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1 abiding memory of school for many is the white cloud of ammonium chloride in the chemistry laboratory, arising from reaction between the vapours from concentrated ammonia and hydrochloric acid
Универсальный англо-русский словарь > abiding memory of school for many is the white cloud of ammonium chloride in the chemistry laboratory, arising from reaction between the vapours from concentrated ammonia and hydrochloric acid
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2 an abiding memory of school for many is the white cloud of ammonium chloride in the chemistry laboratory, arising from reaction between the vapours from concentrated ammonia and hydrochloric acid
Универсальный англо-русский словарь > an abiding memory of school for many is the white cloud of ammonium chloride in the chemistry laboratory, arising from reaction between the vapours from concentrated ammonia and hydrochloric acid
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3 ♦ school
♦ school (1) /sku:l/A n.1 [cu] scuola; (fig.) lezioni, studi: to go to school, andare a scuola; I went to school in Edinburgh, but I was born in Inverness, ho studiato a Edimburgo ma sono nato a Inverness; to leave school, finire la scuola (o gli studi); to stay after school, restare a scuola dopo la fine delle lezioni; to quit school, abbandonare gli studi (o la scuola); DIALOGO → - Before an exam- I wasn't very good at school, non ero molto bravo a scuola; You are late again for school, sei di nuovo in ritardo per la scuola; All the school knows, tutta la scuola lo sa; (fig.) the hard school of life, la dura scuola della vita; the Flemish school of painting, la scuola fiamminga (di pittura); private school, scuola privata ( a pagamento); riding school, scuola d'equitazione3 (spec. USA) facoltà ( universitaria); ( anche) università: a law school, una facoltà di giurisprudenza; ( USA) the school of liberal arts, la facoltà di lettere4 corso di studi; istituto universitario: the history school, il corso di studi storici; the mathematical school, l'istituto di matematicaB a. attr.scolastico: school library, biblioteca scolastica; school French, francese scolastico; school hours, ore di lezione; school inspector, ispettore scolastico; school year, anno scolastico● school age, età scolare: school-age children, i bambini in età scolare □ school bell, campanella □ school board, comitato scolastico locale (in USA; non più in GB) □ school books, libri scolastici; libri di testo □ (fam. USA) school-book (agg.), semplificato, elementare □ school bus, scuolabus □ school cafeteria (o school canteen), mensa scolastica □ (GB) school crossing patrol = lollipop lady (o man) ► lollipop □ school day, giorno di scuola □ school days, i giorni di scuola; (spec.) il tempo in cui s'andava a scuola □ school dinner, pranzo consumato a scuola □ school district, distretto scolastico □ school doctor, medico scolastico; (filos.) (filosofo) scolastico; (stor.) professore d'università medievale □ school fees, tasse scolastiche □ ( pattinaggio artistico) school figures, figure obbligatorie □ school-leaver, chi ha assolto l'obbligo scolastico; diplomato □ school-leaving age, età dell'adempimento dell'obbligo scolastico ( 16 anni in GB) □ (arc.) school miss, educanda; ragazzina inesperta e timida □ school of dancing, scuola di ballo □ (fig.) the school of hard knocks, la dura scuola dell'esperienza personale □ (autom.) school of motoring, scuola guida □ (comm.) school outfitter, fornitore di articoli per la scuola □ (fam.) school night, sera o notte che precede un giorno di scuola □ school record, carriera scolastica, corso curricolare ( di un alunno) □ school report, pagella (scolastica) □ (fam.) school run, il portare i figli a scuola □ (naut.) school ship, nave scuola □ school song, inno della scuola □ school sports, gare sportive scolastiche □ school term, trimestre; quadrimestre □ school tie, cravatta della scuola ( a strisce, o con uno stemma) □ school-time, ore di lezione (o di studio) □ (comm.) school wear, indumenti per uso scolastico ( uniformi, ecc.) □ school welfare officer, assistente sociale che si occupa degli studenti bisognosi o difficili □ (fig.) to be hot from school, essere fresco di studi □ to keep a school, gestire una scuola privata □ ( USA) to teach school, insegnare; essere un insegnante □ That artist has created a school [has left no school behind him], quell'artista ha fatto [non ha fatto] scuola.NOTA D'USO: - at the school o at school?- school (2) /sku:l/n.(to) school (1) /sku:l/v. t.1 istruire; ammaestrare; insegnare a2 alfabetizzare; scolarizzare3 disciplinare; dominare; frenare; tenere a freno6 (arc.) mandare a scuola● He has been schooled by hardships, s'è formato alla scuola dei duri sacrifici.(to) school (2) /sku:l/v. i. -
4 school
I [skuːl] n1) здание школы- large school- open-air school
- school building- see a large school- keep the school tidy
- lock the school
- open the school
- paint the school
- shut up the school2) занятия, урокиSchool is over. — Занятия (в школе) окончились.
- school ageSchool begins in September. — Занятия в школе начинаются в сентябре.
- school library
- school books
- school furniture
- school leaver
- school children
- school board
- school fees- be trained- enroll in school
- enter a school
- have a course at a business school
- hold a summer school
- put the child in a special school
- address the whole school
- assemble the school
- disband the school- be at school together- come home from school
- come home after school
- cut school
- dismiss school at noon- drop out of school- expel from school
- give the school a holiday
- give a talk to the school- grow in a severe school- keep smb in after school
- keep a school
- leave home for school
- miss school
- play school
- put the boy to school
- run a school
- set up a school
- speak before the whole school
- stay away from school
- stay after school
- supply schools with books
- teach school
- walk to school
- welcome the children to school
- work in a school
- teach in a school
- school held during the summer months
- school kept by a priest3) обучение, школа- elementary school- technical school
- musical school
- regimental school
- boarding school
- public school
- professional school
- evening school - secretarial school- fully-staffed school- free school
- chemistry school
- girls' school
- life's school
- training school
- teacher-training school
- Sunday school
- ballet school
- infant school
- nursery school
- charity school
- prep school
- language school
- mixed school
- school fee
- Medical School
- Arts School
- Theological School
- Law School
- school of engineering
- school of dancing
- school of art
- school for the blind
- school for gymnastics
- School of Liberal Arts4) школа, направление- realistic school- illustrious school
- new school of fiction
- school of thought
- Flemish school of painting
- wisdom of the school
- man of the old school
- novelist of psychological school
- psychoanalysis of the Freudian school
- belong to an opposing school
- belong to a new school of journalism
- belong to no school
- start a rival school
- tell stories out of school•USAGE:(1.) Существительное school 2. употребляется без артикля: to go to school учиться в школе/ходить в школу; to be at school быть в школе, на занятиях; after (before) school до (после) школы (уроков, занятий); school begins in September занятия в школе начинаются в сентябре. (2.) Существительное school 3. обозначает учреждение специализированного вида обучения и обычно употребляется с предшествующим определением и неопределенным артиклем: a medical school медицинское училище; a musical school музыкальная школа; an elementary school начальная школа. В остальных случаях существительное school употребляется с тем артиклем, которого требует ситуация: The school across the street has been built quite recently. Школа напротив нашего дома выстроена совсем недавно. (3.) See hospital, n (4.) See family, nII [skuːl] nстая, косяк -
5 school
I1. [sku:l] n1. 1) школа, учебное заведениеday [night /evening/] school - дневная [вечерняя] школа
elementary /primary/ school - начальная школа
junior /the lower/ school - младшие классы ( средней школы), начальная школа
senior /the upper/ school - старшие классы ( средней школы), средняя школа
secondary /амер. high/ school - средняя школа
public school см. public school
technical school - техническое училище, техникум
riding school - школа верховой езды, манеж
school grounds - школьный участок (здания, двор, сад и т. п.)
what school were you at? - где вы учились?; какую школу вы окончили?
we were at school together - мы вместе с ним учились; мы учились в одной школе
to keep (a) school - а) занимать пост директора (частной) школы; б) быть владельцем школы
2) курсыdriving school - водительские курсы; школа подготовки водителей
a school of beauty culture - курсы по подготовке косметичек, массажисток и т. п.
summer [winter] school - летняя [зимняя] школа ( для молодых учёных с лекциями крупных специалистов)
2. 1) учение, обучение, образованиеfree school - бесплатная школа; бесплатное школьное обучение
to go to school - а) учиться в школе, ходить в школу; б) поступить в школу
to leave school - бросать учение /школу/
to work one's way through school - учиться без отрыва от работы; зарабатывать на жизнь и образование
2) выучка, опыт(one) of the old school - а) (человек) старой закалки /школы/; б) старомодный (человек)
3. занятия, уроки (в школе)to miss school - пропускать занятия /уроки/
to cut school - прогуливать занятия, «сачковать»
school begins at 8 a.m. - занятия /уроки/ начинаются в восемь утра
to arrive ten minutes before school - приходить за десять минут до начала занятий
there will be no school tomorrow - завтра уроков /занятий/ не будет
to keep smb. [to be kept] in after school - оставлять кого-л. [быть оставленным] после уроков
4. собир. учащиеся школы, школьникиschool meets on the first of April - занятия в школе возобновляются 1 апреля
the principal dismissed school at noon - директор распустил учащихся в полдень
to teach school - амер. быть школьным учителем
5. класс, классная комната, школьная аудиторияbig school - школьный зал; актовый зал
sixth-form school - шестой класс; комната, в которой занимается шестой класс
6. направление, школаLake school - «Озёрная школа», поэты «Озёрной школы»
a school of thought - философское направление, философская школа
there are two schools of thought about that - мнения по этому поводу разделились
7. 1) институт, колледж2) академия ( в Древней Греции и Древнем Риме)8. 1) факультет университета, отделениеlaw [medical] school - юридический [медицинский] факультет
the Arts School - гуманитарный /филологический/ факультет
2) (the Schools) здание Оксфордского университета ( где принимают публичные экзамены на учёную степень)3) pl средневековые университеты; преподавание или образование в таком университете4) средневековая схоластическая философия9. pl экзамены (обыкн. на учёную степень)(to be) in the schools - сдавать или принимать экзамены ( в Оксфордском университете)
to be in /sitting/ for one's schools - сдавать экзамены на учёную степень
10. муз. руководство, учебно-методическое пособие, школа11. ист. когорта или рота императорской гвардии♢
school of arts - сельский клуб ( в Австралии)to tell tales out of school - разбалтывать чьи-л. секреты; сплетничать; ≅ выносить сор из избы
2. [sku:l] v1. обуздывать, дисциплинировать, сдерживатьto school one's tongue - научиться придерживать (свой) язык /не болтать лишнего/
2. 1) приучать (к чему-л.); тренировать; воспитыватьto school oneself to do smth. - приучать себя /заставить себя привыкнуть/ делать что-л.
to school oneself into a habit - приобретать какую-л. привычку
he was carefully schooled in the art of intrigue - его старательно обучали искусству интриги
2) дрессировать3. уст.1) посылать в школу; давать образование2) учиться в школе; получать образованиеII1. [sku:l] n1. косяк, стая ( рыб)2. уст.1) толпа, сборище2) большое количество, масса2. [sku:l] vсобираться косяком, плыть, идти косяком ( о рыбе) -
6 school
1. n1) школа, навчальний закладelementary (primary) school — початкова школа
junior (the lower) school — молодші класи, початкова школа
senior (the upper) school — старші класи, середня школа
secondary (амер. high) school — середня школа
national school — парафіяльна школа, школа для бідних
public school — закритий приватний середній навчальний заклад (у Великій Британії); безплатна середня школа (у США)
2) навчання, освітаfree school — безплатна школа; безплатне шкільне навчання
to go to school — навчатися у школі, ходити до школи
3) виучка, досвід4) заняття, уроки (в школі)to teach school — бути шкільним учителем, викладати у школі
5) збірн. школярі, учні6) клас, класна кімната; шкільна аудиторіяseventh-form school — сьомий клас, кімната сьомого класу
7) напрям, школа8) інститут; науково-дослідний інститутthe London S. of Economics — Лондонський інститут економіки
9) академія (у стародавній Греції і стародавньому Римі)10) факультет університетуthe Arts S. — гуманітарний (філологічний) факультет
11) іст. приміщення факультету, лекційний зал12) pl екзамени на науковий ступінь15) косяк риби16) натовп, збіговисько17) велика кількість, сила-силенна18) зграяschool children — школярі, діти шкільного віку
school grounds — ділянка землі і приміщення, що належать школі
school leaver — випускник, абітурієнт; учень, що покинув школу
school library — шкільна бібліотека; бібліотека навчального закладу
school pence — іст. щотижневий внесок за навчання
approved school — виховний заклад для правопорушників, що не досягли 17 років
to keep a school — займати посаду директора приватної школи; бути власником школи
old school tie — краватка, яку носять випускники привілейованих шкіл
to tell tales out of school — розбовкувати чиїсь таємниці; виносити сміття з хати
2. v1) дисциплінувати, стримувати; приборкувати2) привчати (до чогось); тренувати; виховувати; дресирувати3) посилати до школи; давати освіту4) навчатися у школі; здобувати освіту5) викладати у школі6) збиратися косяком (про рибу); іти косяком* * *I [skuːl] n1) школа, навчальний закладsenior /the upper/ school — старші класи ( середньої школи), середня школа; курси
2) навчання, освіта; виучка, досвід3) заняття, уроки ( у школі)4) учні школи, школярі5) клас, класна кімната, шкільна аудиторіяbig school — шкільний зал; актовий зал
6) напрямок7) інститут, коледж; академія8) факультет університету, відділенняthe Arts School — гуманітарний /філологічний/ факультет; ( the Schools) будинок Оксфордського університету ( де приймають публічні іспити на вчений ступінь)
9) pl іспити ( на вчений ступінь)10) мyз. навчально-методичний посібник, школа11) icт. когорта або рота імператорської гвардіїII [skuːl] v1) приборкувати, дисциплінувати2) привчати; тренувати; виховувати; дресирувати3) icт. посилати до школи; давати освіту; учитися в школі; отримувати освітуIII [skuːl] n1) косяк, зграя ( риб)2) icт. натовп, збіговисько; велика кількість, масаIV [skuːl] vзбиратися косяком, плисти, іти косяком ( про рибу) -
7 school
/sku:l/ * danh từ - đàn cá, bầy cá =school fish+ loại cá thường đi thành bầy * nội động từ - hợp thành đàn, bơi thành bầy (cá...) * danh từ - trường học, học đường =normal school+ trường sư phạm =primary school+ trường sơ cấp =private school+ trường tư =public school+ trường công =secondary school+ trường trung học =to keep a school+ mở trường tư - trường sở, phòng học =chemistry school+ phòng dạy hoá học - trường (toàn thể học sinh một trường) =the whole school knows it+ toàn trường biết việc đó - (nghĩa bóng) trường, hiện trường =he learnt his generalship in a serve school+ ông ta đã học tập nghệ thuật chỉ huy quân sự trong một hiện trường rất ác liệt - giảng đường (thời Trung cổ) - buổi học, giờ học, giờ lên lớp; sự đi học =there will be no school today+ hôm nay không học - trường phái =school of art+ trường phái nghệ thuật - môn học =the history school+ môn sử học - phòng thi (ở trường đại học); sự thi =to be in the schools+ dự thi, đi thi - môn đệ, môn sinh - (âm nhạc) sách dạy đàn !a gentleman of the old school - một người quân tử theo kiểu cũ !to go to school to somebody - theo đòi ai, học hỏi ai * ngoại động từ - cho đi học; dạy dỗ giáo dục - rèn luyện cho vào khuôn phép =to school one's temper+ rèn luyện tính tình =to school onself to patience+ rèn luyện tính kiên nhẫn -
8 school
̈ɪsku:l I
1. сущ.
1) школа She works at/in a school. ≈ Она работает в школе. Their son is still at school. ≈ Их сын еще учится в школе. a school for gifted children ≈ школа для одаренных детей to be kept after school ≈ быть оставленным после уроков late for school ≈ опоздавший в школу boarding school ≈ школа-интернат comprehensive school ≈ общеобразовательная школа;
единая, комплексная школа correspondence school ≈ заочная школа divinity school ≈ факультет богословия graduate school ≈ аспирантура higher school ≈ высшая школа middle school ≈ средняя школа pilot school ≈ экспериментальная школа postgraduate school ≈ аспирантура undergraduate school ≈ факультет с базовым циклом обучения professional school ≈ профессиональная школа (учебное подразделение третьего цикла в составе университета) secondary school ≈ средняя школа technical school ≈ техникум training school ≈ исправительная школа (школа профессиональной подготовки для несовершеннолетних преступников)
2) а) обучение, учение to direct, operate a school ≈ руководить школьным обучением to finish, quit school, to graduate from school амер., to leave school брит. ≈ оканчивать школу She left school and went to university. ≈ Она окончила школу и поступила в университет. to drop out of school ≈ выбыть из школы;
оказаться исключенным из школы to accredit a school ≈ признать высшее учебное заведение правомочным выдавать дипломы и присваивать ученые степени to attend school ≈ ходить в школу;
учиться в школе б) занятия в школе, уроки (чаще всего без артикля) about ten minutes before school ≈ где-то за десять минут до начала занятий
3) а) коллект. учащиеся одной школы;
ученики одного преподавателя She said: 'Is that a real Degas you have in your room?' 'School of,' I said. ≈ Она спросила: "это подлинный Дега?" "Один из его учеников," ≈ ответил я. б) перен. сторонники одной и той же идеи, единомышленники
4) а) класс, классная комната б) здание, в котором расположена школа
5) школа, направление( в науке, литературе, искусстве) avant-garde school of artists ≈ школа авангарда radical school of economists ≈ радикальная школа экономистов a school of opinion, thought ≈ школа мысли
6) а) факультет университета (дающий право на получение ученой степени) б) (the schools) мн. средневековые университеты в) университет;
колледж (как высшие учебные заведения) Syn: university, college
7) сл. банда, шайка воров, бандитов
8) а) брит. регулярные экзамены на получение степени Бакалавра гуманитарных наук those who have obtained Honours in the School of Theology ≈ те, кто получил 'отлично' на бакалаврском экзамене по теологии б) брит. те науки, которые входят в список гуманитарных и позволяют получить степень Бакалавра гуманитарных наук
2. гл.
1) дисциплинировать;
обуздывать, сдерживать It is difficult for someone with my character to school myself to patience. ≈ Человеку с характером, как у меня, трудно приучить себя к выдержке. Syn: discipline, bridle
2) а) приучать( к чему-л.) ;
тренировать;
воспитывать Every soldier has to be schooled in the care of his weapons. ≈ Каждый солдат должен быть приучен аккуратно обращаться с оружием. б) обучать( чему-л.), разг. натаскивать (в какой-либо области) He is well schooled in languages. ≈ У него хороший уровень владения иностранным языком. ∙ Syn: teach
3) уст. посылать в школу, посылать учиться II
1. сущ. стая, косяк( рыб или других морских обитателей)
2. гл.
1) собираться косяками, плавать косяками (о рыбах и других морских обитателях)
2) собираться у поверхности воды( о рыбах) школа, учебное заведение - day * дневная школа - elementary /primary/ * начальная школа - junior /the lower/ * младшие классы( средней школы), начальная школа - senior /the upper/ * старшие классы( средней школы), средняя школа - higher * высшая школа - secondary /(амер) high/ * средняя школа - public * закрытое частное привилегированное среднее учебное заведение, преимущественно для мальчиков (в Великобритании;
готовит к поступлению в университет) ;
(бесплатная) средняя школа (в США и в Шотландии) - technical * техническое училище, техникум - riding * школа верховой езды, манеж - * building школьное здание - * grounds школьный участок (здания, двор, сад и т. п.) - what * were you at? где вы учились?;
какую школу вы окончили? - we were at * together мы вместе с ним учились;
мы учились в одной школе - a girl just out of * вчерашняя школьница - to keep (a) * занимать пост директора( частной) школы;
быть владельцем школы курсы - driving * водительские курсы;
школа подготовки водителей - a * of beauty culture курсы по подготовке косметичек, массажисток и т. п. - summer * летняя школа (для молодых ученых с лекциями крупных специалистов) учение, обучение, образование - free * бесплатная школа;
бесплатное школьное обучение - to go to * учиться в школе, ходить в школу;
поступить в школу - to leave * бросать учение /школу/ - to work one's way through * учиться без отрыва от работы;
зарабатывать на жизнь и образование выучка, опыт - the hard * of daily life тяжелый жизненный опыт - experience was his * он учился на опыте - (one) of the old * (человек) старой закалки /школы/;
старомодный( человек) занятия, уроки (в школе) - to be in * быть на уроке - to miss * пропускать занятия /уроки/ - to cut * прогуливать занятия, "сачковать" - * begins at 8 a.m. занятия /уроки/ начинаются в восемь утра - to arrive ten minutes before * приходить за десять минут до начала занятий - there will be no * tomorrow завтра уроков /занятий/ не будет - after * после уроков - to keep smb. in after * оставлять кого-л. после уроков (собирательнле) учащиеся школы, школьники - * meets on the first of April занятия в школе возобновляются 1 апреля - * will have a holiday tomorrow завтра у школьников праздник - the principal dismissed * at noon директор распустил учащихся в полдень - to teach * (американизм) быть школьным учителем класс, классная комната, школьная аудитория - big * школьный зал;
актовый зал - chemistry * кабинет химии - sixth-form * шестой класс;
комната, в которой занимается шестой класс направление, школа - Lake * "Озерная школа", поэты "Озерной школы" - a * of thought философское направление, философская школа - there are two *s of thought about that мнения по этому поводу разделились - the Flemish * of painting фламандская школа (живописи) - the Hegelian * of philosophy гегельянская философия институт, колледж - the London S. of Economics Лондонская школа экономики (колледж Лондонского университета) академия( в Древней Греции и Древнем Риме) факультет университета, отделение - law * юридический факультет - the Arts S. гуманитарный /филологический/ факультет - the * of engineering машиностроительное отделение (университета) (the Schools) здание Оксфордского университета (где принимают публичные экзамены на ученую степень) средневековые университеты;
преподавание или образование в таком университете средневековая схоластическая философия экзамены (обыкн. на ученую степень) - the Schools второй публичный экзамен (на степень бакалавра искусств) - (to be) in the *s сдавать или принимать экзамены (в Оксфордском университете) - to be in /sitting/ for one's *s сдавать экзамены на ученую степень (музыкальное) руководство, учебно-методическое пособие, школа - * of counterpoint школа контрапункта (историческое) когорта или рота императорской гвардии > * of arts сельский клуб( в Австралии) > to tell tales out of * разбалтывать чьи-л. секреты;
сплетничать;
выносить сор из избы обуздывать, дисциплинировать, сдерживать - to * one's feelings обуздывать свои чувства - to * one's temper воспитывать характер - to * one's tongue научиться придерживать (свой) язык /не болтать лишнего/ приучать (к чему-л.) ;
тренировать;
воспитывать - to * oneself to patience воспитывать в себе терпение - to * oneself to do smth. приучать себя /заставить себя привыкнуть/ делать что-л. - to * oneself into a habit приобретать какую-л. привычку - to be *ed by adversity пройти тяжелую жизненную школу - he was carefully *ed in the art of intrigue его старательно обучали искусству интриги дрессировать - to * a horse выезжать лошадь( устаревшее) посылать в школу;
давать образование( устаревшее) учиться в школе;
получать образование косяк, стая (рыб) - a * of herring косяк сельди - a * of whales стадо китов (устаревшее) толпа, сборище( устаревшее) большое количество, масса собираться косяком, плыть, идти косяком (о рыбе) - to * up собираться на поверхности воды basic ~ начальная школла boarding ~ пансион, закрытое учебное заведение, школа-интернат business ~ школа бизнеса co-educational ~ школа совместного обучения commercial ~ торговая школа correctional training ~ исправительная школа driver's ~ школа вождения elementary (или primary) ~ начальная школа elementary ~ начальная школа evening ~ вечерняя школа evening secondary ~ вечерняя средняя школа folk high ~ народная средняя школа graduate ~ амер. аспирантура grammar ~ пятый-восьмой классы средней школы (США) grammar ~ средняя классическая школа (Великобритания) ~ школа;
secondary (амер. high) school средняя школа;
higher school высшая школа to attend ~ ходить в школу;
учиться в школе;
to leave school бросать учение в школе motoring ~ школа вождения nautical ~ мореходная школа normal ~ педагогическое училище nursery ~ детский сад private independent ~ частная независимая школа private ~ частная школа public ~ бесплатная средняя школа (в США и Шотландии) public ~ привилегированное частное закрытое среднее учебное заведение для мальчиков (в Англии) reformatory ~ реформаторская школа sabbath ~ воскресная школа school дисциплинировать, обуздывать;
приучать;
школить ~ занятия в школе, уроки;
there will be no school today сегодня занятий не будет ~ класс, классная комната ~ уст. посылать в школу, посылать учиться ~ собираться косяками ~ (the schools) pl средневековые университеты ~ стая, косяк (рыб) ~ собир. учащиеся одной школы ~ учебное заведение ~ учение, обучение ~ факультет университета (дающий право на получение ученой степени) ~ школа, направление (в науке, литературе, искусстве) ~ школа;
secondary (амер. high) school средняя школа;
higher school высшая школа ~ школа ~ attr. школьный, учебный ~ health service служба школьного здравоохранения ~ house квартира директора или учителя при школе ~ house пансионат при школе ~ of economics школа экономики ~ social worker школьный социальный работник ~ школа;
secondary (амер. high) school средняя школа;
higher school высшая школа secondary ~ средняя школа secondary: ~ средний( об образовании) ;
secondary school средняя школа special ~ специальная школа special ~ спецшкола summer ~ курс лекций в университете (во время летних каникул) Technical ~ техническая школа technical ~ техническая школа technical ~ техническое учебное заведение technical ~ техническое училище tec: tec разг. сокр. от technical school technical: ~ технический;
промышленный;
technical school (или institute) техническое училище ~ занятия в школе, уроки;
there will be no school today сегодня занятий не будет trade ~ производственная школа, ремесленное училище trade ~ школа торговли upper secondary ~ общеобразовательная школа старшей ступени vestibule ~ амер. производственная школа (при фабрике или заводе) veterinary ~ ветеринарная школа vocational ~ профессиональное училище vocational ~ ремесленное училище vocational ~ школа профессионального обучения vocational: vocational профессиональный;
vocational school ремесленное училище;
vocational training профессиональное обучение;
профессионально-техническое образование -
9 Davy, Sir Humphry
[br]b. 17 December 1778 Penzance, Cornwall, Englandd. 29 May 1829 Geneva, Switzerland[br]English chemist, discoverer of the alkali and alkaline earth metals and the halogens, inventor of the miner's safety lamp.[br]Educated at the Latin School at Penzance and from 1792 at Truro Grammar School, Davy was apprenticed to a surgeon in Penzance. In 1797 he began to teach himself chemistry by reading, among other works, Lavoisier's elementary treatise on chemistry. In 1798 Dr Thomas Beddoes of Bristol engaged him as assistant in setting up his Pneumatic Institution to pioneer the medical application of the newly discovered gases, especially oxygen.In 1799 he discovered the anaesthetic properties of nitrous oxide, discovered not long before by the chemist Joseph Priestley. He also noted its intoxicating qualities, on account of which it was dubbed "laughing-gas". Two years later Count Rumford, founder of the Royal Institution in 1800, appointed Davy Assistant Lecturer, and the following year Professor. His lecturing ability soon began to attract large audiences, making science both popular and fashionable.Davy was stimulated by Volta's invention of the voltaic pile, or electric battery, to construct one for himself in 1800. That enabled him to embark on the researches into electrochemistry by which is chiefly known. In 1807 he tried decomposing caustic soda and caustic potash, hitherto regarded as elements, by electrolysis and obtained the metals sodium and potassium. He went on to discover the metals barium, strontium, calcium and magnesium by the same means. Next, he turned his attention to chlorine, which was then regarded as an oxide in accordance with Lavoisier's theory that oxygen was the essential component of acids; Davy failed to decompose it, however, even with the aid of electricity and concluded that it was an element, thus disproving Lavoisier's view of the nature of acids. In 1812 Davy published his Elements of Chemical Philosophy, in which he presented his chemical ideas without, however, committing himself to the atomic theory, recently advanced by John Dalton.In 1813 Davy engaged Faraday as Assistant, perhaps his greatest service to science. In April 1815 Davy was asked to assist in the development of a miner's lamp which could be safely used in a firedamp (methane) laden atmosphere. The "Davy lamp", which emerged in January 1816, had its flame completely surrounded by a fine wire mesh; George Stephenson's lamp, based on a similar principle, had been introduced into the Northumberland pits several months earlier, and a bitter controversy as to priority of invention ensued, but it was Davy who was awarded the prize for inventing a successful safety lamp.In 1824 Davy was the first to suggest the possibility of conferring cathodic protection to the copper bottoms of naval vessels by the use of sacrificial electrodes. Zinc and iron were found to be equally effective in inhibiting corrosion, although the scheme was later abandoned when it was found that ships protected in this way were rapidly fouled by weeds and barnacles.[br]Principal Honours and DistinctionsKnighted 1812. FRS 1803; President, Royal Society 1820. Royal Society Copley Medal 1805.Bibliography1812, Elements of Chemical Philosophy.1839–40, The Collected Works of Sir Humphry Davy, 9 vols, ed. John Davy, London.Further ReadingJ.Davy, 1836, Memoirs of the Life of Sir Humphry Davy, London (a classic biography). J.A.Paris, 1831, The Life of Sir Humphry Davy, London (a classic biography). H.Hartley, 1967, Humphry Davy, London (a more recent biography).J.Z.Fullmer, 1969, Cambridge, Mass, (a bibliography of Davy's works).ASD -
10 Charpy, Augustin Georges Albert
SUBJECT AREA: Metallurgy[br]b. 1 September 1865 Ouillins, Rhône, Franced. 25 November 1945 Paris, France[br]French metallurgist, originator of the Charpy pendulum impact method of testing metals.[br]After graduating in chemistry from the Ecole Polytechnique in 1887, Charpy continued to work there on the physical chemistry of solutions for his doctorate. He joined the Laboratoire d'Artillerie de la Marine in 1892 and began to study the structure and mechanical properties of various steels in relation to their previous heat treatment. His first memoir, on the mechanical properties of steels quenched from various temperatures, was published in 1892 on the advice of Henri Le Chatelier. He joined the Compagnie de Chatillon Commentry Fourchamboult et Decazeville at their steelworks in Imphy in 1898, shortly after the discovery of Invar by G.E. Guillaume. Most of the alloys required for this investigation had been prepared at Imphy, and their laboratories were therefore well equipped with sensitive and refined dilatometric facilities. Charpy and his colleague L.Grenet utilized this technique in many of their earlier investigations, which were largely concerned with the transformation points of steel. He began to study the magnetic characteristics of silicon steels in 1902, shortly after their use as transformer laminations had first been proposed by Hadfield and his colleagues in 1900. Charpy was the first to show that the magnetic hysteresis of these alloys decreased rapidly as their grain size increased.The first details of Charpy's pendulum impact testing machine were published in 1901, about two years before Izod read his paper to the British Association. As with Izod's machine, the energy of fracture was measured by the retardation of the pendulum. Charpy's test pieces, however, unlike those of Izod, were in the form of centrally notched beams, freely supported at each end against rigid anvils. This arrangement, it was believed, transmitted less energy to the frame of the machine and allowed the energy of fracture to be more accurately measured. In practice, however, the blow of the pendulum in the Charpy test caused visible distortion in the specimen as a whole. Both tests were still widely used in the 1990s.In 1920 Charpy left Imphy to become Director-General of the Compagnie des Aciéries de la Marine et Homecourt. After his election to the Académie des Sciences in 1918, he came to be associated with Floris Osmond and Henri Le Chatelier as one of the founders of the "French School of Physical Metallurgy". Around the turn of the century he had contributed much to the development of the metallurgical microscope and had helped to introduce the Chatelier thermocouple into the laboratory and to industry. He also popularized the use of platinum-wound resistance furnaces for laboratory purposes. After 1920 his industrial responsibilities increased greatly, although he continued to devote much of his time to teaching at the Ecole Supérieure des Mines in Paris, and at the Ecole Polytechnique. His first book, Leçons de Chimie (1892, Paris), was written at the beginning of his career, in association with H.Gautier. His last, Notions élémentaires de sidérurgie (1946, Paris), with P.Pingault as co-author, was published posthumously.[br]BibliographyCharpy published important metallurgical papers in Comptes rendus… Académie des Sciences, Paris.Further ReadingR.Barthélémy, 1947, "Notice sur la vie et l'oeuvre de Georges Charpy", Notices et discours, Académie des Sciences, Paris (June).M.Caullery, 1945, "Annonce du décès de M.G. Charpy" Comptes rendus Académie des Sciences, Paris 221:677.P.G.Bastien, 1963, "Microscopic metallurgy in France prior to 1920", Sorby Centennial Symposium on the History of Metallurgy, AIME Metallurgical Society Conference Vol.27, pp. 171–88.ASDBiographical history of technology > Charpy, Augustin Georges Albert
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11 Dow, Herbert Henry
SUBJECT AREA: Metallurgy[br]b. 26 February 1866 Belleville, Ontario, Canadad. 15 October 1930 Rochester, Minnesota, USA[br]American industrial chemist, pioneer manufacturer of magnesium alloys.[br]Of New England ancestry, his family returned there soon after his birth and later moved to Cleveland, Ohio. In 1884, Dow entered the Case School of Applied Science, graduating in science four years later. His thesis dealt partly with the brines of Ohio, and he was persuaded to present a paper on brine to the meeting of the American Association for he Advancement of Science being held in Cleveland the same year. That entailed visits to collect samples of brines from various localities, and led to the observation that their composition varied, one having a higher lithium content while another was richer in bromine. This study of brines proved to be the basis for his career in industrial chemistry. In 1888 Dow was appointed Professor of Chemistry at the Homeopathic Hospital College in Cleveland, but he continued to work on brine, obtaining a patent in the same year for extracting bromine by blowing air through slightly electrolysed brine. He set up a small company to exploit the process, but it failed; the process was taken up and successfully worked by the Midland Chemical Company in Midland, Michigan. The electrolysis required a direct-current generator which, when it was installed in 1892, was probably the first of its kind in America. Dow next set up a company to produce chlorine by the electrolysis of brine. It moved to Midland in 1896, and the Dow Central Company purchased the Midland Chemical Company in 1900. Its main concern was the manufacture of bleaching powder, but the company continued to grow, based on Dow's steady development of chemical compounds that could be derived from brines. His search for further applications of chlorine led to the making of insecticides and an interest in horticulture. Meanwhile, his experience at the Homeopathic Hospital doubtless fired an interest in pharmaceuticals. One of the substances found in brine was magnesium chloride, and by 1918 magnesium metal was being produced on a small scale by electrolysis. An intensive study of its alloys followed, leading to the large-scale production of these important light-metal alloys, under the name of Dowmetals. Two other "firsts" achieved by the company were the synthetic indigo process and the production of the element iodine in the USA. The Dow company became one of the leading chemical manufacturers in the USA, and at the same time Dow played an active part in public life, serving on many public and education boards.[br]Principal Honours and DistinctionsSociety of Chemical Industry Perkin Medal 1930.BibliographyDow was granted 65 patents for a wide range of chemical processes.Further ReadingObituary, 1930, Ind. Eng. Chem. (October)."The Dow Chemical Company", 1925, Ind. Eng. Chem. (September)LRD -
12 Nobel, Immanuel
[br]b. 1801 Gävle, Swedend. 3 September 1872 Stockholm, Sweden[br]Swedish inventor and industrialist, particularly noted for his work on mines and explosives.[br]The son of a barber-surgeon who deserted his family to serve in the Swedish army, Nobel showed little interest in academic pursuits as a child and was sent to sea at the age of 16, but jumped ship in Egypt and was eventually employed as an architect by the pasha. Returning to Sweden, he won a scholarship to the Stockholm School of Architecture, where he studied from 1821 to 1825 and was awarded a number of prizes. His interest then leaned towards mechanical matters and he transferred to the Stockholm School of Engineering. Designs for linen-finishing machines won him a prize there, and he also patented a means of transforming rotary into reciprocating movement. He then entered the real-estate business and was successful until a fire in 1833 destroyed his house and everything he owned. By this time he had married and had two sons, with a third, Alfred (of Nobel Prize fame; see Alfred Nobel), on the way. Moving to more modest quarters on the outskirts of Stockholm, Immanuel resumed his inventions, concentrating largely on India rubber, which he applied to surgical instruments and military equipment, including a rubber knapsack.It was talk of plans to construct a canal at Suez that first excited his interest in explosives. He saw them as a means of making mining more efficient and began to experiment in his backyard. However, this made him unpopular with his neighbours, and the city authorities ordered him to cease his investigations. By this time he was deeply in debt and in 1837 moved to Finland, leaving his family in Stockholm. He hoped to interest the Russians in land and sea mines and, after some four years, succeeded in obtaining financial backing from the Ministry of War, enabling him to set up a foundry and arms factory in St Petersburg and to bring his family over. By 1850 he was clear of debt in Sweden and had begun to acquire a high reputation as an inventor and industrialist. His invention of the horned contact mine was to be the basic pattern of the sea mine for almost the next 100 years, but he also created and manufactured a central-heating system based on hot-water pipes. His three sons, Ludwig, Robert and Alfred, had now joined him in his business, but even so the outbreak of war with Britain and France in the Crimea placed severe pressures on him. The Russians looked to him to convert their navy from sail to steam, even though he had no experience in naval propulsion, but the aftermath of the Crimean War brought financial ruin once more to Immanuel. Amongst the reforms brought in by Tsar Alexander II was a reliance on imports to equip the armed forces, so all domestic arms contracts were abruptly cancelled, including those being undertaken by Nobel. Unable to raise money from the banks, Immanuel was forced to declare himself bankrupt and leave Russia for his native Sweden. Nobel then reverted to his study of explosives, particularly of how to adapt the then highly unstable nitroglycerine, which had first been developed by Ascanio Sobrero in 1847, for blasting and mining. Nobel believed that this could be done by mixing it with gunpowder, but could not establish the right proportions. His son Alfred pursued the matter semi-independently and eventually evolved the principle of the primary charge (and through it created the blasting cap), having taken out a patent for a nitroglycerine product in his own name; the eventual result of this was called dynamite. Father and son eventually fell out over Alfred's independent line, but worse was to follow. In September 1864 Immanuel's youngest son, Oscar, then studying chemistry at Uppsala University, was killed in an explosion in Alfred's laboratory: Immanuel suffered a stroke, but this only temporarily incapacitated him, and he continued to put forward new ideas. These included making timber a more flexible material through gluing crossed veneers under pressure and bending waste timber under steam, a concept which eventually came to fruition in the form of plywood.In 1868 Immanuel and Alfred were jointly awarded the prestigious Letterstedt Prize for their work on explosives, but Alfred never for-gave his father for retaining the medal without offering it to him.[br]Principal Honours and DistinctionsImperial Gold Medal (Russia) 1853. Swedish Academy of Science Letterstedt Prize (jointly with son Alfred) 1868.BibliographyImmanuel Nobel produced a short handwritten account of his early life 1813–37, which is now in the possession of one of his descendants. He also had published three short books during the last decade of his life— Cheap Defence of the Country's Roads (on land mines), Cheap Defence of the Archipelagos (on sea mines), and Proposal for the Country's Defence (1871)—as well as his pamphlet (1870) on making wood a more physically flexible product.Further ReadingNo biographies of Immanuel Nobel exist, but his life is detailed in a number of books on his son Alfred.CM -
13 Knowledge
It is indeed an opinion strangely prevailing amongst men, that houses, mountains, rivers, and, in a word, all sensible objects, have an existence, natural or real, distinct from their being perceived by the understanding. But, with how great an assurance and acquiescence soever this principle may be entertained in the world, yet whoever shall find in his heart to call it into question may, if I mistake not, perceive it to involve a manifest contradiction. For, what are the forementioned objects but things we perceive by sense? and what do we perceive besides our own ideas or sensations? and is it not plainly repugnant that any one of these, or any combination of them, should exist unperceived? (Berkeley, 1996, Pt. I, No. 4, p. 25)It seems to me that the only objects of the abstract sciences or of demonstration are quantity and number, and that all attempts to extend this more perfect species of knowledge beyond these bounds are mere sophistry and illusion. As the component parts of quantity and number are entirely similar, their relations become intricate and involved; and nothing can be more curious, as well as useful, than to trace, by a variety of mediums, their equality or inequality, through their different appearances.But as all other ideas are clearly distinct and different from each other, we can never advance farther, by our utmost scrutiny, than to observe this diversity, and, by an obvious reflection, pronounce one thing not to be another. Or if there be any difficulty in these decisions, it proceeds entirely from the undeterminate meaning of words, which is corrected by juster definitions. That the square of the hypotenuse is equal to the squares of the other two sides cannot be known, let the terms be ever so exactly defined, without a train of reasoning and enquiry. But to convince us of this proposition, that where there is no property, there can be no injustice, it is only necessary to define the terms, and explain injustice to be a violation of property. This proposition is, indeed, nothing but a more imperfect definition. It is the same case with all those pretended syllogistical reasonings, which may be found in every other branch of learning, except the sciences of quantity and number; and these may safely, I think, be pronounced the only proper objects of knowledge and demonstration. (Hume, 1975, Sec. 12, Pt. 3, pp. 163-165)Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (the ability to receive impressions), the second is the power to know an object through these representations (spontaneity in the production of concepts).Through the first, an object is given to us; through the second, the object is thought in relation to that representation.... Intuition and concepts constitute, therefore, the elements of all our knowledge, so that neither concepts without intuition in some way corresponding to them, nor intuition without concepts, can yield knowledge. Both may be either pure or empirical.... Pure intuitions or pure concepts are possible only a priori; empirical intuitions and empirical concepts only a posteriori. If the receptivity of our mind, its power of receiving representations in so far as it is in any way affected, is to be called "sensibility," then the mind's power of producing representations from itself, the spontaneity of knowledge, should be called "understanding." Our nature is so constituted that our intuitions can never be other than sensible; that is, it contains only the mode in which we are affected by objects. The faculty, on the other hand, which enables us to think the object of sensible intuition is the understanding.... Without sensibility, no object would be given to us; without understanding, no object would be thought. Thoughts without content are empty; intuitions without concepts are blind. It is therefore just as necessary to make our concepts sensible, that is, to add the object to them in intuition, as to make our intuitions intelligible, that is to bring them under concepts. These two powers or capacities cannot exchange their functions. The understanding can intuit nothing, the senses can think nothing. Only through their union can knowledge arise. (Kant, 1933, Sec. 1, Pt. 2, B74-75 [p. 92])Metaphysics, as a natural disposition of Reason is real, but it is also, in itself, dialectical and deceptive.... Hence to attempt to draw our principles from it, and in their employment to follow this natural but none the less fallacious illusion can never produce science, but only an empty dialectical art, in which one school may indeed outdo the other, but none can ever attain a justifiable and lasting success. In order that, as a science, it may lay claim not merely to deceptive persuasion, but to insight and conviction, a Critique of Reason must exhibit in a complete system the whole stock of conceptions a priori, arranged according to their different sources-the Sensibility, the understanding, and the Reason; it must present a complete table of these conceptions, together with their analysis and all that can be deduced from them, but more especially the possibility of synthetic knowledge a priori by means of their deduction, the principles of its use, and finally, its boundaries....This much is certain: he who has once tried criticism will be sickened for ever of all the dogmatic trash he was compelled to content himself with before, because his Reason, requiring something, could find nothing better for its occupation. Criticism stands to the ordinary school metaphysics exactly in the same relation as chemistry to alchemy, or as astron omy to fortune-telling astrology. I guarantee that no one who has comprehended and thought out the conclusions of criticism, even in these Prolegomena, will ever return to the old sophistical pseudo-science. He will rather look forward with a kind of pleasure to a metaphysics, certainly now within his power, which requires no more preparatory discoveries, and which alone can procure for reason permanent satisfaction. (Kant, 1891, pp. 115-116)Knowledge is only real and can only be set forth fully in the form of science, in the form of system. Further, a so-called fundamental proposition or first principle of philosophy, even if it is true, it is yet none the less false, just because and in so far as it is merely a fundamental proposition, merely a first principle. It is for that reason easily refuted. The refutation consists in bringing out its defective character; and it is defective because it is merely the universal, merely a principle, the beginning. If the refutation is complete and thorough, it is derived and developed from the nature of the principle itself, and not accomplished by bringing in from elsewhere other counter-assurances and chance fancies. It would be strictly the development of the principle, and thus the completion of its deficiency, were it not that it misunderstands its own purport by taking account solely of the negative aspect of what it seeks to do, and is not conscious of the positive character of its process and result. The really positive working out of the beginning is at the same time just as much the very reverse: it is a negative attitude towards the principle we start from. Negative, that is to say, in its one-sided form, which consists in being primarily immediate, a mere purpose. It may therefore be regarded as a refutation of what constitutes the basis of the system; but more correctly it should be looked at as a demonstration that the basis or principle of the system is in point of fact merely its beginning. (Hegel, 1910, pp. 21-22)Knowledge, action, and evaluation are essentially connected. The primary and pervasive significance of knowledge lies in its guidance of action: knowing is for the sake of doing. And action, obviously, is rooted in evaluation. For a being which did not assign comparative values, deliberate action would be pointless; and for one which did not know, it would be impossible. Conversely, only an active being could have knowledge, and only such a being could assign values to anything beyond his own feelings. A creature which did not enter into the process of reality to alter in some part the future content of it, could apprehend a world only in the sense of intuitive or esthetic contemplation; and such contemplation would not possess the significance of knowledge but only that of enjoying and suffering. (Lewis, 1946, p. 1)"Evolutionary epistemology" is a branch of scholarship that applies the evolutionary perspective to an understanding of how knowledge develops. Knowledge always involves getting information. The most primitive way of acquiring it is through the sense of touch: amoebas and other simple organisms know what happens around them only if they can feel it with their "skins." The knowledge such an organism can have is strictly about what is in its immediate vicinity. After a huge jump in evolution, organisms learned to find out what was going on at a distance from them, without having to actually feel the environment. This jump involved the development of sense organs for processing information that was farther away. For a long time, the most important sources of knowledge were the nose, the eyes, and the ears. The next big advance occurred when organisms developed memory. Now information no longer needed to be present at all, and the animal could recall events and outcomes that happened in the past. Each one of these steps in the evolution of knowledge added important survival advantages to the species that was equipped to use it.Then, with the appearance in evolution of humans, an entirely new way of acquiring information developed. Up to this point, the processing of information was entirely intrasomatic.... But when speech appeared (and even more powerfully with the invention of writing), information processing became extrasomatic. After that point knowledge did not have to be stored in the genes, or in the memory traces of the brain; it could be passed on from one person to another through words, or it could be written down and stored on a permanent substance like stone, paper, or silicon chips-in any case, outside the fragile and impermanent nervous system. (Csikszentmihalyi, 1993, pp. 56-57)Historical dictionary of quotations in cognitive science > Knowledge
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14 Unwin, William Cawthorne
[br]b. 12 December 1838 Coggeshall, near Colchester, Essex, England d. 1933[br]English engineer and educator.[br]Unwin made an important contribution to the establishment of engineering at the University of London. His family were of Huguenot stock, and his father was a Congregational minister. Unwin was educated at the City of London Corporation School and at New College, St John's Wood. At a time when the older universities were still effectively closed to Dissenters, he matriculated with Honours in Chemistry in the London University Matriculation Examination in 1858, and he subsequently graduated BSc from London in 1861. He served as Scientific Assistant to William Fairbairn in Manchester from 1856 to 1862, going on to manage engineering work of various sorts. He was appointed Instructor at the Royal School of Naval Architecture and Marine Engineering (1869–72), and then he became Professor of Hydraulics and Mechanical Engineering at the Royal Indian Engineering College (1872–84). From 1884 to 1904 he was Professor of Civil and Mechanical Engineering at the Central Institution of the City \& Guilds of London, which was incorporated into the University of London in 1900. Unwin's research interests included hydraulics and water power, which led to him taking a leading part in the Niagara Falls hydroelectric scheme; the strength of materials, involving the stability of masonry dams; and the development of the internal combustion engine.[br]Principal Honours and DistinctionsFRS 1886.Further ReadingDNB Supplement.E.G.Walker, 1938, Lift and Work of William Cawthorne Unwin.ABBiographical history of technology > Unwin, William Cawthorne
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15 Tennant, Charles
[br]b. 3 May 1768 Ochiltree, Ayrshire, Scotlandd. 1 October 1838 Glasgow, Scotland[br]Scottish inventor of bleaching powder.[br]After education at the local school, Tennant went to Kilbachan to learn the manufacture of silk. He then went on to Wellmeadow, where he acquired a knowledge of the old bleaching process, which enabled him to establish his own bleachfield at Darnly. The process consisted of boiling the fabric in weak alkali and then laying it flat on the ground to expose it to sun and air for several months. This process, expensive in time and space, would have formed an intolerable bottleneck in the rapidly expanding textile industry, but a new method was on the way. The French chemist Berthollet demonstrated in 1786 the use of chlorine as a bleaching agent and James Watt learned of this while on a visit to Paris. On his return to Glasgow, Watt passed details of the new process on to Tennant, who set about devising his own version of it. First he obtained a bleaching liquor by passing chlorine through a stirred mixture of lime and water. He was granted a patent for this process in 1798, but it was promptly infringed by bleachers in Lancashire. Tennant's efforts to enforce the patent were unsuccessful as it was alleged that others had employed a similar process some years previously. Nevertheless, the Lancashire bleachers had the good grace to present Tennant with a service of plate in recognition of the benefits he had brought to the industry.In 1799 Tennant improved on his process by substituting dry slaked lime for the liquid, to form bleaching powder. This was patented the same year and proved to be a vital element in the advance of the textile industry. The following year, Tennant established his chemical plant at St Roll ox, outside Glasgow, to manufacture bleaching powder and alkali substances. The plant prospered and became for a time the largest chemical works in Europe.[br]Further ReadingL.F.Haber, 1958, The Chemical Industry During the Nineteenth Century, London: Oxford University Press.F.S.Taylor, 1957, A History of Industrial Chemistry, London: Heinemann.Walker, 1862, Memoirs of Distinguished Men of Science of Great Britain Living in 1807– 1808, London, p. 186.LRD -
16 Hunter, Matthew Albert
SUBJECT AREA: Metallurgy[br]b. 9 November 1878 Auckland Province, New Zealandd. 24 March 1961 Troy, New York, USA[br]New Zealand/American technologist and academic who was a pioneer in the production of metallic titanium.[br]Hunter arrived in England in 1902, the seventh in the succession of New Zealand students nominated for the 1851 Exhibition science research scholarships (the third, in 1894, having been Ernest Rutherford). He intended to study the metallurgy of tellurides at the Royal School of Mines, but owing to the death of the professor concerned, he went instead to University College London, where his research over two years involved the molecular aggregation of liquified gases. In 1904–5 he spent a third year in Göttingen, Paris and Karlsruhe. Hunter then moved to the USA, beginning work in 1906 with the General Electric Company in Schenectady. His experience with titanium came as part of a programme to try to discover satisfactory lamp-filament materials. He and his colleagues achieved more success in producing moderately pure titanium than previous workers had done, but found the metal's melting temperature inadequate. However, his research formed the basis for the "Hunter sodium process", a modern method for producing commercial quantities of titanium. In 1908 he was appointed Assistant Professor of Electrochemistry and Physics at Rensselaer Polytechnic Institute in Troy, New York, where he was to remain until his retirement in 1949 as Dean Emeritus. In the 1930s he founded and headed the Institute's Department of Metallurgical Engineering. As a consultant, he was associated with the development of Invar, Managanin and Constantan alloys.[br]Principal Honours and Distinctions1851 Great Exhibition science research scholar 1902–5. DSc London University 1904. American Die Casting Institute Doehler Award 1959. American Society for Metals Gold Medal 1959.Bibliography1910, "Metallic titanium", Journal of the American Chemistry Society 32:330–6 (describes his work relating to titanium production).Further Reading1961, "Man of metals", Rensselaer Alumni News (December), 5–7:32.JKA -
17 composition
chemistry• ainefinance, business, economy• akordi• ainekirjoitus• aineseos• artikkeli• asetelma• yhdistäminen• yhdistelmä• rakennelma• rakenne• rakennustoiminta• teos• teelmä• kirjoitusharjoitus• kirjoitus• kirjoitelma• musiikkiteos• muodostelma• muotoilu• muotoilla• musiikkikappale• sepittäminen• sepitelmä• sepite• seos• sommittelu• sommitelma• sävellysmusic• sävellysteos• sävellysoppi• sävelteos• kyhäelmä• latominen• laadinta• laatiminen• laiteprinting (graphic) industry• ladelma• ladontaprinting (graphic) industry• lados• koostumus• konstruktio• kompositio• kokoonpano• kokoomus• luonne* * *1) (something composed, eg music: his latest composition.) sävellys, luomus2) (the act of composing: the difficulties of composition.) säveltäminen, sepittäminen3) (an essay written as a school exercise: The children had to write a composition about their holiday.) aine4) (the parts of which a thing is made: Have you studied the composition of the chemical?) koostumus -
18 Percy, John
SUBJECT AREA: Metallurgy[br]b. 23 March 1817 Nottingham, Englandd. 19 June 1889 London, England[br]English metallurgist, first Professor of Metallurgy at the School of Mines, London.[br]After a private education, Percy went to Paris in 1834 to study medicine and to attend lectures on chemistry by Gay-Lussac and Thenard. After 1838 he studied medicine at Edinburgh, obtaining his MD in 1839. In that year he was appointed Professor of Chemistry at Queen's College, Birmingham, moving to Queen's Hospital at Birmingham in 1843. During his time at Birmingham, Percy became well known for his analysis of blast furnace slags, and was involved in the manufacture of optical glass. On 7 June 1851 Percy was appointed Metallurgical Professor and Teacher at the Museum of Practical Geology established in Jermyn Street, London, and opened in May 1851. In November of 1851, when the Museum became the Government (later Royal) School of Mines, Percy was appointed Lecturer in Metallurgy. In addition to his work at Jermyn Street, Percy lectured on metallurgy to the Advanced Class of Artillery at Woolwich from 1864 until his death, and from 1866 he was Superintendent of Ventilation at the Houses of Parliament. He served from 1861 to 1864 on the Special Committee on Iron set up to examine the performance of armour-plate in relation to its purity, composition and structure.Percy is best known for his metallurgical text books, published by John Murray. Volume I of Metallurgy, published in 1861, dealt with fuels, fireclays, copper, zinc and brass; Volume II, in 1864, dealt with iron and steel; a volume on lead appeared in 1870, followed by one on fuels and refractories in 1875, and the first volume on gold and silver in 1880. Further projected volumes on iron and steel, noble metals, and on copper, did not materialize. In 1879 Percy resigned from his School of Mines appointment in protest at the proposed move from Jermyn Street to South Kensington. The rapid growth of Percy's metallurgical collection, started in 1839, eventually forced him to move to a larger house. After his death, the collection was bought by the South Kensington (later Science) Museum. Now comprising 3,709 items, it provides a comprehensive if unselective record of nineteenth-century metallurgy, the most interesting specimens being those of the first sodium-reduced aluminium made in Britain and some of the first steel produced by Bessemer in Baxter House. Metallurgy for Percy was a technique of chemical extraction, and he has been criticized for basing his system of metallurgical instruction on this assumption. He stood strangely aloof from new processes of steel making such as that of Gilchrist and Thomas, and tended to neglect early developments in physical metallurgy, but he was the first in Britain to teach metallurgy as a discipline in its own right.[br]Principal Honours and DistinctionsFRS 1847. President, Iron and Steel Institute 1885, 1886.Bibliography1861–80, Metallurgy, 5 vols, London: John Murray.Further ReadingS.J.Cackett, 1989, "Dr Percy and his metallurgical collection", Journal of the Hist. Met. Society 23(2):92–8.RLH -
19 test
test [test]1. nouna. ( = trial) essai m• the plane was grounded for tests l'avion a été retiré de la circulation pour être soumis à des vérifications• he sent a specimen to the laboratory for tests il a envoyé un échantillon au laboratoire pour analysesc. ( = gauge) the test of any democracy is... une démocratie se reconnaît à...• to pass/fail one's test être reçu/échouer au permisf. (Cricket, rugby) match m internationaltester ; [+ goods] vérifier ; [+ blood, urine] faire une analyse (or des analyses) de ; [+ new drug] expérimenter ; [+ person] mettre à l'épreuve ; [+ sight, hearing] tester4. compounds* * *[test] 1.1) (of person, ability, resources) gen épreuve f, Psychology test m; School, University ( written) contrôle m; ( oral) épreuve f oraletomorrow's match should be a good test of the team's capabilities — le match de demain devrait permettre de savoir de quoi l'équipe est capable
the best test of a good novel is... — le meilleur critère pour juger de la valeur d'un roman est...
2) Commerce, Industry, Technology essai m3) Medicine (of blood, urine) analyse f; ( of organ) examen m; (to detect virus, cancer) test m de dépistage; Chemistry analyse f4) Automobile (also driving test) examen m du permis de conduire2.transitive verb1) gen évaluer [intelligence, efficiency]; School ( in classroom) interroger (on en); ( at exam time) contrôler; Psychology tester2) Commerce, Technology essayer; Medicine, Chemistry analyser [blood, urine, sample]; expérimenter [new drug]all the new equipment has been tested for faults — le nouveau matériel a été entièrement testé et essayé
to test the water — [swimmer] prendre la température de l'eau; fig tâter le terrain
3) ( strain) mettre [quelque chose] à l'épreuve [strength, patience]3.to test for starch/for alcohol — ( in laboratory) faire une recherche d'amidon/d'alcool
to test for an infection/allergy — faire des analyses pour trouver la cause d'une infection/allergie
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20 subject
I ['sʌbdʒɪkt]1) (topic) soggetto m., argomento m.to change o drop the subject cambiare argomento, lasciare cadere l'argomento; to raise a subject sollevare una questione; while we're on the subject of... — visto che siamo in tema di
2) (at school, college) materia f.; (for research, study) soggetto m.3) art. fot. soggetto m.4) (focus)5) ling. soggetto m.6) (citizen) suddito m. (-a)II ['sʌbdʒɪkt]1) (subservient) [people, race] asservito, sottomessoto be subject to — essere soggetto a [law, rule]
3) (liable)to be subject to — essere soggetto a [flooding, fits]; essere assoggettabile a [ tax]
4) (dependent)to be subject to — dipendere da [ approval]
"subject to alteration" — "soggetto a variazioni"
III [səb'dʒekt]"subject to availability" — (of flights, tickets) "in base alla disponibilità"; (of goods) "salvo venduto"
1) (expose)to be subjected to — dover sopportare [ noise]; essere oggetto di [ attacks]; essere sottoposto a [ torture]
to subject sth. to heat — esporre qcs. al calore
2) lett. (subjugate) sottomettere [race, country]* * *1. adjective((of countries etc) not independent, but dominated by another power: subject nations.) sottomesso2. noun1) (a person who is under the rule of a monarch or a member of a country that has a monarchy etc: We are loyal subjects of the Queen; He is a British subject.) suddito2) (someone or something that is talked about, written about etc: We discussed the price of food and similar subjects; What was the subject of the debate?; The teacher tried to think of a good subject for their essay; I've said all I can on that subject.) soggetto, argomento3) (a branch of study or learning in school, university etc: He is taking exams in seven subjects; Mathematics is his best subject.) materia4) (a thing, person or circumstance suitable for, or requiring, a particular kind of treatment, reaction etc: I don't think her behaviour is a subject for laughter.) motivo5) (in English, the word(s) representing the person or thing that usually does the action shown by the verb, and with which the verb agrees: The cat sat on the mat; He hit her because she broke his toy; He was hit by the ball.) soggetto3. [səb'‹ekt] verb1) (to bring (a person, country etc) under control: They have subjected all the neighbouring states (to their rule).) assoggettare, sottomettere2) (to cause to suffer, or submit (to something): He was subjected to cruel treatment; These tyres are subjected to various tests before leaving the factory.) sottoporre•- subjective
- subjectively
- subject matter
- change the subject
- subject to* * *subject (1) /ˈsʌbdʒɪkt/a.1 soggetto; assoggettato; sottomesso; sottoposto; esposto: subject nations, nazioni soggette; subject tribes, tribù sottomesse; Even foreigners are subject to the laws of the country, anche gli stranieri sono soggetti alle leggi del paese; I'm subject to tremendous headaches, vado soggetto a tremende emicranie; to be subject to envy, essere esposto all'invidia● subject to, salvo: Subject to correction, these are the facts, salvo errore, i fatti sono questi □ (comm.: di un prodotto) subject to availability, se disponibile; salvo venduto □ ( banca, fin.) subject to collection, salvo incasso; salvo buon fine (abbr. S.B.F.) □ (comm.) subject to sale (o subject to goods being unsold), salvo venduto □ ( di un popolo, ecc.) to be held subject, essere assoggettato; essere tenuto in sudditanza □ (comm.) All prices ( are) subject to alteration, tutti i prezzi sono suscettibili di variazione.♦ subject (2) /ˈsʌbdʒɪkt/n.1 soggetto ( anche gramm.); argomento; oggetto ( di esame, esperimento, ecc.): the subject of the speech [of the book], il soggetto del discorso [del libro]; (gramm.) Every verb has a subject, ogni verbo ha un soggetto; to change the subject, cambiare argomento; to drop the subject (o to let the subject drop) lasciar cadere l'argomento; on the subject of, a proposito di; to get onto a subject, arrivare a un argomento; entrare in un discorso; He's a subject for ridicule, è oggetto di scherno NOTA D'USO: - argument o topic?-2 materia ( di studio); disciplina: compulsory subjects, materie (di studio) obbligatorie; subsidiary subject, materia complementare ( all'università); Chemistry is my favourite subject, la chimica è la mia materia preferita; DIALOGO → - Before an exam- History's my weakest subject, and I'm worried, that's all, la storia è la materia in cui vado peggio e sono preoccupata, questo è tutto; DIALOGO → - School- What subjects did you have at school today?, che materie avevi oggi a scuola?3 suddito; cittadino: rulers and subjects, governanti e sudditi; He is a British subject, è cittadino britannico4 (form.) causa; motivo; occasione: a subject for great sorrow, una causa di grande dolore; I'll give you no subject for complaint, non vi darò motivo di lagnarvi di me5 (bot., zool.) esemplare● subject catalogue, catalogo per soggetto ( in una biblioteca) □ (fisc.) a subject for taxation, un soggetto d'imposta □ subject-heading, voce di indice □ subject matter, argomento; contenuto; oggetto; tema; materia □ (ass.) the subject matter insured, la cosa assicurata □ one's fellow-subjects, i propri concittadini.(to) subject /səbˈdʒɛkt/v. t.1 assoggettare; soggiogare; sottomettere: to subject a nation to one's rule, assoggettare una nazione al proprio potere; soggiogare una nazione2 ( anche tecn.) sottoporre; esporre: Iron must be subjected to a special process to become steel, il ferro deve essere sottoposto a un processo speciale per diventare acciaio; to subject sb. to ill-treatment, sottoporre q. a maltrattamenti3 (med.) predisporre: His weakness subjected him to many diseases, la sua debolezza lo predisponeva a molte malattie● to subject oneself, esporsi; sottomettersi: Don't subject yourself to ridicule [to criticism], non esporti al ridicolo [alle critiche].* * *I ['sʌbdʒɪkt]1) (topic) soggetto m., argomento m.to change o drop the subject cambiare argomento, lasciare cadere l'argomento; to raise a subject sollevare una questione; while we're on the subject of... — visto che siamo in tema di
2) (at school, college) materia f.; (for research, study) soggetto m.3) art. fot. soggetto m.4) (focus)5) ling. soggetto m.6) (citizen) suddito m. (-a)II ['sʌbdʒɪkt]1) (subservient) [people, race] asservito, sottomessoto be subject to — essere soggetto a [law, rule]
3) (liable)to be subject to — essere soggetto a [flooding, fits]; essere assoggettabile a [ tax]
4) (dependent)to be subject to — dipendere da [ approval]
"subject to alteration" — "soggetto a variazioni"
III [səb'dʒekt]"subject to availability" — (of flights, tickets) "in base alla disponibilità"; (of goods) "salvo venduto"
1) (expose)to be subjected to — dover sopportare [ noise]; essere oggetto di [ attacks]; essere sottoposto a [ torture]
to subject sth. to heat — esporre qcs. al calore
2) lett. (subjugate) sottomettere [race, country]
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