-
41 teach
1. Imy mother teaches моя мать /у меня мать/ преподает; where does he-? где он преподает?2. IIteach in some manner teach well (competently, skilfully, badly, etc.) хорошо и т.д. учить /преподавать/3. III1) teach smb. teach a boy (children, students, adults, apprentices, a mixed class of boys and girls, etc.) учить /обучать/ мальчика и т.д.; teach school быть /работать/ учителем; teach smth. teach this subject (English, French, classics, social sciences, humanities, botany, grammar, music, the violin, the piano, riding, drawing, etc.) преподавать этот предмет и т.д., обучать этому предмету и т.д.; teach scientific classes (literary classes, etc.) вести занятия по естествознанию и т.д.2) teach smb. that will teach him это его научит /послужит ему уроком/4. IVteach smb. in some manner teach smb. well (competently, efficiently, poorly, etc.) хорошо и т.д. учить /обучать/ кого-л.; teach smth. in some manner teach English well (competently, badly, etc.) хорошо и т.д. преподавать английский язык /обучать английскому языку/5. Vteach smb. smth.1) teach the children English (the students mathematics, them the elements of logic, her music, the girls singing, his son bridge, them a trade, etc.) учить /обучать/ детей английскому [языку] и т.д., преподавать детям английский язык и т.д.; who taught you French? кто учил вас французскому языку?; teach oneself smth. обучаться чему-л. самоучкой /самостоятельно/; I taught myself a little English я сам выучился немного английскому языку2) teach smb. a [good] lesson проучить кого-л.; this experience taught him a good lesson это был для него хороший урок, это послужило ему хорошим уроком; 1 will teach him a lesson in politeness я хочу проучить его, чтобы он был вежливым в следующий раз; he taught me a thing or two он меня кое-чему научил id you can't teach an old dog new tricks a старого воробья на мякине не проведешь6. VIIteach smb. to do smth.1) teach the child to write (the girls to speak French, her children to play the piano, all her pupils to sing, the boy to swim under water, them to drive, etc.) учить /научить/ ребенка писать и т.д.; he taught me to cut flowers properly он научил меня правильно срезать цветы; teach the child to obey (the girl to behave properly, them to tell the truth, her never to tell a lie, the boy not to use the word, etc.) научать /приучить/ ребенка слушаться] и т.д.; misfortune has taught him to be thankful for small mercies несчастье научило его довольствоваться малым; they taught the dog to beg (to do tricks, to stand on hind legs, to give voice, etc.) они научили собаку просить и т.д., они так выдрессировали собаку, что она просит и т.д.2) this will teach you to speak the truth это научит тебя говорить правду; I will teach him (not) to meddle in my affairs я научу его не соваться /покажу ему, как соваться/ в мои дела7. XIbe taught smth. he was taught English (piano, driving, etc.) его учили /обучали/ английскому и т.д.; what subjects are you taught at your college? какие предметы /дисциплины/ преподаются у вас /преподают вам/ в институте?; it is time the boy was taught something мальчика уже пора [начать] чему-нибудь обучать; be taught somewhere he was taught at home его учили /он учился/ дома /у домашних учителей/; he was taught in the bitterest of all schools, that of experience он прошел самую горькую школу teach школу жизни /жизненного опыта/; be taught that... they were taught that they must fight against evil их учили, что они должны бороться со злом8. XVIteach at /in /smth. teach at school (in a high school, in a secondary school, in a country school, in the eighth form /grade/, at an institute, at a college, at /in/ a university, etc.) преподавать /работать преподавателем/ в школе и т.д.; teach for smth. teach for a living зарабатывать себе на жизнь преподаванием; teach through smth. teach through practice обучать при немощи упражнений9. XXI1teach smth. to smb. teach this subject to the pupils (first aid to the girls, etc.) преподавать этот предмет ученикам и т.д., учить /обучать/ учеников этому предмету и т.д.; he taught this hobby to me он научил меня любить это занятие; teach smb. about smth. teach smb. about hygiene (about flying, etc.) (на)учить кого-л. гигиене и т.д.; he taught them about freedom он научил их любить свободу; you can't teach me anything about it в этом деле вам меня учить нечему; teach smth., smb. for smth. he teaches Greek for a living он зарабатывает на жизнь тем, что преподает греческий язык /преподаванием, уроками греческого языка/; she teaches little children for a small fee за небольшую плату она обучает детишек || teach smb. through practice обучать кого-л. на практике /при помощи упражнений/10. XXVIteach smb. that... teach smb. that it is wrong to answer back (that two sides of a triangle are greater than the third, etc.) объяснить кому-л., что огрызаться нельзя и т.д.; teach smb. how... teach smb. how to behave (how to do the work, how to stamp receipts, etc.) научить кого-л. как себя вести и т.д. -
42 Term
subs.Word, expression: P. and V. λόγος, ὁ, ῥῆμα, τό.Limit: P. and V. ὅρος, ὁ.Term of life: P. and V. αἰών, ὁ.In logic mathematics: P. ὅρος, ὁ ( Aristotle).Terms, conditions: P. and V. λόγοι, οἱ.Agreement: P. and V. σύμβασις, ἡ, P. ὁμολογία, ἡ.Covenant: P. and V. συνθῆκαι, αἱ, σύνθημα, τό.Terms of surrender: P. ὁμολογία, ἡ.On fixed terms: P. and V. ἐπὶ ῥητοῖς.On the terms: P. and V. ἐπὶ τούτοις (Eur., Rhes. 157), ἐπὶ τοῖσδε (Eur., Alc. 375, Hel. 838); see under condition.On what terms? P. and V. ἐπὶ τῷ; (Eur., Hel. 1234).Bring to terms: P. and V. παρίστασθαι (acc.).Come to terms: P. and V. συμβαίνειν, P. ἔρχεσθαι εἰς σύμβασιν, συμβαίνειν καθʼ ὁμολογίαν, ὁμολογεῖν.Make terms: P. and V. συμβαίνειν, σύμβασιν ποιεῖσθαι, P. καταλύεσθαι; see also make a treaty, under Treaty.On equal terms: P. ἐξ ἴσου, ἐπὶ τῇ ἴσῃ.On tolerable terms: P. μετρίως.We could not agree save on the terms declared: V. οὐ γὰρ ἃν συμβαῖμεν ἄλλως ἢ ʼπὶ τοῖς εἰρημένοις (Eur., Phoen. 590).They thought they were all departing without making terms: P. πάντας ἐνόμισαν ἀπιέναι ἀσπόνδους (Thuc. 3, 111).On friendly terms: P. εὐνοϊκῶς, οἰκείως.Be on friendly terms with: P. οἰκείως ἔχειν (dat.), εὐνοϊκῶς διακεῖσθαι πρός (acc.); see familiAr.Be on bad terms with: P. ἀηδῶς ἔχειν (dat.).I had been on quite affectionate terms with this man: P. τούτῳ πάνυ φιλανθρώπως ἐκεχρήμην ἐγώ (Dem. 411).——————v. trans.Woodhouse English-Greek dictionary. A vocabulary of the Attic language > Term
-
43 quantifier
quantifier ['kwɒntɪfaɪə(r)] -
44 reflexive
-
45 restriction
restriction [rɪ'strɪkʃən](a) (limitation) restriction f, limitation f;∎ they'll accept no restriction of their liberty ils n'accepteront pas qu'on restreigne leur liberté;∎ to put or to place or to impose restrictions on sth imposer des restrictions sur qch;∎ speed restriction limitation f de vitesseUn panorama unique de l'anglais et du français > restriction
-
46 Noyce, Robert
SUBJECT AREA: Electronics and information technology[br]b. 12 December 1927 Burlington, Iowa, USA[br]American engineer responsible for the development of integrated circuits and the microprocessor chip.[br]Noyce was the son of a Congregational minister whose family, after a number of moves, finally settled in Grinnell, some 50 miles (80 km) east of Des Moines, Iowa. Encouraged to follow his interest in science, in his teens he worked as a baby-sitter and mower of lawns to earn money for his hobby. One of his clients was Professor of Physics at Grinnell College, where Noyce enrolled to study mathematics and physics and eventually gained a top-grade BA. It was while there that he learned of the invention of the transistor by the team at Bell Laboratories, which included John Bardeen, a former fellow student of his professor. After taking a PhD in physical electronics at the Massachusetts Institute of Technology in 1953, he joined the Philco Corporation in Philadelphia to work on the development of transistors. Then in January 1956 he accepted an invitation from William Shockley, another of the Bell transistor team, to join the newly formed Shockley Transistor Company, the first electronic firm to set up shop in Palo Alto, California, in what later became known as "Silicon Valley".From the start things at the company did not go well and eventually Noyce and Gordon Moore and six colleagues decided to offer themselves as a complete development team; with the aid of the Fairchild Camera and Instrument Company, the Fairchild Semiconductor Corporation was born. It was there that in 1958, contemporaneously with Jack K. Wilby at Texas Instruments, Noyce had the idea for monolithic integration of transistor circuits. Eventually, after extended patent litigation involving study of laboratory notebooks and careful examination of the original claims, priority was assigned to Noyce. The invention was most timely. The Apollo Moon-landing programme announced by President Kennedy in May 1961 called for lightweight sophisticated navigation and control computer systems, which could only be met by the rapid development of the new technology, and Fairchild was well placed to deliver the micrologic chips required by NASA.In 1968 the founders sold Fairchild Semicon-ductors to the parent company. Noyce and Moore promptly found new backers and set up the Intel Corporation, primarily to make high-density memory chips. The first product was a 1,024-bit random access memory (1 K RAM) and by 1973 sales had reached $60 million. However, Noyce and Moore had already realized that it was possible to make a complete microcomputer by putting all the logic needed to go with the memory chip(s) on a single integrated circuit (1C) chip in the form of a general purpose central processing unit (CPU). By 1971 they had produced the Intel 4004 microprocessor, which sold for US$200, and within a year the 8008 followed. The personal computer (PC) revolution had begun! Noyce eventually left Intel, but he remained active in microchip technology and subsequently founded Sematech Inc.[br]Principal Honours and DistinctionsFranklin Institute Stuart Ballantine Medal 1966. National Academy of Engineering 1969. National Academy of Science. Institute of Electrical and Electronics Engineers Medal of Honour 1978; Cledo Brunetti Award (jointly with Kilby) 1978. Institution of Electrical Engineers Faraday Medal 1979. National Medal of Science 1979. National Medal of Engineering 1987.Bibliography1955, "Base-widening punch-through", Proceedings of the American Physical Society.30 July 1959, US patent no. 2,981,877.Further ReadingT.R.Reid, 1985, Microchip: The Story of a Revolution and the Men Who Made It, London: Pan Books.KF -
47 Philosophy
And what I believe to be more important here is that I find in myself an infinity of ideas of certain things which cannot be assumed to be pure nothingness, even though they may have perhaps no existence outside of my thought. These things are not figments of my imagination, even though it is within my power to think of them or not to think of them; on the contrary, they have their own true and immutable natures. Thus, for example, when I imagine a triangle, even though there may perhaps be no such figure anywhere in the world outside of my thought, nor ever have been, nevertheless the figure cannot help having a certain determinate nature... or essence, which is immutable and eternal, which I have not invented and which does not in any way depend upon my mind. (Descartes, 1951, p. 61)Let us console ourselves for not knowing the possible connections between a spider and the rings of Saturn, and continue to examine what is within our reach. (Voltaire, 1961, p. 144)As modern physics started with the Newtonian revolution, so modern philosophy starts with what one might call the Cartesian Catastrophe. The catastrophe consisted in the splitting up of the world into the realms of matter and mind, and the identification of "mind" with conscious thinking. The result of this identification was the shallow rationalism of l'esprit Cartesien, and an impoverishment of psychology which it took three centuries to remedy even in part. (Koestler, 1964, p. 148)It has been made of late a reproach against natural philosophy that it has struck out on a path of its own, and has separated itself more and more widely from the other sciences which are united by common philological and historical studies. The opposition has, in fact, been long apparent, and seems to me to have grown up mainly under the influence of the Hegelian philosophy, or, at any rate, to have been brought out into more distinct relief by that philosophy.... The sole object of Kant's "Critical Philosophy" was to test the sources and the authority of our knowledge, and to fix a definite scope and standard for the researches of philosophy, as compared with other sciences.... [But Hegel's] "Philosophy of Identity" was bolder. It started with the hypothesis that not only spiritual phenomena, but even the actual world-nature, that is, and man-were the result of an act of thought on the part of a creative mind, similar, it was supposed, in kind to the human mind.... The philosophers accused the scientific men of narrowness; the scientific men retorted that the philosophers were crazy. And so it came about that men of science began to lay some stress on the banishment of all philosophic influences from their work; while some of them, including men of the greatest acuteness, went so far as to condemn philosophy altogether, not merely as useless, but as mischievous dreaming. Thus, it must be confessed, not only were the illegitimate pretensions of the Hegelian system to subordinate to itself all other studies rejected, but no regard was paid to the rightful claims of philosophy, that is, the criticism of the sources of cognition, and the definition of the functions of the intellect. (Helmholz, quoted in Dampier, 1966, pp. 291-292)Philosophy remains true to its classical tradition by renouncing it. (Habermas, 1972, p. 317)I have not attempted... to put forward any grand view of the nature of philosophy; nor do I have any such grand view to put forth if I would. It will be obvious that I do not agree with those who see philosophy as the history of "howlers" and progress in philosophy as the debunking of howlers. It will also be obvious that I do not agree with those who see philosophy as the enterprise of putting forward a priori truths about the world.... I see philosophy as a field which has certain central questions, for example, the relation between thought and reality.... It seems obvious that in dealing with these questions philosophers have formulated rival research programs, that they have put forward general hypotheses, and that philosophers within each major research program have modified their hypotheses by trial and error, even if they sometimes refuse to admit that that is what they are doing. To that extent philosophy is a "science." To argue about whether philosophy is a science in any more serious sense seems to me to be hardly a useful occupation.... It does not seem to me important to decide whether science is philosophy or philosophy is science as long as one has a conception of both that makes both essential to a responsible view of the world and of man's place in it. (Putnam, 1975, p. xvii)What can philosophy contribute to solving the problem of the relation [of] mind to body? Twenty years ago, many English-speaking philosophers would have answered: "Nothing beyond an analysis of the various mental concepts." If we seek knowledge of things, they thought, it is to science that we must turn. Philosophy can only cast light upon our concepts of those things.This retreat from things to concepts was not undertaken lightly. Ever since the seventeenth century, the great intellectual fact of our culture has been the incredible expansion of knowledge both in the natural and in the rational sciences (mathematics, logic).The success of science created a crisis in philosophy. What was there for philosophy to do? Hume had already perceived the problem in some degree, and so surely did Kant, but it was not until the twentieth century, with the Vienna Circle and with Wittgenstein, that the difficulty began to weigh heavily. Wittgenstein took the view that philosophy could do no more than strive to undo the intellectual knots it itself had tied, so achieving intellectual release, and even a certain illumination, but no knowledge. A little later, and more optimistically, Ryle saw a positive, if reduced role, for philosophy in mapping the "logical geography" of our concepts: how they stood to each other and how they were to be analyzed....Since that time, however, philosophers in the "analytic" tradition have swung back from Wittgensteinian and even Rylean pessimism to a more traditional conception of the proper role and tasks of philosophy. Many analytic philosophers now would accept the view that the central task of philosophy is to give an account, or at least play a part in giving an account, of the most general nature of things and of man. (Armstrong, 1990, pp. 37-38)8) Philosophy's Evolving Engagement with Artificial Intelligence and Cognitive ScienceIn the beginning, the nature of philosophy's engagement with artificial intelligence and cognitive science was clear enough. The new sciences of the mind were to provide the long-awaited vindication of the most potent dreams of naturalism and materialism. Mind would at last be located firmly within the natural order. We would see in detail how the most perplexing features of the mental realm could be supported by the operations of solely physical laws upon solely physical stuff. Mental causation (the power of, e.g., a belief to cause an action) would emerge as just another species of physical causation. Reasoning would be understood as a kind of automated theorem proving. And the key to both was to be the depiction of the brain as the implementation of multiple higher level programs whose task was to manipulate and transform symbols or representations: inner items with one foot in the physical (they were realized as brain states) and one in the mental (they were bearers of contents, and their physical gymnastics were cleverly designed to respect semantic relationships such as truth preservation). (A. Clark, 1996, p. 1)Socrates of Athens famously declared that "the unexamined life is not worth living," and his motto aptly explains the impulse to philosophize. Taking nothing for granted, philosophy probes and questions the fundamental presuppositions of every area of human inquiry.... [P]art of the job of the philosopher is to keep at a certain critical distance from current doctrines, whether in the sciences or the arts, and to examine instead how the various elements in our world-view clash, or fit together. Some philosophers have tried to incorporate the results of these inquiries into a grand synoptic view of the nature of reality and our human relationship to it. Others have mistrusted system-building, and seen their primary role as one of clarifications, or the removal of obstacles along the road to truth. But all have shared the Socratic vision of using the human intellect to challenge comfortable preconceptions, insisting that every aspect of human theory and practice be subjected to continuing critical scrutiny....Philosophy is, of course, part of a continuing tradition, and there is much to be gained from seeing how that tradition originated and developed. But the principal object of studying the materials in this book is not to pay homage to past genius, but to enrich one's understanding of central problems that are as pressing today as they have always been-problems about knowledge, truth and reality, the nature of the mind, the basis of right action, and the best way to live. These questions help to mark out the territory of philosophy as an academic discipline, but in a wider sense they define the human predicament itself; they will surely continue to be with us for as long as humanity endures. (Cottingham, 1996, pp. xxi-xxii)10) The Distinction between Dionysian Man and Apollonian Man, between Art and Creativity and Reason and Self- ControlIn his study of ancient Greek culture, The Birth of Tragedy, Nietzsche drew what would become a famous distinction, between the Dionysian spirit, the untamed spirit of art and creativity, and the Apollonian, that of reason and self-control. The story of Greek civilization, and all civilizations, Nietzsche implied, was the gradual victory of Apollonian man, with his desire for control over nature and himself, over Dionysian man, who survives only in myth, poetry, music, and drama. Socrates and Plato had attacked the illusions of art as unreal, and had overturned the delicate cultural balance by valuing only man's critical, rational, and controlling consciousness while denigrating his vital life instincts as irrational and base. The result of this division is "Alexandrian man," the civilized and accomplished Greek citizen of the later ancient world, who is "equipped with the greatest forces of knowledge" but in whom the wellsprings of creativity have dried up. (Herman, 1997, pp. 95-96)Historical dictionary of quotations in cognitive science > Philosophy
Страницы
См. также в других словарях:
Logic and the philosophy of mathematics in the nineteenth century — John Stillwell INTRODUCTION In its history of over two thousand years, mathematics has seldom been disturbed by philosophical disputes. Ever since Plato, who is said to have put the slogan ‘Let no one who is not a geometer enter here’ over the… … History of philosophy
Logic (disambiguation) — Logic is the study of the principles and criteria of valid inference and demonstration.Logic may also refer to:In logic and mathematics*A branch of logic: **Inductive logic, also called induction or inductive reasoning **Informal logic, the study … Wikipedia
logic, history of — Introduction the history of the discipline from its origins among the ancient Greeks to the present time. Origins of logic in the West Precursors of ancient logic There was a medieval tradition according to which the Greek philosopher … Universalium
Logic — For other uses, see Logic (disambiguation). Philosophy … Wikipedia
logic, philosophy of — Philosophical study of the nature and scope of logic. Examples of questions raised in the philosophy of logic are: In virtue of what features of reality are the laws of logic true? ; How do we know the truths of logic? ; and Could the laws of… … Universalium
mathematics — /math euh mat iks/, n. 1. (used with a sing. v.) the systematic treatment of magnitude, relationships between figures and forms, and relations between quantities expressed symbolically. 2. (used with a sing. or pl. v.) mathematical procedures,… … Universalium
Logic and the mind — This article discusses the relationship between the formal logic and the mind.For a long time people believed that intelligence is equivalent to conceptual understanding and reasoning. A part of this belief was that the mind works according to… … Wikipedia
mathematics, philosophy of — The philosophy of mathematics attempts to explain both the nature of mathematical facts and entities, and the way in which we have our knowledge of both. Modern philosophy of mathematics began with the foundational studies of Cantor, R. Dedekind … Philosophy dictionary
Mathematics and art — have a long historical relationship. The ancient Egyptians and ancient Greeks knew about the golden ratio, regarded as an aesthetically pleasing ratio, and incorporated it into the design of monuments including the Great Pyramid,[1] the Parthenon … Wikipedia
Logic in Islamic philosophy — Logic (Arabic: Mantiq ) played an important role in early Islamic philosophy. Islamic law placed importance on formulating standards of argument, which gave rise to a novel approach to logic in Kalam, as seen in the method of qiyas . This… … Wikipedia
Logic in computer science — describes topics where logic is applied to computer science and artificial intelligence. These include:*Investigations into logic that are guided by applications in computer science. For example: Combinatory logic and Abstract interpretation;… … Wikipedia
