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1 подтасовывать факты
Русско-Английский новый экономический словарь > подтасовывать факты
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2 подтасовывать факты
Русско-английский большой базовый словарь > подтасовывать факты
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3 факт
добыть новые факты — to dig out / up new facts
игнорировать факты — to disregard / to ignorer facts
искажать факты — to distort / to twist / to misinterpret facts
констатировать факты — to ascertain / to establish facts
подтасовывать факты — to frame / to manipulate facts, to juggle with facts
приводить факты — to point to / to mention facts
признавать какой-л. факт — to avow
смотреть в лицо фактам — to face the facts / up to facts
соответствовать фактам — to coincide / to agree with the facts
непреложный факт, что... — it is the immutable fact that....
бездоказательный / голословный факт — fact not succeptible of proof
веские факты (в пользу / против кого-л.) — strong case (for / against smb.)
голые факты — crude / bare / naked / dry facts
исторический факт — historical fact / evidence
неопровержимые факты — irrefutable / hard facts
неоспоримые факты — indisputable / incontestable facts
общеизвестный факт — generally / commonly known fact
очевидный факт — simple / nude fact
свершившийся факт — accomplished fact, fait accompli фр.
поставить перед свершившимся фактом — to confront / to place (smb.) before an accomplished fact, to present (smb.) with a fait accompli
самый существенный / основной факт — salient fact
установленный факт — established fact, certainty; fixed fact амер.
искажение фактов — disfortion / misinterpretation of facts
факты, не имеющие прямого отношения к спорному вопросу — collateral facts
факт, составляющий предмет спора — fact in issue
по самому факту — ipso facto лат.
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4 подтасовывать факты
1) General subject: palter with facts, manipulate facts, wangle2) Military: fudge the facts, juggle with facts3) Official expression: fudge facts (fudge the facts)4) Business: frame5) Makarov: force facts to fit a case, frame upУниверсальный русско-английский словарь > подтасовывать факты
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5 извращать факты
1. twist the facts2. twisting the factsРусско-английский военно-политический словарь > извращать факты
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6 изложит факты
1. state facts2. stating factsРусско-английский военно-политический словарь > изложит факты
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7 вышеприведенный факт
1. fact just cited2. facts just citedРусско-английский большой базовый словарь > вышеприведенный факт
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8 факт
сущ.fact;matter;(доказательство, свидетельство чего-л тж) evidence;proof- факт преступления
- бесспорный факт
- доказанный факт
- доказательственный факт
- документально подтверждённый факт
- дополнительный факт
- инкриминируемый факт
- инкриминирующий факт
- неподтверждённый факт
- нерелевантный факт
- общеизвестный факт
- опровергнутый факт
- основной факт
- оспаривать факт
- отрицаемый факт
- побочный факт
- презюмируемый факт
- раскрыть факт
- расследованный факт
- релевантный факт
- скрывать факт
- совершившийся факт
- сопутствующий факт
- спорный факт
- существенный факт
- уличающий факт
- установленный факт
- фальсифицированный факт
- юридический фактфакт, не относящийся к делу — irrelevant fact
факт, не требующий доказательств — non-evidence fact; ( по закону) legislative fact
факт, относящийся к делу (к предмету спора) — fact relevant to the issue (matter, point); relevant (substantive) fact
факт, подтверждаемый документально — matter in deed
факт, рассматриваемый судом — fact on trial
факт, служащий доказательством — evidential (evidentiary, probative) fact (matter)
факт, требующий доказательств — fact requiring a proof
факт, являющийся предметом (судебного) спора — fact in contest (in dispute)
вопрос \факта — issue (matter, point) of fact
голые \факты — crude (naked) facts
доказывание \факта — proof of a fact
излагать \факты — to relate
искажать \факты — to distort (twist) facts
неопровержимый (неоспоримый) факт — incontestable (incontrovertible, indisputable, irrefutable, undeniable) fact
перечисление \фактов — ( в документе) recital(s)
подтасовывать \факты — to juggle with (manipulate) facts
показывать о \факте под присягой — to swear to a fact
приведение излишних \фактов — prolixity
установление \фактов — ascertainment of facts; fact-finding
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9 подтасовывать
1. manipulate2. garble3. shuffle; garble -
10 подтасовывать факты
Русско-английский словарь по проведению совещаний > подтасовывать факты
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11 подтасовать факты
Русско-английский словарь по проведению совещаний > подтасовать факты
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12 факт
сущ.fact; matter; (доказательство, свидетельство чего-л тж) evidence; proofустанавливать (подлинные) факты — to ascertain (determine, establish, substantiate) the (true) facts; ( совершения преступления) to establish a crime
вопрос факта — issue (matter, point) of fact
изложение фактов — factual report; ( краткое изложение тж) brief statement of the facts
перечисление фактов — ( в документе) recital(s)
расследование фактов — fact-finding; investigation of the facts
установление фактов — ascertainment (establishment) of the facts; fact-finding
факт, не требующий доказательств — non-evidence fact; ( по закону) legislative fact
факт, относящийся к делу (к предмету спора) — fact relevant to the issue (matter, point); relevant (substantive) fact
факт, подтверждаемый документально — matter in deed
факт, являющийся предметом спора, факт, являющийся судебного спора — fact in contest (in dispute)
- факт преступлениянеопровержимый факт, неоспоримый факт — incontestable (incontrovertible, indisputable, irrefutable, undeniable) fact
- факт, рассматриваемый судом
- факт, служащий доказательством
- факт, требующий доказательств
- бесспорный факт
- голые факты
- доказанный факт
- доказательственный факт
- документально подтверждённый факт
- дополнительный факт
- жестокие факты
- суровые факты
- инкриминируемый факт
- инкриминирующий факт
- неподтверждённый факт
- нерелевантный факт
- общеизвестный факт
- опровергнутый факт
- основной факт
- отрицаемый факт
- побочный факт
- презюмируемый факт
- расследованный факт
- релевантный факт
- совершившийся факт
- сопутствующий факт
- спорный факт
- существенный факт
- уличающий факт
- установленный факт
- фальсифицированный факт
- юридический факт -
13 подтасовывать
to fiddle, to garble, to juggle (with), to manipulate, to wangle, to rigподтасовывать факты — to juggle with facts, to manipulate / to wangle facts
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14 Computers
The brain has been compared to a digital computer because the neuron, like a switch or valve, either does or does not complete a circuit. But at that point the similarity ends. The switch in the digital computer is constant in its effect, and its effect is large in proportion to the total output of the machine. The effect produced by the neuron varies with its recovery from [the] refractory phase and with its metabolic state. The number of neurons involved in any action runs into millions so that the influence of any one is negligible.... Any cell in the system can be dispensed with.... The brain is an analogical machine, not digital. Analysis of the integrative activities will probably have to be in statistical terms. (Lashley, quoted in Beach, Hebb, Morgan & Nissen, 1960, p. 539)It is essential to realize that a computer is not a mere "number cruncher," or supercalculating arithmetic machine, although this is how computers are commonly regarded by people having no familiarity with artificial intelligence. Computers do not crunch numbers; they manipulate symbols.... Digital computers originally developed with mathematical problems in mind, are in fact general purpose symbol manipulating machines....The terms "computer" and "computation" are themselves unfortunate, in view of their misleading arithmetical connotations. The definition of artificial intelligence previously cited-"the study of intelligence as computation"-does not imply that intelligence is really counting. Intelligence may be defined as the ability creatively to manipulate symbols, or process information, given the requirements of the task in hand. (Boden, 1981, pp. 15, 16-17)The task is to get computers to explain things to themselves, to ask questions about their experiences so as to cause those explanations to be forthcoming, and to be creative in coming up with explanations that have not been previously available. (Schank, 1986, p. 19)In What Computers Can't Do, written in 1969 (2nd edition, 1972), the main objection to AI was the impossibility of using rules to select only those facts about the real world that were relevant in a given situation. The "Introduction" to the paperback edition of the book, published by Harper & Row in 1979, pointed out further that no one had the slightest idea how to represent the common sense understanding possessed even by a four-year-old. (Dreyfus & Dreyfus, 1986, p. 102)A popular myth says that the invention of the computer diminishes our sense of ourselves, because it shows that rational thought is not special to human beings, but can be carried on by a mere machine. It is a short stop from there to the conclusion that intelligence is mechanical, which many people find to be an affront to all that is most precious and singular about their humanness.In fact, the computer, early in its career, was not an instrument of the philistines, but a humanizing influence. It helped to revive an idea that had fallen into disrepute: the idea that the mind is real, that it has an inner structure and a complex organization, and can be understood in scientific terms. For some three decades, until the 1940s, American psychology had lain in the grip of the ice age of behaviorism, which was antimental through and through. During these years, extreme behaviorists banished the study of thought from their agenda. Mind and consciousness, thinking, imagining, planning, solving problems, were dismissed as worthless for anything except speculation. Only the external aspects of behavior, the surface manifestations, were grist for the scientist's mill, because only they could be observed and measured....It is one of the surprising gifts of the computer in the history of ideas that it played a part in giving back to psychology what it had lost, which was nothing less than the mind itself. In particular, there was a revival of interest in how the mind represents the world internally to itself, by means of knowledge structures such as ideas, symbols, images, and inner narratives, all of which had been consigned to the realm of mysticism. (Campbell, 1989, p. 10)[Our artifacts] only have meaning because we give it to them; their intentionality, like that of smoke signals and writing, is essentially borrowed, hence derivative. To put it bluntly: computers themselves don't mean anything by their tokens (any more than books do)-they only mean what we say they do. Genuine understanding, on the other hand, is intentional "in its own right" and not derivatively from something else. (Haugeland, 1981a, pp. 32-33)he debate over the possibility of computer thought will never be won or lost; it will simply cease to be of interest, like the previous debate over man as a clockwork mechanism. (Bolter, 1984, p. 190)t takes us a long time to emotionally digest a new idea. The computer is too big a step, and too recently made, for us to quickly recover our balance and gauge its potential. It's an enormous accelerator, perhaps the greatest one since the plow, twelve thousand years ago. As an intelligence amplifier, it speeds up everything-including itself-and it continually improves because its heart is information or, more plainly, ideas. We can no more calculate its consequences than Babbage could have foreseen antibiotics, the Pill, or space stations.Further, the effects of those ideas are rapidly compounding, because a computer design is itself just a set of ideas. As we get better at manipulating ideas by building ever better computers, we get better at building even better computers-it's an ever-escalating upward spiral. The early nineteenth century, when the computer's story began, is already so far back that it may as well be the Stone Age. (Rawlins, 1997, p. 19)According to weak AI, the principle value of the computer in the study of the mind is that it gives us a very powerful tool. For example, it enables us to formulate and test hypotheses in a more rigorous and precise fashion than before. But according to strong AI the computer is not merely a tool in the study of the mind; rather the appropriately programmed computer really is a mind in the sense that computers given the right programs can be literally said to understand and have other cognitive states. And according to strong AI, because the programmed computer has cognitive states, the programs are not mere tools that enable us to test psychological explanations; rather, the programs are themselves the explanations. (Searle, 1981b, p. 353)What makes people smarter than machines? They certainly are not quicker or more precise. Yet people are far better at perceiving objects in natural scenes and noting their relations, at understanding language and retrieving contextually appropriate information from memory, at making plans and carrying out contextually appropriate actions, and at a wide range of other natural cognitive tasks. People are also far better at learning to do these things more accurately and fluently through processing experience.What is the basis for these differences? One answer, perhaps the classic one we might expect from artificial intelligence, is "software." If we only had the right computer program, the argument goes, we might be able to capture the fluidity and adaptability of human information processing. Certainly this answer is partially correct. There have been great breakthroughs in our understanding of cognition as a result of the development of expressive high-level computer languages and powerful algorithms. However, we do not think that software is the whole story.In our view, people are smarter than today's computers because the brain employs a basic computational architecture that is more suited to deal with a central aspect of the natural information processing tasks that people are so good at.... hese tasks generally require the simultaneous consideration of many pieces of information or constraints. Each constraint may be imperfectly specified and ambiguous, yet each can play a potentially decisive role in determining the outcome of processing. (McClelland, Rumelhart & Hinton, 1986, pp. 3-4)Historical dictionary of quotations in cognitive science > Computers
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15 kręcić
1. (-cę, -cisz); imp -ć; vt 2. vikręcić (pokręcić perf) głową — to shake one's head
kręcić (nakręcić perf) film — to shoot a film (BRIT) lub movie (US)
kręcić nosem na coś — pot to sniff at sth (pot)
* * *ipf.1. (= obracać) turn, spin; kręcić piruety pirouette; kręcony fotel swivel chair; kręcone schody spiral staircase; coś kręci w nosie sth makes one feel like sneezing; kręcić bicz na własny grzbiet l. kręcić na siebie bat przen. make a rod for one's own back; ja cię kręcę! pot. jeez!, gee!; kręcić głową shake one's head; kręcić młynka palcami twiddle one's thumbs, twirl one's fingers; kręcić komuś głowę l. gitarę bother sb; kręcić na coś nosem turn up one's nose at sth.4. pot. (= kłamać) pussyfoot, blur the facts.5. pot. (= rządzić) manipulate, boss.6. pot. ( w kolarstwie) (= jechać na rowerze, pedałować) pedal.7. pot. (= filmować) shoot, film.8. pot. (= flirtować) hang out; kręcimy ze sobą od paru tygodni we've been hanging out for a few weeks; (= spotykać się) date ( z kimś sb); kręcę z nią od pół roku I've been dating her for half a year.9. pot. (= podniecać) turn on; to mnie kręci it turns me on.ipf.1. (= obracać się dookoła) twirl, spin, whirl; kręcić się w tańcu twirl; kręcić się jak chorągiewka na dachu be a weathercock; kręcić się jak piskorz squirm; kręcić się w kółko turn round and round; komuś kręci się w głowie sb is dizzy l. giddy; łza się komuś w oku kręci tears well up in sb's eyes.2. przen. go l. run (around) in circles; coś się kręci wokół czegoś sth centers on sth, sth hinges on sth.3. (= wałęsać się) wander, roam; kręcić się jak w ukropie make frantic haste, bustle around.4. pot. (= wiercić się) fidget; kręcić się jak kot z pęcherzem be in a twitter.5. pot. (= interesować się, zajmować się) busy oneself (wokół kogoś/czegoś with sb/sth).6. pot. (= prosperować) run l. go smoothly.7. (= skręcać się) ( o włosach) curl, be curly; włosy jej się kręcą she's got curly hair; ( o dymie) wreathe.The New English-Polish, Polish-English Kościuszko foundation dictionary > kręcić
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16 оперувати
1) мед. to operate (on)2) військ. іст. to operate, to act, to be in action3) ( користуватися) to use, to operate ( with)оперувати фактами — to manipulate ( to operate with) facts
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17 підтасовувати
= підтасувати1) to stack ( to shuffle) the cards for foul play2) ( фальсифікувати) to garble, to manipulate, to juggle ( with)підтасовувати факти — to juggle with the facts, to give a garbled version
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18 изопачавам
distort, misrepresent, pervert, twist(погрешно тълкувам) misinterpret, misconstrue* * *изопача̀вам,гл. distort, misrepresent, pervert, twist; \изопачавам закона twist the law; \изопачавам факти distort facts; ( погрешно тълкувам) misinterpret, misconstrue.* * *contort; crook{kru;k}; deform; distort: изопачавам the truth - изопачавам истината; falsify; garble; mangle; manipulate; mutilate; pervert; strain; torture; travesty; wrap (прен.)* * *1. (погрешно тълкувам) misinterpret, misconstrue 2. distort, misrepresent, pervert, twist -
19 Brain
Among the higher mammals the great development of neocortex occurs.In each group of mammals there is a steady increase in the area of the association cortex from the most primitive to the evolutionarily most recent type; there is an increase in the number of neurons and their connections. The degree of consciousness of an organism is some function of neuronal cell number and connectivity, perhaps of neurons of a particular type in association cortex regions. This function is of a threshold type such that there is a significant quantitative break with the emergence of humans. Although the importance of language and the argument that it is genetically specified and unique to humans must be reconsidered in the light of the recent evidence as to the possibility of teaching chimpanzees, if not to speak, then to manipulate symbolic words and phrases, there are a number of unique human features which combine to make the transition not merely quantitative, but also qualitative. In particular these include the social, productive nature of human existence, and the range and extent of the human capacity to communicate. These features have made human history not so much one of biological but of social evolution, of continuous cultural transformation. (Rose, 1976, pp. 180-181)[S]ome particular property of higher primate and cetacean brains did not evolve until recently. But what was that property? I can suggest at least four possibilities...: (1) Never before was there a brain so massive; (2) Never before was there a brain with so large a ratio of brain to body mass; (3) Never before was there a brain with certain functional units (large frontal and temporal lobes, for example); (4) Never before was there a brain with so many neural connections or synapses.... Explanations 1, 2 and 4 argue that a quantitative change produced a qualitative change. It does not seem to me that a crisp choice among these four alternatives can be made at the present time, and I suspect that the truth will actually embrace most or all of these possibilities. (Sagan, 1978, pp. 107-109)The crucial change in the human brain in this million years or so has not been so much the increase in size by a factor of three, but the concentration of that increase in three or four main areas. The visual area has increased considerably, and, compared with the chimpanzee, the actual density of human brain cells is at least 50 percent greater. A second increase has taken place in the area of manipulation of the hand, which is natural since we are much more hand-driven animals than monkeys and apes. Another main increase has taken place in the temporal lobe, in which visual memory, integration, and speech all lie fairly close together. And the fourth great increase has taken place in the frontal lobes. Their function is extremely difficult to understand... ; but it is clear that they're largely responsible for the ability to initiate a task, to be attentive while it is being done, and to persevere with it. (Bronowski, 1978, pp. 23-24)The human brain works however it works. Wishing for it to work in some way as a shortcut to justifying some ethical principle undermines both the science and the ethics (for what happens to the principle if the scientific facts turn out to go the other way?). (Pinker, 1994, p. 427)Historical dictionary of quotations in cognitive science > Brain
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20 Learning
One mental function or activity improves others in so far as and because they are in part identical with it, because it contains elements common to them. Addition improves multiplication because multiplication is largely addition; knowledge of Latin gives increased ability to learn French because many of the facts learned in the one case are needed in the other. (Thorndike, 1906, p. 243)The Law of Effect is that: Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected with the situation, so that, when it recurs, they will be more likely to recur; those which are accompanied or closely followed by discomfort to the animal will, other things being equal, have their connections with that situation weakened, so that, when it recurs, they will be less likely to recur. The greater the satisfaction or discomfort, the greater the strengthening or weakening of the bond.The Law of Exercise is that: Any response to a situation will, other things being equal, be more strongly connected with the situation in proportion to the number of times it has been connected with that situation and to the average vigor and duration of the connections. (E. L. Thorndike, 1970, p. 244)The main objection to the prevailing [associationist] theory, which makes one kind of connection the basis of all learning, is not that it may be incorrect but that in the course of psychological research it has prevented an unbiased study of other kinds of learning. (Katona, 1940, pp. 4-5)I believe that learning by examples, learning by being told, learning by imitation, learning by reinforcement and other forms are much like one another. In the literature on learning there is frequently an unstated assumption that these various forms are fundamentally different. But I think the classical boundaries between the various kinds of learning will disappear once superficially different kinds of learning are understood in terms of processes that construct and manipulate descriptions. (Winston, 1975, p. 185)Historical dictionary of quotations in cognitive science > Learning
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