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1 formal complex
Большой англо-русский и русско-английский словарь > formal complex
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2 formal complex
Математика: формальный комплекс -
3 formal complex
мат. -
4 complex
1) комплекс; система2) комплексный; многосторонний3) сложный4) матем. комплексный•complex modulo m — мат. комплекс по модулю m
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5 формальный комплекс
formal complex мат.Русско-английский научно-технический словарь Масловского > формальный комплекс
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6 формальный комплекс
Большой англо-русский и русско-английский словарь > формальный комплекс
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7 формальный комплекс
Mathematics: formal complexУниверсальный русско-английский словарь > формальный комплекс
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8 Language
Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)[A list of language games, not meant to be exhaustive:]Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling itSolving a problem in practical arithmeticTranslating from one language into anotherLANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)We dissect nature along the lines laid down by our native languages.The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own LanguageThe forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)[It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)23) Language Is Inevitably Influenced by Specific Contexts of Human InteractionLanguage cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)Historical dictionary of quotations in cognitive science > Language
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9 Thinking
But what then am I? A thing which thinks. What is a thing which thinks? It is a thing which doubts, understands, [conceives], affirms, denies, wills, refuses, which also imagines and feels. (Descartes, 1951, p. 153)I have been trying in all this to remove the temptation to think that there "must be" a mental process of thinking, hoping, wishing, believing, etc., independent of the process of expressing a thought, a hope, a wish, etc.... If we scrutinize the usages which we make of "thinking," "meaning," "wishing," etc., going through this process rids us of the temptation to look for a peculiar act of thinking, independent of the act of expressing our thoughts, and stowed away in some particular medium. (Wittgenstein, 1958, pp. 41-43)Analyse the proofs employed by the subject. If they do not go beyond observation of empirical correspondences, they can be fully explained in terms of concrete operations, and nothing would warrant our assuming that more complex thought mechanisms are operating. If, on the other hand, the subject interprets a given correspondence as the result of any one of several possible combinations, and this leads him to verify his hypotheses by observing their consequences, we know that propositional operations are involved. (Inhelder & Piaget, 1958, p. 279)In every age, philosophical thinking exploits some dominant concepts and makes its greatest headway in solving problems conceived in terms of them. The seventeenth- and eighteenth-century philosophers construed knowledge, knower, and known in terms of sense data and their association. Descartes' self-examination gave classical psychology the mind and its contents as a starting point. Locke set up sensory immediacy as the new criterion of the real... Hobbes provided the genetic method of building up complex ideas from simple ones... and, in another quarter, still true to the Hobbesian method, Pavlov built intellect out of conditioned reflexes and Loeb built life out of tropisms. (S. Langer, 1962, p. 54)Experiments on deductive reasoning show that subjects are influenced sufficiently by their experience for their reasoning to differ from that described by a purely deductive system, whilst experiments on inductive reasoning lead to the view that an understanding of the strategies used by adult subjects in attaining concepts involves reference to higher-order concepts of a logical and deductive nature. (Bolton, 1972, p. 154)There are now machines in the world that think, that learn and create. Moreover, their ability to do these things is going to increase rapidly until-in the visible future-the range of problems they can handle will be coextensive with the range to which the human mind has been applied. (Newell & Simon, quoted in Weizenbaum, 1976, p. 138)But how does it happen that thinking is sometimes accompanied by action and sometimes not, sometimes by motion, and sometimes not? It looks as if almost the same thing happens as in the case of reasoning and making inferences about unchanging objects. But in that case the end is a speculative proposition... whereas here the conclusion which results from the two premises is an action.... I need covering; a cloak is a covering. I need a cloak. What I need, I have to make; I need a cloak. I have to make a cloak. And the conclusion, the "I have to make a cloak," is an action. (Nussbaum, 1978, p. 40)It is well to remember that when philosophy emerged in Greece in the sixth century, B.C., it did not burst suddenly out of the Mediterranean blue. The development of societies of reasoning creatures-what we call civilization-had been a process to be measured not in thousands but in millions of years. Human beings became civilized as they became reasonable, and for an animal to begin to reason and to learn how to improve its reasoning is a long, slow process. So thinking had been going on for ages before Greece-slowly improving itself, uncovering the pitfalls to be avoided by forethought, endeavoring to weigh alternative sets of consequences intellectually. What happened in the sixth century, B.C., is that thinking turned round on itself; people began to think about thinking, and the momentous event, the culmination of the long process to that point, was in fact the birth of philosophy. (Lipman, Sharp & Oscanyan, 1980, p. xi)The way to look at thought is not to assume that there is a parallel thread of correlated affects or internal experiences that go with it in some regular way. It's not of course that people don't have internal experiences, of course they do; but that when you ask what is the state of mind of someone, say while he or she is performing a ritual, it's hard to believe that such experiences are the same for all people involved.... The thinking, and indeed the feeling in an odd sort of way, is really going on in public. They are really saying what they're saying, doing what they're doing, meaning what they're meaning. Thought is, in great part anyway, a public activity. (Geertz, quoted in J. Miller, 1983, pp. 202-203)Everything should be made as simple as possible, but not simpler. (Einstein, quoted in Minsky, 1986, p. 17)What, in effect, are the conditions for the construction of formal thought? The child must not only apply operations to objects-in other words, mentally execute possible actions on them-he must also "reflect" those operations in the absence of the objects which are replaced by pure propositions. Thus, "reflection" is thought raised to the second power. Concrete thinking is the representation of a possible action, and formal thinking is the representation of a representation of possible action.... It is not surprising, therefore, that the system of concrete operations must be completed during the last years of childhood before it can be "reflected" by formal operations. In terms of their function, formal operations do not differ from concrete operations except that they are applied to hypotheses or propositions [whose logic is] an abstract translation of the system of "inference" that governs concrete operations. (Piaget, quoted in Minsky, 1986, p. 237)[E]ven a human being today (hence, a fortiori, a remote ancestor of contemporary human beings) cannot easily or ordinarily maintain uninterrupted attention on a single problem for more than a few tens of seconds. Yet we work on problems that require vastly more time. The way we do that (as we can observe by watching ourselves) requires periods of mulling to be followed by periods of recapitulation, describing to ourselves what seems to have gone on during the mulling, leading to whatever intermediate results we have reached. This has an obvious function: namely, by rehearsing these interim results... we commit them to memory, for the immediate contents of the stream of consciousness are very quickly lost unless rehearsed.... Given language, we can describe to ourselves what seemed to occur during the mulling that led to a judgment, produce a rehearsable version of the reaching-a-judgment process, and commit that to long-term memory by in fact rehearsing it. (Margolis, 1987, p. 60)Historical dictionary of quotations in cognitive science > Thinking
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10 formación de usuarios
(n.) = information literacy, library instruction, information skills, library user education, bibliographic instruction (BI), user education, library user training, user instruction, user training, patron instruction, reader educationEx. This article describes an information literacy programme which aims to equip students with the knowledge and ability to effectively use the full range of available tools for accessing, retrieving and managing information.Ex. The advent of complex information technologies requires a new paradigm for library instruction and the instructional role of academic librarians.Ex. There is no doubt that IT has transformed attitudes and heightened the awareness of academics towards the significance of inculcating information skills = No hay duda de que la TI ha transformado las actitudes y ha hecho que los académicos sean más consciente de la importancia de inculcar las destrezas relacionadas con la información.Ex. Various recommendations are made for the improvement of the programmes, including the introduction of a course in library user education in the universities which will be taken by all first year students.Ex. Members of Iowa State University's graduating class of 1986 were surveyed about their attitudes toward having been required to take a course in bibliographic instruction.Ex. It seems natural to employ the microcomputer for user education, since computer-aided learning (CAL) is one of the principal ways in which microcomputers are used in schools and colleges.Ex. This article examines the benefits of a good sense of humour to librarians involved in library user training.Ex. And as has often been pointed out, the increased provision of user instruction has tended to strengthen rather than dispel the myth of reader self-sufficiency.Ex. The project will measure the need for user training in the use of electronic journals.Ex. It has been found that the larger the library, the greater the tendency for both formal and informal patron instruction to occur = Se ha descubierto que mientras más grande es la biblioteca, mayor es la tendencia a que se ofrezcan cursos de formación de usuarios tanto formal como informal.Ex. The data considered by the Review Committee strongly suggests that reader education will need to be a major priority in the next few years.* * *(n.) = information literacy, library instruction, information skills, library user education, bibliographic instruction (BI), user education, library user training, user instruction, user training, patron instruction, reader educationEx: This article describes an information literacy programme which aims to equip students with the knowledge and ability to effectively use the full range of available tools for accessing, retrieving and managing information.
Ex: The advent of complex information technologies requires a new paradigm for library instruction and the instructional role of academic librarians.Ex: There is no doubt that IT has transformed attitudes and heightened the awareness of academics towards the significance of inculcating information skills = No hay duda de que la TI ha transformado las actitudes y ha hecho que los académicos sean más consciente de la importancia de inculcar las destrezas relacionadas con la información.Ex: Various recommendations are made for the improvement of the programmes, including the introduction of a course in library user education in the universities which will be taken by all first year students.Ex: Members of Iowa State University's graduating class of 1986 were surveyed about their attitudes toward having been required to take a course in bibliographic instruction.Ex: It seems natural to employ the microcomputer for user education, since computer-aided learning (CAL) is one of the principal ways in which microcomputers are used in schools and colleges.Ex: This article examines the benefits of a good sense of humour to librarians involved in library user training.Ex: And as has often been pointed out, the increased provision of user instruction has tended to strengthen rather than dispel the myth of reader self-sufficiency.Ex: The project will measure the need for user training in the use of electronic journals.Ex: It has been found that the larger the library, the greater the tendency for both formal and informal patron instruction to occur = Se ha descubierto que mientras más grande es la biblioteca, mayor es la tendencia a que se ofrezcan cursos de formación de usuarios tanto formal como informal.Ex: The data considered by the Review Committee strongly suggests that reader education will need to be a major priority in the next few years. -
11 system
1) система; комплекс2) совокупность•- absolutely consistent system - absolutely direct indecomposable system - absolutely free system - absolutely irreducible system - absolutely isolated system - allowable coordinate system - almost linear system - ample linear system - artificial feel system - automatic block system - automatic deicing system - binary relational system - binary-coded decimal system - block tooling system - Cartesian coordinate system - completely controllable system - completely ergodic system - completely hyperbolic system - completely identifiable system - completely integrable system - completely irreducible system - completely regular system - completely stable system - completely stratified system - complex number system - conical coordinate system - derivational formal system - differential equation system - differential selsyn system - digital counting system - digital transmission system - elliptic coordinate system - elliptic cylindrical coordinate system - externally inconsistent system - finite state system - finitely axiomatizable system - finitely presented system - fully characteristic quotient system - fundamental system of solutions - hydraulic lift system - integrated switching system - isomorphically embedded system - kernel normal system - linearly dependent system - linearly independent system - live hydraulic system - locking protection system - meteor-burst communication system - modular programming system - parabolic cylindrical coordinate system - permanent four-wheel drive system - pure independent system - radio telephone system - reactor protection system - real number system - receiver-amplifier crioelectric system - remote-cylinder hydraulic system - semantically consistent system - simply consistent system - simply incomplete system - simply ordered system - spherical coordinate system - strongly multiplicative system - structurally stable system - sufficiently general coordinate system - system of frequency curves - system of rational numbers - time multiplex system - time-division multiplex system - uniformly complete system - univalent system of notation - universal system of notation - weakly closed system - weighted number system -
12 hasta ahora
adv.until now, so far, thus far, till now.* * *until now, so far* * ** * *= as yet, hitherto, so far, thus far, to date, up to now, yet, heretofore, all along, up to this point, by now, as of today, until now, up until now, up till now, till nowEx. A second objective of union catalogues -- to make library resources available when and where they are needed -- has not then as yet been fully achieved.Ex. It offers to the librarian, the student, the teacher, the sociologist of knowledge, and the publisher a type of statistic not hitherto considered.Ex. The classification schemes that have been considered so far are general bibliographic classification schemes in that they attempt to encompass all of knowledge.Ex. Thus far the results are very encouraging and we definitely will be proceeding along this way.Ex. Two major projects in this area have been conducted to date.Ex. What is going to happen to those records that have been produced up to now under superimposition and therefore have headings that were created according to the ALA 1949 or even according to earlier codes?.Ex. The article suggests that this technique is the most transparent and equitable system yet devised.Ex. If some or all of the suggested entries are made, many more entries will be made than heretofore.Ex. 'I know you want to do the best job you can -- not that you haven't all along'.Ex. Up to this point, the discussion has covered what kind of research is not needed.Ex. It will be evident by now that the microcomputer market is a complex place.Ex. As of today, there are no references to this issue in the literature.Ex. Until now, librarians have not been concerned with providing access to faculty owned collections.Ex. However, there are weaknesses with the formal notations used up until now.Ex. Nevertheless, femininity has up till now always been the dominant trait of the alienation of women, and masculinity that of men.Ex. Till now the comfort of fans has been the last thing on the minds of many clubs.* * *= as yet, hitherto, so far, thus far, to date, up to now, yet, heretofore, all along, up to this point, by now, as of today, until now, up until now, up till now, till nowEx: A second objective of union catalogues -- to make library resources available when and where they are needed -- has not then as yet been fully achieved.
Ex: It offers to the librarian, the student, the teacher, the sociologist of knowledge, and the publisher a type of statistic not hitherto considered.Ex: The classification schemes that have been considered so far are general bibliographic classification schemes in that they attempt to encompass all of knowledge.Ex: Thus far the results are very encouraging and we definitely will be proceeding along this way.Ex: Two major projects in this area have been conducted to date.Ex: What is going to happen to those records that have been produced up to now under superimposition and therefore have headings that were created according to the ALA 1949 or even according to earlier codes?.Ex: The article suggests that this technique is the most transparent and equitable system yet devised.Ex: If some or all of the suggested entries are made, many more entries will be made than heretofore.Ex: 'I know you want to do the best job you can -- not that you haven't all along'.Ex: Up to this point, the discussion has covered what kind of research is not needed.Ex: It will be evident by now that the microcomputer market is a complex place.Ex: As of today, there are no references to this issue in the literature.Ex: Until now, librarians have not been concerned with providing access to faculty owned collections.Ex: However, there are weaknesses with the formal notations used up until now.Ex: Nevertheless, femininity has up till now always been the dominant trait of the alienation of women, and masculinity that of men.Ex: Till now the comfort of fans has been the last thing on the minds of many clubs. -
13 residencial
adj.residential.m.residential area.* * *► adjetivo1 residential* * *adj.* * *1.ADJ residential2.SF And, Cono Sur boarding house, small hotel* * *Iadjetivo residentialIIfemenino (CS) guesthouse, boarding house* * *= suburban, residential.Nota: Aplicado normalmente a una universidad en donde los estudiantes residen en residencias de estudiantes.Ex. And making matters worse, this uncomfortable group sat in a suburban sitting-room flooded with afternoon sunlight like dutifully polite guests at a formal coffee party.Ex. This university is a privately supported and largely residential institution and it offers a full roster of degrees.----* barrio residencial de las afueras = suburb.* complejo residencial = housing complex.* habitante de un barrio residencial = suburbanite.* turismo residencial = residential tourism.* * *Iadjetivo residentialIIfemenino (CS) guesthouse, boarding house* * *= suburban, residential.Nota: Aplicado normalmente a una universidad en donde los estudiantes residen en residencias de estudiantes.Ex: And making matters worse, this uncomfortable group sat in a suburban sitting-room flooded with afternoon sunlight like dutifully polite guests at a formal coffee party.
Ex: This university is a privately supported and largely residential institution and it offers a full roster of degrees.* barrio residencial de las afueras = suburb.* complejo residencial = housing complex.* habitante de un barrio residencial = suburbanite.* turismo residencial = residential tourism.* * *residentialor1 (Arg, Chi) (casa de huéspedes) guest house, boarding house2* * *
residencial adjetivo
residential
■ sustantivo femenino (CS) guest house, boarding house
residencial adjetivo residential
' residencial' also found in these entries:
Spanish:
urbanización
- balneario
- conjunto
English:
residential
- suburb
- uptown
* * *♦ adjresidential;barrio residencial [lujoso] residential area♦ nm2. [edificio, urbanización] = name given to up-market apartments or estates;Residencial Louvre ≈ Louvre Court* * *I adj residentialII f Arg, Chirooming house* * *residencial adj: residential* * *residencial adj residential -
14 variable
1) переменная (величина) || переменный2) изменчивый3) изменяемый; варьируемый4) регулируемый•variable unrestricted in sign — переменная, не ограниченная в знаке
- absolutely integrable variable - anonymous free variable - complex free variable - complex random variable - discontinuous variable - discrete random variable - discrete variable variable - discrete variable - essentially free variable - excessive random variable - exchangeable random variables - generalized random variable - geometric random variable - infinitesimal random variable - jointly normal random variables - linguistic random variable - multinomial random variable - multinormal random variable - multiplicative random variable - mutually independent random variables - nonanticipative random variable - normed random variable - number variable - optimal stopping variable - orthonormal random variables - pairwise independent random variables - spatial variable - symmetrized random variable - two-state variable - two-valued variable - uniformly limited variableto separate variables — мат. разделять переменные
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15 ГЛАГОЛ
1. ГЛАГОЛ повторяется в настоящем, прошедшем и будущем времени, чтобы подчеркнуть непрерывность@ делаем и будем делатьМы поддерживали и будем поддерживать прифронтовые государства Африки. –We have always supported the front-line African states. We are continuing to support the front-line African states. We shall continue to support the front-line African states. We shall continue our support ( глагол заменяется существительным) for the front-line African states. @ не делаем и не сделаемРоссия не ослабляет и не ослабит усилий, направленных на то, чтобы отвести от человечества военную угрозу.Russia will not slacken its efforts/will persist in its efforts/will continue its efforts to protect mankind from the threat of war. @ не делали и не делаемПереводится обязательно сложным временем.Мы никогда не искали и не ищем себе выгод – будь то экономические, политические или иные. – We have never sought profits/advantages for ourselves – be they economic, political, or any other kind. @ делали и делаемМы предлагали и предлагаем договориться о полном запрещении ядерного оружия. –We are continuing to propose/continue to propose/continue to favor/we have always favored/always proposed agreement on a total nuclear weapons test ban. @ не сделали и не сделаемНаша страна не допустила и не допустит вмешательства в свои внутренние дела. –Our country has never allowed/will never allow/will continue to prevent/oppose interference in its internal affairs. @ делали и будем делатьМы выступали и будем выступать в их поддержку. -We shall continue to support them. (Лучше чем We have always supported them) @2. ГЛАГОЛ, повторенный через дефисkeep \+ verbЯ иду-иду, уже сил нет, а все еще далеко до места. – I keep/kept on going, but it is/was still a long distance to/far to the place.On I went,/I walked and walked, but… *** Он смотрел-смотрел, никак не мог разглядеть. – He kept on looking but/No matter how he looked he could not make it out.3. передача инфинитива при помощи будущего времениДети есть дети. – Children will be children.4. повелительное наклонениеа) в условном времениПриди я вовремя, ничего бы не случилось. – If I had come in time nothing would have happened.б) для выражения протеста против необходимости выполнять нежелательные действияТебе хорошо с гостями чаи распивать, а я дома сиди. – You’re having fun drinking tea with the guests while/but I’ve got to stay home.Сами гулять пойдете, а я пиши. – You can/go off on your own, I’ve got to write/ I’m stuck with the writing.с) неожиданное или непредвиденное действиеОн меня позвал – я споткнись, чашку разбил. – He called out to me and I stumbled and broke a cup.Дорога ровная – а он возьми и упади. – The road was flat/even when all of a sudden he fell.5. Настоящее время, описывающее серию событий в прошлом, переводится прошедшим.Возвращаюсь я вчера вечером домой, иду по нашей улице, вдруг слышу знакомый голос. – Last night as I was going home, walking down our street, I suddenly heard a familiar voice.6. Настоящее время переводится и настоящим, и будущим.Я уезжаю через неделю, завтра я весь день работаю, а вечером сижу дома. – I’m leaving in a week – tomorrow I’ll work/I’m working all day and in the evening I’ll be home.7. Совершенный вид русских глаголов, выражающих повторное действие, переводится с помощью длительного настоящего времени.Сегодня мне весь день мешают – то кто-нибудь придет, то телефон зазвонит. – I’m being bothered all day – people keep coming in and the phone keeps ringing.8. Описание характерного или привычного поведения человека.Он всегда прибежит, накричит, наскандалит, а потом удивляется, почему его не любят. – He’s always barging in/rushing in screaming/yelling at someone/causing trouble/insulting people/offending people/raising a row and then he wonders why/is surprised that/and then he asks why people don’t like him.9. В разговорных конструкциях прошедшее время от глаголов «пойти» и «поехать» передается будущим временем.Я пошел. – I’m about to leave.Я поехал, буду через два часа. – I’m off/I’ll be going/I’ll be back in two hours.10. Перевод конструкций типа «то, что» «чтобы»a) Сокращение и переосмыслениеСложность этого эксперимента заключается в том, что он требует длительного времени. – The problem with this experiment is that it requires a lot of time.Утешение было только в том, что он уезжал всего на несколько дней. – The only consolation was that he would be away for long/was leaving for only a few days.б) использование деепричастного оборота (это идиоматичнее и короче)Мы начали вечер с того, что предложили всем потанцевать. – We started the party/evening by suggesting/with the suggestion that everyone dance.Он начал с того, что лично познакомился со всеми.- Не began by introducing himself to everyone/by getting personally acquainted with everyone.в) Порой «чтобы» не переводится, и время глагола определяется контекстом:Я не видел, чтобы он чистил зубы. - I didn't see him brush his teeth/I never saw him brush his teeth.Я хочу, чтобы вы меня правильно поняли. - I want you to understand me correctly/to get what I mean.г) to + infinitive вместо довольно неуклюжей конструкции in order to или so as toЯ вернулся с тем, чтобы предупредить вас. - I came back to warn you.Я пришел не с тем, чтобы спорить с вами. - I didn't come to argue with you.д) Иногда можно заменить «чтобы» словами so that:Говори, чтобы все поняли. - Speak so that everyone understands/gets the point.11. Придаточные предложения, которые начинаются с «как» или с «как бы», можно перевести на английский с помощью условного наклонения или деепричастия.Я люблю смотреть, как он выступает. - I like watching him perform/I like to watch him perform/I like watching him performing.Он боялся, как бы не простудиться. - Не was afraid of catching cold/He was afraid he might/could catch cold.12. «He + инфинитив + бы» требует don't или see that X doesn't do Y.He простудиться бы! - Take care/I'll take care not to/See that you don't catch cold.He забыть бы его адрес! - See you don't/take care not to/be sure you don't/I mustn't/I must take care not to forget his address.13. перевод вида глаголаа) Переводчик должен постоянно иметь в виду, что в английском языке используются совершенно разные глаголы для передачи смысла обоих членов одной русской видовой пары, как, например, «сделать» и «делать»Что же делал Бельтов в продолжение этих десяти лет? Все или почти все. Что он сделал? Ничего или почти ничего. -What did Beltov do during these ten years? Everything or almost everything. What did he achieve? Nothing, or almost nothing. уверить — convince решать — try to solve решить — solve. учиться — study научиться — learn отыскивать — look for отыскать — find сдавать экзамен - to take an exam сдать экзамен - to pass an exam поступать в университет - to apply to a university поступить в университет - be admitted/get into a universityб) При переводе глаголов несовершенного вида нельзя не подчеркнуть, что речь идет о попытках говорящего или кого-то другого что-либо сделать.Войска брали крепость целый месяц. - The troops tried for a whole month to take the fortress.Я к нему долго привыкал, но наконец привык. - For a long time I tried to get used to him, and finally did. He оправдывайся! - Don't try to justify yourselfl/Don't try to make excuses!с)Существует также целая категория особых глаголов, у которых несовершенный вид указывает на состояние, которое является результатом завершенного действия и передается совершенным видом.Я «понимаю» is the result of «я понял», and note that English "I understand" translates them both. The formal pair «разобраться/разбираться» are exactly the same; the verb in «я разобрался в этом» is an achievement with the change-of-state meaning characteristic of perfectives, while the verb in «я разбираюсь в этом» signals the state resulting from the achievement. They may both be translated as / understand, but the former means / have figured out (come to understand), while the latter means I understand (as a result of having figured out). These verbs belong to a very large group of perfectives whose change of state is inceptive, whose imperfectives denote the new, resulting state: «понял, понимаю, поверил, верю, понравиться, нравиться».14. Перевод безличных конструкцийа) Во множественном числе третьего лица безличную конструкцию можно переделать в пассивную:Посетителей просят оставить верхнюю одежду в гардеробе. -Visitors are requested/asked to leave/Visitors must leave/check their coats in the coatroom.б) Можно вставить субъект/подлежащее:Об этом часто приходится слышать. - I/he/we/they often hear about this.Чувствовалось, что он доволен. - I/we/they felt/could feel that he was pleased.в) В некоторых контекстах возвратные глаголы переводятся как переходные с добавлением подлежащего:Под вакуумом понимается пространство, не содержащее вещества. - A vacuum is defined as space/By a vacuum we mean space/The definition of a vacuum is space/A vacuum is understood to be space free from/not containing/devoid of matter.В данном случае сложное движение рассматривается как результат двух движений. - In this case complex movement is considered as/considered to be/we see complex movement as/we define complex movement as the result of two movements.г) Когда русское местоимение является дополнением безличных глаголов, то можно переделать в подлежащее/субъект.В ушах звенело, во рту пересохло. - His/my ears were ringing, his/my throat was dry.Меня неудержимо клонило в сон. - I felt an irresistible urge to sleep/I just couldn't stay awake/I felt horribly/terribly/awfully sleepy. Ее потянуло в Париж. - She felt an urge to go to Paris/Paris was calling to her/She felt like going to Paris. Мне жаль мою подругу. - I'm sorry for my girlfriend.15. Перевод причастий@ДЕЙСТВИТЕЛЬНОЕ ПРИЧАСТИЕ НАСТОЯЩЕГО ВРЕМЕНИ1. переводится на английский глагольной формой на -ing.Девушка, читающая книгу, очень красива - The girl who is reading the book is very pretty.2. переводится с пропуском причастия, т.е. с помощью короткого оборота с предлогом и краткого придаточного предложенияГруппа, имеющая такие блестящие результаты, является гордостью нашего института. - The group with such outstanding results is the pride of our institute.Вопрос, выходящий за рамки данной статьи. - A matter/issue/question beyond the scope of this article.***см. ГЛАГОЛ@ВОЗВРАТНАЯ ЧАСТИЦАобычно переводится оборотом с предлогом:Строящийся завод является одним из новейших в стране. - The factory under construction is one of the newest in the country.***см. ГЛАГОЛ@ПРИНАДЛЕЖАЩИЙможно выразить просто притяжательной формой:Книга, принадлежащая ей. - Her book.***см. ГЛАГОЛ@СТРАДАТЕЛЬНЫЙ ПРИЧАСТНЫЙ ОБОРОТ НАСТОЯЩЕГО ВРЕМЕНИ1. переводятся с русского языка скорее как прилагательные, чем как причастия.Проводимая страной политика одобряется всем народом. - The policy pursued (not "which is being pursued") by our country has the backing/approval of the entire people.2. в некоторых случаях причастие можно просто опустить:Ясно определились позиции, занимаемые обеими сторонами по таким жизненно важным вопросам. - The positions of both sides on such vitally important questions are now clear.***см. ГЛАГОЛ@16. Перевод деепричастий.а) Прошедшее время из русского языка нередко переходит в английский в качестве деепричастия.Мы видели, как дети купались в реке. We saw the children swimming in the river.б) Деепричастие настоящего времени подчас приходится переводить на английский прошедшим:Раза два в год бывал в Москве и, возвращаясь оттуда, рассказывал об этом. Не would visit/used to visit Moscow a couple of times a year, and after returning home/on his return home tell/would tell about it.в) Деепричастие прошедшего времени в некоторых случаях становится деепричастием и в настоящем:Сев за рояль, она заиграла вальс. - Sitting at the piano, she played a waltz.г) При переводе русских деепричастий бывает необходимым объяснение причинных или временных обстоятельств:Выслушав меня внимательно, вы быстро меня поймете. If you listen to me carefully, you'll understand quickly.Почувствовав голод, они решили обедать без гостей. - Because/since they were hungry, they decided to eat without/without waiting for/the guests. Переехав в собственную квартиру, он стал гораздо более самостоятельным человеком. - When/after he moved to his own apartment he became a lot more independent.д) В описательных деепричастных оборотах можно заменить деепричастие конструкцией «with + имя существительное»:Он сидел, закрыв глаза. - Не sat/was sitting with his eyes closed.«Это очень смешно!» — сказал он, засмеявшись. "That's very funny," he said with a laugh.е) Так называемые «безличные» деепричастия, которые часто встречаются в Русских технических текстах, иногда заменяются существительными или перед ними вставляется предлог.Используя эти данные, можно приближенно предсказать процесс. - Use of this data allows us to make an approximate prediction of the process/By using this data, we can make...Изучая эту таблицу, легко видеть, что... - Study of this table makes it clear that.../In studying this table we clearly see that…17. Сокращение глагольных конструкцийПодчас русское словосочетание выражается одним английским глаголом. Смысл передается при помощи приставки или суффикса en-, un-, -ize, -ate.утверждать то, что оказалось чистейшей чепухой – to talk utter nonsenseрасполагать в алфавитном порядке – to alphabetize заставить грубой силой – to bludgeon приводить в систему, распределять по категориям – list, categorize лишать законной силы – to invalidate выводить из строя – to incapacitate поймать в ловушку – to entrapСловарь переводчика-синхрониста (русско-английский) > ГЛАГОЛ
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16 ГЛАГОЛ
1. ГЛАГОЛ повторяется в настоящем, прошедшем и будущем времени, чтобы подчеркнуть непрерывность- делаем и будем делать
- не делаем и не сделаем
- не делали и не делаем
- делали и делаем
- не сделали и не сделаем
- делали и будем делать2. ГЛАГОЛ, повторенный через дефисkeep + verbЯ иду-иду, уже сил нет, а все еще далеко до места. – I keep/kept on going, but it is/was still a long distance to/far to the place.On I went,/I walked and walked, but… *** Он смотрел-смотрел, никак не мог разглядеть. – He kept on looking but/No matter how he looked he could not make it out.3. передача инфинитива при помощи будущего времениДети есть дети. – Children will be children.4. повелительное наклонениеа) в условном времениПриди я вовремя, ничего бы не случилось. – If I had come in time nothing would have happened.б) для выражения протеста против необходимости выполнять нежелательные действияТебе хорошо с гостями чаи распивать, а я дома сиди. – You’re having fun drinking tea with the guests while/but I’ve got to stay home.Сами гулять пойдете, а я пиши. – You can/go off on your own, I’ve got to write/ I’m stuck with the writing.с) неожиданное или непредвиденное действиеОн меня позвал – я споткнись, чашку разбил. – He called out to me and I stumbled and broke a cup.Дорога ровная – а он возьми и упади. – The road was flat/even when all of a sudden he fell.5. Настоящее время, описывающее серию событий в прошлом, переводится прошедшим.Возвращаюсь я вчера вечером домой, иду по нашей улице, вдруг слышу знакомый голос. – Last night as I was going home, walking down our street, I suddenly heard a familiar voice.6. Настоящее время переводится и настоящим, и будущим.Я уезжаю через неделю, завтра я весь день работаю, а вечером сижу дома. – I’m leaving in a week – tomorrow I’ll work/I’m working all day and in the evening I’ll be home.7. Совершенный вид русских глаголов, выражающих повторное действие, переводится с помощью длительного настоящего времени.Сегодня мне весь день мешают – то кто-нибудь придет, то телефон зазвонит. – I’m being bothered all day – people keep coming in and the phone keeps ringing.8. Описание характерного или привычного поведения человека.Он всегда прибежит, накричит, наскандалит, а потом удивляется, почему его не любят. – He’s always barging in/rushing in screaming/yelling at someone/causing trouble/insulting people/offending people/raising a row and then he wonders why/is surprised that/and then he asks why people don’t like him.9. В разговорных конструкциях прошедшее время от глаголов «пойти» и «поехать» передается будущим временем.Я пошел. – I’m about to leave.Я поехал, буду через два часа. – I’m off/I’ll be going/I’ll be back in two hours.10. Перевод конструкций типа «то, что» «чтобы»a) Сокращение и переосмыслениеСложность этого эксперимента заключается в том, что он требует длительного времени. – The problem with this experiment is that it requires a lot of time.Утешение было только в том, что он уезжал всего на несколько дней. – The only consolation was that he would be away for long/was leaving for only a few days.б) использование деепричастного оборота (это идиоматичнее и короче)Мы начали вечер с того, что предложили всем потанцевать. – We started the party/evening by suggesting/with the suggestion that everyone dance.Он начал с того, что лично познакомился со всеми.- Не began by introducing himself to everyone/by getting personally acquainted with everyone.в) Порой «чтобы» не переводится, и время глагола определяется контекстом:Я не видел, чтобы он чистил зубы. - I didn't see him brush his teeth/I never saw him brush his teeth.Я хочу, чтобы вы меня правильно поняли. - I want you to understand me correctly/to get what I mean.г) to + infinitive вместо довольно неуклюжей конструкции in order to или so as toЯ вернулся с тем, чтобы предупредить вас. - I came back to warn you.Я пришел не с тем, чтобы спорить с вами. - I didn't come to argue with you.д) Иногда можно заменить «чтобы» словами so that:Говори, чтобы все поняли. - Speak so that everyone understands/gets the point.11. Придаточные предложения, которые начинаются с «как» или с «как бы», можно перевести на английский с помощью условного наклонения или деепричастия.Я люблю смотреть, как он выступает. - I like watching him perform/I like to watch him perform/I like watching him performing.Он боялся, как бы не простудиться. - Не was afraid of catching cold/He was afraid he might/could catch cold.12. «He + инфинитив + бы» требует don't или see that X doesn't do Y.He простудиться бы! - Take care/I'll take care not to/See that you don't catch cold.He забыть бы его адрес! - See you don't/take care not to/be sure you don't/I mustn't/I must take care not to forget his address.13. перевод вида глаголаа) Переводчик должен постоянно иметь в виду, что в английском языке используются совершенно разные глаголы для передачи смысла обоих членов одной русской видовой пары, как, например, «сделать» и «делать»Что же делал Бельтов в продолжение этих десяти лет? Все или почти все. Что он сделал? Ничего или почти ничего. -What did Beltov do during these ten years? Everything or almost everything. What did he achieve? Nothing, or almost nothing. уверить — convince решать — try to solve решить — solve. учиться — study научиться — learn отыскивать — look for отыскать — find сдавать экзамен - to take an exam сдать экзамен - to pass an exam поступать в университет - to apply to a university поступить в университет - be admitted/get into a universityб) При переводе глаголов несовершенного вида нельзя не подчеркнуть, что речь идет о попытках говорящего или кого-то другого что-либо сделать.Войска брали крепость целый месяц. - The troops tried for a whole month to take the fortress.Я к нему долго привыкал, но наконец привык. - For a long time I tried to get used to him, and finally did. He оправдывайся! - Don't try to justify yourselfl/Don't try to make excuses!с)Существует также целая категория особых глаголов, у которых несовершенный вид указывает на состояние, которое является результатом завершенного действия и передается совершенным видом.Я «понимаю» is the result of «я понял», and note that English "I understand" translates them both. The formal pair «разобраться/разбираться» are exactly the same; the verb in «я разобрался в этом» is an achievement with the change-of-state meaning characteristic of perfectives, while the verb in «я разбираюсь в этом» signals the state resulting from the achievement. They may both be translated as / understand, but the former means / have figured out (come to understand), while the latter means I understand (as a result of having figured out). These verbs belong to a very large group of perfectives whose change of state is inceptive, whose imperfectives denote the new, resulting state: «понял, понимаю, поверил, верю, понравиться, нравиться».14. Перевод безличных конструкцийа) Во множественном числе третьего лица безличную конструкцию можно переделать в пассивную:Посетителей просят оставить верхнюю одежду в гардеробе. -Visitors are requested/asked to leave/Visitors must leave/check their coats in the coatroom.б) Можно вставить субъект/подлежащее:Об этом часто приходится слышать. - I/he/we/they often hear about this.Чувствовалось, что он доволен. - I/we/they felt/could feel that he was pleased.в) В некоторых контекстах возвратные глаголы переводятся как переходные с добавлением подлежащего:Под вакуумом понимается пространство, не содержащее вещества. - A vacuum is defined as space/By a vacuum we mean space/The definition of a vacuum is space/A vacuum is understood to be space free from/not containing/devoid of matter.В данном случае сложное движение рассматривается как результат двух движений. - In this case complex movement is considered as/considered to be/we see complex movement as/we define complex movement as the result of two movements.г) Когда русское местоимение является дополнением безличных глаголов, то можно переделать в подлежащее/субъект.В ушах звенело, во рту пересохло. - His/my ears were ringing, his/my throat was dry.Меня неудержимо клонило в сон. - I felt an irresistible urge to sleep/I just couldn't stay awake/I felt horribly/terribly/awfully sleepy. Ее потянуло в Париж. - She felt an urge to go to Paris/Paris was calling to her/She felt like going to Paris. Мне жаль мою подругу. - I'm sorry for my girlfriend.15. Перевод причастий- ВОЗВРАТНАЯ ЧАСТИЦА
- ПРИНАДЛЕЖАЩИЙ
- СТРАДАТЕЛЬНЫЙ ПРИЧАСТНЫЙ ОБОРОТ НАСТОЯЩЕГО ВРЕМЕНИ16. Перевод деепричастий.а) Прошедшее время из русского языка нередко переходит в английский в качестве деепричастия.Мы видели, как дети купались в реке. We saw the children swimming in the river.б) Деепричастие настоящего времени подчас приходится переводить на английский прошедшим:Раза два в год бывал в Москве и, возвращаясь оттуда, рассказывал об этом. Не would visit/used to visit Moscow a couple of times a year, and after returning home/on his return home tell/would tell about it.в) Деепричастие прошедшего времени в некоторых случаях становится деепричастием и в настоящем:Сев за рояль, она заиграла вальс. - Sitting at the piano, she played a waltz.г) При переводе русских деепричастий бывает необходимым объяснение причинных или временных обстоятельств:Выслушав меня внимательно, вы быстро меня поймете. If you listen to me carefully, you'll understand quickly.Почувствовав голод, они решили обедать без гостей. - Because/since they were hungry, they decided to eat without/without waiting for/the guests. Переехав в собственную квартиру, он стал гораздо более самостоятельным человеком. - When/after he moved to his own apartment he became a lot more independent.д) В описательных деепричастных оборотах можно заменить деепричастие конструкцией «with + имя существительное»:Он сидел, закрыв глаза. - Не sat/was sitting with his eyes closed.«Это очень смешно!» — сказал он, засмеявшись. "That's very funny," he said with a laugh.е) Так называемые «безличные» деепричастия, которые часто встречаются в Русских технических текстах, иногда заменяются существительными или перед ними вставляется предлог.Используя эти данные, можно приближенно предсказать процесс. - Use of this data allows us to make an approximate prediction of the process/By using this data, we can make...Изучая эту таблицу, легко видеть, что... - Study of this table makes it clear that.../In studying this table we clearly see that…17. Сокращение глагольных конструкцийПодчас русское словосочетание выражается одним английским глаголом. Смысл передается при помощи приставки или суффикса en-, un-, -ize, -ate.утверждать то, что оказалось чистейшей чепухой – to talk utter nonsenseрасполагать в алфавитном порядке – to alphabetize заставить грубой силой – to bludgeon приводить в систему, распределять по категориям – list, categorize лишать законной силы – to invalidate выводить из строя – to incapacitate поймать в ловушку – to entrap -
17 matrix
1) мат. матрица || матричный2) форма, шаблон4) растр5) решётка6) таблица7) геол. материнская порода, основная масса ( породы)8) основа кристаллического вещества; кристаллическая решётка•- absolutely equivalent matrices - adjoint matrices - almost perfect matrix - almost periodic matrix - almost superdiagonal matrix - associative matrix - birth-death coefficient matrix - cocycle matrix - commutative matrix - commute matrices - commuting matrix - complex conjugate matrix - compound matrix - conjunctive matrices - consistently ordered matrix - constituent matrices - deficient matrix - doubly degenerated matrix - doubly stochastic matrix - encoding matrix - essentially positive matrix - magnetic core matrix - matrix of linear transformation - multiplicatively cogredient matrix - multiply degenerate matrix - mutually consistent matrices - nearly triangular matrix - negatively semidefinite matrix - nonnegatively semidefinite matrix - orthogonally similar matrices - positively definite matrix - positively semidefinite matrix - regularly partitioned matrix - strictly upper triangular matrix - strongly equivalent matrices - totally nonnegative matrix - totally positive matrix - totally unimodular matrix - uniformly tapered matrix - vertex incidence matrix - vertically symmetrical matrix - weakly cyclic matrix -
18 understand
1. past tense, past participle - understood; verb1) (to see or know the meaning of (something): I can't understand his absence; Speak slowly to foreigners so that they'll understand you.) comprender, entender2) (to know (eg a person) thoroughly: She understands children/dogs.) comprender, entender3) (to learn or realize (something), eg from information received: At first I didn't understand how ill she was; I understood that you were planning to leave today.) comprender, entender; tener entendido•- understanding
2. noun1) (the power of thinking clearly: a man of great understanding.) inteligencia, entendimiento2) (the ability to sympathize with another person's feelings: His kindness and understanding were a great comfort to her.) comprensión3) (a (state of) informal agreement: The two men have come to / reached an understanding after their disagreement.) entendimiento•- make oneself understood- make understood
understand vb entender / comprenderare you sure that you understand it all? ¿estás seguro de que lo entiendes todo?tr[ʌndə'stænd]1 entender, comprender2 (believe) tener entendido3 (to get on with somebody) entenderse4 (take for granted) sobreentender\SMALLIDIOMATIC EXPRESSION/SMALLto give to understand dar a entender1) comprehend: comprender, entenderI don't understand it: no lo entiendothat's understood: eso se comprendeto make oneself understood: hacerse entender2) believe: entenderto give someone to understand: dar a alguien a entender3) infer: tener entendidoI understand that she's leaving: tengo entendido que se vaunderstand vi: comprender, entenderv.• entender v.• sobreentender v.• sobrentender v.'ʌndər'stænd, ˌʌndə'stænd
1.
(past & past p - stood) transitive verb1)a) ( grasp meaning of) entender*I can't understand why he did it — no logro entender or comprender por qué lo hizo
I don't want it to happen again; have I made myself understood? — no quiero que vuelva a suceder ¿está claro?
b) ( interpret) entender*, interpretaras I understand it,... — según tengo entendido,..., por lo que entiendo,..., según creo,...
what do you understand by the term `deprivation'? — ¿qué entiendes tú por `privaciones'?
c) (sympathize, empathize with) comprender, entender*2) (believe, infer)the president is understood to favor the second option — se cree que el presidente prefiere la segunda opción
am I to understand that you won't help? — ¿entonces quiere decir que no me van a ayudar?
I was given to understand I'd get my money back — me dieron a entender que me devolverían el dinero; see also understood II
2.
vi entender*, comprender[ˌʌndǝ'stænd] (pt, pp understood)1. VTI can't understand it! — ¡no lo entiendo!
that's what I can't understand — eso es lo que no logro entender or comprender
I don't want to hear another word about it, (is that) understood? — no quiero que se hable más del tema, ¿entendido or comprendido?
the process is still not fully understood — el proceso todavía no se comprende or entiende del todo
doctors are still trying to understand the disease — los médicos siguen intentando comprender la enfermedad
it must be understood that... — debe entenderse que...
you must understand that we're very busy — debes entender or comprender que estamos muy ocupados
2) (=follow, interpret) entenderdid I understand you correctly? — ¿te entendí bien?
•
to make o.s. understood — hacerse entenderdo I make myself understood? — ¿queda claro?
3) (=empathize with) [+ person, point of view, attitude] comprender, entenderhis wife doesn't understand him — su mujer no le comprende or entiende
she understands children — comprende or entiende a los niños
we understand one another — nos comprendemos or entendemos
I (fully) understand your position — comprendo or entiendo (totalmente) su posición
4) (=know) [+ language] entender5) (=believe) tener entendido•
as I understand it, he's trying to set up a meeting — según tengo entendido or según creo está intentando convocar una reuniónit's understood that he had a heart attack — se piensa or cree que sufrió un infarto
am I to understand that...? — ¿debo entender que...?
we confirm our reservation and we understand (that) the rental will be 500 euros — confirmamos nuestra reserva y entendemos que el alquiler será de 500 euros
•
to give sb to understand that — dar a algn a entender quewe were given to understand that... — se nos dio a entender que...
•
it was understood that he would pay for it — se dio por sentado que él lo pagaría•
he let it be understood that... — dio a entender que...2. VI1) (=comprehend) entender; (more emphatic) comprenderdo you understand? — ¿entiendes or comprendes?
now I understand! — ¡ahora entiendo!, ¡ahora comprendo!
there's to be no noise, (do you) understand? — que no haya ruido, ¿entiendes or comprendes?
2) (=believe)she was, I understand, a Catholic — según tengo entendido era católica
3) (=accept sb's position) entender; (esp in more complex situation) comprenderhe'll understand — lo entenderá or comprenderá
don't worry, I quite understand — no te preocupes, lo entiendo or comprendo perfectamente
* * *['ʌndər'stænd, ˌʌndə'stænd]
1.
(past & past p - stood) transitive verb1)a) ( grasp meaning of) entender*I can't understand why he did it — no logro entender or comprender por qué lo hizo
I don't want it to happen again; have I made myself understood? — no quiero que vuelva a suceder ¿está claro?
b) ( interpret) entender*, interpretaras I understand it,... — según tengo entendido,..., por lo que entiendo,..., según creo,...
what do you understand by the term `deprivation'? — ¿qué entiendes tú por `privaciones'?
c) (sympathize, empathize with) comprender, entender*2) (believe, infer)the president is understood to favor the second option — se cree que el presidente prefiere la segunda opción
am I to understand that you won't help? — ¿entonces quiere decir que no me van a ayudar?
I was given to understand I'd get my money back — me dieron a entender que me devolverían el dinero; see also understood II
2.
vi entender*, comprender -
19 contingencia
f.1 eventuality.2 contingency, accident, event, casualty.* * *1 (probabilidad) contingency, eventuality2 (riesgo) risk, hazard* * *noun f.* * *SF [gen] contingency; (=posibilidad) eventuality, possibility* * *femenino contingency, eventuality* * *= contingency, randomness.Ex. The results also suggest that there is a range of factors and contingencies that affect the extent to which a library does, in fact, provide economic benefits.Ex. New models have appeared that suggest that manaers need to accommodate the randomness found in complex organizations.----* plan de contingencia = contingency plan.* planificación de contingencia = contingency planning.* * *femenino contingency, eventuality* * *= contingency, randomness.Ex: The results also suggest that there is a range of factors and contingencies that affect the extent to which a library does, in fact, provide economic benefits.
Ex: New models have appeared that suggest that manaers need to accommodate the randomness found in complex organizations.* plan de contingencia = contingency plan.* planificación de contingencia = contingency planning.* * *contingency, eventualitydebemos prever cualquier contingencia we must be prepared for any eventuality o contingencyen una contingencia podemos echar mano de los ahorros if the need arises we can fall back on our savings* * *
contingencia sustantivo femenino contingency, eventuality: hay que tomar medidas ante esta posible contingencia, we have to take measures to cover this eventuality
' contingencia' also found in these entries:
English:
contingency
* * *contingencia nf1. [eventualidad] eventuality* * *f contingency* * *contingencia nf: contingency, eventuality -
20 method
метод; процедура; способ- antithetic variate method - average ordinate method - average range method - binary search method - conjugate directions method - conjugate gradient method - control chart method - conventional milling method - correlation function method - decision function method - differential control method - Feynman diagram method - first approximation method - gradient projection method - iterative method - large sample method - large sieve method - least-squares regression method - less than fully efficient method - linearly implicit method - method of adjoint gradient - method of algebraic addition - method of alternating directions - method of balanced blocks - method of complex numbers - method of confidence intervals - method of conformal mappings - method of conjugate directions - method of conjugate gradients - method of cyclic descent - method of detached coefficients - method of disjunction of cases - method of divided differences - method of electrical images - method of elimination of quantifiers - method of empty ball - method of extreme values - method of false position - method of feasible directions - method of finite differences - method of first approximation - method of first entrance - method of fitting constants - method of fixed points - method of full enumeration - method of generating functions - method of geometric exhaustion - method of indefinite coefficients - method of infinite descent - method of interval bisection - method of least absolute values - method of least distance - method of least likelihood - method of maximum likelihood - method of means and standard deviations - method of medians and extreme values - method of minimal change - method of minimal variance - method of mirror reflections - method of moving frame - method of multiple comparison - method of orthogonal projections - method of paired associates - method of paired comparisons - method of phase integrals - method of projecting cones - method of proportional parts - method of rotating factors - method of semantic tableaux - method of separation of variables - method of simulaneous displacements - method of stationary phase - method of statistical differentials - method of statistical inference - method of steep variations - method of steepest ascent - method of stochastic approximation - method of straightforward iteration - method of successive displacements - method of successive divisions - method of successive elimination - method of transfinite induction - method of unweighted means - method of variable differences - method of variation of parameters - method of weighted residuals - optimum method - parallel tangents method - precision method - random walk method - recursive method - reduced gradient method - reflected wave method - relative method of measurement - sampling method by variables - statistical sampling method - steepest descent method - time average method
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