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1 subject
['sʌbdʒɪkt]n1) тема, предмет разговора, вопрос, сюжетThe subject is not very well dealt with in his last book. — В его последней книге этот вопрос плохо освещен.
He is off the subject. — Он говорит не на тему.
The subject drifted away into another channel. — Тема разговора незаметно перешла в другую область.
- ridiculos subject- interesting subject
- dellicate subject
- stock subjects
- examination subjects
- thesis subject
- key subject
- off-the-record subject
- suggestive subject
- subject picture
- subject of common interest
- hackneyed subjects of polities
- subject for congratulation
- subject of praise
- safe subject for conversation
- subject of the lecture
- subject of a book
- subjects of rural life
- subject of graduate study
- pictures of sacred subjects
- all conceivable subjects of interest to students
- no restriction as to subject
- approach the subject from a practical point of view
- avoid the subject
- bar the subject
- bring up the subject in the course of conversation
- broach the subject in the course of conversation
- change the subject
- choose a subject for discussion
- classify books by subjects
- classify the subjects you are interested in
- close the subject
- consider the next subjects
- cover the whole subject
- dismiss the subject summarily
- divert the subject into another channel- express one's opinion on the subject- find information on the subject
- get to the main subject
- handle the subject in a masterly way
- have strong views on the subject
- introduce a sore subject
- keep to the subject
- lead smb on to the subject
- open the subject
- pursue the subject further
- return to our subject
- speak on the subject
- study the subject thoroughly
- take smb too far from the subject
- treat the subject at great length
- touch upon the subject
- turn the subject over in one's mind
- view the subject from different angles
- wander from the subject
- work on this subject
- every time the subject comes up2) проблема, вопросWe have different opinions (strong views) on the subject. — У нас разные мнения (твердые взгляды) по этому вопросу.
He has a different approach to the subject. — У него иной подход к данной проблеме.
- serious subject- fundamental subject- tender- domestic subjects
- interesting subjects
- academic subjects
- controversial subjects
- subject under consideration
- smb's approach to the subject
- break up the subject into sections
- bring the conversation round to the subject
- deal with new subjects- discuss the subject in all its aspects- go deep into the subject
- handle the subject delicately
- illustrate the subject with appropriate quotations
- investigate the subject
- keep off the subject
- know one's subject
- narrow down one's subject to two problems
- start the subject
- state the subject
- submit up the subject to the judgement of scholars
- survey the subject
- treat the subject technically
- view the subject from a practical point of view
- weigh the subject dispassionately3) предмет, учебная дисциплина- difficult subjectsI'll have to read on the subject. — Мне надо готовиться к экзамену по этому предмету.
- school subjects
- liberal arts subjects
- secondary subjects
- smb's favourite subject at school
- subject of serious study
- subject of interest for students
- be taught as a separate subject
- fail in a subject
- learn the subject with ease
- master a subject
- pass a subject
- read on the subject
- take the subject seriously
- teach a subject4) подданный (государства, короля)- British subject- subject of the crown
- subject to the king5) грам. подлежащее- Complex Subject- impersonal subject
- subject of the sentence
- subject precedes the predicate in a regular sentence -
2 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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3 Thévénin, Léon Charles
SUBJECT AREA: Electricity[br]b. 30 March 1857 Paris, Franced. 21 September 1926 Paris, France[br]French telegraph engineer who extended Ohm's Law to the analysis of complex electrical circuits.[br]Following a basic education, Thévénin entered the Ecole Polytechnique in Paris, graduating in 1876. In 1878 he joined the Corps of Telegraph Engineers (which subsequently became the French PTT). There he initially worked on the development of long-distance underground telegraph lines, but he later switched to working on power lines. Appointed a teaching inspector at the Ecole Supérieure in 1882, he became increasingly interested in the problems of measurement in electrical circuits. As a result of studying Kirchoff's Laws, which were essentially derived from Ohm's Law, he developed his now-famous theorem which made it possible to calculate the currents in more complex electrical circuits.As well as becoming Head of the Bureau des Lignes, up until his death he also found time for teaching other subjects outside the Ecole, including a course in mechanics at the Institut National Agronomique. In 1896 he was appointed Director of the Telegraph Engineering School, then, in 1901, Engineer-in-Chief of the telegraph workshops. He retired in 1914.[br]Bibliography1883, "Extension of Ohm's Law to complex electrical circuits", Comptes rendus 97:159 (describes Thévénin's Theorem).Further ReadingF.E.Terman, 1943, Radio Engineers'Handbook, New York: McGraw-Hill, Section 3 (summarizes the relevant circuit theory).KF -
4 Armstrong, Sir William George, Baron Armstrong of Cragside
[br]b. 26 November 1810 Shieldfield, Newcastle upon Tyne, Englandd. 27 December 1900 Cragside, Northumbria, England[br]English inventor, engineer and entrepreneur in hydraulic engineering, shipbuilding and the production of artillery.[br]The only son of a corn merchant, Alderman William Armstrong, he was educated at private schools in Newcastle and at Bishop Auckland Grammar School. He then became an articled clerk in the office of Armorer Donkin, a solicitor and a friend of his father. During a fishing trip he saw a water-wheel driven by an open stream to work a marble-cutting machine. He felt that its efficiency would be improved by introducing the water to the wheel in a pipe. He developed an interest in hydraulics and in electricity, and became a popular lecturer on these subjects. From 1838 he became friendly with Henry Watson of the High Bridge Works, Newcastle, and for six years he visited the Works almost daily, studying turret clocks, telescopes, papermaking machinery, surveying instruments and other equipment being produced. There he had built his first hydraulic machine, which generated 5 hp when run off the Newcastle town water-mains. He then designed and made a working model of a hydraulic crane, but it created little interest. In 1845, after he had served this rather unconventional apprenticeship at High Bridge Works, he was appointed Secretary of the newly formed Whittle Dene Water Company. The same year he proposed to the town council of Newcastle the conversion of one of the quayside cranes to his hydraulic operation which, if successful, should also be applied to a further four cranes. This was done by the Newcastle Cranage Company at High Bridge Works. In 1847 he gave up law and formed W.G.Armstrong \& Co. to manufacture hydraulic machinery in a works at Elswick. Orders for cranes, hoists, dock gates and bridges were obtained from mines; docks and railways.Early in the Crimean War, the War Office asked him to design and make submarine mines to blow up ships that were sunk by the Russians to block the entrance to Sevastopol harbour. The mines were never used, but this set him thinking about military affairs and brought him many useful contacts at the War Office. Learning that two eighteen-pounder British guns had silenced a whole Russian battery but were too heavy to move over rough ground, he carried out a thorough investigation and proposed light field guns with rifled barrels to fire elongated lead projectiles rather than cast-iron balls. He delivered his first gun in 1855; it was built of a steel core and wound-iron wire jacket. The barrel was multi-grooved and the gun weighed a quarter of a ton and could fire a 3 lb (1.4 kg) projectile. This was considered too light and was sent back to the factory to be rebored to take a 5 lb (2.3 kg) shot. The gun was a complete success and Armstrong was then asked to design and produce an equally successful eighteen-pounder. In 1859 he was appointed Engineer of Rifled Ordnance and was knighted. However, there was considerable opposition from the notably conservative officers of the Army who resented the intrusion of this civilian engineer in their affairs. In 1862, contracts with the Elswick Ordnance Company were terminated, and the Government rejected breech-loading and went back to muzzle-loading. Armstrong resigned and concentrated on foreign sales, which were successful worldwide.The search for a suitable proving ground for a 12-ton gun led to an interest in shipbuilding at Elswick from 1868. This necessitated the replacement of an earlier stone bridge with the hydraulically operated Tyne Swing Bridge, which weighed some 1450 tons and allowed a clear passage for shipping. Hydraulic equipment on warships became more complex and increasing quantities of it were made at the Elswick works, which also flourished with the reintroduction of the breech-loader in 1878. In 1884 an open-hearth acid steelworks was added to the Elswick facilities. In 1897 the firm merged with Sir Joseph Whitworth \& Co. to become Sir W.G.Armstrong Whitworth \& Co. After Armstrong's death a further merger with Vickers Ltd formed Vickers Armstrong Ltd.In 1879 Armstrong took a great interest in Joseph Swan's invention of the incandescent electric light-bulb. He was one of those who formed the Swan Electric Light Company, opening a factory at South Benwell to make the bulbs. At Cragside, his mansion at Roth bury, he installed a water turbine and generator, making it one of the first houses in England to be lit by electricity.Armstrong was a noted philanthropist, building houses for his workforce, and endowing schools, hospitals and parks. His last act of charity was to purchase Bamburgh Castle, Northumbria, in 1894, intending to turn it into a hospital or a convalescent home, but he did not live long enough to complete the work.[br]Principal Honours and DistinctionsKnighted 1859. FRS 1846. President, Institution of Mechanical Engineers; Institution of Civil Engineers; British Association for the Advancement of Science 1863. Baron Armstrong of Cragside 1887.Further ReadingE.R.Jones, 1886, Heroes of Industry', London: Low.D.J.Scott, 1962, A History of Vickers, London: Weidenfeld \& Nicolson.IMcNBiographical history of technology > Armstrong, Sir William George, Baron Armstrong of Cragside
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