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1 study the effect of temperature on the stress components, it is convenient to
Математика: чтобы изучить действие температуры на компоненты напряжений, удобно (...) (...)Универсальный англо-русский словарь > study the effect of temperature on the stress components, it is convenient to
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2 a differential scanning calorimetric and 31P NMR spectroscopic study of the effect of transmembrane alpha-helical peptides on the lamellar-reversed hexagonal phase transition of phosphatidylethanolamine model membranes
Общая лексика: исследование с помощью диффеУниверсальный англо-русский словарь > a differential scanning calorimetric and 31P NMR spectroscopic study of the effect of transmembrane alpha-helical peptides on the lamellar-reversed hexagonal phase transition of phosphatidylethanolamine model membranes
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3 differential scanning calorimetric and 31P NMR spectroscopic study of the effect of transmembrane alpha-helical peptides on the lamellar-reversed hexagonal phase transition of phosphatidylethanolamine model membranes
Общая лексика: исследование с помощью диффереУниверсальный англо-русский словарь > differential scanning calorimetric and 31P NMR spectroscopic study of the effect of transmembrane alpha-helical peptides on the lamellar-reversed hexagonal phase transition of phosphatidylethanolamine model membranes
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4 to investigate the effect a study was made of ...
• чтобы исследовать это влияние было проведено изучение...English-Russian dictionary of phrases and cliches for a specialist researcher > to investigate the effect a study was made of ...
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5 study
1. сущ.1) общ. изучение, исследованиеdomain [field\] of study — область изучения
See:advertising effectiveness study, consumer study, impact study, methods study, motion study, time study2) обр., обычно мн. занятия, обучение, учеба, изучениеyear of study — учебный год, год обучения
He devoted the afternoons to study. — Вторую половину дня он посвящал учебе.
3) общ. наука; область науки4)а) общ., мн. результаты исследованийб) общ. научная работа, монография; исследование2. гл.1) общ. изучать, исследоватьThis researcher is studying the effect of sleep on aggression, thinking that less sleep will lead to more aggression. — Этот исследователь изучает влияние сна на агрессию, полагая, что сокращение времени сна ведет к повышению агрессии.
Syn:consider, contemplate, ponder, weigh, scrutinize, analyse, decompose, examine, investigate, explore, question2) обр. учиться, заниматься; подготавливаться, готовитьсяto study under smb. — учиться у кого-л.
to study diligently [hard\] — усердно учиться, прилежно заниматься
Syn:See: -
6 study
1. verb1) (to give time and attention to gaining knowledge of a subject: What subject is he studying?; He is studying French; He is studying for a degree in mathematics; She's studying to be a teacher.) studere (til), lese2) (to look at or examine carefully: He studied the railway timetable; Give yourself time to study the problem in detail.) studere, granske2. noun1) (the act of devoting time and attention to gaining knowledge: He spends all his evenings in study; She has made a study of the habits of bees.) studium, studeringer, lekselesing2) (a musical or artistic composition: a book of studies for the piano; The picture was entitled `Study in Grey'.) etyde, studie3) (a room in a house etc, in which to study, read, write etc: The headmaster wants to speak to the senior pupils in his study.) arbeidsromdisiplin--------rapport--------skisse--------studere--------studieIsubst. \/stʌdɪ\/1) studium, studier2) studering, lesing3) undersøkelse, granskning, utforsking4) analyse5) studieobjekt, gjenstand for studium6) (studie)emne, (studie)fag7) ( kunst) studie, utkast, skisse8) ( musikk) etyde9) ( teater) forklaring: person som innstuderer en rolle10) arbeidsrom, skriverom, leserom11) ( gammeldags) bestrebelse12) avhandling, studiegive something a close study studere noe meget nøye, gjøre en analyse av noe, sette seg grundig inn i noein a brown study fordypet i tanker, i dype tankeran in-depth study of... fordypning i emnet...make a study of something studere noe, gjøre en undersøkelse av noea study for en studie tila study in en studie istudy of en studie ien studie overIIverb \/ˈstʌdɪ\/1) studere, lese2) lære seg3) ( teater) innstudere4) pugge, memorere5) lese til, studere til, lese på6) studere7) undersøke, (forsøke) å sette seg inn i8) undersøke, granske, utforske9) tenke igjennom, tenke over, overveie10) beregne11) ta hensyn til, rette seg etter, imøtekomme12) tenke på, ta godt vare på13) ( gammeldags) anstrenge seg for, bestrebe seg på, gjøre seg umak meddo some studying pugge, lese, studerestudy for something eller study to be something studere til noestudy one's own comfort (bare) tenke på sitt eget velvære, dyrke sin egen makelighetstudy out tenke ut, finne påstudy someone ( hverdagslig) være noen til behag, gjøre noen til lagsstudy to (do something) anstrenge seg for åstudy under someone studere under noen -
7 effect
Statsthe change in a response that is created by a change in one or more of the explanatory variables in a statistical study -
8 ceiling effect
Statsthe occurrence of clusters of scores near the upper limit of the data in a statistical study -
9 floor effect
Statsthe occurrence of clusters of scores near the lower limit of the data in a statistical study -
10 systematic study of parameters influencing the action of rose bengal with visible light on bacterial cells: comparison between the biological effect and singlet-oxygen production
Общая лексика: систематическое изучение параметров, влияющих на действие бенгальскогоУниверсальный англо-русский словарь > systematic study of parameters influencing the action of rose bengal with visible light on bacterial cells: comparison between the biological effect and singlet-oxygen production
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11 we use this result as a building block
Математика: использовать этот результат как основу для (...) (to study the effect of...)Универсальный англо-русский словарь > we use this result as a building block
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12 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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13 Nature
To Newtonians, each question had its singular answer, one that would remain the same no matter who asked it, or why. But now, the uncertainty that undercuts every measurement of some fact in the real world compels the observer to choose which question to ask, which aspect of a phenomenon to study.The necessity of choice became overwhelmingly apparent when Heisenberg elevated uncertainty to a principle in quantum mechanics in 1927, having recognized that on the subatomic level the observer had to emphasize only one of a pair of properties to study at any one time. In one of the prominent interpretations of quantum mechanics, the idea took on a larger meaning: that in choosing what to study, the scientist in effect creates the object of his inquiry.... The impossibility of constructing a complete, accurate quantitative description of a complex system forces observers to pick which aspects of the system they most wish to understand....What one studies from among this wealth of choice depends on what one wants to know; the questions create-or at least determine-the range of possible answers. No such answer can be completely "true": instead of saying "This is what nature is like," they can claim only, "This is what nature seems like from here"-a vastly diminished claim from that of Newton. The critical issue raised by such subjectivity is how to decide what value each partial answer has, what connection it actually makes between the real world and our understanding of it. The object of study, the focus of much of modern science, has therefore shifted inward, to examine not nature itself but rather to study the abstract representations of nature, the choices made of what to leave in and what to drop out of any given study. (Levenson, 1995, pp. 228-229)Historical dictionary of quotations in cognitive science > Nature
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14 Le Chatelier, Henri Louis
SUBJECT AREA: Metallurgy[br]b. 8 November 1850 Paris, Franced. 17 September 1926 Miribel-les-Echelle, France[br]French inventor of the rhodium—platinum thermocouple and the first practical optical pyrometer, and pioneer of physical metallurgy.[br]The son of a distinguished engineer, Le Chatelier entered the Ecole Polytechnique in 1869: after graduating in the Faculty of Mines, he was appointed Professor at the Ecole Supérieure des Mines in 1877. After assisting Deville with the purification of bauxite in unsuccessful attempts to obtain aluminium in useful quantities, Le Chatelier's work covered a wide range of topics and he gave much attention to the driving forces of chemical reactions. Between 1879 and 1882 he studied the mechanisms of explosions in mines, and his doctorate in 1882 was concerned with the chemistry and properties of hydraulic cements. The dehydration of such materials was studied by thermal analysis and dilatometry. Accurate temperature measurement was crucial and his work on the stability of thermocouples, begun in 1886, soon established the superiority of rhodium-platinum alloys for high-temperature measurement. The most stable combination, pure platinum coupled with a 10 per cent rhodium platinum positive limb, became known as Le Chatelier couple and was in general use throughout the industrial world until c. 1922. For applications where thermocouples could not be used, Le Chatelier also developed the first practical optical pyrometer. From hydraulic cements he moved on to refractory and other ceramic materials which were also studied by thermal analysis and dilatometry. By 1888 he was systematically applying such techniques to metals and alloys. Le Chatelier, together with Osmond, Worth, Genet and Charpy, was a leading member of that group of French investigators who established the new science of physical metallurgy between 1888 and 1900. Le Chatelier was determining the recalescence points in steels in 1888 and was among the first to study intermetallic compounds in a systematic manner. To facilitate such work he introduced the inverted microscope, upon which metallographers still depend for the routine examination of polished and etched metallurgical specimens under incident light. The principle of mobile equilibrium, developed independently by Le Chatelier in 1885 and F.Braun in 1886, stated that if one parameter in an equilibrium situation changed, the equilibrium point of the system would move in a direction which tended to reduce the effect of this change. This provided a useful qualitative working tool for the experimentalists, and was soon used with great effect by Haber in his work on the synthesis of ammonia.[br]Principal Honours and DistinctionsGrand Officier de la Légion d'honneur. Honorary Member of the Institute of Metals 1912. Iron and Steel Institute Bessemer Medal.Further ReadingF.Le Chatelier, 1969, Henri Le Chatelier.C.K.Burgess and H.L.Le Chatelier, The Measurement of High Temperature.ASDBiographical history of technology > Le Chatelier, Henri Louis
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15 Braun, Karl Ferdinand
[br]b. 6 June 1850 Fulda, Hesse, Germanyd. 20 April 1918 New York City, New York, USA[br]German physicist who shared with Marconi the 1909 Nobel Prize for Physics for developments in wireless telegraphy; inventor of the cathode ray oscilloscope.[br]After obtaining degrees from the universities of Marburg and Berlin (PhD) and spending a short time as Headmaster of the Thomas School in Berlin, Braun successively held professorships in theoretical physics at the universities of Marburg (1876), Strasbourg (1880) and Karlsruhe (1883) before becoming Professor of Experimental Physics at Tübingen in 1885 and Director and Professor of Physics at Strasbourg in 1895.During this time he devised experimental apparatus to determine the dielectric constant of rock salt and developed the Braun high-tension electrometer. He also discovered that certain mineral sulphide crystals would only conduct electricity in one direction, a rectification effect that made it possible to detect and demodulate radio signals in a more reliable manner than was possible with the coherer. Primarily, however, he was concerned with improving Marconi's radio transmitter to increase its broadcasting range. By using a transmitter circuit comprising a capacitor and a spark-gap, coupled to an aerial without a spark-gap, he was able to obtain much greater oscillatory currents in the latter, and by tuning the transmitter so that the oscillations occupied only a narrow frequency band he reduced the interference with other transmitters. Other achievements include the development of a directional aerial and the first practical wavemeter, and the measurement in Strasbourg of the strength of radio waves received from the Eiffel Tower transmitter in Paris. For all this work he subsequently shared with Marconi the 1909 Nobel Prize for Physics.Around 1895 he carried out experiments using a torsion balance in order to measure the universal gravitational constant, g, but the work for which he is probably best known is the addition of deflecting plates and a fluorescent screen to the Crooke's tube in 1897 in order to study the characteristics of high-frequency currents. The oscilloscope, as it was called, was not only the basis of a now widely used and highly versatile test instrument but was the forerunner of the cathode ray tube, or CRT, used for the display of radar and television images.At the beginning of the First World War, while in New York to testify in a patent suit, he was trapped by the entry of the USA into the war and remained in Brooklyn with his son until his death.[br]Principal Honours and DistinctionsNobel Prize for Physics (jointly with Marconi) 1909.Bibliography1874, "Assymetrical conduction of certain metal sulphides", Pogg. Annal. 153:556 (provides an account of the discovery of the crystal rectifier).1897, "On a method for the demonstration and study of currents varying with time", Wiedemann's Annalen 60:552 (his description of the cathode ray oscilloscope as a measuring tool).Further ReadingK.Schlesinger \& E.G.Ramberg, 1962, "Beamdeflection and photo-devices", Proceedings of the Institute of Radio Engineers 50, 991.KF -
16 read
1. n разг. чтение; время, проведённое за чтением2. n вчт. считывание3. v читатьthe invalid is read to for several hours daily — больному каждый день читают вслух по нескольку часов
to read, write and cipher — читать, писать и считать
4. v читатьсяthe play reads better than it acts — пьеса читается лучше, чем звучит со сцены
to read music — играть по нотам; читать ноты
5. v зачитывать, оглашать6. v гласитьthe paragraph reads to the effect that all men are equal — в этом абзаце говорится, что все люди равны
7. v разбирать, расшифровывать; прочитатьthe first letter on the coin is so rubbed that I cannot read it — первая буква на монете так стёрлась, что я не могу разобрать её
8. v толковать, интерпретироватьto be read … — это надо понимать в том смысле, что …
9. v толковаться, подаваться в той или иной интерпретации10. v биол. «считывать» или декодировать генетическую информациюread in — записывать, снимать или считывать
11. v вчт. считывать информациюСинонимический ряд:1. seen and understood (adj.) checked over; comprehended; examined; interpreted; made out; perceived; scanned; seen and understood; understood2. deliver (verb) deliver; present; recite; utter3. interpret the written word (verb) comprehend; decipher; discern; grasp; interpret the written word; perceive; see the words; skim; understand4. peruse (verb) peruse; pore over; scan; study5. saw (verb) accept; apprehend; caught; compass; conceive; fathom; follow; make out; saw; take in6. show (verb) indicate; mark; record; register; say; show7. showed/shown or showed (verb) indicated; marked; recorded; registered; said; showed/shown or showed8. took (verb) construe; interpret; took -
17 Lovelock, James Ephraim
SUBJECT AREA: Domestic appliances and interiors, Electricity, Electronics and information technology[br]b. 26 July 1919 Brixton, London, England[br]English biologist and philosopher, inventor of the microwave oven and electron capture detector.[br]Lovelock was brought up in Brixton in modest circumstances. At the age of 4 he was given a toy electrical set, which first turned his attention towards the study of science. From the Strand School, Brixton, he went on to the universities of Manchester and London, and after graduating in science, in 1941 he joined the National Institute for Medical Research, Mill Hill, as a staff scientist, remaining there for twenty years. During the early 1950s, he and his colleagues were engaged in research into freezing live animals and bringing them back to life by heating: Lovelock was struck by the intense pain this process caused the animals, and he sought a more humane method. He tried diathermy or internal heating through the effect of a continuous wave magnetron borrowed from the Navy. He found that the animals were brought back to life painlessly, and impressed with his success he tried baking a potato for his lunch in the apparatus and found that it cooked amazingly quickly compared with the one hour normally needed in an ordinary oven. Lovelock had invented the microwave oven, but its commercial possibilities were not at first realized.In the late 1950s he invented the electron capture detector, which proved to be more sensitive than any other analytical equipment in detecting and measuring toxic substances. The apparatus therefore had obvious uses in testing the quality of the environment and so offered a tremendous boost to the "green" movement. In 1961 he was invited to joint the US National Aeronautics and Space Administration (NASA) to employ the apparatus in an attempt to detect life in space.In the early 1970s Lovelock relinquished his biological work in order to devote his attention to philosophical matters, specifically to develop his theory of the Universe, now widely celebrated as the "Gaia theory". In this controversial theory, Lovelock regards our planet and all its living beings, including humans, as a single living organism.[br]Principal Honours and DistinctionsCBE 1990. FRS 1974. Many academic awards and honorary degrees. Visiting Professor, University of Reading 1967–90.Bibliography1979, Gaia.1983, The Great Extinction.1988, The Ages of Gaia.1991, Gaia: The Practical Science of Planetary Medicine.LRDBiographical history of technology > Lovelock, James Ephraim
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18 Merica, Paul Dyer
SUBJECT AREA: Metallurgy[br]b. 17 March 1889 Warsaw, Indiana, USAd. 20 October 1957 Tarrytown, New York, USA[br]American physical metallurgist who elucidated the mechanism of the age-hardening of alloys.[br]Merica graduated from the University of Wisconsin in 1908. Before proceeding to the University of Berlin, he spent some time teaching in Wisconsin and in China. He obtained his doctorate in Berlin in 1914, and in that year he joined the US National Bureau of Standards (NBS) in Washington. During his five years there, he investigated the causes of the phenomenon of age-hardening of the important new alloy of aluminium, Duralumin.This phenomenon had been discovered not long before by Dr Alfred Wilm, a German research metallurgist. During the early years of the twentieth century, Wilm had been seeking a suitable light alloy for making cartridge cases for the Prussian government. In the autumn of 1909 he heated and quenched an aluminium alloy containing 3.5 per cent copper and 0.5 per cent magnesium and found its properties unremarkable. He happened to test it again some days later and was impressed to find its hardness and strength were much improved: Wilm had accidentally discovered age-hardening. He patented the alloy, but he made his rights over to Durener Metallwerke, who marketed it as Duralumin. This light and strong alloy was taken up by aircraft makers during the First World War, first for Zeppelins and then for other aircraft.Although age-hardened alloys found important uses, the explanation of the phenomenon eluded metallurgists until in 1919 Merica and his colleagues at the NBS gave the first rational explanation of age-hardening in light alloys. When these alloys were heated to temperatures near their melting points, the alloying constituents were taken into solution by the matrix. Quenching retained the alloying metals in supersaturated solid solution. At room temperature very small crystals of various intermetallic compounds were precipitated and, by inserting themselves in the aluminium lattice, had the effect of increasing the hardness and strength of the alloy. Merica's theory stimulated an intensive study of hardening and the mechanism that brought it about, with important consequences for the development of new alloys with special properties.In 1919 Merica joined the International Nickel Company as Director of Research, a post he held for thirty years and followed by a three-year period as President. He remained in association with the company until his death.[br]Bibliography1919, "Heat treatment and constitution of Duralumin", Sci. Papers, US Bureau of Standards, no. 37; 1932, "The age-hardening of metals", Transactions of the American Institution of Min. Metal 99:13–54 (his two most important papers).Further ReadingZ.Jeffries, 1959, "Paul Dyer Merica", Biographical Memoirs of the National Academy of Science 33:226–39 (contains a list of Merica's publications and biographical details).LRD -
19 Mind-body Problem
From this I knew that I was a substance the whole essence or nature of which is to think, and that for its existence there is no need of any place, nor does it depend on any material thing; so that this "me," that is to say, the soul by which I am what I am, is entirely distinct from body, and is even more easy to know than is the latter; and even if body were not, the soul would not cease to be what it is. (Descartes, 1970a, p. 101)still remains to be explained how that union and apparent intermingling [of mind and body]... can be found in you, if you are incorporeal, unextended and indivisible.... How, at least, can you be united with the brain, or some minute part in it, which (as has been said) must yet have some magnitude or extension, however small it be? If you are wholly without parts how can you mix or appear to mix with its minute subdivisions? For there is no mixture unless each of the things to be mixed has parts that can mix with one another. (Gassendi, 1970, p. 201)here are... certain things which we experience in ourselves and which should be attributed neither to the mind nor body alone, but to the close and intimate union that exists between the body and the mind.... Such are the appetites of hunger, thirst, etc., and also the emotions or passions of the mind which do not subsist in mind or thought alone... and finally all the sensations. (Descartes, 1970b, p. 238)With any other sort of mind, absolute Intelligence, Mind unattached to a particular body, or Mind not subject to the course of time, the psychologist as such has nothing to do. (James, 1890, p. 183)[The] intention is to furnish a psychology that shall be a natural science: that is to represent psychical processes as quantitatively determinate states of specifiable material particles, thus making these processes perspicuous and free from contradiction. (Freud, 1966, p. 295)The thesis is that the mental is nomologically irreducible: there may be true general statements relating the mental and the physical, statements that have the logical form of a law; but they are not lawlike (in a strong sense to be described). If by absurdly remote chance we were to stumble on a non-stochastic true psychophysical generalization, we would have no reason to believe it more than roughly true. (Davidson, 1970, p. 90)We can divide those who uphold the doctrine that men are machines, or a similar doctrine, into two categories: those who deny the existence of mental events, or personal experiences, or of consciousness;... and those who admit the existence of mental events, but assert that they are "epiphenomena"-that everything can be explained without them, since the material world is causally closed. (Popper & Eccles, 1977, p. 5)Mind affects brain and brain affects mind. That is the message, and by accepting it you commit yourself to a special view of the world. It is a view that shows the limits of the genetic imperative on what we turn out to be, both intellectually and emotionally. It decrees that, while the secrets of our genes express themselves with force throughout our lives, the effect of that information on our bodies can be influenced by our psychological history and beliefs about the world. And, just as important, the other side of the same coin argues that what we construct in our minds as objective reality may simply be our interpretations of certain bodily states dictated by our genes and expressed through our physical brains and body. Put differently, various attributes of mind that seem to have a purely psychological origin are frequently a product of the brain's interpreter rationalizing genetically driven body states. Make no mistake about it: this two-sided view of mind-brain interactions, if adopted, has implications for the management of one's personal life. (Gazzaniga, 1988, p. 229)Historical dictionary of quotations in cognitive science > Mind-body Problem
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20 seismic engineering
сейсмоустойчивое строительство
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[ http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]EN
seismic engineering
The study of the behavior of foundations and structures relative to seismic ground motion, and the attempt to mitigate the effect of earthquakes on structures. (Source: BJGEO)
[http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]Тематики
EN
DE
FR
Англо-русский словарь нормативно-технической терминологии > seismic engineering
См. также в других словарях:
The Last Heathen — The Shark God redirects here. For the 1949 film, see Omoo Omoo, the Shark God. The Last Heathen: Encounters with Ghosts and Ancestors in Melanesia is a book by Charles Montgomery, published in Canada by Douglas and McIntyre in 2004. In 2006, it… … Wikipedia
study */*/*/ — I UK [ˈstʌdɪ] / US noun Word forms study : singular study plural studies 1) a) [uncountable] the process of learning about a subject by reading and by going to school, university etc Libraries are not used only for study. study of: a centre for… … English dictionary
study — stud|y1 [ stʌdi ] noun *** ▸ 1 process of learning ▸ 2 college work/subject ▸ 3 research project ▸ 4 room for reading, etc. ▸ 5 first drawing/model/plan ▸ 6 music for practice ▸ + PHRASES 1. ) uncount the process of learning about a subject by… … Usage of the words and phrases in modern English
study*/*/*/ — [ˈstʌdi] noun I 1) [U] the process of learning about a subject or problem the study of criminal behaviour[/ex] a centre for the study of Asian languages[/ex] 2) [C] a research project that examines a problem or subject The study showed a link… … Dictionary for writing and speaking English
The Daily Show — Also known as The Daily Show with Jon Stewart Genre … Wikipedia
The Cantos — by Ezra Pound is a long, incomplete poem in 120 sections, each of which is a canto . Most of it was written between 1915 and 1962, although much of the early work was abandoned and the early cantos, as finally published, date from 1922 onwards.… … Wikipedia
The Canon of Medicine — (Arabic: القانون في الطب Al Qanun fi al Tibb The Law of Medicine ; Persian: قانون Qanun Law ; Latin: Canon Medicinae Canon of Medicine ; Chinese: Hui Hui Yao Fang Prescriptions of the Hui Nationality ) is a 14 volume Arabic medical encyclopedia… … Wikipedia
The Million Women Study — is a study of women’s health analyzing data from more than one million women aged 50 and over conducted by UK researchers.[1] It is a collaborative project between Cancer Research UK and the National Health Service (NHS), with additional funding… … Wikipedia
The 1000 Genomes Project — The 1000 Genomes Project, launched in January 2008, is an international research effort to establish by far the most detailed catalogue of human genetic variation. Scientists plan to sequence the genomes of at least one thousand anonymous… … Wikipedia
STUDY — The study of the Torah (talmud Torah) as a supreme religious duty is one of the most typical and far reaching ideas of rabbinic Judaism. Talmudic literature is full of references to the mitzvah of Torah study, especially of the difficult halakhic … Encyclopedia of Judaism
Effect — Ef*fect , n. [L. effectus, fr. efficere, effectum, to effect; ex + facere to make: cf. F. effet, formerly also spelled effect. See {Fact}.] 1. Execution; performance; realization; operation; as, the law goes into effect in May. [1913 Webster]… … The Collaborative International Dictionary of English
