In artificial intelligence studies, perceptual structures are represented as assemblages of description lists, the elementary components of which are propositions asserting that certain relations hold among elements. (Chase & Simon, 1988, p. 490)

    22) Definitions of Artificial Intelligence

   Artificial intelligence (AI) is sometimes defined as the study of how to build and/or program computers to enable them to do the sorts of things that minds can do. Some of these things are commonly regarded as requiring intelligence: offering a medical diagnosis and/or prescription, giving legal or scientific advice, proving theorems in logic or mathematics. Others are not, because they can be done by all normal adults irrespective of educational background (and sometimes by non-human animals too), and typically involve no conscious control: seeing things in sunlight and shadows, finding a path through cluttered terrain, fitting pegs into holes, speaking one's own native tongue, and using one's common sense. Because it covers AI research dealing with both these classes of mental capacity, this definition is preferable to one describing AI as making computers do "things that would require intelligence if done by people." However, it presupposes that computers could do what minds can do, that they might really diagnose, advise, infer, and understand. One could avoid this problematic assumption (and also side-step questions about whether computers do things in the same way as we do) by defining AI instead as "the development of computers whose observable performance has features which in humans we would attribute to mental processes." This bland characterization would be acceptable to some AI workers, especially amongst those focusing on the production of technological tools for commercial purposes. But many others would favour a more controversial definition, seeing AI as the science of intelligence in general-or, more accurately, as the intellectual core of cognitive science. As such, its goal is to provide a systematic theory that can explain (and perhaps enable us to replicate) both the general categories of intentionality and the diverse psychological capacities grounded in them. (Boden, 1990b, pp. 1-2)

    23) The Computer Can Not Be a Model of the Mind

   Because the ability to store data somewhat corresponds to what we call memory in human beings, and because the ability to follow logical procedures somewhat corresponds to what we call reasoning in human beings, many members of the cult have concluded that what computers do somewhat corresponds to what we call thinking. It is no great difficulty to persuade the general public of that conclusion since computers process data very fast in small spaces well below the level of visibility; they do not look like other machines when they are at work. They seem to be running along as smoothly and silently as the brain does when it remembers and reasons and thinks. On the other hand, those who design and build computers know exactly how the machines are working down in the hidden depths of their semiconductors. Computers can be taken apart, scrutinized, and put back together. Their activities can be tracked, analyzed, measured, and thus clearly understood-which is far from possible with the brain. This gives rise to the tempting assumption on the part of the builders and designers that computers can tell us something about brains, indeed, that the computer can serve as a model of the mind, which then comes to be seen as some manner of information processing machine, and possibly not as good at the job as the machine. (Roszak, 1994, pp. xiv-xv)

    24) Computers Will Not Always Be Inferior to Human Brains

   The inner workings of the human mind are far more intricate than the most complicated systems of modern technology. Researchers in the field of artificial intelligence have been attempting to develop programs that will enable computers to display intelligent behavior. Although this field has been an active one for more than thirty-five years and has had many notable successes, AI researchers still do not know how to create a program that matches human intelligence. No existing program can recall facts, solve problems, reason, learn, and process language with human facility. This lack of success has occurred not because computers are inferior to human brains but rather because we do not yet know in sufficient detail how intelligence is organized in the brain. (Anderson, 1995, p. 2)

SUBJECT AREA: Chemical technology

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As well as receiving a formal education in law and literature, Lavoisier studied science under some of the leading figures of the day. This proved to be an ideal formation of the man in whom "man of science" and "public servant" were so intimately combined. His early work towards the first geological map of France and on the water supply of Paris helped to win him election to the Royal Academy of Sciences in 1768 at the youthful age of 25. In the same year he used some of his private income to buy a part-share in the "tax farm", a private company which leased from the Government the right to collect certain indirect taxes.

In 1772 Lavoisier began his researches into the related phenomena of combustion, respiration and the calcination or oxidation of metals. This culminated in the early 1780s in the overthrow of the prevailing theory, based on an imponderable combustion principle called "phlogiston", and the substitution of the modern explanation of these processes. At the same time, understanding of the nature of acids, bases and salts was placed on a sounder footing. More important, Lavoisier defined a chemical element in its modern sense and showed how it should be applied by drawing up the first modern list of the chemical elements. With the revolution in chemistry initiated by Lavoisier, chemists could begin to understand correctly the fundamental processes of their science. This understanding was the foundationo of the astonishing advance in scientific and industrial chemistry that has taken place since then. As an academician, Lavoisier was paid by the Government to carry out investigations into a wide variety of practical questions with a chemical bias, such as the manufacture of starch and the distillation of phosphorus. In 1775 Louis XVI ordered the setting up of the Gunpowder Commission to improve the supply and quality of gunpowder, deficiencies in which had hampered France's war efforts. Lavoisier was a member of the Commission and, as usual, took the leading part, drawing up its report and supervising its implementation. As a result, the industry became profitable, output increased so that France could even export powder, and the range of the powder increased by two-thirds. This was a material factor in France's war effort in the Revolution and the Napoleonic wars.

As if his chemical researches and official duties were not enough, Lavoisier began to apply his scientific principles to agriculture when he purchased an estate at Frechines, near Blois. After ten years' work on his experimental farm there, Lavoisier was able to describe his results in the memoir "Results of some agricultural experiments and reflections on their relation to political economy" (Paris, 1788), which holds historic importance in agriculture and economics. In spite of his services to the nation and to humanity, his association with the tax farm was to have tragic consequences: during the reign of terror in 1794 the Revolutionaries consigned to the guillotine all the tax farmers, including Lavoisier.

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IJP - International Journal of Psycho-analysis

JAPA - Journal of the American Psychoanalytic Association

SE - Standard Edition of the Complete Psychological Works of Sigmund Freud, ed. James Strachey (London: Hogarth Press and the Institute of Psycho-Analysis, 1953—74.)

PSOC - Psychoanalytic Study of the Child (New Haven: Yale University Press)

PQ - Psychoanalytic Quarterly

WAF - The Writings of Anna Freud, ed. Anna Freud (New York: International Universities Press, 1966—74)

PMC - Psychoanalysis The Major Concepts ed. Burness E. Moore and Bernard D. Fine (New Haven: Yale University Press)

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О словаре: _about - Psychoanalytic Terms and Concepts

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1. Abend, S. M. Identity. PMC. Forthcoming.

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3. Abend, S. M., Porder, M. S. & Willick, M. S. (1983) Borderline Patients. New York: Int. Univ. Press.

4. Abraham, K. (1916) The first pregenital stage of libido. Selected Papers. London, Hogarth Press, 1948.

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9. Abraham, K. (1924) Selected Papers. London: Hogarth Press, 1948.

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13. Abrams, S. (1981) Insight. PSOC, 36.

14. Abse, D W. (1985) The depressive character In Depressive States and their Treatment, ed. V. Volkan New York: Jason Aronson.

15. Abse, D. W. (1985) Hysteria and Related Mental Disorders. Bristol: John Wright.

16. Ackner, B. (1954) Depersonalization. J. Ment. Sci., 100.

17. Adler, A. (1924) Individual Psychology. New York: Harcourt, Brace.

18. Akhtar, S. (1984) The syndrome of identity diffusion. Amer. J. Psychiat., 141.

19. Alexander, F. (1950) Psychosomatic Medicine. New York: Norton.

20. Allen, D. W. (1974) The Feat- of Looking. Charlottesvill, Va: Univ. Press of Virginia.

21. Allen, D. W. (1980) Psychoanalytic treatment of the exhibitionist. In: Exhibitionist, Description, Assessment, and Treatment, ed. D. Cox. New York: Garland STPM Press.

22. Allport, G. (1937) Personality. New York: Henry Holt.

23. Almansi, R. J. (1960) The face-breast equation. JAPA, 6.

24. Almansi, R. J. (1979) Scopophilia and object loss. PQ, 47.

25. Altman, L. Z. (1969) The Dream in Psychoanalysis. New York: Int. Univ. Press.

26. Altman, L. Z. (1977) Some vicissitudes of love. JAPA, 25.

27. American Psychiatric Association. (1987) Diagnostic and Statistical Manual of Mental Disorders, 3d ed. revised. Washington, D. C.

28. Ansbacher, Z. & Ansbacher, R. (1956) The Individual Psychology of Alfred Adler. New York: Basic Books.

29. Anthony, E. J. (1981) Shame, guilt, and the feminine self in psychoanalysis. In: Object and Self, ed. S. Tuttman, C. Kaye & M. Zimmerman. New York: Int. Univ. Press.

30. Arlow. J. A. (1953) Masturbation and symptom formation. JAPA, 1.

31. Arlow. J. A. (1959) The structure of the deja vu experience. JAPA, 7.

32. Arlow. J. A. (1961) Ego psychology and the study of mythology. JAPA, 9.

33. Arlow. J. A. (1963) Conflict, regression and symptom formation. IJP, 44.

34. Arlow. J. A. (1966) Depersonalization and derealization. In: Psychoanalysis: A General Psychology, ed. R. M. Loewenstein, L. M. Newman, M. Schur & A. J. Solnit. New York: Int. Univ. Press.

35. Arlow. J. A. (1969) Fantasy, memory and reality testing. PQ, 38.

36. Arlow. J. A. (1969) Unconscious fantasy and disturbances of mental experience. PQ, 38.

37. Arlow. J. A. (1970) The psychopathology of the psychoses. IJP, 51.

38. Arlow. J. A. (1975) The structural hypothesis. PQ, 44.

39. Arlow. J. A. (1977) Affects and the psychoanalytic situation. IJP, 58.

40. Arlow. J. A. (1979) Metaphor and the psychoanalytic situation. PQ, 48.

41. Arlow. J. A. (1979) The genesis of interpretation. JAPA, 27 (suppl.).

42. Arlow. J. A. (1982) Problems of the superego concept. PSOC, 37.

43. Arlow. J. A. (1984) Disturbances of the sense of time. PQ, 53.

44. Arlow. J. A. (1985) Some technical problems of countertransference. PQ, 54.

45. Arlow, J. A. & Brenner, C. (1963) Psychoanalytic Concepts and the Structural Theory, New York: Int. Univ. Press.

46. Arlow, J. A. & Brenner, C. (1969) The psychopathology of the psychoses. IJP, 50.

47. Asch, S. S. (1966) Depression. PSOC, 21.

48. Asch, S. S. (1976) Varieties of negative therapeutic reactions and problems of technique. JAPA, 24.

49. Atkins, N. (1970) The Oedipus myth. Adolescence, and the succession of generations. JAPA, 18.

50. Atkinson, J. W. & Birch, D. (1970) The Dynamics of Action. New York: Wiley.

51. Bachrach, H. M. & Leaff, L. A. (1978) Analyzability. JAPA, 26.

52. Bacon, C. (1956) A developmental theory of female homosexuality. In: Perversions,ed, S. Lorand & M. Balint. New York: Gramercy.

53. Bak, R. C. (1953) Fetishism. JAPA. 1.

54. Bak, R. C. (1968) The phallic woman. PSOC, 23.

55. Bak, R. C. & Stewart, W. A. (1974) Fetishism, transvestism, and voyeurism. An American Handbook of Psychiatry, ed. S. Arieti. New York: Basic Books, vol. 3.

56. Balint, A. (1949) Love for mother and mother-love. IJP, 30.

57. Balter, L., Lothane, Z. & Spencer, J. H. (1980) On the analyzing instrument, PQ, 49.

58. Basch, M. F. (1973) Psychoanalysis and theory formation. Ann. Psychoanal., 1.

59. Basch, M. F. (1976) The concept of affect. JAPA, 24.

60. Basch, M. F. (1981) Selfobject disorders and psychoanalytic theory. JAPA, 29.

61. Basch, M. F. (1983) Emphatic understanding. JAPA. 31.

62. Balldry, F. Character. PMC. Forthcoming.

63. Balldry, F. (1983) The evolution of the concept of character in Freud's writings. JAPA. 31.

64. Begelman, D. A. (1971) Misnaming, metaphors, the medical model and some muddles. Psychiatry, 34.

65. Behrends, R. S. & Blatt, E. J. (1985) Internalization and psychological development throughout the life cycle. PSOC, 40.

66. Bell, A. (1961) Some observations on the role of the scrotal sac and testicles JAPA, 9.

67. Benedeck, T. (1949) The psychosomatic implications of the primary unit. Amer. J. Orthopsychiat., 19.

68. Beres, C. (1958) Vicissitudes of superego functions and superego precursors in childhood. FSOC, 13.

69. Beres, D. Conflict. PMC. Forthcoming.

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250. Freud, S. (1901) Childhood memories and screen memories SE, 6.

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252. Freud, S. (1901) The psychopathology of everyday life. SE, 6.

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254. Freud, S. (1905) Jokes and their relation to the unconscious. SE, 8.

255. Freud, S. (1905) Psysical (or mental) treatment. SE, 7.

256. Freud, S. (1905) Three essays on the theory of sexuality. SE. 7.

257. Freud, S. (1908) Character and anal erotism. SE, 9.

258. Freud, S. (1908) On the sexual theories of children. SE, 9.

259. Freud, S. (1908) Preface to Wilhelm Stekel's Nervous Anxiety-States and Their Treatment. SE, 9.

260. Freud, S. (1909) Analysis of a phobia in a five-year-old boy. SE, 10.

261. Freud, S. (1909) Family romances. SE, 9.

262. Freud, S. (1909) Notes upon a case of obsessional neurosis. SE, 10.

263. Freud, S. (1910) A special type of choice of object made by men. SE, 11.

264. Freud, S. (1910) The autithentical meaning of primal words. SE, 11.

265. Freud, S. (1910) The future prospects of psychoanalytic therapy. SE, 11.

266. Freud, S. (1910) The psychoanalytic view of psychogenic disturbance of vision. SE, 11.

267. Freud, S. (1911) Formulations on the two principles of mental functioning. SE, 12.

268. Freud, S. (1911) Notes on a case of paranoia. SE, 12.

269. Freud, S. (1911) Psychoanalytic notes on an autobiographical account of a case of paranoia. SE, 12.

270. Freud, S. (1911—15) Papers on technique. SE, 12.

271. Freud, S. (1912) Contribution to a discussion on masturbation. SE, 12.

272. Freud, S. (1912) On the universal tendency to abasement in the sphere of love. SE, 11.

273. Freud, S. (1912) The dynamics of transference. SE, 12.

274. Freud, S. (1913) Editor's note The disposition to obsessional neurosis. SE, 12.

275. Freud, S. (1913) On beginning the treatment. SE, 12.

276. Freud, S. (1913) Totem and taboo. SE, 13.

277. Freud, S. (1914) Fausse reconnaissance (deja reconte) in psychoanalytic treatment. SE, 13.

278. Freud, S. (1914) Mourning and melancholia. SE, 15.

279. Freud, S. (1914) Observations on transference love. SE, 12.

280. Freud, S. (1914) On narcissism. SE. 14.

281. Freud, S. (1914) On the history of the psychoanalytic movement. SE, 14.

282. Freud, S. (1914) Remembering, repeating, and working-through. SE, 12.

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284. Freud, S. (1915) Das UnbewuЯte. Gesammelte Werke, 10.

285. Freud, S. (1915) Instincts and their vicissitudes. SE, 14.

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287. Freud, S. (1915) Repression. SE, 14.

288. Freud, S. (1915) The unconscious. SE, 14.

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292. Freud, S. (1917) A metapsychological supplement to the theory of dreams. SE, 14.

293. Freud, S. (1917) Introductory lectures on psychoanalysis. SE, 16.

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295. Freud, S. (1917) On transformations of instinct as exemplified in anal erotism. SE, 17.

296. Freud, S. (1918) From the history of an infantile neurosis. SE, 17.

297. Freud, S. (1919) "A child is being beaten". SE, 17.

298. Freud, S. (1919) Lines of advance in psychoanalytic therapy. SE, 17.

299. Freud, S. (1919) The uncanny. SE, 17.

300. Freud, S. (1920) Beyond the pleasure principle. SE, 18.

301. Freud, S. (1920) The Psychogenesis of a case of homosexuality in a woman. SE, 18.

302. Freud, S. (1921) Group psychology and the analysis of the ego. SE, 18.

303. Freud, S. (1923) The ego and the id. SE, 19.

304. Freud, S. (1923) The infantile genital organization. SE, 19.

305. Freud, S. (1924) A short account of psychoanalysis. SE, 19.

306. Freud, S. (1924) Neurosis and psychosis. SE, 19.

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308. Freud, S. (1924) The economic problem of masochism. SE, 19.

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310. Freud, S. (1925) Negation. SE, 19.

311. Freud, S. (1925) Some psychical consequences of the anatomical distinction between the sexes. SE, 19.

312. Freud, S. (1926) Inhibitions, symptoms and anxiety. SE, 20.

313. Freud, S. (1926) The question of lay analysis. SE, 20.

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315. Freud, S. (1930) Civilization and its discontents. SE, 21.

316. Freud, S. (1931) Female sexuality. SE, 21.

317. Freud, S. (1931) Libidinal types. SE, 21.

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859. Wallace, E. R. (1983) Freud and Anthropology. New York: Int. Univ. Press.

860. Wallerstein, R. Reality. PMC. Forthcoming.

861. Wallerstein, R. (1965) The goals of psychoanalysis. JAPA, 13.

862. Wallerstein, R. (1975) Psychotherapy and Psychoanalysis. New York: Int. Univ. Press.

863. Wallerstein, R. (1983) Defenses, defense mechanisms and the structure of the mind. JAPA, 31 (suppl.).

864. Wallerstein, R. (1988) One psychoanalysis or many? IJP, 69.

865. Wangh, M. (1979) Some psychoanalytic observations on boredom. IJP, 60.

866. Weinshel, E. M. (1968) Some psychoanalytic considerations on moods. IJP, 51.

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868. Weisman, A. D. (1972) On Dying and Denying. New York: Behavioral Publications.

869. Weinstock, H. J. (1962) Successful treatment of ulcerative colitis by psychoanalysis. Brit. J. Psychoanal. Res., 6.

870. Welmore, R. J. (1963) The role of grief in psychoanalysis. IJP. 44.

871. Werner, H. & Kaplan, B. (1984) Symbol Formation. Hillsdale N. J.: Lawrence Eribaum.

872. White. R. W. (1963) Ego and Reality in Psychoanalytic Theory. Psychol. Issues, 3.

873. Whitman, R. M. (1963) Remembering and forgetting dreams in psychoanalysis. JAPA, 11.

874. Wiedeman, G. Sexuality. PMC. Forthcoming.

875. Wiedeman, G. (1962) Survey of psychoanalytic literature on overt male homosexuality. JAPA, 10.

876. Wieder, H. (1966) Intellectuality. PSOC, 21.

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878. Willick, M. S. Defense. PMC. Forthcoming.

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SUBJECT AREA: Photography, film and optics

[br]

[br]

[br]

The son of a tax collector, Ducos du Hauron began researches into colour photography soon after the publication of Clerk Maxwell's experiment in 1861. In a communication sent in 1862 for presentation at the Académie des Sciences, but which was never read, he outlined a number of methods for photography of colours. Subsequently, in his book Les Couleurs en photographie, published in 1869, he outlined most of the principles of additive and subtractive colour photography that were later actually used. He covered additive processes, developed from Clerk Maxwell's demonstrations, and subtractive processes which could yield prints. At the time, the photographic materials available prevented the processes from being employed effectively. The design of his Chromoscope, in which transparent reflectors could be used to superimpose three additive images, was sound, however, and formed the basis of a number of later devices. He also proposed an additive system based on the use of a screen of fine red, yellow and blue lines, through which the photograph was taken and viewed. The lines blended additively when seen from a certain distance. Many years later, in 1907, Ducos du Hauron was to use this principle in an early commercial screen-plate process, Omnicolore. With his brother Alcide, he published a further work in 1878, Photographie des Couleurs, which described some more-practical subtractive processes. A few prints made at this time still survive and they are remarkably good for the period. In a French patent of 1895 he described yet another method for colour photography. His "polyfolium chromodialytique" involved a multiple-layer package of separate red-, green-and blue-sensitive materials and filters, which with a single exposure would analyse the scene in terms of the three primary colours. The individual layers would be separated for subsequent processing and printing. In a refined form, this is the principle behind modern colour films. In 1891 he patented and demonstrated the anaglyph method of stereoscopy, using superimposed red and green left and right eye images viewed through green and red filters. Ducos du Hauron's remarkable achievement was to propose theories of virtually all the basic methods of colour photography at a time when photographic materials were not adequate for the purpose of proving them correct. For his work on colour photography he was awarded the Progress Medal of the Royal Photographic Society in 1900, but despite his major contributions to colour photography he remained in poverty for much of his later life.

[br]

   1) Internal Cognitive Processes are Required to Explain Intelligent Behavior

   Cognitivism in psychology and philosophy is roughly the position that intelligent behavior can (only) be explained by appeal to internal "cognitive processes." (Haugeland, 1981a, p. 243)

   2) The Cognitive Enterprise Rests on a Set of Unexamined Assumptions

   Cognitive science is an interdisciplinary effort drawing on psychology and linguistics, and philosophy. Emboldened by an apparent convergence of interests, some scientists in these fields have chosen not to reject mental functions out of hand as the behaviorists did. Instead, they have relied on the concept of mental representations and on a set of assumptions collectively called the functionalist positions. From this viewpoint, people behave according to knowledge made up of symbolic mental representations. Cognition consists of the manipulation of these symbols. Psychological phenomena are described in terms of functional processes.

   The efficacy of such processes resides in the possibility of interpreting items as symbols in an abstract and well-defined way, according to a set of unequivocal rules. Such a set of rules constitutes what is known as a syntax.

   The exercise of these syntactical rules is a form of computation.... Computation is assumed to be largely independent of the structure and the mode of development of the nervous system, just as a piece of computer software can run on different machines with different architectures and is thus "independent" of them....

   This point of view-called cognitivism by some-has had a great vogue and has prompted a burst of psychological work of great interest and value. Accompanying it have been a set of remarkable ideas.... I cannot overemphasize the degree to which these ideas or their variants pervade modern science.... But I must also add that the cognitivist enterprise rests on a set of unexamined assumptions. One of its most curious deficiencies is that it makes only marginal reference to the biological foundations that underlie the mechanisms it purports to explain. The result is a scientific deviation as great as that of the behaviorism it has attempted to supplant. (Edelman, 1992, pp. 13-14)

to analyze.

analizar sintácticamente la siguiente oración parse the following sentence

Elsa analizó la bebida Elsa examined the drink.

El juez analizó el caso The judge analyzed the case.

* * *

Conjugation model [ REALIZAR], like realizar

► verbo transitivo

1 to analyse (US analyze)

* * *

* * *

VT to analyse, analyze (EEUU)

* * *

verbo transitivo

1) ( examinar) to analyze*, examine

2) (Med, Quím) to analyze*

3) (Ling) to parse

analizarse v pron to undergo o have analysis

* * *

= analyse [analyze, -USA], assess, break down, discuss, explore, look at, look into, present + discussion, study, think out, weigh, offer + an account of, undergo + analysis, observe, check out, break out, dig + deep, dig + deep beneath the surface, weigh up, review, work through, put + Nombre + under the spotlight, bring + Nombre + under the spotlight, question, probe.

Ex. With a clear objective, the next step is to analyse the concepts that are present in a search.

Ex. Without such guidelines each document would need to be assessed individually, and inconsistencies would be inevitable.

Ex. The holdings are broken down into several volumes, shown as the next level of the pyramid.

Ex. This review also illustrates some of the issues which cataloguers have discussed over the years, and demonstrates other solutions to standards in cataloguing than those embodied in modern cataloguing codes.

Ex. Next I will illustrate a simple search profile which does not explore all possible synonyms, but does serve to illustrate weighted term logic.

Ex. This article looks at three interrelated issues regarding on-line services based on the recent literature.

Ex. The main concern is to look into current use of, and interest in, electronic information services, and also to gauge opinion on setting up a data base concerned solely with development issues.

Ex. This article presents a detailed discussion of the use of Hypermedia for authoring, organisation and presentation of information.

Ex. Each of the binders is portable and can be separately studied.

Ex. A recitation of the best thought out principles for a cataloging code is easily drowned out by the clatter of a bank of direct access devices vainly searching for misplaced records.

Ex. Examines the advantages and disadvantages of approval plans suggesting that each library must carefully weigh them in order to determine its own best course of action.

Ex. This article offers an account of the processes shaping the professionalisation of college and research librarianship within the framework of 4 contemporary sociological theories.

Ex. Syntactic relationships arise from the syntax of the document which is undergoing analysis, and derive solely from literary warrant.

Ex. 141 data bases were observed, most of them had been developed in the life sciences as well as in the earth, ocean and space sciences.

Ex. Where problems do arise it is sensible to check out the training programme before blaming the assistant for poor performance of duties.

Ex. Turnaround managers want current financial and working capital analyses broken out by cost/profit centres.

Ex. Are we prepared to dig deep into our well of humanity & humility in order to uplift ourselves?.

Ex. Her central themes are still love and sex, but she digs deeper beneath the surface to examine the gray areas of moral responsibility and gender relations.

Ex. The author weighs up whether a dumbing down has taken place in the UK tabloid and broadsheet press.

Ex. There is only space to review briefly the special problems associated with the descriptive cataloguing of nonbook materials.

Ex. Some theorists hold that one stage must be completely worked through before the next stage can be entered.

Ex. It is paramount to put designers themselves under the spotlight for investigative purposes.

Ex. When the profession once more brought censorship under the spotlight in the 70s, it was less critical and more loath to take a stand.

Ex. If this appears to be excessively difficult, maybe it is time to question whether the tool is too complex.

Ex. The librarian sometimes must probe to discover the context of the question and to be able to discuss various possible approaches and explore their merits.

----

* al analizar Algo más detenidamente = on closer examination, on closer inspection.

* analizar brevemente = take + a look at.

* analizar críticamente = pull + Nombre + to bits.

* analizar de nuevo = reexamine [re-examine].

* analizar desde una perspectiva = see through.

* analizar desde un punto de vista crítico = cast + a critical eye over.

* analizar detenidamente = be carefully considered, think through.

* analizar de un modo imparcial = take + a cool look at.

* analizar en = break down into.

* analizar en detalle = consider + in detail.

* analizar la posibilidad de (que) = examine + the possibility that/of.

* analizar las posibilidades de = look at + the prospects for.

* analizar los pormenores de una situación = look + behind the scene.

* analizar minuciosamente = come under + scrutiny, pore.

* analizar por separado = dissect.

* analizar sintácticamente = parse.

* analizar una cuestión = explore + question, explore + issue.

* analizar una posibilidad = explore + idea.

* analizar un tema = explore + theme.

* reanalizar = reexamine [re-examine].

* ser analizado como una frase = be phrase parsed.

* sin analizar = unexamined, unanalysed.

* volver a analizar = reexamine [re-examine], reanalyse [reanalyze, -USA].

* * *

verbo transitivo

1) ( examinar) to analyze*, examine

2) (Med, Quím) to analyze*

3) (Ling) to parse

analizarse v pron to undergo o have analysis

* * *

* * *

analizar [A4 ]

A (examinar) to analyze*, examine

B ( Med, Quím) to analyze*

C ( Ling) to parse

to undergo o have analysis

se está analizando he's undergoing o having analysis, he's seeing an analyst, he's in analysis

* * *

a) ( examinar) to analyze^{( conjugate analyze)}, examine

b) (Med, Quím) to analyze^{( conjugate analyze)}

c) (Ling) to parse

* * *

analizar vt

1. [situación, problema] to analyse

2. [sangre, orina] to test, to analyse

3. Gram to parse;

analizar sintácticamente la siguiente oración parse the following sentence

* * *

v/t analyze

* * *

analizar {21} vt

: to analyze

* * *

analizar vb to analyse

1 to advance.

las tropas continúan avanzando the troops are still advancing

el tráfico no avanzaba the traffic wasn't moving

Mi chico avanza en la escuela My boy advances in school.

Ricardo avanzó las ventas Richard advanced=promoted sales.

2 to make progress.

está avanzando mucho en sus estudios she's making very good progress with her studies

esta tecnología avanza a gran velocidad this technology is developing very quickly

3 to pass (time).

el tiempo avanza muy deprisa time passes quickly

a medida que avanza el siglo as the century draws on

4 to move forward.

El coche avanza lentamente The car moves forward slowly.

* * *

Conjugation model [ REALIZAR], like realizar

► verbo intransitivo

1 to advance, go forward

► verbo transitivo

1 (mover adelante) to advance, move forward

2 (dinero) to advance

3 (promover) to promote

4 (una propuesta) to put forward

► verbo pronominal avanzarse

1 (adelantarse) to go forward, advance; (día, noche) to draw in

* * *

1) to advance, move forward

2) progress

* * *

1. VT

1) (=mover) to move forward, advance

2) [+ dinero] to advance

3) [+ opinión, propuesta] to put forward

4) [+ resultado] to predict; [+ predicción] to make

5) Caribe (=vomitar) to vomit

2. VI

1) (=ir hacia adelante) to advance, move forward

2) (=progresar) to make progress

3) [noche, invierno] to draw on, approach

avanzarse

* * *

verbo intransitivo

a) persona/tráfico to advance, move forward

b) ciencia/medicina to advance

c) cinta/rollo to wind on

d) persona (en los estudios, el trabajo) to make progress; negociaciones/proyecto to progress

e) tiempo to draw on

a) ( adelantarse) to move forward, advance

b) ( mover) to move... forward, advance

c) < propuesta> to put forward

* * *

= gain + ground, get + far, go forward, make + gains, make + progress, move ahead, move on, move onwardly, move up, page (through), progress, advance, proceed, press on, come along, fast-forward, take + a step forward, get + ahead, move forward, make + step, take + strides, make + advances, develop, move along, get + unstuck, press forward (with), move + forward, go forth, make + headway.

Ex. Standardisation of formats is less developed; however UNIMARC is gaining ground as a national exchange format, whilst USMARC is also used by university and public libraries.

Ex. If scientific reasoning were limited to the logical processes of arithmetic, we should not get far in our understanding of the physical world.

Ex. Thus, if you want to reply yes, enter a 'y'; if you want to go forward, enter 'f'.

Ex. Expenditures in public libraries in the USA rose sharply in 1988 while use continued to make modest gains, with the greatest increase in juvenile loans.

Ex. We could then simply alter our expectations accordingly, and exult in the progress we have made.

Ex. It is impatient with Juctionville for its failure to move ahead as fast as it would like and is bothered by the city's drabness and general lack of class and culture.

Ex. Rather readers grow by fits and starts now rushing ahead, now lying fallow, and now moving steadily on.

Ex. In its simplest statement, the prime goal of any act of education is that it should serve us in the future... takes us somewhere... let us move onwardly more easily.

Ex. Now we move up the chain providing index entries for each of the potentially sought terms.

Ex. The system displays the records in brief format and the user can 'page' through the matches until the required record is found.

Ex. It is normally taken to indicate that the document has been revised, if a work has progressed to a second or subsequent edition.

Ex. All this is not to be impulsively regretted since specialized studies can advance in no other way, but synthesis becomes increasingly important and dishearteningly more difficult.

Ex. Before we proceed to look at the operators in detail, a couple of examples may help to make the layout clearer.

Ex. Hoping the gentler tone and the more relaxed manner meant that her anger was abating, the young man pressed on less apprehensively.

Ex. However, we have not heard the final word by any means for there are new products and improved examples of existing products coming along.

Ex. Modern machines have an automatic facility for fast-forward and rewind as well as a manual control for slower, more precise location of the required information on the microfilm.

Ex. LCSH has taken a further step forward with the use of computer-controlled typesetting.

Ex. Low-income urban families simply do not have any use for the traditional library or indeed any motivation for self-improvement and getting ahead = Las familias urbanas con ingresos bajos simplemente no tienen la necesidad de usar la biblioteca tradicional o de hecho no sienten motivación para la superación personal y para avanzar.

Ex. This article argues the need to move forward with the infotech culture without abandoning the service culture.

Ex. Schucking noted that early step when a child's 'imagination awakes, without corresponding development of the critical faculty,' a step most children make before they reach school age = Schucking se percató de ese primer paso en el niño cuando "se despierta su imaginación sin el correspondiente desarrollo de la capacidad crítica", un paso que dan la mayoría de los niños antes de alcanzar la edad escolar.

Ex. In the half century since the publication of McKerrow's Introduction bibliography has taken giant strides in many directions.

Ex. The author maintains that, aside from increasing computational speed, and thus real-time control, musically no advances have been made.

Ex. The economics journal system has not grown and developed in a structured fashion, which has resulted in overspill into report literature.

Ex. As university libraries move along this continuum they will become evolutionary, non-hierarchical, entrepreneurial and horizontal.

Ex. In addition, students can use the glossary to get 'unstuck' while learning.

Ex. The company is pressing forward with the construction of an environment and a system that permit all employees to demonstrate their full capabilities.

Ex. Kuwait is not going backwards, but definitely not moving forward.

Ex. Finally six men agreed to go forth in their underclothes and nooses around their necks in hopeful expectation that their sacrifice would satisfy the king's bloodlust and he would spare the rest of the citizens.

Ex. Governments are making headway in negotiations aimed at reaching an ambitious and effective global greenhouse gas reduction treaty.

----

* a medida que + avanzar + el año = as the year + wear on.

* a medida que + avanzar + el día = as the day + wear on.

* avanzar a duras penas = flounder, grind on.

* avanzar a toda máquina = steam ahead, go + full steam ahead.

* avanzar a toda mecha = go + full steam ahead.

* avanzar a toda pastilla = steam ahead, go + full steam ahead.

* avanzar a todo gas = steam ahead, go + full steam ahead.

* avanzar a todo meter = go + full steam ahead.

* avanzar a todo vapor = steam ahead, go + full steam ahead.

* avanzar a trancas y barrancas = flounder, grind on.

* avanzar a un ritmo vertiginoso = proceed + at a blistering pace.

* avanzar con dificultad = wade through, limp, slog along, plod (along/through).

* avanzar con gran dificultad = grind on.

* avanzar en + Posesivo + trabajo = advance + Posesivo + work, advance + Posesivo + work.

* avanzar en una carrera profesional = further + a career.

* avanzar fácilmente = coast.

* avanzar gradualmente (hacia) = edge (toward(s)).

* avanzar hacia = move into, move toward(s).

* avanzar hacia abajo = work + Posesivo + way down.

* avanzar lentamente = creep, creep along.

* avanzar lenta y pesadamente = trundle.

* avanzar mucho = travel + a long way down the road.

* avanzar muy despacio = creep, creep along.

* avanzar poco a poco = shuffle along.

* avanzar poco a poco (hacia) = edge (toward(s)).

* avanzar profesionalmente dentro de la institución = rise through + the ranks.

* avanzar rápidamente = gallop.

* avanzar viento en popa = steam ahead.

* conforme + avanzar + el año = as the year + wear on.

* conforme + avanzar + el día = as the day + wear on.

* dar vueltas sin avanzar = go round in + circles.

* hacer avanzar = nudge + Nombre + forward, push + the frontiers of, nudge + Nombre + along, nudge + Nombre + into, push + the boundaries of.

* hacer avanzar el conocimiento = push back + the frontiers of knowledge.

* hacer avanzar hacia = nudge + Nombre + toward.

* hacer que + Nombre + avance = take + Nombre + a/one step forward.

* no avanzar = tread + water.

* no avanzar más = go + no further.

* que avanza lentamente = crawling.

* que avanza rápidamente = fast-developing.

* seguir avanzando = forge + ahead, forge + forward.

* tiempo + avanzar inexorablemente = time + march on.

* * *

verbo intransitivo

a) persona/tráfico to advance, move forward

b) ciencia/medicina to advance

c) cinta/rollo to wind on

d) persona (en los estudios, el trabajo) to make progress; negociaciones/proyecto to progress

e) tiempo to draw on

a) ( adelantarse) to move forward, advance

b) ( mover) to move... forward, advance

c) < propuesta> to put forward

* * *

* * *

avanzar [A4 ]

1 «tropas/persona/tráfico» to advance, move forward avanzar HACIA algo:

las tropas avanzan hacia la capital the troops are advancing on the capital

el país avanza hacia la democracia the country is moving o advancing toward(s) democracy

2 ( Fot) «rollo» to wind on

3 «persona» (en los estudios, el trabajo) to make progress; «negociaciones/proyecto» to progress

no estoy avanzando mucho con este trabajo I'm not making much progress o headway o I'm not getting very far with this work

4 «tiempo» to draw on

1 (adelantarse) to move forward, advance

avanzaron unos pasos they moved forward o advanced a few steps, they took a few steps forward

2 (mover) to move … forward, advance

avanzó un peón he moved o pushed a pawn forward, he advanced a pawn

3 ‹propuesta› to put forward

* * *

a) [persona/tráfico] to advance, move forward

b) [ciencia/medicina] to advance

c) [cinta/rollo] to wind on

d) [ persona] (en los estudios, el trabajo) to make progress;

e) [ tiempo] to draw on

a) ( adelantarse) to move forward, advance

b) ( mover) to move … forward, advance

* * *

♦ vi

1. [moverse] to advance;

las tropas continúan avanzando the troops are still advancing;

el tráfico no avanzaba the traffic wasn't moving

2. [progresar] to make progress;

está avanzando mucho en sus estudios she's making very good progress with her studies;

esta tecnología avanza a gran velocidad this technology is developing very quickly

3. [tiempo] to pass;

el tiempo avanza muy deprisa time passes very quickly;

a medida que avanza el siglo as the century draws on

4. [carrete] to wind on

♦ vt

1. [adelantar] to move forward;

las tropas avanzaron sus posiciones the troops advanced their position;

avanzaron varias posiciones en la clasificación de liga they moved up several places in the league

2. [noticias]

les avanzó los resultados del estudio she informed them of the results of the study before it was published

3. [carrete] to wind on

* * *

I v/t

1 move forward, advance;

avanzar un pie take a step forward

2 dinero advance

II v/i

1 advance, move forward; MIL advance ( hacia on)

2 en trabajo make progress

* * *

avanzar {21} v

: to advance, to move forward

* * *

avanzar vb

1. (progresar) to make progress / to get on

2. (ir hacia delante) to advance / to move forward

1 commotion, bustle, shake, stir.

2 commotion, bustle, tumult, riot.

3 fuss, anxious preparations.

* * *

► nombre femenino

1 commotion, shock

■ causar conmoción to cause a commotion

2 MEDICINA concussion

3 (levantamiento) riot

\

conmoción cerebral concussion

* * *

* * *

1) (Geol) shock, tremor

2) (Med)

3) (=perturbación) shock

4) (Pol) disturbance

* * *

a) (Med) concussion

b) (trastorno, agitación)

c) (Geol) shock

- conmoción cerebral

* * *

= riot, hype, the, jolt, tumult, stir, convulsion, hoopla, spin, commotion, shake.

Ex. The subjects referred to recur frequently in the writings of the 'socially committed' -- drugs, sex, racism, student unrest, riots, scandals in government, conservation, the role of women in society are among them.

Ex. However, given the hype about the networking of public libraries in the US, it is perhaps surprising to note that only 21% have some form of connection to the Internet.

Ex. The automation of the catalogue was the single most disconcerting jolt to hit modern libraries up to that time.

Ex. This volume of essays looks to the formative processes that have shaped human relations in the midst of this century's tumult of wars, revolutions, and international confrontation.

Ex. With all this stir on accountability, the process of evaluation needs objective guidelines.

Ex. Spain's transition from dictatorship to pacific and stable democracy without producing major national convulsions is remarkable.

Ex. Amid the hoopla, she hasn't forgotten its roots.

Ex. In our media saturated world of high-blown hype and suffocating spin they do their best to tell you the truth.

Ex. She pleaded, futilely, in broken French, until an elderly man, hearing the commotion, came to her rescue.

Ex. It's a very intense throbbing pain that sends her body into quivers and shakes.

----

* causar conmoción = cause + a ripple.

* * *

a) (Med) concussion

b) (trastorno, agitación)

c) (Geol) shock

- conmoción cerebral

* * *

* * *

1 ( Med) concussion

(trastorno, agitación): el siniestro produjo una profunda conmoción en el país the disaster left the country in a state of profound shock

la separación de Marujita produjo una conmoción familiar Marujita's separation caused great upset in the family

3 ( Geol) shock

concussion

* * *

a) (Med) tb

◊ conmoción cerebral concussion

b) (trastorno, agitación):

◊ la noticia produjo una conmoción familiar the news shocked the whole family

c) (Geol) shock

* * *

conmoción nf

1. [física] shock

la caída le produjo una conmoción cerebral he suffered concussion as a result of the fall

2. [psíquica] shock;

su muerte causó conmoción a la familia his death left the family in a state of shock

3. [tumulto] upheaval

4. [sísmica] shock

* * *

1 shock

2 ( agitación) upheaval

* * *

conmoción nf, pl - ciones

1) : shock, upheaval

2) or

conmoción cerebral : concussion

* * *

conmoción n shock

1 to examine.

El científico examinó la evidencia The scientist examined the evidence.

El médico examinó al paciente The doctor examined the patient.

Ricardo examinó el libro Richard examined=perused the book.

2 to interrogate.

La policía examinó al testigo The police interrogated the witness.

* * *

► verbo transitivo

1 (gen) to examine

2 (investigar) to consider, inspect, go over

► verbo pronominal examinarse

1 to take an examination, sit an examination

* * *

1) to examine

2) inspect

•

- examinarse

* * *

1. VT

1) [+ alumno] to examine

2) [+ producto] to test

3) [+ problema] to examine, study

4) [+ paciente] to examine

examinarse

* * *

verbo transitivo

1) <alumno/candidato> to examine

2) (mirar detenidamente, estudiar) < objeto> to examine, inspect; <documento/proyecto/propuesta> to examine, study; <situación/caso> to study, consider; < enfermo> to examine

examinarse v pron (Esp) to take an exam

* * *

= analyse [analyze, -USA], assess, discuss, examine, go over, look at, look into, overhaul, study, survey, probe into, offer + an account of, go through, vet, test, look over, check out, check up on, keep + tabs on, review, question, peruse, screen, probe.

Ex. With a clear objective, the next step is to analyse the concepts that are present in a search.

Ex. Without such guidelines each document would need to be assessed individually, and inconsistencies would be inevitable.

Ex. This review also illustrates some of the issues which cataloguers have discussed over the years, and demonstrates other solutions to standards in cataloguing than those embodied in modern cataloguing codes.

Ex. The article 'Home schoolers: a forgotten clientele?' examines ways in which the library can support parents and children in the home schooling situation.

Ex. The person assigned as coach goes over the work of the new abstractor, makes editorial changes, and discusses these changes with the new man.

Ex. This article looks at three interrelated issues regarding on-line services based on the recent literature.

Ex. The main concern is to look into current use of, and interest in, electronic information services, and also to gauge opinion on setting up a data base concerned solely with development issues.

Ex. It is difficult to overhaul the basic structure of an enumerative scheme without complete revision of sections of the scheme.

Ex. Each of the binders is portable and can be separately studied.

Ex. Chapters 7 and 8 introduced the problems associated with author cataloguing and have surveyed the purpose of cataloguing codes.

Ex. If one probes more deeply into the question of truth and falsehood, one gets into difficult philosophical issues, which we prefer to leave to others.

Ex. This article offers an account of the processes shaping the professionalisation of college and research librarianship within the framework of 4 contemporary sociological theories.

Ex. I believe Mr. Freedman hired about 11 student assistants to go through this intentionally dirty file and clean it up.

Ex. All three types of material, when first received by DG XIII, are submitted to the Technological Information and Patents Division of DG XIII in order to vet items for possible patentable inventions.

Ex. Inmate library workers often test a new librarian, but once he or she has passed the test, they usually become very protective and staunch promoters of the library.

Ex. It would be of enormous help to us if you could put a few things together for us to look over.

Ex. Where problems do arise it is sensible to check out the training programme before blaming the assistant for poor performance of duties.

Ex. The physical effort of keeping tabs on people as well as the distasteful practice of checking up on staff output achieves nothing and may do considerable damage.

Ex. The physical effort of keeping tabs on people as well as the distasteful practice of checking up on staff output achieves nothing and may do considerable damage.

Ex. There is only space to review briefly the special problems associated with the descriptive cataloguing of nonbook materials.

Ex. If this appears to be excessively difficult, maybe it is time to question whether the tool is too complex.

Ex. A summary differs from an abstract in that it assumes that the reader will have the opportunity to peruse the accompanying text.

Ex. Employers should take a preventive role in protecting women's general health, for example, screening women workers for cervical cancer.

Ex. The librarian sometimes must probe to discover the context of the question and to be able to discuss various possible approaches and explore their merits.

----

* al examinar Algo de cerca = on closer examination, on closer inspection.

* examinar cómo = look at + ways in which.

* examinar detenidamente = scrutinise [scrutinize, -USA], put + Nombre + under the spotlight, bring + Nombre + under the spotlight.

* examinar el modo de = examine + way.

* examinar el papel de Algo = investigate + role.

* examinar la función de Algo = investigate + role.

* examinar la posibilidad de (que) = examine + the possibility that/of.

* examinar los conocimientos = test + knowledge.

* examinar más detenidamente = look + closer, take + a closer look at, take + a close look.

* examinar más minuciosamente = examine + in greater detail.

* examinar minuciosamente = pull apart.

* examinar + Posesivo + conciencia = search + Posesivo + conscience.

* examinar rápidamente = scan.

* examinar un tema = explore + theme.

* sin examinar = unexamined.

* * *

verbo transitivo

1) <alumno/candidato> to examine

2) (mirar detenidamente, estudiar) < objeto> to examine, inspect; <documento/proyecto/propuesta> to examine, study; <situación/caso> to study, consider; < enfermo> to examine

examinarse v pron (Esp) to take an exam

* * *

* * *

examinar [A1 ]

A ‹alumno/candidato› to examine

B (mirar detenidamente, estudiar)

1 ‹objeto› to examine, inspect; ‹contrato/documento› to examine, study

2 ‹situación/caso› to study, consider; ‹proyecto/propuesta› to study, examine

3 ‹paciente/enfermo› to examine

( Esp) to take o ( BrE) sit an exam

ayer nos examinamos de latín we had o took o ( BrE) sat our Latin exam yesterday

* * *

* * *

♦ vt

1. [alumno] to examine

2. [analizar] to examine;

examinó detenidamente el arma he examined the weapon carefully;

examinaremos su caso we shall examine her case;

tienes que ir al médico a que te examine you must go and get the doctor to examine you

♦ See also the pronominal verb examinarse

* * *

v/t examine

* * *

examinar vt

1) : to examine

2) inspeccionar: to inspect

♦ See also the reflexive verb examinarse

* * *

examinar vb to examine

(n.) = steel engraving

Ex. Also discussed are plans printed by various technical processes over the centuries, such as copperplate and steel engravings, and modern poly-chromatic prints.

* * *

1 independent.

2 separate (aparte).

3 freelance, indie.

independent, maverick.

* * *

► adjetivo

1 independent

2 (individualista) self-sufficient

■ el garaje tiene entrada independiente the garage has its own separate entrance

* * *

* * *

1. ADJ

1) [gen] independent

2) [piso etc] self-contained

3) (Inform) stand-alone

SMF independent

* * *

adjetivo/masculino y femenino independent

* * *

= freebooting, self-contained, self-supporting, separate, stand-alone [standalone], free-standing, non-partisan [nonpartisan], self-directed, self-reliant, independent, independent, self-organising [self-organizing, -USA].

Ex. Such considerations whether invested with the gravitas assumed by LSIC whenever they address such imponderables or when issued by freebooting critics miss the mark.