The principles of science

   1) Thoughts, Feelings, and Actions of Sentient Beings Are Not a Subject of Science

   It is a common notion, or at least it is implied in many common modes of speech, that the thoughts, feelings, and actions of sentient beings are not a subject of science.... This notion seems to involve some confusion of ideas, which it is necessary to begin by clearing up. Any facts are fitted, in themselves, to be a subject of science, which follow one another according to constant laws; although those laws may not have been discovered, nor even to be discoverable by our existing resources. (Mill, 1900, B. VI, Chap. 3, Sec. 1)

   2) Two Contending But Complementary Philosophies of Science

   One class of natural philosophers has always a tendency to combine the phenomena and to discover their analogies; another class, on the contrary, employs all its efforts in showing the disparities of things. Both tendencies are necessary for the perfection of science, the one for its progress, the other for its correctness. The philosophers of the first of these classes are guided by the sense of unity throughout nature; the philosophers of the second have their minds more directed towards the certainty of our knowledge. The one are absorbed in search of principles, and neglect often the peculiarities, and not seldom the strictness of demonstration; the other consider the science only as the investigation of facts, but in their laudable zeal they often lose sight of the harmony of the whole, which is the character of truth. Those who look for the stamp of divinity on every thing around them, consider the opposite pursuits as ignoble and even as irreligious; while those who are engaged in the search after truth, look upon the other as unphilosophical enthusiasts, and perhaps as phantastical contemners of truth.... This conflict of opinions keeps science alive, and promotes it by an oscillatory progress. (Oersted, 1920, p. 352)

   3) The Fundamental Ideas of Science Are Essentially Simple

   Most of the fundamental ideas of science are essentially simple, and may, as a rule, be expressed in a language comprehensible to everyone. (Einstein & Infeld, 1938, p. 27)

   4) A New Scientific Truth Triumphs Because Its Opponents Eventually Die

   A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it. (Planck, 1949, pp. 33-34)

   [Original quotation: "Eine neue wissenschaftliche Wahrheit pflegt sich nicht in der Weise durchzusetzen, dass ihre Gegner ueberzeugt werden und sich as belehrt erklaeren, sondern vielmehr dadurch, dass die Gegner allmaehlich aussterben und dass die heranwachsende Generation von vornherein mit der Wahrheit vertraut gemacht ist." (Planck, 1990, p. 15)]

   5) The Search for the Absolute

   I had always looked upon the search for the absolute as the noblest and most worth while task of science. (Planck, 1949, p. 46)

   6) When Your Scientific Doing Is Worthless

   If you cannot-in the long run-tell everyone what you have been doing, your doing has been worthless. (SchroЁdinger, 1951, pp. 7-8)

   7) Description in Plain Language Is a Criterion of Understanding

   Even for the physicist the description in plain language will be a criterion of the degree of understanding that has been reached. (Heisenberg, 1958, p. 168)

   8) The Tentativeness of Scientific Statements

   The old scientific ideal of episteґmeґ-of absolutely certain, demonstrable knowledge-has proved to be an idol. The demand for scientific objectivity makes it inevitable that every scientific statement must remain tentative forever. It may indeed be corroborated, but every corroboration is relative to other statements which, again, are tentative. Only in our subjective experiences of conviction, in our subjective faith, can we be "absolutely certain." (Popper, 1959, p. 280)

   9) Scientists Often Close Their Minds to New Scientific Evidence

   The layman, taught to revere scientists for their absolute respect for the observed facts, and for the judiciously detached and purely provisional manner in which they hold scientific theories (always ready to abandon a theory at the sight of any contradictory evidence) might well have thought that, at Miller's announcement of this overwhelming evidence of a "positive effect" [indicating that the speed of light is not independent from the motion of the observer, as Einstein's theory of relativity demands] in his presidential address to the American Physical Society on December 29th, 1925, his audience would have instantly abandoned the theory of relativity. Or, at the very least, that scientists-wont to look down from the pinnacle of their intellectual humility upon the rest of dogmatic mankind-might suspend judgment in this matter until Miller's results could be accounted for without impairing the theory of relativity. But no: by that time they had so well closed their minds to any suggestion which threatened the new rationality achieved by Einstein's world-picture, that it was almost impossible for them to think again in different terms. Little attention was paid to the experiments, the evidence being set aside in the hope that it would one day turn out to be wrong. (Polanyi, 1958, pp. 12-13)

    10) The Practice of Normal Science

   The practice of normal science depends on the ability, acquired from examplars, to group objects and situations into similarity sets which are primitive in the sense that the grouping is done without an answer to the question, "Similar with respect to what?" (Kuhn, 1970, p. 200)

    11) Of What Science Consists

   Science in general... does not consist in collecting what we already know and arranging it in this or that kind of pattern. It consists in fastening upon something we do not know, and trying to discover it. (Collingwood, 1972, p. 9)

    12) The Emergence of Scientific Fields

   Scientific fields emerge as the concerns of scientists congeal around various phenomena. Sciences are not defined, they are recognized. (Newell, 1973a, p. 1)

    13) We Do Not Take Our Theories Seriously Enough

   This is often the way it is in physics-our mistake is not that we take our theories too seriously, but that we do not take them seriously enough. I do not think it is possible really to understand the successes of science without understanding how hard it is-how easy it is to be led astray, how difficult it is to know at any time what is the next thing to be done. (Weinberg, 1977, p. 49)

    14) Science Takes away Philosophical Foundations

   Science is wonderful at destroying metaphysical answers, but incapable of providing substitute ones. Science takes away foundations without providing a replacement. Whether we want to be there or not, science has put us in a position of having to live without foundations. It was shocking when Nietzsche said this, but today it is commonplace; our historical position-and no end to it is in sight-is that of having to philosophize without "foundations." (Putnam, 1987, p. 29)

the application of scientific methods and principles to management decision making and problem solving. Management science encompasses the use of quantitative, mathematical, and statistical techniques. The term can be used to denote scientific management, which has origins in the work of Frederick Winslow Taylor, Henry Gantt, and Frank and Lillian Gilbreth. Management science lies at the opposite end of the spectrum to the human relations school.

 

наука об окружающей среде
—
[ http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

EN

environmental science
The interdisciplinary study of environmental problems, within the framework of established physical and biological principles, i.e. oriented toward a scientific approach. (Source: UNUN)
[http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

Тематики

• охрана окружающей среды

EN

• environmental science

DE

• Umweltwissenschaft

FR

• sciences de l'environnement

 

энвироника
(наука об окружающей среде)
[А.С.Гольдберг. Англо-русский энергетический словарь. 2006 г.]

Тематики

• энергетика в целом

EN

• environmental science

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c black principe [pʀɛ̃sip]

   a. ( = règle) principle

• le principe d'Archimède Archimedes' principle

• il a des principes he's got principles

• avoir pour principe de faire qch to make it a principle to do sth

• il n'est pas dans mes principes de... it's against my principles to...

• faire qch pour le principe to do sth on principle

► par principe on principle

► en principe ( = d'habitude, en général) as a rule ; ( = théoriquement) in principle

► de principe [hostilité, objection, opposition, soutien] automatic

• décision de principe decision in principle

• c'est une question de principe it's a matter of principle

c black   b. ( = hypothèse) assumption

• partir du principe que... to work on the assumption that...

━━━━━━━━━━━━━━━━━

✎ Le mot anglais se termine par - ple.

* * *

nom masculin

1) ( règle) principle

2) ( hypothèse) assumption

3) ( concept) principle

4) Chimie principle

en principe locution adverbiale

1) ( habituellement) as a rule

2) ( en théorie) in theory

* * *

* * *

principe

A nm

1 ( règle) principle; avoir des principes to have principles; par principe on principle; pour le principe as a matter of principle; c'est une question de principe it's a matter of principle; objection de principe objection on the grounds of principle; principe de non-ingérence principle of noninterference; il a pour principe de ne jamais emprunter d'argent he never borrows money as a matter of principle; accord de principe provisional agreement;

2 ( hypothèse) assumption; partir du principe que, poser comme principe que to work on the assumption that;

3 ( concept) principle; ils ont accepté le principe d'une conférence de paix they have accepted the principle of a peace conference; quel est le principe de la machine à vapeur how does a steam engine work?, what's the principle behind the steam engine?; selon quel principe cette machine fonctionne-t-elle? on what principle does this machine work?; les principes d'une science/d'un art ( rudiments) the rudiments of a science/an art;

4 Chimie, Pharm principle; les principes actifs contenus dans un médicament the active principles of a medicine;

5 ( origine) principle; Dieu comme principe de toute chose God as the principle behind all things; remonter au principe des choses to go back to first principles.

B en principe loc adv

1 ( habituellement) as a rule; en principe je rentre chez moi vers 18 heures as a rule I get home at around six o'clock;

2 ( en théorie) in theory; en principe on part vendredi in theory we're leaving on Friday.

principe d'Archimède Phys Archimedes' principle; principe de causalité Philos causality; principe d'exclusion de Pauli Nucl, Phys Pauli exclusion principle; principe de plaisir Psych pleasure principle; principe de réalité Psych reality principle.

[prɛ̃sip] nom masculin

1. [règle morale] principle, rule of conduct

2. [axiome] principle, law, axiom

a. (sens propre) it's the principle of communicating vessels

b. (figuré) it's a knock-on effect

3. [notion - d'une science] principle

4. [fonctionnement] principle

5. [fondement] principle, constituent

6. [origine] origin

7. CHIMIE [extrait] principle

8. ÉCONOMIE [produit]

principe de précaution precautionary principle

————————

de principe locution adjectivale

[accord, approbation] provisional

————————

en principe locution adverbiale

[en théorie] in principle, in theory, theoretically

[d'habitude]

par principe locution adverbiale

pour le principe locution adverbiale

tu refuses de signer pour le principe ou pour des raisons personnelles? are you refusing to sign for reasons of principle or for personal reasons?

   1) Programs and the Complexity of Human Mental Processes

   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)

   2) Artificial Intelligence Is an Engineering Discipline

   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)

   3) A Sceptical View of Artificial Intelligence

   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, Eventually

   Just 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 Program

   Many 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)

   6) The Meaning of a Symbolic Description

   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)

   7) The Principle of Artificial Intelligence

   [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)

   8) Artificial Intelligence Recognizes the Need for Knowledge in Its Systems

   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 Form

   The 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)

    10) There Are Many Types of Reasoning

   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)

    11) Programs Are Beginning to Do Things That Critics Have Asserted to Be Impossible

   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)

    12) The Synthesis of Man and Machine

   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)

    13) The Thesis of Good Old-Fashioned Artificial Intelligence (GOFAI)

   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 Formation

   It 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)

    15) Four Kinds of Artificial Intelligence

   We might distinguish among four kinds of AI.

   ♦ Nonpsychological 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.

   ♦ Weak Psychological AI

   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.

   ♦ Strong Psychological AI

... 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)

   ♦ Suprapsychological AI

   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 Contexts

   Even 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)

    17) Form and Content Are Not Fundamentally Different

   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)

    18) The Assumption That the Mind Is a Formal System

   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 Intelligence

   The 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)

    20) Mathematical Logic Provides the Basis for Theory in AI

   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 Propositions

   In 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)

    22) Definitions of Artificial Intelligence

   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)

    23) The Computer Can Not Be a Model of the Mind

   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)

    24) Computers Will Not Always Be Inferior to Human Brains

   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)

   1) To Exist Is to Be Perceived

   It is indeed an opinion strangely prevailing amongst men, that houses, mountains, rivers, and, in a word, all sensible objects, have an existence, natural or real, distinct from their being perceived by the understanding. But, with how great an assurance and acquiescence soever this principle may be entertained in the world, yet whoever shall find in his heart to call it into question may, if I mistake not, perceive it to involve a manifest contradiction. For, what are the forementioned objects but things we perceive by sense? and what do we perceive besides our own ideas or sensations? and is it not plainly repugnant that any one of these, or any combination of them, should exist unperceived? (Berkeley, 1996, Pt. I, No. 4, p. 25)

   2) Abstract Science or Demonstration Is a More Perfect Species of Knowledge

   It seems to me that the only objects of the abstract sciences or of demonstration are quantity and number, and that all attempts to extend this more perfect species of knowledge beyond these bounds are mere sophistry and illusion. As the component parts of quantity and number are entirely similar, their relations become intricate and involved; and nothing can be more curious, as well as useful, than to trace, by a variety of mediums, their equality or inequality, through their different appearances.

   But as all other ideas are clearly distinct and different from each other, we can never advance farther, by our utmost scrutiny, than to observe this diversity, and, by an obvious reflection, pronounce one thing not to be another. Or if there be any difficulty in these decisions, it proceeds entirely from the undeterminate meaning of words, which is corrected by juster definitions. That the square of the hypotenuse is equal to the squares of the other two sides cannot be known, let the terms be ever so exactly defined, without a train of reasoning and enquiry. But to convince us of this proposition, that where there is no property, there can be no injustice, it is only necessary to define the terms, and explain injustice to be a violation of property. This proposition is, indeed, nothing but a more imperfect definition. It is the same case with all those pretended syllogistical reasonings, which may be found in every other branch of learning, except the sciences of quantity and number; and these may safely, I think, be pronounced the only proper objects of knowledge and demonstration. (Hume, 1975, Sec. 12, Pt. 3, pp. 163-165)

   3) Knowledge Derives from Two Fundamental Sources of the Mind

   Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (the ability to receive impressions), the second is the power to know an object through these representations (spontaneity in the production of concepts).

   Through the first, an object is given to us; through the second, the object is thought in relation to that representation.... Intuition and concepts constitute, therefore, the elements of all our knowledge, so that neither concepts without intuition in some way corresponding to them, nor intuition without concepts, can yield knowledge. Both may be either pure or empirical.... Pure intuitions or pure concepts are possible only a priori; empirical intuitions and empirical concepts only a posteriori. If the receptivity of our mind, its power of receiving representations in so far as it is in any way affected, is to be called "sensibility," then the mind's power of producing representations from itself, the spontaneity of knowledge, should be called "understanding." Our nature is so constituted that our intuitions can never be other than sensible; that is, it contains only the mode in which we are affected by objects. The faculty, on the other hand, which enables us to think the object of sensible intuition is the understanding.... Without sensibility, no object would be given to us; without understanding, no object would be thought. Thoughts without content are empty; intuitions without concepts are blind. It is therefore just as necessary to make our concepts sensible, that is, to add the object to them in intuition, as to make our intuitions intelligible, that is to bring them under concepts. These two powers or capacities cannot exchange their functions. The understanding can intuit nothing, the senses can think nothing. Only through their union can knowledge arise. (Kant, 1933, Sec. 1, Pt. 2, B74-75 [p. 92])

   4) The Means by Which Metaphysics Can Be Perfected as a Science

   Metaphysics, as a natural disposition of Reason is real, but it is also, in itself, dialectical and deceptive.... Hence to attempt to draw our principles from it, and in their employment to follow this natural but none the less fallacious illusion can never produce science, but only an empty dialectical art, in which one school may indeed outdo the other, but none can ever attain a justifiable and lasting success. In order that, as a science, it may lay claim not merely to deceptive persuasion, but to insight and conviction, a Critique of Reason must exhibit in a complete system the whole stock of conceptions a priori, arranged according to their different sources-the Sensibility, the understanding, and the Reason; it must present a complete table of these conceptions, together with their analysis and all that can be deduced from them, but more especially the possibility of synthetic knowledge a priori by means of their deduction, the principles of its use, and finally, its boundaries....

   This much is certain: he who has once tried criticism will be sickened for ever of all the dogmatic trash he was compelled to content himself with before, because his Reason, requiring something, could find nothing better for its occupation. Criticism stands to the ordinary school metaphysics exactly in the same relation as chemistry to alchemy, or as astron omy to fortune-telling astrology. I guarantee that no one who has comprehended and thought out the conclusions of criticism, even in these Prolegomena, will ever return to the old sophistical pseudo-science. He will rather look forward with a kind of pleasure to a metaphysics, certainly now within his power, which requires no more preparatory discoveries, and which alone can procure for reason permanent satisfaction. (Kant, 1891, pp. 115-116)

   5) Knowledge Is Only Real in the Form of System

   Knowledge is only real and can only be set forth fully in the form of science, in the form of system. Further, a so-called fundamental proposition or first principle of philosophy, even if it is true, it is yet none the less false, just because and in so far as it is merely a fundamental proposition, merely a first principle. It is for that reason easily refuted. The refutation consists in bringing out its defective character; and it is defective because it is merely the universal, merely a principle, the beginning. If the refutation is complete and thorough, it is derived and developed from the nature of the principle itself, and not accomplished by bringing in from elsewhere other counter-assurances and chance fancies. It would be strictly the development of the principle, and thus the completion of its deficiency, were it not that it misunderstands its own purport by taking account solely of the negative aspect of what it seeks to do, and is not conscious of the positive character of its process and result. The really positive working out of the beginning is at the same time just as much the very reverse: it is a negative attitude towards the principle we start from. Negative, that is to say, in its one-sided form, which consists in being primarily immediate, a mere purpose. It may therefore be regarded as a refutation of what constitutes the basis of the system; but more correctly it should be looked at as a demonstration that the basis or principle of the system is in point of fact merely its beginning. (Hegel, 1910, pp. 21-22)

   6) Knowledge, Action, and Evaluation Are Interconnected

   Knowledge, action, and evaluation are essentially connected. The primary and pervasive significance of knowledge lies in its guidance of action: knowing is for the sake of doing. And action, obviously, is rooted in evaluation. For a being which did not assign comparative values, deliberate action would be pointless; and for one which did not know, it would be impossible. Conversely, only an active being could have knowledge, and only such a being could assign values to anything beyond his own feelings. A creature which did not enter into the process of reality to alter in some part the future content of it, could apprehend a world only in the sense of intuitive or esthetic contemplation; and such contemplation would not possess the significance of knowledge but only that of enjoying and suffering. (Lewis, 1946, p. 1)

   7) The Evolution of Knowledge

   "Evolutionary epistemology" is a branch of scholarship that applies the evolutionary perspective to an understanding of how knowledge develops. Knowledge always involves getting information. The most primitive way of acquiring it is through the sense of touch: amoebas and other simple organisms know what happens around them only if they can feel it with their "skins." The knowledge such an organism can have is strictly about what is in its immediate vicinity. After a huge jump in evolution, organisms learned to find out what was going on at a distance from them, without having to actually feel the environment. This jump involved the development of sense organs for processing information that was farther away. For a long time, the most important sources of knowledge were the nose, the eyes, and the ears. The next big advance occurred when organisms developed memory. Now information no longer needed to be present at all, and the animal could recall events and outcomes that happened in the past. Each one of these steps in the evolution of knowledge added important survival advantages to the species that was equipped to use it.

   Then, with the appearance in evolution of humans, an entirely new way of acquiring information developed. Up to this point, the processing of information was entirely intrasomatic.... But when speech appeared (and even more powerfully with the invention of writing), information processing became extrasomatic. After that point knowledge did not have to be stored in the genes, or in the memory traces of the brain; it could be passed on from one person to another through words, or it could be written down and stored on a permanent substance like stone, paper, or silicon chips-in any case, outside the fragile and impermanent nervous system. (Csikszentmihalyi, 1993, pp. 56-57)

   1) The Knowledge of Ourselves

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

   2) As a Science, Psychology Is Distinct

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

   3) Psychology Can Never Be an Exact Natural Science

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

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

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

   5) The Rights of Psychology as Science

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

   6) The Study of Animal Psychology

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

   7) The Behaviorist's Formulation

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

   8) Man Is a Microcosm

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

   9) Brief Overview of Psychology's History

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

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

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

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

    10) Psychological Research Is Not Building toward Systematic Clarity

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

    11) Psychology as a Scientific Discipline

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

   1) To Know the Different Operations of the Mind

   It becomes, therefore, no inconsiderable part of science... to know the different operations of the mind, to separate them from each other, to class them under their proper heads, and to correct all that seeming disorder in which they lie involved when made the object of reflection and inquiry.... It cannot be doubted that the mind is endowed with several powers and faculties, that these powers are distinct from one another, and that what is really distinct to the immediate perception may be distinguished by reflection and, consequently, that there is a truth and falsehood which lie not beyond the compass of human understanding. (Hume, 1955, p. 22)

   2) The Mind Is Furnished by Experience

   Let us then suppose the mind to be, as we say, white Paper, void of all Characters, without any Ideas: How comes it to be furnished? Whence comes it by that vast store, which the busy and boundless Fancy of Man has painted on it, with an almost endless variety? Whence has it all the materials of Reason and Knowledge? To this I answer, in one word, from Experience. (Locke, quoted in Herrnstein & Boring, 1965, p. 584)

   3) Mythical Thought Is as Rigorous as That of Modern Science

   The kind of logic in mythical thought is as rigorous as that of modern science, and... the difference lies, not in the quality of the intellectual process, but in the nature of things to which it is applied.... Man has always been thinking equally well; the improvement lies, not in an alleged progress of man's mind, but in the discovery of new areas to which it may apply its unchanged and unchanging powers. (Leґvi-Strauss, 1963, p. 230)

   4) The Mind Has Nothing But Itself to Know Itself

   MIND. A mysterious form of matter secreted by the brain. Its chief activity consists in the endeavor to ascertain its own nature, the futility of the attempt being due to the fact that it has nothing but itself to know itself with. (Bierce, quoted in Minsky, 1986, p. 55)

   5) To Know Is to Represent Accurately

   [Philosophy] understands the foundations of knowledge and it finds these foundations in a study of man-as-knower, of the "mental processes" or the "activity of representation" which make knowledge possible. To know is to represent accurately what is outside the mind, so to understand the possibility and nature of knowledge is to understand the way in which the mind is able to construct such representation.... We owe the notion of a "theory of knowledge" based on an understanding of "mental processes" to the seventeenth century, and especially to Locke. We owe the notion of "the mind" as a separate entity in which "processes" occur to the same period, and especially to Descartes. We owe the notion of philosophy as a tribunal of pure reason, upholding or denying the claims of the rest of culture, to the eighteenth century and especially to Kant, but this Kantian notion presupposed general assent to Lockean notions of mental processes and Cartesian notions of mental substance. (Rorty, 1979, pp. 3-4)

   6) The Question of Mind in Relation to Machine

   Under pressure from the computer, the question of mind in relation to machine is becoming a central cultural preoccupation. It is becoming for us what sex was to Victorians-threat, obsession, taboo, and fascination. (Turkle, 1984, p. 313)

   7) Understanding the Mind Remains as Resistant to Neurological as to Cognitive Analyses

   Recent years have been exciting for researchers in the brain and cognitive sciences. Both fields have flourished, each spurred on by methodological and conceptual developments, and although understanding the mechanisms of mind is an objective shared by many workers in these areas, their theories and approaches to the problem are vastly different....

   Early experimental psychologists, such as Wundt and James, were as interested in and knowledgeable about the anatomy and physiology of the nervous system as about the young science of the mind. However, the experimental study of mental processes was short-lived, being eclipsed by the rise of behaviorism early in this century. It was not until the late 1950s that the signs of a new mentalism first appeared in scattered writings of linguists, philosophers, computer enthusiasts, and psychologists.

   In this new incarnation, the science of mind had a specific mission: to challenge and replace behaviorism. In the meantime, brain science had in many ways become allied with a behaviorist approach.... While behaviorism sought to reduce the mind to statements about bodily action, brain science seeks to explain the mind in terms of physiochemical events occurring in the nervous system. These approaches contrast with contemporary cognitive science, which tries to understand the mind as it is, without any reduction, a view sometimes described as functionalism.

   The cognitive revolution is now in place. Cognition is the subject of contemporary psychology. This was achieved with little or no talk of neurons, action potentials, and neurotransmitters. Similarly, neuroscience has risen to an esteemed position among the biological sciences without much talk of cognitive processes. Do the fields need each other?... [Y]es because the problem of understanding the mind, unlike the wouldbe problem solvers, respects no disciplinary boundaries. It remains as resistant to neurological as to cognitive analyses. (LeDoux & Hirst, 1986, pp. 1-2)

   8) Approaches to the Study of the Mind

   Since the Second World War scientists from different disciplines have turned to the study of the human mind. Computer scientists have tried to emulate its capacity for visual perception. Linguists have struggled with the puzzle of how children acquire language. Ethologists have sought the innate roots of social behaviour. Neurophysiologists have begun to relate the function of nerve cells to complex perceptual and motor processes. Neurologists and neuropsychologists have used the pattern of competence and incompetence of their brain-damaged patients to elucidate the normal workings of the brain. Anthropologists have examined the conceptual structure of cultural practices to advance hypotheses about the basic principles of the mind. These days one meets engineers who work on speech perception, biologists who investigate the mental representation of spatial relations, and physicists who want to understand consciousness. And, of course, psychologists continue to study perception, memory, thought and action.

... [W]orkers in many disciplines have converged on a number of central problems and explanatory ideas. They have realized that no single approach is likely to unravel the workings of the mind: it will not give up its secrets to psychology alone; nor is any other isolated discipline-artificial intelligence, linguistics, anthropology, neurophysiology, philosophy-going to have any greater success. (Johnson-Laird, 1988, p. 7)

1 orientation, guidance, pointing, positioning.

2 direction, bearing.

3 direction finding, positioning.

4 orientation, awareness of your environment.

* * *

► nombre femenino

1 (capacidad) sense of direction

2 (de un edificio) aspect

■ la casa tiene orientación sur the house faces south

3 (dirección) orientation, direction; (tendencia) leanings plural, tendency

4 (guía) guidance, orientation

\

orientación profesional career guidance, vocational guidance

* * *

1) orientation

2) direction

3) guidance

* * *

1) [de casa] aspect; [de habitación] position, orientation; (=dirección) direction

2) (=guía) guidance, orientation

3) (Dep) orienteering

* * *

1) (de habitación, edificio) aspect (frml)

2) (enfoque, dirección) orientation

3) ( guía) guidance, direction; ( acción de guiar) orientation

- orientación profesional or vocacional

4) ( en un lugar) bearings (pl)

* * *

= orientation, slant, advice, outlook, orienteering, wayfinding, bearing, targeting, centredness, bent of mind.

Ex. A summary at the end of a document is intended to complete the orientation of the reader, and to identify the significant ideas for the reader to remember.

Ex. The 7th edition of CC is due to appear in 1971, and Ranganathan has given an extensive preview in an article in Library Science with a slant to documentation, cited at the end of this chapter.

Ex. A large part of the work of information and advice has been the interpretation of people's eligibility for welfare benefits and other social services.

Ex. In their first review article of children's reference books in 1982, the School Library Journal's Review Committe for children's reference books presents a bleak outlook.

Ex. There are certain types of subject matter better suited to the nonbook format for which no subject heading exists, such as kits designed to develop orienteering.

Ex. The author identifies the architectural barriers in library buildings facing disabled users with particular reference to wayfinding and the provision of suitable signage.

Ex. When the real reading starts the mind, as a result of this skim, already has its bearings and so works more effectively.

Ex. An analysis of customers in terms of benefits can inform effective segmentation, which in turn can lead to more efficient targeting of resources.

Ex. The principles of learner centredness and constructivism provided the bases for the design of synchronous activities such as student moderated seminars in this study.

Ex. Only when students have a scientific bent of mind, will a community and a country grow.

----

* cambiar de orientación = reposition [re-position].

* cambio de orientación = paradigm change, paradigm shift.

* centro de orientación = referral centre.

* con una orientación profesional = career-focused.

* con una orientación social = socially-oriented.

* con una orientación temática específica = subject-oriented.

* de orientación = directional.

* desorientación = disorientation.

* orientación académica = educational guidance.

* orientación a la lectura = readers' guidance.

* orientación bibliográfica = bibliographic instruction (BI).

* orientación hacia el hombre = human-centredness [human-centeredness, -USA].

* orientación profesional = careers guidance, vocational guidance, career guidance, career education, career planning, careers education, career information.

* orientación sexual = sexual orientation.

* orientación sobre salidas profesionales = career guidance.

* programa de orientación = orientation programme.

* programa de orientación bibliográfica = bibliographic instruction program(me).

* servicio de orientación = referral service, advisory service.

* servicio de orientación al lector = readers' advisory service point, readers' advisory service.

* * *

1) (de habitación, edificio) aspect (frml)

2) (enfoque, dirección) orientation

3) ( guía) guidance, direction; ( acción de guiar) orientation

- orientación profesional or vocacional

4) ( en un lugar) bearings (pl)

* * *

* * *

A (de una habitación, un edificio) aspect ( frml)

¿cuál es la orientación de la casa? which way does the house face?

la orientación de la antena the way the antenna is pointing

la orientación de las placas solares the way o direction the solar panels are facing

1 (enfoque, dirección) orientation

le dio una orientación práctica al curso he gave the course a practical bias, he oriented o ( BrE) orientated the course along practical lines

la nueva orientación del partido the party's new direction

2 (inclinación) leaning

C (en un lugar) bearings (pl)

perdí la orientación I lost my bearings

sentido² (↑ sentido (2))

1 (guía, consejo) guidance, direction

2 (acción de guiar) orientation

(para colegiales, estudiantes) vocational guidance, careers advice; (para desempleados) career guidance o advice

sexual orientation

discriminar sobre la base de la orientación sexual to discriminate on the basis of sexual orientation

* * *

a) (de habitación, edificio) aspect (frml);

◊ ¿cuál es la orientación de la casa? which way does the house face?;

b) (enfoque, dirección) orientation

c) ( guía) guidance, direction;

◊ orientación profesional ( para estudiantes) vocational guidance, careers advice;

d) ( en un lugar) bearings (pl)

* * *

orientación nf

1. [dirección] [acción] guiding;

sentido de la orientación sense of direction

2. [posicionamiento] [acción] positioning;

una casa con orientación al oeste a house that faces west;

hay que ajustar la orientación del sensor the position o angle of the sensor needs adjusting;

¿cuál tiene que ser la orientación de la antena? which way should the aerial be pointing?

3. [enfoque] orientation;

le dieron una orientación práctica al curso the course had a practical bias o slant

4. [información] guidance, advice;

algunas orientaciones some guidance

orientación profesional careers advice o guidance, career counselling;

5. [tendencia] tendency, leaning;

un partido con una orientación liberal a party with liberal leanings o tendencies

6. [deporte de aventura] orienteering

* * *

1 orientation

2 ( ayuda) guidance

sentido de la orientación sense of direction

* * *

orientación nf, pl - ciones

1) : orientation

2) dirección: direction, course

3) guía: guidance, direction

* * *

orientación n aspect

तत्त्वम् (Sometimes written as तत्वम्)

1 True state or condition, fact; वयं तत्त्वान्वेषान्मधुकर हतास्त्वं खलु कृती Ś.1. 23.

-2 Truth, reality; न तु मामभिजानन्ति तत्त्वेनातश्च्यवन्ति ते Bg.9.24.

-3 True or essential nature; संन्यासस्य महाबाहो तत्त्वमिच्छामि वेदितुम् Bg.18.1;3.28; Ms.1.3;3.96; 5.42.

-4 The real nature of the human soul or the material world as being identical with the Supreme Spirit pervading the universe.

-5 A true or first principle.

-6 An element, a primary substance; तत्त्वान्य- बुद्धाः प्रतनूनि येन, ध्यानं नृपस्तच्छिवमित्यवादीत् Bk.1.18.

-7 The mind.

-8 Sum and substance.

-9 Slow time in music.

-1 An element or elementary property.

-11 The Supreme Being.

-12 A kind of dance.

-13 The three qualities or constituents of every thing in nature (सत्त्व, रजस् and तमस्).

-14 The body; तत्त्वाभेदेन यच्छास्त्रं तत्कार्यं नान्यथाविधम् Mb.12.267.9.

-Comp. -अभियोगः a posi- tive charge or declaration.

-अभ्यासः The study of the reality; एवं तत्त्वाभ्यासात् Sān. K.64.

-अर्थः truth, reality, the exact truth, real nature.

-ज्ञ, -विद् a.

1 a philoso- pher.

-2 knowing the true nature of Brahman.

-3 knowing the true nature of anything; Ms.12.12.

-4 acquainted with the true principles of science. (

-ज्ञः) a Brāmaṇa.

-ज्ञानम् 1 knowledge of the truth.

-2 a thorough knowledge of the principles of a science.

-3 philosophy.

-दर्शिन्, दृश् perceiving truth.

-निकषग्रावन् m. the touch-stone of truth.

-न्यासः N. of a ceremony performed in honour of Viṣṇu consisting in the application of mystical letters or other marks to different parts of the body while certain prayers are repeated.

-भावः true being or nature; Kaṭh.6.

-शुद्धिः ascertainment of truth; Ks.75.194.

-संख्यानम् Sāṅkhya philosophy; तत्त्वसंख्यानविज्ञप्त्यै जातं विद्वानजः स्वराट् Bhāg.3.24.1.

SUBJECT AREA: Electricity, Telecommunications

[br]

[br]

[br]

Sent to stay with relatives at the age of 6 because of the illness of his father, when the latter died in 1811 Henry was apprenticed to a silversmith and then turned to the stage. Whilst he was ill himself, a book on science fired his interest and he began studying at Albany Academy, working as a tutor to finance his studies. Initially intending to pursue medicine, he then spent some time as a surveyor before becoming Professor of Mathematics and Natural Philosophy at Albany Academy in 1826. There he became interested in the improvement of electromagnets and discovered that the use of an increased number of turns of wire round the core greatly increased their power; by 1831 he was able to supply to Yale a magnet capable of lifting almost a ton weight. During this time he also discovered the principles of magnetic induction and self-inductance. In the same year he made, but did not patent, a cable telegraph system capable of working over a distance of 1 mile (1.6 km). It was at this time, too, that he found that adiabatic expansion of gases led to their sudden cooling, thus paving the way for the development of refrigerators. For this he was recommended for, but never received, the Copley Medal of the Royal Society. Five years later he became Professor of Natural Philosophy at New Jersey College (later Princeton University), where he deduced the laws governing the operation of transformers and observed that changes in magnetic flux induced electric currents in conductors. Later he also observed that spark discharges caused electrical effects at a distance. He therefore came close to the discovery of radio waves. In 1836 he was granted a year's leave of absence and travelled to Europe, where he was able to meet Michael Faraday. It was with his help that in 1844 Samuel Morse set up the first patented electric telegraph, but, sadly, the latter seems to have reaped all the credit and financial rewards. In 1846 he became the first secretary of the Washington Smithsonian Institute and did much to develop government support for scientific research. As a result of his efforts some 500 telegraph stations across the country were equipped with meteorological equipment to supply weather information by telegraph to a central location, a facility that eventually became the US National Weather Bureau. From 1852 he was a member of the Lighthouse Board, contributing to improvements in lighting and sound warning systems and becoming its chairman in 1871. During the Civil War he was a technical advisor to President Lincoln. He was a founder of the National Academy of Science and served as its President for eleven years.

[br]

f science

scienze pl naturali natural science

* * *

scienza s.f.

1 science: il progresso della scienza, scientific progress; i principi generali della scienza, the general principles of science; scienza pura, esatta, pure, exact science; scienze politiche, sociali, political, social science; scienze economiche, economics (o economic science); scienza del diritto, jurisprudence; scienze naturali, natural science; scienza delle costruzioni, construction theory; scienza delle finanze, public finance; scienze occulte, occult arts // uomo di scienza, man of science // la scienza di far quattrini, the art of making money // avere la scienza infusa, to be a know-it-all

2 ( conoscenza) knowledge

3 (relig.) ( dono dello Spirito Santo) science.

* * *

sostantivo femminile

1) science

2) (conoscenza) knowledge

•

* * *

scienza

/'∫εntsa/

sostantivo f.

 1 science; l'ora di -e scol. science lesson o class

 2 (conoscenza) knowledge; un uomo di scienza a man of learning; crede di avere la scienza infusa he thinks he knows everything

COMPOUNDS

scienza dell'informazione information science; - e della comunicazione communication science; - e economiche economics; - e della formazione education; - e naturali natural sciences; - e occulte black o occult arts; - e politiche politics; - e sociali social science, social studies.

SUBJECT AREA: Agricultural and food technology, Chemical technology

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Sustained by the family tanning business in Dole, near the Swiss border, Pasteur's school career was undistinguished, sufficing to gain him entry into the teacher-training college in Paris, the Ecole Normale, There the chemical lectures by the great organic chemist J.B.A.Dumas (1800–84) fired Pasteur's enthusiasm for chemistry which never left him. Pasteur's first research, carried out at the Ecole, was into tartaric acid and resulted in the discovery of its two optically active forms resulting from dissymmetrical forms of their molecules. This led to the development of stereochemistry. Next, an interest in alcoholic fermentation, first as Professor of Chemistry at Lille University in 1854 and then back at the Ecole from 1857, led him to deny the possibility of spontaneous generation of animal life. Doubt had previously been cast on this, but it was Pasteur's classic research that finally established that the putrefaction of broth or the fermentation of sugar could not occur spontaneously in sterile conditions, and could only be caused by airborne micro-organisms. As a result, he introduced pasteurization or brief, moderate heating to kill pathogens in milk, wine and other foods. The suppuration of wounds was regarded as a similar process, leading Lister to apply Pasteur's principles to revolutionize surgery. In 1860, Pasteur himself decided to turn to medical research. His first study again had important industrial implications, for the silk industry was badly affected by diseases of the silkworm. After prolonged and careful investigation, Pasteur found ways of dealing with the two main infections. In 1868, however, he had a stroke, which prevented him from active carrying out experimentation and restricted him to directing research, which actually was more congenial to him. Success with disease in larger animals came slowly. In 1879 he observed that a chicken treated with a weakened culture of chicken-cholera bacillus would not develop symptoms of the disease when treated with an active culture. He compared this result with Jenner's vaccination against smallpox and decided to search for a vaccine against the cattle disease anthrax. In May 1881 he staged a demonstration which clearly showed the success of his new vaccine. Pasteur's next success, finding a vaccine which could protect against and treat rabies, made him world famous, especially after a person was cured in 1885. In recognition of his work, the Pasteur Institute was set up in Paris by public subscription and opened in 1888. Pasteur's genius transcended the boundaries between science, medicine and technology, and his achievements have had significant consequences for all three fields.

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SUBJECT AREA: Steam and internal combustion engines

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Giambattista della Porta spent most of his life in Naples, where some time before 1580 he established the Accademia dei Segreti, which met at his house. In 1611 he was enrolled among the Oziosi in Naples, then the most renowned literary academy. He was examined by the Inquisition, which, although he had become a lay brother of the Jesuits by 1585, banned all further publication of his books between 1592 and 1598.

His first book, the Magiae Naturalis, which covered the secrets of nature, was published in 1558. He had been collecting material for it since the age of 15 and he saw that science should not merely represent theory and contemplation but must arrive at practical and experimental expression. In this work he described the hardening of files and pieces of armour on quite a large scale, and it included the best sixteenth-century description of heat treatment for hardening steel. In the 1589 edition of this work he covered ways of improving vision at a distance with concave and convex lenses; although he may have constructed a compound microscope, the history of this instrument effectively begins with Galileo. His theoretical and practical work on lenses paved the way for the telescope and he also explored the properties of parabolic mirrors.

In 1563 he published a treatise on cryptography, De Furtivis Liter arum Notis, which he followed in 1566 with another on memory and mnemonic devices, Arte del Ricordare. In 1584 and 1585 he published treatises on horticulture and agriculture based on careful study and practice; in 1586 he published De Humana Physiognomonia, on human physiognomy, and in 1588 a treatise on the physiognomy of plants. In 1593 he published his De Refractione but, probably because of the ban by the Inquisition, no more were produced until the Spiritali in 1601 and his translation of Ptolemy's Almagest in 1605. In 1608 two new works appeared: a short treatise on military fortifications; and the De Distillatione. There was an important work on meteorology in 1610. In 1601 he described a device similar to Hero's mechanisms which opened temple doors, only Porta used steam pressure instead of air to force the water out of its box or container, up a pipe to where it emptied out into a higher container. Under the lower box there was a small steam boiler heated by a fire. He may also have been the first person to realize that condensed steam would form a vacuum, for there is a description of another piece of apparatus where water is drawn up into a container at the top of a long pipe. The container was first filled with steam so that, when cooled, a vacuum would be formed and water drawn up into it. These are the principles on which Thomas Savery's later steam-engine worked.

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SUBJECT AREA: Mechanical, pneumatic and hydraulic engineering

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Frederick W.Taylor received his early education from his mother, followed by some years of schooling in France and Germany. Then in 1872 he entered Phillips Exeter Academy, New Hampshire, to prepare for Harvard Law School, as it was intended that he should follow his father's profession. However, in 1874 he had to abandon his studies because of poor eyesight, and he began an apprenticeship at a pump-manufacturing works in Philadelphia learning the trades of pattern-maker and machinist. On its completion in 1878 he joined the Midvale Steel Company, at first as a labourer but then as Shop Clerk and Foreman, finally becoming Chief Engineer in 1884. At the same time he was able to resume study in the evenings at the Stevens Institute of Technology, and in 1883 he obtained the degree of Mechanical Engineer (ME). He also found time to take part in amateur sport and in 1881 he won the tennis doubles championship of the United States.

It was while with the Midvale Steel Company that Taylor began the systematic study of workshop management, and the application of his techniques produced significant increases in the company's output and productivity. In 1890 he became Manager of a company operating large paper mills in Maine and Wisconsin, until 1893 when he set up on his own account as a consulting engineer specializing in management organization. In 1898 he was retained exclusively by the Bethlehem Steel Company, and there continued his work on the metal-cutting process that he had started at Midvale. In collaboration with J.Maunsel White (1856–1912) he developed high-speed tool steels and their heat treatment which increased cutting capacity by up to 300 per cent. He resigned from the Bethlehem Steel Company in 1901 and devoted the remainder of his life to expounding the principles of scientific management which became known as "Taylorism". The Society to Promote the Science of Management was established in 1911, renamed the Taylor Society after his death. He was an active member of the American Society of Mechanical Engineers and was its President in 1906; his presidential address "On the Art of Cutting Metals" was reprinted in book form.

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- guiding principle

- a man of principle

- question matter of principle

1 to cheer up (gladden) (person).

tu regalo le animó mucho your present really cheered her up

los fans animaban a su equipo the fans were cheering their team on

2 to encourage (to stimulate).

animar a alguien a hacer algo to encourage somebody to do something

Silvia animó a Ricardo a estudiar Silvia encouraged Richard to study.

3 to motivate, to drive (to encourage).

no le anima ningún afán de riqueza she's not driven by any desire to be rich

4 to brighten up, to brighten, to animate, to buoy up.

Ricardo animó la fiesta Richard animated the party.

5 to give life to.

Los primeros auxilios animaron al bebé The first aid gave life to the baby

6 to compere, to act as a compere for.

Ricardo animó el espectáculo Richard compered the show.

* * *

► verbo transitivo

1 (alegrar a alguien) to cheer up

2 (alegrar algo) to brighten up, liven up

3 (alentar) to encourage

► verbo pronominal animarse

1 (persona) to cheer up

2 (fiesta etc) to brighten up, liven up

3 (decidirse) to make up one's mind

■ anímate a venir say that you'll come

* * *

1) to cheer up, brighten up

2) enliven, liven up

3) encourage

•

- animarse

* * *

1. VT

1) (=alegrar) [+ persona triste] to cheer up; [+ habitación] to brighten up

2) (=entretener) [+ persona aburrida] to liven up; [+ charla, fiesta, reunión] to liven up, enliven

3) (=alentar) [+ persona] to encourage; [+ proyecto] to inspire; [+ fuego] to liven up

4) (Econ) [+ mercado, economía] to stimulate, inject life into

5) (Bio) to animate, give life to

animarse

* * *

verbo transitivo

1)

a) ( alentar) to encourage; ( levantar el espíritu) to cheer... up

b) <fiesta/reunión> to liven up

c) (con luces, colores) to brighten up

2) < programa> to present, host; <club/centro> to organize entertainment in

3) ( impulsar) to inspire

animarse v pron

a) (alegrarse, cobrar vida) fiesta/reunión to liven up, warm up; persona to liven up

b) ( cobrar ánimos) to cheer up

c) ( atreverse)

* * *

= cheer, spur, spur on, enliven, set + Nombre + off, embolden, set + alight, animate, buoy, enthuse, prod, sparkle, cheer up, take + heart, egg on, perk up, encourage, brighten up, stimulate, pep up, hearten.

Nota: Usado generalmente en la voz pasiva.

Ex. I shall neither cheer nor mourn its passing from the current agenda because to do so would be to demonstrate a partisanship that was not presidential.

Ex. Spurred by press comments on dumping of withdrawn library books in rubbish skips, Birkerd Library requested the Ministry of Culture's permission to sell withdrawn materials.

Ex. The paper-makers, spurred on by the urgent need to increase their supply of raw material, eventually mastered the new technique.

Ex. Children in this state are in a crisis of confidence from which they must be relieved before their set about books can be refreshed and enlivened.

Ex. This local tale could have been used to set me and my classmates off on a search for other similar stories that litter the area up and down the east coast of Britain.

Ex. The spark of warmth had emboldened her.

Ex. However, the spark that really set librarians alight came from outside Australia.

Ex. HotJava animates documents through the use of 'applets': small application programs that can be written to support many different tasks.

Ex. 'Well,' recommenced the young librarian, buoyed up by the director's interest, 'I believe that everybody is a good employee until they prove differently to me'.

Ex. Teachers must enthuse students to library work and its value.

Ex. Science Citation Index (SCI) depends for intellectual content entirely on citations by authors, who are sometimes prodded by editors and referees.

Ex. His talks sparkle with Southern humor and a distinct voice known to mention rednecks, the evil of institutions, and racial reconciliation.

Ex. This novel was written to cheer herself up when she and her baby were trapped inside their freezing cold flat in a blizzard, unable to get to the library.

Ex. But I take heart from something that Bill Frye said when he agreed to outline a national program for preserving millions of books in danger of deterioration = Aunque me fortalezco con algo que Bill Frye dijo cuando aceptó esbozar un programa nacional para la conservación de millones de libros en peligro de deterioro.

Ex. In the novel, residents of the drought-plagued hamlet of Champaner, egged on by a salt-of-the-earth hothead leader, recklessly accept a sporting challenge thrown down by the commander of the local British troops.

Ex. The author presents ideas designed to perk up classroom spirits.

Ex. A common catalogue encourages users to regard the different information carrying media as part of range of media.

Ex. The flowers will really help brighten up the cemetery when they flower in spring.

Ex. An alertness to work in related fields may stimulate creativity in disseminating ideas from one field of study to another, for both the researcher and the manager.

Ex. Soccer ace David Beckham has started wearing mystical hippy beads to pep up his sex life.

Ex. We are heartened by the fact that we are still so far a growth story in the midst of this global challenge.

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* animarse = brighten.

* * *

verbo transitivo

1)

a) ( alentar) to encourage; ( levantar el espíritu) to cheer... up

b) <fiesta/reunión> to liven up

c) (con luces, colores) to brighten up

2) < programa> to present, host; <club/centro> to organize entertainment in

3) ( impulsar) to inspire

animarse v pron

a) (alegrarse, cobrar vida) fiesta/reunión to liven up, warm up; persona to liven up

b) ( cobrar ánimos) to cheer up

c) ( atreverse)

* * *

= cheer, spur, spur on, enliven, set + Nombre + off, embolden, set + alight, animate, buoy, enthuse, prod, sparkle, cheer up, take + heart, egg on, perk up, encourage, brighten up, stimulate, pep up, hearten.

Nota: Usado generalmente en la voz pasiva.

* * *

animar [A1 ]

1 (alentar) to encourage; (levantar el espíritu) to cheer … up

tu visita lo animó mucho your visit cheered him up a lot o really lifted his spirits

animar a algn A + INF to encourage sb to + INF

me animó a presentarme al concurso he encouraged me to enter the competition

animar a algn A QUE + SUBJ to encourage sb to + INF

traté de animarlo a que continuara I tried to encourage him to carry on

2 (dar vida a, alegrar) ‹fiesta/reunión› to liven up

los niños animan mucho la casa the children really liven the house up; (con luces, colores) to brighten up

el vino empezaba a animarlos the wine was beginning to liven them up o to make them more lively

las luces y los adornos animan las calles en Navidad lights and decorations brighten up the streets at Christmas

1 ‹programa› to present, host

2 ‹club/centro› to organize entertainment in

C (impulsar) to inspire

los principios que animaron su ideología the principles which inspired their ideology

no nos anima ningún afán de lucro we are not driven o motivated by any desire for profit

1 (alegrarse, cobrar vida) «fiesta/reunión» to liven up, warm up, get going; «persona» to liven up, come to life

2 (cobrar ánimos) to cheer up

se animó mucho al vernos she cheered up o brightened up o ( colloq) perked up a lot when she saw us

si me animo a salir te llamo if I decide to go out o if I feel like going out, I'll call you

¿no se anima nadie a ir? doesn't anyone feel like going?, doesn't anyone want to go?

3 (atreverse) animarse A + INF:

¿quién se anima a planteárselo al jefe? who's going to be brave enough o who's going to be the one to tackle the boss about it? ( colloq)

yo no me animo a tirarme del trampolín I can't bring myself to o I don't dare dive off the springboard

a ver si te animas a hacerlo why don't you have a go?

al final me animé a confesárselo I finally plucked up the courage to tell her

* * *

a) ( alentar) to encourage;

◊ tu visita lo animó mucho your visit cheered him up a lot;

b) ‹fiesta/reunión› to liven up;

◊ el vino empezaba a animarlos the wine was beginning to liven them up

c) (con luces, colores) to brighten up

a) (alegrarse, cobrar vida) [fiesta/reunión] to liven up, warm up;

b) ( cobrar ánimos) to cheer up;

◊ si me animo a salir te llamo if I feel like going out, I'll call you

c) ( atreverse):

◊ ¿quién se anima a decírselo? who's going to be brave enough to tell him?;

* * *

♦ vt

1. [estimular] to encourage;

los fans animaban a su equipo the fans were cheering their team on;

animar a alguien a hacer algo to encourage sb to do sth;

me animaron a aceptar la oferta they encouraged me to accept the offer;

lo animó a que dejara la bebida she encouraged him to stop drinking

2. [alegrar] to cheer up;

tu regalo la animó mucho your present really cheered her up;

los colores de los participantes animaban el desfile the colourful costumes of the participants brightened up the procession, the costumes of the participants added colour to the procession

3. [fuego, diálogo, fiesta] to liven up;

el tanto del empate animó el partido the equalizer brought the game to life, the game came alive after the equalizer;

las medidas del gobierno pretenden animar la inversión the government's measures are aimed at stimulating o promoting investment

4. [mover]

han utilizado la tecnología digital para animar las secuencias de acción the action shots are digitally generated

5. [impulsar] to motivate, to drive;

no le anima ningún afán de riqueza she's not driven by any desire to be rich;

no me anima ningún sentimiento de venganza I'm not doing this out of a desire for revenge

♦ See also the pronominal verb animarse

* * *

1 cheer up

2 ( alentar) encourage

* * *

animar vt

1) alentar: to encourage, to inspire

2) : to animate, to enliven

3) : to brighten up, to cheer up

♦ See also the reflexive verb animarse

* * *

animar vb

1. (persona) to cheer up

2. (lugar, situación) to liven up

3. (motivar) to encourage

² = logistics, map, mapping, organisational setting, organising [organizing, -USA], setup [set-up], organisation [organization, -USA], work organisation, staging, set-up, structuring, implementation.

Ex. Donald P Hammer, Executive Secretary of LITA, and Dorothy Butler, the Division's Administrative Secretary, handled all of the administrative details, arrangements, and logistics.

Ex. A detailed study of a co-citation map, its core documents' citation patterns and the related journal structures, is presented.

Ex. Recently, proponents of co-citation cluster analysis have claimed that in principle their methodology makes possible the mapping of science using the data in the Science Citation Index.

Ex. Many students, after working with cases, have testified to the help they received in developing a clearer concept of the dynamics of human relationships in organizational settings.

Ex. No course on management would be complete without articulating the principles of management (i.e., planning, organizing, staffing, directing, controlling).

Ex. 'You know,' she had said amiably, 'there might be a better job for you here once things get rolling with this new regional setup'.

Ex. This article discusses the history of the organisation of readers' camps for students of secondary schools in Slovakia which dates back to 1979.

Ex. Quality of Work Life (QWL) can be defined as 'the degree to which members of a work organisation are able to satisfy important personal needs through their experiences in the organisation'.

Ex. The author describes the success of a library in staging a series of music concerts as a public relations exercise.

Ex. Areas of particular concern are: equipment set-up and use; helping develop search strategies, logon/logoff procedures; and emergency assistance when things go wrong.

Ex. There are also suggestions for rules for structuring corporate body names.

Ex. This software is important to the further implementation of the record format, especially in developing countries.

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* conocimientos básicos de búsqueda, recuperación y organización de la informa = information literacy.

* desorganización = disorganisation [disorganization, -USA].

* metaorganización = meta-organisation.

* modelo de organización = organisational scheme.

* organización bibliográfica = bibliographic organisation.

* organización bibliotecaria = library organisation.

* organización del trabajo = workflow [work flow], working arrangement.

* organización de materias = subject organisation.

* organización horizontal = flat organisation, horizontal organisation.

* organización interna = organisational structure.

* organización laboral = job structuring.

* reorganización = respacing.

* una organización de = a pattern of.