Sciences

professor_atomic_energy_md_wht

Baron Fortesque
Cecily Fortescue
Charles Legeyt Fortescue
EFK Fortescue
Greg Fortescue
Fortescue group
Jenni Fortescue
John Fortescue Dr
Fortescue latin
Martin Fortescue
Fortescue Magnetite
Michael Fortescue
Mitch Fortescue
Nicolas Fortescue
Peter. W. Fortescue
Rex Fortesque
Fortescue series
Stephen Fortescue
Sue Fortescue
William Fortescue

Publications relating to the explorations

WOODALL, R., 1985. Limited vision: A personal experience of mining geology and scientific mineral exploration. Australian Journal of Earth Sciences 32:231-237.
"In 1957 WMC began its search for a sediment hosted copper deposit in the vast Proterozoic of Australia, a search which would last 19 years and cost $12 million in today's money terms. Our perception at the time dictated that the search be concentrated where there were signs of copper in favourable host rocks - shales like those of the African Copperbelt or lavas like those of Michigan. Limited vision took us to the remote Warburton Ranges, and to the Fortesque Group in the Pilbara. Only when science opened our eyes to the importance of looking for copper where events may have sourced copper did improved vision enable us to see the potential of the Stuart Shelf in South Australia, where tectonics and geophysics subsequently guided us to Australia's greatest ore deposit at Olympic Dam." p232.
(www.linex.com.au)

Ron Hackney
PhD Student
Department of Geology & Geophysics
The University of Western Australia

The Hamersley Province of Western Australia comprises a thick succession (up to 5-6 km) of largely volcanic rocks (Fortescue Group) overlain by a 2.5 km thick succession dominated by banded iron-formation units (Hamersley Group) (e.g. Harmsworth et al., 1990). The province contains an early Proterozoic foreland fold-and-thrust belt that hosts ten percent of known world reserves of iron ore. Renewed company interest in extending ore reserves requires knowledge of the subsurface structural geology, which will be gained by incorporating surface geological data with gravity, magnetic and seismic data. Data from two multi-channel seismic profiles obtained in 1997 (Figure 1) will constrain structural sections through the region, and gravity and magnetic measurements will be used to discriminate between possible alternative subsurface sections. Balanced structural sections across the fold-and-thrust belt will form the basis for an integrated model of the structural evolution of the Hamersley Province.

The longer of the two seismic lines, situated approximately 100 km west of Newman, begins in gently folded late Archaean to early Proterozoic Hamersley Group rocks close to the undeformed foreland and continues south into a fold belt dominated at all scales by north-verging asymmetric folds. The southern margin of the fold belt is bounded by a major normal fault that brings the younger sedimentary rocks of the late Paleoproterozoic Bresnahan Basin into contact with dolerites of the late Archaean upper Fortescue Group.
...
A shorter line, 20 km east of Newman, runs approximately 40 km north-south from Hamersley Group rocks that progressively become more intensely deformed to the south before crossing into the Sylvania Inlier (Figure 1). This Archaean granite-greenstone terrain is juxtaposed against the younger rocks of the Hamersley and Fortescue Groups, and the boundary is interpreted as a south-dipping fault contact involving over-thrusting of basement during formation of the fold-and-thrust belt (Tyler & Thorne, 1990; Tyler, 1991). Geophysical data along this seismic line provide important constraints for modelling the geometry of this important boundary.

Major Subject Heading(s)
Minor Subject Heading(s)

Electric Stimulation [methods]
Electromagnetic Fields
Electromagnetics
Evoked Potentials
Motor Cortex [physiology]
Peripheral Nerves [physiology]
Electric Stimulation [instrumentation]
Electromagnetic Fields [instrumentation] [methods]
Electromagnetics [instrumentation] [methods]
Electromyography
Kindling (Neurology)
Memory
Muscles [innervation] [physiology]
Neural Conduction
Indexing Check Tags: Human
Language: English MEDLINE Indexing Date: 198705 Publication Type: JOURNAL ARTICLE

M. ANNAEI LVCANI BELLI CIVILIS LIBER NONVS

SCHOOL OF HISTORY

HCT: Human Centred Technology Group

Mike Sharples
Senior Lecturer in Artificial Intelligence

School of Cognitive and Computing Sciences
University of Sussex
Falmer
Brighton
BN1 9QN
UK

Email: mike@cogs.sussex.ac.uk
Phone: +44 1273 678393
Fax: +44 1273 67132

PhD Students
Ian Cullimore, Informal Interfaces. Sue Fortescue, Critical Success Factors in the Development of Large Software Systems. Rafael Perez y Perez, A Computer Model of Creativity in Writing. Robert Ellis, An Exemplar-Based Recognition and Recall System Using an Interpretation Process. Zahra Al-Rawahi, Application of Gardner's Theory of Multiple Intelligences to the Design of Interactive Learning Software for Medicine.
Rosemary Luckin, The Application of Vygotsky's Zone of Proximal Development to the Design of Computer-Based Tutoring.
And also...
I race a Laser dinghy (badly), ski (better) and from time to time I try to scrape together a COGS volleyball team. That apart, my time is taken with partner (busy), two children (growing), cat (incontinent), rabbit (cosseted), garden (overgrown), house (precarious), three computers (wayward), and a piano (discordant).
Mike Sharples, mike@cogs.susx.ac.uk






 

 
 
 
 
 
 

Le multimédia en classe d'anglais - langue étrangère à l'Université de Médecine et Pharmacie de Craiova - Roumanie

- Rodica Velea, Ion Georgescu, Adriana Silvia Georgescu -

auteurs de l'article: professeur docteur: Ion Georgescu Doyen de la Faculté de Médecine de l'UMF de Craiova chargée de cours: Rodica Velea responsable de l'enseignement de l'anglais à l'UMF de Craiova docteur: Adriana Silvia Georgescu medicine primaire à l'hospital de maladies infectieuses no.3 Craiova auteur responsable de la correspondance: Rodica Velea Adresse: UNIVERSITE DE MEDECINE ET DE FARMACIE CRAIOVA strada Petru Rares nr.4, Craiova, 1100, Dolj, ROMANIA Tél. 00 40 51 42 66 88 Fax: 00 40 51 19 30 77; 00 40 51 42 66 88 Adresse électronique: medicine@medinf.comp-craiova.ro rodvel@central.ucv.ro Résumé : La bonne utilisation des Nouvelles Technologies de l' Information et de la Communication (NTIC) est une de nos préocupations très nouvelles, importante et qui exige un grand effort. Avec l'information "au bout du doigt" (GATES, 1995:19) il y a la tentation de dire Oui ! à tout, mais qu'est ce qu'on en fait? Nous sommes partis de l'idée que l'ordinateur est premièrement une source d' information avec un contenu spécifique: il peut éditer des textes, il peut corriger des erreurs, il peut nous aider à explorer et trouver des idées nouvelles, il peut être le meilleur ami du professeur et des étudiants dans la classe de langue, dans notre cas: l'anglais, langue étrangere et l'anglais langue de spécialité. Notre tache comme professeur, a été, depuis l'introduction de l'ordinateur dans la classe de langue, tout à fait differente; entre nous et les étudiants de l'UMF, une nouvelle relation s'est installé. Nous avons utilisé, pour les étudiants de tous les niveaux des CD-ROM-s avec des cours d'anglais. Pour la I-ère année débutants nous utilisons l'ordinateur pour apprendre et corriger la prononciation, pour l'écoute et pour resoudre des exercices, donc pour l'évaluation. Le travail avec l'ordinateur est beaucoup plus attrayant par la liberté offerte, par l'absence du stress engendré par l'ancien relation professeur - étudiant, enfin par la présence des moyens multimédia. Pour la II-ème année, niveau moyen et avancé, nous avons proposé une activité quasi-indépendante de recherche sur l'Internet des pages médicales. Les étudiants ont fait des projets en group sur des thèmes suggérées par le professeur; projets avec lesquels on a organisé une minibibliothèque. Nous avons essayé dans notre démarche de diriger leurs recherches pour éviter la navigation passive et nous pouvons dire maintenant qu'en utilisant ces moyens moderns de transmission et d'aquisition du savoir, nos étudiants et nous les professeurs, nous avons tous gagné un plus de motivation pour travailler ensemble dans notre classe d'anglais. (communication détaillée : ) 1. Courte présentation de l'UMF de Craiova: La faculté de médecine de Craiova déroule son activité depuis 30 ans. En 1998 cet établissement d'enseignement s'est séparée de la grande Université pour devenir l'Université de Médecine et de Pharmacie dans laquelle fonctionne les trois Facultés suivantes: Médecine Générale, Stomatologie et Pharmacie. L'Université fonctionne en deux grands bâtiments qui avec l'hôpital universitaire et les plusieurs cliniques forment le centre hospitalier universitaire de Craiova. Plus de 2400 étudiants fréquentent les cours de nos facultés réparties sur les six années d'étude. Un Collège pour la formation du personnel médical secondaire a ouvert aussi ses portes cette années dans le cadre de l'UMF. Le centre de ressources inauguré dans notre université, les salles multimédia, les bibliothèques sont mis à la disposition des étudiants et des professeurs a plein temps. 2. L'EAO à l'Université de Craiova Un des Projets Européens TEMPUS 11449-96 s'est déroulé en Roumanie et a été initié et coordonné par l'Université de Craiova. Il a eu comme objectif la formation des professeurs dans l'enseignement des langues étrangères assistées par ordinateur (EAO en français, CA(L)L en anglais). Un des séminaire déroulé à Craiova nous a donné la possibilité de nous initier dans l'utilisation de l'ordinateur en classe de langues. Ce moment a représenté le commencement d'un travail tout-à-fait neuf pour nous mêmes, aussi bien que pour les étudiants - un moment de vrais changements de mentalité. Nous trouvons souhaitable de dérouler d'autres projets au niveau national et international. 3. Le potentiel de notre établissement Dans l'UMF de Craiova fonctionnent en ce moment deux salles multimédia et plusieurs salles avec des ordinateurs. Les étudiants ont dans leur curriculum des cours obligatoires d'informatique et des cours de langues assistés par l'ordinateur. Les ordinateurs que nous avons disposent d'accessoires multimédia. Un des problèmes pas encore résolu reste l'acquisition du logiciel didactique. Par manque, nous avons nous même commencé à réaliser de petits programmes avec des applications pratiques, cela à l'aide des spécialistes en informatique. Même si les dernières années nous avons assisté à un épanouissement des NTIC nous ne pouvons pas dire que ici en Roumanie, les possibilités de les utiliser sont de la même mesure qu'en Europe. Avec le logiciel que nous possédons nous devons beaucoup avant planifier nos activités, des fois nous pouvons utiliser seulement des parties de logiciel, en fonction du niveau des étudiants: débutants I-ère année, II-ème année, III-ème année, niveau intermédiaire ou avancé pour les mêmes années. Nos étudiants savent déjà utiliser l'ordinateur et leur inventivité n'est pas à négliger. 4. Exigence de la nouvelle approche Le travail en classe de langues est maintes fois plus motivé maintenant compte tenu de la multitude de possibilités offertes par l'ordinateur qui en fait donne plusieurs solutions d'exploitation pédagogique. Les NTIC imposent des changements dans notre métier d'enseignant de langues étrangères qui vont jusqu'à l'acquisition d'autres métiers secondaires. 5. Quelques considerations sur la relation professeur - étudiant - ordinateur Maintenant, 50 ans après Eniac, le premier ordinateur moderne, quelque temps (10 ans) après la revolution de 1989 en Roumanie et après les efforts communs fait dans le cadre du projet mentionné il est temps pour tous d'accepter cette nouvelle provocation qu'est l'ordinateur en classe, de saisir l'avenir de nos propres mains et nous inscrire avec nos étudiants sur le chemin de l'autoformation. Avant, le tableau noir, le manuel, la craie étaient des outils au service de l'enseignement. Maintenant nous devons ajouter l'objet qui réunit toutes ces qualités: de manuel parlant, de tableau, de craie même et pourquoi pas d'enseignant, sans remplacer les autres (pour le moment). Dans ce nouveau tableau de la classe, avec des étudiants devant les ordinateurs, seule notre position, celle du professeur, doit être reconsidérée - il ne s'agit pas seulement de la position physique (qui elle même a son rôle) mais de la conduite, du rôle, de la façon de travailler ensemble dans la classe - professeur et apprenant. Nous sommes en ce moment en état de superposer sur les anciens schémas classiques de transmission des connaissances, l'enseignement assisté par l'ordinateur (EAO), l'utilisation du multi(ple)média. A. Notre courte activité dans l'enseignement assisté par l'ordinateur nous a confirmé que le rôle du professeur est de: - bien organiser, concevoir, planifier la leçon, - suivre une certaine gradation des degrés de difficulté, - faire apprendre aux étudiants comment travailler avec l'ordinateur, s'ils ne le savent pas déjà. - surveiller les opérations sur l'ordinateur - intervenir et aider les étudiants à comprendre les exigences du logiciel - éviter l'abondance des thèmes et les pertes de temps - corriger les défauts non saisis par les apprenants - leur apprendre à penser -discuter les étapes parcourues avec chacun et avec tous - transmettre des connaissances dans la maniere traditionnelle la où il est necessaire - faire la traduction quand elle est nécessaire B. En ce qui concerne nos étudiants de l'UMF de Craiova, nous pouvons rencontrer :          1. Des étudiants avancés qui ont un ordinateur à la maison et ne sentent pas le changement très fort. Ils sont moins passifs dans le processus de l'acquisition des connaissances. Pour ceux-ci les efforts se dirigent vers l'acquisition du vocabulaire de spécialité et pour eux cette autre modalité d'accès au savoir représente "le sel et le poivre" de la classe de langues. Avec eux, nous avons initié des projets en groupe. Puisque le travail avec les moyens multimédias et l'Internet inscrit les etudiants sur le chemin de l'autoformation et puisque la réaction par rapport au multimédia parmi les étudiants a été très favorable, nous avons pensé à inaugurer une activité quasi indépendante avec tous les étudiants avancés. Cette activité a compris une étape de recherche sur les pages médicales de l'Internet. Avec la collaboration de quelques médecins professeurs ils ont fait des projets en groupe sur des thèmes proposés avec des traductions en roumain et avec le dictionnaire contenant le vocabulaire spécifique. Ces projets constituent la base d'une future bibliothèque de l'étudiant en médecine, pour la classe d'anglais.          2. Un deuxième groupe d'étudiants est formé par ceux qui ont des connaissances de langue intermédiaires - ceux-ci doivent faire un effort pour enrichir leurs compétences de communication orale et écrite en anglais et compléter leurs connaissances de vocabulaire et de grammaire. Pour eux, le travail avec l'ordinateur est enrichissant de plusieurs points de vue. Leur avis est que les tests sur l'ordinateur conçus pour l'évaluation - qui ne viennent pas directement du professeur mais de la machine, leur donne la possibilité de: visualiser, écouter, prononcer et écrire, se corriger en plusieurs étapes et être appréciés par l'ordinateur, en somme sont plus captivants, qualités qui manquent au test traditionnel. Ils sont fascinés par la provocation et par l'aspect ludique qui apparaissent au cours du travail avec l'ordinateur. Pour ceux-ci et pour les autres niveaux debutant nous utilisons l'ordinateur pour l'evaluation. C. Le role de l'ordinateur dans la classe d'anglais L'ordinateur est en même temps: le tuteur, l'éditeur, le partenaire de l'apprenant dans le processus de l'enseignement. L'EAO, cette nouvelle manière d'acquisition du savoir, qu'on ne peut nier ou ignorer, change et d'une certaine manière renforce la relation professeur - étudiant en apportant un plus de motivation. L'aspect de jeu de l'acquisition des connaissances développe des capacités de lecture, d'écriture, d'écoute, de communication sans le stress habituel engendré par la présence de la seule personne qui corrige: le professeur. Nous avons découvert ensemble et avec l'Internet, la provocation qu'est l'ordinateur en matière de logiciel créé pour la lecture, l'écriture, l'écoute et pour l'expression orale.          Wyatt a très bien saisi les caractéristiques qui s'imposent pour la création du matériel pour la lecture: " they have to be challenging (a level slightely above the learners proficiency) " " they have to provide a selection of topics…(learners choose them according to their individual interests) " " their structure has to allow learners to work at their individual pace " (Wyatt, 1989:65) Parmi les manières possibles pour développer la lecture, nous avons rencontrer à Jones and Fortesque, (1987:31), les suivantes: " incidental reading " - lire pour un but réel. " reading comprehension " (programmes pour le développement du vocabulaire et de la grammaire par des questions et des réponses) " text manipulation " (identification, jumbling, storyboard) Nos recentes expériences en classe prouve que la lecture peut être améliorée et apprise en utilisant ces manières mentionnées et bien d'autres. Pour l'expression écrite, l'ordinateur apporte plusieurs programmes utiles dans la classe d'anglais, à savoir:       - bibliothèques (des textes avec des mots clé),       - éditeur (qui offre des textes sous différentes formes),       - explorateur (qui est une banque de propositions), (cf. Ng. And Olivier, 1987:4). La présence du dictionnaire contribue à l'indépendance des apprenants dans le processus de l'acquisition du savoir. Pour nommer seulement quelques types d'exercice offerts par l'ordinateur pour l'écriture, nous citons: dialogue templates, question heuristics, incomplete texts, notecards etc que nous rencontrons aussi dans la lecture de Newman, 1987 (dans Phinney, 1989:88) Dans le court délai que nous avons eu à notre disposition nos étudiants et nous mêmes, nous sommes passés par tous ces types d'exercices dans les activités d'évaluation et nous sommes arrivés à la conclusion que l'aspect ludique entraîne et transforme la partie la plus difficile, l'écriture, en une activité plus facile à performer. Au cours de l'activité entière déroulée dans la salle multimédia dans la classe d'anglais, les étudiants ont senti une responsabilité qu'avant ne se sentait pas devant le livre et le professeur. Ils ont compris, de ce qu'ils disent eux mêmes, que chaque réponse donnée à l'ordinateur les responsabilisait davantage, leur donnait un plus de confiance à la fin de leur travail après avoir parcouru " le chemin choisi par eux mêmes ". Ils nous ont avoué que c'était comme une lutte entre eux et la machine intelligente et ils se sentaient fiers de gagner le combat. 6. Pour conclure, nous pouvons dire que le travail avec l'ordinateur dans le processus de l'enseignement est très intéressant, même s'il exige de tous un plus grand effort. Ouand même "Quand tous perdent leurs têtes il faut garder la notre. " pour citer Kipling, c'est le principal soin du professeur dans l'EAO et de l'étudiant qui navigue. Pour reprendre les paroles de Serafim Alava " naviguer sans se noyer ", est un impératif qui s'ajoute à encore d'autres: " décider sans se perdre ", " recueillir sans oublier ", " interagir sans subir ", " apprendre sans enseignement " (Alava,1996:168) qui puissent nous assurer un succès certain dans la classe assistée par l'ordinateur.          Notre travail est encore au commencement, il nous reste de mettre en place toute une méthodologie pour pouvoir intégrer les NTIC dans les stratégies d'apprentissage modernes. Les classes expérimentales à l'aide de l'ordinateur nous ont convaincu du fait que la présence du professeur parmi les étudiants au cours le leurs formation, par des méthodes traditionnelles ou médiatisées, est celle qui puisse mener à une bonne fin la démarche de l'acquisition de connaissances. BIBLIOGRAPHIE 1. Alava,S,1996, S'autoformer à l'école: influence des nouvelles technologies sur les pratiques d'autoformation documentaires, dans Pratiques d'autoformation et d'aide à l'autoformation, USTL, Les cahiers d'étude du CUEP 2. Jones, Cristopher and Fortesque, Sue,1987,Using Computers in Language Classroom, Longman 3. Ng.,Evelyn and Olivier, William, 1987, Call: An Investigation on Some Design and Implementation Issues in System (vol.15, no.1, p1-17) 4. Phinney, Marianne,1996, Exploring the Virtual World Computers in the Second Language Writing Classeroom in " The Power of Call " Athelstan Pub.,USA 5. Wyatt, David,1989, Computers and Reading Skills,in Teaching Languages with Computers - The State of Art, (ed. M.Pennington) Athelstan Pub.,USA
 
 

 
 
 
 

Spring Quarter

 
Topic 5
*Healey, Deborah and Norman Johnson. 1997. A Place to Start in Selecting Software. CAELL Journal. Vol. 8. No.1. Also online: http://ucs.orst.edu/~healeyd/cj_software_selection.html
Jones, Christopher and Sue Fortescue. 1987. Chapter 14, Summing Up: the place of the computer. In Using Computers in the Language Classroom. Longman, London and New York.
*Lewis, Pam. 1997. Using Productivity Software for Beginning language Learning, Part II: Spreadsheets, Databases, & Mail Merge. In Learning and Leading With Technology, Vol. 25, No. 1.
*Lewis, Pam. 1997. Using Productivity Software for Beginning language Learning, Part I: The Word Processor. In Learning and Leading With Technology, Vol. 24, No. 8.
Otto, Sue K. and James P. Pusack. 1993. An Introduction to Foreign Language Multimedia: The Ten Most Frequently Asked Questions. In Visions and Reality in Foreign Language Teaching: Where We Are, Where We Are Going. Ed. William N. Hatfield, National Textbook Company. pp. 57-61
Robinette, Michelle. 1996. Top 10 Uses for ClarisWorks in the One-Computer Classroom. In Learning and Leading With Technology, Vol. 24, No. 2.
 
 
 

 
 
 
 

Readings, Week 5
TESL 330/4 & APLI 653B/4
Using Computers in Language Learning

Readings, Session 1
GSE 555
Computer Assisted Language Learning

• • Something to do on Tuesday (Houston: Athelstan, 1995), pp 75-80.

    **Healey, Deborah, The Stimulus Role in

• • Something to do on Tuesday (Houston: Athelstan, 1995). Pp 99-102. Please note that my copy of this book is on reserve at the Library, along with a number of other books, such as Virtual Connections. Ask for the books by course, or under my name.

    **Healey, Deborah. Conversation with the Computer, from

• • Sue Fortesque, Authoring: the teacher as materials writer in Using Computers in the Language Classroom (London: Longman, 1987), pp 41-47

    **Jones, Christopher &

• • System (14)2, 1986 pp. 171-178.

    **Jones, Christopher. It's Not So Much The Program, More What You Do With It: The Importance of Methodology in CALL in

• • Modern Media in Foreign Language Instruction. edited by Flint Smith (Illinois: National Textbook Company, 1987) pp 87-93

    ** Categorizing Software: Except from: Wyatt, David, Applying Pedagogical Principles to CALL in

• • Dudley, Albert. Communicative CALL: Student Interaction Using Non-EFL Software, in CAELL Journal (6)3, 1995. Pp. 26-33.

 

 
 
 
 
MA Applied Linguistics and ELT
ENM91 English and New Technologies
 

Policy-making for Russian Industry (London and Basingstoke: Macmillan, and New York: St Martin's Press, 1997). 
Science Policy in the Soviet Union (London: Routledge, 1990).
The Communist Party and Soviet Science (London and Basingstoke: Macmillan, and Baltimore: Johns Hopkins University Press, 1986). 

POLIBUS
Newsletter of the IPSA Research Committee 38 on Politics and Business
Vol.2 Issue 1 July 1996
 

Happy New Year and welcome to a bumper issue of POLIBUS! In this edition, we are introducing a flavour of central and eastern Europe, with a special report from Stephen Fortescue on his experiences of researching in Russia, and a commentary from Sergei Peregudov on the 5th World Congress of Central and East European Studies.

For this issue of POLIBUS we are pleased to bring you a report of the Politics and Business network in action.
Stephen Fortescue, from the School of Political Science at the University of New South Wales, Australia, recently returned from a study trip to Russia. The trip was greatly facilitated by the contacts available through the POLIBUS network.
"My study leave consisted of eleven months in Moscow, researching a book on the politics of industrial administration in contemporary Russia. Although I had no formal institutional affiliation, I was greatly assisted in my research by two Russian members of Research Committee 38, Sergei Peregudov and Aleksei Zudin, both of IMEMO. I also had good contacts in the Diplomatic Academy, the Moscow offices of the Carnegie Foundation and the Ohlin Institute of Harvard University, as well as access to the Duma and a range of governmental institutions."
The book (manuscript to be delivered to Macmillan by 31 March 1996) is essentially a study of the institutions and processes involved in industry policy making. Chapters will specifically address the basic issues involved in current Russian economic and industry policy making, central and sectorally specialised state institutions, business and industry representative associations, and the industry policy activities of individual enterprises.
"The study of government-business relations in Russia has become popular in recent years, and so I did not concentrate my primary research effort in that area while in Moscow. Rather I relied on the newspapers and masses of information and documents provided by our good friends at IMEMO, Sergei Peregudov, Alexei Zudin and their colleagues.
"If I had to sum up my understanding of the key features of the current state of Russian government-business relations in a sentence or two, they would be the relative lack of access of industry (as distinct from other sectors of the economy) to government, something which continues to push it into largely unsuccessful direct political participation; but at the same time the importance for what access remains of the relatively neglected industry-oriented state institutions.
"I concentrated my efforts on state institutions. Some highlights among the interviews included the deputy head of the Personnel Administration of the central government apparatus, who believed that competitive recruitment to the civil service (konkursy) consisted of him ringing a few mates to get a short list together, and who was delighted that most of the zavlaby ('laboratory heads', ie. the academics who had moved into the government apparatus under Gaidar) had been pushed out. Another was the head of a regional government Industrial Administration who couldn't remember the names of the central industrial state agencies and who tried to hide his complete lack of anything to do by playing with a huge bank of telephones."
Despite improvements in the availabilityof goods and services in Moscow, Stephen still found it an uncomfortable place to live, and provides a few tips on coping with life in a heavily polluted city where bombings and murders are a daily occurence.
"It helps to be able to get away from it all. The Conservatorium is still a wonderful and cheap escape, as is the Pushkin Museum. But best of all is to have a Russian wife who buys a house in a village on the banks of the Volga hundreds of kilometres from Moscow, so you can while away the summer days picking mushrooms and wild strawberries, eating local honey and jam, swimming in the river, watching the kids fish the lagoon through the long, long twilights and leaving government-business relations to look after themselves...
"Thanks to all my Moscow friends and contacts, especially Sergei Peregudov, and above all, Alexei Zudin"
Stephen Fortescue can be contacted at: School of Political Science, University of New South Wales, Sydney 2052, Australia. Tel: +61 2 385 2381 Fax: +61 2 385 1555

The 5th World Congress of Central and East European Studies took place in Warsaw, Poland,6-11 August 1995. Sergei Peregudov gives his views of the conference.
The congress was jointly organised by the International Council for Central and East European Studies (formerly the International Council for Soviet and East European Studies) and the Polish Academy of Science. It attracted around 1400 participants, covering a very wide range of topics, concerning politics, economics, social and cultural problems of the countries concerned.
One of the more notable and interesting speeches at the opening ceremony was that of the architect of Polish economic reform, Professor Leszek Balcerowicz , who summarized the conception of reforms and the results of their practical realisation.
The attention of many participants was concentrated on the problem of political and economic development of the former communist countries. Among the most interesting sessions related to these problems, the panel on "Entrepreneurial Behaviour During Transition" and the round table "Theoretical Aspects of Transformation Processes" are worth mentioning. The former was based on solid empirical research; the latter was devoted to discussion of neo-liberal, monetarist and other conceptual approaches to the reforms. Some papers dealt with the emergence of the new elite and the role of the intelligencia. But surprisingly there was a virtual absence of presentations analysing the new business interest groups, their behaviour and relations to the state. There was also too clear-cut a division between the papers and panels discussing economic and political matters, which did little to contribute to an understanding of the transformation process. A notable exception from this 'separatist' approach was a panel on "State Institutions and Russian Economic Policymaking", to which the rest of this commentary shall be devoted.
Papers were presented by Stephen Fortescue (University of New South Wales, Australia), Peter Rutland (Wesleyan University), and Eugene Huskey (Stetson University, USA). Stephen Fortescue analysed the industrial policy instruments of the Russian government; Peter Rutland presented his analysis of privatisation in Russia and the Czech Republic; Eugene Huskey's paperwas dealing with the roles of Presidential apparatus and the government in Russian economic policymaking. Overall, the attempt was to build a more general (but not yet established) model of relations between state and economy in Russia during the present stage of the transitional period. Fortescue's main thesis was that the level of state institutions responsible for industrial policy is too low to seriously influence the economic policy and the direction of economic reform. It followed from his analysis that this low-profile has made the position of reformers at the higher level more secure and allowed them to get through with their radical aproach. Nevertheless, the panel discussant (Sergei Peregudov) felt that Fortescue's analysis underestimated the influence of such individuals as First Deputy Premier Soscovetz, and some decision-making bodies under his direct control. Now, after the the December 1995 election to the Duma, the role of people like Soscovetz will almost inevitable gain new strength; it will be of great interest to to analyse the new balance of power within the governmental institutions and changes in economic and industrial policy, related to that.
In his comparative analysis of privatisation in Russia and the Czech Republic, Rutland emphasised not only similarities but serious differences in methods of privatisation and the results achieved by it. The next logical step of this research is to widen the scope of comparison by the analysis of privatisation in Poland, Hungary and perhaps some other countries where privatisation was (and is) going on by different methods, and to consider all three main elements of reform-liberalisation, privatisation and stabilisation in a more organic unity.
Eugene Huskey's main thesis was that the President and his apparatus way (and is) the main engine of reforms and that the government played a secondary, purely executive role in it. Whilst accepting the general view, the panel discussant expressed some disagreement with the rigidity of Huskey's conclusions, particularly in view of the clear tendency to a more serious role of the government in the economic policy-making. Of course, it is again of great interest how these relations will develop after parliamentary and (especially) presidential elections in 1996.
There is a growing difference between former communist countries in the central and east European area, and Russia and its CIS neighbours. The former are at the end of the period of transformation to the market economy, the latter are in the middle or even at the beginning of it. And without any doubt, the second stage of this transformation will be the most critical one. To be sure, the character and the outcomes of this new stage will be one of the most interesting topics at the VIth world Congress of CEES, which will take place in Tampere (Finland) in 2000.

Convenors:
Stephen Fortescue, Politics, University of New South Wales
e-mail: s.fortescue@unsw.edu.au
or:
Graeme Gill, Department of Government and Public Administration, University of Sydney
e-mail: GraemeG@bullwinkle.econ.su.oz.au

Convenors:
Stephen Wheatcroft, History, Melbourne University
e-mail: s.wheatcroft@history.unimelb.edu.au
fax: 61 3 9344 7894
or:
Stephen Fortescue, Politics, UNSW
e-mail: s.fortescue@unsw.edu.au

Books on Astronautics,
Spacecraft Design and Spacecraft Systems

 
 
 
...
Spacecraft Design

• • ...

Spacecraft Systems Engineering, 2nd Edition by Peter W. Fortescue (Editor), John P. W. Stark (Editor)

 
A
Sellers, J.J
Understanding Space
McGraw Hill, 1994.
0-07-057027-2
A
Fortesque & Stark (eds)
Spacecraft Systems Engineering, 2nd ed
Wiley, 1995
0-471-95220-6
A
Maral & Bousquet
Satellite Communications Systems 3rd ed
Wiley 1998
0-471-97166-9
C
Holmes-Seidle, A & Adams, L
Handbook of Radiation Effects
Oxford UP 1993
0-19-856347-7
B
Davidoff, M
Satellite Experimenter’s Handbook
ARRL (distributed by RSGB),1998
0-87259-6583
C
Larson, W.J., (eds)
Space Mission Analysis & Design, 2nd ed.
Kluwer Academic Publishers
0-7923-19982
B
Rees, W.G
Physical Principles of Remote Sensing
CUP 1990
0-521-35994-5
A
Lillesand & Kiefer
Remote Sensing and Image Interpretation, 3rd ed
Wiley 1994
0-471-30575-8
C
Pease, C.B
Satellite Imaging Instruments
Wiley/Praxis
0-471-95433-0
C
Richards, J.a
Remote Sensing Digital Image Analysis, 2nd ed
Springer-Verlag, 1993
3-540-58219-3
A
Blanchard, W
The Air Pilots Guide to Satellite Positioning Systems
Airlife, 1995
1-85310-599-6
C
Logsdon, T
The NAVSTAR Global Positioning System
Van Nostrand Reinhold, 1992
0-442-01040-0

AE 523 -- Spacecraft Design

Spring 2000

COURSE OBJECTIVES: The main course objective is to learn how to design a generic spacecraft mission, to include: mission definition, launch system selection, spacecraft design, communication with the spacecraft, and recovery of data and/or the spacecraft itself. An ancillary objective is to design a satellite for earth observation via laser altimetry. A major element of this task is the design of a prototype to be operated on the KUAE Cessna 182. This prototype will have sensors provided by the EECS department, a command computer, a solar power subsystem and a downlink to the KUAE hangar. Note: To achieve the main course objective, many topics which are not important for the satellite design will be studied and must be mastered. This will take away time from the design effort, but may be important to students who go on to careers in the spacecraft industry.
INSTRUCTOR: Dr. Ewing, room 2004B Learned Hall; Phone, 864-4267, and email, mewing@aerospace.ae.ukans.edu.
MEETING TIMES: 2:30-4:00 in room 2027, Learned Hall, for lecture on Tuesday and Thursday, plus, 4:00-5:50 as needed for group design meetings.
TEXT: Spacecraft Systems Engineering, 2nd Edition, edited by Peter Fortescue and John Stark, Wiley, 1995.
MAJOR COURSE TOPICS:
1. Mission Definition and Planning, to include: Spacecraft History, Space Environment, Astrodynamics, Atmospheric Flight, Launch System Selection, Scheduling and cost estimation
2. Spacecraft Subsystems, to include: Propulsion, ,Attitude Determination & Control, Power, Thermal Control, Command, Communications, Configuration, Structures, Materials, and Specialized Mission Equipment
3. Recovery Systems, to include: Data reception, storage & analysis, Spacecraft recovery
COURSE REQUIREMENTS: Each student will be required to master analysis and design techniques for mission design as well as to participate in the major design project. With regard to the design project, each student will prepare a technology assessment and a simulation report in support of the design task. Each student must prepare portions of two group reports: a preliminary design report and a final design report. Each student will also present portions of two group oral presentations: a conceptual design briefing and a critical design briefing. Each oral presentation will precede submission of a written report and provide an opportunity for the instuctor to technically critique the proposals.
EVALUATION: The course grade will be based upon homework (20%), an exam (20%), a simulation report (20%) and contributions to the oral and written design reviews (40%). Design review evaluations will be influenced by the instructor=s impression of an individual=s contribution to the group, partially evidenced by regular attendance at group design meetings.

AE 523--Introduction to Spacecraft Design
Syllabus, Spring 2000

Note: Readings from Fortesque and Stark are in parenthesis
week of Tuesday Thursday
18 Jan
Introduction & Space Environment (1-2)
Astrodynamics I (4)
25 Jan
Astrodynamics II (5)
Propulsion (6)
Homework 1 due
1 Feb
Launch Vehicle Selection (7)
Attitude Determination & Control (3 & 10)
Homework 2 due
8 Feb
Electrical Power (11)
Remote Sensing
Homework 3 due
15 Feb
Telecommunications (13)
Command & Ground Stations (14-15)
Homework 4 due
22 Feb
Configuration & Structures (9 & 16)
Conceptual Design Review
29 Feb
Thermal Control (12)
Product Assurance (18)
Homework 5 due
7 Mar
Systems Engineering (19)
Exam
14 Mar
 
Preliminary Design Report
21 Mar
S P R I N G
B R E A K
28 Mar
Planetary Missions (8)
Geosynchronous Orbit Missions
4 Apr
 
Simulation Report due
 
11 Apr
 
 
18 Apr
Critical Design Review
 
25 Apr
 
Draft Final Design Report
2 May
 
 
Final Design Report due 5 pm, Friday, 12 May
 
 

All of these contributing factors drive the costs of space programs into many millions of US dollars. Mission costs can be broadly estimated from the mass of the spacecraft (Figure 1-1), small spacecraft (around 1000 kg) costing hundreds of millions of dollars and large spacecraft (around 10000 kg) costing billions (Data from Jane's Space Directory). With such large programs, management is extremely complex, and there is a tendency for costs to spiral. Mission failures and cost over-runs are embarrassing for the organisations involved.
Recently, there has been considerable political pressure to reduce or to cap program costs, shifting emphasis from scientific ideals to science value-for-money. A budding micro-satellite industry offers budget priced access to space, providing a radical alternative to conventional spacecraft development programmes, but is only suitable for missions with modest objectives. NASA administrator Daniel Goldin announced his vision of "Faster, Better, Cheaper" conventional missions, which led to NASA’s Discovery Program intended to "accomplish high quality, focused planetary science, with innovative, streamlined, and efficient management approaches". The approach limits design and manufacture to 18 months, with operations limited to three years. Mission costs are capped to $185 million (fiscal year 1992).
Such new approaches to spacecraft design require new technologies to drive costs down while still producing more reliable spacecraft. New techniques are needed to guard against system failure. Increased spacecraft autonomy is required to allow the scaling down of ground activity and hence the reduction of mission support costs. Spacecraft must make better use of fewer, lower quality instruments and sensors to make them lighter and cheaper. NASA’s lead has sparked a general trend towards smaller, more advanced spacecraft for science and technology missions that require less expensive launch vehicles.
References

• , Airclaims, June 1992.

  The Space review

• Interspace, European Satellite and Space News Ltd, pp 1 & 4, 21 February 1996.

  "Long March Crash to End Insurance Discounts",

• Jane’s Space Directory, 11th Edition, Jane’s Information Group Ltd, 1995, ISBN 0-7106-12591.

  Wilson A., "Launchers",

• and Stark J., Failures, Spacecraft Systems Engineering, 1st Edition, pp 396-397, John Wiley, 1991, ISBN 0-471-927945.

  Fortescue P.

• and Stark J., Spacecraft Systems Engineering, 1st Edition, pp 6, John Wiley, 1991, ISBN 0-471-927945.

  Fortescue P.

• , NASA policy statement, NASA, http://www.nasa.gov, 1992.

  The Discovery Project Statement of Objectives

AAE 490E Course Details

Prerequisites:

• Spacecraft Systems Engineering, Wiley Publishing Co., 1995.

  Fortesque and Stark,

• The course will stress course notes, so good class attendance practices are strongly encouraged.

• Assignments handed out each week (approximately) and due one week later at the beginning of class.

• NO late assignments will be accepted for any reason.

• Collaboration on assignments is encouraged assuming the final product is distinct.

• Groups of 3-4 students will provide 20 minute presentation on selected satellites (more detailed description to follow)

• Two exams will be scheduled during the semester.

• A comprehensive final will be given during the scheduled time.

• Technology B

• 10 grade A (Eng lang, Eng Lit, French, German, History, Geography, Mathematics Combined Science (2 GCSEs), Technology)

• 1 grade B (Russian)

• O.U. Invariant Society (mathematics society)

  1997-98 President,

• O.U. Invariant Society

  1996-97 Membership Secretary,

• O.U. Computing Society

  1996-97 Events Secretary,

• O.U. Go Society

  1997-98 President,

• O.U. Go Society

  1996-97 Secretary,

• Signals

• Advanced Signals

• Leadership

• Mathematical/Computational algorithms and design

• Dialogue Systems

• Multimodal Interfaces

• W3C Voice Browser standard

• Algorithms for detecting unwanted e-mail

• Algorithms for choosing partnerships in Go Tournaments

• AI: Computers playing Go

• Me, editing this page

• A bored undergraduate/friend/colleague trying to avoid work

• Someone who might be interested in employing me

• Correct in spelling, grammar etc.

• Interesting and amusing

• Responsible, professional and intelligent

(www.craven.cc.nc.us)

Research Centre for Linguistic Typology

http://search.latrobe.edu.au/search/index.cgi?query=fortescue&x=33&y=13&collection=Latrobe

Distinguished Fellow Profile
Professor Michael Fortescue

Group Photo of 2001 Workshop Participants

From Left to Right:

Back Row:
Prof Randy LaPolla, Dr Tim Curnow, Connie Dickinson, Prof Ago Künnap, Dr Elena Maslova,
Prof. Lars Johanson, Prof Michael Fortescue, Dr Willem J. De Reuse, Dr Vjacheslav Chirikba

Middle Row:
Pilar Valenzuela, Prof. Brian Joseph, Prof. Sally McLendon, Prof. Victor Friedman

Front Row:
Ms Abby Chin, Prof Sasha Aikhenvald, Prof Bob Dixon

http://www.latrobe.edu.au/rclt/Workshops/2001/2001photopage.htm

 
 

eskimo words for snow derby
 

From: sderby@crick.ssctr.bcm.tmc.edu (Stuart P. Derby) Newsgroups: alt.folklore.urban Subject: Eskimo words for Snow Date: 2 Nov 1994 22:54:58 GMT
Discussion
Does "Eskimo" REALLY have some megaboss number of words for snow? Well that depends on what "megaboss" means, of course. And it also depends on what language you decide is "Eskimo". The dialects spoken by coastal native peoples from the east of Siberia to Greenland are classed as Eskimo, but many scholars divide them into two languages, Yupik and Inuit, with some scholars further sub-dividing these dialects. Inuit (also called Inupik) is the best candidate from a folkloric point of view, being spoken most widely, from Greenland to northeastern Alaska, having been written earlier (1742), having about twice as many speakers, and having had longer and greater contact with "Western Civilization". (Greenlandic Inuit contains 4 words borrowed from medieval Norse.[1])
Another complication to the issue is simply the notion of "word". Languages vary quite drastically in how the base units of meaning (morphemes) are combined into words, if they're combined at all, and our common notion of "word" needs clarifying. For example, in English, are "book" and "books" two SEPARATE words? I would guess that most of us would think not. (What about "book", "handbook", "guidebook", "workbook"?) However, many languages are "isolating", wherein one word corresponds to one element of the situation, and would use two separate words to say "books". A speaker of such a language might well regard "book" and "books" as two separate words. The Eskimo languages are at the other extreme, and are the prototypical example of a polysynthetic language[2], wherein one word contains several elements of the situation. This allows very complex ideas to be expressed in one word, e.g. 'tikitqaarminaitnigaa' "he(1) said that he(2) would not be able to arrive first"[1]. Thus "my snow", "your snow", etc., would each be one word in Inuit, a stem form with a possessive affix. The Eskimo languages use derived words extensively, and there are fewer than 2,000 base stems in the West Greenlandic dialect[1] With all that said, I'll just present some word lists and let everyone come up with their own opinion...
10 words for ice and snow from Labradoran Inuit[3]
This word list is extracted from an Eskimo to English "dictionary" and is definitely not comprehensive. This was the worst such compilation I have ever worked with; among other problems, the compilers' attempts to alphabetize things, even short indices, failed miserably (e.g. "snow" before "seasons"). Consider also this from the preface:
Be it noticed beforehand that the Eskimo are not agreed in the use of their language with reference to many words -- not only that in the South here and there other expressions are used, and also that to many a word another meaning is given than in the North, but even in one and the same place not infrequently such differences are found. And frequently the female sex has again its peculiar expressions. With regard to the latter, not much notice has been taken in composing this dictionary, because the men often only laugh about them; ...

• 'sea-ice' siku (in plural = drift ice)

• 'pack-ice/large expanses of ice in motion' sikursuit, pl. (compacted drift ice/ice field = sikut iqimaniri)

• 'new ice' sikuliaq/sikurlaaq (solid ice cover = nutaaq.)

• 'thin ice' sikuaq (in plural = thin ice floes)

• 'rotten (melting) ice floe' sikurluk

• 'iceberg' iluliaq (ilulisap itsirnga = part of iceberg below waterline)

• '(piece of) fresh-water ice' nilak

• 'lumps of ice stranded on the beach' issinnirit, pl.

• 'glacier' (also ice forming on objects) sirmiq (sirmirsuaq = Inland Ice)

• 'snow blown in (e.g. doorway)' sullarniq

• 'rime/hoar-frost' qaqurnak/kanirniq/kaniq

• 'frost (on inner surface of e.g. window)' iluq

• 'icy mist' pujurak/pujuq kanirnartuq

• 'hail' nataqqurnat

• 'snow (on ground)' aput (aput sisurtuq = avalanche)

• 'slush (on ground)' aput masannartuq

• 'snow in air/falling' qaniit (qanik = snowflake)

• 'air thick with snow' nittaalaq (nittaallat, pl. = snowflakes; nittaalaq nalliuttiqattaartuq = flurries)

• 'hard grains of snow' nittaalaaqqat, pl.

• 'feathery clumps of falling snow' qanipalaat

• 'new fallen snow' apirlaat

• 'snow crust' pukak

• 'snowy weather' qannirsuq/nittaatsuq

• 'snowstorm' pirsuq/pirsirsursuaq

• 'large ice floe' iluitsuq

• 'snowdrift' apusiniq

• 'ice floe' puttaaq

• 'hummocked ice/pressure ridges in pack ice' maniillat/ingunirit, pl.

• 'drifting lump of ice' kassuq (dirty lump of glacier-calved ice = anarluk)

• 'ice-foot (left adhering to shore)' qaannuq

• 'icicle' kusugaq

• 'opening in sea ice imarnirsaq/ammaniq (open water amidst ice = imaviaq)

• 'lead (navigable fissure) in sea ice' quppaq

• 'rotten snow/slush on sea' qinuq

• 'wet snow falling' imalik

• 'rotten ice with streams forming' aakkarniq

• 'snow patch (on mountain, etc.)' aputitaq

• 'wet snow on top of ice' putsinniq/puvvinniq

• 'smooth stretch of ice' manirak (stretch of snow-free ice = quasaliaq)

• 'lump of old ice frozen into new ice' tuaq

• 'new ice formed in crack in old ice' nutarniq

• 'bits of floating' naggutit, pl.

• 'hard snow' mangiggal/mangikaajaaq

• 'small ice floe (not large enough to stand on)' masaaraq

• 'ice swelling over partially frozen river, etc. from water seeping up to the surface' siirsinniq

• 'piled-up ice-floes frozen together' tiggunnirit

• 'mountain peak sticking up through inland ice' nunataq

• 'calved ice (from end of glacier)' uukkarnit

• 'edge of the (sea) ice' sinaaq

På denne side kan du læse det redaktionelle indhold af vores nyhedsbrev "Qivi".
Ønsker du at modtage nyhedsbrevet med posten bedes du rette henvendelse til en 
af vores kultur- og informationsmedarbejdere.
Denne side er bygget op således, at det seneste nummer af nyhedsbrevet ligger først, hvorefter op til tre tidligere numre ligger i omvendt rækkefølge med de nyeste først.

Qivi

Nyhedsbrev fra Det Grønlandske Hus i Århus Nr. 1 Januar 2001    3. årgangµ

Oqaasileriffeeraq ? sproghjørnet
Den forsvundne lampe og andre ord.
Det almindelige, grønlandske ord for en lampe er egentlig et sært ord. Qulleq betyder i dag en lampe, uanset om det er en elektrisk lampe, en petroleumslampe, eller en gammeldags tranlampe. Det sære ved ordet er, at det bogstavelig talt betyder "den øverste". Det er sammensat af stammen *qut- der betyder "oppe" (jf. qummut, opad, qutsinneq, den der er øverst, qulaa, ovenpå)  og tilhænget ?leq der betyder "den, der er mest i den retning". Jf. avalleq, den yderste, kujalleq, den sydligste, ilorleq, den inderste).
Der er en god og praktisk forklaring på, at en lampe på grønlandsk kaldes "den øverste". I de gamle sten- og tørvehuse i Grønland, og i de canadiske snehytter havde man et system med ikke mindre end tre slags lamper. En lampe nede på gulvet, tæt ved det hul, hvor man kravlede ind i huset fra husgangen. Denne lille lampe blev kaldt alleq, "den nederste". En stor lampe, der stod oppe på en forhøjning ved briksen, blev brugt til både at varme huset og koge mad over. Denne lampe kaldes qulleq, "den øverste", og det er dette ord, der er bevaret. Den tredje lampe blev kaldt kilulleq, "den inderste". Denne lille lampe stod i en niche i væggen ved fodenden af briksen (kilu), så kvinder, der sad på briksen og syede, også kunne få lys bagfra. 
Men det virker som om der mangler et ord for selve begrebet en lampe. Findes der et eskimoisk ord, der betyder lampe, uanset hvilken størrelse og hvor den er placeret i huset? Ja, vi skal som altid til Det Store Moderland Alaska for at få en forklaring. I bygderne på Seward Halvøen, og i landsbyerne langs Kotzebue Sound og op langs de mægtige floder Kobuk og Noatak hedder en lampe den dag i dag naneq. 
Da grønlændernes forfædre, Thulefolket, for ca. 800 år siden vandrede mod øst og bemægtigede sig hele den arktiske kyst fra Alaska over Canada til Grønland, havde de utvivlsomt ordet naneq med i deres sproglige bagage. Men af en eller anden grund forsvandt ordet naneq ud af sproget, og man brugte kun tilføjelsen qulleq, den øverste, alleq, den nederste, kilulleq, den inderste som betegnelse for de forskellige slags lamper. 
Men lampe-ordet naneq sneg sig alligevel med og eksisterer også i det moderne sprog. I østgrønlandsk hedder en lampepind naneriit. Det er den pind, man bruger til at passe vægen i en tranlampe med. Pinden blev også brugt som en lille prås, en fidibus, en lille fakkel til at tænde andre lamper med, eller til at tænde en pibe tobak. Derfor er det ikke så mærkeligt, at et stearinlys på vestgrønlandsk i dag hedder naneruut. Dette kan være det oprindelige ord for lampepind, som så er blevet brugt alene som betegnelse for et stearinlys. Mens lampepinden har fået nyt navn; taqqissuut.

* * *  Thulefolkene kogte ofte deres mad i en gryde af fedtsten, der blev hængt op over lampen med snore i hvert hjørne af gryden. En gryde kaldes i dag i Vestgrønland for iga. Men heller ikke her er dette det oprindelige ord. Den oprindelige betydning af iga er ikke en gryde, men det lille køkkenrum, man sommetider byggede i husgangen, så det kun var husmoderen, der skulle døje med røgen og osen fra kogelampe eller bål. I moderne vestgrønlandsk hedder et sådant lille køkkenrum igaleq. 

I Østgrønland hedder en gryde uutsit, og allerede i Canada møder vi ordet ukkusik for en gryde, og dette ord bruges i dag hele vejen vestover til Alaska, hvor udtalen er utkusik. Men ikke i Vestgrønland, hvor ukkusik jo er blevet erstattet med iga. 
Og alligevel kan vi finde gryde-ordet ukkusik som en blind passager i vestgrønlandsk, nemlig i ordet ukkusissaq, der betyder "fedtsten", men er sammensat af ukkusik+ssaq = materiale til en gryde. I Thule har de deres helt egen udtale af ukkusissaq, nemlig ukkuhikhaq, men det er det sædvanlige med folk i Thule, der siger -h-, hvor almindelige mennesker siger -s-.
Disse ord for lampe og gryde er typiske eksempler på, at Thulefolket ved udvandringen i Alaska omkring år 1200 startede med et fælles sprog, som vi i dag kalder inupik, i modsætning til de helt anderledes eskimoiske sprog yupik i det sydlige Alaska  og det østligste Sibirien, og aleutisk på de Aleutiske Øer. 
Canada til Grønland medførte ændringer i udtale, ordforråd og grammatik. Undervejs mødte Thulefolket så forskellige økosystemer, at både deres teknik og deres sociale kultur måtte tilpasses de nye forhold, og det kan ikke undgå at give sig til kende også i sproget. 
Nogle mennesker har søgt at forklare de nuværende forskelle mellem dialekterne i inupik-sproget ved at påstå, at andre sprog har blandet sig med inupik under vandringen mod øst. Fx at østgrønlandsk er så forskelligt fra vestgrønlandsk, fordi østgrønlandsk skulle indeholde elementer af de gamle Dorset-folks sprog. Det er en spændende tanke, men den holder ikke.
Som vi har set i ovenstående eksempler, og som masser af andre eksempler kan vise, er det de samme gamle ordstammer, der bruges overalt i inupik, men med små skift i betydning og anvendelse. Hvis der virkelig skulle være Dorset-sprog blandet ind i østgrønlandsk, så ville vi finde ordstammer i østgrønlandsk, der slet ikke kan genfindes i de andre dialekter, og det er ikke tilfældet. SK Se selv efter: Frantz Boas: The Central Eskimo, 1888 (1964). Robert E. Spencer: The North Alaskan Eskimo, 1959. Donald H. Webster & Wilfred Zibell: Iñupiat Eskimo Dictionary, 1970. Jonathan Petersen: OrdbogêraK, 1951. Erik Holtved: Polar Eskimo Etnography, 1967.  Michael Fortesque: Inuktun, en introduktion til Thulesproget, 1991. Grønlands Landsmuseum: Gustav Holm Samlingen, 1985. Chr. Berthelsen m.fl.: Oqaatsit, 1990.      ...

Michael Fortescue
Résumé: La source historique et la position typologique de l'ergativité dans les langues esquimaudes.
Cet article propose un scénario qui ne prend pas de parti théorique pour rendre compte de la forme ergative en groenlandais de l'Ouest et en d'autres langues esquimaudes. On analyse les couches successives de la morphologie transitive qui cachent la situation originelle. Il s'agit essentiellement de présenter, en termes diachroniques simples, le parallélisme entre les flexions verbales transitives et celles de la forme nominale possessive qui a suscité de nombreux débats théoriques dans le passé.
Abstract: The historical source and typological position of ergativity in Eskimo languages.
This article presents a theory-free scenario for the genesis of the ergative clause in West Green-landic and other Eskimo languages. The successive historical layers of tran-sitive verbal morphology that obscure the original situation are analysed. The aim is to account in simple diachronic terms for the paral-lelism between tran-sitive verbal inflection and possessed nominal inflections that has led to so much theoretical controversy in the past.

 
ROSTAING, Jean-Pierre Native regional autonomy: the initial experience of the Kativik Regional Government
MARY-ROUSSELIERE, Guy Une remarquable industrie dorsétienne de l'os de caribou dans le nord de Baffin
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Functional Grammar and the demise of the representation

Michael Fortescue
Department of Eskimology, University of Copenhagen, Copenhagen, Denmark

Persistent signals from contiguous cognitive disciplines suggest that static representations of 'meaning' may be devoid of any psychological reality, but linguists engaged with their models and modules continue blithely about their business as before. Does it really matter how such things are actually instantiated in the mind/brain? I believe it does matter, at least for linguistic models such as FG which take psychological adequacy seriously. Just as the 'emics' of our grammatical models should mesh with the 'etics' of the pragmatic deployment of language, so they should be capable of meshing with the results coming in from neurolinguistics and cognitive psychology.
The news seems to be that linguistic behaviour does not, as linguists have long assumed, start with some fully determinate representation of a chunk of reality tagged for a discrete intentional illocution (or result in such a structure during comprehension). Neither 'chunks of reality' nor 'intentions' are fully determinate and thus available for deterministic representation. Although linguistic models can only have an indirect, metalinguistic relationship to the dynamic reality of brain/mind activity, some approaches will be better able to adjust to new Chaos-infused views of cognition than will others. Now might be the time to reconsider the direction one's particular bandwagon is creaking along in.
In order to spell out some of the consequences for Functional Grammar in particular, I shall examine a standard FG representation of a single contextualized utterance. It seems a priori doubtful that the formal structures of FG could tell us anything much about how an utterance might, for instance, be stored in individual memory. Nevertheless, it can be argued that its layered predicational structure, understood in a certain way, is a pretty accurate indication of what kind of information needs to be integrated into pre-existing memory schemata on receipt of an utterance. The last stage on the FG 'conveyor belt' (in the comprehension mode) can be envisaged not as a full semantic representation but as a continuation beyond the end of the belt where all the disassembled nuts and bolts of the grammatical scaffolding fall away to leave just a handful of 'bracketed' and unlabelled content words (or gestures towards their phonological realization). Such a contextually interpretable congeries of instructional information could be stored as such, converted to other (sensory) modalities, or subjected to inferencing processes.

(aerg.canberra.edu.au)

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