Monday, December 20, 2010

I-catcher Console-web Monito

of Tangram Tangram



Design and construct a tangram game and a box that serves to save it.

Webquest: Playing with the tangram



PREPARING A Tangram consists of a series of seven parts:

With you can do silhouettes of objects, animals or people:

Its main feature is that all the pieces together form a square. So we just have to decide what size we want to do (in our case 12 cm).
In this picture shows the pieces of a tangram. We serve as a template to build a panel 5mm plywood.

Construction parts

Make the design on the plywood panel 5mm, helping you to a square carpenter.

Then cut the pieces with a scroll saw, you should use a very thin blade to cut is very precise.


Once cut the lime pieces each piece with a flat file and thus correcting the imperfections of the cut.

We can do

guardardo box with a panel at the base of plywood and four strips on the edges and make a cardboard lid, for example.


If the ribbon thickness is 7 mm, the measurements of the base will be 13.4 cm and measures should be increased to 1 or 2 mm to have some margin resective tangram size. To construct the edges of the box, we also have the option of cutting the strips on the diagonal, such as picture frames.

Case Construction brand

measures based on the panel and draw with the help of the carpenter's square to all corners are right angles.

Cut carefully and review the edges with sandpaper. Points will be based on where the slats and the position in which the parts are stored inside the box.

Cut strips and go to the courts with the file. Then apply white glue and glue on the bottom panel.




Finish Paint the sides of the box or draw on them a decorative motif. If you want to color the tangram pieces lijes agree that although its surface (within the meaning of the beta) so that the paint is better.
To paint dye use wood, different colors or acrylic paint. In the following pictures you can see the finished product:
can make a cardboard or paper cover, with the name of the game and other decorative elements. A simple way to fix it is by a rubber band encircling cap and box. You can also set a screw into one of the edges to make the shaft to rotate the lid.
FINISH II
  • Go online on classic tangram figures. Create a template with these dimensions 12x12 cm and attach the tangram set.

  • Create your own Tangram shapes and finished
:



Sunday, December 19, 2010

Mysoore Mallige Prithvi







A key Crossover is a four-switch contacts are connected in pairs, so that, when crossing the connections, change the direction of flow.

One of the key applications a crossing is to change the direction of rotation of an engine, which serves to achieve a mobile moves forward or backward or upward or downward, if the movement is vertical.


BOM
  • A clothespin.
  • A battery-pack.
  • 5 points of steel.
  • 2 pieces of thread rigid (10 cm).
  • Two pieces of flexible wire . Scrap
  • bar 10x5 x0, 1 cm.









Saturday, December 18, 2010

New I Need A Loan Shark

Jorge Larrosa. Learn by ear.

relationship with text reading experience Jorge Larrosa, I was captivated and provoked many questions and concerns, which I have devoted myself to search the web, books, conferences, articles, presentations, videos and more., Professor Larry the purposes of increasing knowledge of its proposal, which is encompassing and comprehensive, as it relates and fuses at all times, experience and training in literature, education, travel, language and thought, and of course, with the three actions which are performed by the above-reading, writing, studying.

Here we let one of the many texts of this thinker can be downloaded from the Internet.




ear Learning

Jorge Larrosa
Professor of Pedagogy. Universitat de Barcelona

Intervention in the cycle of debates Settlement by demolition: reading, writing and thinking about college,
organized by Centre in Barcelona in April 2008.

Since the first of interventions in these debates has been hearing some vindication of the classroom as a meeting place not only knowledge but also of bodies and languages, some claim, say, of going to school like that go to a place where knowledge is present, are present, and where the languages \u200b\u200bare embodied, take shape. And it has also been hearing some claim the speech, a word, the "what" of transmission, compared to the privilege of "how" of method, procedures. Perhaps one of the university characteristics is the solution that comes
the classroom (the end of the body to go to class today), and the subordination of what transmission method it (the demolition of the logos). The title of my contribution has to do with the classroom with the language and the body. In fact taken from a piece of Maria Zambrano, specifically Clearings where speaks of the classrooms as places where the voice is to be learned by ear "[1]. A very beautiful piece about the word you hear, heard, and concludes that good students do not go to school to ask, much less to answer, but to listen. And I'll take that as an excuse Zambranian reason for your consideration of how learning is one that is confused with listening, and to what extent the university that is not a certain cancellation of voice and a final sound If the university is not involved, ultimately, the inability to learn by ear.

I'm not talking strictly of the lecture, though of course it bothers me that the manual supposedly "liberal" in the methodology of the university teaching have demonized again and again insisting on such topics as student passivity, boredom, sterility rote knowledge or even that which students are unable to attend for more than twenty minutes at a time or can not endure for an hour and a half still and silent. In a document prepared by
the advisory team of the pilot of the Faculty of Arts at the University of Girona is said to be the favorite word in the local ICE workshops to refer to the lecture is "vomit." The master class is where the teachers "vomit" which is written in the books [2]. And me, what they want
tell you, I hate to say or to think that what comes out of the teacher's mouth words but not vomiting.

But I am not going to talk about the lecture, but the voice of the classroom as a place of voice. And the voice, to put it briefly, there is nothing else than the mark of subjectivity in language. In the last debate, Violeta Núñez Benjamin quoted to say that, for transmission to occur, the language must be marked with the transmitting, that in the transmission, the tongue is tied to the speaker's experience and expertise the listener, the avatars, in short, of the subjects. And the voice is that brand, that experience, those avatars that make speaking and listening, the givers and the receivers are about specific subjects, singular and finite, flesh and blood, and not only communication equipment (senders and receivers of meaning) or cognitive machines (encoders and decoders of information.)

Voice, then, would be as sensitive face of the tongue, this makes the language is not only intelligible, that is not all of it on the side of meaning, that is not only an effective and transparent communication, that is not just a mechanical voice, no one inside, who says things like "your snuff, thank you" or "unleaded gasoline has chosen you," or "for security reasons this conversation is being taxed." In relation to the reduction of language communication tool, José Luis Pardo
talk that "there is an ongoing attempt to rid the language of his uncomfortable thickness, an attempt to erase the words any taste and any resonance, the attempt to impose by violence plain language, no stains, no shadows, no wrinkles, no body, the outspoken language, a language with no other in which no one listens to himself when he speaks, an uninhabited language [3] . The voice would then be something like the flavor and resonance of language, his wrinkles, his spots, his shadow, his body.

I'm not talking about the lecture, not even, strictly, of orality, but the subjective component of the language here I am calling "voice" and that is also, without doubt, in writing. There are writing to voice the same way that there is no voice master classes. Peter Handke, speaking of fatigue in the classroom, said in an exemplary manner:

"I will never again meet men less possessed by what they had in hand that those professors and lecturers University, any employee of the bank, yeah, whatever, counting the bills, some bills were not theirs also, any worker who was paving a street in the hot space that lay between the sun above, and boiling tar, below, they seemed to be more in what they did. Dignitaries seemed filled with sawdust or wonder who (...), or the enthusiasm or affection, or a questioning attitude or reverence, or anger, or indignation, or the consciousness of knowing something they had never shake voice, rather just go dropping a mantra, to move up with different files, to go dysarthric sentences in the tone of someone who is anticipating a
review (...) while out in front of the windows, were shades of green and blue, then dark, until exhaustion of the listener, in a sudden, it turned into apathy, and reluctance to hostility "[4].

The subject, the speaker, which is present in what he says, his voice trembles. And that thrill has to do with the relationship each has with the text: with admiration and enthusiasm, with affection, with the questioning attitude, with the reverence with anger, with indignation, with the awareness which is much, much more importantly, we do not know what we know.

Antoni Marí
As said last week, I do not know what the University, much less what should be. But a few years ago I live one corner trying to pay attention to what happens and what happens to me. And what happens, at least in the corner of the University in which I live, in the Faculty of Education, is that it is imposing a purely communicative language or information. And neutralized neutral language that does not feel nothing and feel nothing, ie, anesthetic and anesthesia, to which nothing happens, that is apathetic, a language without a single tone or tone, ie, unstressed or monotonous, a language deserted, with no one inside, a language that no one is aimed at anyone, a language without a voice, literally lost his voice, a language without a subject that can only be the language of
who have no language. What I see, dear friends, is the triumph of the foul-mouthed. Some who have always been outspoken, and always will be, but now claim the right to tell others what we have to use language and how we use it.

A friend told me long ago that a university classroom is a place where certain words or ideas, pass from the teacher's crumpled papers papers brand-new to students, without past or the heart or the head or the body or the soul, neither the teacher nor the students. I would not say that it is vomiting. But I feel there can not be learned by ear because nobody speaks and nobody listens. And what strikes me is that new methodologies, those that no longer pass through the classroom or the lecture, or by the notes, even for the role, learning enshrine this no voice, no subject in the to write and read has to do strictly with the reporting, management information and, at best, with opinion. Not long ago, in a seminar on reading, an influential professor of Education said that reading is decoded and decoding only. To me it amazes me that a professor is not saying a lot, that's something that happened a lifetime (the chairs have never been protected from the stupidity, but rather the opposite), but the mix of arrogance and ignorance which the new managers of education are wiping out everything that does not understand.

And what we can do, I think, is to give our language. And the worst thing would be that we, the teachers, entregásemos (beings are in fact quite cowardly, servile and prone to all kinds of genuflection, and we have delivered many things), but if we deliver the language, we are also providing at the same time, the language of the students and the possibility that those who come with, they also own voice, its own language, one's own thought, to speak and think in Ultimately, self-employed, do not delegate their language and thought. And yes we have no right.

The reduction of language communication is what makes the classroom and more than voice. Classrooms, of course, are not silent. The disappearance of the voice is correlated to the disappearance of silence. In classrooms is increasing talk, it is felt more and more. Everyone has the right
the word, but one word more and more banal, more neutral, more irresponsible, more empty. What happens, what I hear happens is that the voice is disappearing from the classroom and is being replaced by the constant and continuous chatter of information and opinion. It is also said here that the slogan is
replacing the theory and research is increasingly given to political agendas, economic and media that are in fi nal, which venden.Lo heard in the classroom is just common sense conversation. And it is increasingly difficult to feel that the words weighed, with density and incarnation, because what they do, at least in this corner of the university that I know, is floating in a vacuum. What happens, what I hear happens is the rapid and unimpeded progress of a complex set of discursive and regulatory procedures aimed at the destruction of language, what language can still be critical and complex experience of the world.

I once read a joke from The Broken in which a father told his son not to use both the word "democracy" because he was going to notice it was a fascist. To me it seems that something similar happening now with the word dialogue. has never been spoken dialog more and yet, dialogue has never been so short, so rare. In the words of Peter Handke, Peter Handke again:

"It's a time in space, in the 'ether', you only hear the hum, hiss, the thunder of dialogue. In all channels continuously hear the roar of the word 'dialogue'. According to the latest researches of dialogical research, a discipline that has just taken an identity and which boasts of having very quickly gained a multitude of followers, the word 'dialogue', and not just in the media, synods interfaith and summaries fi philosophers, is now more prevalent than 'I', 'today', 'life' (or 'death'), 'eye' (or 'ear),' mountain '(or' valley '),' bread ' (or 'wine'). Even in the walks of inmates by the prison yard, often 'dialogue' comes more often than, say, 'shit', 'fuck' or 'my mother's pussy', and similarly, in rides watched the inmates of a madhouse, or idiots, there is evidence that 'dialogue' is a word at least
ten times more frequently than, say, 'Man in the Moon', 'apple' (or 'pear'), 'God' (or 'Satan'), 'fear' (or 'pills'). In a continued dialogue are even three or four farmers who remain separated forever a day trip, or at least they are presented with non-stop dialogue, and dialogue is also presented to the children, until the last picture in picture books Children who have passed the entrance exam in school "[5].

university classrooms are also presented as a dialog uninterrupted. And that does seem to like the champions of the new methods. Although this is, in many cases, a talk from anyone, or any, in which speakers or listeners are merely asking arcades, to comment, and respond. What I hear in these dialogues, there is nothing that socialization in the language of the foul-mouthed, in that language, it seems, is most useful for research, for
international meetings and, of course, is much better on the power points and television debates.

also know that language determines thought and that shapes our experience of the world. So when imposing certain languages, are also imposed certain modes of thought (those under which thinking is an opinion, or argue, or worse, charge ratio) and certain forms of experience of the real. I have the feeling that learning the language of anyone, of that language without voice, is fully functional to the learning of certain forms of behavior. The rhetoric of professionalism, skills, procedures, builds interchangeable individuals, completely confused by his function, and individuals also constantly readjust adaptable and flexible, they say now. So the cast of voice is essential to empty the subject and, ultimately, so that education becomes a training in ways of working.

I started quoting Zambrano, and I will also end with her returning to the issue of "jitter" that had already appeared in this quote from tiredness in the classroom. In smaller text, but very beautiful, which is called "The teacher mediation" María Zambrano Refers immediately prior to start talking in class. The teacher says Zambrano, takes its place out, maybe some books of the portfolio and puts before him, and right there, before uttering a word, the teacher perceives the silence and stillness of the class what that silence and stillness that have question and waiting, and demanding. At that time, the teacher is silent for a moment and offer their presence even more than his word. And there María Zambrano says: "It could perhaps be measured by the authenticity of one teacher for that moment of silence that precedes his word for that note, for that introduction of the person before you start to give it in active mode. And yet by imperceptible tremor that shakes him. Without them, the teacher becomes so great as is his knowledge "[6]. Before we start talking, the teacher shakes. And that thrill is derived from its presence. In his silent presence, at the time, and the imminence of its presence in what is going to say. That is surely the voice, presence in what is said, the presence of a person who trembles at what it says. And so the classrooms are, or have been at times, or could have been, more voice, because these students and teachers had to be present. Both in his words and his silences. Perhaps, above all, in their silence.





Notes [1] Maria Zambrano, Clearings. Barcelona. Seix Barral 1977. P. 16.

[2] Universitat de Girona. Faculty of Arts. Noves methodologies, velles ideologies.
Reflections on university education in the context of the creation d'un espai europeu d'Educació superior. (Mimeo).

[3] José Luis Pardo, "Meat of words" in N. Quesada Fernández (Ed.), José Ángel Valente.
Anatomy of the word. Valencia. Pre.textos 2000. P. 190.

[4] Peter Handke, Essay on fatigue. Madrid. Alliance 1990. Pp. 13-14.

[5] Peter Handke, The loss of the image, or through the Sierra de Gredos. Madrid. Alliance 2003. Pp. 108 -
109.


[6] María Zambrano, "The mediation of the teacher" in J. Larrosa and S. Fenoglio (Eds.), María Zambrano: L'art de les mediacions
(Texts pedagogics). Barcelona. Publicacions Universitat de Barcelona 2002.
p. 112.

Tuesday, December 14, 2010

Can I Get Driclor Free On Prescription

Words and things. Michel Foucault (Fragment)

Today we present a fragment of a text emblematic French theorist and creator Michel Foucault (1926-1984). We care because, in it, Foucault reflects on language, its articulation-both syntagmatic-paradigmatic perspective and from the philological-making to build a sustained discourse in the European tradition that goes from the grammar of Port-Royal grammarians to philologists, philosophers and linguists of the nineteenth century, but that goes beyond grammar to you constitute mere reflection in a speech that celebrates and lays claim to the possibilities of (re) creation of language.





Fragment WORDS AND THINGS.

Michel Foucault


3. THE THEORY OF THE VERB

The proposition is, with respect to language, representation with regard to thought: its most general and most basic, since, from the time of the breakdown, is no longer the speech
but only its elements scattered like so many materials. Below are the words proposition, but the language is not satisfied in them. It is true that originally produced only simple man cries, but they did not start to be language, but the day locked-even if only within the monosyllable-a relationship that belonged to the order of the proposition.
Howl of primitive man that debate does not become a true word is just as
lateral expression of their suffering and whether it is for a trial or a statement such as "I drown" 28 The word that stands for itself and the holds over the screams and noise, is the proposition
hidden in it. The savage of Aveyron did not speak because, for him, the words were still makes things sound and the impressions they produced in their spirit did not receive the value proposition. Very well could pronounce the word "milk" to the bowl that was offered, but this was only "the confused expression of that liquid food, container containing it and the desire that was being "oalabra 29 the sign never became representative of the thing, it never meant that
milk was warm, ready or was expected. Indeed, the proposition is that between the sound sign of immediate values \u200b\u200bof expression and establishes, so sovereign, as linguistic ability.
For classical thought, language begins where there is no longer speech, but speech. When we say "no", does not translate rejection by a cry, is contained in one word "whole proposition ... I do not hear that or do not believe that" .30 "Let's go directly to the proposition, the essential object of grammar." 31 There all the functions language are referred to three unique elements that are essential to form a sentence: the subject, the attribute and its link. In addition, the subject and the attribute is of the same nature as the proposition states that one is the same or belongs to another, and therefore they can, in
certain conditions, change their functions. The only difference, although crucial, is expressing the irreducibility of the verb: "to every proposition," says Hobbes32-must be three things: a
know two names, subject and predicate, and the link or intercourse. The two names wake up in the spirit the idea of \u200b\u200bone and the same thing, but gives birth intercourse the idea of \u200b\u200bthe reason why these
names have been imposed on these things. "The verb is the indispensable condition of all discourse, and where there is at least virtually, you can not say that there is a language. The nominal propositions always conceal the invisible presence of a verb and Adam Smith 33 believed that in its original form, the language did not consist only of impersonal verbs (such as "rain" or "thunder") and, from the verbal nucleus were stripping all other parts of speech, like so many details and secondary derivatives. The threshold is where language comes the word. It is therefore necessary to treat it as being mixed, that is, while , word between the words, captured by the same rules and, like them, obeys the laws of speed and consistency, and then click away from all of them, in a region that is not spoken of, but that's what speaking. Is on the edge of
speech, on the edge of what is said and what is said, right where the signs are in the process of becoming language.
And just this function that must be asked as a question-stripping of what has constantly reload, and darker. We must not stop, with Aristotle, that the verb means the times (many other words, adverbs, adjectives, nouns, can have temporary meanings). Nor should we stop, as did Scaliger, in the fact that it expresses actions or passions, while the names denote things, and permanent (as it exists right this very name of "action"). Do not give importance, as it did Buxtorf, to different persons of the verb, since some pronouns have also designate ownership. But to fully come to light immediately
what it is: the word says, ie, indicates "that the speech in which he used this word is the speech of a man who sees only the names, but the judges ".34 There is a sentence-and discourse-when we say assignment link between two things, when you say that this is aquello.35 All kind of verbs is referred to one, which means being. All others use secret of this unique feature, but the determinations have been coated with the mask: attributes have been added and instead of saying, "I am a singer," he says, "I sing" have been added indications of time and instead of saying, "before, I am a singer," he says, "I sang" Finally, some languages \u200b\u200bhave integrated
same subject and verb and Latinos do not read: ego Vivit, but alive . All this is not just a sedimentation tank and around and over a verbal function quite small, although essential: there is only the verb to be ... that has been in its simplicity ".36 The whole essence of language is contained in the word singular. Without it, everything would have remained silent and men, as some animals, could have made use of his voice, but none of those screams thrown in the thick rolling ever had the great chain of language.
In classical times, being rough language, this mass of signs placed in the globe to our question-is there deleted, but the language of new relations to be more difficult to apprehend because it states that the language and got it through a word, it says from inside himself, and yet could not exist as a language if that word alone, did not support all possible speech beforehand. Without a way of designating being, there would be language, but without language, there would be no
verb to be, it is only a part of it. This single word is to be represented in language, but also be representative of language-something that, by allowing state what he says, makes it susceptible of truth or error. And this is different from any sign can be satisfied, faithful, adjusted or not so designated, but are never true or false. The language is, from one end to another address, thanks to this unique power of a word that passes the system of signs towards the being of what is meant.
But whence comes this power? And what is the meaning, the words spilling, supports the proposition? The Port-Royal grammarians say that the meaning of the word was stated. Indicating very good language in which region was the absolute privilege, but not what it was. It is necessary to understand that the verb to be contains the idea of \u200b\u200baffirmation, for the word itself, affirmation, and the word itself also contain it, 37 is rather the affirmation of the idea that it is insured. But say one idea "is equivalent to stating its existence? This is what Bauzée thinks that it is a reason that the verb form has been received at the time variations: for the essence of things does not change, all that comes and goes is his existence, only she has a past and future 38 To which Condillac could see that if the existence can be removed from things, there is only one attribute and that the verb can affirm the death as life. We could say the verb is the coexistence of two representations: for example, the greenery and the tree of man and of life or death, hence, the verb tenses do not indicate that in which things have
existed at all, but a relative before or simultaneity of things between sí.39 Indeed, coexistence is not an attribute of the thing itself, but it is only a form of representation: to say that the green and the tree coexist ie they are linked in all impressions receipt or, at least in most of them.
Both the verb to be essential would be responsible for all the language relating to the representation it designates. Being towards which goes beyond the signs is neither more nor less than the being of thought.
By comparing the language with a picture, a grammarian of the late eighteenth century the names defined as shapes, colors and adjectives and the verb as the very fabric on which they appear. Invisible fabric, fully lined with the color and pattern of words, but language that gives the place where you can assert
painting what the word means is, ultimately, the representative nature of language, the fact should take its place in thought and that the only word that can cross the boundary of the signs and grounded in truth, never becomes more than the representation itself. While the function of the verb is identified with the mode of existence of language, which runs in full: speaking is, in turn, represented by signs and give them a synthetic form dominated by the verb. In the words of Destutt, the verb is the attribution: support and shape of all the attributes, "the verb to be is found in all propositions, because you can not say that something is so without saying, therefore, it is ... But this word is, appears in all proposals and is always part of the attribute, is always the beginning and its core is the general and common attribute ".40
see how, once you arrive at this point of generality, the function of the verb can not make another thing that separated, it will disappear the unitary domain of general grammar. At the time it releases the dimension of pure grammar, the proposal will no longer be a unit of syntax. The verb appear
there between the other words with its own matching system, reflections and speed. And at the other end, appears to demonstrate the power of language in a stand-alone issue, rather archaic grammar. And throughout the nineteenth century the language was asked about his enigmatic nature of verb: where is closer to being, which is more able to name, to transmit or make flash fundamental sense, to make it absolutely clear. From Hegel to Mallarme, this
marveled at the relationship between being and language rocked the reintroduction of the verb in the homogeneous order of grammatical functions.


4. JOINT

The verb to be, a mixture of attribution and assertion, on the crossroads of discourse and radical opportunity to speak first, define the first invariant of the proposition, which is the most fundamental. Beside him, on one hand and other elements: parts of speech or "prayer." These lands are still indifferent and are only determined by the small figure, almost imperceptible and central, which means being, work on this "Judicator" as the thing that has to be judged-the judicando and res judicata, the judicado41
How this picture can become pure proposition in different sentences? How can the discourses of the content of a representation? Since it uses words that name, part by part, to what is given to representation.
The word means, ie in nature's name. Given name and is directed toward such representation and to no other. Whereas, compared to the uniformity of the verb "is never more than the universal set of attribution-names abound at infinity. There were as many as things to be named. But each name would be and so strongly linked to the unique representation which means that you could not make the slightest attribution, and the language would fall below himself, "if we had more substantive than names, would be multiplied endlessly. These words, as many would overload the memory, not would no order on the objects of our knowledge and, consequently, in our ideas, and all our discourse would be in utter confusion ".42 The
names can not function in the sentence and allow the award unless one of the two (attribute, at least) to appoint any common element in several performances. The generality of the name is so necessary for the parts of speech the designation of being for! a form of the proposition.
This generality can be acquired in two ways. Or by a horizontal joint, which groups together individuals who have some identity and separates those who are different as well as a generalization of successive groups growing larger (and less numerous), can also be subdivided almost infinite new distinctions and thus return to the proper name of that part, 43 the whole order of the coordination and subordination is covered by the language and each of these points is there
with it: the individual to the species, after this gender and class, language is built exactly on the growing domain of generalities, this function is manifested taxinómica,
in language by nouns: it is said, an animal, a quadruped, a dog, a poodle. "Or by a vertical articulation -linked to the first, they are indispensable to each other, "this second joint distinguishes things subsisting by themselves, those modifications, features, accidents or characters, which can never be an independent state: the depth, substance , on the surface, the qualities, this cut-this metaphysics, as Adam Smith said 45 - manifested in the speech
the presence of adjectives that designate, in representation, all that can not stand alone. The first articulation of language (if we put aside the verb to be which is the condition the same as part of speech) is because, according to two orthogonal axes: one is the general singular individual, the other is substance to the quality. In their lives crossing the common name, at one extreme the name and on the other adjective.
However, these two types of representation does not distinguish words from each other rather than the exact extent to which the performance is analyzed based on this model. As the authors of Port-Royal: the words "meaning things are called nouns, such as soil, sun. The mean way, while pointing out the subject to which they agree, names are called adjectives, as good, fair, round ".46 Among the articulation of language and representation is, however, a game. When we of "whiteness" designate a quality course, but we designate by a noun: when we talk about "human", an adjective used to describe individuals who subsist by themselves. This slide indicates that the language does not obey laws different from the representation, but on the contrary, that is himself, and in its own thickness, relations identical to those of representation. Is not it, in effect, a split representation and has the power to combine with the elements of representation than the first, but has no other function and meaning that represent? If the speech takes over the adjective that designates a change and it adds value within the same sentence as the substance of the proposition, then the adjective becomes a noun, on the contrary, the name that behaves like an accident within the phrase becomes, in turn, into an adjective, although designated as an afterthought, substances. "Because the substance is what auction itself has been called Substantive all the words that exist by themselves in speech, even if mean accidents.
And, conversely, is called adjectives mean those substances, when, by the way mean, should join other names in the speech ".47 The elements of the proposal have relations with each identical to the representation but this identity is not assured, point by point so that any substance would be designated by a noun and an adjective all by accident.
is a global identity and nature: the proposition is a representation, is built on the same modes her, but the power belongs to articulate in one way or another representation that she transformed into speech. It is, in itself, a representation articulates another, with a possibility of displacement is at the same time, freedom of speech and difference of languages.
This is the first layer of joint: the superficial, in any case, the more apparent. From now on, everything can become discourse. But in an undifferentiated language not yet available, to highlight the names, but the monotony of the verb be and its attributive function. However, the elements of representation are articulated according to a complex network of relationships (succession, subordination, consequence) that is necessary to pass through language so that it becomes truly representative
. From there, all words, syllables and even letters, circulating between nouns and verbs, to designate those ideas that Port-Royal called "ancillary", 48 are necessary prepositions and conjunctions are required syntax signs that indicate the relationship identity or agreement, and dependency or system: 49 marks plural or gender, cases of declines, and we need, finally, words that relate to the common names that designate individuals-those items or those demo that Lemercier ILAM concretores "or" desabstractores. " 50 Such
many words is a joint below the unit name (noun or adjective) as is required by the naked form of the proposition, none of them have for themselves and in splendid isolation, a representative content that is fixed and determined, not coated or even an idea, accessory, but once that has been linked to other words , while the nouns and verbs are "absolute meanings, they have no meaning unless a way relativo.51 undoubtedly be directed to the representation
, exist only in so far as this, the analyzed, reveals the internal network of these relationships, but they themselves are more valuable than giving them all which includes grammar. Establish a new joint and mixed nature of language, joint that is both representative and grammar, without any of these two orders can dominate over the other. Behold
sentence syntactic element is populated with a cut thinner than the great figures of the proposition. This new cut puts the general grammar to the necessity of a choice: either continue with the analysis below the nominal unit and to appear before the significance of minor elements is built, or reduce by a march down the unit nominal measures restricted recognize and return to find the representative efficiency under full words in the particles, syllables, and even the letters themselves.
These possibilities open up, rather they are prescribed, from the moment that the theory of language is intended to give the speech and analysis of its securities. Define the point of heresy that shares the grammar of the eighteenth century. "Assume," says Harris, that any definition is, as the body
, divisible into an infinity of different meanings, themselves infinitely divisible? This would be an absurdity, it is absolutely necessary to admit that there are significant sounds, none of whose parties may have significance in itself. " 52 The significance disappears from the moment that securities of the words are dissociated or suspended, in its independence, displayed materials that are not articulated by the thought and whose links can not refer to the speech.
is a "mechanical" typical of the agreements, schemes of the flexures, syllables and sounds, and no representative value may account for this mechanism. It is necessary to treat the language as to those machines that are improving slowly: 53 in its simplest form the sentence only consists of a subject, a verb and an attribute, and any addition of sense demands a comprehensive new proposal, so rudimentary machines represent principles of movement which are different for each of its organs. But the refined, subject to one and the same principle all its organs, they are no more than intermediaries, media processing, application points, also to improve the masquerading
languages \u200b\u200bthe meaning of a grammatical proposition for agencies in themselves, are not representative value and whose role is to specify, linking the elements, indicating their current assessments.
In a phrase and a single stroke can make the relationship of time, therefore, possession, location falling within the subject-verb number attribute, but can not be enclosed by a distinction so vast. Thence the importance of taking, with Bauzée, 54 complement theories of subordination. Hence also the increasing role of syntax, at the time of Port-Royal, it was identified with the construction and word order, and then with the internal development of the proposal, 55 to be
Sicard became independent, she is the "ordering their own way to each word" .58 It outlines the autonomy of grammar, as will be defined at the end of the century, Sylvestre of Saci, which, together with Sicard is the first to distinguish the logical analysis of the proposition and grammatical
frase.57 understand why the analysis of this kind were suspended while the speech became the subject of grammar, since it reached a layer of the joint where the securities
crumbled to dust, is passed to the other side of the grammar, that in which the dam was not in a domain that was the use of history and syntax, in the eighteenth century, was considered the arbitrary place where fantasies spread their habits of each pueblo.58
In Anyway, in the eighteenth century could not be more than abstract possibilities and no foreshadowing of what would become the philology, not only were privileged branch of an election. Against this, from the same point of heresy, a reflection that we develop for ourselves and for the science of language we have built since the nineteenth century, is devoid of value, but which, however, keeps all the analysis of verbal signs within the discourse. And that, precisely for this coating, part of the positive figures of knowledge. Function was sought nominal dark invested and believed hidden in these words, in these syllables, these push-ups, in these letters that the analysis of the proposition, too loose, let them pass through your screen. After all, as the authors of Port-Royal, all particles of the link have a certain content because they represent the way objects are linked and that they are linked in our representations. 59 Is not is supposed to have names like all the others? But instead of replacing objects
have taken the place of gestures by which men indicate or simulate the ties and sucesión.60 is these words that have either gradually lost its proper meaning (in Indeed, this is not always visible
was because it was linked to gestures, body and the situation of the speaker) or are incorporated in other words that are stable support and to which, however, they provide all Both modificaciones.61 system that all words, whatever they are, are dormant names: verbs adjectives have added names to the verb be, the conjunctions and prepositions are the names of gestures still thereafter, the declensions and conjugations are nothing more than names absorbed.
Now, words can break open and release all the names flying deposited in them. In the words of Le Bel as an essential principle of the analysis, "no assembly in which the parties have not been separately before being assembled," 62 which enabled him to reduce all words to items in which syllabic reappear at the end . forgotten the old names-the only words that were possible to exist next to the verb to be: Romulus, for example, 63 came from Rome and moliri (building), and Rome is
Ro, designating force (Robur) and Ma, indicating greatness (magnus). Similarly, Thiébault discovers in "abandoning" three latent meanings: a, that "presents the idea of \u200b\u200bthe trend or the fate of one thing to another" ban, which "gives the idea of \u200b\u200bthe entire social body" and do, which means "the act by which one detaches from one thing" .64
And if you need to reach, below the syllables, to the letters themselves, there are collected the values \u200b\u200bof a rudimentary description.
A beautifully presented this Court of Gébelin to its largest and most perishable glory "lip touch, the easiest to put into play, the sweetest, most gracious, used to describe the first
beings known to man, those around them must all" (Dad, Mom, kiss). In contrast, "teeth are as tough as mobile and flexible lips, the intonations of them come are strong, sound, touch noisy ... Thanks dental thunders, tinkling, trembles through him designating the drums, timpani, trumpets. " At the same time, vocal, isolated, can deploy the secret of the ancient names in which the use locked them: A for possession (if any), E for existence I
by power, or by the shock (the eyes are rounded), U by moisture and, therefore, the humor.65 And maybe, in the cavity oldest in our history, consonants and vowels, distinguished only in accordance confused with two groups, were something like the only two names articulated by the human language: the singers voice spoke of the passions, the harsh consonants of needs. 66 It can distinguish between speech still rough forest north of the guttural, hunger and cold, and the southern languages, made all of voice, born of the morning meeting of pastors, when "arose from the pure crystal of sources the first fires love.
In full thickness and even more archaic sounds for the first time I tore the scream, the language retains its representational function, in each of its joints, from the beginning of time, has been named. In itself is nothing but a huge sound of names that are covered, are enclosed, hidden and yet, remain to allow representations to analyze or compose more complex. The interior of the sentences, just where the meaning seems to take a silent supporting
insignificant syllables, there is always a name asleep, a form that is enclosed within its walls reflect sound representation invisible and therefore indelible. For nineteenth-century philology, such tests are, in the strict sense, "dead." But it was not the same for a whole-language experience first esoteric and mystical, at the time of Saint-Marc, Reveroni, Fabre d'Olivet, in Oegger later literary resurgence once the riddle of word on their being solid, with Mallarme, Roussel, Leiris and Ponge. The idea that by destroying the words, they are neither pure noise or arbitrary elements, but what lies are other words that pulverized his
turn release others, this idea is both negative of all modern science of language and myth in which transcribe the darkest powers of language and the more real. It must, without doubt, it is arbitrary because it can define what condition is significant, that language may become the subject of science.
But is that has not stopped talking beyond itself, to penetrate the endless values \u200b\u200bas far as could be reached, which we can talk on it in the infinite murmur which tied the literature. But in classical times, the relationship was not the same, the two figures were covered exactly, so that the whole language was understood by the general form of the proposition, it was necessary that every word, in the smallest sus partes fuera una denominación meticulosa.


Notes

28. Destutt de Tracy, Elements of Ideology, t. ii, p. 87.
29. J. Itard, Report on the further development of Victor of Aveyron, 1806. Reedición in L. Malson, The Wild Child, París, 1964, p. 209.
30. Destutt de Tracy, Elements of Ideology, t. ii, p. 60.
31. U. Domergue, Grammaire generale analytical, p. 34.
32. Hobbes Logic.
33. Adam Smith, Considerations Regarding The First Formation of Languages, trans. francesa cit., p. 421.
34. Logic of Port Royal, pp. 106-7.
35. Condillac, Grammaire, p. 115.
36. Logique de Port-Royal, p. 107. See Condillac, Grammaire, pp. 132-4. In L'origine des connaisances, discusses the history of the verb in a somewhat different, but not its function. D. Thiébault, Grammaire philosophique, Paris, 1802, t.1, p. 216.
37. See Logique de Port-Royal, p. 107 and Abbe Girard, Les vrais Principes de la langue Française, p. 56.
38. Bauzée, Grammaire générale, t. i, pp. 426 ff.
39. Condillac, Grammaire, pp. 185-6.
40. Destutt de Tracy, Elements d'Idéologie, t. ii, p. 64.
41. U. Domergue, Grammaire générale to analytique, p. 11.
42. Condillac, Grammaire. p. 152.
43. ID ibid., p. 155.
44. ID, ibid., P. 153. See also Adam Smith, Considerations Concerning the first formation of languages, trans. French. cit. 408-10.
45. A. Smith, loc. cit., p. 410.
46. Logique de Port-Royal, p.
101 47. Logique de Port-Royal, pp. 59-60.
48. Ibid., P. 101.
49. Duclos, Commentary to the Grammaire de Port-Royd, Paris, 1754, p. 213.
50. JB Lemercier, Lettre sur la possibilité de faire of an Art-Science grammaire, Paris, 1806, pp. 63-5.
51. Harris, Hermes, pp. 30-1 (see also Adam Smith, Considerations conccrning the first formation of languages, trans. French. Cit 408-9).
52. ID, ibid, p. 57.
53. ID, ibid., pp.
430-1 54. Bauzée (General Grammar) Emplea, por primera vez, el término "complemento".
55. Logic of Port Royal, pp. 117ss.
56. Abate Sicard, Elements of general grammar, t. ii, p. 2.
57. Sylvestre de Saci, Principles of General Grammar, 1799. See también U. Domergue, Grammaire generale analytical pp. 29-30.
58. See, por ejemplo, al Abate Girard, The True Principles of the French Language, Paris, 1747, pp. 82-3.
59. Logic of Port Royal, P. 59.
60. Batteaux, Reconsideration of pre determined from the inversion, pp.
23-4 61. Idem, ibid., Pp. 24-8.
62. Le Bel, Anatomy of the language Latin, París, 1764, p 24
63. Idem, ibid., P. 8.
64. D. Thiebault, Philosophical Grammar. París, 1802, pp. 172-3.
65. Short Gebelin, Natural History of the Word, ed. 1816, pp. 98-104.
66. Rousseau, Essay on the origin of Zangu, Works, ed. 1826, t. xiii, pp. 144-51, including 188-92.






Tuesday, November 30, 2010

Usb Rs232 7st-dh-005 Driver

Some minutiae of language. Joseph G. Moreno de Alba

publicamos Hoy algunas del lenguaje del Minucia estudioso Mexican Jose G. Moreno de Alba. This is a linguist, scholar, researcher and scholar born in Jalisco, Mexico, in 1940.

Here is a brief author's biobliográfica tab.


made his first studies in Aguascalientes, Aguascalientes. He moved to Mexico City where he joined the Faculty of Philosophy and Letters, National Autonomous University of Mexico (UNAM), where he earned a degree in Language and Literature in 1968. She completed her MA in Hispanic Linguistics in 1970 and a doctorate in the same field in 1975.

postgraduate studies in phonology and phonetics in 1967, Semantics and Dialectology in 1968, Language Contact in 1969, the Andalusian dialect in 1970, tagmemics in 1971, Transformations in 1972, and contemporary linguistics in 1975 at the Center Hispanic Linguistics at UNAM. During 1970, El Colegio de Mexico studied Intonation Hispanic and General Dialectology.

emeritus researcher at the Institute of Philological Research of UNAM. As a visiting professor has taught at eighteen universities in Britain, France, Canada, United States, the Netherlands. From 1969 to 1973 he was professor of Hispanic and English Philology at the Universidad Iberoamericana Superior and from 1986 to 1989 he was a visiting professor at El Colegio de Mexico.

number entered as a member of the Mexican Academy of Language on March 10, 1978, occupying the chair XV, was censor from 1992 to 2000, librarian from 2000 to 2003 and since 2003 he serves as director. Since 1983 a member of the International Association of Hispanics. Inside the UNAM has directed the Center for Teaching of Foreign Languages, the Faculty of Arts and Education Center for Foreigners. From 1991 to 1999 he was director National Library of Mexico. In 1996 he was appointed secretary of the Association of Linguistics and Philology of Latin America (ALFAL). It is a national researcher emeritus of the National System of Researchers. (Source: Wikipedia).

Some of the texts of Joseph G. Moreno de Alba

• Values \u200b\u200bof verb forms in English from Mexico in 1978.
• nominal derivational morphology in Mexican English, 1986.
• English in America in 1991.
• Minutiae language in 1992. • Differences lexical
between Spain and America in 1992.
• English pronunciation of Mexico in 1994.
• New minutiae of language in 1996.
• The prefixation of Mexican English in 1996.





texts present some trifles from its language, new language and Sum minutia minutiae of language. All of them recovered from the website of the Economic Culture Fund (http://www.fondodeculturaeconomica.com), a publishing label that has published much of his work.




The texts are annexed are unusual in addressing issues specific to the language and its use, but with the emphasis on simplicity and brevity exposure, useful illustration of the cases treated in specific texts, the rigorous process of documentation and reflection based on assumptions about the origin, use and development of revised words, they work to identify and peculiarizan philological work of Joseph G. Moreno de Alba and make it consistent for a broad audience, both for the student or specialist and the student and the reader interested in these issues.



The word comes from the Latin word minutia minutia, smallness. Latin was referring to dust or tiny particles that settled on things. Moreno de Alba takes the sense to think out of 'petty' own our use of the English language, focusing its arguments on the use of words, evolution is highlighted and recorded in the literature written in English, various dictionaries and also in everyday usage we carry in our language.

Without further ado here are some minutiae of language according to Moreno de Alba:



bus / truck

In Mexico, public transport vehicle and both fixed-route that makes the service within the city limits as to which links several cities together is called, as in most of the Hispanic world, bus, but also, and perhaps more frequently, truck . In English general, by contrast, is called the vehicle truck only four or more wheels used to carry large loads. Obviously, also in Mexico is called the truck to the type of vehicle. This does not however, preclude that transports people to be appointed with the same word. I have already mentioned in another note to the origin of the word bus. The term truck, meanwhile, comes from the French (truck), language that has long been referred to a "kind of heavy truck, used to carry modern loads or large, very heavy burdens from the docks in ports and from railway stations to their destinations "(Twelfth Edition 1884, Academic Dictionary). Since the first decades of the last century no longer a simple "car" and becomes a motor vehicle.

I have not found any information or news that explains the reason why, only in Mexico, buses are also called trucks. I repeat: I have not found, it does not mean none exist. Some explanations I've read do not seem convincing. For example, Santamaria, in his Dictionary of Mexican, truck, writes: "automobile for many load, which is also used to drive passengers." I do not understand well: since can carry a heavy load also leads passengers simultaneously?, do some trucks to bring suit, rather than cargo, passengers? Subject someone to provide me with better explanations or I find them, I venture, in the following lines, a modest proposal.

Top noting that the first records of Mexican trucks in the texts contained in the CORDE (Diachronic Corpus of English) are the novel The Firefly (1932), by Mariano Azuela. I guess in previous Mexican texts, not included in the cord, the word truck is used to mean 'loading vehicle. " The funny thing is that in this, the oldest of the corpus in which it appears the word truck, be it the meaning of public passenger vehicle and not cargo. Go just one example: "The officers were in your home with an attachment at eight o'clock. "I do not know ..." Ten came out to await the passage of your truck for Donceles ... You climbed the grass and you ask your assistant. "Assumptions ..."

Why the bus is called in Mexico truck? Perhaps it is due-this is the scenario that I venture to suggest, at a crossing of the words truck and van (voice which can be explained as derived from the English truck or French castellanización camionette), or a contamination of one of the meanings of the voice pickup truck. Try to explain. First, it should be noted that in some geographical and historical varieties of English, the word was used truck-and-still used to mean 'bus' or' some kind of bus. " In the twentieth edition (1984) Dictionary of academia, the third meaning of truck is literally as follows: "In some parts also designates the bus."

In the dictionary manual 1989, notes: "some kind of bus." And finally, in the latest release, the 22 th edition of 2001, the second meaning of truck is just 'bus'.

The first records of truck with the sense of 'bus' are in the cord, rather old. I think that's the meaning of the word in the following passage from the book Notes of a Moroccan soldier (1920), English Ernesto Giménez Caballero:

There is Tetuan as a flock of pigeons killed in a hill. Some birds, big, beautiful, and ibis, flying slowly under the clear sky, where they begin to reveal the first stars. Smell of the sea, subtle, we dilate the windows of the nose. And the truck comes tumbling down the streets of Rio Martin.

In this sense the word is also documented in texts Paraguayans, Chileans, Peruvians ... There is no reason to think that, but not counted in the cord with records that prove the use of voice pickup with the sense of 'bus' Mexican texts, at one time been employed here the term with that meaning and, shortly thereafter, was preferred, perhaps because of its brevity, truck, truck floor next to not only be of the same family, but also the voice to be primitive, at least in French, had given rise to precisely the derived van (camionette). Note also that the designation bus, according to the cord, is in Mexico well after truck, since the first documents matched the 1950's.


habemos many

HAVE THE WORD comes from the Latin habere, whose first meaning is 'having'. In this regard little used today, precisely because to do so as we use to have or possess. Have virtually been limited to work as an adjunct to the compound tenses (I sang) and circumlocution required (I sing).

has however also as one-person full force at all times of the combination ("There, there, there will be party.") In this case, it is difficult to see today that the verb to have preserved the original meaning of 'have' and that this construction appears to be analyzed as consisting of tacit and undefined subject, verb and direct object-person, which can be singular or plural . In the sentence "there was frost, frost noun direct object was not its subject, not only grammatically but semantically undefined tacit. There is no shortage of philology students who encounter this phenomenon from the same Latin ("habuit homines in Noe Ark," which means "the ark of Noah there were men) who live object is frozen" ice was "not subject, is fully tested by permutation by direct objective pronoun (the "there") and not by subjective pronoun (* "they were").

There has always been confusion between the meaning the speaker gives this type of construction (noun as subject) and the true value of speech (noun as direct object). This explains the widespread tendency to pluralize the verb to do so consistent with its alleged plural subject (which is not subject but object.) It is quite common, even in grown people, to hear expressions like "there were many cars," there were several problems, "incorrectly pluralized verb-man, when is the right thing" * had a lot of cars "," * there were some problems. " He usually pluralized any auxiliary verb be accompanying the one-man "in the ocean * must have men like that."

confuse object
This subject is evident when an object is an inclusive plural, that is, if somehow it is within the speaker and, if so, not infrequently occurring words such as "* habemos many dissatisfied ", which not only the verb pluralization but it also changes the grammatical person who moves from third to first. Note that, precisely because of its one-person, it is impossible to use the verb be tinged inclusive: if you say "There are many unhappy" should not necessarily be understood that the speaker is included. It is therefore necessary, if you want to emphasize this is inclusive, to use another word: "there are many dissenters," for example.

This confounding is peculiar to the spoken language, but also in literature, particularly in South America, as in the following examples (taken Charles Kany, where Hispanic syntax): "* There were several gentlemen in the arena" (Lynch, Argentina), "* They were going to be games of artifice" (Dragi Lucero, Argentina), "On the floor were two beautiful roosters * "(Lillo, Chile)," was reluctant to marriage like the 'there were few "(Muñoz, Chile)," Before, they had houses everywhere * "(Gallegos, Venezuela).


provide / give / give a lecture

not a few who believe that if an expression is used by all or nearly all should be seen as awkward, as vulgar, and are dedicated to finding hard a substitute more original. These people are known as pedantic, that is, unwelcome flaunt erudition. They say, for example, "the professor give a lecture," the doctor teaches the class "because they seem to be used in these cases the verb give (" give a lecture, a class ") is, if not improper, it to less common.

Provide
is certainly synonymous but certainly give himself the language called worship, and if it feels natural in this or that written text, no longer shocking in the spoken language. Imagine telling our children, "Father, impártenos our Sunday." I think there is no reason to say if you can teach that to teach.

Angel Rosenblat The great scholar wrote an article on this tasty subject, in particular on the employment issue to give. There was quite rightly see that issue is not the same as giving. It enacts a law, decree, order, but not a class or a conference. A certain non-elected leaders are called dictators, a teacher, obviously, no. The DRAE, meanwhile, said that issue has the following meanings: a) say something breaks a necessary or convenient for someone else to be writing ', no one wants a class or conference as well. b) In the case of laws, rulings, judgments, etc. give them, issuing them, pronounce them ', not the case of a class or conference. 'To inspire, to suggest', this is a figurative meaning that has nothing to do with teaching or lectures.

Rosenblat
himself defends the hypothesis that the use of issue of giving is more ancient and common in Argentina and Chile than in other places in America (it seems that is known in Spain) and hence could be extended. Also seen as a likely source for the Italian word (an important influence in Argentina), language that sounds absolutely normal one conferenza dettare expression. In Mexico today is certainly used to be dictated by spoken and written language, but still believe it is more appropriate as simple and not as far-fetched, and I think therefore that it is better to give than to impart or teach classes.


half silly / half silly

THE PHENOMENON OF ADVERBIALIZACIÓN of adjectives has been widely studied in the grammars and is very common in spoken and written English, play slow, come quick, unwise, and so on. The Grammar of the Academy in 1962 noted that "the adjectives used as adverbs are always used in the masculine ending of the singular number, in this case is to be neutral, for referring the adjective to the verb, which, as we know, no gender. "

In the case of" slow play ", what happens is that the word play is modified by the word slowly, in that context and for that reason it works as an adverb is an adverb, even though in other statements can act as an adjective (played slow).

That is, strictly from a functional standpoint, the voice does not slow is neither adjective or adverb, but functions as one or the other depending on the context, though perhaps for reasons often etymological or statistics, only explains DRAE slow (a) as an adjective, and perhaps thereby discuss adverbialización same adjectives and adverbs adjetivización not.

However it is usual to explain the morphology and syntax treated a case, not strictly opposite, but some have designated as adjetivización of adverbs.

In the sentence "she is half silly" it is clear that the word environment functions as an adverb, modifying the adjective because it is silly, and the only kind of words that serves to modify the adjective is an adverb. It is however very common to hear the phrase "it is * half dumb." Because no gender adverb, could be seen in this use case of adjetivización adverb. This however is not possible, as it would if the adjective mean, it does have female, would modify the adjective foolish, agreeing with him in gender and number.

What happens is that all purism aside, it is unacceptable and the sentence ungrammatical * media silly (no one would say, either by case, "it is * little smart"), because although there is certainly the word means (to ) (half, for example) always modify a noun, never to another adjective, and that this has precisely the English adverbial category (mean stupid), which has no gender and can be modified, without changing its termination, different adjectives


indigenous


IN A LETTER TO THE ADDRESS Reforma newspaper (3/23/2001), Mr. Rene Reyes Fuentes complains columnist Sergio Sarmiento the wrong job, in his view, of the word indigenous. The question asked Sarmiento ("How many Indians are in the Cocopa?") And writing his answer: "As far as I know, none," replied Mr. Fuentes said, "all members of the Cocopa are indigenous , what the difference is the location where they are ... " In fact, we are all Indians, in accordance with the meaning that dictionaries give that voice. The English Royal Academy (twenty-first edition: 1992) explains that Indigenous simply means' originating from the country concerned. " What may be controversial is that the indigenous voice in Mexico, is used to attack (to attack us and make a difference in a profoundly racist society ...", writes René Fuentes). I have the impression that in Mexican English has long been using the term Indian rather than Indian precisely because India ended up with these undesirable connotations referred Reyes Fuentes. No doubt now Indian also used, in certain contexts and situations, with discriminatory effect. Not yet coining "a phrase that replaces" and will no longer be discriminated against the Indians. Any other designation will be used for offensive and insulting if the aim is the offense and insult. I remember long ago witnessed a fight because someone in Mexico, he shouted something like "Would you leave to be Mexican!" another who had to throw rubbish in a corner. In this situation, in that context, the Mexican word functioned as an offense. Is the use of a word for certain purposes, at the time and with this or that intonation which is the offense. No remedy by changing the word. What is the injury should be avoided.

As an argument to prove itself the Indian word has pejorative connotations, the author of the letter that says I'm commenting on your computer are suggested as synonyms voices such as savage, cannibal, cannibalism, cape, Bedouin ( addition to native, aboriginal, barbaric and Indian). No doubt the computer has built the program Word, but in the version 6.0 for the years 83-94. It was such a number of criticisms made of the manufacturer for their shoddy proofreading tools, and very prominently on its abysmal thesaurus, they were forced to change it completely. In Word 95 are synonyms for native indigenous, natural and Aboriginal. In the 2000 version of Word the synonym list grew, but all are more or less acceptable: native, natural, native, native, aboriginal, indigenous, Indian, vernacular, regional. It is noteworthy that in the intermediate version, the 95, all looking foolish in the previous version, also has been removed that should have been one: India. Well done to recover the most recent version (2000). In fact, most others are not synonymous with indigenous or English in Mexico or any other party, but instead, I think so it is Indian, at least in Mexican English. Where they said or wrote Indian insensibly tends to say and write Indian.


access

even hold that there is no need to resort to neologism access, own computer jargon, since the normal English form has access. I, for my part, there are notable differences between the two verb. The meaning has long been recognized to access is' consent to what someone else wants. " Only until the twentieth first edition of the Academy, in his Dictionary, added another meaning to that word. Today is already sanctioned, either by case, the meaning of 'having access to a place or a higher status. " Accessed from the Latin, meaning 'come'. It is considered part of the current English vocabulary Latin (the) second prize (third person singular preterite accessed), which now has the particular meaning of 'less immediate reward for the award in scientific and literary events', ie the recognition that closer to first place.

The impediment to access to use the verb (as opposed to access) in computing vocabulary is not so much its meaning but on reasons of syntactic nature. Access is, according to all dictionaries, an intransitive verb, which is built without a direct object: can not access someone someone (or something), but only someone can access something and that something can not be a taxable person ("the mountaineer agreed to the summit, "but not * the summit was accessed by the mountain climber). In computer language, as far as I understand it, access works as long as verb transitive, that is always a direct object (subject in the passive): Access information means something like 'brought to me the information,' 'I did that information appear on the screen ', etc. This is why it often is used to access the passive participle (information access) or the verb appears in the passive voice access (the information was accessed.)

Obviously access is an anglicized. Access to English means 'Opportunity of Reaching or using' [opportunity to reach or use]. Has a clear sense transitive. Thus it is said, in English: access to information. All of us wonder whether or not access proper use of English. But there appears to be a English verb that accurately equivalent, semantically and syntactically, to to access (for example, Allegan, transitive certainly does not have that exact sense). Would need to use more or less complicated circumlocution, nor are completely equivalent: make available, for example. The anglicized access is made under the rules of English morphology and, more importantly, is used increasingly wider frequency among a larger number of English speakers. Speakers are not academics, that govern the language. And perhaps it is now time to incorporate it into the dictionaries.


access

THIS WORD, from the Latin access ('close') better than ad and cedere (ay 'retire')-as noted by DRAE-had, until the nineteenth edition of 1970, only the meaning of 'consent to what another request or want' or the 'give one their views. " It was therefore criticized as Gallicism, using access to the meaning of 'access' to something: "John Doe came to power," for example. Obviously there was no problem in saying "So and so had access to power", because the voice seemed accessible and defined as "action to reach or approach." Other forms, accepted in 1970, including the sense of 'come' were accessible and runners-up (lower reward for which is about to the top of a contest).

Among the many changes and additions to the twentieth edition of DRAE (1984), were two new meanings, 3 and 4, in the entry access 'access, passage or entrance to a place' and 'to access a situation, condition or higher degree, reach. " As seen, with these newly accepted definitions, there is no reason to say "John Doe agreed to my house" or "Zutano came to power", without, of course, no longer correct other constructions of "Joe agreed to stay" ('consented ').

is likely that the value of access as 'come' is older in French than in English and, therefore, be dismissed as Gallicism the use of this verb in English, with that sense. However, in my opinion, there is every reason to justify the addition of these meanings in the DRAE: first, the undeniable fact of their increasingly widespread use among educated speakers, but also correct etymological basis on which to sustain meanings added since the first Latin dictionary meaning of the verb are always accessed is just 'get, come, come. "


a / ha / ah! / Ha


SOMETIMES A SIGN LANGUAGE (one word) can be formed by a single phoneme. Such is the case of a, ha, ah, ha, words in which the phoneme / a / phoneme not accompanied by any more (the h is a letter that does not represent or sound or phoneme). Apparently I should not have trouble spelling such a voice: a (no h) is a preposition; has is a form of the verb to have, ah, usually accompanied by an exclamation (¡!), is an interjection, and finally, to can sometimes be as ancient and rare, ha (with accent), rather than have (had) with the courage to do ("ha long time no see "), although the most common is to write without an accent (ha). It is remarkable that even in the use of these very short words committed gross misspellings. See some examples.
Volume
some daily the following texts: 1) "to be 'out', which * has by now seems increasingly desirable ..."; 2)" we are all subject * has made mistakes ", 3)" and what impact * have you had in your life to be red? "4)" has criticized many who say direct their efforts only * has to gain peace and justice ", 5)" rock and roll is not * a dead ".

In paragraphs 1, 2 and 4 has been written by a, ie the preposition be confused with the verb. They are prepositions, which are not h: at this point, we are subject to, guide efforts a. On the contrary, subsection 3, the confusion is the opposite, since use was made of the preposition in place of the verb, which should be written with h: had. The rule, in short, is very simple: take the form h corresponding to the present of the verb to have (has) h will be written without the preposition (a).

One observation regarding the interjection. The twenty-first edition of DRAE (1992) notes the way ha! as allomorph, as Spelling equivalent ah! That is, as the authorized vocabulary, can be written as interjection ah! As ha!: "Ah, how clever you are!" and "Ha, how clever you are!" As expected, virtually all other dictionaries, which largely limited to transcribe some of the items and meanings DRAE, repeat the same, ie scoring, as an interjection, the way ha! In old prints from the lexicon of the Academy already appears that way ha! as a variant of ah, like that of 1925 (fifteenth edition). For my part I think that in the current English rule (and very probably in a long time ago), nobody has written! by ah! I would recommend to simplify the spelling, which many would see healthy, delete article ha! DRAE.

to see / have

NORMALLY a spelling error does not correspond to a phonological error, that is not often the confusion of phonemes by speakers of a given dialect when you use alphabetic writing, although with obvious limitations, intended to reflect the phonological system of language. So what in Mexican English (and the American general) is simple misspelling (written, for example, "I will * marry a hare") can become, in another dialect in phonological confusion: the same sentence, but written by a Madrid, either by case, as in Madrid s is a phoneme (alveolar) and z is another (interdental), which in Mexico does not happen again and then letters (or graphs) correspond to a single phoneme (alveolar). Just the obvious explanation is the spelling mistake in the voices that are pronounced the same and are spelled differently, sometimes confusing pairs of words that are phonological-semantic oppositions (house / hunting, go / fence, etc.) sometimes resulting in spellings exist (* occasion, * Jendara, * avitasión ...).

More rare is the occurrence of spelling errors that involve a diverse set of words or phrase. There is no shortage, however, some interesting cases. Note the following two statements: 1) "Let * be who wins in Sunday's game" 2) "How delicious is resting after * to see worked!" It is clear that in subsection 1 appears to be on view and that the 2 is written to see where it should be noted. Also you may have noticed that manifests itself in misspellings 1 is much more common than is exemplified by 2. This is confusing for whose explanation is necessary to address the relationships are between various words (two in this case) and therefore constitute a type of errors for which correction is not enough common consulting a dictionary (which is certainly an entry to have but not provided, a specific input to see).

One possible explanation for these misspelled phrase could be that at least one of the words involved in the confusion does not have a clear semantic value for the speakers, ie in that case there is no clear meaning attached to graphic image of the word. Note that, in the example, there is a simple infinitive auxiliary times conjugate compounds and therefore no precise lexical meaning, in this case, it is difficult for the spelling mistake speakers have already seen. This obviously adds to the fact that phonics is exactly the same in both cases, therefore, on the one hand, both the b as the v, centuries ago, are pronounced as bilabial (although there are some who, smugly, try labiodental articulate as the v, error in my opinion as bad as the mistake of writing), and secondly, the presence of the h silent in there does not mean that the phonemes are heard as having (four), which those on view ( the same four, but give rise to two different linguistic words or signs).


a bird / a bird


centuries of English grammar is explained that for reasons of euphony, the feminine definite article is changed to the masculine when noun that follows begins with a root (the eagle and the eagle not * the fairy and the fairy not *). It however retains the feminine form as between the article and the noun is inserted any words (the sweet talk and sweet talk no *) and also when the item comes before an adjective (the arid plains and barren plain not * .) These requirements appear since the first editions of the Grammar of the Academy.

On the contrary, the rules for the use of the indefinite article before a noun with initial tonic never been sufficiently explicit. For example, in nineteenth-century academic grammars usually not recorded prescription. That is as it should be maintained using one or according to gender of the noun that was (a bird, for example).

grammar rules in a well-known late nineteenth century, the Mexican Rafael Ángel de la Peña, however you can read the following rule: "A lost apócope the vowel before names starting with the same stressed vowel. "provides examples of the classics," which is seeing a soul fall into sin "(St. Teresa)," the need is so strong a weapon "(Ribadeneyra ), "an English governess (Juan Valera).

's edition of the Academy Grammar of 1931 appears a rule drafted in eclectic (if not contradictory)," similarly to what happens with the way female definite article or indefinite numeral one sometimes loses the end before words that begin with a sharp, so call a soul. It should, however, preferred, in general, to always distinguish the feminine form of the male. "

Finally, the outline of a new grammar of English (1973), the Academy still undecided," and female is employed, and sometimes considerably less, before feminine singular noun beginning with the phoneme vowel / a /,-o has written, "when has stress accent and immediately follows the indefinite: a bird, an aria." Clearly, the change of position between editing 1931 ("should be preferred one ...") and the Sketch of 1973 (" is employed, and sometimes considerably less ...").

my opinion that need good study preference (A bird or a bird) in good contemporary writers, as only reliable data in this regard may be recommended or otherwise.


satisfaré / satisfy

MEET THE WORD comes from the Latin suit (of satisfaction, 'pretty' and facere, 'make') and means' to fulfill a desire or an obligation, satisfy an appetite. " From the point of view of historical phonology, it is interesting to note that, contrary to the general rule that suppresses the initial f-facere (whose loss is indicated by the spelling molt h: do), meet the conservation, the that converts voice into a Latinism semiculto.

This verb should present no particular difficulty over the combination, considering that he observed the same irregular morphology of the verb do, well known by the speakers: the first person present indicative throughout the present subjunctive la-c,-g is changed to: "I meet (the others are regular this time), meet, meet, etc.., in copretérito is regular (satisfying).

times, however, in my view, have higher incidences of failure by many speakers are on the one hand, the bygone (Indicative and subjunctive) and, secondly, the future and pospretérito (indicative). With respect to the bygone, it is not unusual to hear (and write) * satisfying y * satisfy the correct place I met and satisfied. Sufficient notice is not said * * haciera it did or did and do. What happens is simply that speakers, by the law of analogy, become a regular verb is irregular. In other words, they are driven by the fact that regular verbs ending in-er make the past tense in-t (I ran, I read, etc..) And regularize the past to satisfy saying * satisfying, forgetting that this verb is conjugated as do irregular. The indicative irregular preterite (vowel mutation by i) is maintained in the past subjunctive: satisfied, not * satisfy (regularization analog).

Perhaps even more frequent mistake is to regulate the future and pospretérito indicative. The verb to have irregularities in these times: I will and would. As seen, the irregularity is a decrease in the future syllable regularly, it being recalled that the rule for future training in English (and other languages \u200b\u200bderived from Latin) is to add the ending-e or-a (s) (from the verb to have: I, ha, ha, etc.) to the infinitive: run-e: run (run, run, etc.). The same applies to the pospretérito, which is gramema-ed, which meets do verb that is not pospretérito future * and * who which to do but I will and would. When speakers say * * suit and would meet are not doing anything but apply the rule to an irregular verb. If you do meet conjugates as the only correct way for the future and pospretérito are, respectively, and satisfy satisfaré.


haiga


few weeks ago, during the most important news from television, chatting with the presenter, one of the most conspicuous politicians of the country said in all seriousness, something like the following: "Haiga haiga past what happened." I thought I had misheard. However, several people had been equally surprised, one of them a cult journalist who dedicated one of his columns to the incident. Certainly we know that President Calderón had coined, referring to past elections, the famous phrase "as they say in my village: haiga been like haiga been." The politician I speak of, will there be glossed the famous sentence? Maybe. But I gave that impression.

Haiga (and aiga) in there, present subjunctive of credit, came to be used for a classic and is now quite common in popular and rural talk. Menéndez Pidal observes that could influence it, by way of pollution, other verb forms are also at that time g verbal, without possessing the infinitive, as worth (worth), fall (down), hear (hear), etc. . In a passage from the book of life, death, virtues and miracles of St. Teresa of Jesus (1591), Fray Luis de León, can read the following:

"It is written God is love and if love is infinite love and infinite goodness, and such love and kindness to and no wonder that such excesses aiga love that disturb those who do not know him, and although much you know by faith. "

standard in the contemporary English, both written as the spoken, only used there. The use of Haig is now reduced to rural areas or popular, but in these records is far more common than you might think . A few years ago did some tests on Ceneval drafting young freshmen in high school. I had access to some of these texts. It required the student to answer the following question: "What and how would you do to improve society in which we live? "I quote an excerpt from one of the answers:" Basically we take so much corruption and q 'aiga aunq severe punishment' x at least get to work is giving
...".
In the written language of all time has always preferred the way there. Haiga or aiga has been and is much less than sporadic employment. However, unequivocal evidence that Haig was and is very common in the record vulgar becomes the high frequency with which writers Traditionalists of the nineteenth and early twentieth haiga put into the mouths of their popular characters. abounds in this way in the narrative texts Pérez Galdós, Pereda, Güiraldes Carrasquilla, Benavente, Valle-Inclán, Mayor of Rio Gallegos, Azuela, Arniches, Valera, Gabriel y Galán, Ascasubi ... There could be hundreds of examples. Suffice it to one of José María de Pereda (The puchera, 1889):

"When he saw the thing I was on point, I told him: 'Well, I had to Decit respetive two words this and that'. And it provides finely, without faltale, come on ... no faltale or as well, recongrio! The man was at first something Cortao; dempués golvió to tell me: 'And I fell with it? ". And I arrespondí' Well so and so ', always finely recongrio, without faltale Angun a thing! At last I said: 'That the haiga hablao or not, is not your own account'. "

Someone may ask: Is it correct to say haiga for you? Perhaps the correct term (or wrong) is not as own. Some linguists believe that only wrong what is against the structural rules of language as abstract system. In other words, native speakers, strictly, we can not speak correctly, as neither can do the native anglophones. Such be appropriate to better use the term copy (or copy), which applies not only to the abstract system of language but to the specific language called historical. So, which is exemplary for some speakers may not be for others. The issue in the European dialect of English (like saying "I write a letter" to "I write a letter") may not be in the U.S. and vice versa: when a Mexican says "opens to 11" for "not open until 11 "is using a low copy expression to the ears of a European speaking.

illiterate English
If two are talking, none of the two you will notice that one says there haiga instead. Perhaps not even notice it. But speakers educated, literate and, moreover, tend to read and write, have decided from said and written centuries ago has, not Haig. Indeed, it is a convention ... neither more nor less. Therefore, for the standard of English rule, the lesson is there. This was not a decision by the school teachers or scholars of the language, or government, but of all educated English speakers, good writers in front, it should be. Therefore, if someone wants to speak to such people, moderately educated, they should tell you, not Haig. That should teach school. Out of respect for society is that the form to be used, for example, radio or television.

Moreover, as is clearly haiga "Stigmatizing" who uses it is marked as belonging to social group of people not educated, but for other reasons (having gone to college, whether by case) is not, strictly speaking, part of it. I think educated people, ie the vast majority of the population would not want to be ruled by an uneducated person, if only on the linguistic level. It, therefore, that politicians, aware that talk like educated people can carry the not inconsiderable benefit of being better received, better heard by the (very influential) society of educated people. On the contrary, will not miss the city choosing to carry the point of not voting for who said in public rather than have haiga. Their (respected) have reasons.

today (in) day


IN THE ARTICLE "TODAY" THE DRAE, 2001 (twenty-second edition) No expression is explained today (en) day, although do register other, seemingly less important or unusual, as of today is tomorrow or today. So the issue has been happening since 1817. Deliveries for the years 1780, 1783, 1791 and 1803, today the phrase is included with the meaning 'at the present time or season, now. " In 1803, the sentences are added in addition to today and the day today. The three are deleted from the edition of year 1817 to the most recent (2001). One might think that these expressions were eliminated because they are judged the same meaning as the adverb today. Not so: According to the same DRAE (2001), now means' on this day, in the present day ', and in accordance with the edition of 1803 (and earlier), now means' at this time or season, now. " I think that in modern English this opposition persists, today = 'on this day' and today = 'at the present time, now. " It says "today my breakfast (or breakfast) early, "but not" * Today I had breakfast early. "Therefore, both (today, today) should be explained in the lexicon of the Royal English Academy.

" the editors have decided to withdraw this expression dictionary for little used in contemporary English You can not be that reason. Today it is usual in all registers (colloquial, formal, literary, journalistic, etc.) of all dialects Current English. Will it be a neologism vitando? By no means: the phrase has venerable age and enjoys the prestige it gives you that great writers, classic and contemporary, have used and used. In accordance with the voluminous data Diachronic Corpus of English (the English Royal Academy), the oldest record (1325) of the expression seems to correspond to Don Juan Manuel (El Conde Lucanor): "Et fízoles so well that today days are inherited those coming from their generations. " One could cite many passages of the classics which is the term I'm commenting. Basten the lines from Quevedo

I do not dislike allegory:
The horned animal, we know: That this virtue
have it today:
Many good men who know

current Good writers use it often. See the following passage from Manuel Puig: "He believes in himself and all he says. It is this that today is so hard to find: authenticity." There are innumerable passages of excellent texts in which contemporary writers, quite properly, used the phrase that is being explained. Because of its significance ('now, at the present time'), the verb that goes with it or that the phrase is usually referred to in the present. Therefore calls attention to the following text Sarduy, in which the phrase now refers to a verb in the imperfect: "As for evergreens, admittedly, had been rejuvenated. Was now a mujeranga groomed and rather slender, erect ..." There was some contradiction between (past) and now ('now'). Maybe I could have written "was then a ..."

today comes from the Latin hodie. Hodie, in turn, seems to come from die hoc, case ablative phrase could be translated literally 'on this day. " Given the etymology, it remains therefore to be somewhat redundant phrase today, because it is saying something like 'in this day by day. " However, the etymology of today (\u0026lt; hodie \u0026lt;hoc die) is not transparent to the speakers and, therefore, today is not perceived as redundant. You may think that even if you say "this morning", "this afternoon", "tonight", you can also say "today in (the) day" to bring the whole of that period (24 hours .) This is meant not just 'all day today,' but just 'now', 'at the present time. "

I said that in the DRAE published in 1803, he explained, also today, two phrases: today and in the day today, according to the lexicon that mean the same thing ('now in the this time '). The first (today), although less common than today, has full force in contemporary English. It is also used by good writers. Its antiquity is perhaps greater, though in the early documentation of the thirteenth century, seems to have the meaning of 'now, at the present time' but of 'on this day, today', as seems to be seen in the following passage from an anonymous document of the Cathedral of León, 1288:

Et
us by e fazer rather more thanks to the bishop and the council (...) grant from today onwards to the bishop and the council (... ) all other things tenements ho ayan qualesquier (...) that takes away and postage free and (...)

However, a few years later, in the fourteenth century, the phrase now goes to mean 'now, in time present ', as evidenced by the following text, also anonymous, taken from the "Chronicle of a very brave king Ferdinand the quarto": "E Villalón and I tell them to the right and aviation, this trucks received them and are today in possession and possession dello. It is interesting to transcribe a passage from the General History of the Things of New Spain, Fray Bernardino de Sahagun, in which appear the two sentences (now and today) in the same line: "... and old buildings from their homes and liming appears today. They are found today also Blurbs first fact ..."

Finally, the expression today in the day is no use in modern English. Seems to have some (little) effect from the late eighteenth to early twentieth century. Although sporadic, can be used by prestigious writers of that era, as Mariano José de Larra, who is the following: "To know I steal, I sing a different story, and it would need to be today in the day liberal, before I could be anything to give me the win. "

In short, the drafters should DRAE return to include in the article "today", the phrase today, and today, with the meaning of 'now, at the present time. " This would be fully justified both because it is in force expressions, as in our language because they have special meaning, different from the one with the adverb today. The phrase in today's day can keep out of the dictionary, due to their zero force in modern English, however, must be explained by the great historical dictionary that is preparing the Royal English Academy.


why, why, why

Who does not want to enter lucubrations complicated syntactic word defined as 'a separate segment of the other segments white spaces', ie for it is based on written text and make use of orthographic criteria. Well, then it is worth remembering that sometimes make spelling flaws that separate segments that belong together or vice versa. Very often, for example, typing dictation typists and correct it where it may well be also.

There is sometimes confusion in the writing of certain segments and phrases formed by the preposition plus the particle. To ask a question why it is used, which becomes a phrase consisting of more interrogative pronoun preposition that should be marked and therefore it is, spelled in two words: "Why do not you come?"

The answer to that question begins, is introduced by a subordinating conjunction causal, which consists of a single word without accent graphics spelling and prosodic accent on the first syllable (because): "Why not you here? "Because I could not."

Finally, many are unaware that there is also a reason, a single word acute accent spelling in é. It is a masculine noun corresponding to 'cause, reason or motive', as the DRAE. So shall it be written: "I do not know the reason for your absence, where why, as a synonym for cause, is the direct object to ignore and, as a noun that is, it also complements adnominal (in your absence) you edit.


"March 10, or 2000?

ON THE WEBSITE of the Royal English Academy have recently appeared at least two notes that are related to the expression of the dates from 2000. In the first, the end of 2000, reads as follows:

"In English, the term commonly used in states that dates between the reference month and the year is lodged, no article, the preposition of: 1 January 1999. Yes, it is necessary to dial if the article explicitly mentions the word year: January 15, 1999. There is no reason for 2000 (and those who are set upon him) is an exception to the general use . As it is an emblematic date (last year of the millennium), there has been much ', 2000' (with ellipsis of the word year) in general, not the expression a specific date, and this has made the ear 'sound better' formula '1 January 2000 'to '1 January 2000'. Both can be considered eligible: the first was understood by the deletion of the word year and the second, to conform to general usage in English for the expression of the dates. For the dating of letters, documents, etc., It is recommended to follow the general usage: 1 January 2000.

On another note, in early 2002, they become more precise observations on the expression of dates. Before making some comments, it seems desirable to transcribe full well (as above), this not so small Release:

"When we refer in modern English to a date prior to 1100, we often use the article in front of the year, at least in the spoken language: The Arabs invaded the Iberian Peninsula in 711 ... No Missing, however, abundant evidence without the article in the written language. Thus, in a text of the Spain of the Cid, Ramón Menéndez Pidal, we read: The two kings ordered their beams and attacked him (August 14, 1084). A similar fluctuation was recorded in reference to dates after 1100, although in this case is more frequent absence of the article: The Catholic Monarchs conquered Granada in (the) 1492 ... A Unlike a hundred dates include the brief reference to 2000 can be imprecise in the minds of speakers to describe uniquely a year. Therefore the majority prefers English article on the use of expressions such as I'll go to the Caribbean in the summer of 2000 or the highway will be completed in 2004. Different issue is the dating of letters and documents, which since the Middle Ages preferred option is no article before the year, consolidated in practice a set formula: Mar. 4, 1420, December 19, 1999. The Royal English Academy understands that this application is to be maintained in the letters and documents dating from 2000 and thereafter (eg March 4, 2000). If you explicitly mention the word year, it must precede the article: May 5th 2000 '.

Note that the English Royal Academy grammatically justified the use of the article (2000): "It is understood by the elision word of the year "(first release). On the contrary, the omission of the article (2000) is permissible simply" to conform to general usage in English for the expression of the dates "(first release) or be consolidated in practice as "a set formula" (second release). Indeed, what matters is the norm, understood as the sum of the speeches individual. When most of the speakers has decided upon a linguistic habit, when it has become a general custom, you can purchase, deservedly, the character of a rule, now in the sense of rule which requires all alike.

not is interesting, however, that there remains a serious difficulty to explain grammatically the omission of the article (January 1, 2000). Among the functions of the preposition is to introduce noun phrases (substantive) determinative or circumstantial nature: stone house, come from Paris. You can also enter adjectives, they, however, should be considered: has a reputation for smart. Grammatically speaking, the numbers are almost always adjectives (but not adjectives, because not designate qualities or defects) and adjectives are called numerals. Can be cardinal, and if so are always appended to the noun (twenty oranges) or ordinal and, therefore, may precede or postpone the noun (tenth floor, tenth floor). Can be written in letters or numbers. With lyrics often written the cardinals up to twenty (fifteen books) and, occasionally, the ordinal (fourth place), it is customary to use figures in cardinal greater than twenty (1999) and, sometimes, in the ordinal (46 º = forty-sixth). It is important to note that, especially in high denominations, cardinals often replaced ordinals. That is precisely the case, for a long time, the designation of the years: the year 1951 (1951) = thousandth fifty-first year. You can also retained the cardinal value, in which case the preemption is required and the only reading would be: 1951 years (plural) = 1951 years.

In summary, when parsing the statement March 10, 2000, when trying to identify the grammatical category of each of the words, to reach the 2000 figure, there is no way to do apparently it is a cardinal adjective, but the preposition can not introduce such adjectives, contrast, if instead of saying March 10, 2000 say, 2000 March 10, l makes the preposition a paper contract (of + the = of) and the article is pointing us to be missing (but that is latent, unspoken) the noun year: March 10, 2000 = 10 March (year) 2000. In this case, there is no difficulty in identifying the grammatical category of the number 2000: cardinal used as ordinal adjective that modifies the noun (tacit) year.

Note, for demonstration of this, that when we want to designate not only the year but the month with an ordinal (and not your name), then we always use the item. It may well be said the 10 of the third month of the year, never say * 10 of the third month of the year. Third month is a nominal sentence, which requires paper (the third month). The adjective 2000 (based on ordinal cardinal) calls its noun (an adjective without a noun is like a stamp without an envelope) and that noun is year. It may well not be expressed, left unspoken. In that case the article which states that there is in the deep structure, noun: March 10, 2000 = 10 March (year) 2000. As shown, There are grammatical reasons for the use of the in lieu of. But I understand the position of the Royal English Academy: if widespread habit of expressing dates and not to the, this is reason enough to recommend.


tell, he said to him, díceselo


KNOW THAT THE MAJORITY of spelling rules has to do with the etymology of words. However, some of the errors or concerns that we all have to write may be related not only spelling but also the grammar. I think this can be exemplified by the phrase that forms the imperative of the verb to say when you follow certain enclitic pronouns.

not have rarely seen the phrase written in c tell, in statements such as "do not lie to your friend, tell him now." In that case the phrase has no c s can be displayed by a basic parsing. Tell consists of three elements: 1) the imperative (irregular) to say (say), 2) the indirect object expressed by the third person pronoun (you), that before the change, first in general and from the century XIV, A, 3) the direct neutral third person pronoun (you) tell them. The difficulty, as shown, is in the component are: the speaker is no obvious explanation for it and, therefore, tends to change the spelling of the phrase write said to him right instead of tell.
Indeed, the writer unconsciously tell * said to him by correctly identified as a say in front of * design, not realizing that, tell, it is a pronoun equivalent to him not a syllable of the verb say. There is certainly said to him in English the term, but its meaning and the syntactic functions of its constituents are completely different. Said to him consists of only two elements: 1) the third person present indicative of that (say), 2) the direct neutral third person pronoun (him). Said to him could be part of sentences like the following: "the man said to him quietly all" (he says).

Finally, especially in spoken language, can be a strange construction díceselo (or dícecelo or dísecelo) in the transcript above statements as, "Do not lie to your friend, * díceselo now." Obviously, what happens here is that the speaker has changed the way the imperative to say, instead of the correct di employs an unusual says (* tells you to say you). A wrong imperative that adds two enclitic pronouns (Indirect and direct) is (equivalent to it) and. This results in the curious phrase díceselo.

In summary: 1) the imperative of the verb say is di, 2) it can take an indirect object pronoun (equivalent to it) and a direct object pronoun (lo), 3) it gives the tell phrase.


Joseph G. Moreno de Alba