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41 grasp
grasp [grα:sp][+ object, opportunity, meaning] saisir2. noun• to let sth/sb slip from one's grasp laisser échapper qch/qn• to have sb/sth in one's grasp ( = have power over) avoir qn/qch sous son empriseb. ( = understanding) compréhension f[+ object] essayer d'agripper ; [+ hope] chercher à se raccrocher à ; [+ opportunity] chercher à saisir* * *[grɑːsp], US [græsp] 1.1) (hold, grip) prise f; ( stronger) poigne fto hold something in one's grasp — lit tenir quelque chose fermement; fig tenir quelque chose bien en main
success is within their grasp — fig le succès est à leur portée
2) ( understanding) maîtrise f2.transitive verb1) lit empoigner [rope, hand]; fig saisir [opportunity]2) ( comprehend) saisir, comprendre [concept, subject]; suivre [argument]; se rendre compte de [situation, significance]3.to grasp at — lit tenter de saisir; fig s'efforcer de comprendre [idea]; saisir [excuse]
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42 learning
1. n изучение, учениеrote learning — обучение методом "заучивания наизусть"
2. n учёность, знания, эрудиция3. n дрессировка, обучение; выработка условного рефлексаlearning capability — способность к обучению; обучаемость
learning curve — кривая обучения; эффект обучения
4. n психол. изменение поведения путём изменения среды; создание новых навыков направленным тренажомСинонимический ряд:1. knowledge (noun) education; erudition; instruction; knowledge; lore; scholarship; science; wisdom2. discovering (verb) ascertaining; catching on; determining; discovering; find out; finding out; hearing; seeing; tumbling; unearthing3. getting (verb) getting; mastering; pick up; picking up4. learning (verb) conning; learning; memorising; memorizing5. understanding (verb) investigating; knowing; questioning; researching; understandingАнтонимический ряд:ignorance; inspiration; intuition; revelation -
43 Cognitive Psychology
The basic reason for studying cognitive processes has become as clear as the reason for studying anything else: because they are there. Our knowledge of the world must be somehow developed from stimulus input.... Cognitive processes surely exist, so it can hardly be unscientific to study them. (Neisser, 1967, p. 5).The task of the cognitive psychologist is a highly inferential one. The cognitive psychologist must proceed from observations of the behavior of humans performing intellectual tasks to conclusions about the abstract mechanisms underlying the behavior. Developing a theory in cognitive psychology is much like developing a model for the working of the engine of a strange new vehicle by driving the vehicle, being unable to open it up to inspect the engine itself....It is well understood from the automata theory... that many different mechanisms can generate the same external behavior. (Anderson, 1980, pp. 12, 17)[Cognitive psychology does not] deal with whole people but with a very special and bizarre-almost Frankensteinian-preparation, which consists of a brain attached to two eyes, two ears, and two index fingers. This preparation is only to be found inside small, gloomy cubicles, outside which red lights burn to warn ordinary people away.... It does not feel hungry or tired or inquisitive; it does not think extraneous thoughts or try to understand what is going on. It is, in short, a computer, made in the image of the larger electronic organism that sends it stimuli and records its responses. (Claxton, 1980, p. 13)4) Cognitive Psychology Has Not Succeeded in Making a Significant Contribution to the Understanding of the Human MindCognitive psychology is not getting anywhere; that in spite of our sophisticated methodology, we have not succeeded in making a substantial contribution toward the understanding of the human mind.... A short time ago, the information processing approach to cognition was just beginning. Hopes were high that the analysis of information processing into a series of discrete stages would offer profound insights into human cognition. But in only a few short years the vigor of this approach was spent. It was only natural that hopes that had been so high should sink low. (Glass, Holyoak & Santa, 1979, p. ix)Cognitive psychology attempts to understand the nature of human intelligence and how people think. (Anderson, 1980, p. 3)6) The Rise of Cognitive Psychology Demonstrates That the Impeccable Peripheralism of Stimulus- Response Theories Could Not LastThe past few years have witnessed a noticeable increase in interest in an investigation of the cognitive processes.... It has resulted from a recognition of the complex processes that mediate between the classical "stimuli" and "responses" out of which stimulus-response learning theories hoped to fashion a psychology that would by-pass anything smacking of the "mental." The impeccable peripheralism of such theories could not last. One might do well to have a closer look at these intervening "cognitive maps." (Bruner, Goodnow & Austin, 1956, p. vii)Historical dictionary of quotations in cognitive science > Cognitive Psychology
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44 system
1) система || системный3) вчт операционная система; программа-супервизор5) вчт большая программа6) метод; способ; алгоритм•system halted — "система остановлена" ( экранное сообщение об остановке компьютера при наличии серьёзной ошибки)
- CPsystem- H-system- h-system- hydrogen-air/lead battery hybrid system- Ksystem- Lsystem- L*a*b* system- master/slave computer system- p-system- y-system- Δ-system -
45 return on investment
Fina ratio of the profit made in a financial year as a percentage of an investmentAbbr. ROIEXAMPLEThe most basic expression of ROI can be found by dividing a company’s net profit (also called net earnings) by the total investment (total debt plus total equity), then multiplying by 100 to arrive at a percentage:Net profit/Total investment × 100 = ROIIf, say, net profit is $30 and total investment is $250, the ROI is:30/250 = 0.12 × 100 = 12%A more complex variation of ROI is an equation known as the Du Pont formula:(Net profit after taxes/ Total assets) = (Net profit after taxes/ Sales) × Sales/Total assetsIf, for example, net profit after taxes is $30, total assets are $250, and sales are $500, then:30/ 250 = 30/ 500 × 500/250 =12% = 6% × 2 = 12%Champions of this formula, which was developed by the Du Pont Company in the 1920s, say that it helps reveal how a company has both deployed its assets and controlled its costs, and how it can achieve the same percentage return in different ways.For shareholders, the variation of the basic ROI formula used by investors is:Net income + (current value – original value) /original value × 100 = ROIIf, for example, somebody invests $5,000 in a company and a year later has earned $100 in dividends, while the value of the shares is $5,200, the return on investment would be:100 + (5,200 – 5,000)/ 5,000 × 100 (100 + 200)/ 5,000 × 100 = 300/ 5,000 = 0.06 × 100 = 6% ROIIt is vital to understand exactly what a return on investment measures, for example assets, equity, or sales. Without this understanding, comparisons may be misleading. It is also important to establish whether the net profit figure used is before or after provision for taxes. -
46 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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47 General Agreement on Trade in Services
док.сокр. GATS межд. эк. Генеральное соглашение по [о\] торговле услугами, ГАТС (заключено в рамках Уругвайского раунда многосторонних торговых переговоров под эгидой ГАТТ; устанавливает правила международной торговли основными видами услуг; в отличие от Генерального соглашения по тарифам и торговле, обязательства стран разделены на две части: общие и специфические; общие распространяются на сферу торговли услугами в целом; к этой группе относятся обязательства по режиму наибольшего благоприятствования и справедливости внутреннего регулирования; специфические распространяются только на те виды услуг, которые перечислены в списках обязательств; к этой группе относятся обязательства по предоставлению национального режима и доступу на рынок)See:Uruguay Round, General Agreement on Tariffs and Trade, international trade in services, General Agreement on Tariffs and Trade, Understanding on Commitments in Financial Services, Agreement on Basic Telecommunications Services, World Trade Organization, movement of natural persons, cross-border supply, consumption abroad, commercial presence, most favoured nation treatment, national treatment, market access, schedule of commitments, specific commitments, horizontal commitments
* * *
Gats general agreement on trade in services генеральное соглашение о торговле услугами: часть переговорного механизма в рамках Всемирной торговой организации; см. World Trade Organization.Англо-русский экономический словарь > General Agreement on Trade in Services
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48 problem
n1) проблема; трудность2) задача3) вопрос•to add to a country's problems — увеличивать трудности, испытываемые страной
to address a problem — заниматься проблемой; браться за решение вопроса
to aggravate a problem — обострять / осложнять проблему
to appreciate the seriousness of the problem — осознавать / понимать серьезность проблемы
to bring up a problem — поднимать / ставить на обсуждение проблему
to compound the problems already facing smb — осложнять и без того трудные проблемы, стоящие перед кем-л.
to counteract a problem — принимать меры по какой-л. проблеме
to create a problem — создавать проблему / трудность
to deal successfully with problems — решать проблемы; успешно справляться с проблемами / с трудностями
to deal with a problem — подходить к вопросу; рассматривать проблему; справляться с трудностью
to deflect from one's internal problems — отвлекать внимание от своих внутренних проблем
to ease a problem — облегчать / упрощать решение проблемы
to get to grips with a problem — браться за решение проблемы / задачи
to handle a problem — решать проблему / задачу
to iron out a problem — урегулировать вопрос / проблему
to overcome a problem — разрешать проблему; преодолевать трудность
to put forward a problem — выдвигать / ставить проблему
to resolve a problem — решать задачу / проблему
to see eye to eye on a problem — иметь одинаковые взгляды по какому-л. вопросу
to solve a problem — решать / разрешать проблему
to tackle a problem — решать проблему; бороться за решение вопроса
- age-old problemto touch upon a problem — касаться проблемы; затрагивать проблему
- agrarian problem
- anticipated problem
- balance-of-payment problem
- basic problem
- border problem
- burning problem
- cardinal problem
- cash-flow problem
- chief problem
- common problem
- competitiveness problem
- complex problem
- complexity of a problem
- complicated problem
- comprehensive consideration of a problem
- conflict problem
- contentious problem
- controversial problem
- critical problem
- crucial problem
- cultural problem
- current problem
- daily problem
- dark problem
- debt problem
- deep problem
- deep-seated problem
- delicate problem
- difficult problem
- diplomatic problem
- disputable problem
- domestic problem
- drug problem
- easy ways out of economic problems
- economic problem
- education problem
- elaboration of economic problems
- employment problem
- endemic problem
- environmental problem
- ethnic problem
- farming problem
- financial liquidity problem
- financial problem
- focal problem
- food problem
- foreign debt problem
- formidable problem
- fuel and energy problem
- global problem
- grave problem
- growing problems
- hair-raising problem
- half-way solution of the problem
- hard core of a problem
- heart of the problem
- heavy problem
- high priority problem
- housing problem
- human problems
- human rights problem
- humanitarian problem
- immediate problem
- important problem
- inability to solve urgent problems
- incipient problems
- industrial problems
- infrastructure problem
- inherited problem
- insuperable problem
- insurmountable problem
- interconnected problems
- interdisciplinary problem
- interlinked problems
- internal problem
- international problem
- interrelated problems
- intractable problem
- intricate problem
- key part of the problem
- key problem
- kindred problem
- labor problems
- labor-shortage problem
- logistical problem
- long-standing problem
- long-term problem
- main problem
- major problem
- mammoth problem
- market problem
- massive problem
- minor problem
- monetary and financial problem
- nationalist problem
- nationality problem
- nation-wide problem
- number one problem
- outstanding problem
- painful problem
- pending problem
- perennial problem
- persistent problem
- personnel problem
- pivotal problem
- political problem
- pollution problem
- present-day problem
- pressing problem
- priority problem
- problem becomes more acute
- problem comes under scrutiny in most papers
- problem facing the country
- problem is compounded by smth
- problem of development
- problem of first priority
- problem of great concern for smb
- problem of instability
- problem of paramount importance
- problems demand the urgent attention of smb
- problems of mutual concern
- problems of peace, security and cooperation
- problems of the elderly
- problems of war and peace
- problems to be sorted out
- problems which face the world today
- range of problems
- regional problem
- related problem
- resolution of a problem
- root problem
- safety problem
- sale problem
- scientific problem
- sensitive problem
- serious problem
- settlement of a problem
- severe problem
- social problem
- socio-economic problem
- sociological problem
- solution of a problem
- solution to a problem
- solvable problem
- specific problem
- spectrum of problems
- stirring problem
- surmountable problem
- technical problem
- territorial problem
- Third World debt problem
- thorny problem
- topical problem
- touchy problem
- trading problem
- traditional problem
- transport problem
- universal problem
- unprecedented problem
- unresolved problem
- unsolved problem
- urgent problem
- vital problem
- world food problems
- world-wide problem -
49 difficulty
1. n трудностьto find difficulty in understanding — с трудом понимать, затрудняться в понимании
2. n препятствие, помеха; затруднениеto be in a difficulty — быть в затруднении, не знать, как поступить
to face difficulties — встретить препятствия, натолкнуться на трудности
to make difficulties — чинить препятствия, создавать трудности
to make no difficulty — не чинить препятствий, не возражать
3. n материальные затрудненияincome tax difficulties — неприятности, связанные с выплатой подоходного налога
4. n обыкн. амер. разногласия, спорыСинонимический ряд:1. adversity (noun) adversity; affliction; challenge; cross; misfortune2. asperity (noun) asperity; hardness; hardship; rigor; rigour; vicissitude3. clash (noun) clash; conflict; contention; discord; dissension; dissent; dissonance; friction; strife; variance4. crisis (noun) crisis; emergency; predicament; scrape; straits5. demur (noun) demur; demurral; demurrer; objection; protest; question; remonstrance; remonstration6. distress (noun) distress; inconvenience; problems; trouble7. obstacle (noun) barricade; bother; complication; maze; obstacle; obstruction8. problem (noun) pitfall; problem; trial9. quarrel (noun) altercation; beef; bickering; brabble; brannigan; brawl; controversy; dispute; dust; dustup; embroilment; falling-out; feud; fight; fracas; fuss; hassle; imbroglio; knock-down-and-drag-out; miff; quarrel; rhubarb; row; ruckus; run-in; set-to; spat; squabble; squall; tiff10. reluctance (noun) obstinacy; reluctance; stubbornness; unwillingness11. worry (noun) dilemma; exigency; fix; knot; mess; misunderstanding; snarl; worryАнтонимический ряд:aid; blessings; contentment; ease; facility; felicity; flexibility; gratification; pleasure; satisfaction; success -
50 grasp
1. n крепкое сжатие; схватка2. n власть, господство; обладание3. n способность быстрого восприятия, понимание, схватывание4. n рукоятка5. n шейка приклада6. n тех. зажим7. n хват8. v схватывать, захватывать; сжимать, зажимать9. v хвататься; ухватиться; делать попытку схватитьthe baby grasped at the rattle dangling in front of him — ребёнок хватался за погремушку, висящую перед ним
10. v хвататься, ухватиться11. v крепко держатьсяshe grasped the post with her hands for fear of falling — боясь упасть, она крепко держалась за столб обеими руками
12. v охватить умом, понять, постичь; усвоить; осознать; взять в толкСинонимический ряд:1. comprehension (noun) apprehension; capacity; compass; comprehension; mastery; possession; range; reach; scope; understanding2. hold (noun) clamp; clasp; clench; clinch; clutch; clutches; grapple; grip; gripe; handle; hold; tenure3. apprehend (verb) accept; apprehend; compass; conceive; cotton on to; cotton to; follow; make out; perceive; read; see; take in; tumble to; twig4. clutch (verb) catch; clasp; clench; clutch; grab; grip; hang on; hold; seize; take5. know (verb) appreciate; cognize; fathom; have; know6. understand (verb) comprehend; concentrate on; fasten on; lay hold of; seize upon; understandАнтонимический ряд:disengage; extricate; free; liberate; loose; loosen; lose; misconceive; misconstrue; misinterpret; miss; misunderstand; release; slip -
51 superficial
1. a поверхностный, неглубокий2. a поверхностный, несерьёзный, неосновательный3. a внешний, кажущийся4. a геол. наносный, аллювиальный5. a спец. двухмерныйСинонимический ряд:1. cursory (adj.) cosmetic; cursory; facile; one-dimensional; shoal; sketchy; skin-deep; surface; uncritical2. empty (adj.) delusive; dishonest; empty; hollow; hypocritical; insincere; lone; tame3. frivolous (adj.) frivolous; silly; trite4. seeming (adj.) apparent; ostensible; outward; seeming5. shallow (adj.) depthless; desultory; exterior; external; flimsy; perfunctory; shallow; trivialАнтонимический ряд:basic; deep; deep-seated; profound; substantial; thorough -
52 OPINION
разѹмъunderstanding, sense, opinion, basic thought -
53 SENSE
разѹмъunderstanding, sense, opinion, basic thought -
54 THOUGHT
разѹмъunderstanding, sense, opinion, basic thought -
55 fundamental
fundamental [‚fʌndə'mentəl](a) (basic → concept, rule, principle) fondamental, de base; (→ difference, quality) fondamental, essentiel; (→ change, mistake) fondamental;∎ a knowledge of economics is fundamental to a proper understanding of this problem il est essentiel ou fondamental d'avoir des connaissances en économie pour bien comprendre ce problème;∎ fundamental research recherche f fondamentale∎ it's of fundamental importance c'est d'une importance capitale2 noun(a) (usu pl) the fundamentals of chemistry les principes mpl de base de la chimie;∎ when it comes to the fundamentals quand on en vient à l'essentiel►► Physics fundamental particle particule f élémentaire;Physics fundamental unit unité f fondamentaleUn panorama unique de l'anglais et du français > fundamental
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56 misconception
misconception [‚mɪskən'sepʃən](poor understanding) mauvaise compréhension f; (complete misunderstanding) idée f fausse, méprise f;∎ the whole scheme is based on a basic misconception tout le projet repose sur une idée fausse;∎ a popular misconception une idée fausse couramment répandueUn panorama unique de l'anglais et du français > misconception
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57 Barnaby, Kenneth C.
SUBJECT AREA: Ports and shipping[br]b. c.1887 Englandd. 22 March 1968 England[br]English naval architect and technical author.[br]Kenneth Barnaby was an eminent naval architect, as were his father and grandfather before him: his grandfather was Sir Nathaniel Barnaby KGB, Director of Naval Construction, and his father was Sydney W.Barnaby, naval architect of John I. Thornycroft \& Co., Shipbuilders, Southampton. At one time all three were members of the Institution of Naval Architects, the first time that this had ever occurred with three members from one family.Kenneth Barnaby served his apprenticeship at the Thornycroft shipyard in Southampton and later graduated in engineering from the Central Technical College, South Kensington, London. He worked for some years at Le Havre and at John Brown's shipyard at Clydebank before rejoining his old firm in 1916 as Assistant to the Shipyard Manager. In 1919 he went to Rio de Janeiro as a chief ship draughtsman, and finally he returned to Thornycroft, in 1924 he succeeded his father as Naval Architect, and remained in that post until his retirement in 1955, having been appointed a director in 1950.Barnaby had a wide knowledge and understanding of ships and ship design and during the Second World War he was responsible for much of the development work for landing craft, as well as for many other specialist ships built at the Southampton yard. His experience as a deep-sea yachtsman assisted him. He wrote several important books; however, none can compare with the Centenary Volume of the Royal Institution of Naval Architects. In this work, which is used and read widely to this day by naval architects worldwide, he reviewed every paper presented and almost every verbal contribution made to the Transactions during its one hundred years.[br]Principal Honours and DistinctionsOBE 1945. Associate of the City and Guilds Institute. Royal Institution of Naval Architects Froude Gold Medal 1962. Honorary Vice-President, Royal Institution of Naval Architects 1960–8.Bibliographyc.1900, Marine Propellers, London. 1949, Basic Naval Architecture, London.1960, The Institution of Naval Architects 1860–1960, London.1964, 100 Years of Specialised Shipbuilding and Engineering, London. 1968, Some Ship Disasters and their Causes, London.FMW -
58 Carnot, Nicolas Léonard Sadi
SUBJECT AREA: Steam and internal combustion engines[br]b. 1 June 1796 Paris, Franced. 24 August 1831 Paris, France[br]French laid the foundations for modern thermodynamics through his book Réflexions sur la puissance motrice du feu when he stated that the efficiency of an engine depended on the working substance and the temperature drop between the incoming and outgoing steam.[br]Sadi was the eldest son of Lazare Carnot, who was prominent as one of Napoleon's military and civil advisers. Sadi was born in the Palais du Petit Luxembourg and grew up during the Napoleonic wars. He was tutored by his father until in 1812, at the minimum age of 16, he entered the Ecole Polytechnique to study stress analysis, mechanics, descriptive geometry and chemistry. He organized the students to fight against the allies at Vincennes in 1814. He left the Polytechnique that October and went to the Ecole du Génie at Metz as a student second lieutenant. While there, he wrote several scientific papers, but on the Restoration in 1815 he was regarded with suspicion because of the support his father had given Napoleon. In 1816, on completion of his studies, Sadi became a second lieutenant in the Metz engineering regiment and spent his time in garrison duty, drawing up plans of fortifications. He seized the chance to escape from this dull routine in 1819 through an appointment to the army general staff corps in Paris, where he took leave of absence on half pay and began further courses of study at the Sorbonne, Collège de France, Ecole des Mines and the Conservatoire des Arts et Métiers. He was inter-ested in industrial development, political economy, tax reform and the fine arts.It was not until 1821 that he began to concentrate on the steam-engine, and he soon proposed his early form of the Carnot cycle. He sought to find a general solution to cover all types of steam-engine, and reduced their operation to three basic stages: an isothermal expansion as the steam entered the cylinder; an adiabatic expansion; and an isothermal compression in the condenser. In 1824 he published his Réflexions sur la puissance motrice du feu, which was well received at the time but quickly forgotten. In it he accepted the caloric theory of heat but pointed out the impossibility of perpetual motion. His main contribution to a correct understanding of a heat engine, however, lay in his suggestion that power can be produced only where there exists a temperature difference due "not to an actual consumption of caloric but to its transportation from a warm body to a cold body". He used the analogy of a water-wheel with the water falling around its circumference. He proposed the true Carnot cycle with the addition of a final adiabatic compression in which motive power was con sumed to heat the gas to its original incoming temperature and so closed the cycle. He realized the importance of beginning with the temperature of the fire and not the steam in the boiler. These ideas were not taken up in the study of thermodynartiics until after Sadi's death when B.P.E.Clapeyron discovered his book in 1834.In 1824 Sadi was recalled to military service as a staff captain, but he resigned in 1828 to devote his time to physics and economics. He continued his work on steam-engines and began to develop a kinetic theory of heat. In 1831 he was investigating the physical properties of gases and vapours, especially the relationship between temperature and pressure. In June 1832 he contracted scarlet fever, which was followed by "brain fever". He made a partial recovery, but that August he fell victim to a cholera epidemic to which he quickly succumbed.[br]Bibliography1824, Réflexions sur la puissance motrice du feu; pub. 1960, trans. R.H.Thurston, New York: Dover Publications; pub. 1978, trans. Robert Fox, Paris (full biographical accounts are provided in the introductions of the translated editions).Further ReadingDictionary of Scientific Biography, 1971, Vol. III, New York: C.Scribner's Sons. T.I.Williams (ed.), 1969, A Biographical Dictionary of Scientists, London: A. \& C.Black.Chambers Concise Dictionary of Scientists, 1989, Cambridge.D.S.L.Cardwell, 1971, from Watt to Clausius. The Rise of Thermodynamics in the Early Industrial Age, London: Heinemann (discusses Carnot's theories of heat).RLHBiographical history of technology > Carnot, Nicolas Léonard Sadi
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59 sign reader sequence
последовательность прочтения указателя
Четыре этапа прочтения указателя пользователем для движения по маршруту:
• Ориентирование (использование пространственного ориентира).
• Понимание схемы (определение места нахождения пользователя относительно схемы и путеводных инструкций).
• Действия (нахождение пункта назначения, ориентира или указания и движение в этом направлении).
• Прибытие, повторение последовательности (прибытие в пункт назначения и повторение всей последовательности).
[Департамент лингвистических услуг Оргкомитета «Сочи 2014». Глоссарий терминов]EN
sign reader sequence
Four basic steps a sign takes in using signs to move along a path:
• Orienting (using a landmark to orient to the environment)
• Understanding a plan (comparing current position to map or set of directions)
• Taking action (sighting a location, landmark or direction and moving toward it)
• Arriving, restarting sequence (arriving at that location and repeating the entire process).
[Департамент лингвистических услуг Оргкомитета «Сочи 2014». Глоссарий терминов]Тематики
EN
Англо-русский словарь нормативно-технической терминологии > sign reader sequence
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