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1 prowa|dzić
impf Ⅰ vt 1. (wieść) to lead [dziecko, zwierzę]- prowadzić kogoś do stołu to lead sb over a. to escort sb to the table- co czwartek prowadziła go na spacer/na badanie krwi every Thursday she took him for a walk/blood test ⇒ zaprowadzić2. (być pierwszym) to lead [grupę, wycieczkę]- prowadzić mazura/poloneza to lead the mazurka/polonaise3. (przesuwać, wodzić) prowadzić pióro/ołówek to guide a pen/pencil- prowadzić smyczek to draw the bow, to bow- prowadzić piłkę/krążek to dribble the ball/puck- prowadzić ręką/palcem po czymś to run one’s hand/finger over sth ⇒ poprowadzić4. (kierować pojazdem) to drive [samochód, motocykl]; to fly [samolot]- ona bardzo dobrze prowadzi she’s a very good driver5. (doprowadzać) to carry- żyły prowadzą krew do serca the veins carry the blood to the heart- te rury prowadziły wodę do starego domu these pipes conveyed water to the old house6. (kierować w tańcu) to lead [partnerkę]- przyjemnie się z nim tańczy, bo dobrze prowadzi it’s fun to dance with him because he leads well- pewnie prowadził swą partnerkę w tańcu he led his dancing partner confidently7. (sprawować nadzór) to run [dom, firmę, sklep, restaurację]; to preside over, to chair [spotkanie, zebranie, obrady]- prowadzić orkiestrę to conduct an orchestra8. (realizować, wykonywać) to conduct [badania]; to carry on, to have [rozmowę]; to do [interesy]- prowadzić spór to have an argument- prowadzić korespondencję to carry on a. to conduct (a) correspondence- prowadzić dziennik/dziennik pokładowy to keep a diary/log (book)- prowadzić dochodzenie/śledztwo to carry out a. conduct an investigation a. inquiry- prowadzić sprzedaż obuwia sportowego/mebli ogrodowych kryt. to sell sports shoes/garden furniture- prowadzić wykład to give a. deliver a lecture- prowadzić lekcję to conduct a. hold (a) class- prowadzić sprawę to hear a case9. Mat. prowadzić równoległą to draw a parallel line ⇒ poprowadzić 10. Budow. to construct [drogę, chodnik] ⇒ poprowadzić 11. Muz. to lead [linię melodyczną] 12. Ogr. to train [krzewy, pnącza] 13. Techn. prowadzić wiertło to guide a drill- prowadzić chodnik (w kopalni) to drive a heading (in the mine)Ⅱ vi 1. (wskazywać drogę) to lead- te schody prowadzą do piwnicy the staircase leads to the cellar- ścieżka prowadziła do stacji/przez las the path led to the station/through the woods2. (przodować) to lead, to take the lead- prowadzić 2:0 to lead 2-0- prowadzić o 5 sekund to lead by 5 seconds- prowadzić trzema punktami to have a lead of three points- w pierwszej połowie nasi prowadzili 1:0 our team took a 1-0 lead in the first half- socjaliści prowadzili w pierwszej turze wyborów the Socialists took the lead in the first round of the elections3. (powodować) to cause vt (do czegoś sth); to lead (do czegoś to sth)- palenie często prowadzi do raka płuc smoking often causes lung cancer- takie postępowanie prowadzi do śmieszności such behaviour makes one look ridiculousⅢ prowadzić się 1. (trzymać się) spacerowali prowadząc się pod rękę/za ręce they were walking along arm in arm/holding hands- prowadzą się jak zakochani they behave a. carry on as though they were in love2. (postępować) kobieta/dziewczyna źle się prowadząca a woman of loose morals, a woman of easy virtue- przyzwoicie się prowadziła she led a blameless life- prowadził się nienagannie he conducted himself with the utmost propriety książk.- mówili, że się źle prowadziła they said she was a woman of easy virtue- □ dźwięk prowadzący Muz. leading note■ prowadzić kogoś do ołtarza to lead sb to the altar- prowadzić dom otwarty to keep (an) open house- prowadzić kogoś na pasku a. na sznurku to have/keep sb on a short a. tight leash- prowadzić beztroskie/hulaszcze życie to lead a life of pleasure/a life of dissipation a. a decadent life- prowadzić bujne życie towarzyskie to have an active social life; (często wychodzić z domu) to go out a lot; (przyjmować gości) to entertain a lot- do niczego nie prowadzić to lead nowhereThe New English-Polish, Polish-English Kościuszko foundation dictionary > prowa|dzić
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2 Wright, Wilbur
SUBJECT AREA: Aerospace[br]b. 16 April 1867 Millville, Indiana, USAd. 30 May 1912 Dayton, Ohio, USA[br]American co-inventor, with his brother Orville Wright (b. 19 August 1871 Dayton, Ohio, USA; d. 30 January 1948 Dayton, Ohio, USA), of the first powered aeroplane capable of sustained, controlled flight.[br]Wilbur and Orville designed and built bicycles in Dayton, Ohio. In the 1890s they developed an interest in flying which led them to study the experiments of gliding pioneers such as Otto Lilienthal in Germany, and their fellow American Octave Chanute. The Wrights were very methodical and tackled the many problems stage by stage. First, they developed a method of controlling a glider using movable control surfaces, instead of weight-shifting as used in the early hand-gliders. They built a wind tunnel to test their wing sections and by 1902 they had produced a controllable glider. Next they needed a petrol engine, and when they could not find one to suit their needs they designed and built one themselves.On 17 December 1903 their Flyer was ready and Orville made the first short flight of 12 seconds; Wilbur followed with a 59-second flight covering 853 ft (260 m). An improved design, Flyer II, followed in 1904 and made about eighty flights, including circuits and simple ma-noeuvres. In 1905 Flyer III made several long flights, including one of 38 minutes covering 24½ miles (39 km). Most of the Wrights' flying was carried out in secret to protect their patents, so their achievements received little publicity. For a period of two and a half years they did not fly, but they worked to improve their Flyer and to negotiate terms for the sale of their invention to various governments and commercial syndi-cates.In 1908 the Wright Model A appeared, and when Wilbur demonstrated it in France he astounded the European aviators by making several flights lasting more than one hour and one of 2 hours 20 minutes. Considerable numbers of the Model A were built, but the European designers rapidly caught up and overtook the Wrights. The Wright brothers became involved in several legal battles to protect their patents: one of these, with Glenn Curtiss, went on for many years. Wilbur died of typhoid fever in 1912. Orville sold his interest in the Wright Company in 1915, but retained an interest in aeronautical research and lived on to see an aeroplane fly faster than the speed of sound.[br]Principal Honours and DistinctionsRoyal Aeronautical Society (London) Gold Medal (awarded to both Wilbur and Orville) May 1909. Medals from the Aero Club of America, Congress, Ohio State and the City of Dayton.Bibliography1951, Miracle at Kitty Hawk. The Letters of Wilbur \& Orville Wright, ed. F.C.Kelly, New York.1953, The Papers of Wilbur and Orville Wright, ed. Marvin W.McFarland, 2 vols, New York.Orville Wright, 1953, How We Invented the Aeroplane, ed. F.C.Kelly, New York.Further ReadingA.G.Renstrom, 1968, Wilbur \& Orville Wright. A Bibliography, Washington, DC (with 2,055 entries).C.H.Gibbs-Smith, 1963, The Wright Brothers, London (reprint) (a concise account).J.L.Pritchard, 1953, The Wright Brothers', Journal of the Royal Aeronautical Society (December) (includes much documentary material).F.C.Kelly, 1943, The Wright Brothers, New York (reprint) (authorized by Orville Wright).H.B.Combs with M.Caidin, 1980, Kill Devil Hill, London (contains more technical information).T.D.Crouch, 1989, The Bishop's Boys: A Life of Wilbur \& Orville Wright, New York (perhaps the best of various subsequent biographies).JDS -
3 Thinking
But what then am I? A thing which thinks. What is a thing which thinks? It is a thing which doubts, understands, [conceives], affirms, denies, wills, refuses, which also imagines and feels. (Descartes, 1951, p. 153)I have been trying in all this to remove the temptation to think that there "must be" a mental process of thinking, hoping, wishing, believing, etc., independent of the process of expressing a thought, a hope, a wish, etc.... If we scrutinize the usages which we make of "thinking," "meaning," "wishing," etc., going through this process rids us of the temptation to look for a peculiar act of thinking, independent of the act of expressing our thoughts, and stowed away in some particular medium. (Wittgenstein, 1958, pp. 41-43)Analyse the proofs employed by the subject. If they do not go beyond observation of empirical correspondences, they can be fully explained in terms of concrete operations, and nothing would warrant our assuming that more complex thought mechanisms are operating. If, on the other hand, the subject interprets a given correspondence as the result of any one of several possible combinations, and this leads him to verify his hypotheses by observing their consequences, we know that propositional operations are involved. (Inhelder & Piaget, 1958, p. 279)In every age, philosophical thinking exploits some dominant concepts and makes its greatest headway in solving problems conceived in terms of them. The seventeenth- and eighteenth-century philosophers construed knowledge, knower, and known in terms of sense data and their association. Descartes' self-examination gave classical psychology the mind and its contents as a starting point. Locke set up sensory immediacy as the new criterion of the real... Hobbes provided the genetic method of building up complex ideas from simple ones... and, in another quarter, still true to the Hobbesian method, Pavlov built intellect out of conditioned reflexes and Loeb built life out of tropisms. (S. Langer, 1962, p. 54)Experiments on deductive reasoning show that subjects are influenced sufficiently by their experience for their reasoning to differ from that described by a purely deductive system, whilst experiments on inductive reasoning lead to the view that an understanding of the strategies used by adult subjects in attaining concepts involves reference to higher-order concepts of a logical and deductive nature. (Bolton, 1972, p. 154)There are now machines in the world that think, that learn and create. Moreover, their ability to do these things is going to increase rapidly until-in the visible future-the range of problems they can handle will be coextensive with the range to which the human mind has been applied. (Newell & Simon, quoted in Weizenbaum, 1976, p. 138)But how does it happen that thinking is sometimes accompanied by action and sometimes not, sometimes by motion, and sometimes not? It looks as if almost the same thing happens as in the case of reasoning and making inferences about unchanging objects. But in that case the end is a speculative proposition... whereas here the conclusion which results from the two premises is an action.... I need covering; a cloak is a covering. I need a cloak. What I need, I have to make; I need a cloak. I have to make a cloak. And the conclusion, the "I have to make a cloak," is an action. (Nussbaum, 1978, p. 40)It is well to remember that when philosophy emerged in Greece in the sixth century, B.C., it did not burst suddenly out of the Mediterranean blue. The development of societies of reasoning creatures-what we call civilization-had been a process to be measured not in thousands but in millions of years. Human beings became civilized as they became reasonable, and for an animal to begin to reason and to learn how to improve its reasoning is a long, slow process. So thinking had been going on for ages before Greece-slowly improving itself, uncovering the pitfalls to be avoided by forethought, endeavoring to weigh alternative sets of consequences intellectually. What happened in the sixth century, B.C., is that thinking turned round on itself; people began to think about thinking, and the momentous event, the culmination of the long process to that point, was in fact the birth of philosophy. (Lipman, Sharp & Oscanyan, 1980, p. xi)The way to look at thought is not to assume that there is a parallel thread of correlated affects or internal experiences that go with it in some regular way. It's not of course that people don't have internal experiences, of course they do; but that when you ask what is the state of mind of someone, say while he or she is performing a ritual, it's hard to believe that such experiences are the same for all people involved.... The thinking, and indeed the feeling in an odd sort of way, is really going on in public. They are really saying what they're saying, doing what they're doing, meaning what they're meaning. Thought is, in great part anyway, a public activity. (Geertz, quoted in J. Miller, 1983, pp. 202-203)Everything should be made as simple as possible, but not simpler. (Einstein, quoted in Minsky, 1986, p. 17)What, in effect, are the conditions for the construction of formal thought? The child must not only apply operations to objects-in other words, mentally execute possible actions on them-he must also "reflect" those operations in the absence of the objects which are replaced by pure propositions. Thus, "reflection" is thought raised to the second power. Concrete thinking is the representation of a possible action, and formal thinking is the representation of a representation of possible action.... It is not surprising, therefore, that the system of concrete operations must be completed during the last years of childhood before it can be "reflected" by formal operations. In terms of their function, formal operations do not differ from concrete operations except that they are applied to hypotheses or propositions [whose logic is] an abstract translation of the system of "inference" that governs concrete operations. (Piaget, quoted in Minsky, 1986, p. 237)[E]ven a human being today (hence, a fortiori, a remote ancestor of contemporary human beings) cannot easily or ordinarily maintain uninterrupted attention on a single problem for more than a few tens of seconds. Yet we work on problems that require vastly more time. The way we do that (as we can observe by watching ourselves) requires periods of mulling to be followed by periods of recapitulation, describing to ourselves what seems to have gone on during the mulling, leading to whatever intermediate results we have reached. This has an obvious function: namely, by rehearsing these interim results... we commit them to memory, for the immediate contents of the stream of consciousness are very quickly lost unless rehearsed.... Given language, we can describe to ourselves what seemed to occur during the mulling that led to a judgment, produce a rehearsable version of the reaching-a-judgment process, and commit that to long-term memory by in fact rehearsing it. (Margolis, 1987, p. 60)Historical dictionary of quotations in cognitive science > Thinking
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4 Muybridge, Eadweard
SUBJECT AREA: Photography, film and optics[br]b. 9 April 1830 Kingston upon Thames, Englandd. 8 May 1904 Kingston upon Thames, England[br]English photographer and pioneer of sequence photography of movement.[br]He was born Edward Muggeridge, but later changed his name, taking the Saxon spelling of his first name and altering his surname, first to Muygridge and then to Muybridge. He emigrated to America in 1851, working in New York in bookbinding and selling as a commission agent for the London Printing and Publishing Company. Through contact with a New York daguerreotypist, Silas T.Selleck, he acquired an interest in photography that developed after his move to California in 1855. On a visit to England in 1860 he learned the wet-collodion process from a friend, Arthur Brown, and acquired the best photographic equipment available in London before returning to America. In 1867, under his trade pseudonym "Helios", he set out to record the scenery of the Far West with his mobile dark-room, christened "The Flying Studio".His reputation as a photographer of the first rank spread, and he was commissioned to record the survey visit of Major-General Henry W.Halleck to Alaska and also to record the territory through which the Central Pacific Railroad was being constructed. Perhaps because of this latter project, he was approached by the President of the Central Pacific, Leland Stanford, to attempt to photograph a horse trotting at speed. There was a long-standing controversy among racing men as to whether a trotting horse had all four hooves off the ground at any point; Stanford felt that it did, and hoped than an "instantaneous" photograph would settle the matter once and for all. In May 1872 Muybridge photographed the horse "Occident", but without any great success because the current wet-collodion process normally required many seconds, even in a good light, for a good result. In April 1873 he managed to produce some better negatives, in which a recognizable silhouette of the horse showed all four feet above the ground at the same time.Soon after, Muybridge left his young wife, Flora, in San Francisco to go with the army sent to put down the revolt of the Modoc Indians. While he was busy photographing the scenery and the combatants, his wife had an affair with a Major Harry Larkyns. On his return, finding his wife pregnant, he had several confrontations with Larkyns, which culminated in his shooting him dead. At his trial for murder, in February 1875, Muybridge was acquitted by the jury on the grounds of justifiable homicide; he left soon after on a long trip to South America.He again took up his photographic work when he returned to North America and Stanford asked him to take up the action-photography project once more. Using a new shutter design he had developed while on his trip south, and which would operate in as little as 1/1,000 of a second, he obtained more detailed pictures of "Occident" in July 1877. He then devised a new scheme, which Stanford sponsored at his farm at Palo Alto. A 50 ft (15 m) long shed was constructed, containing twelve cameras side by side, and a white background marked off with vertical, numbered lines was set up. Each camera was fitted with Muybridge's highspeed shutter, which was released by an electromagnetic catch. Thin threads stretched across the track were broken by the horse as it moved along, closing spring electrical contacts which released each shutter in turn. Thus, in about half a second, twelve photographs were obtained that showed all the phases of the movement.Although the pictures were still little more than silhouettes, they were very sharp, and sequences published in scientific and photographic journals throughout the world excited considerable attention. By replacing the threads with an electrical commutator device, which allowed the release of the shutters at precise intervals, Muybridge was able to take series of actions by other animals and humans. From 1880 he lectured in America and Europe, projecting his results in motion on the screen with his Zoopraxiscope projector. In August 1883 he received a grant of $40,000 from the University of Pennsylvania to carry on his work there. Using the vastly improved gelatine dry-plate process and new, improved multiple-camera apparatus, during 1884 and 1885 he produced over 100,000 photographs, of which 20,000 were reproduced in Animal Locomotion in 1887. The subjects were animals of all kinds, and human figures, mostly nude, in a wide range of activities. The quality of the photographs was extremely good, and the publication attracted considerable attention and praise.Muybridge returned to England in 1894; his last publications were Animals in Motion (1899) and The Human Figure in Motion (1901). His influence on the world of art was enormous, over-turning the conventional representations of action hitherto used by artists. His work in pioneering the use of sequence photography led to the science of chronophotography developed by Marey and others, and stimulated many inventors, notably Thomas Edison to work which led to the introduction of cinematography in the 1890s.[br]Bibliography1887, Animal Locomotion, Philadelphia.1893, Descriptive Zoopraxography, Pennsylvania. 1899, Animals in Motion, London.1901, The Human Figure in Motion, London.Further Reading1973, Eadweard Muybridge: The Stanford Years, Stanford.G.Hendricks, 1975, Muybridge: The Father of the Motion Picture, New York. R.Haas, 1976, Muybridge: Man in Motion, California.B.Coe, 1992, Muybridge and the Chromophoto-graphers, London.BC -
5 ни за что
I• НИ ЗА ЧТО; НИ ЗА ЧТО НА СВЕТЕ both coll[PrepP; these forms only; adv; used with negated verbs (more often pfv fut or subjunctive); fixed WO]=====⇒ under no conditions or circumstances:- not for anything (in the world < on earth>);- on no < not on any> account;- nothing on earth (would (could) make one do sth.);- [in limited contexts] not on your life!;- no way! no dice!;- never. Cf. not for all the tea in China.♦ "...Мне ни за что не хотелось бы расстаться с вами" (Булгаков 9). "I would not like to part with you for anything" (9a).♦ Понять его [приказ] Руслан не то что не мог, но не согласился бы ни за что на свете (Владимов 1). It was not that Ruslan could not understand the order; he would not have accepted it for anything in the world (1a).♦ "...Вот какие у меня подозрения: они, то есть секунданты, должно быть, несколько переменили свой прежний план и хотят зарядить пулею один пистолет Грушницкого... Как вы думаете? Должны ли мы показать им, что догадались?" - "Ни за что на свете, доктор" (Лермонтов 1). "...Here are my suspicions: they, that is to say the seconds, have apparently altered somewhat their former plan and want to load, with a bullet, only Grushnitski's pistol.... What do you think, should we show them that we have found them out?" "Not for anything on earth, doctor!" (1a).♦...Кузнец, который был издавна не в ладах с ним, при нём ни за что не отважится идти к дочке, несмотря на свою силу (Гоголь 5)....The blacksmith, who had for a long time been on bad terms with him, would on no account have ventured, strong as he was, to visit the daughter when the father was at home (5a).♦ Он договорить ещё не успел, я уже понял: ни за что не поеду! (Солженицын 2). Before he had finished speaking, my mind was made up. Nothing on earth would make me go! (2a).♦ [Бусыгин:] Мы едем домой. [Сильва:] Ни за что (Вампилов 4). [В.:] We're going home. [S.:] Not on your life! (4a). [B.:] We're going home. [S.:] No dice (4b).II• НИ ЗА ЧТО; НИ ЗА ЧТО НИ ПРО ЧТО; НИ ЗА ЧТО НИ ПРО ЧТО all coll[PrepP; these forms only; adv; more often used with pfv verbs; fixed WO]=====1. погибнуть, пропасть и т.п. ни за что (of a person) (to perish, be destroyed etc) to no purpose, finitely:- (all) in vain.♦ Здесь ни за что погиб мой отец... Ни за грош пропала моя собственная жизнь (Зиновьев 1). "My Father died here for nothing.... My own life has been ruined for nothing" (1a).2. обидеть, оскорбить, ударить, ругать, арестовать кого и т.п. ни за что (to offend, insult, hit, berate, arrest etc s.o.) without any reason or grounds for doing so:- for nothing, for no reason;- (quarrel) over nothing.♦ Настёна обычно отмалчивалась, она научилась этому ещё в то... лето, когда обходила с Катькой ангарские деревни и когда каждый, кому не лень, мог ни за что ни про что ее облаять (Распутин 2). Nastyona usually held her peace. She had learned how that summer when she and Katya made the rounds of the Angara villages and anyone who felt like it could shower her with curses for no reason at all (2a).♦ Чёрт сбил с толку обоих чиновников: чиновники, говоря попросту, перебесились и перессорились ни за что (Гоголь 3). The Devil led the two officials astray the officials, to put it plainly, went crazy and fell out with each other for no reason whatsoever (3c).♦...Я защищал людей, которых сажали, как принято выражаться, за убеждения, или, иначе говоря, ни за что (Войнович 1)....I spoke out in defense of people who, as we usually say, were imprisoned for their convictions, or, to put it another way, for nothing at all (1a). Ф "Значит, вас арестовали ни за что ни про что? Мы сажаем невинных людей?" (Рыбаков 2). "So, you were arrested for nothing, for no reason? We put innocent people in prison, do we?" (2a).♦...Эти умники из Кенгура... вполне могут засадить человека ни за что ни про что (Искандер 4)....Those wiseacres from Kengur...were quite capable of putting a man in prison just for the hell of it (4a).Большой русско-английский фразеологический словарь > ни за что
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