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complex+problem

  • 101 nucleo

    "nucleus, core;
    Kern;
    núcleo"
    * * *
    m physics nucleus ( also fig)
    nucleo urbano urban centre
    * * *
    nucleo s.m.
    1 nucleus*; core: il nucleo del seme, the nucleus of the seed; nucleo dell'acciaio, steel core; il nucleo costitutivo di una frase, the nuclear component (o the nucleus) of a sentence; il nucleo concettuale di una teoria, the nuclear concept of a theory // (fis.): nucleo atomico, atomic nucleus; nucleo magnetico, magnetic core
    2 ( di cometa) nucleus*; ( di sinclinale) trough; ( di un astro, della Terra) core
    3 (mat.) kernel
    4 (inform.) core
    5 ( origine, inizio) nucleus*, beginnings (pl.): i soldi che ereditò da suo padre costituirono il nucleo della sua fortuna, the money he inherited from his father formed the nucleus of his fortune
    6 ( gruppo) group: il nostro club fu fondato da un piccolo nucleo di entusiasti, our club was founded by a small group of enthusiasts; il nucleo familiare, the family; nucleo abitativo, residential complex
    7 ( squadra) team; squad: nucleo antisofisticazione, team of health inspectors; nucleo antidroga, drugs squad.
    * * *
    ['nukleo]
    sostantivo maschile
    1) astr. nucl. el. biol. nucleus*; geol. core
    2) (unità, reparto) unit; (gruppo) group

    nucleo antidroga — drugs BE o drug AE squad

    3) fig. (centro) core
    •
    * * *
    nucleo
    /'nukleo/
    sostantivo m.
     1 astr. nucl. el. biol. nucleus*; geol. core
     2 (unità, reparto) unit; (gruppo) group; nucleo antidroga drugs BE o drug AE squad
     3 fig. (centro) core; il nucleo del problema the heart of the problem
    nucleo familiare family unit.

    Dizionario Italiano-Inglese > nucleo

  • 102 Phillips, Edouard

    [br]
    b. 21 May 1821 Paris, France
    d. 14 December 1889 Pouligny-Saint-Martin, France
    [br]
    French engineer and mathematician who achieved isochronous oscillations of a balance by deriving the correct shape for the balance spring.
    [br]
    Phillips was educated in Paris, at the Ecole Polytechnic and the Ecole des Mines. In 1849 he was awarded a doctorate in mathematical sciences by the University of Paris. He had a varied career in industry, academic and government institutions, rising to be Inspector- General of Mines in 1882.
    It was well known that the balance of a watch or chronometer fitted with a simple spiral or helical spring was not isochronous, i.e. the period of the oscillation was not entirely independent of the amplitude. Watch-and chronometer-makers, notably Breguet and Arnold, had devised empirical solutions to the problem by altering the curvature of the end of the balance spring. In 1858 Phillips was encouraged to tackle the problem mathematically, and two years later he published a complete solution for the helical balance spring and a partial solution for the more complex spiral spring. Eleven years later he was able to achieve a complete solution for the spiral spring by altering the curvature of both ends of the spring. Phillips published a series of typical curves that the watch-or chronometer-maker could use to shape the ends of the balance spring.
    [br]
    Principal Honours and Distinctions
    Académie des Sciences 1868. Chairman, Jury on Mechanics, Universal Exhibition 1889.
    Bibliography
    1861, "Mémoire sur l'application de la Théorie du Spiral Réglant", Annales des Mines 20:1–107.
    1878, Comptes Rendus 86:26–31.
    An English translation (by J.D.Weaver) of both the above papers was published by the Antiquarian Horological Society in 1978 (Monograph No. 15).
    Further Reading
    J.D.Weaver, 1989, "Edouard Phillips: a centenary appreciation", Horological Journal 132: 205–6 (a good short account).
    F.J.Britten, 1978, Britten's Watch and Clock Maker's Handbook, 16th edn, rev. R Good (a description of the practical applications of the balance spring).
    DV

    Biographical history of technology > Phillips, Edouard

  • 103 Memory

       To what extent can we lump together what goes on when you try to recall: (1) your name; (2) how you kick a football; and (3) the present location of your car keys? If we use introspective evidence as a guide, the first seems an immediate automatic response. The second may require constructive internal replay prior to our being able to produce a verbal description. The third... quite likely involves complex operational responses under the control of some general strategy system. Is any unitary search process, with a single set of characteristics and inputoutput relations, likely to cover all these cases? (Reitman, 1970, p. 485)
       [Semantic memory] Is a mental thesaurus, organized knowledge a person possesses about words and other verbal symbols, their meanings and referents, about relations among them, and about rules, formulas, and algorithms for the manipulation of these symbols, concepts, and relations. Semantic memory does not register perceptible properties of inputs, but rather cognitive referents of input signals. (Tulving, 1972, p. 386)
       The mnemonic code, far from being fixed and unchangeable, is structured and restructured along with general development. Such a restructuring of the code takes place in close dependence on the schemes of intelligence. The clearest indication of this is the observation of different types of memory organisation in accordance with the age level of a child so that a longer interval of retention without any new presentation, far from causing a deterioration of memory, may actually improve it. (Piaget & Inhelder, 1973, p. 36)
       4) The Logic of Some Memory Theorization Is of Dubious Worth in the History of Psychology
       If a cue was effective in memory retrieval, then one could infer it was encoded; if a cue was not effective, then it was not encoded. The logic of this theorization is "heads I win, tails you lose" and is of dubious worth in the history of psychology. We might ask how long scientists will puzzle over questions with no answers. (Solso, 1974, p. 28)
       We have iconic, echoic, active, working, acoustic, articulatory, primary, secondary, episodic, semantic, short-term, intermediate-term, and longterm memories, and these memories contain tags, traces, images, attributes, markers, concepts, cognitive maps, natural-language mediators, kernel sentences, relational rules, nodes, associations, propositions, higher-order memory units, and features. (Eysenck, 1977, p. 4)
       The problem with the memory metaphor is that storage and retrieval of traces only deals [ sic] with old, previously articulated information. Memory traces can perhaps provide a basis for dealing with the "sameness" of the present experience with previous experiences, but the memory metaphor has no mechanisms for dealing with novel information. (Bransford, McCarrell, Franks & Nitsch, 1977, p. 434)
       7) The Results of a Hundred Years of the Psychological Study of Memory Are Somewhat Discouraging
       The results of a hundred years of the psychological study of memory are somewhat discouraging. We have established firm empirical generalisations, but most of them are so obvious that every ten-year-old knows them anyway. We have made discoveries, but they are only marginally about memory; in many cases we don't know what to do with them, and wear them out with endless experimental variations. We have an intellectually impressive group of theories, but history offers little confidence that they will provide any meaningful insight into natural behavior. (Neisser, 1978, pp. 12-13)
       A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the mean ing of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept. (Rumelhart, 1980, p. 34)
       Memory appears to be constrained by a structure, a "syntax," perhaps at quite a low level, but it is free to be variable, deviant, even erratic at a higher level....
       Like the information system of language, memory can be explained in part by the abstract rules which underlie it, but only in part. The rules provide a basic competence, but they do not fully determine performance. (Campbell, 1982, pp. 228, 229)
       When people think about the mind, they often liken it to a physical space, with memories and ideas as objects contained within that space. Thus, we speak of ideas being in the dark corners or dim recesses of our minds, and of holding ideas in mind. Ideas may be in the front or back of our minds, or they may be difficult to grasp. With respect to the processes involved in memory, we talk about storing memories, of searching or looking for lost memories, and sometimes of finding them. An examination of common parlance, therefore, suggests that there is general adherence to what might be called the spatial metaphor. The basic assumptions of this metaphor are that memories are treated as objects stored in specific locations within the mind, and the retrieval process involves a search through the mind in order to find specific memories....
       However, while the spatial metaphor has shown extraordinary longevity, there have been some interesting changes over time in the precise form of analogy used. In particular, technological advances have influenced theoretical conceptualisations.... The original Greek analogies were based on wax tablets and aviaries; these were superseded by analogies involving switchboards, gramophones, tape recorders, libraries, conveyor belts, and underground maps. Most recently, the workings of human memory have been compared to computer functioning... and it has been suggested that the various memory stores found in computers have their counterparts in the human memory system. (Eysenck, 1984, pp. 79-80)
       Primary memory [as proposed by William James] relates to information that remains in consciousness after it has been perceived, and thus forms part of the psychological present, whereas secondary memory contains information about events that have left consciousness, and are therefore part of the psychological past. (Eysenck, 1984, p. 86)
       Once psychologists began to study long-term memory per se, they realized it may be divided into two main categories.... Semantic memories have to do with our general knowledge about the working of the world. We know what cars do, what stoves do, what the laws of gravity are, and so on. Episodic memories are largely events that took place at a time and place in our personal history. Remembering specific events about our own actions, about our family, and about our individual past falls into this category. With amnesia or in aging, what dims... is our personal episodic memories, save for those that are especially dear or painful to us. Our knowledge of how the world works remains pretty much intact. (Gazzaniga, 1988, p. 42)
       The nature of memory... provides a natural starting point for an analysis of thinking. Memory is the repository of many of the beliefs and representations that enter into thinking, and the retrievability of these representations can limit the quality of our thought. (Smith, 1990, p. 1)

    Historical dictionary of quotations in cognitive science > Memory

  • 104 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

  • 105 убедительно показывать, что

    •

    The foregoing aims to bring out clearly that the temperature problem is a most complex one.

    Русско-английский научно-технический словарь переводчика > убедительно показывать, что

  • 106 комплексный подход

    4) Engineering: umbrella approach
    6) Diplomatic term: package approach (to a problem, etc.) (к проблеме и т.п.)
    7) Politics: packaging
    8) Information technology: comprehensive approach
    9) Astronautics: integrative approach
    11) Advertising: package approach

    Универсальный русско-английский словарь > комплексный подход

  • 107 сложная ситуация

    1) General subject: imbroglio, problem, tricky situation
    2) Australian slang: can of worms
    3) Diplomatic term: intricate situation
    4) Jargon: spot
    5) Business: tangled situation
    6) Security: complex situation

    Универсальный русско-английский словарь > сложная ситуация

  • 108 Г-256

    ЛОМАТЬ (ПОЛОМАТЬ) (СЕБЕ) ГОЛОВУ (над чем) VP subj: human usu. impfv often impfv infin with зачем, незачем, не стоит, не надо etc) to think hard, trying to comprehend something complex or find a solution to a difficult problem
    X ломает (себе) голову (над Y-ом) = X racks his brains (over Y)
    X cudgels his brains X puzzles over Y
    Neg Imper не ломай себе голову (над Y-ом) = don't trouble your head (about Y).
    «Мы, знаешь, - заключил он (Сивак), - долго голову на правлении ломали, кто же это такой может быть?» (Максимов 2). "Well," Sivak went on, "we at the farm office racked our brains for a long time wondering who that could be" (2a).
    Как ни ломают голову, определения поэзии нет и не будет (Мандельштам 2). People may cudgel their brains as much as they like, but they will never find a definition for poetry (2a).
    О прошлом вспоминать незачем, - возразил Базаров, - а что касается до будущего, то о нём тоже не стоит голову ломать, потому что я намерен немедленно улизнуть» (Тургенев 2). "There is no point in dwelling on the past," Bazarov replied, "and as for the future, it's not worth your troubling your head about that either, seeing that I intend to make my departure from here at once" (2c).

    Большой русско-английский фразеологический словарь > Г-256

  • 109 Д-70

    В ТОМ-ТО И ДЕЛО
    ШТУКА coll) (, что...) (sent
    these forms only main clause in a complex sent fixed WO
    that is the main point, the most important factor
    thatis just (precisely) the point
    that's (just) it (the thing, the problem, the trouble) that's the whole point
    the whole point is that... Дед смеётся: в том-то и дело, говорит он, что пророк сам не знает, что он пророк... (Айтматов 1). Grandpa laughs: that's just the point, he says-the prophet doesn't know himself that he's a prophet... (1a).
    ...Ерёменко, будь он простой ученик, до десятого класса никак бы не добрался, но в том-то и дело, что он был не простой ученик, а номенклатурный... (Войнович 1). Had Eremenko been an ordinary student, he would never have made it to the tenth grade, but that was precisely the point, he was no ordinary student. He was a member of the power elite, the nomenklatura (1a).
    (Синбар:) Значит, вы едете домой. (Тилия:) В том-то и дело, что нет (Солженицын 11). (S.:) You're going right home then. (Т.:) That's just it, I'm not! (11a).
    А что ты думаешь, застрелюсь, как не достану трех тысяч отдать? В том-то и дело, что не застрелюсь» (Достоевский 1). "What do you think, that I'll shoot myself if I can't find three thousand roubles to give back to her? That's just the thing: I won't shoot myself" (1a).
    «А у вас есть и беглые?» - быстро спросил Чичиков, очнувшись. «В том-то и дело, что есть» (Гоголь 3). "So you have some runaways as well?" Chichikov asked, quickly pricking up his ears. "Yes, that's just the trouble" (3e).
    А людей надо о-очень любить. Иначе к-какой смысл нам работать? В том-то и дело: нет смысла...» (Семёнов 1). "But one should l-love people. Otherwise, what's the s-sense of our work? That's the whole point: there's no sense..." (1a).
    Это не было ни в воскресенье, ни в какой-нибудь праздник. В том-то и дело, что это был будний, обыкновенный день... (Олеша 3). It was neither on a Sunday, nor indeed on any holiday at all. The whole point is that it was an ordinary working day... (3a).

    Большой русско-английский фразеологический словарь > Д-70

  • 110 К-232

    И КОНЕЦ coll (sent Invar usu. the concluding clause in a compound or complex sent)
    1. and there is nothing more to add (to what has been said or done), no further argument or discussion will be of any avail
    and that's the end of it (of that)
    and that's it (that's that, that's final).
    «Любовь? Что это такое, ты хочешь спросить? А это только обозначение обязанностей. Да. Пошлое и... легкомысленное обозначение, которое позволяет человеку в любой момент отказаться от своих самых главных обязанностей: разлюбил, и конец, а там хоть трава не расти...» (Залыгин 1). "Love? You mean, what is it? It's only another name for duty. A tasteless and flippant name,.which permits people to abandon their most important obligations whenever they feel like it, so that they can say: 'I don't love her any more, and that's the end of it, and I don't care what happens now..."' (1a).
    2. and then (after the action in question has been undertaken) the matter will be concluded, the problem in question will be resolved etc
    and that will be the end of it (the matter, the business)
    and that will be that (it) and it will all be over and that will settle it (do sth.) and be done with it.
    «Что тут размышлять? Переезжай да и конец!» (Гончаров 1). "Why hesitate? Move, and be done with it!" (1b).

    Большой русско-английский фразеологический словарь > К-232

  • 111 ломать голову

    [VP; subj: human; usu. impfv; often impfv infin with зачем, незачем, не стоит, не надо etc]
    =====
    ⇒ to think hard, trying to comprehend something complex or find a solution to a difficult problem:
    || Neg Imper не ломай себе голову (над Y-ом) ≈ don't trouble your head (about Y).
         ♦ "Мы, знаешь, - заключил он [Сивак], - долго голову на правлении ломали, кто же это такой может быть?" (Максимов 2). "Well," Sivak went on, "we at the farm office racked our brains for a long time wondering who that could be" (2a).
         ♦ Как ни ломают голову, определения поэзии нет и не будет (Мандельштам 2). People may cudgel their brains as much as they like, but they will never find a definition for poetry (2a).
         ♦ "О прошлом вспоминать незачем, - возразил Базаров, - а что касается до будущего, то о нем тоже не стоит голову ломать, потому что я намерен немедленно улизнуть" (Тургенев 2). "There is no point in dwelling on the past," Bazarov replied, "and as for the future, it's not worth your troubling your head about that either, seeing that I intend to make my departure from here at once" (2c).

    Большой русско-английский фразеологический словарь > ломать голову

  • 112 ломать себе голову

    [VP; subj: human; usu. impfv; often impfv infin with зачем, незачем, не стоит, не надо etc]
    =====
    ⇒ to think hard, trying to comprehend something complex or find a solution to a difficult problem:
    || Neg Imper не ломай себе голову (над Y-ом) ≈ don't trouble your head (about Y).
         ♦ "Мы, знаешь, - заключил он [Сивак], - долго голову на правлении ломали, кто же это такой может быть?" (Максимов 2). "Well," Sivak went on, "we at the farm office racked our brains for a long time wondering who that could be" (2a).
         ♦ Как ни ломают голову, определения поэзии нет и не будет (Мандельштам 2). People may cudgel their brains as much as they like, but they will never find a definition for poetry (2a).
         ♦ "О прошлом вспоминать незачем, - возразил Базаров, - а что касается до будущего, то о нем тоже не стоит голову ломать, потому что я намерен немедленно улизнуть" (Тургенев 2). "There is no point in dwelling on the past," Bazarov replied, "and as for the future, it's not worth your troubling your head about that either, seeing that I intend to make my departure from here at once" (2c).

    Большой русско-английский фразеологический словарь > ломать себе голову

  • 113 поломать голову

    [VP; subj: human; usu. impfv; often impfv infin with зачем, незачем, не стоит, не надо etc]
    =====
    ⇒ to think hard, trying to comprehend something complex or find a solution to a difficult problem:
    || Neg Imper не ломай себе голову (над Y-ом) ≈ don't trouble your head (about Y).
         ♦ "Мы, знаешь, - заключил он [Сивак], - долго голову на правлении ломали, кто же это такой может быть?" (Максимов 2). "Well," Sivak went on, "we at the farm office racked our brains for a long time wondering who that could be" (2a).
         ♦ Как ни ломают голову, определения поэзии нет и не будет (Мандельштам 2). People may cudgel their brains as much as they like, but they will never find a definition for poetry (2a).
         ♦ "О прошлом вспоминать незачем, - возразил Базаров, - а что касается до будущего, то о нем тоже не стоит голову ломать, потому что я намерен немедленно улизнуть" (Тургенев 2). "There is no point in dwelling on the past," Bazarov replied, "and as for the future, it's not worth your troubling your head about that either, seeing that I intend to make my departure from here at once" (2c).

    Большой русско-английский фразеологический словарь > поломать голову

  • 114 поломать себе голову

    [VP; subj: human; usu. impfv; often impfv infin with зачем, незачем, не стоит, не надо etc]
    =====
    ⇒ to think hard, trying to comprehend something complex or find a solution to a difficult problem:
    || Neg Imper не ломай себе голову (над Y-ом) ≈ don't trouble your head (about Y).
         ♦ "Мы, знаешь, - заключил он [Сивак], - долго голову на правлении ломали, кто же это такой может быть?" (Максимов 2). "Well," Sivak went on, "we at the farm office racked our brains for a long time wondering who that could be" (2a).
         ♦ Как ни ломают голову, определения поэзии нет и не будет (Мандельштам 2). People may cudgel their brains as much as they like, but they will never find a definition for poetry (2a).
         ♦ "О прошлом вспоминать незачем, - возразил Базаров, - а что касается до будущего, то о нем тоже не стоит голову ломать, потому что я намерен немедленно улизнуть" (Тургенев 2). "There is no point in dwelling on the past," Bazarov replied, "and as for the future, it's not worth your troubling your head about that either, seeing that I intend to make my departure from here at once" (2c).

    Большой русско-английский фразеологический словарь > поломать себе голову

  • 115 в том-то и дело

    • В ТОМ-ТО И ДЕЛО <ШТУКА coll> (, что...)
    [sent; these forms only; main clause in a complex sent; fixed WO]
    =====
    ⇒ that is the main point, the most important factor:
    - that's (just) it (the thing, the problem, the trouble);
    - the whole point is that...
         ♦ Дед смеётся: в том-то и дело, говорит он, что пророк сам не знает, что он пророк... (Айтматов 1). Grandpa laughs: that's just the point, he says-the prophet doesn't know himself that he's a prophet... (1a).
         ♦...Ерёменко, будь он простой ученик, до десятого класса никак бы не добрался, но в том-то и дело, что он был не простой ученик, а номенклатурный... (Войнович 1). Had Eremenko been an ordinary student, he would never have made it to the tenth grade; but that was precisely the point, he was no ordinary student. He was a member of the power elite, the nomenklatura (1a).
         ♦ [Синбар:] Значит, вы едете домой. [Тилия:] В том-то и дело, что нет (Солженицын 11). [S.:] You're going right home then. [T.:] That's just it. I'm not! (11a).
         ♦ "А что ты думаешь, застрелюсь, как не достану трех тысяч отдать? В том-то и дело, что не застрелюсь" (Достоевский 1). "What do you think, that I'll shoot myself if I can't find three thousand roubles to give back to her? That's just the thing: I won't shoot myself" (1a).
         ♦ "А у вас есть и беглые?" - быстро спросил Чичиков, очнувшись. "В том-то и дело, что есть" (Гоголь 3). "So you have some runaways as well?" Chichikov asked, quickly pricking up his ears. "Yes, that's just the trouble" (3e).
         ♦ "А людей надо о-очень любить. Иначе к-какой смысл нам работать? В том-то и дело: нет смысла..." (Семёнов 1). "But one should 1-love people. Otherwise, whats the s-sense of our work? That's the whole point: there's no sense..." (1a).
         ♦ Это не было ни в воскресенье, ни в какой-нибудь праздник. В том-то и дело, что это был будний, обыкновенный день... (Олеша 3). It was neither on a Sunday, nor indeed on any holiday at all. The whole point is that it was an ordinary working day... (3a).

    Большой русско-английский фразеологический словарь > в том-то и дело

  • 116 в том-то и штука

    • В ТОМ-ТО И ДЕЛО <ШТУКА coll> (, что...)
    [sent; these forms only; main clause in a complex sent; fixed WO]
    =====
    ⇒ that is the main point, the most important factor:
    - that's (just) it (the thing, the problem, the trouble);
    - the whole point is that...
         ♦ Дед смеётся: в том-то и дело, говорит он, что пророк сам не знает, что он пророк... (Айтматов 1). Grandpa laughs: that's just the point, he says-the prophet doesn't know himself that he's a prophet... (1a).
         ♦...Ерёменко, будь он простой ученик, до десятого класса никак бы не добрался, но в том-то и дело, что он был не простой ученик, а номенклатурный... (Войнович 1). Had Eremenko been an ordinary student, he would never have made it to the tenth grade; but that was precisely the point, he was no ordinary student. He was a member of the power elite, the nomenklatura (1a).
         ♦ [Синбар:] Значит, вы едете домой. [Тилия:] В том-то и дело, что нет (Солженицын 11). [S.:] You're going right home then. [T.:] That's just it. I'm not! (11a).
         ♦ "А что ты думаешь, застрелюсь, как не достану трех тысяч отдать? В том-то и дело, что не застрелюсь" (Достоевский 1). "What do you think, that I'll shoot myself if I can't find three thousand roubles to give back to her? That's just the thing: I won't shoot myself" (1a).
         ♦ "А у вас есть и беглые?" - быстро спросил Чичиков, очнувшись. "В том-то и дело, что есть" (Гоголь 3). "So you have some runaways as well?" Chichikov asked, quickly pricking up his ears. "Yes, that's just the trouble" (3e).
         ♦ "А людей надо о-очень любить. Иначе к-какой смысл нам работать? В том-то и дело: нет смысла..." (Семёнов 1). "But one should 1-love people. Otherwise, whats the s-sense of our work? That's the whole point: there's no sense..." (1a).
         ♦ Это не было ни в воскресенье, ни в какой-нибудь праздник. В том-то и дело, что это был будний, обыкновенный день... (Олеша 3). It was neither on a Sunday, nor indeed on any holiday at all. The whole point is that it was an ordinary working day... (3a).

    Большой русско-английский фразеологический словарь > в том-то и штука

  • 117 и конец

    • И КОНЕЦ coll
    [sent; Invar; usu. the concluding clause in a compound or complex sent]
    =====
    1. and there is nothing more to add (to what has been said or done), no further argument or discussion will be of any avail:
    - and that's it (that's that, that's final).
         ♦ " Любовь? Что это такое, ты хочешь спросить? А это только обозначение обязанностей. Да. Пошлое и... легкомысленное обозначение, которое позволяет человеку в любой момент отказаться от своих самых главных обязанностей: разлюбил, и конец, а там хоть трава не расти..." (Залыгин 1). "Love? You mean, what is it? It's only another name for duty. A tasteless and flippant name,.which permits people to abandon their most important obligations whenever they feel like it, so that they can say: 'I don't love her any more, and that's the end of it, and I don't care what happens now..."' (1a).
    2. and then (after the action in question has been undertaken) the matter will be concluded, the problem in question will be resolved etc:
    - and that will be the end of it (the matter, the business);
    - (do sth.) and be done with it.
         ♦ "Что тут размышлять? Переезжай да и конец!" (Гончаров 1). "Why hesitate? Move, and be done with it!" (1b).

    Большой русско-английский фразеологический словарь > и конец

  • 118 Сам черт не разберет

    The problem or the situation is too complex to understand or to solve it
    Var.: Сам чёрт ногу сломает Cf: The deuce (devil and all, hell) to pay (Br.). Here is the devil to pay, and no pitch hot (Br.). Here's a fine (pretty) kettle of fish (Am., Br.). /It is/ enough to puzzle a Philadelphia lawyer (Br.). You can't get there from here (Am.)

    Русско-английский словарь пословиц и поговорок > Сам черт не разберет

  • 119 niejednolicie

    adv. 1. (różnie) in a varied a. diversified manner
    - utwór symfoniczny jest niejednolicie zbudowany a symphonic work has a complex structure
    - zagadnienie przedstawia się niejednolicie it’s a multifaceted problem
    2. (nierówno) unevenly, not uniformly
    - tkanina ufarbowana niejednolicie unevenly dyed fabric
    * * *
    adv.
    non-uniformly, not uniformly.

    The New English-Polish, Polish-English Kościuszko foundation dictionary > niejednolicie

  • 120 palący

    decl like adj
    ( palacz) smoker

    przedział/wagon dla palących — smoking compartment/carriage

    * * *
    a.
    1. (= istotny, pilny) urgent.
    2. (= trudny) complex, difficult; palący problem burning l. thorny issue.
    3. (= gorący) hot, scorching; palące słońce blazing sun.
    4. ( papierosy) smoking.
    mp
    smoker; przedział dla palących smoking compartment.

    The New English-Polish, Polish-English Kościuszko foundation dictionary > palący

Страницы

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