the mathematical school

   1) The Knowledge of Ourselves

   We come therefore now to that knowledge whereunto the ancient oracle directeth us, which is the knowledge of ourselves; which deserveth the more accurate handling, by how much it toucheth us more nearly. This knowledge, as it is the end and term of natural philosophy in the intention of man, so notwithstanding it is but a portion of natural philosophy in the continent of nature.... [W]e proceed to human philosophy or Humanity, which hath two parts: the one considereth man segregate, or distributively; the other congregate, or in society. So as Human philosophy is either Simple and Particular, or Conjugate and Civil. Humanity Particular consisteth of the same parts whereof man consisteth; that is, of knowledges which respect the Body, and of knowledges that respect the Mind... how the one discloseth the other and how the one worketh upon the other... [:] the one is honored with the inquiry of Aristotle, and the other of Hippocrates. (Bacon, 1878, pp. 236-237)

   2) As a Science, Psychology Is Distinct

   The claims of Psychology to rank as a distinct science are... not smaller but greater than those of any other science. If its phenomena are contemplated objectively, merely as nervo-muscular adjustments by which the higher organisms from moment to moment adapt their actions to environing co-existences and sequences, its degree of specialty, even then, entitles it to a separate place. The moment the element of feeling, or consciousness, is used to interpret nervo-muscular adjustments as thus exhibited in the living beings around, objective Psychology acquires an additional, and quite exceptional, distinction. (Spencer, 1896, p. 141)

   3) Psychology Can Never Be an Exact Natural Science

   Kant once declared that psychology was incapable of ever raising itself to the rank of an exact natural science. The reasons that he gives... have often been repeated in later times. In the first place, Kant says, psychology cannot become an exact science because mathematics is inapplicable to the phenomena of the internal sense; the pure internal perception, in which mental phenomena must be constructed,-time,-has but one dimension. In the second place, however, it cannot even become an experimental science, because in it the manifold of internal observation cannot be arbitrarily varied,-still less, another thinking subject be submitted to one's experiments, comformably to the end in view; moreover, the very fact of observation means alteration of the observed object. (Wundt, 1904, p. 6)

   4) How a " Mathematical" Psychology May Be Realized in Practice

   It is [Gustav] Fechner's service to have found and followed the true way; to have shown us how a "mathematical psychology" may, within certain limits, be realized in practice.... He was the first to show how Herbart's idea of an "exact psychology" might be turned to practical account. (Wundt, 1904, pp. 6-7)

   5) The Rights of Psychology as Science

   "Mind," "intellect," "reason," "understanding," etc. are concepts... that existed before the advent of any scientific psychology. The fact that the naive consciousness always and everywhere points to internal experience as a special source of knowledge, may, therefore, be accepted for the moment as sufficient testimony to the rights of psychology as science.... "Mind," will accordingly be the subject, to which we attribute all the separate facts of internal observation as predicates. The subject itself is determined p. 17) wholly and exclusively by its predicates. (Wundt, 1904,

   6) The Study of Animal Psychology

   The study of animal psychology may be approached from two different points of view. We may set out from the notion of a kind of comparative physiology of mind, a universal history of the development of mental life in the organic world. Or we may make human psychology the principal object of investigation. Then, the expressions of mental life in animals will be taken into account only so far as they throw light upon the evolution of consciousness in man.... Human psychology... may confine itself altogether to man, and generally has done so to far too great an extent. There are plenty of psychological text-books from which you would hardly gather that there was any other conscious life than the human. (Wundt, 1907, pp. 340-341)

   7) The Behaviorist's Formulation

   The Behaviorist began his own formulation of the problem of psychology by sweeping aside all medieval conceptions. He dropped from his scientific vocabulary all subjective terms such as sensation, perception, image, desire, purpose, and even thinking and emotion as they were subjectively defined. (Watson, 1930, pp. 5-6)

   8) Man Is a Microcosm

   According to the medieval classification of the sciences, psychology is merely a chapter of special physics, although the most important chapter; for man is a microcosm; he is the central figure of the universe. (deWulf, 1956, p. 125)

   9) Brief Overview of Psychology's History

   At the beginning of this century the prevailing thesis in psychology was Associationism.... Behavior proceeded by the stream of associations: each association produced its successors, and acquired new attachments with the sensations arriving from the environment.

   In the first decade of the century a reaction developed to this doctrine through the work of the Wurzburg school. Rejecting the notion of a completely self-determining stream of associations, it introduced the task ( Aufgabe) as a necessary factor in describing the process of thinking. The task gave direction to thought. A noteworthy innovation of the Wurzburg school was the use of systematic introspection to shed light on the thinking process and the contents of consciousness. The result was a blend of mechanics and phenomenalism, which gave rise in turn to two divergent antitheses, Behaviorism and the Gestalt movement. The behavioristic reaction insisted that introspection was a highly unstable, subjective procedure.... Behaviorism reformulated the task of psychology as one of explaining the response of organisms as a function of the stimuli impinging upon them and measuring both objectively. However, Behaviorism accepted, and indeed reinforced, the mechanistic assumption that the connections between stimulus and response were formed and maintained as simple, determinate functions of the environment.

   The Gestalt reaction took an opposite turn. It rejected the mechanistic nature of the associationist doctrine but maintained the value of phenomenal observation. In many ways it continued the Wurzburg school's insistence that thinking was more than association-thinking has direction given to it by the task or by the set of the subject. Gestalt psychology elaborated this doctrine in genuinely new ways in terms of holistic principles of organization.

   Today psychology lives in a state of relatively stable tension between the poles of Behaviorism and Gestalt psychology.... (Newell & Simon, 1963, pp. 279-280)

    10) Psychological Research Is Not Building toward Systematic Clarity

   As I examine the fate of our oppositions, looking at those already in existence as guide to how they fare and shape the course of science, it seems to me that clarity is never achieved. Matters simply become muddier and muddier as we go down through time. Thus, far from providing the rungs of a ladder by which psychology gradually climbs to clarity, this form of conceptual structure leads rather to an ever increasing pile of issues, which we weary of or become diverted from, but never really settle. (Newell, 1973b, pp. 288-289)

    11) Psychology as a Scientific Discipline

   The subject matter of psychology is as old as reflection. Its broad practical aims are as dated as human societies. Human beings, in any period, have not been indifferent to the validity of their knowledge, unconcerned with the causes of their behavior or that of their prey and predators. Our distant ancestors, no less than we, wrestled with the problems of social organization, child rearing, competition, authority, individual differences, personal safety. Solving these problems required insights-no matter how untutored-into the psychological dimensions of life. Thus, if we are to follow the convention of treating psychology as a young discipline, we must have in mind something other than its subject matter. We must mean that it is young in the sense that physics was young at the time of Archimedes or in the sense that geometry was "founded" by Euclid and "fathered" by Thales. Sailing vessels were launched long before Archimedes discovered the laws of bouyancy [ sic], and pillars of identical circumference were constructed before anyone knew that C IID. We do not consider the ship builders and stone cutters of antiquity physicists and geometers. Nor were the ancient cave dwellers psychologists merely because they rewarded the good conduct of their children. The archives of folk wisdom contain a remarkable collection of achievements, but craft-no matter how perfected-is not science, nor is a litany of successful accidents a discipline. If psychology is young, it is young as a scientific discipline but it is far from clear that psychology has attained this status. (Robinson, 1986, p. 12)

SUBJECT AREA: Mechanical, pneumatic and hydraulic engineering

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Jesse Ramsden was the son of an innkeeper but received a good general education: after attending the free school at Halifax, he was sent at the age of 12 to his uncle for further study, particularly in mathematics. At the age of 16 he was apprenticed to a cloth-worker in Halifax and on completion of the apprenticeship in 1755 he moved to London to work as a clerk in a cloth warehouse. In 1758 he became an apprentice in the workshop of a London mathematical instrument-maker named Burton. He quickly gained the skill, particularly in engraving, and by 1762 he was able to set up on his own account. He married in 1765 or 1766 the youngest daughter of the optician John Dollond FRS (1706– 61) and received a share of Dollond's patent for making achromatic lenses.

Ramsden's experience and reputation increased rapidly and he was generally regarded as the leading instrument-maker of his time. He opened a shop in the Haymarket and transferred to Piccadilly in 1775. His staff increased to about sixty workers and apprentices, and by 1789 he had constructed nearly 1,000 sextants as well as theodolites, micrometers, balances, barometers, quadrants and other instruments.

One of Ramsden's most important contributions to precision measurement was his development of machines for obtaining accurate division of angular and linear scales. For this work he received a premium from the Commissioners of the Board of Longitude, who published his descriptions of the machines. For the trigonometrical survey of Great Britain, initiated by General William Roy FRS (1726–90) and continued by the Board of Ordnance, Ramsden supplied a 3 ft (91 cm) theodolite and steel measuring chains, and was also engaged to check the glass tubes used to measure the fundamental base line.

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SUBJECT AREA: Electronics and information technology

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Goldstine studied mathematics at the University of Chicago, Illinois, gaining his PhD in 1936. After teaching mathematics there, he moved to a similar position at the University of Michigan in 1939, becoming an assistant professor. After the USA entered the Second World War, in 1942 he joined the army as a lieutenant in the Ballistic Missile Research Laboratory at the Aberdeen Proving Ground in Maryland. He was then assigned to the Moore School of Engineering at the University of Pennsylvania, where he was involved with Arthur Burks in building the valve-based Electronic Numerical Integrator and Computer (ENIAC) to compute ballistic tables. The machine was completed in 1946, but prior to this Goldstine had met John von Neumann of the Institute for Advanced Studies (IAS) at Princeton, New Jersey, and active collaboration between them had already begun. After the war he joined von Neumann as Assistant Director of the Computer Project at the Institute of Advanced Studies, Princeton, becoming its Director in 1954. There he developed the idea of computer-flow diagrams and, with von Neumann, built the first computer to use a magnetic drum for data storage. In 1958 he joined IBM as Director of the Mathematical Sciences Department, becoming Director of Development at the IBM Data Processing Headquarters in 1965. Two years later he became a Research Consultant, and in 1969 he became an IBM Research Fellow.

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science [sjɑ̃s]

   a. ( = domaine scientifique) science

• les sciences the sciences ; ( = matière scolaire) science

• sciences appliquées/exactes applied/exact sciences

• sciences humaines social sciences

• sciences économiques economics sg

• sciences politiques political science

• Sciences Po (University) French school of political science

• sciences de la vie life sciences

• sciences de la vie et de la terre (School) ≈ biology

   b. ( = érudition) knowledge

• je n'ai pas la science infuse I have no way of knowing

• il faut toujours qu'il étale sa science he's always showing off his knowledge

* * *

1) ( savoir) science

2) ( domaine du savoir) science

3) ( érudition) knowledge, erudition

•

- sciences appliquées

- sciences économiques

- sciences naturelles

- sciences occultes

- sciences politiques

- sciences de la Terre

- Sciences Po

••

* * *

1) (= discipline) science

2) (= savoir-faire) art, skill

* * *

science nf

1 ( savoir) science; dans l'état actuel de la science in the present state of science;

2 ( domaine du savoir) science; les sciences et les lettres science and the arts; la pêche, c'est toute une science fishing is a science all of its own;

3 ( érudition) knowledge, erudition; un homme de votre science devrait savoir cela a man of your erudition should know that; épater qn avec sa science to blind sb with science, to impress sb with one's knowledge.

sciences appliquées applied sciences; sciences économiques economics (+ v sg); sciences exactes exact sciences; sciences de l'homme human sciences; sciences humaines = sciences de l'homme; sciences mathématiques mathematical sciences; sciences naturelles ≈ biology (sg); sciences occultes black arts; sciences physiques physical sciences; sciences politiques political science (sg); sciences sociales social sciences; sciences de la Terre Earth sciences; sciences de la vie life sciences; Sciences Po○ Univ Institute of Political Science.

être un puits de science to be a fount of knowledge.

ⓘ Sciences Po in Paris is a prestigious third-level institution offering courses in political science which have higher status than a university licence. ⇒ école

[sjɑ̃s] nom féminin

1. [connaissances]

2. (généralement pluriel) [domaine spécifique] science

a. [généralement] human sciences, the social sciences

b. UNIVERSITÉ ≃ Arts

a. [généralement] the natural sciences

b. ÉDUCATION biology

3. [technique] science, art

[habileté] skill

4. [érudition] knowledge

5. RELIGION

Science chrétienne Christian Science

————————

sciences nom féminin pluriel

UNIVERSITÉ [par opposition aux lettres] science, sciences

SUBJECT AREA: Electronics and information technology

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Boole was the son of a tradesman, from whom he learned the principles of mathematics and optical-component manufacturing. From the early age of 16 he taught in a number of schools in West Yorkshire, and when only 20 he opened his own school in Lincoln. There, at the Mechanical Institute, he avidly read mathematical journals and the works of great mathematicians such as Lagrange, Laplace and Newton and began to tackle a variety of algebraic problems. This led to the publication of a constant stream of original papers in the newly launched Cambridge Mathematical Journal on topics in the fields of algebra and calculus, for which in 1844 he received the Royal Society Medal.

In 1847 he wrote The Mathematical Analysis of Logic, which applied algebraic symbolism to logical forms, whereby the presence or absence of properties could be represented by binary states and combined, just like normal algebraic equations, to derive logical statements about a series of operations. This laid the foundations for the binary logic used in modern computers, which, being based on binary on-off devices, greatly depend on the use of such operations as "and", "nand" ("not and"), "or" and "nor" ("not or"), etc. Although he lacked any formal degree, this revolutionary work led to his appointment in 1849 to the Chair of Mathematics at Queen's College, Cork, where he continued his work on logic and also produce treatises on differential equations and the calculus of finite differences.

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SUBJECT AREA: Electronics and information technology

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Educated at King Edward VI Grammar School, Stourbridge, where he began to make radio sets and read Wireless World, Wilkes went to St John's College, Cambridge, in 1931, graduating as a Wrangler in the Mathematical Tripos in 1934. He then carried out research at the Cavendish Laboratory, becoming a demonstrator in 1937. During the Second World War he worked on radar, differential analysers and operational research at the Bawdsey Research Station and other air-defence establishments. In 1945 he returned to Cambridge as a lecturer and as Acting Director of the Mathematical (later Computer) Laboratory, serving as Director from 1946 to 1970.

During the late 1940s, following visits to the USA for computer courses and to see the ENIAC computer, with the collaboration of colleagues he constructed the Cambridge University digital computer EDSAC (for Electronic Delay Storage Automatic Computer), using ultrasonic delay lines for data storage. In the mid-1950s a second machine, EDSAC2, was constructed using a magnetic-core memory. In 1965 he became Professor of Computer Technology. After retirement he worked for the Digital Electronic Corporation (DEC) from 1981 to 1986, serving also as Adjunct Professor of Computer Science and Electrical Engineering at the Massachusetts Institute of Technology from 1981 to 1985. In 1990 he became a research strategy consultant to the Olivetti Research Directorate.

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See also: Forrester, Jay Wright; Goldstine, Herman H.; Strachey, Christopher

SUBJECT AREA: Photography, film and optics

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Torricelli was the eldest child of a textile artisan. Between 1625 and 1626 he attended the Jesuit school at Faenza, where he showed such outstanding aptitude in mathematics and philosophy that his uncle was persuaded to send him to Rome to a school run by Benedetto Castelli, a mathematician and engineer and a former pupil of Galileo Galilei. Between 1630 and 1641, Torricelli was possibly Secretary to Giovanni Ciampoli, Galileo's friend and protector. In 1641 Torricelli wrote a treatise, De motugravium, amplifying Galileo's doctrine on the motion of projectiles, and Galileo accepted him as a pupil. On Galileo's death in 1642, he was appointed as mathematician and philosopher to the court of Grand Duke Ferdinando II of Tuscany. He remained in Florence until his early death in 1647, possibly from typhoid fever. He wrote a great number of mathematical papers on conic sections, the cycloid, the logarithmic curve and other subjects, which made him well known.

By 1642 Torricelli was producing good lenses for telescopes; he subsequently improved them, and attained near optical perfection. He also constructed a simple microscope with a small glass sphere as a lens. Galileo had looked at problems of raising water with suction pumps, and also with a siphon in 1630. Torricelli brought up the subject again in 1640 and later produced his most important invention, the barometer. He used mercury to fill a glass tube that was sealed at one end and inverted it. He found that the height of mercury in the tube adjusted itself to a well-defined level of about 76 cm (30 in.), higher than the free surface outside. He realized that this must be due to the pressure of the air on the outside surface and predicted that it would fall with increasing altitude. He thus demonstrated the pressure of the atmosphere and the existence of a vacuum on top of the mercury, publishing his findings in 1644. He later noticed that changes in the height of the mercury were related to changes in the weather.

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SUBJECT AREA: Mechanical, pneumatic and hydraulic engineering, Photography, film and optics, Public utilities

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While he was attending the Military School at Mannheim, Reichenbach drew attention to himself due to the mathematical instruments that he had designed. On the recommendation of Count Rumford in Munich, the Bavarian government financed a two-year stay in Britain so that Reichenbach could become acquainted with modern mechanical engineering. He returned to Mannheim in 1793, and during the Napoleonic Wars he was involved in the manufacture of arms. In Munich, where he was in the service of the Bavarian state from 1796, he started producing precision instruments in his own time. His basic invention was the design of a dividing machine for circles, produced at the end of the eighteenth century. The astronomic and geodetic instruments he produced excelled all the others for their precision. His telescopes in particular, being perfect in use and of solid construction, soon brought him an international reputation. They were manufactured at the MathematicMechanical Institute, which he had jointly founded with Joseph Utzschneider and Joseph Liebherr in 1804 and which became a renowned training establishment. The glasses and lenses were produced by Joseph Fraunhofer who joined the company in 1807.

In the same year he was put in charge of the technical reorganization of the salt-works at Reichenhall. After he had finished the brine-transport line from Reichenhall to Traunstein in 1810, he started on the one from Berchtesgaden to Reichenhall which was an extremely difficult task because of the mountainous area that had to be crossed. As water was the only source of energy available he decided to use water-column engines for pumping the brine in the pipes of both lines. Such devices had been in use for pumping purposes in different mining areas since the middle of the eighteenth century. Reichenbach knew about the one constructed by Joseph Karl Hell in Slovakia, which in principle had just been a simple piston-pump driven by water which did not work satisfactorily. Instead he constructed a really effective double-action water-column engine; this was a short time after Richard Trevithick had constructed a similar machine in England. For the second line he improved the system and built a single-action pump. All the parts of it were made of metal, which made them easy to produce, and the pumps proved to be extremely reliable, working for over 100 years.

At the official opening of the line in 1817 the Bavarian king rewarded him generously. He remained in the state's service, becoming head of the department for roads and waterways in 1820, and he contributed to the development of Bavarian industry as well as the public infrastructure in many ways as a result of his mechanical skill and his innovative engineering mind.

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SUBJECT AREA: Electronics and information technology

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At an early age Schickhard won a scholarship to the monastery school at Tübingen and then progressed to the university, where he obtained his BA and MA in theology in 1609 and 1611, respectively. He then specialized in oriental languages and eventually became Professor of Hebrew, Oriental Languages, Mathematics, Astronomy and Geography at Tübingen. Between 1613 and 1619 he was also deacon or pastor to a number of churches in the area. In 1617 he met Johannes Kepler, who, impressed by his ability, asked him to draw up tables of figures for his Harmonica Mundi (1619). As a result of this, Schickhard designed and constructed a mechanical adding-machine that he called a calculating clock. This he described in a letter of 20 September 1623 to Kepler, but a subsequent letter of 25 February 1624 reported its destruction by fire. After his death, probably from bubonic plague, his papers and the letter to Kepler were discovered in the regional library in Stuttgart in 1930 by Franz Hamme, who described them to the 1957 Mathematical Congress. As a result, a Dr Baron von Freytag Lovinghoff, who was present at that meeting, built a reconstruction of Schickard's machine in 1960.

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See also: Pascal, Blaise

a management style that relies on gut feeling or a sixth sense, rather than on analytical or objective reasoning. Intuitive management exploits the holistic, imaginative, spiritual skills of the right side of the brain, whereas the conventional school of management favors the left side of the brain skills, which are logical, rational, linear, and mathematical in nature. Intuitive management is closely linked to a style of decision making that encourages creativity and innovation. Because this style of decision making has no rational basis, however, it can be difficult to justify decisions that turn out to be wrong.

ἀναλογ-ικός, ή, όν,

A based on mathematical ratios, Plu.2.1144f, cf. Iamb.in Nic.p.100P. ἡ -κὴ τέχνη the art of applying analogy, S.E.M.1.199;

οἱ -κοί

the analogical school of grammarians,

Suid.

s.v. Ἀτρείδης, Eust.802.38.

1 drawing.

dibujo a lápiz/al carboncillo pencil/charcoal drawing

dibujo anatómico anatomical drawing

dibujo lineal (education) = drawing of geometrical figures

dibujo técnico technical drawing

dibujos animados cartoons

2 pattern.

1^st person singular (yo) present indicative of spanish verb: dibujar.

* * *

► nombre masculino

1 (arte) drawing, sketching

2 (imagen) drawing

3 (motivo) pattern, design

■ esta camisa tiene un dibujo de rombos this shirt has a diamond pattern on it

\

academia de dibujo school of art, art school

dibujo artístico artistic drawing

dibujo lineal draughtsmanship (US draftsmanship)

dibujos animados cartoons

* * *

1) design

2) drawing

•

- dibujos animados

* * *

1) (=actividad) drawing

2) (=representación gráfica) (Arte) drawing; (Téc) design; [en periódico] cartoon

3) [en papel, tela] pattern

4) (=descripción) description, depiction

* * *

a) ( arte) drawing

b) ( representación) drawing

c) ( estampado) pattern

- dibujo lineal/técnico

- dibujo publicitario

- dibujos animados

* * *

= drawing, pattern.

Ex. Forms of symbol used for presentation are: 1 language, eg Arabic; 2 mathematical, eg. graphs, formulae; 3 pictorial, eg drawings.

Ex. The pattern of the laid mould is described by giving the spacing in millimetres of the chain-lines and wire-lines in the vicinity of the watermark.

----

* colección de dibujos = drawing collection.

* dibujo a lápiz = pencil drawing.

* dibujo a pluma = pen drawing, pen drawing, pen drawing.

* dibujo a tinta = ink drawing.

* dibujo de la malla = wire pattern.

* dibujo libre = free-hand drawing.

* dibujo lineal = line drawing.

* dibujo panorámico = panoramic drawing.

* dibujos animados = animated cartoons.

* dibujos animados japoneses = Anime.

* dibujo técnico = architectural rendering, engineering drawing, technical drawing, architectural drawing.

* libro táctil de dibujos = tactile picture book.

* mesa de dibujo = drawing table, art-room table, art-room drawing table, drawing board.

* película de dibujos animados = cartoon film.

* * *

a) ( arte) drawing

b) ( representación) drawing

c) ( estampado) pattern

- dibujo lineal/técnico

- dibujo publicitario

- dibujos animados

* * *

* * *

1 (arte) drawing

clase de dibujo drawing class

el dibujo no es mi fuerte drawing is not my strong point

2 (representación) drawing

un dibujo a lápiz/al carboncillo a pencil/charcoal drawing

hacer dibujos ( Chi fam): hace dibujos con la plata para que le alcance she performs miracles in order to eke the money out

hacen dibujos para pagar el colegio de los niños they make incredible sacrifices in order to pay their children's school fees

3 (estampado) pattern

un dibujo de flores/a rayas a floral/striped pattern

4 (de la madera) grain

line drawing

commercial drawing

mpl cartoons (pl)

una película de dibujos animados a cartoon, an animated film

technical drawing

* * *

1ª persona singular (yo) presente indicativo

3ª persona singular (él/ella/usted) pretérito indicativo

◊ dibujo a mano alzada to draw freehand

a) ( arte) drawing;

◊ clase de dibujo drawing class;

b) ( representación) drawing;

◊ un dibujo al carboncillo a charcoal drawing;

c) ( estampado) pattern

* * *

dibujo nm

1. [técnica, obra] drawing;

no se le da bien el dibujo he's no good at drawing;

el profesor de dibujo the drawing teacher;

meterse en dibujos to complicate things unnecessarily

dibujos animados cartoons;

una película de dibujos animados a cartoon film, a feature-length cartoon;

fue una jugada de dibujos animados [en fútbol] it was a piece of wizardry;

dibujo artístico drawing [as school subject];

dibujo al carboncillo charcoal drawing;

dibujo a lápiz pencil drawing;

dibujo lineal [asignatura] = drawing of geometrical figures;

dibujo a mano alzada freehand drawing;

dibujo técnico technical drawing

2. [en tela, prenda] pattern;

un dibujo a cuadros/de círculos a check/circle pattern

* * *

m arte drawing; ilustración drawing, sketch; estampado pattern;

con dibujo(s) with illustrations

* * *

dibujo nm

1) : drawing

2) : design, pattern

dibujos animados : (animated) cartoons

* * *

dibujo n

1. (en general) drawing

2. (estampado) pattern

1 thought.

leer el pensamiento a alguien to read somebody's mind o thoughts

2 pansy (botany).

3 thinking, ability to think.

* * *

► nombre masculino

1 (idea) thought

2 (mente) mind

3 BOTÁNICA pansy

* * *

* * *

1) (=facultad) thought

- como el pensamiento

2) (=mente) mind

3) (=cosa pensada) thought

4) (=propósito) idea, intention

5) (Bot) pansy

* * *

1)

a) ( facultad) thought

b) ( cosa pensada) thought

c) ( doctrina) thinking

d) ( máxima) thought

- pensamiento lateral

2) (Bot) pansy

* * *

= mind, thinking, thought, rationality, strands of thought.

Ex. Titles present filing problems (particularly in the minds of users).

Ex. Let us attempt to examine first the thinking and philosophy behind the arrangement of libraries designed in this period.

Ex. Amongst these are numbered: some specific legal and governmental works, such as laws, decrees, treaties; works that record the collective thought of a body, for example, reports of commissions and committees; and various cartographic materials.

Ex. A model of how librarians may actually go about book selection is presented in three ways: rationality; tacit knowledge; and symbolic content.

Ex. By looking at the work of some cyberfeminists, the author attempts to give a clearer picture of key debates and strands of thought in cyberfeminism.

----

* adivinar el pensamiento = read + Posesivo + mind, read + Posesivo + thoughts.

* corriente de pensamiento = trend of thought, stream of consciousness.

* de pensamiento liberal = liberal-minded.

* escuela de pensamiento = school of thought.

* expresar + Posesivo + pensamientos = find + Posesivo + (own) voice, find + voice, find + a voice.

* leer el pensamiento = read + Posesivo + mind, read + Posesivo + thoughts.

* libertad de pensamiento = freedom of thought, freedom to think, free thought.

* líder del pensamiento = leader of thought.

* línea de pensamiento = line of thought.

* método de pensamiento en voz alta = thinking aloud method.

* pensamiento abstracto = abstract thought.

* pensamiento analítico = analytic thinking.

* pensamiento científico = scientific thought.

* pensamiento creativo = creative thinking.

* pensamiento crítico = critical thinking.

* pensamiento deductivo = deductive thought.

* pensamiento de grupo = groupthink.

* pensamiento de orden superior = higher-order thinking.

* pensamiento errante = meandering thought.

* pensamiento errático = meandering thought.

* pensamiento grupal = groupthink.

* pensamiento humano = human thought.

* pensamiento intelectual = intellectual thought.

* pensamiento lateral = lateral thinking.

* pensamiento liberal = liberal thought.

* pensamiento libre = free thought.

* pensamiento matemático = mathematical thinking.

* pensamiento original = creative thinking.

* pensamiento que ronda la cabeza de uno = thought + run through + Posesivo + head.

* pensamiento racional = rational thought.

* serie de pensamientos encadenados = chain of thoughts.

* * *

1)

a) ( facultad) thought

b) ( cosa pensada) thought

c) ( doctrina) thinking

d) ( máxima) thought

- pensamiento lateral

2) (Bot) pansy

* * *

* * *

1 (facultad) thought

2 (cosa pensada) thought

siempre me adivina el pensamiento she always knows what I'm thinking, she can always read my mind o my thoughts

3 (doctrina) thinking

el pensamiento político de la época the political thinking of the time

4 (máxima, sentencia) thought

estas citas son pensamientos de autores célebres these quotes are the thoughts of famous writers

lateral thinking

B ( Bot) pansy

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a) ( facultad) thought

b) ( cosa pensada) thought

c) ( doctrina) thinking

d) ( máxima) thought

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pensamiento nm

1. [facultad] thought;

se debe potenciar la capacidad de pensamiento en los alumnos pupils should be encouraged to think;

sumido en sus pensamientos deep in thought;

no me pasó por el pensamiento it never crossed my mind;

leer el pensamiento a alguien to read sb's mind o thoughts

2. [idea] idea, thought;

el pensamiento socialdemócrata social democratic thought o thinking

según el pensamiento único… according to the current free-market liberal-democratic consensus…

3. [sentencia] maxim, saying

4. [flor] pansy

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1 ( reflexión) thought

2 BOT pansy

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pensamiento nm

1) : thought

2) : thinking

3) : pansy

* * *

pensamiento n thought

(n.) = elementary grade

Ex. This paper gives examples of how fiction and mathematical concepts can be integrated in the school library media centre setting and in the classroom for the elementary grades.

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SUBJECT AREA: Chemical technology, Electricity

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Maxwell attended school at the Edinburgh Academy and at the age of 16 went on to study at Edinburgh University. In 1850 he entered Trinity College, Cambridge, where he graduated four years later as Second Wrangler with the award of the Smith's Prize. Two years later he was appointed Professor at Marischal College, Aberdeen, where he married the Principal's daughter. In 1860 he moved to King's College London, but on the death of his father five years later, Maxwell returned to the family home in Scotland, where he continued his researches as far as the life of a gentleman farmer allowed. This rural existence was interrupted in 1874 when he was persuaded to accept the chair of Cavendish Professor of Experimental Physics at Cambridge. Unfortunately, in 1879 he contracted the cancer that brought his brilliant career to an untimely end. While at Cambridge, Maxwell founded the Cavendish Laboratory for research in physics. A succession of distinguished physicists headed the laboratory, making it one of the world's great centres for notable discoveries in physics.

During the mid-1850s, Maxwell worked towards a theory to explain electrical and magnetic phenomena in mathematical terms, culminating in 1864 with the formulation of the fundamental equations of electromagnetism (Maxwell's equations). These equations also described the propagation of light, for he had shown that light consists of transverse electromagnetic waves in a hypothetical medium, the "ether". This great synthesis of theories uniting a wide range of phenomena is worthy to set beside those of Sir Isaac Newton and Einstein. Like all such syntheses, it led on to further discoveries. Maxwell himself had suggested that light represented only a small part of the spectrum of electromagnetic waves, and in 1888 Hertz confirmed the discovery of another small part of the spectrum, radio waves, with momentous implications for the development of telecommunication technology. Maxwell contributed to the kinetic theory of gases, which by then were viewed as consisting of a mass of randomly moving molecules colliding with each other and with the walls of the containing vessel. From 1869 Maxwell applied statistical methods to describe the molecular motion in mathematical terms. This led to a greater understanding of the behaviour of gases, with important consequences for the chemical industry.

Of more direct technological application was Maxwell's work on colour vision, begun in 1849, showing that all colours could be derived from the three primary colours, red, yellow and blue. This enabled him in 1861 to produce the first colour photograph, of a tartan. Maxwell's discoveries about colour vision were quickly taken up and led to the development of colour printing and photography.

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SUBJECT AREA: Steam and internal combustion engines

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The sixth child of James Watt, merchant and general contractor, and Agnes Muirhead, Watt was a weak and sickly child; he was one of only two to survive childhood out of a total of eight, yet, like his father, he was to live to an age of over 80. He was educated at local schools, including Greenock Grammar School where he was an uninspired pupil. At the age of 17 he was sent to live with relatives in Glasgow and then in 1755 to London to become an apprentice to a mathematical instrument maker, John Morgan of Finch Lane, Cornhill. Less than a year later he returned to Greenock and then to Glasgow, where he was appointed mathematical instrument maker to the University and was permitted in 1757 to set up a workshop within the University grounds. In this position he came to know many of the University professors and staff, and it was thus that he became involved in work on the steam engine when in 1764 he was asked to put in working order a defective Newcomen engine model. It did not take Watt long to perceive that the great inefficiency of the Newcomen engine was due to the repeated heating and cooling of the cylinder. His idea was to drive the steam out of the cylinder and to condense it in a separate vessel. The story is told of Watt's flash of inspiration as he was walking across Glasgow Green one Sunday afternoon; the idea formed perfectly in his mind and he became anxious to get back to his workshop to construct the necessary apparatus, but this was the Sabbath and work had to wait until the morrow, so Watt forced himself to wait until the Monday morning.

Watt designed a condensing engine and was lent money for its development by Joseph Black, the Glasgow University professor who had established the concept of latent heat. In 1768 Watt went into partnership with John Roebuck, who required the steam engine for the drainage of a coal-mine that he was opening up at Bo'ness, West Lothian. In 1769, Watt took out his patent for "A New Invented Method of Lessening the Consumption of Steam and Fuel in Fire Engines". When Roebuck went bankrupt in 1772, Matthew Boulton, proprietor of the Soho Engineering Works near Birmingham, bought Roebuck's share in Watt's patent. Watt had met Boulton four years earlier at the Soho works, where power was obtained at that time by means of a water-wheel and a steam engine to pump the water back up again above the wheel. Watt moved to Birmingham in 1774, and after the patent had been extended by Parliament in 1775 he and Boulton embarked on a highly profitable partnership. While Boulton endeavoured to keep the business supplied with capital, Watt continued to refine his engine, making several improvements over the years; he was also involved frequently in legal proceedings over infringements of his patent.

In 1794 Watt and Boulton founded the new company of Boulton \& Watt, with a view to their retirement; Watt's son James and Boulton's son Matthew assumed management of the company. Watt retired in 1800, but continued to spend much of his time in the workshop he had set up in the garret of his Heathfield home; principal amongst his work after retirement was the invention of a pantograph sculpturing machine.

James Watt was hard-working, ingenious and essentially practical, but it is doubtful that he would have succeeded as he did without the business sense of his partner, Matthew Boulton. Watt coined the term "horsepower" for quantifying the output of engines, and the SI unit of power, the watt, is named in his honour.

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SUBJECT AREA: Ports and shipping

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Froude was educated at a preparatory school at Buckfastleigh, and then at Westminster School, London, before entering Oriel College, Oxford, to read mathematics and classics. Between 1836 and 1838 he served as a pupil civil engineer, and then he joined the staff of Isambard Kingdom Brunel on various railway engineering projects in southern England, including the South Devon Atmospheric Railway. He retired from professional work in 1846 and lived with his invalid father at Dartington Parsonage. The next twenty years, while apparently unproductive, were important to Froude as he concentrated his mind on difficult mathematical and scientific problems. Froude married in 1839 and had five children, one of whom, Robert Edmund Froude (1846–1924), was to succeed him in later years in his research work for the Admiralty. Following the death of his father, Froude moved to Paignton, and there commenced his studies on the resistance of solid bodies moving through fluids. Initially these were with hulls towed through a house roof storage tank by wires taken over a pulley and attached to falling weights, but the work became more sophisticated and was conducted on ponds and the open water of a creek near Dartmouth. Froude published work on the rolling of ships in the second volume of the Transactions of the then new Institution of Naval Architects and through this became acquainted with Sir Edward Reed. This led in 1870 to the Admiralty's offer of £2,000 towards the cost of an experimental tank for ship models at Torquay. The tank was completed in 1872 and tests were carried out on the model of HMS Greyhound following full-scale towing trials which had commenced on the actual ship the previous year. From this Froude enunciated his Law of Comparisons, which defines the rules concerning the relationship of the power required to move geometrically similar floating bodies across fluids. It enabled naval architects to predict, from a study of a much less expensive and smaller model, the resistance to motion and the power required to move a full-size ship. The work in the tank led Froude to design a model-cutting machine, dynamometers and machinery for the accurate ruling of graph paper. Froude's work, and later that of his son, was prodigious and covered many fields of ship design, including powering, propulsion, rolling, steering and stability. In only six years he had stamped his academic authority on the new science of hydrodynamics, served on many national committees and corresponded with fellow researchers throughout the world. His health suffered and he sailed for South Africa to recuperate, but he contracted dysentery and died at Simonstown. He will be remembered for all time as one of the greatest "fathers" of naval architecture.

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SUBJECT AREA: Metallurgy

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Wöhler, the son of a schoolteacher, was born at Soltau on the Luneburg Heath and received his early education at his father's school, where his mathematical abilities soon became apparent. He completed his studies at the Technical High School, Hannover.

In 1840 he obtained a position at the Borsig Engineering Works in Berlin and acquired there much valuable experience in railway technology. He trained as an engine driver in Belgium and in 1843 was appointed as an engineer to the first Hannoverian Railway, then being constructed between Hannover and Lehrte. In 1847 he became Chief Superintendent of rolling stock on the Lower Silesian-Brandenhurg Railway, where his technical abilities influenced the Prussian Minister of Commerce to appoint him to a commission set up to investigate the reasons for the unusually high incidence of axle failures then being encountered on the railways. This was in 1852, and by 1854, when the Brandenburg line had been nationalized, Wöhler had already embarked on the long, systematic programme of mechanical testing which eventually provided him with a clear insight into the process of what is now referred to as "fatigue failure". He concentrated initially on the behaviour of machined iron and steel specimens subjected to fluctuating direct, bending and torsional stresses that were imposed by testing machines of his own design.

Although Wöhler was not the first investigator in this area, he was the first to recognize the state of "fatigue" induced in metals by the repeated application of cycles of stress at levels well below those that would cause immediate failure. His method of plotting the fatigue stress amplitude "S" against the number of stress cycles necessary to cause failure "N" yielded the well-known S-N curve which described very precisely the susceptibility to fatigue failure of the material concerned. Engineers were thus provided with an invaluable testing technique that is still widely used in the 1990s.

Between 1851 and 1898 Wöhler published forty-two papers in German technical journals, although the importance of his work was not initially fully appreciated in other countries. A display of some of his fracture fatigue specimens at the Paris Exposition in 1867, however, stimulated a short review of his work in Engineering in London. Four years later, in 1871, Engineering published a series of nine articles which described Wöhler's findings in considerable detail and brought them to the attention of engineers. Wöhler became a member of the newly created management board of the Imperial German Railways in 1874, an appointment that he retained until 1889. He is also remembered for his derivation in 1855 of a formula for calculating the deflections under load of lattice girders, plate girders, and other continuous beams resting on more than two supports. This "Three Moments" theorem appeared two years before Clapeyron independently advanced the same expression. Wöhler's other major contribution to bridge design was to use rollers at one end to allow for thermal expansion and contraction.

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SUBJECT AREA: Civil engineering

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At first he was educated by Andrew Little of Lan-gholm. At the age of 14 he was sent to school at Selkirk, where he stayed for two years until joining the Royal Military Academy at Woolwich in August 1796. He was commissioned as Second Lieutenant in the Royal Artillery and transferred to the Royal Engineers on 1 April 1798. He served at Minorca, Malta, Naples, Sicily, Calabria and in the siege of Copenhagen and in other campaigns. He was promoted First Captain in 1807, and was on the staff of Sir John Moore at the battle of Coruna. He was wounded at the siege of Flushing in 1809 and was invalided for a year, employing his time in learning German.

In November 1810 he published his Essay on Military Policy and Institutions of the British Empire, which ran through four editions. In 1811 he was in command of a company of Royal Military Artificers at Plymouth and there he devised a method of education by which the NCOs and troops could teach themselves without "mathematical masters". His system was a great success and was adopted at Chatham and throughout the corps. In 1812 he was appointed Director of the School of Military Engineering at Chatham. He remained at Chatham until 1841, when he was appointed Inspector-General of Railways. During this period he organized improved systems of sapping, mining, telegraphing, pontooning and exploding gunpowder on land or under water, and prepared pamphlets and courses of instruction in these and other subjects. In May 1836 he started what is probably the most important work for which he is remembered. This, was a book on Limes, Calcareous Cements, Mortar, Stuccos and Concretes. The general adoption of Joseph Aspdin's Portland Cement was largely due to Pasley's recommendation of the material.

He was married twice: first in 1814 at Chatham to Harriet Cooper; and then on 30 March 1819 at Rochester to Martha Matilda Roberts, with whom he had six children— she died in 1881.

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