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1 technical mathematics
Большой англо-русский и русско-английский словарь > technical mathematics
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2 technical mathematics
Математика: техническая математика -
3 technical mathematics
English-Russian scientific dictionary > technical mathematics
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4 mathematics
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5 Moscow Institute of Electronics and Mathematics
Образование: (Technical University) МИЭМУниверсальный англо-русский словарь > Moscow Institute of Electronics and Mathematics
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6 Moscow Institute of Electronics and Mathematics(Technical University)
Образование: МИЭМУниверсальный англо-русский словарь > Moscow Institute of Electronics and Mathematics(Technical University)
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7 tram
[træm]((also tramcar: American streetcar) a long car running on rails and usually driven by electric power, for carrying passengers especially along the streets of a town.) tramvaj- tramway* * *I [træm]1.nounBritish Englishcestna železnica, tramvaj; tramvajski voz; mineralogy voziček v rudniku, hunt; tramvajska tračnica, tirnica; technical vzpenjača; tekalni žerjavto go by tram — peljati se s tramvajem;2.transitive verbprepeljati s huntom; intransitive verb (tudi tram it) peljati se s tramvajem; dati v obrat ali vzdrževati tramvajsko progoII [træm]nounvtkana svilaIII [træm]nountechnical mathematics elipsno šestilo; technical uravnavanje -
8 техническая математика
Большой англо-русский и русско-английский словарь > техническая математика
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9 table-book
[téiblbuk]nounokrašena, običajno ilustrirana knjiga, ki jo imamo na mizi; album; technical mathematics knjiga tabel, s tabelami -
10 prime
I 1. adjective1) (first or most important: the prime minister; a matter of prime importance.) prvi2) (best: in prime condition.) odličen2. noun(the best part (of a person's etc life, usually early middle age): He is in his prime; the prime of life.) najboljša leta- primary- primarily
- primary colours
- prime minister
- prime number
- prime time 3. adjectiveprime-time advertising.) v najbolj gledanem terminuII verb(to prepare (something) by putting something into or on it: He primed (=put gunpowder into) his gun; You must prime (=treat with primer) the wood before you paint it.) pripraviti- primer* * *I [práim]adjective ( primely adverb)prvi, prvoten, izviren, osnoven, primaren; bistven, glaven, najvažnejši; prvorazreden, izboren, odličen; mathematics primaren (število), nedeljivmathematics prime to each other — brez skupnega delilcaeconomy prime cost — nabavna cenaastronomy geography prime meridian — začetni (prvi) poldnevnikprime mover physics pogonska moč; technical pogonski stroj; figuratively glavno gibaloPrime Mover — bog, višja silaII [práim]nounzačetek; figuratively pomlad, svitanje, mladost, cvet; višek, popolnost; jedro, srčika; economy najboljša vrsta, izbrana kvaliteta; ecclesiastic ura prve molitve; mathematics primarno število; music prima; sport prvi položaj (pri sabljanju); znak ' (unča, minuta)in one's prime — v najboljših letih, na višku svojih močiIII [práim]transitive verbpripraviti (za delo); military nabiti (orožje); technical grundirati (tudi v slikarstvu); technical naliti vodo v črpalko (pred črpanjem), dovajati vodo v parni kotel, naliti bencin; aeronautics oskrbeti z gorivom; figuratively dajati navodila, podatke, instruirati (npr. pričo); slang opitiprimed military pripravljen za strel (npr. puška), slang pijan -
11 point
[point] 1. noun1) (the sharp end of anything: the point of a pin; a sword point; at gunpoint (= threatened by a gun).) konica2) (a piece of land that projects into the sea etc: The ship came round Lizard Point.) rtič3) (a small round dot or mark (.): a decimal point; five point three six (= 5.36); In punctuation, a point is another name for a full stop.) pika4) (an exact place or spot: When we reached this point of the journey we stopped to rest.) točka5) (an exact moment: Her husband walked in at that point.) trenutek6) (a place on a scale especially of temperature: the boiling-point of water.) točka7) (a division on a compass eg north, south-west etc.) stran neba8) (a mark in scoring a competition, game, test etc: He has won by five points to two.) točka9) (a particular matter for consideration or action: The first point we must decide is, where to meet; That's a good point; You've missed the point; That's the whole point; We're wandering away from the point.) točka; bistvo10) ((a) purpose or advantage: There's no point (in) asking me - I don't know.) smisel11) (a personal characteristic or quality: We all have our good points and our bad ones.) (močna/šibka) točka12) (an electrical socket in a wall etc into which a plug can be put: Is there only one electrical point in this room?) vtičnica2. verb1) (to aim in a particular direction: He pointed the gun at her.) nameriti2) (to call attention to something especially by stretching the index finger in its direction: He pointed (his finger) at the door; He pointed to a sign.) kazati s prstom3) (to fill worn places in (a stone or brick wall etc) with mortar.) zamazati razpoke•- pointed- pointer
- pointless
- pointlessly
- points
- be on the point of
- come to the point
- make a point of
- make one's point
- point out
- point one's toes* * *I [pɔint]nounkonica, bodica, ost (igle, noža, svinčnika, jezika itd.)archaic bodalo, meč; technical koničasta priprava, dleto, šilo, črtalnik, graverska igla; hunting cilj, postojanka (psov); plural udje, okončine (zlasti konjeve), parožki (jelen); grammar pika (tudi full ŋ); printing enota za velikost tiskarskih črk (0,376 mm), izbočena točka v Braillovi pisavi; mathematics točka ( point of intersection sečišče), decimalna pika; točka na zemljevidu, cesti itd.; physics stopinja (temperature na lestvici), stopnja; geography rtič; geography stran neba ( cardinal ŋs glavne strani neba); točka, kraj, mesto, cilj, namen ( point of destination namembni kraj; economy point of entry — vstopno pristanišče); trenutek, moment (odločilni, kritični; at the point of death umirajoč); točka dnevnega reda ( to differ on several ŋs ne strinjati se v več točkah); poanta, bistvo, odlika, svojstvo; cilj, namen, smisel ( there is no point in doing it nima smisla to narediti); poudarek ( to give point to one's words dati poudarek svojim besedam); (karakteristična) poteza, lastnost, odlika (his strong, weak ŋ njegova močna, šibka točka; it has its ŋs ima svoje dobre strani)economy točka pri racioniranju ali ocenjevanju blaga; sport točka ( to lose on ŋs izgubiti po točkah, ŋs win zmaga po točkah); šivana čipka; music znak za ponovitev, karakteristični motiv, tematičen vstavek; military predstraža, izvidnica; British English kretnica; economy to be on points — biti racioniran (blago)economy to put on points — racioniratiat all points — temeljito, popolnoma, v vseh ozirihat the point of — na robu, blizuat the point of the sword — z grožnjo, nasilnoat this point — v tem hipu, na tem mestu (v govoru itd.)beside ( —ali off, away from) the point — neprimeren, ne na mestuto bring to a point — dovršiti, končatito come ( —ali get) to the point — priti k stvari, priti do odločilnega trenutkato give point to s.th. — poudariti kajsport to give points to s.o. — dati komu prednost v igri, figuratively biti močnejšifiguratively nine points — skoraj vse, 90 procentovpossession is nine points of the law — če kaj imaš, imaš vedno pravin point — ustrezen, umestenin point of fact — pravzaprav, resničnoto make a point of — vztrajati na čem, poudarjatisport to make ( —ali score) a point — doseči točko; dokazati resničnost trditveto make s.th. a point of honour — smatrati kaj za častno zadevoAmerican point of origin — kraj poreklanot to put too fine a point on it — brez ovinkov povedati, ne prikrivatito press a point — vztrajati pri čem, pritiskati na kajpoint of no return aeronautics nevarna cona, figuratively od kjer ni vrnitveto stand upon points — paziti na vsako malenkost, biti prenatančento stretch ( —ali strain) a point — narediti izjemo, pogledati skozi prstepoint of view — stališče, mnenjethat is the point — to je vprašanje, to je poglavitna stvarparliament point of order — dnevni redII [pɔint]1.transitive verbostriti, šiliti (svinčnik itd.); figuratively poudariti, poudarjati (svoje besede); meriti, nameriti (at na); mathematics označiti decimalno mesto s piko, vejico; označiti z ločili, točkami; prekopati zemljo; upozoriti;2.intransitive verbkazati s prstom (at, to); upozoriti na divjačino (lovski pes); ležati, biti obrnjen, gledati (to na; hiša); medicine zoreti (gnoj)to point one's finger at s.o. — s prstom koga pokazatito point (up)on — (oči, misli) upreti v, nato point out — pokazati, opozoriti na kajto point up technical zamazati razpoke, luknje v zidu; pokazati (s prstom, glavo); American podčrtati, poudariti -
12 Perry, John
SUBJECT AREA: Mechanical, pneumatic and hydraulic engineering[br]b. 14 February 1850 Garvagh, Co. Londonderry, Ireland (now Northern Ireland)d. 4 August 1920 London, England[br]Irish engineer, mathematician and technical-education pioneer.[br]Educated at Queens College, Belfast, Perry became Physics Master at Clifton College in 1870 until 1874. This was followed by a brief period of study under Sir William Thomson in Glasgow. He was then appointed Professor of Engineering at the Imperial College of Japan in Tokyo, where he formed a remarkable research partnership with W.E. Ayrton. On his return to England he became Professor of Engineering and Mathematics at City and Guilds College, Finsbury. Perry was the co-inventor with Ayrton of many electrical measuring instruments between 1880 and 1890, including an energy meter incorporating pendulum clocks and the first practicable portable ammeter and voltmeter, the latter being extensively used until superseded by instruments of greater accuracy. An optical indicator for high-speed steam engines was among Perry's many patents. Having made a notable contribution to education, particularly in the teaching of mathematics, he turned his attention in the latter period of his life to the improvement of the gyrostatic compass.[br]Principal Honours and DistinctionsFRS 1885. President, Institution of Electrical Engineers 1900. Whitworth Scholar 1870.Bibliography28 April 1883, jointly with Ayrton, British patent no. 2,156 (portable ammeter and voltmeter).1900, England's Neglect of Science, London (for Perry's collected papers on technical education).Further ReadingObituary, 1920, Journal of the Institution of Electrical Engineers 58:901–2.D.W.Jordan, 1985, "The cry for useless knowledge: education for a new Victorian technology", Proceedings of the Institution of Electrical Engineers 132 (Part A): 587– 601.GW -
13 Artificial Intelligence
In my opinion, none of [these programs] does even remote justice to the complexity of human mental processes. Unlike men, "artificially intelligent" programs tend to be single minded, undistractable, and unemotional. (Neisser, 1967, p. 9)Future progress in [artificial intelligence] will depend on the development of both practical and theoretical knowledge.... As regards theoretical knowledge, some have sought a unified theory of artificial intelligence. My view is that artificial intelligence is (or soon will be) an engineering discipline since its primary goal is to build things. (Nilsson, 1971, pp. vii-viii)Most workers in AI [artificial intelligence] research and in related fields confess to a pronounced feeling of disappointment in what has been achieved in the last 25 years. Workers entered the field around 1950, and even around 1960, with high hopes that are very far from being realized in 1972. In no part of the field have the discoveries made so far produced the major impact that was then promised.... In the meantime, claims and predictions regarding the potential results of AI research had been publicized which went even farther than the expectations of the majority of workers in the field, whose embarrassments have been added to by the lamentable failure of such inflated predictions....When able and respected scientists write in letters to the present author that AI, the major goal of computing science, represents "another step in the general process of evolution"; that possibilities in the 1980s include an all-purpose intelligence on a human-scale knowledge base; that awe-inspiring possibilities suggest themselves based on machine intelligence exceeding human intelligence by the year 2000 [one has the right to be skeptical]. (Lighthill, 1972, p. 17)4) Just as Astronomy Succeeded Astrology, the Discovery of Intellectual Processes in Machines Should Lead to a Science, EventuallyJust as astronomy succeeded astrology, following Kepler's discovery of planetary regularities, the discoveries of these many principles in empirical explorations on intellectual processes in machines should lead to a science, eventually. (Minsky & Papert, 1973, p. 11)5) Problems in Machine Intelligence Arise Because Things Obvious to Any Person Are Not Represented in the ProgramMany problems arise in experiments on machine intelligence because things obvious to any person are not represented in any program. One can pull with a string, but one cannot push with one.... Simple facts like these caused serious problems when Charniak attempted to extend Bobrow's "Student" program to more realistic applications, and they have not been faced up to until now. (Minsky & Papert, 1973, p. 77)What do we mean by [a symbolic] "description"? We do not mean to suggest that our descriptions must be made of strings of ordinary language words (although they might be). The simplest kind of description is a structure in which some features of a situation are represented by single ("primitive") symbols, and relations between those features are represented by other symbols-or by other features of the way the description is put together. (Minsky & Papert, 1973, p. 11)[AI is] the use of computer programs and programming techniques to cast light on the principles of intelligence in general and human thought in particular. (Boden, 1977, p. 5)The word you look for and hardly ever see in the early AI literature is the word knowledge. They didn't believe you have to know anything, you could always rework it all.... In fact 1967 is the turning point in my mind when there was enough feeling that the old ideas of general principles had to go.... I came up with an argument for what I called the primacy of expertise, and at the time I called the other guys the generalists. (Moses, quoted in McCorduck, 1979, pp. 228-229)9) Artificial Intelligence Is Psychology in a Particularly Pure and Abstract FormThe basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense. We can now see why this includes psychology and artificial intelligence on a more or less equal footing: people and intelligent computers (if and when there are any) turn out to be merely different manifestations of the same underlying phenomenon. Moreover, with universal hardware, any semantic engine can in principle be formally imitated by a computer if only the right program can be found. And that will guarantee semantic imitation as well, since (given the appropriate formal behavior) the semantics is "taking care of itself" anyway. Thus we also see why, from this perspective, artificial intelligence can be regarded as psychology in a particularly pure and abstract form. The same fundamental structures are under investigation, but in AI, all the relevant parameters are under direct experimental control (in the programming), without any messy physiology or ethics to get in the way. (Haugeland, 1981b, p. 31)There are many different kinds of reasoning one might imagine:Formal reasoning involves the syntactic manipulation of data structures to deduce new ones following prespecified rules of inference. Mathematical logic is the archetypical formal representation. Procedural reasoning uses simulation to answer questions and solve problems. When we use a program to answer What is the sum of 3 and 4? it uses, or "runs," a procedural model of arithmetic. Reasoning by analogy seems to be a very natural mode of thought for humans but, so far, difficult to accomplish in AI programs. The idea is that when you ask the question Can robins fly? the system might reason that "robins are like sparrows, and I know that sparrows can fly, so robins probably can fly."Generalization and abstraction are also natural reasoning process for humans that are difficult to pin down well enough to implement in a program. If one knows that Robins have wings, that Sparrows have wings, and that Blue jays have wings, eventually one will believe that All birds have wings. This capability may be at the core of most human learning, but it has not yet become a useful technique in AI.... Meta- level reasoning is demonstrated by the way one answers the question What is Paul Newman's telephone number? You might reason that "if I knew Paul Newman's number, I would know that I knew it, because it is a notable fact." This involves using "knowledge about what you know," in particular, about the extent of your knowledge and about the importance of certain facts. Recent research in psychology and AI indicates that meta-level reasoning may play a central role in human cognitive processing. (Barr & Feigenbaum, 1981, pp. 146-147)Suffice it to say that programs already exist that can do things-or, at the very least, appear to be beginning to do things-which ill-informed critics have asserted a priori to be impossible. Examples include: perceiving in a holistic as opposed to an atomistic way; using language creatively; translating sensibly from one language to another by way of a language-neutral semantic representation; planning acts in a broad and sketchy fashion, the details being decided only in execution; distinguishing between different species of emotional reaction according to the psychological context of the subject. (Boden, 1981, p. 33)Can the synthesis of Man and Machine ever be stable, or will the purely organic component become such a hindrance that it has to be discarded? If this eventually happens-and I have... good reasons for thinking that it must-we have nothing to regret and certainly nothing to fear. (Clarke, 1984, p. 243)The thesis of GOFAI... is not that the processes underlying intelligence can be described symbolically... but that they are symbolic. (Haugeland, 1985, p. 113)14) Artificial Intelligence Provides a Useful Approach to Psychological and Psychiatric Theory FormationIt is all very well formulating psychological and psychiatric theories verbally but, when using natural language (even technical jargon), it is difficult to recognise when a theory is complete; oversights are all too easily made, gaps too readily left. This is a point which is generally recognised to be true and it is for precisely this reason that the behavioural sciences attempt to follow the natural sciences in using "classical" mathematics as a more rigorous descriptive language. However, it is an unfortunate fact that, with a few notable exceptions, there has been a marked lack of success in this application. It is my belief that a different approach-a different mathematics-is needed, and that AI provides just this approach. (Hand, quoted in Hand, 1985, pp. 6-7)We might distinguish among four kinds of AI.Research of this kind involves building and programming computers to perform tasks which, to paraphrase Marvin Minsky, would require intelligence if they were done by us. Researchers in nonpsychological AI make no claims whatsoever about the psychological realism of their programs or the devices they build, that is, about whether or not computers perform tasks as humans do.Research here is guided by the view that the computer is a useful tool in the study of mind. In particular, we can write computer programs or build devices that simulate alleged psychological processes in humans and then test our predictions about how the alleged processes work. We can weave these programs and devices together with other programs and devices that simulate different alleged mental processes and thereby test the degree to which the AI system as a whole simulates human mentality. According to weak psychological AI, working with computer models is a way of refining and testing hypotheses about processes that are allegedly realized in human minds.... According to this view, our minds are computers and therefore can be duplicated by other computers. Sherry Turkle writes that the "real ambition is of mythic proportions, making a general purpose intelligence, a mind." (Turkle, 1984, p. 240) The authors of a major text announce that "the ultimate goal of AI research is to build a person or, more humbly, an animal." (Charniak & McDermott, 1985, p. 7)Research in this field, like strong psychological AI, takes seriously the functionalist view that mentality can be realized in many different types of physical devices. Suprapsychological AI, however, accuses strong psychological AI of being chauvinisticof being only interested in human intelligence! Suprapsychological AI claims to be interested in all the conceivable ways intelligence can be realized. (Flanagan, 1991, pp. 241-242)16) Determination of Relevance of Rules in Particular ContextsEven if the [rules] were stored in a context-free form the computer still couldn't use them. To do that the computer requires rules enabling it to draw on just those [ rules] which are relevant in each particular context. Determination of relevance will have to be based on further facts and rules, but the question will again arise as to which facts and rules are relevant for making each particular determination. One could always invoke further facts and rules to answer this question, but of course these must be only the relevant ones. And so it goes. It seems that AI workers will never be able to get started here unless they can settle the problem of relevance beforehand by cataloguing types of context and listing just those facts which are relevant in each. (Dreyfus & Dreyfus, 1986, p. 80)Perhaps the single most important idea to artificial intelligence is that there is no fundamental difference between form and content, that meaning can be captured in a set of symbols such as a semantic net. (G. Johnson, 1986, p. 250)Artificial intelligence is based on the assumption that the mind can be described as some kind of formal system manipulating symbols that stand for things in the world. Thus it doesn't matter what the brain is made of, or what it uses for tokens in the great game of thinking. Using an equivalent set of tokens and rules, we can do thinking with a digital computer, just as we can play chess using cups, salt and pepper shakers, knives, forks, and spoons. Using the right software, one system (the mind) can be mapped into the other (the computer). (G. Johnson, 1986, p. 250)19) A Statement of the Primary and Secondary Purposes of Artificial IntelligenceThe primary goal of Artificial Intelligence is to make machines smarter.The secondary goals of Artificial Intelligence are to understand what intelligence is (the Nobel laureate purpose) and to make machines more useful (the entrepreneurial purpose). (Winston, 1987, p. 1)The theoretical ideas of older branches of engineering are captured in the language of mathematics. We contend that mathematical logic provides the basis for theory in AI. Although many computer scientists already count logic as fundamental to computer science in general, we put forward an even stronger form of the logic-is-important argument....AI deals mainly with the problem of representing and using declarative (as opposed to procedural) knowledge. Declarative knowledge is the kind that is expressed as sentences, and AI needs a language in which to state these sentences. Because the languages in which this knowledge usually is originally captured (natural languages such as English) are not suitable for computer representations, some other language with the appropriate properties must be used. It turns out, we think, that the appropriate properties include at least those that have been uppermost in the minds of logicians in their development of logical languages such as the predicate calculus. Thus, we think that any language for expressing knowledge in AI systems must be at least as expressive as the first-order predicate calculus. (Genesereth & Nilsson, 1987, p. viii)21) Perceptual Structures Can Be Represented as Lists of Elementary PropositionsIn artificial intelligence studies, perceptual structures are represented as assemblages of description lists, the elementary components of which are propositions asserting that certain relations hold among elements. (Chase & Simon, 1988, p. 490)Artificial intelligence (AI) is sometimes defined as the study of how to build and/or program computers to enable them to do the sorts of things that minds can do. Some of these things are commonly regarded as requiring intelligence: offering a medical diagnosis and/or prescription, giving legal or scientific advice, proving theorems in logic or mathematics. Others are not, because they can be done by all normal adults irrespective of educational background (and sometimes by non-human animals too), and typically involve no conscious control: seeing things in sunlight and shadows, finding a path through cluttered terrain, fitting pegs into holes, speaking one's own native tongue, and using one's common sense. Because it covers AI research dealing with both these classes of mental capacity, this definition is preferable to one describing AI as making computers do "things that would require intelligence if done by people." However, it presupposes that computers could do what minds can do, that they might really diagnose, advise, infer, and understand. One could avoid this problematic assumption (and also side-step questions about whether computers do things in the same way as we do) by defining AI instead as "the development of computers whose observable performance has features which in humans we would attribute to mental processes." This bland characterization would be acceptable to some AI workers, especially amongst those focusing on the production of technological tools for commercial purposes. But many others would favour a more controversial definition, seeing AI as the science of intelligence in general-or, more accurately, as the intellectual core of cognitive science. As such, its goal is to provide a systematic theory that can explain (and perhaps enable us to replicate) both the general categories of intentionality and the diverse psychological capacities grounded in them. (Boden, 1990b, pp. 1-2)Because the ability to store data somewhat corresponds to what we call memory in human beings, and because the ability to follow logical procedures somewhat corresponds to what we call reasoning in human beings, many members of the cult have concluded that what computers do somewhat corresponds to what we call thinking. It is no great difficulty to persuade the general public of that conclusion since computers process data very fast in small spaces well below the level of visibility; they do not look like other machines when they are at work. They seem to be running along as smoothly and silently as the brain does when it remembers and reasons and thinks. On the other hand, those who design and build computers know exactly how the machines are working down in the hidden depths of their semiconductors. Computers can be taken apart, scrutinized, and put back together. Their activities can be tracked, analyzed, measured, and thus clearly understood-which is far from possible with the brain. This gives rise to the tempting assumption on the part of the builders and designers that computers can tell us something about brains, indeed, that the computer can serve as a model of the mind, which then comes to be seen as some manner of information processing machine, and possibly not as good at the job as the machine. (Roszak, 1994, pp. xiv-xv)The inner workings of the human mind are far more intricate than the most complicated systems of modern technology. Researchers in the field of artificial intelligence have been attempting to develop programs that will enable computers to display intelligent behavior. Although this field has been an active one for more than thirty-five years and has had many notable successes, AI researchers still do not know how to create a program that matches human intelligence. No existing program can recall facts, solve problems, reason, learn, and process language with human facility. This lack of success has occurred not because computers are inferior to human brains but rather because we do not yet know in sufficient detail how intelligence is organized in the brain. (Anderson, 1995, p. 2)Historical dictionary of quotations in cognitive science > Artificial Intelligence
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14 Shannon, Claude Elwood
[br]b. 30 April 1916 Gaylord, Michigan, USA[br]American mathematician, creator of information theory.[br]As a child, Shannon tinkered with radio kits and enjoyed solving puzzles, particularly crypto-graphic ones. He graduated from the University of Michigan in 1936 with a Bachelor of Science in mathematics and electrical engineering, and earned his Master's degree from the Massachusetts Institute of Technology (MIT) in 1937. His thesis on applying Boolean algebra to switching circuits has since been acclaimed as possibly the most significant this century. Shannon earned his PhD in mathematics from MIT in 1940 with a dissertation on the mathematics of genetic transmission.Shannon spent a year at the Institute for Advanced Study in Princeton, then in 1941 joined Bell Telephone Laboratories, where he began studying the relative efficiency of alternative transmission systems. Work on digital encryption systems during the Second World War led him to think that just as ciphers hide information from the enemy, "encoding" information could also protect it from noise. About 1948, he decided that the amount of information was best expressed quantitatively in a two-value number system, using only the digits 0 and 1. John Tukey, a Princeton colleague, named these units "binary digits" (or, for short, "bits"). Almost all digital computers and communications systems use such on-off, or two-state logic as their basis of operation.Also in the 1940s, building on the work of H. Nyquist and R.V.L. Hartley, Shannon proved that there was an upper limit to the amount of information that could be transmitted through a communications channel in a unit of time, which could be approached but never reached because real transmissions are subject to interference (noise). This was the beginning of information theory, which has been used by others in attempts to quantify many sciences and technologies, as well as subjects in the humanities, but with mixed results. Before 1970, when integrated circuits were developed, Shannon's theory was not the preferred circuit-and-transmission design tool it has since become.Shannon was also a pioneer in the field of artificial intelligence, claiming that computing machines could be used to manipulate symbols as well as do calculations. His 1953 paper on computers and automata proposed that digital computers were capable of tasks then thought exclusively the province of living organisms. In 1956 he left Bell Laboratories to join the MIT faculty as Professor of Communications Science.On the lighter side, Shannon has built many devices that play games, and in particular has made a scientific study of juggling.[br]Principal Honours and DistinctionsNational Medal of Science. Institute of Electrical and Electronics Engineers Medal of Honor, Kyoto Prize.BibliographyHis seminal paper (on what has subsequently become known as information theory) was entitled "The mathematical theory of communications", first published in Bell System Technical Journal in 1948; it is also available in a monograph (written with Warren Weaver) published by the University of Illinois Press in 1949, and in Key Papers in the Development of Information Theory, ed. David Slepian, IEEE Press, 1974, 1988. For readers who want all of Shannon's works, see N.J.A.Sloane and A.D.Wyner, 1992, TheCollected Papers of Claude E.Shannon.HO -
15 высший
прил.
1) higher (более высокий) ;
superior (по положению, качеству)
2) (самый высокий) the highest высшее качество
3) (главный;
верховный) supreme
4): высшее учебное заведение ≈ higher educational establishment, institute of higher education высшее техническое учебное заведение ≈ technical college, technical institute высшее образование ≈ higher education высшая школа ≈ higher institutes of learning/education, the Higher School высшая инстанция ∙ высшая мера наказания ≈ supreme penalty, capital punishment высшая математика высшая точка в высшей степенивысш|ий -
1. превосх. ст. прил. высокий
2.,
3. the highest;
(о качестве и т. п.) superior;
~ая точка climax;
~его качества of superior/excellent quality;
top-quality;
4. (самый главный, руководящий) supreme;
~ие органы государственной власти the supreme organs of State power;
~ая судебная инстанция the supreme/highest judicial authority;
5. (совершенный) the highest, perfect;
~ая форма организации the highest form of organization;
~ пилотаж aerobatics;
6.: ~ее образование higher education, education at university level;
~ие учебные заведения higher educational institutions, higher schools;
7. (более развитой, сложный) higher;
~ие млекопитающие higher mammals;
~ая математика higher mathematics, calculus;
~ая мера наказания capital punishment, death/supreme penalty. -
16 line
I 1. noun1) ((a piece of) thread, cord, rope etc: She hung the washing on the line; a fishing-rod and line.) vrv2) (a long, narrow mark, streak or stripe: She drew straight lines across the page; a dotted/wavy line.) črta3) (outline or shape especially relating to length or direction: The ship had very graceful lines; A dancer uses a mirror to improve his line.) linija4) (a groove on the skin; a wrinkle.) guba5) (a row or group of objects or persons arranged side by side or one behind the other: The children stood in a line; a line of trees.) vrsta6) (a short letter: I'll drop him a line.) kratko sporočilo7) (a series or group of persons which come one after the other especially in the same family: a line of kings.) rod8) (a track or direction: He pointed out the line of the new road; a new line of research.) smer9) (the railway or a single track of the railway: Passengers must cross the line by the bridge only.) tir10) (a continuous system (especially of pipes, electrical or telephone cables etc) connecting one place with another: a pipeline; a line of communication; All (telephone) lines are engaged.) cevovod, omrežje11) (a row of written or printed words: The letter contained only three lines; a poem of sixteen lines.) vrstica12) (a regular service of ships, aircraft etc: a shipping line.) linija13) (a group or class (of goods for sale) or a field of activity, interest etc: This has been a very popular new line; Computers are not really my line.) vrsta izdelkov; področje14) (an arrangement of troops, especially when ready to fight: fighting in the front line.) bojna vrsta2. verb1) (to form lines along: Crowds lined the pavement to see the Queen.) postaviti se v vrsto2) (to mark with lines.) začrtati•- lineage- linear- lined- liner- lines- linesman
- hard lines!
- in line for
- in
- out of line with
- line up
- read between the lines II verb1) (to cover on the inside: She lined the box with newspaper.) obložiti2) (to put a lining in: She lined the dress with silk.) podložiti•- lined- liner- lining* * *I [lain]nounčrta, linija, poteza; guba, brazda (na obrazu, roki); mathematics črta (zlasti premica); geography ekvator, poldnevnik, vzporednik; smer, pot (avtobusna, železniška) proga, tir; plural obris, kontura, oblika; plural načrt (ladje), osnutek, plan; plural načela, smernice, navodila; način, metoda, postopek; meja, mejna črta (tudi figuratively); vrsta, niz, rep (ljudi); soglasje; rod, veja, koleno, pokolenje; printing vrstica; kratko sporočilo, kratko pismo; stih, pesmica (upon s.th. to s.o.); plural British English latinski stihi, ki jih mora dijak prepisati za kazen, kazenska pismena naloga; plural theatre tekst vloge, vloga; plural colloquially poročni list; colloquially poročilo, pojasnilo; plural usoda; stroka, področje, panoga; telefonska, telegrafska linija; technical vod; economy sortiment, blago, predmet, plural serijsko blago; military (bojna) linija, vrsta, fronta, frontne čete, šotori ali barake v taboru; vrv, konopec; žica, kabelline of vision — horizont, obzorje; military vizirna črtaon the dotted line — v vrsti, ki je namenjena za podpison the line — na meji, politics na linijiline of fate (fortune, heart, life) — črta usode (sreče, srca, življenja) na rokiBritish English up (down) line — (vlak) v (iz) London(a)on the lines laid down by the chairman — po smernicah, ki jih je postavil predsedujočialong these lines — po teh navodilih, smernicahto take ( —ali keep to) one's own line — ukrepati po svoje, držati se svoje potito take a strong line — (with s.o.) biti čvrst, neomajen (do koga), vztrajatito take the line that — zavzeti stališče, da; biti mišljenja, daout of line — iz črte, ne na črti; figuratively nesoglasen, nezdružljiv; iz ravnotežjathat's s.th. out of ( —ali not in) my line — to mi ne leži, ne spada v mojo strokoto draw the line — (at) povleči mejo (pri)to toe the line — spoštovati predpise; politics biti na linijito give s.o. line enough — popustiti uzde, pustiti komu proste roketo go over the line — prekoračiti mejo, meroAmerican figuratively to be in line for — pričakovati (službo), upati nato be in line with — soglašati s, zto bring s.o. into line — ( with) spraviti v sklad s, zpolitics pridobiti koga k sodelovanju; American colloquially to go down the line for — zavezati se za kaj (na celi črti)to drop s.o. a line — napisati komu par vrstictheatre to study one's lines — učiti se vlogecolloquially hard lines — težka usoda, "smola", nesrečaAmerican party line — dvojček (telefon)economy line of goods — vrsta blaga, naročilo zanjmilitary line of fire — strelska bojna vrstamilitary line of battle — frontna linijamilitary line of defence — obrambna linijamilitary to go up the line — iti v frontno linijomilitary the line — regularne četenautical ship of the line — linijska ladjaphysics line of force — magnetna silnicasomewhere along the line — ob neki priliki, v gotovem trenutkufiguratively to keep to one's line — iti premočrtnofiguratively by (rule and) line — natančno, preciznohook, line, and sinker — popoln(oma)to have s.o. on a line — pustiti koga v negotovostiII [lain]1.transitive verbčrtati, načrtati; začrtati, skicirati, zarisati, orisati; zbrazdati, zgubati (obraz); obrobi.ti, nasaditi (drevje); postaviti v vrste;2.intransitive verbpostaviti se v vrste, postrojiti seIII [lain]transitive verbpodložiti (obleko)technical (na notranji strani) prevleči, obložiti, opažiti, podložiti, zaliti; biti za podlogo; oblepiti hrbet knjige; napolniti; slang to line one's purse ( —ali pocket) — napolniti mošnjo, obogatetiIV [lain]transitive verbpariti (pse) -
17 power
1) ((an) ability: A witch has magic power; A cat has the power of seeing in the dark; He no longer has the power to walk.) sposobnost2) (strength, force or energy: muscle power; water-power; ( also adjective) a power tool (=a tool operated by electricity etc. not by hand).) moč3) (authority or control: political groups fighting for power; How much power does the Queen have?; I have him in my power at last) oblast4) (a right belonging to eg a person in authority: The police have the power of arrest.) pooblastilo5) (a person with great authority or influence: He is quite a power in the town.) velika živina6) (a strong and influential country: the Western powers.) sila7) (the result obtained by multiplying a number by itself a given number of times: 2 × 2 × 2 or 23 is the third power of 2, or 2 to the power of 3.) potenca•- powered- powerful
- powerfully
- powerfulness
- powerless
- powerlessness
- power cut
- failure
- power-driven
- power point
- power station
- be in power* * *I [páuə]nounmoč, sila, sposobnost (telesna in duševna); plural zmožnosti, sposobnosti, dar, talent; vlada, oblast, gospostvo ( over nad); vpliv; juridically polnomočje, pooblastilo; politics moč, sila, oblast ( power politics politika sile); država, velesila ( great ŋs velesile); vplivna oseba, vplivno mesto; višja sila, božanstvo, duhovi ( the ŋs above višja sila, bogovi); colloquially množina, sila česa ( a power of people sila ljudi); mathematics potenca ( ɔ to the power of three ɔ na tretjo potenco); physics sila, energija, zmogljivost; electrical (jaki) tok; technical mehanična, gonilna sila ( horse ŋ konjska sila); optics zmogljivost povečanja lečecolloquially more power to you ( —ali to your elbow) ! — srečno!, mnogo uspeha!to do all in one's power — storiti, kar je komu mogočeto be in power — biti na oblasti, biti na krmiluto be in s.o.'s power — biti v oblasti kogato have s.o. in one's power — imeti koga v oblastito have (no) power over s.o. — (ne) imeti oblast(i) nad kom, (ne) imeti vpliv(a) pri komjuridically full power, s — polnomočjejuridically power of attorney — pooblastilo, polnomočjethe powers that be — oblast, oblastnikitechnical mechanical powers — strojiunder one's own power — z lastno silo (tudi figuratively)the A.B.C. powers — Argentina, Brazilija, ČileII [páuə]transitive verboskrbeti z mehanično silo, z električno energijo -
18 Education
In Portugal's early history, education was firmly under the control of the Catholic Church. The earliest schools were located in cathedrals and monasteries and taught a small number of individuals destined for ecclesiastical office. In 1290, a university was established by King Dinis (1261-1325) in Lisbon, but was moved to Coimbra in 1308, where it remained. Coimbra University, Portugal's oldest, and once its most prestigious, was the educational cradle of Portugal's leadership. From 1555 until the 18th century, primary and secondary education was provided by the Society of Jesus (Jesuits). The Catholic Church's educational monopoly was broken when the Marquis of Pombal expelled the Jesuits in 1759 and created the basis for Portugal's present system of public, secular primary and secondary schools. Pombal introduced vocational training, created hundreds of teaching posts, added departments of mathematics and natural sciences at Coimbra University, and established an education tax to pay for them.During the 19th century, liberals attempted to reform Portugal's educational system, which was highly elitist and emphasized rote memorization and respect for authority, hierarchy, and discipline.Reforms initiated in 1822, 1835, and 1844 were never actualized, however, and education remained unchanged until the early 20th century. After the overthrow of the monarchy on the Fifth of October 1910 by Republican military officers, efforts to reform Portugal's educational system were renewed. New universities were founded in Lisbon and Oporto, a Ministry of Education was established, and efforts were made to increase literacy (illiteracy rates being 80 percent) and to resecularize educational content by introducing more scientific and empirical methods into the curriculum.Such efforts were ended during the military dictatorship (192632), which governed Portugal until the establishment of the Estado Novo (1926-74). Although a new technical university was founded in Lisbon in 1930, little was done during the Estado Novo to modernize education or to reduce illiteracy. Only in 1964 was compulsory primary education made available for children between the ages of 6 and 12.The Revolution of 25 April 1974 disrupted Portugal's educational system. For a period of time after the Revolution, students, faculty, and administrators became highly politicized as socialists, communists, and other groups attempted to gain control of the schools. During the 1980s, as Portuguese politics moderated, the educational system was gradually depoliticized, greater emphasis was placed on learning, and efforts were made to improve the quality of Portuguese schools.Primary education in Portugal consists of four years in the primary (first) cycle and two years in the preparatory, or second, cycle. The preparatory cycle is intended for children going on to secondary education. Secondary education is roughly equivalent to junior and senior high schools in the United States. It consists of three years of a common curriculum and two years of complementary courses (10th and 11th grades). A final year (12th grade) prepares students to take university entrance examinations.Vocational education was introduced in 1983. It consists of a three-year course in a particular skill after the 11th grade of secondary school.Higher education is provided by the four older universities (Lisbon, Coimbra, Oporto, and the Technical University of Lisbon), as well as by six newer universities, one in Lisbon and the others in Minho, Aveiro, Évora, the Algarve, and the Azores. There is also a private Catholic university in Lisbon. Admission to Portuguese universities is highly competitive, and places are limited. About 10 percent of secondary students go on to university education. The average length of study at the university is five years, after which students receive their licentiate. The professoriate has four ranks (professors, associate professors, lecturers, and assistants). Professors have tenure, while the other ranks teach on contract.As Portugal is a unitary state, the educational system is highly centralized. All public primary and secondary schools, universities, and educational institutes are under the purview of the Ministry of Education, and all teachers and professors are included in the civil service and receive pay and pension like other civil servants. The Ministry of Education hires teachers, determines curriculum, sets policy, and pays for the building and upkeep of schools. Local communities have little say in educational matters. -
19 Moxon, Joseph
SUBJECT AREA: Paper and printing[br]b. 8 August 1627 Wakefield, Yorkshire, England d. 1700[br]English publisher of mathematical and technical books.[br]Moxon acquired a knowledge of mathematics, map making and many technical arts, to which, as a result of some time spent in Holland, he added a knowledge of languages. By 1657 he was established in Cornhill in London, "at the sign of Atlas", where he published and sold "all manner of mathematical books or instruments and maps whatsoever". Soon after 1660, Moxon was appointed Hydrographer to King Charles II, i.e. map and chart printer and seller. By this time his shop was on Ludgate Hill, and in 1683 it had moved to the west side of Fleet Ditch, but retained its name "at the sign of Atlas". Moxon's most important publishing venture was a series of handbooks, never completed, entitled Mechanick Exercises or the Doctrine of Handy- Works. It was begun in 1677 and was intended to be published monthly and cover the whole range of practical techniques, such as metal-turning and woodworking. However, the series was suspended after a year or so due to the effects of the Popish Plot, which "took off the minds of my few customers from buying". He resumed publication with the most important of these works, Mechanick Exercises on the Whole Art of Printing, which appeared in 1683–4. Although printing had been invented more than two centuries earlier, this is the first detailed account in any language of printing, and includes all aspects of the process: type casting, setting, and construction and operation of the press itself, together with the organization of the printing shop. It served as the basis of future handbooks throughout the age of the hand press.[br]Principal Honours and DistinctionsFRS 1678.Bibliography1683–4, Mechanick Exercises on the Whole Art of Printing, reprinted 1958, eds H.Davies and H.Carter, London: Oxford University Press (this facsimile reprint includes the most detailed account of Moxon's life and work, with full bibliographical details of the book itself).LRD -
20 TEAMS
1) Военный термин: Trend and Error Analysis Methodology System, test, evaluation and monitoring system2) Сокращение: Tactical EA-6B Mission Planning System, Tactical EA-6B Mission Support System (USA)3) Университет: Test For Engineering Aptitude Mathematics And Science, The Excellent Academy of Math and Science4) Деловая лексика: Technical Executive Administrative And Managerial Support, Together Everyone Achieves More Successfully5) Образование: Teachers For Elementary And Middle Schools, Teaching Enhancements Affecting Minority Students, Tests of Engineering Aptitude, Mathematics, and Science6) Контроль качества: Teams Tactical Evaluation and Maintenance System7) Правительство: Tax Exemption Administrative Management System
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