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The Jabberwock was a monster with many heads. As such it resembles... the manner in which we divide our science into Physics, Chemistry, Biology, etc… - Eric Laithwaite
" "The Jabberwock was a monster with many heads. As such it resembles... the manner in which we divide our science into Physics, Chemistry, Biology, etc., and then Physics into Heat, Light, Sound, Magnetism and Electricity. Often one can spot the various heads as being Laws of Physics, and some of them look into mirrors, see their reflections and think that the total number of their kind is bigger than it really is. Thus they attempt to co-exist with their own shadows and reflections. One of the best examples... is... Laws of Electromagnetic Induction.
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About Eric Laithwaite
Eric Roberts Laithwaite (14 June 1921 – 27 November 1997) was a British electrical engineer, known as the "Father of " for his development of the and maglev rail system. He and Fredrick Eastham designed a self-stable magnetic levitation system called (which incidentally appeared in the film The Spy Who Loved Me). Laithwaite derived an equation for "goodness", which parametrically described motor efficiency in general terms, and which he interpreted as implying that motor efficiency increases with size. He made many television appearances, including the to young people in 1966 and 1974. Laithwaite was also a keen amateur entomologist and the co-authored The Dictionary of Butterflies and Moths (1975).
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Eric Roberts Laithwaite
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Additional quotes by Eric Laithwaite
[T]here is still no outright 'winner' in the High-speed Transport Game. Yet Japan Air Lines, Japanese National Railways, Transrapid (in West Germany) and British Rail all made advances in... versions of Maglev and linear motor propulsion in the mid 1970s. ...[E]xciting activities in university departments continued into the 1980s and a great deal of this was an extension of the topological developments of the 1960s. Surely the point of no return was passed..? There could not have been a continuing stream of wrong answers from... research departments... as was forecast by the prophets of doom of the late 1960s.
A great deal of literature and much pontification have emerged... on the subject of specialization—or rather on its opposite, the 'broadening' of education. Since 1960 I have watched... the inroads which the educationalists, many of which never did any research in science per se, have made into educational institutions and their traditions... Perhaps it had its origins in the 'Science makes War' movement which followed... Hiroshima and Nagasaki... But I think not. [Some] broadeners... felt a need to compete with their University colleagues who were more gifted in the art of research. Others were genuine crusaders with a deep sense of responsibility for the Destiny of Man. ...[T]he broadening process overgrew itself like a neglected greenhouse plant... [A]ny attempt to mingle Sociology and Atomic Physics will spell disaster for those who participate and for the organisations whose members have been so taught. ...I am merely exercising ...the right of a historian... to write his own 'slant' into his train of facts.
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