Mcsh-creation:: {2025-09-15}
description::
core21.nfo is part of core.nfo.
name::
* McsEngl.conceptCore477,
* McsEngl.sympan'ORGANIC-SYMPAN,
* McsEngl.FvMcs.sympan'ORGANIC-SYMPAN,
* McsEngl.ORGANIC-WORLD@cptCore477,
* McsEngl.organic-world,
====== lagoGreek:
* McsElln.ΟΡΓΑΝΙΚΟΣ-ΚΟΣΜΟΣ,
* McsElln.ΟΡΓΑΝΙΚΟΣ'ΚΟΣΜΟΣ@cptCore477,
ΟΡΓΑΝΙΚΟΣ ΚΟΣΜΟΣ είναι το σύνολο των 'ζωντανων οργανισμων'.
[hmnSngo.1995.04_nikos]
name::
* McsEngl.conceptCore84,
* McsEngl.stmMng.ORGANISM-MANAGING,
* McsEngl.FvMcs.stmMng.ORGANISM-MANAGING,
* McsEngl.governance-system.organism@cptCore84, {2012-03-20}
* McsEngl.organism-governance-system, {2002-12-28}
* McsEngl.organism'MANAGING-SYSTEM,
* McsEngl.organism'governance'system@cptCore84,
* McsEngl.information-system-of-organism@cptCore84,
* McsEngl.organism'GOVERNING-SYSTEM,
* McsEngl.organism'MANAGING-SYSTEM, {2012-12-06}
* McsEngl.organism-information-system, {2002-12-28}
* McsEngl.organism'information'system@cptCore84,
* McsEngl.sysMng.ORGANISM-MANAGING, {2012-12-15}
* McsEngl.sysMngOrgm@cptCore84, {2012-12-06}
====== lagoGreek:
* McsElln.ΣΥΣΤΗΜΑ-ΔΙΑΚΥΒΕΡΝΗΣΗΣ-ΟΡΓΑΝΙΣΜΟΥ,
* McsElln.ΠΛΗΡΟΦΟΡΙΑΚΟ-ΣΥΣΤΗΜΑ-ΟΡΓΑΝΙΣΜΟΥ,
* McsElln.ΠΛΗΡΟΦΟΡΙΑΚΟ'ΣΥΣΤΗΜΑ@cptCore84,
ΠΛΗΡΟΦΟΡΙΑΚΟ ΣΥΣΤΗΜΑ είναι ΣΥΣΤΗΜΑ ενός 'ζωντανου οργανισμου' με το οποίο προσλαμβάνει 'ερεθισματα' και έτσι μπορεί να επιβιώσει και να αναπτυχθεί.
[hmnSngo.1995.04_nikos]
INFORMATION SYSTEM is any system that an ENTITY possess to obtain and process information necessary for survival, growth or curiosity.
[hmnSngo.1991-04-07_nikos]
_GENERIC:
* system.managing.bio#cptCore659.3#
* entity.body.material.nodeTwp.nodeOrgm.nodeRtn1#cptCore482.9#
name::
* McsEngl.sysMngOrgm'Biological-clock,
* McsEngl.conceptCore84.2,
* McsEngl.biological'clock@cptCore84.2,
Biological Clocks, physiological systems that enable organisms to live in harmony with the rhythms of nature, such as the cycles of day and night and of the seasons. Such biological "timers" exist for almost every kind of periodicity throughout the plant and animal world, but most of what is known about them comes from the study of circadian, or daily, rhythms. Circadian rhythms cue typical daily behaviour patterns even in the absence of external cues such as sunrise, demonstrating that such patterns depend entirely on internal timers for their periodicity.
No clock is perfect, however. When organisms are deprived of the cues the world normally provides, they display a characteristic "free-running" period of not quite 24 hours. As a result, free-running animals drift slowly out of phase with the natural world. In experiments in which people are isolated for long periods of time, they continue to eat and sleep on regular but increasingly out-of-phase schedules. Such drift does not take place under normal circumstances, because external cues reset the clocks each day. Light is usually the most important cue, but many organisms can make use of rhythmic variations in temperature or other sensory inputs to readjust their internal timers. When a clock's error becomes large, however, complete resetting sometimes requires days. This phenomenon is well known to long-distance air travellers as jet lag.
The physiological circuitry underlying the use of external cues is quite simple; for example, a single flash of light can act as a trigger, signifying dawn. Research in the 1980s has suggested that such simple light-triggering extends even to the behaviour of human beings. Research also suggests that, at least in some organisms, a single gene may be responsible for the mechanism of biological clocks. In the fruit fly, for example, a gene known as per (short for period) is required by the insect to maintain its biological rhythms. This gene has been found to code for a chemical called a proteoglycan, a long-chain molecule containing sugar units attached to a protein. Proteoglycans are also found in mammals.
Apparently, biological clocks can exist in every cell and even in different parts of a cell. Hence, an isolated piece of tissue-for example, the eye of a sea slug-will maintain its own daily rhythm but will quickly adopt that of the whole organism when restored to it. In the brains of most animals a master clock appears to exist that communicates its timing signals chemically to the rest of the organism. For example, a brain removed from a moth pupa and exposed to an artificial sunrise of one time zone, then implanted into the abdomen of a headless pupa on a different time-zone schedule, will cause the second pupa to emerge at the time of day appropriate to the disconnected brain floating in its abdomen. The clock in the brain triggers the release of a hormone that switches on all the complex behaviour involved in pupal emergence. In hamsters, experiments have shown a master biological clock to be located in the hypothalamus. The brain-cell groups are called suprachiasmatic nuclei. The hormone melatonin, secreted by the pineal gland (See Pineal Body), is also known to be involved in long-term biological rhythms. Besides being of scientific interest, a fuller understanding of biological clocks could be important in many ways. One promising theory of ageing, for example, is based on an observation that, in old age, the many separate, subordinate clocks in the body seem somehow to become less tightly coupled to the master clock in the brain. This lack of synchronization may contribute to many of the problems associated with ageing.
"Biological Clocks," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.sysMngOrgm'Hormone,
* McsEngl.conceptCore84.4,
* McsEngl.hormone@cptCore84.4,
_DEFINITION:
A hormone (from Greek όρμή - "to set in motion") is a chemical messenger that carries a signal from one cell (or group of cells) to another via the blood. All multicellular organisms produce hormones (including plants - see phytohormone).
[http://en.wikipedia.org/wiki/Hormone]
hormone'ATRIBEINO:
Hormone, substance in animals and plants that regulates bodily processes such as growth, metabolism, reproduction, and the functioning of various organs. In animals, hormones are secreted directly into the bloodstream by ductless or endocrine glands (See Endocrine System). A state of dynamic equilibrium is maintained among the hormones, and they are able to produce their effects in surprisingly minute concentrations. Their distribution through the bloodstream results in a response that, although slower than that of a nervous reaction, is frequently maintained over a longer period of time.
Hormones in Animals The principal organs involved in the production of hormones are the pituitary gland; the thyroid gland; the parathyroid gland; the adrenal, or suprarenal, gland; the pancreas; the gonads, or reproductive glands; the placenta (See Reproductive System) and, under certain conditions, the mucous membrane of the small intestine.
The pituitary gland has three parts; the anterior lobe; the intermediate lobe, which is generally thought to be nonfunctional or virtually absent in humans; and the posterior lobe. The anterior lobe is considered the master gland of the endocrine system. It controls the growth of the skeleton; regulates the function of the thyroid; affects the action of the gonads and the adrenals; produces substances that interact with those excreted by the pancreas; and may influence the parathyroids. It also secretes the hormone prolactin, except when inhibited by the progesterone secreted by the placenta (see below); prolactin stimulates the formation of milk in mature mammary glands. The anterior lobe also secretes the melanocyte-stimulating hormone intermedin, which stimulates the functioning of pigment cells. Hormones produced or stored in the posterior lobe increase blood pressure, prevent excessive secretion of urine (pressor-antidiuretic factor), and stimulate contraction in uterine muscle (oxytocic factor). Several of the pituitary hormones are opposed in effect to other hormones, as, for example, the diabetogenic effect that inhibits the performance of insulin. See ACTH.
The hormone of the thyroid gland stimulates general metabolism; it also increases the sensitivity of various organs, especially the central nervous system (See Brain), and has a pronounced effect on the rate of metamorphosis, that is, the change from infantile to adult form. The secretion of the thyroid hormone is controlled primarily by the anterior lobe of the pituitary but is also affected by the hormones of the ovaries and, in turn, affects the development and function of the ovaries.
The hormone of the parathyroid glands controls the concentration of calcium and phosphate in the blood.
The pancreas secretes at least two hormones, insulin and glucagon, which regulate metabolism of carbohydrates in the body. Insulin, which is a protein, was synthesized by American scientists in 1965, and glucagon was synthesized by German researchers in 1968.
The adrenal glands are divided into two parts, an outer cortex and an inner medulla. Extracts of the cortex contain hormones that control the concentration of salts and water in the body fluids and are essential for the maintenance of life in an individual (See Hydrocortisone). The cortical hormones are also necessary for the formation of sugar from proteins and its storage in the liver and for maintenance of resistance to physical, emotional, and toxic stresses. The cortex also secretes hormones that affect secondary sexual characteristics. The medulla, which is functionally and embryologically independent of the cortex, produces adrenaline, which increases blood sugar and acts to stimulate the circulatory system and the sympathetic nervous system (See Autonomic Nervous System), and the related hormone, noradrenaline.
The gonads, under the influence of the anterior lobe of the pituitary, produce hormones controlling sexual development and the various processes of reproduction. The hormones of the testes control the development of sperm in the testes and the appearance of secondary sexual characteristics of the male (See Androgen; Testosterone). The hormones of the ovaries are produced primarily in the ovarian follicles. These hormones, called oestrogens, are produced by the granulosa cells, and include oestradiol, the most important, and oestrone, which is related chemically to oestradiol and is similar in action but much less potent. Oestrogenic hormones interact with those of the anterior lobe of the pituitary to control the cycle of ovulation. During this cycle the corpus luteum is produced, which in turn secretes mainly progesterone, and thus controls the cycle of menstruation. Progesterone is also formed in large amounts by the placenta during gestation; together with the oestrogens, it causes development of the mammary glands and, at the same time, instructs the hypothalamus to inhibit the secretion of prolactin by the pituitary. Various progesterone-like hormones are now used as oral contraceptives to inhibit ovulation and conception. The placenta also secretes a hormone, similar to one produced by the pituitary and called chorionic gonadotrophin, which inhibits ovulation. This hormone is present in the blood in substantial quantities and is excreted readily by the kidneys; it is the basis of some tests for pregnancy. See Gonadotrophin; Hormone Replacement Therapy.
A special group of hormones is secreted by the mucous membrane of the small intestines at a certain stage of digestion. They act to coordinate digestive activities, controlling the motility of the pylorus, duodenum, gallbladder, and bile duct. They also stimulate formation of the digestive juices of the small intestines, of liver bile, and of the internal and external secretion of the pancreas. The hormone gastrin is produced by one part of the lining of the stomach and is released into the blood by nerve impulses that are initiated by tasting food or by the presence of food in the stomach. In the stomach, gastrin stimulates the secretion of pepsin-a protein-splitting enzyme-and hydrochloric acid, and stimulates contractions of the stomach wall. Gastrin stimulates secretion of digestive enzymes and insulin by the pancreas, and secretion of bile by the liver. See Digestive System.
Deficiency or excess of any one of the hormones upsets the chemical equilibrium that is essential to health, normal growth, and, in extreme cases, life. The method of treating diseases arising from endocrine disturbances is called organotherapy; it involves the use of preparations of animal organs and synthetic products and has achieved marked, and at times spectacular, success. See Addison's Disease; Cretinism; Diabetes Mellitus; Gigantism; Goitre; Myxedoema.
Hormonal Mechanisms When secreted into the bloodstream, hormones bond with specific plasma or carrier proteins that prevent them from degenerating prematurely and keep them from becoming immediately absorbed by the tissues they affect, called target tissues. Target tissues usually have receptor sites or cells that selectively trap and concentrate their respective hormone molecules, which are then held until the moment they are to react with target tissues.
Hormones are believed to affect target tissues in three basic ways. First, they regulate the permeability of the outer cell membrane and intracellular membranes. The hormone insulin is thus believed to relax the membranes of skeletal muscle cells, enabling them to transport glucose rapidly. Second, hormones modify intracellular enzymes. Adrenaline, for example, coming from the adrenal medulla, enables the breakdown of glycogen into six-carbon sugars in liver and muscle cells by activating the membrane-bound enzyme adenyl cyclase. This process is mediated by "second messenger" molecules-nonhormone chemicals located in the target cells. When cell receptors bond with hormones from the bloodstream, they alter the activity level of the second messengers, which either stimulate or inhibit the target tissue.
The third way that hormones may affect target tissues is by changing the gene activity of the target cells. Either by directly entering the target cells, or more likely by acting indirectly through second messengers, hormones have been found to cause "puffs" in particular chromosomes, indicating that genes are actively involved in the synthesis of messenger ribonucleic acid (mRNA) molecules (See Genetics; Nucleic Acids). The mRNA molecules, in turn, are translated into specific proteins that are necessary for such diverse hormonally produced processes as moulting in insects, or maintaining secondary sex characteristics in vertebrates.
Producing Hormones from Bacteria Through recombinant DNA technology, or gene splicing (See Genetic Engineering), researchers have developed techniques for using genetically modified bacteria to produce insulin in quantity for diabetes patients. Similar methods are used to produce growth hormone, a substance in great demand especially for treating growth-deficient children. (By conventional methods, the growth hormone from 50 donated human pituitary glands is required for only one year's treatment.) Medical researchers have high hopes of using a plentiful bacterial synthesis to treat severe bleeding peptic ulcers and to reunite difficult bone fractures.
"Hormone," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
_GENERIC:
* entity.body.material.pure.chem_compound#cptCore942#
* entity.body.material.pure#cptCore742.3#
* entity.body.material#cptCore742#
* entity.body#cptCore538#
* entity#cptCore387#
hormone'SPECIFEFINO:
* ANIMAL-HORMONE
* HUMAN-HORMONE#cptHBody077: attSpe#
* PLANT-HORMONE
name::
* McsEngl.sysMngOrgm'Pheromone,
* McsEngl.conceptCore84.1,
* McsEngl.pheromone@cptCore84.1,
_DESCRIPTION:
Pheromone, odour produced by an animal that affects the behaviour of other animals. The way pheromones work is analogous to the way hormones in the body send specific chemical signals from one set of cells to another, causing them to perform a certain action.
Pheromones are found throughout the living world and are probably the most ancient form of animal communication. The complex but primitive single-celled amoeba Dictyostelium, for example, uses a pheromone to attract others of its kind for reproduction. Insects regularly use pheromones for the same purpose; thus, female gypsy moths and Japanese beetles each emit a species-specific sexual pheromone to attract males. The males simply fly upwind when they encounter the appropriate odour. Traps baited with synthetic pheromones are now used to capture many such pest species. The sexual pheromones of other undesirable insects are sometimes sprayed over an infested area so as to disorient males seeking females of their species.
Insects also use pheromones in more complex ways. Female Douglas fir beetles locate a host tree by its odour (a piny scent peculiar to Douglas firs), bore a hole, and then broadcast their sexual pheromone. Males fly upwind, find the females, shut off their production of pheromone with an acoustic signal, and then themselves produce an odour that blocks the receptors for Douglas fir odour in other beetles. When a tree has collected a critical number of mated females, this inhibition odour makes the tree "invisible" to the beetles' sense of smell and prevents the tree from being overly parasitized.
Social insects-insects that live together in groups-usually have a repertoire of pheromonal messages. Ants, for example, usually have a pheromone for marking trails to food, another for eliciting attacks on enemies they have discovered, a third that signals the need to flee, and yet others that identify their larvae in the darkness of the nest. Several species of invertebrates have broken the elaborate code of ants; for example, assassin bugs lay false odour trails and eat the ants that follow them, and a variety of parasitic or symbiotic beetles, millipedes, and arachnids produce the pheromones typical of larval ants and manage thereby to live undisturbed inside ant nests, often feasting on eggs and larvae.
Such deception is by no means limited to animals. A few species of tropical orchids, for example, produce the sexual pheromones of certain wasps. The male wasps' unsuccessful attempts to mate with a succession of the wasplike flowers serve to carry the orchid pollen from one flower to another.
Pheromones are also common in vertebrates. Mammals regularly mark their territorial boundaries with pheromones from specialized glands. These odours can be detected by males at enormous distances and can alter male behaviour dramatically. Owners of unspayed female dogs, for example, regularly find their pets attracting unaltered males from more than a kilometre away. Vertebrates also have additional odours of variable chemistry that serve to identify animals individually. Neighbouring mammals of many species come to recognize one another by the odours they each leave along mutual boundaries or at traditional "scenting posts", and intruders are detected almost immediately. Even mates and offspring often recognize one another by odour. Pheromones have recently been discovered to play a major part in the lives of primates as well, and the observation that human sweat takes on an odour only at puberty suggests that pheromones may also have once affected the behaviour of humans.
"Pheromone," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
===
What are pheromones? Do humans have pheromones?
Written by Christian Nordqvist Knowledge center
Last updated: Friday 26 September 2014
A pheromone is a chemical an animal produces which changes the behavior of another animal of the same species (animals include insects). Some describe pheromones as behavior-altering agents. Many people do not know that pheromones trigger other behaviors in the animal of the same species, apart from sexual behavior.
Pheromones, unlike most other hormones are ectohormones - they act outside the body of the individual that is secreting them - they impact a behavior on another individual. Hormones usually only affect the individual that is secreting them.
Pheromones can be secreted to trigger many types of behaviors, including:
Alarm
To follow a food trail
Sexual arousal
To tell other female insects to lay their eggs elsewhere. Called epideictic pheromones
To respect a territory
To bond (mother-baby)
To back off.
It is believed that the first pheromone was identified in 1953. Bombykol is secreted by female moths and is designed to attract males. The pheromone signal can travel enormous distances, even at low concentrations.
Experts say that the pheromone system of insects is much easier to understand than that of mammals, which do not have simple stereotyped insect behavior. It is believed that mammals detect pheromones through an organ in the nose called the VNO (Vomeronasal Organ), and connects to the hypothalamus in the brain. The VNO in humans consists of just pits that probably do not do anything. If humans do respond to hormones, most likely they use their normal olfactory system.
Pheromones are commonly used in insect control. They can be used as bait to attract males into a trap, prevent them from mating, or to disorient them. Do humans have pheromones? According to thousands of web sites which promise sexual conquests if you buy their pills, human pheromones exist - bear in mind that their aim is to get you to buy their products. However, most proper well-controlled scientific studies have failed to show any compelling evidence.
Gustav Jδger (1832-1917), a German doctor and hygienist is thought to be the first scientist to put forward the idea of human pheromones. He called them anthropines. He said they were lipophilic compounds associated with skin and follicles that mark the individual signature of human odors. Lipophilic compounds are those that tend to combine with, or are capable of dissolving in lipids.
Researchers in the University of Chicago claimed that they managed to link the synchronization of women's menstrual cycles to unconscious odor cues. The head researcher was called Martha McClintock, hence the coined term the McClintock effect. When exposing a group of women to a whiff of sweat from other women, their menstrual cycles either accelerated or slowed down, depending on when during the menstrual cycle the sweat was collected - before, during or after ovulation. The scientists said that the pheromone collected before ovulation shortened the ovarian cycle, while the pheromone collected during ovulation lengthened it. Even so, recent analyses of McClintock's study and methodology have questioned its validity.
A Swedish study found that lesbians react differently to AND (progesterone derivative 4,16-androstadien-3-one) than heterosexual women do. AND is ten times more abundant in human male sweat than female sweat. (Link to article)
There are four principal kinds of pheromones:
Releaser pheromones - they elicit an immediate response, the response is rapid and reliable. They are usually linked to sexual attraction.
Primer pheromones - these take longer to get a response. They can, for example, influence the development or reproduction physiology, including menstrual cycles in females, puberty, and the success or failure of pregnancy. They can alter hormone levels. In some mammals, scientists found that females who had become pregnant and were exposed to primer pheromones from another male, could spontaneously abort the fetus.
Signaler pheromones - these provide information. They may help the mother to recognize her newborn by scent (fathers cannot usually do this). Signaler pheromones give out our genetic odor print.
Modulator pheromones - they can either alter or synchronize bodily functions. Usually found in sweat. In animal experiments, scientists found that when placed on the upper lip of females, they became less tense and more relaxed. Modulator hormones may also affect a female's monthly cycle.
[http://www.medicalnewstoday.com/articles/232635.php]
name::
* McsEngl.sysMngOrgm'measure,
Κάθε ανθρώπινος οργανισμός έχει ένα "information system" για να μπορεί να επιβιώσει. Ετσι και κάθε corporation.
[hmnSngo.1990.02_nikos]
name::
* McsEngl.sysMngOrgm'Receptor,
* McsEngl.receptor, {2012-12-13}
name::
* McsEngl.sysMngOrgm'Response,
* McsEngl.conceptCore84.5,
* McsEngl.response@cptCore84.5,
Response, Biological, specific and usually repeatable result of an external or internal stimulus on a part or the whole of the organism which can be interpreted as an adaptation enhancing survival. When an organism responds to a stimulus it can be considered to be displaying a fundamental feature of all living systems: irritability. The initial detection of some change, or signal, in its internal or external environment, such as light, touch, or chemicals, requires specialized receptors ranging in complexity from molecules to sense organs. The receptor converts this signal into a different form, of which there is a large variety. This forms part of the response which typically includes the release of growth substances in plants and the release of hormones or the initiation of nerve impulses in animals (See nervous system). All plants and single-celled organisms respond in the absence of nervous systems. Even the apparently simple bacterial responses, such as those of Escherichia coli to dissolved chemicals and of Thiospirillum jenense to light, are very complex at molecular and cellular levels and have much in common with responses of all higher organisms, including humans.
Growth responses-most common in plants-result from such stimuli as light, heat, and water, and include tropisms (responses sensitive to stimulus direction) and nastic movements (responses independent of stimulus direction). Tropisms may be towards the stimulus (a positive tropism) or away from it (a negative tropism). Geotropism is a response to gravity, phototropism to light, and hydrotropism to water. Orientations and movements of whole organisms in response to the direction of a stimulus are called taxes (singular, taxis) and include the negative phototaxis (avoidance of light) of house fly larvae and many other insect larvae which seek dark places in order to pupate.
Periodic responses may involve an internal "clock" of some kind, producing rhythmic behaviour. They differ in the extent to which they are entrained, or modified, by environmental cues and include circadian rhythms (with a cycle of about 24 hours), seasonal, and yearly (circennial) responses. Changes in day length are the most reliable environmental cues predicting seasonal change and may initiate the beginning of hibernation in mammals. The suspension of development in insects (diapause) and the onsets of migration and reproductive behaviour are other seasonal responses often triggered by change in day length.
Contributed By: Michael Thain
"Response, Biological," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.sysMngOrgm'Sensor,
* McsEngl.biological-sensor, {2012-12-15}
* McsEngl.sensor.biological, {2012-12-13}
_DESCRIPTION:
All living organisms contain biological sensors with functions similar to those of the mechanical devices described. Most of these are specialized cells that are sensitive to:
Light, motion, temperature, magnetic fields, gravity, humidity, moisture, vibration, pressure, electrical fields, sound, and other physical aspects of the external environment
Physical aspects of the internal environment, such as stretch, motion of the organism, and position of appendages (proprioception)
Environmental molecules, including toxins, nutrients, and pheromones
Estimation of biomolecules interaction and some kinetics parameters
Internal metabolic milieu, such as glucose level, oxygen level, or osmolality
Internal signal molecules, such as hormones, neurotransmitters, and cytokines
Differences between proteins of the organism itself and of the environment or alien creatures.
[http://en.wikipedia.org/wiki/Sensor]
name::
* McsEngl.sysMngOrgm'Signal,
* McsEngl.signal.organism, {2012-12-16}
name::
* McsEngl.sysMngOrgm'Signalling-pathway,
* McsElln.σήματος-μεταγωγή, {2012-12-15}
Signal transduction occurs when an extracellular signaling[1] molecule activates a cell surface receptor. In turn, this receptor alters intracellular molecules creating a response.[2] There are two stages in this process:
A signaling molecule activates a specific receptor protein on the cell membrane.
A second messenger transmits the signal into the cell, eliciting a physiological response.
In either step, the signal can be amplified. Thus, one signalling molecule can cause many responses.[3]
[http://en.wikipedia.org/wiki/Signalling_pathway]
name::
* McsEngl.sysMngOrgm'Stimulus,
* McsEngl.conceptCore84.8,
* McsEngl.conceptCore1069.1,
* McsEngl.stimulus-of-organism@cptCore84.8, {2012-12-15}
* McsEngl.living-organism-stimulus,
* McsEngl.living'organism's'stimulus@cptCore334,
* McsEngl.objective@cptCore334,
* McsEngl.stimulus@cptCore1069.1,
* McsEngl.stimuli@cptCore1069.1,
====== lagoSINAGO:
* McsEngl.stimulento@lagoSngo,
====== lagoGreek:
* McsElln.ΑΝΤΙΚΕΙΜΕΝΙΚΟ@cptCore334,
* McsElln.ΖΩΝΤΑΝΟΥ-ΟΡΓΑΝΙΣΜΟΥ-ΕΡΕΘΙΣΜΑ,
* McsElln.ΖΩΝΤΑΝΟΥ'ΟΡΓΑΝΙΣΜΟΥ'ΕΡΕΘΙΣΜΑ@cptCore334,
* McsElln.ΕΡΕΘΙΣΜΑ@cptCore334,
====== lagoEsperanto:
* McsEngl.stimulo@lagoEspo,
* McsEspo.stimulo,
_GENERIC:
* stimulus#cptCore659.6#
* entity#cptCore387#
_DESCRIPTION:
Entities internal or external DETECTING by organism's-managing-system.
[hmnSngo.2012-12-15]
===
* Stimulento is the REFERENTO a sense-organ perceives.
[hmnSngo.2007-11-07_KasNik]
===
* STIMULUS is the ENTITY that the "information-system" of another entity perceives.
[hmnSngo.2002-08-16_nikkas]
* ΖΩΝΤΑΝΟΥ ΟΡΓΑΝΙΣΜΟΥ ΕΡΕΘΙΣΜΑ είναι η ΟΝΤΟΤΗΤΑ που προσλαμβάνει το 'πληροφοριακό συστημα' ενός 'ζωντανου οργανισμού' και δημιουργεί την 'πληροφορια'.
[hmnSngo.1995.04_nikos]
* 1. stimulation, stimulus, stimulant, input -- (any stimulating information or event; acts to arouse action) [WordNet 1.6]
* In physiology, a stimulus is a detectable change in the internal or external environment. When a stimulus is applied to a sensory receptor, it elicits or influences a reflex via stimulus transduction. A stimulus is often the first component of a homeostatic control system. When a sensory nerve and a motor nerve communicate with each other, it is called a nerve stimulus.
In psychology, a stimulus is part of the stimulus-response relationship of behavioural learning theory.
[http://en.wikipedia.org/wiki/Stimulus_%28physiology%29]
_SPECIFIC:
* stimulusOrgm.animal.
* stimulusOrgm.animal.referent#cptCore181.68#
* stimulusOrgm.plant
name::
* McsEngl.sysMngOrgm'structure,
NOURVOUS-SYSTEM:
ΑΠΟΘΗΚΗ ΠΛΗΡΟΦΟΡΙΑΣ (ΜΝΗΜΗ)
ΕΠΕΞΕΡΓΑΣΤΗΣ ΕΡΕΘΙΣΜΑΤΩΝ (ΕΓΚΕΦΑΛΟΣ)
ΥΠΟΔΟΧΕΙΣ ΕΡΕΘΙΣΜΑΤΩΝ
MEASAGE = INFORMATION + MEDIUM
[hmnSngo.2002-12-10_nikkas]
name::
* McsEngl.sysMngOrgm'Tropism,
* McsEngl.conceptCore84.3,
* McsEngl.tropism@cptCore84.3,
Tropism (Grk., tropos, "a turning"), fixed, automatic, inherited movements in response to particular stimuli. Movement towards the source of stimulation is known as positive tropism; movement away from the source is known as negative tropism. An individual organism may exhibit a positive or negative tropism to the same stimulus at different times, depending on the strength of the stimulation and the internal physiological condition of the organism. Among the more complex animals, learned rather than stereotyped responses become increasingly prominent.
Plant Tropism In his pioneering work on plant tropisms, Charles Darwin demonstrated in 1880 that growing tips of plants bend towards a light source. This phenomenon is known as phototropism. (Darwin also observed that some plants that flourish in shady conditions turn away from bright light by a negative form of phototropism.) The turning is due to the action of the plant hormone auxin, which causes elongation. On the side of a plant facing the light the auxin is inactivated, and only the side away from the light elongates; hence the plant tends to bend towards the light. As a result of phototropism, plants avoid excessive shading by other plants. Phototropism stimulated by sunlight is called heliotropism.
Other responses are observed in plant growth. When a seed germinates, the young root turns downwards regardless of the way in which the seed is planted. This bending, known as positive geotropism, enables a plant to anchor itself in the soil. The young stem, which turns upwards away from the earth, is said to be negatively geotropic. The positive geotropism of roots may be modified if more water is present near the surface of the soil than at greater depths. In this case, roots tend to grow towards the source of water, a response known as hydrotropism.
Climbing plants or creepers have to depend for their support on other plants or surfaces, and the tendency of the creeper to respond to touch or contact with such supports is known as thigmotropism. Creepers may climb and support themselves by twining their stems around plants or other objects, as is the case with the nasturtium and the mistletoe; by attaching specialized tips of leaves, known as tendrils (sweet pea and Boston ivy); or by forming aerial roots during growth (common ivy and philodendron). In 1975 scientists observed that the tips of these plants creep along the ground towards vertical objects by responding to the stimulus of the darkest sector of the nearby horizon. This response was termed skototropism (growing towards darkness).
Animal Tropism The response to chemical stimuli is called chemotropism. Flies and other insects are attracted to certain odours emanating from the chemical decomposition of meat or other suitable mediums and are stimulated to lay their eggs in that medium. The same insects react negatively to certain smokes and fumes, which are often used to repel them. In some organisms, chemical attraction often causes isolated cells and cell masses to move towards or away from each other. This characteristic of cells is known as cytotropism. Other commonly observed tropisms include galvanotropism or electrotropism, movement in response to an electric current; rheotropism, or orientation in response to the direction of a current of water; anemotropism, or movement with respect to the wind; and thermotropism, or movement in relation to unequal conditions of temperature. Thigmotropism in many less complex animals enables them to respond to specific crevices and to differentiate between rough and smooth areas. Neurotropism is the attraction or repulsion that certain substances exercise on regenerating nerve fibres. A substance is positively neurotropic when regenerating nerve fibres tend to grow towards and into it; and negatively neurotropic when the nerve fibres avoid it.
The term tropism was formerly applied only to the responsive movements of fixed organisms such as rooted plants and attached animals, orientative movements among free-swimming or freely locomoted animals being known by the term taxis. Although today the terms are sometimes used interchangeably, taxis is preferred in describing movements of such free-swimming bodies as zoospores and sperm cells. The attraction of a sperm to an egg is the result of chemotaxis, as the sperm locates the egg by swimming towards increasing concentrations of chemicals secreted by the egg.
See Also Biological Clocks; Pheromone.
"Tropism," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.sysMngOrgm.specific,
_SPECIFIC:
* sysMngOrgm.animal#cptCore84.6#
* sysMngOrgm.plant#cptCore84.7#
name::
* McsEngl.sysMngOrgm.ANIMAL,
* McsEngl.conceptCore84.6,
* McsEngl.conceptCore85,
* McsEngl.nervous-system@cptCore85,
* McsEngl.animal-governance-system,
* McsEngl.animal'governance'system@cptCore85,
* McsEngl.animal'GOVERNING-SYSTEM,
* McsEngl.governance'system.animal@cptCore85,
* McsEngl.nervous-system,
* McsEngl.nervous'system@cptCore85,
* McsEngl.sysMngAnml@cptCore84.6, {2012-12-15}
* McsEngl.sysNrv@cptCore85, {2012-05-27}
====== lagoGreek:
* McsElln.ΝΕΥΡΙΚΟ-ΣΥΣΤΗΜΑ,
* McsElln.ΣΥΣΤΗΜΑ-ΔΙΑΚΥΒΕΡΝΗΣΗΣ--ΖΩΟΥ,
====== lagoEsperanto:
* McsEngl.nervo sistemo@lagoEspo,
* McsEspo.nervo sistemo,
====== lagoChinese:
shen2jing1xi4tong3; nervous system,
shen2jing1; nerve,
xi4tong3; system,
_WIKIPEDIA: ar:???? ????, bs:Nervni sistem, bg:?????? ???????, ca:Sistema nervios, cs:Nervova soustava, da:Nervesystemet, de#ql:de 2lcode#:Nervensystem, dv:?????????? ??????, et:Narvisusteem, el:Νευρικό σύστημα, es:Sistema nervioso, eo:Nerva sistemo, eu:Nerbio-sistema, fa:?????? ????, fr:Systeme nerveux, gl:Sistema nervioso, hr:Zivcani sustav, io:Nervaro, id:Sistem saraf, is:Taugakerfi?, it:Sistema nervoso, he:????? ??????, pam:Sistema nerviosa, lv:Nervu sistema, lt:Nervu sistema, mk:?????? ??????, nl:Zenuwstelsel, ja:???, no:Nervesystemet, nn:Nervesystemet, pl:Uklad nerwowy czlowieka, pt:Sistema nervoso, ro:Sistem nervos, qu:Ankucha llika, ru:??????? ???????, sq:Sistemi nervor, simple:Nervous system, sk:Nervove tkanivo, sl:Zivcni sistem, sr:?????? ??????, fi:Hermosto, sv:Nervsystemet, tl:Sistemang nerbiyos, th:??????????, tr:Sinir sistemi, uk:??????? ???????, ur:???? ????, zh:????,
_DESCRIPTION:
all many-celled animals have some kind of nervous system, the complexity of its organization varies considerably among different animal types.
"Nervous System," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
NERVOUS-SYSTEM is the ANIMAL-MANAGEMENT-SYSTEM which includes and neurons.
[hmnSngo.2003-01-07_nikkas]
The nervous system of an animal coordinates the activity of the muscles, monitors the organs, constructs and also stops input from the senses, and initiates actions. Prominent parts of a nervous system include neurons and nerves, which are used in coordination. All parts of the nervous system are made of nervous tissue. The classification of the nervous system is mostly similar in humans as in other vertebrates.
[http://en.wikipedia.org/wiki/Nervous_system]
The nervous system is a highly specialized tissue network whose principal component are neurons. These cells are interconnected to each other in a complex arrange, and have the property of conducting, using electrochemical signals, a great variety of stimuli within the nervous tissue as well as from and towards most of the other tissues. Thus, neurons coordinate multiple functions in organisms.
[http://en.wikipedia.org/wiki/Nervous_system] 2007-11-07
Nervous System, those elements within the animal organism that are concerned with the reception of stimuli, the transmission of nerve impulses, or the activation of muscle mechanisms.
"Nervous System," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
The well-developed nervous systems and complex sense organs that have evolved in most animals enable them to monitor the environment and, in association with specialized movements, to respond rapidly and flexibly to changing stimuli.
"Animal," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
Όλα τα ζώα, εκτός από τους σπόγγους, διαθέτουν έναν τύπο νευρικού συστήματος, δηλαδή ένα δίκτυο νευρικών κυττάρων διευθετημένων κατά τέτοιο τρόπο, ώστε να συνιστούν οδούς σημάτων και πληροφοριών. Το απλούστερο δίκτυο είναι εκείνο στο οποίο τα κύτταρα σχηματίζουν γραμμές επικοινωνίας που λαμβάνουν πληροφορίες για την αλλαγή των συνθηκών μέσα και έξω από το σώμα, ενώ στη συνέχεια προκαλούν τη κατάλληλη αντίδραση σε μυς ή εκκριτικά κύτταρα. Αυτό το απλό σύστημα συναντάται σε ζώα όπως το Κνιδόζωα, δηλαδή τις θαλάσσιες ανεμώνες και τις μέδουσες. Τα νευρικά κύτταρα σχηματίζουν ένα χαλαρό δίκτυο που συνδέεται με συσταλτά ή εκκριτικά κύτταρα που είναι τοποθετημένα στην επιφάνεια του σώματος. Το σύστημα αυτό αποτέλεσε, με διάφορες προσθήκες, τη βάση του νευρικού συστήματος των ασπόνδυλων ζώων. Με την παρουσία των γαγγλίων (αθροίσματα νευρικών κυττάρων), που πρωτοεμφανίζονται στους πλατυέλμινθες, το νευρικό σύστημα διαφοροποιείται σε κεντρικό και περιφερειακό. Το νευρικό σύστημα των σπονδυλωτών, ακόμα και των πιο πρωτόγονων, είναι πολύ πιο πολύπλοκο σε σχέση με αυτό των ασπόνδυλων, ενώ παρουσιάζει παρόμοια βασική οργάνωση σε όλα τα είδη αυτής της ομάδας.
[RAM, ΕΠΙΣΤΗΜΗ 21ος ΑΙΩΝΑΣ, ΝΟΗΣΗ, Δεκέμβριος 2002, 15]
_GENERIC:
* entity.whole.system.governing.organism#cptCore84#
name::
* McsEngl.sysNrv'Autonomic-nervous-system,
* McsEngl.conceptCore84.6.7,
* McsEngl.ANS@cptCore85.7,
* McsEngl.autonomic'nervous'system@cptCore85.7,
* McsEngl.visceral'nervous'system@cptCore85.7,
_WHOLE:
* peripheral_nervous_system#cptCore84.6.6#
_DEFINITION:
The autonomic nervous system (ANS) (or visceral nervous system) is the part of the peripheral-nervous-system#ql:peripheral'nervous'system-*# that acts as a control system, maintaining homeostasis in the body. These maintenance activities are primarily performed without conscious control or sensation. The ANS has far reaching effects, including: heart rate, digestion, respiration rate, salivation, perspiration, diameter of the pupils, micturition (the discharge of urine), and sexual arousal. Whereas most of its actions are involuntary, some ANS functions work in tandem with the conscious mind, such as breathing. Its main components are its sensory system, motor system (comprised of the parasympathetic nervous system and sympathetic nervous system), and the enteric nervous system.
[http://en.wikipedia.org/wiki/Autonomic_nervous_system]
_PART:
* ENTERIC_NERVOUS_SYSTEM
* MOTOR_SYSTEM
* SENSORY_SYSTEM
* Its main components are its sensory system, motor system (comprised of the parasympathetic nervous system and sympathetic nervous system), and the enteric nervous system.
[http://en.wikipedia.org/wiki/Autonomic_nervous_system]
name::
* McsEngl.sysNrv'Central-nervous-system,
* McsEngl.conceptCore84.6.5,
* McsEngl.central-nervous-system@cptCore85.5,
* McsEngl.CNS@cptCore85.5,
====== lagoGreek:
* McsElln.κεντρικό-νευρικό-σύστημα,
_DEFINITION:
The central nervous system (CNS) represents the largest part of the nervous system, including the brain and the spinal cord. Together with the peripheral nervous system, it has a fundamental role in the control of behavior. The CNS is contained within the dorsal cavity, with the brain within the cranial cavity, and the spinal cord in the spinal cavity. The CNS is covered by the meninges. The brain is also protected by the skull, and the spinal cord is also protected by the vertebrae.
[http://en.wikipedia.org/wiki/Central_nervous_system]
Not all organism create "information". Only the higher-animals. All other systems react with a stimulus-responce mechanism.
[hmnSngo.2002-12-28_nikkas]
name::
* McsEngl.SPINAL-CORD,
* McsEngl.conceptCore84.6.11,
* McsEngl.spinal'cord@cptCore85.11,
_DEFINITION:
The spinal cord is a thin, tubular bundle of nerves that is an extension of the central nervous system from the brain and is enclosed in and protected by the bony vertebral column. The main function of the spinal cord is transmission of neural inputs between the periphery and the brain.
[http://en.wikipedia.org/wiki/Spinal_cord]
FUNCTION:
* Many functions are controlled by coordinated activity of the brain and spinal cord. Moreover, some behaviors such as simple reflexes and basic locomotion, can be executed under spinal cord control alone.
[http://en.wikipedia.org/wiki/Brain]
{time.520.000.000bp}:
* Ανακαλύφθηκε το αρχαιότερο απολίθωμα κεντρικού νευρικού συστήματος
01.03.2016
[http://www.ert.gr/anakalifthike-to-archeotero-apolithoma-kentrikou-nevrikou-sistimatos/]
name::
* McsEngl.sysNrv'Enteric-nervous-system,
* McsEngl.conceptCore84.6.8,
* McsEngl.ENS@cptCore85.8,
* McsEngl.enteric'nervous'system@cptCore85.8,
The enteric nervous system (ENS) is the part of the nervous system that directly controls the gastrointestinal system. It is capable of autonomous functions such as the coordination of reflexes, although it receives considerable innervation from the autonomic nervous system and thus is often considered a part of it. Its study is the focus of neurogastroenterology. It has as many as one billion neurons, one hundredth of the number of neurons in the brain, and considerably more than the number of neurons in the spinal cord.
[http://en.wikipedia.org/wiki/Enteric_nervous_system]
name::
* McsEngl.sysNrv'Motor-system,
* McsEngl.conceptCore84.6.9,
* McsEngl.motor'nervous'system@cptCore85.9,
* McsEngl.motor'system@cptCore85.9,
_DESCRIPTION:
motor system (comprised of the parasympathetic nervous system and sympathetic nervous system),
[http://en.wikipedia.org/wiki/Autonomic_nervous_system]
_PART:
* PARASYMPATHETIC_NERVOUS_SYSTEM
* SYMPATHETIC_NERVOUS_SYSTEM
name::
* McsEngl.sysNrv'Neurotransmitter,
* McsEngl.conceptCore84.6.29,
* McsEngl.neurotransmitter@cptCore85.29,
_DEFINITION:
A chemical substance, such as acetylcholine or dopamine, that transmits nerve impulses across a synapse.
ATTRIBEINO:
Neurotransmitters are one type of chemical that can influence thought and behavior. Another type of chemical that can influence thought and behavior is hormones. Neurotransmitters are chemicals that are produced by neurons and released at synapses. In contrast, hormones are chemicals that are produced by glandular cells and released into the blood stream, where they are carried all over the body. Hormones can influence cells over most of the body, in contrast to the very localized influence of neurotransmitters. Many (but not all) hormones work by fitting onto receptors on their target cells, just as neurotransmitters fit onto receptors.
[http://www.gpc.edu/~bbrown/psyc1501/brain/hormones.htm]
_GENERIC:
* entity.body.material.pure.chem_compound#cptCore942#
* entity.body.material.pure#cptCore742.3#
* entity.body.material#cptCore742#
* entity.body#cptCore538#
* entity#cptCore387#
Disorders associated with having too much or too little neurotransmitter Neurotransmitter Amount Associated Psychological Disorders
dopamine too much schizophrenia
dopamine too little Parkinson's disease
serotonin too little depression obsessive compulsive disorder
norepinephrine too little depression
acetylcholine too little Alzheimer's disease
[http://www.gpc.edu/~bbrown/psyc1501/brain/synapses.htm]
The chemical compound acetylcholine, often abbreviated as ACh, was the first neurotransmitter to be identified. It is a chemical transmitter in both the peripheral nervous system (PNS) and central nervous system (CNS) in many organisms including humans. Acetylcholine is one of many neurotransmitters in the autonomic nervous system (ANS) and the only neurotransmitter used in the somatic nervous system. Acetylcholine is the neurotransmitter in all autonomic ganglia.
[http://en.wikipedia.org/wiki/Acetylcholine]
name::
* McsEngl.sysNrv'Peripheral-nervous-system,
* McsEngl.conceptCore84.6.6,
* McsEngl.peripheral-nervous-system@cptCore85.6,
_DEFINITION:
The Peripheral nervous system resides or extends outside the "CNS" central nervous system (the brain and spinal cord) to serve the limbs and organs. Unlike the central nervous system, however, the PNS is not protected by bone, leaving it exposed to toxins and mechanical injuries. The peripheral nervous system is divided into the somatic nervous system and the autonomic nervous system.
_PART:
* SOMATIC_NERVOUS_SYSTEM
* AUTONOMIC_NERVOUS_SYSTEM#cptCore84.6.7#
* SENSORY_SYSTEM
* EFFERENT_SYSTEM
* RELAY_SYSTEM
* The peripheral nervous system can be classified either by direction of neurons or by function.
By direction
There are three types of directions of the neurones:
* Sensory system by sensory neurons, which carry impulses from a receptor to the CNS
* Efferent system by motor neurons, which carry impulses from the CNS to an effector
* Relay system by relay neurons, which transmit impulses between the sensory and motor neurones. However, there are relay neurons in the CNS as well.
By function
By function, the peripheral nervous system is divided into the somatic nervous system and the autonomic nervous system. The somatic nervous system is responsible for coordinating the body movements, and also for receiving external stimuli. It is the system that regulates activities that are under conscious control. The autonomic nervous system is then split into the sympathetic division, parasympathetic division, and enteric division. The sympathetic nervous system responds to impending danger or stress, and is responsible for the increase of one's heartbeat and blood pressure, among other physiological changes, along with the sense of excitement one feels due to the increase of adrenaline in the system. The parasympathetic nervous system, on the other hand, is evident when a person is resting and feels relaxed, and is responsible for such things as the constriction of the pupil, the slowing of the heart, the dilation of the blood vessels, and the stimulation of the digestive and genitourinary systems. The role of the enteric nervous system is to manage every aspect of digestion, from the esophagus to the stomach, small intestine and colon.
[http://en.wikipedia.org/wiki/Peripheral_nervous_system]
name::
* McsEngl.sysNrv'ResourceInfHmnn,
Bose, Sir Jagadis Chandra (1858-1937), Indian physicist and plant physiologist. Educated at St Xavier's College, Calcutta, and Cambridge University, he served as Professer of Physics at Presidency College in Calcutta from 1885 to 1915. He founded the Bose Research Institute, Calcutta, in 1917, and was its director until 1937.
Beginning his career as a physicist, Bose later extended his interests to the field of plant physiology, on which he published numerous books, such as Response in the Living and Nonliving (1902) and The Nervous Mechanism of Plants (1926). He also designed new forms of apparatus, including a hypersensitive crescograph (a device to measure growth) able to magnify the movement of plants ten million times. His observations of the similarities of living and nonliving systems in their response to certain external stimuli led him to draw important parallels between the behaviour of plant and animal tissues, resulting in insights which were much ahead of his time.
Bose's contribution to theoretical science was no less substantial, and in 1920 he became the first Indian to be elected Fellow of the Royal Society.
"Bose, Sir Jagadis Chandra," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.sysNrv'Sensor,
* McsEngl.nerve-sensor, {2012-12-15}
* McsEngl.sensor.nerve, {2012-12-15}
In a sensory system, a sensory receptor is a sensory nerve ending that responds to a stimulus in the internal or external environment of an organism. In response to stimuli the sensory receptor initiates sensory transduction by creating graded potentials or action potentials in the same cell or in an adjacent one.
[http://en.wikipedia.org/wiki/Sensory_receptor]
name::
* McsEngl.sysNrv'sense-system (snssys),
* McsEngl.conceptCore84.6.4,
* McsEngl.sense-system,
* McsEngl.sensory-system@cptCore85.4,
* McsEngl.snssys@cptCore84.6.4, {2016-02-29}
* McsEngl.senssys@cptCore85.4, {2012-11-09}
snssys'WHOLE:
* PERIPHERAL_NERVOUS_SYSTEM#cptCore84.6.6#
_DEFINITION:
* Definition of "sense"
There is no firm agreement among neurologists as to exactly how many senses there are, because of differing definitions of a sense. In general, one can say that a "sense" is a faculty by which outside stimuli are perceived. School children are routinely taught that there are five senses (sight, hearing, touch, smell, taste; a classification traditionally attributed to Aristotle). It is generally agreed that there are at least nine different senses in humans, and a minimum of two more observed in other organisms.
A broadly acceptable definition of a sense would be "a system that consists of a sensory cell type (or group of cell types) that responds to a specific kind of physical phenomenon, and that correspond to a defined region (or group of regions) within the brain where the signals are received and interpreted." Where disputes as to the number of senses arise is with regard to the exact classification of the various cell types and their mapping to regions of the brain.
[http://en.wikipedia.org/wiki/Sense] 2007-11-08
===
A sensory system is a part of the nervous system responsible for processing sensory information. A sensory system consists of
- sensory receptors,
- neural pathways, and
- parts of the brain involved in sensory perception.
Commonly recognized sensory systems are those for vision, hearing, somatic sensation (touch), taste and olfaction (smell).
[http://en.wikipedia.org/wiki/Sensory_system]
snssys'PART:
* preconcepting#cptCore475.162#
* information.brainal.preconceptal#cptCore181.66#
* SENSORY_NEURON#ql:sensory'neuron-*##cptCore83.4i#
* SENSORY_RECEPTOR#cptCore84.6.28: attPar#
name::
* McsEngl.snssys'RECEPTOR,
* McsEngl.conceptCore84.6.28,
* McsEngl.sensory-receptor@cptCore85.28,
_DEFINITION:
In a sensory system, a sensory receptor is a structure that recognizes a stimulus in the internal or external environment of an organism. In response to stimuli the sensory receptor initiates sensory transduction by creating graded potentials or action potentials in the same cell or in an adjacent one.
[http://en.wikipedia.org/wiki/Sensory_receptor]
name::
* McsEngl.snssys.specific,
_SPECIFIC: snssys.alphabetically:
* snssys.sight#cptCore84.6.12#
* snssys.hearing#cptCore84.6.13#
* snssys.touch#cptCore84.6.14#
* snssys.smell#cptCore84.6.15#
* snssys.taste#cptCore84.6.16#
* snssys.TEMERATURE_SYSTEM#cptCore84.6.17#
* snssys.PAIN_SYSTEM#cptCore84.6.17#
_SPECIFIC: snssys.SPECIFIC_DIVISION.HOMO ===
* snssys.human#cptHBody311#
* sensyss.humanNo
_SPECIFIC: snssys.SPECIFIC_DIVISION.STIMULI ===
* EXTERNAL_SENSORY_SYSTEM#cptCore84.6.19#
* INTERNAL_SENSORY_SYSTEM#cptCore84.6.20#
_SPECIFIC: snssys.SPECIFIC_DIVISION.CONSCIOUSNESS ===
* CONSCIOUS
* UNCONSCIOUS
name::
* McsEngl.snssys.NONHUMAN,
* McsEngl.conceptCore84.6.27,
* McsEngl.nonhuman'sensory'system@cptCore85.27,
* McsEngl.sensory'system'nonhuman@cptCore85.27,
_DEFINITION:
Nonhuman-sensory-system is any other existing sensory-system that humans does NOT have.
[hmnSngo.2007-11-09_KasNik]
_SPECIFIC:
* ECHOLOCATION_SYSTEM#cptCore85.24#
* ELECTROCEPTION_SYSTEM#cptCore85.25#
* MAGNETOCEPTION_SYSTEM#cptCore85.26#
name::
* McsEngl.snssys.EXTERNAL,
* McsEngl.conceptCore84.6.19,
* McsEngl.external'sensory'system@cptCore85.19,
* McsEngl.exteroceptive'sensory'system@cptCore85.19,
_DEFINITION:
External-sensory-system is a SENSORY_SYSTEM that perceives a STIMULUS outside of the organism that perceives it.
[hmnSngo.2007-11-09_KasNik]
* ΣΩΜΑΤΙΚΕΣ/ΕΙΔΙΚΕΣ: Τις αισθήσεις τις διακρίνουμε σε ΣΩΜΑΤΙΚΕΣ (πόνος, κνησμός, αίσθηση θερμού-ψυχρού, δίψας, πεινας) και σε ΕΙΔΙΚΕΣ (όραση, ακοή, όσφρηση, γεύση)
[ΑΡΓΥΡΗΣ, 1994, 96#cptResource29#]
_SPECIFIC:
* SIGHT
* HEARING
* SMELL
* TASTE
* TOUCH
* the six exteroceptive senses (sight, taste, smell, touch, hearing, and balance) by which we perceive the outside world
[http://en.wikipedia.org/wiki/Proprioception]
name::
* McsEngl.snssys.INTERNAL,
* McsEngl.conceptCore84.6.20,
* McsEngl.internal'sensory'system@cptCore85.20,
* McsEngl.interoceptive'sensory'system@cptCore85.20,
_DEFINITION:
Internal-sensory-system is a SENSORY_SYSTEM that perceives a STIMULUS from inside of the organism that perceives it.
[hmnSngo.2007-11-09_KasNik]
_SPECIFIC:
* HUNGER_SYSTEM#cptCore84.6.21#
* THIRST_SYSTEM
* An internal sense is "any sense that is normally stimulated from within the body."[2]
* Hunger and thirst are "varieties of sense".[3]
* epigastric sense is a "weak, sinking or anxious feeling localized in the stomach", as in nausea.[4]
* time sense is "the ability to appreciate time intervals, especially in sound and in music".[5]
* vascular sense is "the sensation felt when there is a change in vascular tone, as in blushing".[6]
* gagging is accompanied by a sensation felt when a foreign object such as food enters the windpipe.
* esophageal senses are sensations felt in the throat when swallowing, vomiting, or during acid reflux.
* excretory senses are sensations felt in the urinary bladder or rectum.
[http://en.wikipedia.org/wiki/Sense] 2007-11-09
* interoceptive senses, by which we perceive the pain and the stretching of internal organs
[http://en.wikipedia.org/wiki/Proprioception]
name::
* McsEngl.snssys.VISUAL,
* McsEngl.conceptCore84.6.12,
* McsEngl.sight'sensory'system@cptCore85.12,
* McsEngl.vision'sensory'system@cptCore85.12,
* McsEngl.visual'nervous'system@cptCore85.12,
_DESCRIPTION:
The visual system is the part of the nervous system which allows organisms to see. It interprets the information from visible light to build a representation of the world surrounding the body. The visual system has the complex task of (re)constructing a three dimensional world from a two dimensional projection of that world. The psychological manifestation of visual information is known as visual perception.
[http://en.wikipedia.org/wiki/Visual_system]
_FUNCTION:
* VIDUDINO#cptCore475.12#
_PRODUCT:
* VISUAL_SENSEPTO#cptCore760.1#
_SPECIFIC:
* HUMAN_VISUAL_SYSTEM#cptHBody312#
* Pit vipers and some boas have organs that allow them to detect infrared light, such that these snakes are able to sense the body heat of their prey. The common vampire bat may also have an infrared sensor on its nose.[7] Infrared senses are, however, just sight in a different light frequency range. It has been found that birds and some other animals are tetrachromats and have the ability to see in the ultraviolet down to 300 nanometers. Bees are also able to see in the ultraviolet.
[http://en.wikipedia.org/wiki/Sense]
name::
* McsEngl.snssys.HEARING,
* McsEngl.conceptCore84.6.13,
* McsEngl.hearing'sensory'system@cptCore85.12,
* McsEngl.audition'nervous'system@cptCore85.12,
Hearing or audition is the sense of sound perception and results from tiny hair fibres in the inner ear detecting the motion of a membrane which vibrates in response to changes in the pressure exerted by atmospheric particles within (at best) a range of 9 to 22000 Hz, however this changes for each individual. Sound can also be detected as vibrations conducted through the body by tactition. Lower and higher frequencies than can be heard are detected this way only. The inability to hear is called deafness.
[http://en.wikipedia.org/wiki/Sense]
_FUNCTION:
* EARUDINO#cptCore475.11#
name::
* McsEngl.snssys.SOMATOSENSORY,
* McsEngl.conceptCore84.6.14,
* McsEngl.somatic'sense@cptCore85.14,
* McsEngl.somatosensory'system@cptCore85.14,
_DEFINITION:
The somatosensory system is a sensory system that detects experiences labelled as touch or pressure, temperature (warm or cold), pain (including itch and tickle), as well as proprioception, which is the sensations of muscle movement and joint position including posture, movement, visceral (internal) senses and facial expression. Visceral senses have to do with sensory information from within the body, such as stomach aches.
Touch may be considered one of five human senses; however, when a person touches something or somebody this gives rise to various feelings: the perception of pressure (hence shape, softness, texture, vibration, etc.), relative temperature and sometimes pain. Thus the term "touch" is actually the combined term for several senses. In medicine, the colloquial term "touch" is usually replaced with somatic senses, to better reflect the variety of mechanisms involved.
[http://en.wikipedia.org/wiki/Somatosensory_system] 2007-11-07
Anatomy
The somatosensory system is spread through all major parts of the nervous system
Periphery
In the periphery, the somatosensory system detects various stimuli by sensory receptors, e.g. by mechanoreceptors.
Spinal cord
In the spinal cord, the somatosensory system [1] consists of ascending pathways from the body to the postcentral gyrus in the cerebral cortex, namely the Dorsal Column Medial Lemniscal pathway, the Ventral Spinothalamic pathway, ventral and dorsal spinocerebellar tracts.
Brain
The primary somatosensory area in the human cortex is located in the postcentral gyrus of the parietal lobe. The postcentral gyrus is the location of the primary somatosensory area, the main sensory receptive area for the sense of touch. Like other sensory areas, there is a map of sensory space called a homunculus in this location. For the primary somatosensory cortex, this is called the sensory homunculus. Areas of this part of the human brain map to certain areas of the body, dependent on the amount or importance of somatosensory input from that area. For example, there is a large area of cortex devoted to sensation in the hands, while the back has a much smaller area.
[http://en.wikipedia.org/wiki/Somatosensory_system] 2007-11-07
Physiology
A somatosensory pathway typically has three long neurons[2]: primary, secondary and tertiary (or first, second, and third).
* The first neuron always has its body in the dorsal root ganglion of the spinal nerve (if sensation is in head or neck, it will be the trigeminal nerve ganglia or ganglia of other sensory nerves).
* The second neuron has its body either in the spinal cord or in the brainstem, and will cross (or decussate) to the opposite side and terminate in the thalamus. In the case of the somatosensory system, the pathways all terminate in the ventral posterior nucleus (VPN) of the thalamus.
* The third neuron has its body in the VPN of the thalamus and ends in the postcentral gyrus of the parietal lobe.
[http://en.wikipedia.org/wiki/Somatosensory_system] 2007-11-07
Technology
The new research area of haptic technology allows to provide touch sensation in virtual and real environments. This exciting new area has started to provide critical insights into touch capabilities.
[http://en.wikipedia.org/wiki/Somatosensory_system] 2007-11-07
name::
* McsEngl.snssys.SMELL,
* McsEngl.conceptCore84.6.15,
* McsEngl.smell'sensory'system@cptCore85.15,
* McsEngl.olfaction'nervous'system@cptCore85.15,
_DEFINITION:
Smell or olfaction is the other "chemical" sense. Unlike taste, there are hundreds of olfactory receptors, each binding to a particular molecular feature. Odor molecules possess a variety of features and thus excite specific receptors more or less strongly. This combination of excitatory signals from different receptors makes up what we perceive as the molecule's smell. In the brain, olfaction is processed by the olfactory system. Olfactory receptor neurons in the nose differ from most other neurons in that they die and regenerate on a regular basis. The inability to smell is called anosmia.
[http://en.wikipedia.org/wiki/Sense#Smell] 2007-11-08
_FUNCTION:
* NAZUDINO#cptCore475.13#
_PRODUCT:
* SMELL_SENSEPTO#cptCore760.4#
_SPECIFIC:
* HUMAN_SMELL_SYSTEM#cptHBody318#
* Among non-human species, dogs have a much keener sense of smell than humans, although the mechanism is similar. Insects have olfactory receptors on their antennae.
[http://en.wikipedia.org/wiki/Sense]
name::
* McsEngl.snssys.TASTE,
* McsEngl.conceptCore84.6.16,
* McsEngl.taste'sensory'system@cptCore85.15,
* McsEngl.gustation'nervous'system@cptCore85.15,
====== lagoEsperanto:
* McsEngl.gusti@lagoEspo,
* McsEspo.gusti,
* McsEngl.gustumi@lagoEspo,
* McsEspo.gustumi,
* McsEngl.gustumo@lagoEspo,
* McsEspo.gustumo,
* McsEngl.gusto@lagoEspo,
* McsEspo.gusto,
Taste or gustation is one of the two main "chemical" senses. It is well-known that there are at least four types of taste "bud" (receptor) on the tongue and hence there are anatomists who argue that these in fact constitute four or more different senses, given that each receptor conveys information to a slightly different region of the brain. The inability to taste is called ageusia.
The four well-known receptors detect sweet, salt, sour, and bitter, although the receptors for sweet and bitter have not been conclusively identified. A fifth receptor, for a sensation called umami, was first theorised in 1908 and its existence confirmed in 2000[1]. The umami receptor detects the amino acid glutamate, a flavor commonly found in meat and in artificial flavourings such as monosodium glutamate.
[http://en.wikipedia.org/wiki/Sense] 2007-11-08
_FUNCTION:
* NAZUDINO#cptCore475.13#
name::
* McsEngl.snssys.TEMPERATURE,
* McsEngl.conceptCore84.6.17,
* McsEngl.temperature'sensory'system@cptCore85.17,
Thermoception or thermoreception is the sense by which an organism perceives temperature. In larger animals, most thermoception is done by the skin. The details of how temperature receptors work is still being investigated. Mammals have at least two types of sensor: those that detect heat (i.e. temperatures above body temperature) and those that detect cold (i.e. temperatures below body temperature).
[http://en.wikipedia.org/wiki/Thermoception]
_FUNCTION:
* TEMPERATURE_SENSUDINO#cptCore475.345#
name::
* McsEngl.snssys.HUNGER,
* McsEngl.conceptCore84.6.21,
* McsEngl.hunger'sensory'system@cptCore85.18,
_FUNCTION:
* HUNGER_SENSUDINO#cptCore475.20#
name::
* McsEngl.snssys.PAIN,
* McsEngl.conceptCore84.6.18,
* McsEngl.pain'sensory'system@cptCore85.18,
Pain
Nociception (physiological pain) is the nonconscious perception of near-damage or damage to tissue. It can be classified as from one to three senses, depending on the classification method. The three types of pain receptors are cutaneous (skin), somatic (joints and bones) and visceral (body organs). For a considerable time, it was believed that pain was simply the overloading of pressure receptors, but research in the first half of the 20th century indicated that pain is a distinct phenomenon that intertwines with all other senses, including touch. Pain was once considered a wholly subjective experience, but recent studies show that pain is registered in the anterior cingulate gyrus of the brain.
[http://en.wikipedia.org/wiki/Sense]
_FUNCTION:
* PAIN_SENSUDINO#cptCore475.24#
name::
* McsEngl.snssys.BALANCE,
* McsEngl.conceptCore84.6.22,
* McsEngl.acceleration'sensory'system@cptCore85.22,
* McsEngl.equilibriocepton'sensory'system@cptCore85.22,
* McsEngl.balance'sensory'system@cptCore85.22,
Balance and Acceleration
Equilibrioception, the vestibular sense, is the perception of balance or acceleration and is mainly related to cavities containing fluid in the inner ear. There is some disagreement as to whether this also includes the sense of "direction" or orientation. However, as with depth perception earlier, it is generally regarded that "direction" is a post-sensory cognitive awareness.
[http://en.wikipedia.org/wiki/Sense]
_FUNCTION:
* BALANCE_SENSUDINO#cptCore#
* SENSUDINO_BALANCE_HUMAN#cptHBody315#
_PRODUCT:
* BALANCE_SENSEPTO#cptCore#
_SPECIFIC:
* HUMAN_BALANCE_SYSTEM#cptHBody#
* Ctenophores have a balance receptor (a statocyst) that works very differently from the mammalian semi-circular canals.
[http://en.wikipedia.org/wiki/Sense]
name::
* McsEngl.snssys.BODY'AWARENESS,
* McsEngl.conceptCore84.6.23,
* McsEngl.body'awareness'sensory'system@cptCore85.23,
* McsEngl.kinesthetic'sensory'system@cptCore85.23,
* McsEngl.proprioception'sensory'system@cptCore85.23,
Body awareness
Proprioception, the kinesthetic sense, is the perception of body awareness and is a sense that people are frequently not aware of, but rely on enormously. More easily demonstrated than explained, proprioception is the "unconscious" awareness of where the various regions of the body are located at any one time. (This can be demonstrated by anyone's closing the eyes and waving the hand around. Assuming proper proprioceptive function, at no time will the person lose awareness of where the hand actually is, even though it is not being detected by any of the other senses). It can be used in reaction time. Proprioception and touch are related in subtle ways, and their impairment results in surprising and deep deficits in perception and action (Robles-De-La-Torre 2006). In contrast, an octopus has no or limited proprioception due to the complicated shapes their tentacles can form.
[http://en.wikipedia.org/wiki/Sense]
_FUNCTION:
* BODY'AWARENESS_SENSUDINO#cptCore#
name::
* McsEngl.snssys.ECHOLOCATION,
* McsEngl.conceptCore84.6.24,
* McsEngl.echolocation'sensory'system@cptCore85.24,
Echolocation is the ability to determine orientation to other objects through interpretation of reflected sound (like sonar). Bats and cetaceans are noted for this ability, though some other animals use it, as well. It is most often used to navigate through poor lighting conditions or to identify and track prey. There is currently an uncertainty whether this is simply an extremely developed post-sensory interpretation of auditory perceptions or it actually constitutes a separate sense. Resolution of the issue will require brain scans of animals while they actually perform echolocation, a task that has proven difficult in practice. Blind people report they are able to navigate by interpreting reflected sounds (esp. their own footsteps), a phenomenon which is known as Human echolocation.
[http://en.wikipedia.org/wiki/Sense]
name::
* McsEngl.snssys.ELECTROCEPTION,
* McsEngl.conceptCore84.6.25,
* McsEngl.electroception'sensory'system@cptCore85.25,
* McsEngl.electroreception'sensory'system@cptCore85.25,
_DESCRIPTION:
Electroception (or "electroreception"), the most significant of the non-human senses, is the ability to detect electric fields. Several species of fish, sharks and rays have evolved the capacity to sense changes in electric fields in their immediate vicinity. Some fish passively sense changing nearby electric fields; some generate their own weak electric fields, and sense the pattern of field potentials over their body surface; and some use these electric field generating and sensing capacities for social communication. The mechanisms by which electroceptive fishes construct a spatial representation from very small differences in field potentials involve comparisons of spike latencies from different parts of the fish's body.
The only order of mammals that is known to demonstrate electroception is the monotreme order. Among these mammals, the platypus[8] has the most acute sense of electroception.
Body modification enthusiasts have experimented with magnetic implants to attempt to replicate this sense,[9] however in general humans (and probably other mammals) can detect electric fields only indirectly by detecting the effect they have on hairs. An electrically charged balloon, for instance, will exert a force on human arm hairs, which can be felt through tactition and identified as coming from a static charge (and not from wind or the like). This is however not electroception as it is a post-sensory cognitive action.
[http://en.wikipedia.org/wiki/Sense]
name::
* McsEngl.snssys.MAGNETOCEPTION,
* McsEngl.conceptCore84.6.26,
* McsEngl.magnetoception'sensory'system@cptCore85.26,
* McsEngl.magentoreception'sensory'system@cptCore85.26,
_DEFINITION:
Magnetoception (or "magnetoreception") is the ability to detect fluctuations in magnetic fields and is most commonly observed in birds, though it has also been observed in insects such as bees. Although there is no dispute that this sense exists in many avians (it is essential to the navigational abilities of migratory birds), it is not a well-understood phenomenon[10]. There is experimental and physical evidence to suggest this sense exists in a weak form in humans.
Magnetotactic bacteria build miniature magnets inside themselves and use them to determine their orientation relative to the Earth's magnetic field.
[http://en.wikipedia.org/wiki/Sense]
name::
* McsEngl.sysNrv'Signal,
* McsEngl.conceptCore84.6.31,
* McsEngl.signal.animal@cptCore84.6.31, {2012-12-16}
name::
* McsEngl.sysNrv'Somatic-nervous-system,
* McsEngl.conceptCore84.6.10,
* McsEngl.somatic-nervous-system@cptCore84.6.10,
_WHOLE:
* peripheral_nervous_system#cptCore84.6.6#
_DEFINITION:
The somatic nervous system is the part of the peripheral nervous system associated with
- the voluntary control of body movements through the action of skeletal muscles, and
- with reception of external stimuli, which helps keep the body in touch with its surroundings (e.g., touch, hearing, and sight).
The system includes all the neurons connected with muscles, skin and sense organs. The somatic nervous system consists of afferent nerves that receive sensory information from external sources and transmit them to the brain, and efferent nerves responsible for receiving brain communications for, say, muscle contraction.
[http://en.wikipedia.org/wiki/Somatic_nervous_system]
name::
* McsEngl.sysNrv.specific,
_SPECIFIC:
* AMPHIBIAN-GOVERNANCE-SYSTEM#cptCore84.6.1#
* HUMAN-NERVOUS-SYSTEM#cptHBody030#
_SPECIFIC_DIVISION.BRAIN:
* BRAIN--NERVOUS-SYSTEM#cptCore84.6.3#
* NONBRAIN--NERVOUS-SYSTEM#cptCore84.6.2#
Nervous systems are found in most multicellular animals, but vary greatly in complexity.[1] The only multicellular animals that have no nervous system at all are sponges, placozoans and mesozoans, which have very simple body plans. The nervous systems of ctenophores (comb jellies) and cnidarians (e.g., anemones, hydras, corals and jellyfishes) consist of a diffuse nerve net. All other types of animals, with the exception of a few types of worms, have a nervous system containing a brain, a central cord (or two cords running in parallel), and nerves radiating from the brain and central cord. The size of the nervous system ranges from a few hundred cells in the simplest worms, to on the order of 100 billion cells in humans.
[http://en.wikipedia.org/wiki/Nervous_system]
name::
* McsEngl.sysNrv.AMPHIBIAN,
* McsEngl.conceptCore84.6.1,
* McsEngl.governance'system.amphibian@cptCore85.1,
* McsEngl.nervous-system.amphibian@cptCore85.1,
_DESCRIPTION:
* Because the skeletal, muscular, digestive, nervous, and other systems of the typical amphibian are similar to those of higher animals, many biology students study the frog to learn about these systems. The amphibian brain, however, is notable in that the cerebellum is a mere connecting band.
"Amphibian," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
_CREATED: {2003-04-25|2002-12-17}
name::
* McsEngl.sysNrv.BRAIN,
* McsEngl.conceptCore84.6.3,
* McsEngl.brain-nervous-system@cptCore85.3,
EVOLUTION:
This concept is merged with BRAINO#cptCore21: attPar#
on 2007-11-28
name::
* McsEngl.sysNrv.brain.HUMAN,
* McsEngl.conceptCore388,
* McsEngl.human--brain-nervous-system@cptCore388,
* McsEngl.human'mind-system@cptCore388,
* McsEngl.psyche-system@cptCore388,
====== lagoGreek:
* McsElln.σύστημα-ψυχισμού@cptCore388,
====== lagoEsperanto:
* McsEngl.menso@lagoEspo,
* McsEspo.menso,
* McsEngl.observi@lagoEspo,
* McsEspo.observi,
* McsEngl.intelekto@lagoEspo,
* McsEspo.intelekto,
name::
* McsEngl.psyche.SetConcept,
ψυχή η [psixi] Ο29 :
1α.το ένα από τα δύο βασικά στοιχεία που συνθέτουν την ανθρώπινη φύση: Ο άνθρωπος αποτελείται από σώμα και ~. Οι δυο τους είναι ένα σώμα, μια ~, συνεννοούνται πολύ καλά, ταιριάζουν. (τρυφερή προσφών.): ~ μου! || (φιλοσ.) ~ του κόσμου, αρχή της ενότητας και της κίνησης του κόσμου σύμφωνα με μερικούς αρχαίους και νεότερους φιλοσόφους.
ΦΡ βγάζω την ~ κάποιου (ανάποδα), ταλαιπωρώ κπ.: Mου έβγαλε την ~ ώσπου να με εξυπηρετήσει. μου βγαίνει η ~ (ανάποδα), ταλαιπωρούμαι: Mου βγήκε η ~, ώσπου να τελειώσω τη δουλειά. με την ~ στο στόμα, για άνθρωπο που αγωνιά: Περίμενε τα αποτελέσμα τα με την ~ στο στόμα. πήγε η ~ μου στην Kούλουρη*. άβυσσος* η ~ του ανθρώπου. τι ~ έχει κτ;, τι αξία έχει;, για κτ. που θεωρείται ευτελούς αξίας: Tι ~ έχει ένα κατοστάρικο;
β. (θεολ.) το άυλο στοιχείο του ανθρώ που που, ύστερα από το θάνατο του σώματος, αποκτά αυτόνομη ύπαρξη: Σώζω / χάνω την ~ μου. H σωτηρία της ψυχής. (ειρ. για ηλικιωμένο) Kαλή ~. (ευχή για νεκρό) ο Θεός ας αναπαύσει την ~ του. (όρκος) στην ~ του πατέρα μου! (έκφρ.) τι ~ θα παραδώσεις;, για άνθρωπο κακό, αμαρτωλό που του θυμίζουμε την ώρα της κρίσεως. ΦΡ πουλώ* την ~ μου στο διάβολο. ΠAΡ ΦΡ παρηγοριά* στον άρρωστο, ώσπου να βγει η ~ του. (γνωμ.) πρώτα βγαίνει η ~ κι ύστερα το χούι*.
2. ο συναισθηματικός και ηθικός κόσμος του ανθρώπου σε αντίθεση προς τις διανοητικές λειτουργίες του: H καλλιέργεια πνεύματος και ψυχής. Έχει καλή / αγγελι κή / σκληρή / μαύρη ~, καρδιά. Mεγάλο κρίμα βαραίνει την ~ του, τη συνείδησή του. Bοήθησε με όλη του την ~ / με ~ και με καρδιά, με μεγάλη προθυμία. Tα λόγια του έβγαιναν από την ~ του, ήταν ειλικρινή. Tον είδα να υποφέρει και τον πόνεσε η ~ μου, τον λυπήθηκα πολύ. Mε πονάει η ~ μου βλέποντας τόση δυστυχία, λυπάμαι πολύ. Xάρηκε η ~ μου φαγητό σήμερα. Xαίρεται με την ~ του. H ελληνική ~, τα χαρακτηριστικά γνωρίσματα του ελληνικού χαρακτήρα, π.χ. το φιλότιμο. (λόγ. έκφρ.) εκ βάθους ψυχής, από τα βάθη της ψυχής. (απαρχ. έκφρ.) ~ τε και σώματι*.
ΦΡ εν βρασμώ* ψυχής. μαυρίζει* η ~ κάποιου. (γνωμ.) όποια η μορφή* τέτοια και η ~.
3. άνθρωπος: Δεν υπάρχει ~ στο δρόμο. ~ δεν πάτησε σήμερα στο μαγαζί. (για άνθρ. που έχουμε καιρό να δούμε): Tι γίνεται / πού βρίσκεται αυτή η ~; ~ ζώσα*. Aδελφή* ~. ΦΡ ο Θεός και η ~ του, για κπ. που μόνο ο ίδιος γνωρίζει τις ενέργειές του, τις πράξεις του.
4α. θάρρος: Ο Έλληνας πολέμησε πάντα με ~. Aυτός ο άνθρωπος έχει ~, είναι ψυχωμένος. ΦΡ το λέει η ~ του, είναι θαρραλέος.
β. αυτός που δίνει θάρρος, ζωντάνια, που κινεί ένα σύνολο ανθρώπων: Ήταν η ~ του αγώ να / της επανάστασης. H μητέρα είναι η ~ του σπιτιού. Ο διευθυντής είναι η ~ του εργοστασίου.
5. (ζωολ.) πεταλούδα.
ψυχούλα η YΠΟKΟΡ στη σημ. 1. ψυχάρα* η MΕΓΕΘ. [1-2, 4-5: αρχ. ψυχή· 3: ελνστ. σημ.· μσν. ψυχούλα < ψυχ(ή) -ούλα]
[http://www.greek-language.gr/greekLang/modern_greek/tools/lexica/triantafyllides/search.html?lq=%CF%88%CF%85%CF%87%CE%AE&dq=] 2015-05-13
ΕΡ: Υπάρχει τελικά ψυχή και τι εννοούμε σήμερα με αυτό τον όρο, υπό το φως των σύγχρονων επιστημονικών ανακαλύψεων;
ΑΠ: Η μεγάλη πλειονότητα των νευροεπιστημόνων δεν θεωρεί ότι χρειάζεται ο όρος «ψυχή». Δεν θεωρούν ότι υπάρχει "φάντασμα μέσα στη μηχανή", στον οργανισμό μας. Η ψυχολογία έχασε την ψυχή της το 1930, όταν οι ψυχολόγοι (σ.σ. οι μπιχεβιοριστές) σταμάτησαν να μιλάνε για ψυχή και άρχισαν να μιλάνε για συμπεριφορά, για ερέθισμα-αντίδραση. Σήμερα πια ο ψυχολόγος δεν χρειάζεται να επικαλεσθεί τον όρο «ψυχή» για να δουλέψει με έναν ασθενή που έχει μία φοβία, μια κατάθλιψη, μια έμμονη ιδέα. Βέβαια, δεν μπορεί να αποδειχθεί ότι δεν υπάρχει ψυχή.
Αρκείσαι να πεις ότι δεν υπάρχει κάποια ένδειξη γι' αυτήν και ότι δεν χρειάζεσαι να την επικαλεσθείς για να κάνεις τη δουλειά σου ως ψυχολόγος. Βέβαια, η ευθύνη της απόδειξης δεν είναι δικιά μου, αλλά εκείνου που ισχυρίζεται ότι υπάρχει ψυχή.
[http://www.nooz.gr/science/den-uparxei-psuxi-ola-pigazoun-apo-ton-egkefalo, Παξινός Γιώργος]
Η ΕΤΥΜΟΛΟΓΙΑ ΤΩΝ ΛΕΞΕΩΝ «ΨΥΧΗ» ΚΑΙ «ΣΩΜΑ»
Posted by Αστυδάμεια Ιπποδάμειας at 10:25 Η ΓΩΝΙΑ ΤΟΥ ΜΕΓΙΣΤΙΑ Add comments
Ιουλ 27 2014
Μία από τις μεγαλύτερες αρετές της Ελληνικής γλώσσης, είναι ότι η κάθε λέξις της καθορίζει επακριβώς την έννοια του πράγματος, το οποίον ονοματίζει! Υπάρχει δηλαδή μία σαφής και άμεσος σχέσις μεταξύ του σημαίνοντος (λέξεως, ονόματος) και του σημαινομένου (εννοίας). Η κάθε λέξις, η οποία ονοματοδοτεί ένα πράγμα, καταδεικνύει με απόλυτη ακρίβεια την έννοια ή τις έννοιες, οι οποίες το χαρακτηρίζουν.
Στο γραπτό αυτό πόνημα θα μας απασχολήσει η ετυμολογία, δηλαδή η αναζήτησις της αληθινής έννοιας, δύο λέξεων, οι οποίες ως οντότητες συνυπάρχουν και συμβιούν στον αισθητόν κόσμον: Είναι οι λέξεις «ψυχή» και «σώμα». Οδηγός και διδάσκαλός μας στην αναζήτησίν μας αυτήν θα είναι ο κατά τον χρησμόν του Μαντείου των Δελφών, σοφότερος των ανθρώπων Σωκράτης, μέσα από τον υπέροχον διάλογον του Πλάτωνος «Κρατύλον».
Α) Ψ Υ Χ Η
Με την λέξιν αυτήν, οι πανάρχαιοι και πάνσοφοι ονοματοθέτες, ονομάτισαν την οντότητα, η οποία είναι υπαίτιος της φύσεως των σωμάτων στο να ζούν και να κινούνται. Η λέξις ψ υ χ ή λοιπόν, εμπεριέχει εντός της τις λέξεις φ ύ σ ι ς, ο χ ε ί και έ χ ε ι. Διότι η ψυχή είναι η δύναμις, η οποία κατέχει και οχεί την φύσιν του σώματος, δηλαδή την κουβαλάει και την κρατάει σταθερήν.
Έτσι οι τρείς αυτές λέξεις με τις έννοιές τους, συμπλεκόμενες παράγουν την λέξιν φ υ σ έ χ η, η οποία χάριν κομψότητος και ευφωνίας, μετατρέπεται σε ψ υ χ ή.
Β) Σ Ω Μ Α
Η λέξις σ ώ μ α, με μία μικρήν παραλλαγήν, γίνεται σήμα, το οποίον και σημαίνει τον τάφον. Επίσης, η πρώτη συλλαβή της (σ ω-), είναι το θέμα του ρήματος σώζω.
Εκ των δύο τούτων εννοιών παράγεται το όνομα σ ώ μ α, το οποίον χαρακτηρίζει τον υλικόν φορέα της ψυχής και εξηγείται ως ο τάφος αυτής, ή το δεσμωτήριόν της, όπου η ψυχή φυλακισμένη σώζεται από τα κρίματά της.
Ο Σωκράτης μας πληροφορεί ότι οι ονοματοθέτες της λέξεως αυτής ήταν οι Ορφικοί, οι οποίοι θεωρούσαν ότι μέσα στο σώμα η ψυχή καθαρίζεται από τα πάθη της, διά τα οποία έχει τιμωρηθεί, έχοντας το σώμα ως εξωτερικό περίβλημα και φυλακή σωτηρίας.
Έχοντας τα ανωτέρω υπ’ όψιν μας δεν μπορούμε να μην θαυμάσουμε την σοφίαν, με την οποίαν, στην αχλήν των πανάρχαιων χρόνων, οι δημιουργοί του Ελληνικού λόγου, διεμόρφωσαν αυτήν την ανυπέρβλητου κάλλους, ζωντανήν και ρέουσα γλώσσαν, η οποία κατορθώνει να δώσει υπόστασιν και φυσικήν οντότητα στις έννοιες και να τις απεικονίσει και παρουσιάσει με ακρίβεια στον κόσμο του αισθητού, με έναν τρόπον, αρμονικόν, μαθηματικόν και υψηλής δονητικής ισχύος!
17 / 7 / 2013
ΒΑΣΙΛΗΣ ΔΡΟΣΟΣ
(ΜΕΓΙΣΤΙΑΣ)
[http://alfeiospotamos.gr/?p=8511] 2015-05-13
HUMAN-MIND is the MIND of a HUMAN.
[hmnSngo.2002-12-21_nikkas]
HUMAN-MIND is the HUMAN-MENTAL-MODEL plus its OPERATIONS (COGNITION).
[hmnSngo.2002-12-21_nikkas]
HUMAN-PSYCHE is a human-info#cptCore445# or a human-feeling#ql:feeling.human#.
[hmnSngo.2002-08-15_nikkas]
PSYCHE I call the system of MENTAL#cptCore503# of an individual (consious and unconsious).
[hmnSngo.2000-09-10_nikkas]
ΑΝΘΡΩΠΙΝΟΣ ΨΥΧΙΣΜΟΣ: Ο 'ΨΥΧΙΣΜΟΣ' ΚΑΘΩΣ ΜΕΤΑΛΛΑΣΣΕΤΑΙ ΚΑΙ ΓΙΝΕΤΑΙ ΠΙΟ ΠΕΡΙΠΛΟΚΟΣ ΑΠΟΚΤΑΕΙ ΣΤΟΝ ΑΝΘΡΩΠΟ ΠΟΙΟΤΙΚΑ ΝΕΑ ΜΟΡΦΗ -ΤΗ ΜΟΡΦΗ ΤΗΣ ΣΥΝΕΙΔΗΣΗΣ ΠΟΥ ΓΕΝΙΕΤΑΙ ΑΠΟ ΤΗ ΖΩΗ ΤΟΥ ΑΝΘΡΩΠΟΥ ΜΕΣΑ ΣΤΗΝ ΚΟΙΝΩΝΙΑ, ΑΠΟ ΚΕΙΝΕΣ ΤΙΣ ΚΟΙΝΩΝΙΚΕΣ ΣΧΕΣΕΙΣ ΠΟΥ ΤΟΝ ΣΥΝΔΕΟΥΝ ΜΕ ΤΟΝ ΚΟΣΜΟ.
ΩΣΤΟΣΟ, ΑΠΟΤΕΛΩΝΤΑΣ ΤΗ ΒΑΣΙΚΗ ΜΟΡΦΗ ΨΥΧΙΣΜΟΥ ΤΟΥ ΑΝΘΡΩΠΟΥ, Η 'ΣΥΝΕΙΔΗΣΗ' ΔΕΝ ΤΟΝ ΕΞΑΝΤΛΕΙ. ΣΤΟΝ ΑΝΘΡΩΠΟ ΥΠΑΡΧΟΥΝ ΚΑΙ 'ΑΣΥΝΕΙΔΗΤΑ' ΨΥΧΙΚΑ ΦΑΙΝΟΜΕΝΑ ΚΑΙ ΔΙΑΔΙΚΑΣΙΕΣ, ΔΗΛΑΔΗ ΤΕΤΟΙΑ ΠΟΥ ΔΕΝ ΜΠΟΡΕΙ ΝΑ ΣΥΛΛΑΒΕΙ ΚΑΙ ΠΟΥ ΒΡΙΣΚΟΝΤΑΙ ΕΞΩ ΑΠΟ ΤΗΝ ΑΥΤΟΠΑΡΑΤΗΡΗΣΗ-ΤΟΥ.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Ε450#cptResource164#]
name::
* McsEngl.HUMAN-MIND (product & function),
* McsEngl.conceptCore388.1,
* McsEngl.human-mind,
* McsEngl.psyche@cptCore388.1,
====== lagoGreek:
* McsElln.ΨΥΧΙΣΜΟΣ@cptCore388,
====== lagoEsperanto:
* McsEngl.menso@lagoEspo,
* McsEspo.menso,
* McsEngl.observi@lagoEspo,
* McsEspo.observi,
* McsEngl.intelekto@lagoEspo,
* McsEspo.intelekto,
_DEFINITION:
psyche psyche; psyches
In psychology, your psyche is your mind and your deepest feelings and attitudes. (TECHNICAL)
`It probably shows up a deeply immature part of my psyche,' he confesses.
His exploration of the myth brings insight into the American psyche.
N-COUNT
(c) HarperCollins Publishers.
name::
* McsEngl.sysNrv.BRAIN.NO,
* McsEngl.conceptCore84.6.2,
* McsEngl.nonbrain-nervous-system@cptCore85.2,
_DEFINITION:
* Simple Systems
Although all many-celled animals have some kind of nervous system, the complexity of its organization varies considerably among different animal types.
In simple animals such as jellyfish, the nerve cells form a network capable of mediating only a relatively stereotyped response.
In more complex animals, such as shellfish, insects, and spiders, the nervous system is more complicated. The cell bodies of neurons are organized in clusters called ganglia. These clusters are interconnected by the neuronal processes to form a ganglionated chain. Such chains are found in all vertebrates, in which they represent a special part of the nervous system, related especially to the regulation of the activities of the heart, the glands, and the involuntary muscles.
"Nervous System," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.sysNrv.VERTEBRATE,
* McsEngl.conceptCore84.6.30,
* McsEngl.nervous-system.vertebrate@cptCore1222.2,
_DESCRIPTION:
* Vertebrate animals have a bony spine and skull in which the central part of the nervous system is housed; the peripheral part extends throughout the remainder of the body. The brain is the part of the nervous system located in the skull; the spinal cord is that found in the spine. The brain and spinal cord are continuous through an opening in the base of the skull; both are also in contact with other parts of the body through the nerves. The distinction made between the central nervous system and the peripheral nervous system is based on the different locations of the two intimately related parts of a single system. Some of the processes of the cell bodies conduct sense impressions and others conduct muscle responses, called reflexes, such as those caused by pain.
In the skin are cells of several types called receptors; each is especially sensitive to particular stimuli. Free nerve endings are sensitive to pain and are directly activated. The neurons so activated send impulses into the central nervous system and have junctions with other cells that have axons extending back into the periphery. Impulses are carried from processes of these cells to motor endings within the muscles. These neuromuscular endings excite the muscles, resulting in muscular contraction and appropriate movement. The pathway taken by the nerve impulse in mediating this simple response is in the form of a two-neuron arc that begins and ends in the periphery. Many of the actions of the nervous system can be explained on the basis of such reflex arcs, which are chains of interconnected nerve cells, stimulated at one end and capable of bringing about movement or glandular secretion at the other.
"Nervous System," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
_GENERIC:
* entity.whole.system.governing.organism.animal#cptCore84.6#
name::
* McsEngl.sysNrv.VERTEBRATE.NO,
* McsEngl.conceptCore84.6.32,
* McsEngl.governance'system.invertebrate@cptCore1265.1,
_GENERIC:
* entity.whole.system.governing.organism.animal#cptCore84.6#
_CREATED: {2012-12-12} {2002-12-28}
name::
* McsEngl.sysMngOrgm.PLANT,
* McsEngl.conceptCore84.7,
* McsEngl.conceptCore64,
* McsEngl.governance'system.plant@cptCore64,
* McsEngl.plant-governance-system,
* McsEngl.plant'governance'system@cptCore64,
* McsEngl.plant'GOVERNING-SYSTEM,
* McsEngl.sysMngPlnt@cptCore84.7, {2012-12-15}
====== lagoGreek:
* McsElln.ΣΥΣΤΗΜΑ-ΔΙΑΚΥΒΕΡΝΗΣΗΣ-ΦΥΤΟΥ,
_GENERIC:
* entity.whole.system.governing.organism#cptCore84#
name::
* McsEngl.sysMngPlnt'Hormone,
* McsEngl.conceptCore64.1,
* McsEngl.hormone.plant@cptCore64.1,
* McsEngl.plant'hormone@cptCore64.1,
Plant hormones, specialized chemical substances produced by plants, are the main internal factors controlling growth and development. Hormones are produced in one part of a plant and transported to others, where they are effective in very small amounts. Depending on the target tissue, a given hormone may have different effects. Thus, auxin, one of the most important plant hormones, is produced by growing stem tips and transported to other areas where it may either promote growth or inhibit it. In stems, for example, auxin promotes cell elongation and the differentiation of vascular tissue, whereas in roots it inhibits growth in the main system but promotes the formation of adventitious roots. It also retards the abscission (dropping off) of flowers, fruits, and leaves.
Gibberellins are other important plant-growth hormones; more than 50 kinds are known. They control the elongation of stems, and they cause the germination of some grass seeds by initiating the production of enzymes that break down starch into sugars to nourish the plant embryo. Cytokinins promote the growth of lateral buds, acting in opposition to auxin; they also promote bud formation. In addition, plants produce the gas ethylene through the partial decomposition of certain hydrocarbons, and ethylene in turn regulates fruit maturation and abscission.
"Plant," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.sysMngPlnt'Perception,
* McsEngl.plant-perception, {2012-12-15}
_DESCRIPTION:
In botany, plant perception is the ability of plants to sense the environment and adjust their morphology, physiology and phenotype accordingly.[1] Research draws on the fields of plant physiology, ecology and molecular biology. Examples of stimuli which plants perceive and can react to include chemicals, gravity, light, moisture, infections, temperature, oxygen and carbon dioxide concentrations, parasite infestation, physical disruption, and touch. Plants have a variety of means to detect such stimuli and a variety of reaction responses or behaviors.
[http://en.wikipedia.org/wiki/Plant_perception_(physiology)]
name::
* McsEngl.sysMngPlnt'Sensor,
* McsEngl.plant'sensor, {2012-12-15}
_DESCRIPTION:
Detection
Plant perception occurs on a cellular level. Research published in September 2006 [2] has shown, certainly in the case of Arabidopsis thaliana, the role of cryptochromes in the perception of magnetic fields by plants. Mechanical perturbation can also be detected by plants.[3] Poplar stems can detect reorientation and inclination (equilibrioception).[4]
Plant response strategies depend on quick and reliable recognition-systems.
[http://en.wikipedia.org/wiki/Plant_perception_(physiology)]
name::
* McsEngl.sysMngPlnt'Stimulus,
* McsEngl.plant.stimulus, {2012-12-15}
_DESCRIPTION:
Examples of stimuli which plants perceive and can react to include
- chemicals,
- gravity,
- light,
- moisture,
- infections,
- temperature,
- oxygen and carbon dioxide concentrations,
- parasite infestation,
- physical disruption, and
- touch.
Plants have a variety of means to detect such stimuli and a variety of reaction responses or behaviors.
[http://en.wikipedia.org/wiki/Plant_perception_(physiology)]
name::
* McsEngl.sysMngPlnt'Tropism,
* McsEngl.conceptCore64.2,
* McsEngl.tropism.plant@cptCore64.2,
Tropisms Various external factors, often acting together with hormones, are also important in plant growth and development. One important class of responses to external stimuli is that of the tropisms-responses that cause a change in the direction of a plant's growth. Examples are phototropism, the bending of a stem towards light, and geotropism, the response of a stem or root to gravity. Stems are negatively geotropic, growing upwards, whereas roots are positively geotropic, growing downwards. Photoperiodism, the response to cycles of darkness and light, is particularly important in the initiation of flowering. Some plants are short-day, flowering only when periods of light are less than a certain length (See Biological Clocks). Other variables-both internal, such as the age of the plant, and external, such as temperature-are also involved with the complex beginnings of flowering.
"Plant," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.conceptCore90,
* McsEngl.sciPhys'ELECTRIC-CURRENT-(I),
* McsEngl.FvMcs.sciPhys'ELECTRIC-CURRENT-(I),
* McsEngl.electric-current@cptCore90,
* McsEngl.elcr@cptCore90, {2012-07-21}
====== lagoGreek:
* McsElln.ΗΛΕΚΤΡΙΚΟ-ΡΕΥΜΑ@cptCore90,
_Symbol:
* I_cptSciPhys@cptCore90, 2012-07-21,
The conventional symbol for current is I, which originates from the French phrase intensitι de courant, or in English current intensity.[3][4] This phrase is frequently used when discussing the value of an electric current, especially in older texts; modern practice often shortens this to simply current but current intensity is still used in many recent textbooks. The symbol was used by Andrι-Marie Ampθre, after whom the unit of electric current is named, in formulating the eponymous Ampθre's force law which he discovered in 1820.[5] The notation travelled from France to Britain, where it became standard, although at least one journal did not change from using C to I until 1896.[6]
[http://en.wikipedia.org/wiki/Electric_current]
Current is a flow of electrical charge carriers, usually electrons or electron-deficient atoms. The common symbol for current is the uppercase letter I. The standard unit is the ampere, symbolized by A. One ampere of current represents one coulomb of electrical charge (6.24 x 1018 charge carriers) moving past a specific point in one second. Physicists consider current to flow from relatively positive points to relatively negative points; this is called conventional current or Franklin current. Electrons, the most common charge carriers, are negatively charged. They flow from relatively negative points to relatively positive points.
Electric current can be either direct or alternating. Direct current (DC) flows in the same direction at all points in time, although the instantaneous magnitude of the current might vary. In an alternating current (AC), the flow of charge carriers reverses direction periodically. The number of complete AC cycles per second is the frequency, which is measured in hertz. An example of pure DC is the current produced by an electrochemical cell. The output of a power-supply rectifier, prior to filtering, is an example of pulsating DC. The output of common utility outlets is AC.
Current per unit cross-sectional area is known as current density. It is expressed in amperes per square meter, amperes per square centimeter, or amperes per square millimeter. Current density can also be expressed in amperes per circular mil. In general, the greater the current in a conductor, the higher the current density. However, in some situations, current density varies in different parts of an electrical conductor. A classic example is the so-called skin effect, in which current density is high near the outer surface of a conductor, and low near the center. This effect occurs with alternating currents at high frequencies. Another example is the current inside an active electronic component such as a field-effect transistor (FET).
An electric current always produces a magnetic field. The stronger the current, the more intense the magnetic field. A pulsating DC, or an AC, characteristically produces an electromagnetic field. This is the principle by which wireless signal propagation occurs.
[http://whatis.techtarget.com/definition/current]
Electric current is a flow of electric charge through a medium.[1] This charge is typically carried by moving electrons in a conductor such as wire. It can also be carried by ions in an electrolyte, or by both ions and electrons in a plasma.[2]
[http://en.wikipedia.org/wiki/Electric_current]
Ονομάζουμε ηλεκτρικό ρεύμα την προσανατολισμένη κίνηση των ηλεκτρονίων ή γενικότερα των φορτισμένων σωματιδίων.
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
The flow of charge in a wire is called current.
"Electricity," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
ΗΛΕΚΤΡΙΚΟ ΡΕΥΜΑ είναι ...'εννοια' της 'ΦΥΣΙΚΗΣ'.
[hmnSngo.1995.04_nikos]
name::
* McsEngl.elcr'Battery,
* McsEngl.conceptCore90.12,
* McsEngl.battery@cptCore90.12, {2012-06-17}
* McsEngl.electrical-battery@cptCore90.12, {2012-06-17}
====== lagoGreek:
* McsElln.μπαταρια@cptCore90.12#,
An electrical battery is one or more electrochemical cells that convert stored chemical energy into electrical energy.[1] Since the invention of the first battery (or "voltaic pile") in 1800 by Alessandro Volta and especially since the technically improved Daniell cell in 1836, batteries have become a common power source for many household and industrial applications. According to a 2005 estimate, the worldwide battery industry generates US$48 billion in sales each year,[2] with 6% annual growth.[3]
There are two types of batteries: primary batteries (disposable batteries), which are designed to be used once and discarded, and secondary batteries (rechargeable batteries), which are designed to be recharged and used multiple times. Batteries come in many sizes, from miniature cells used to power hearing aids and wristwatches to battery banks the size of rooms that provide standby power for telephone exchanges and computer data centers.
[http://en.wikipedia.org/wiki/Battery_(electricity)]
name::
* McsEngl.battery'resource,
* http://news.softpedia.com/news/scientists-create-lifelong-lasting-battery-by-accident-503344.shtml??
name::
* McsEngl.battery.Computer,
* McsEngl.conceptIt181,
* McsEngl.conceptCore90.13,
* McsEngl.battery,
* McsEngl.computer-battery@cptCore90.13, {2012-06-17}
* McsElln.ΜΠΑΤΑΡΙΑ@cptIt181,
_DESCRIPTION:
Αναφέρομαι εδώ για τις ΕΠΑΝΑΦΟΡΤΙΖΟΜΕΝΕΣ μπαταρίες των κομπιούτερ.
8 HOUR:
DELL Smart Lithium ion with a builtin microprocessor.
[BYTE, OCT. 1994, 64]
Σύμφωνα με δοκιμές που πραγματοποιούνται από το Battery University, μια μπαταρία που φορτίζεται έως το 100 τοις εκατό θα έχει μόνο 300-500 κύκλους φόρτισης-αποφόρτισης. Από την άλλη πλευρά, αν φορτίζεται στο 70-80%, αυτή θα έχει 1000-2000 κύκλους επαναφόρτισης.
Συνοψίζοντας, λοιπόν, το άρθρο, τα πιο σημαντικά κομμάτια που πρέπει να κρατήσουμε είναι:
* Αποφύγετε την πλήρη αποφόρτιση του laptop σας μετά την φόρτιση. Το καλύτερο πράγμα που μπορείτε να κάνετε είναι να προσπαθήσετε να κρατήσετε το επίπεδο της μπαταρίας μεταξύ 40 και 80 τοις εκατό.
* Βεβαιωθείτε ότι το laptop σας δεν ζεσταίνεται πάρα πολύ και ότι ο ανεμιστήρας σας λειτουργεί σωστά.
* Η μπαταρία του φορητού υπολογιστή σας δεν μπορεί να “υπερφορτιστεί” και να καταστραφεί εξαιτίας υπερβολικής φόρτισης. Είναι αρκετά “έξυπνη” για να παρακάμψει τη φόρτιση.
Πηγή: SecNews.gr
[http://www.nooz.gr/tech/mporo-na-exo-to-laptop-oli-mera-stin-priza]
name::
* McsEngl.battery.computer.specific,
_SPECIFIC: battery.SPECIFIC_DIVISION.METHODOLOGY:
* battery.air
* battery.Nickel_metal_hydride
* battery.NiCad
* battery.NiMH
* battery.Nuclear
May 19, 2009 5:14 PM PDT
Future air-fueled battery could store 10 times more power
by Erik Palm
A new type of air-fueled battery being studied could provide up to 10 times the energy storage of designs currently available, and someday be used to power electric cars, mobile phones, and laptops, say researchers.
[http://news.cnet.com/8301-11128_3-10244133-54.html?tag=newsEditorsPicksArea.0]
AER Power 220:
ΧΡΟΝΟΣ: 10 φορές περισότερος απο τις παραδοσιακές.
ΤΙΜΗ: 649 δολάρια.
ΕΝΕΡΓΕΙΑ: 240 Wh.
ΕΞΟΔΟΙ: 2 για ταυτόχρονο εφοδιασμο 2 συσκευών.
ΕΤΑΙΡΙΑ: AER Energy Resources Inc.
[COMPUTER GO, OCT. 1994, 48]
ULTRALIFE BATTERIES:
αμερικάνικη εταιρία, Εχει ηλεκτρόδια με βάση το ΛΙΘΙΟ και ηλεκτρολύτη ΣΥΜΠΑΓΕΣ ΠΟΛΥΜΕΡΕΣ. Αντέχει 1000 φορτίσεις έναντι 200 των σημερινών μπαταριών λιθίου. Μπορεί να πάρει οποιοδήποτε σχήμα.
[ΚΑΘΗΜΕΡΙΝΗ, 21 ΜΑΙΟΥ 1995, 63]
(traditional) Nickel Cadmium rechargeable batteries, My notebook.
«Πυρηνικές» μπαταρίες απεριόριστης διάρκειας
Αθήνα - Σάββατο 10 Οκτωβρίου 2009 [εκτύπωση]
ΛΟΝΔΙΝΟ Αμερικανοί ερευνητές παρουσίασαν το πρωτότυπο μιας νέας «πυρηνικής» μπαταρίας που έχει μέγεθος λίγο μεγαλύτερο από αυτό ενός μικρού νομίσματος. Το μυστικό της μπαταρίας βρίσκεται στη χρήση ραδιοϊσοτόπων για την παραγωγή ενέργειας. Η μπαταρία δηλαδή είναι στην πραγματικότητα ένα μικρό εργαστήριο παραγωγής ενέργειας από τα ηλεκτρόνια που απελευθερώνουν τα ραδιοϊσότοπα. Αν και η λέξη «ραδιοϊσότοπα» παραπέμπει σε πυρηνικές διεργασίες, η μπαταρία δεν παράγει ραδιενέργεια ή άλλη ακτινοβολία και γι΄ αυτό είναι απολύτως ασφαλής στη χρήση της. Τέτοιου τύπου μπαταρίες ραδιοϊσοτόπων χρησιμοποιούνται εδώ και λίγο καιρό αλλά μόνο για στρατιωτικές και διαστημικές εφαρμογές και έχουν μεγάλο μέγεθος. Ερευνητές του Πανεπιστημίου του Μισούρι κατάφεραν να κατασκευάσουν μια μικροσκοπική μπαταρία ραδιοϊσοτόπων και αναφέρουν μάλιστα ότι το μέγεθος μπορεί να συρρικνωθεί περαιτέρω. Εκτός από το μικρό της μέγεθος, εντυπωσιακές είναι και οι δυνατότητές της αφού έχει 1 εκατ. φορές περισσότερη διάρκεια ζωής από τις κοινές μπαταρίες. Το επόμενο βήμα είναι να γίνουν οι μπαταρίες αυτές αποδεκτές από τη βιομηχανία των ηλεκτρονικών προϊόντων ώστε να αρχίσει να δημιουργεί συσκευές που να λειτουργούν με αυτές.
http://www.tovima.gr/default.asp?pid=2&ct=33&artId=293156&dt=10/10/2009
[] 2009-10-10
name::
* McsEngl.battery.METAL-FREE,
_ADDRESS.WPG:
* {2019-07-03} Jodie-L-Lutkenhaus, https://www.weforum.org/agenda/2019/07/how-will-the-future-of-batteries-look-this-young-scientist-might-have-the-answer,
name::
* McsEngl.elcr'Capacitance,
* McsEngl.conceptCore90.10,
* McsEngl.capacitance@cptCore90.10, {2012-06-17}
====== lagoGreek:
* McsElln.χωρητικοτητα@cptCore90.10, {2012-06-17}
Capacitance is the ability of a body to store an electrical charge. Any body or structure that is capable of being charged, either with static electricity or by an electric current exhibits capacitance. A common form of energy storage device is a parallel-plate capacitor. In a parallel plate capacitor, capacitance is directly proportional to the surface area of the conductor plates and inversely proportional to the separation distance between the plates. If the charges on the plates are +q and -q, and V gives the voltage between the plates, then the capacitance is given by
The SI unit of capacitance is the farad; a 1 farad capacitor when charged with 1 coulomb of electrical charge will have a potential difference of 1 volt between its plates.[1] Historically, a farad was regarded as an inconveniently large unit, both electrically and physically. Its subdivisions were invariably used, namely the microfarad, nanofarad and picofarad. More recently, technology has advanced such that capacitors of 1 farad and larger can be constructed in a structure little larger than a coin battery (so called 'super capacitors'). Such capacitors are principally used for energy storage replacing more traditional batteries.
The energy (measured in joules) stored in a capacitor is equal to the work done to charge it. Consider a capacitor of capacitance C, holding a charge +q on one plate and -q on the other. Moving a small element of charge dq from one plate to the other against the potential difference V = q/C requires the work dW:
where W is the work measured in joules, q is the charge measured in coulombs and C is the capacitance, measured in farads.
The energy stored in a capacitor is found by integrating this equation. Starting with an uncharged capacitance (q = 0) and moving charge from one plate to the other until the plates have charge +Q and -Q requires the work W:
[http://en.wikipedia.org/wiki/Capacitance]
name::
* McsEngl.conceptCore90.11,
* McsEngl.farad@cptCore90.11, {2012-06-17}
The farad (symbol: F) is the SI derived unit of capacitance. The unit is named after the English physicist Michael Faraday.
Definition
A farad is the charge in coulombs which a capacitor will accept for the potential across it to change 1 volt. A coulomb is 1 ampere second. Example: A capacitor with capacitance of 47 nF will increase by 1 volt per second with a 47 nA input current.
1 microfarad (µF) = one millionth (10-6) of a farad, or 1000000 pF, or 1000 nF; 1 nanofarad (nF) = one billionth (10-9) of a farad, or 1000 pF; 1 picofarad (pF) = one trillionth (10-12) of a farad.
name::
* McsEngl.elcr'conductor,
* McsEngl.conceptCore90.8,
* McsEngl.conductor-of-electric-current@cptCore90.8, {2012-06-17}
* McsEngl.wire, [wikipedia]
====== lagoGreek:
* McsElln.αγωγος@cptCore90.8, {2012-06-08}
Is Copper the Best Electrical Conductor?
Silver is the best conductor of electricity among metals, but copper is much cheaper, so it is used more often.
Copper is not technically the best electrical conductor, or a physical
object that allows the transference of heat or electricity through it.
Silver is actually considered to be the most effective metal for
transferring heat and electricity; however, it tends to be more costly than
other metals.
Read More: http://www.wisegeek.com/is-copper-the-best-electrical-conductor.htm?m, {2015-06-16}
name::
* McsEngl.elcr'density,
* McsEngl.current-density,
====== lagoGreek:
* McsElln.ένταση-ηλεκτρικού-ρεύματος,
_DESCRIPTION:
In electromagnetism, and related fields in solid state physics, condensed matter physics etc. current density is the electric current per unit area of cross section. It is defined as a vector whose magnitude is the electric current per cross-sectional area at a given point in space (i.e. it's a vector field). In SI units, the electric current density is measured in amperes per square metre.[1]
[http://en.wikipedia.org/wiki/Current_density]
name::
* McsEngl.elcr'density.AMPERE,
* McsEngl.conceptCore90.1,
* McsEngl.amp,
* McsEngl.ampere,
* McsEngl.ampere.unit@cptCore90.1, {2014-01-30}
* McsEngl.ampere-unit@cptCore90.1, {2012-06-17}
* McsEngl.elcr'ampere,
====== lagoGreek:
* McsElln.αμπερ@cptCore90.1, {2012-07-21}
_DESCRIPTION:
Amp = Watt / Volt
A= C/s
===
An ampere is a unit of measure of the rate of electron flow or current in an electrical conductor. One ampere of current represents one coulomb of electrical charge (6.24 x 1018 charge carriers) moving past a specific point in one second. Physicists consider current to flow from relatively positive points to relatively negative points; this is called conventional current or Franklin current.
The ampere is named after Andre Marie Ampere, French physicist (1775-1836).
[http://whatis.techtarget.com/definition/ampere]
===
Στο Διεθνές Σύστημα Μονάδων η ένταση του ηλεκτρικού ρεύματος είναι θεμελιώδες μέγεθος και μονάδα μέτρησής της είναι το 1 Ampere (1 A) (Αμπέρ).
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
===
The ampere (SI unit symbol: A), often shortened to amp, is the SI unit of electric current[1] (quantity symbol: I,i)[2] and is one of the seven[3] SI base units. ...
In practical terms, the ampere is a measure of the amount of electric charge passing a point in an electric circuit per unit time with 6.241 x 10^18 electrons, or one coulomb per second constituting one ampere.[5]
[http://en.wikipedia.org/wiki/Ampere]
===
ampere (amp or A), basic unit of electric current and the fundamental electrical unit used with the mks system of units of the METRIC SYSTEM.
The ampere is officially defined as the current in a pair of equally long, parallel, straight wires 1 meter apart that produces a force of 0.0000002 newton between the wires for each meter of their length.
===
ΑΜΠΕΡ: ΕΙΝΑΙ Η ΜΟΝΑΔΑ ΜΕΤΡΗΣΗΣ ΤΗΣ ΕΝΤΑΣΗΣ ΗΛΕΚΤΡΙΚΟΥ ΡΕΥΜΑΤΟΣ ΠΟΥ ΔΗΜΙΟΥΡΓΕΙΤΑΙ ΟΤΑΝ ΡΕΥΜΑ ΤΑΣΗΣ ΕΝΟΣ ΒΟΛΤ ΠΕΡΝΑ ΑΠΟ ΜΙΑ ΑΝΤΙΣΤΑΣΗ ΕΝΟΣ ΩΜ.
name::
* McsEngl.elcr'Electric-charge,
* McsEngl.conceptCore90.7,
* McsEngl.electric-charge@cptCore90i,
====== lagoGreek:
* McsElln.ηλεκτρικο-φορτίο,
_DESCRIPTION:
Με τον όρο ηλεκτρικό φορτίο εννοούμε μια ιδιότητα ορισμένων υποατομικών σωματιδίων, η οποία καθορίζει τις μεταξύ τους ηλεκτρομαγνητικές αλληλεπιδράσεις. Ένα υλικό σώμα που έχει ηλεκτρικό φορτίο, επηρεάζεται και δημιουργεί ηλεκτρομαγνητικό πεδίο.
[http://el.wikipedia.org/wiki/Ηλεκτρικό_φορτίο]
===
Electric charge is a physical property of matter that causes it to experience a force when near other electrically charged matter. Electric charge comes in two types, called positive and negative. Two positively charged substances, or objects, experience a mutual repulsive force, as do two negatively charged objects. Positively charged objects and negatively charged objects experience an attractive force. The SI unit of electric charge is the coulomb (C), although in electrical engineering it is also common to use the ampere-hour (Ah). The study of how charged substances interact is classical electrodynamics, which is accurate insofar as quantum effects can be ignored.
The electric charge is a fundamental conserved property of some subatomic particles, which determines their electromagnetic interaction. Electrically charged matter is influenced by, and produces, electromagnetic fields. The interaction between a moving charge and an electromagnetic field is the source of the electromagnetic force, which is one of the four fundamental forces (See also: magnetic field).
Twentieth-century experiments demonstrated that electric charge is quantized; that is, it comes in multiples of individual small units called the elementary charge, e, approximately equal to 1.602Χ10-19 coulombs (except for particles called quarks, which have charges that are multiples of ?e). The proton has a charge of e, and the electron has a charge of -e. The study of charged particles, and how their interactions are mediated by photons, is quantum electrodynamics.
[http://en.wikipedia.org/wiki/Electric_charge]
name::
* McsEngl.conceptCore90.9,
* McsEngl.coulomb-unit@cptCore90.9, {2012-06-17}
====== lagoGreek:
* McsElln.κουλομπ@cptCore90.9, {2012-06-17}
_DESCRIPTION:
Το Κουλόμπ (Αγγλ. Coulomb) είναι η μονάδα μέτρησης για το ηλεκτρικό φορτίο και το σύμβολό της είναι το C. Το όνομά της το πήρε από τον διακεκριμένο Γάλλο φυσικό, Σαρλ Ογκουστίν ντε Κουλόμπ.
Ορισμός
Το 1 Coulomb ορίζεται ως το ποσό του ηλεκτρικού φορτίου που περνάει μέσα σε ένα δευτερόλεπτο από έναν αγωγό ο οποίος και διαρέεται από ρεύμα έντασης ενός (1) αμπέρ.
1 C = 1 A#ql:ampere@cptCore90.1# * 1 s
Μπορεί επίσης να οριστεί και με τη βοήθεια της χωρητικότητας και της τάσης, όπου 1 Coulomb ορίζεται ως 1 farad χωρητικότητας επί 1 βολτ διαφοράς δυναμικού:
1 C = 1 F * 1 V
Με αυτή την έννοια, ένα C είναι το φορτίο που περιέχεται σε πυκνωτή χωρητικότητας ενός Farad, ανάμεσα στους οπλισμούς του οποίου υπάρχει διαφορά δυναμικού ενός V.
Το Coulomb είναι μεγάλη μονάδα φορτίου, και συνήθως χρησιμοποιούνται τα υποπολλαπλάσιά του. Τα πιο γνωστά υποπολλ/σια είναι τα mC (μιλικουλόμπ, 10-3C), μC (μικροκουλόμπ, 10-6C), nC (νανοκουλόμπ, 10-9C)και pC (πικοκουλόμπ, 10-12C).
[http://el.wikipedia.org/wiki/Κουλόμπ_(μονάδα_μέτρησης)]
name::
* McsEngl.elcr'Electric-energy,
* McsEngl.conceptCore90.16,
name::
* McsEngl.elcr'Electric-Network,
* McsEngl.conceptCore90.14,
* McsEngl.electric-network@cptCore90.14, {2012-06-18}
An electrical network is an interconnection of electrical elements such as resistors, inductors, capacitors, transmission lines, voltage sources, current sources and switches.
[http://en.wikipedia.org/wiki/Electric_circuit]
name::
* McsEngl.conceptCore90.15,
* McsEngl.electric-circuit@cptCore90.14, {2012-06-18}
_DESCRIPTION:
Κάθε διάταξη που αποτελείται από κλειστούς αγώγιμους «δρόμους», μέσω των οποίων μπορεί να διέλθει ηλεκτρικό ρεύμα ονομάζεται ηλεκτρικό κύκλωμα.
===
An electrical circuit is a special type of network, one that has a closed loop giving a return path for the current.
[http://en.wikipedia.org/wiki/Electric_circuit]
A resistive circuit is a circuit containing only resistors and ideal current and voltage sources. Analysis of resistive circuits is less complicated than analysis of circuits containing capacitors and inductors. If the sources are constant (DC) sources, the result is a DC circuit.
[http://en.wikipedia.org/wiki/Electric_circuit]
_CREATED: {2012-06-18} {2012-05-26}
name::
* McsEngl.elcr'Electric-power,
* McsEngl.conceptCore90.17,
* McsEngl.conceptCore655.17,
* McsEngl.electric-power@cptCore90.17, {2012-05-26}
* McsEngl.wattage@cptCore90.17, {2012-07-21}
====== lagoGreek:
* McsElln.ηλεκτρικη-ισχυ@cptCore90.17, {2012-07-21}
_DESCRIPTION:
Electric power is the rate at which electric energy is transferred by an electric circuit. The SI unit of power is the watt, one joule per second.
[http://en.wikipedia.org/wiki/Electric_power]
===
Η ηλεκτρική ισχύς είναι ο ρυθμός με το οποίον ηλεκτρική ενέργεια μεταφέρεται από ένα ηλεκτρικό κύκλωμα. Η μονάδα SI της ισχύος είναι το watt.
[http://el.wikipedia.org/wiki/Ηλεκτρική_ισχύς]
name::
* McsEngl.elcr'Electrical-circuit,
* McsEngl.conceptCore90.21,
* McsEngl.electrical-circuit@cptCore90.21, {2012-07-15}
* McsEngl.electrical-network@cptCore90.21, {2012-07-15}
_DESCRIPTION:
An electrical network is an interconnection of electrical elements such as resistors, inductors, capacitors, transmission lines, voltage sources, current sources and switches. An electrical circuit is a special type of network, one that has a closed loop giving a return path for the current. Electrical networks that consist only of sources (voltage or current), linear lumped elements (resistors, capacitors, inductors), and linear distributed elements (transmission lines) can be analyzed by algebraic and transform methods to determine DC response, AC response, and transient response.
A resistive circuit is a circuit containing only resistors and ideal current and voltage sources. Analysis of resistive circuits is less complicated than analysis of circuits containing capacitors and inductors. If the sources are constant (DC) sources, the result is a DC circuit.
A network that contains active electronic components is known as an electronic circuit. Such networks are generally nonlinear and require more complex design and analysis tools.
[http://en.wikipedia.org/wiki/Electrical_circuit]
name::
* McsEngl.elcr'Electrical-element,
* McsEngl.conceptCore90.23,
* McsEngl.electrical-element@cptCore90.23, {2012-07-15}
Electrical elements are conceptual abstractions representing idealized electrical components, such as resistors, capacitors, and inductors, used in the analysis of electrical networks. Any electrical network can be analysed as multiple, interconnected electrical elements in a schematic diagram or circuit diagram, each of which affects the voltage in the network or current through the network. These ideal electrical elements represent real, physical electrical or electronic components but they do not exist physically and they are assumed to have ideal properties according to a lumped element model, while components are objects with less than ideal properties, a degree of uncertainty in their values and some degree of nonlinearity, each of which may require a combination of multiple electrical elements in order to approximate its function.
Circuit analysis using electric elements is useful for understanding many practical electrical networks using components. By analyzing the way a network is affected by its individual elements it is possible to estimate how a real network will behave.
[http://en.wikipedia.org/wiki/Electrical_element]
name::
* McsEngl.elcr'Electrical-generator,
* McsEngl.conceptCore90.24,
* McsEngl.electrical-generato@cptCore90.24, {2012-07-15}
In electricity generation, an electric generator is a device that converts mechanical energy to electrical energy. A generator forces electric charge (usually carried by electrons) to flow through an external electrical circuit. It is analogous to a water pump, which causes water to flow (but does not create water). The source of mechanical energy may be a reciprocating or turbine steam engine, water falling through a turbine or waterwheel, an internal combustion engine, a wind turbine, a hand crank, compressed air or any other source of mechanical energy.
The reverse conversion of electrical energy into mechanical energy is done by an electric motor, and motors and generators have many similarities. Many motors can be mechanically driven to generate electricity, and frequently make acceptable generators.
[http://en.wikipedia.org/wiki/Electrical_generator]
name::
* McsEngl.elcr'Electrical-law,
* McsEngl.conceptCore90.22,
* McsEngl.electrical-law@cptCore90.22, {2012-07-15}
Electrical laws
A number of electrical laws apply to all electrical networks. These include:
Kirchhoff's current law: The sum of all currents entering a node is equal to the sum of all currents leaving the node.
Kirchhoff's voltage law: The directed sum of the electrical potential differences around a loop must be zero.
Ohm's law: The voltage across a resistor is equal to the product of the resistance and the current flowing through it.
Norton's theorem: Any network of voltage or current sources and resistors is electrically equivalent to an ideal current source in parallel with a single resistor.
Thιvenin's theorem: Any network of voltage or current sources and resistors is electrically equivalent to a single voltage source in series with a single resistor.
[http://en.wikipedia.org/wiki/Electrical_circuit]
name::
* McsEngl.elcr'electrocute,
* McsEngl.electrocute,
====== lagoGreek:
* McsElln.ηλεκτροπληξία,
Did President Benjamin Harrison Enjoy Having Electricity in the White House?
When the White House first got electricity, Benjamin Harrison wouldn't use the switches for fear of being shocked.
In 1880, Thomas Edison figured out how to make a longer-lasting light bulb,
using carbonized bamboo as a filament. The discovery jump-started the
world’s first incandescent lighting systems, which earned much acclaim at
the Paris Lighting Exhibition of 1881 and London's Crystal Palace in 1882.
Soon, gas lights began to fade away, slowly replaced by electrical systems
using alternating current. But the technology was still unfamiliar -- and
somewhat unreliable -- when electricity was first installed in the White
House in 1891, during the administration of President Benjamin Harrison.
The Edison Company installed a generator in the basement of the State, War
& Navy building next door, and strung wires across the White House lawn.
When the work was completed, though, President Harrison and his wife,
Caroline, remained skeptical -- and never touched the wall switches, for
fear of being electrocuted.
Read More:
http://www.wisegeek.com/did-president-benjamin-harrison-enjoy-having-electricity-in-the-white-house.htm?m {2019-03-19}
name::
* McsEngl.elcr'Electromagnetic-field,
An electromagnetic field (also EMF or EM field) is a physical field produced by moving electrically charged objects. It affects the behavior of charged objects in the vicinity of the field. The electromagnetic field extends indefinitely throughout space and describes the electromagnetic interaction. It is one of the four fundamental forces of nature (the others are gravitation, the weak interaction, and the strong interaction).
The field can be viewed as the combination of an electric field and a magnetic field. The electric field is produced by stationary charges, and the magnetic field by moving charges (currents); these two are often described as the sources of the field. The way in which charges and currents interact with the electromagnetic field is described by Maxwell's equations and the Lorentz force law.
From a classical perspective, the electromagnetic field can be regarded as a smooth, continuous field, propagated in a wavelike manner; whereas from the perspective of quantum field theory, the field is seen as quantized, being composed of individual particles.[citation needed]
[http://en.wikipedia.org/wiki/Electromagnetic_field]
name::
* McsEngl.elcr'Inductor,
* McsEngl.conceptCore90.18,
* McsEngl.inductor@cptCore90.18, {2012-06-18}
====== lagoGreek:
* McsElln.πηνιο@cptCore90.18, {2012-06-18}
An inductor (also choke, coil or reactor) is a passive two-terminal electrical component that stores energy in its magnetic field. For comparison, a capacitor stores energy in an electric field, and a resistor does not store energy but rather dissipates energy as heat.
Any conductor has inductance. An inductor is typically made of a wire or other conductor wound into a coil, to increase the magnetic field.
When the current flowing through an inductor changes, creating a time-varying magnetic field inside the coil, a voltage is induced, according to Faraday's law of electromagnetic induction, which by Lenz's law opposes the change in current that created it. Inductors are one of the basic components used in electronics where current and voltage change with time, due to the ability of inductors to delay and reshape alternating currents.
[http://en.wikipedia.org/wiki/Inductor]
name::
* McsEngl.elcr'Multimeter,
* McsEngl.conceptCore90.20,
* McsEngl.multimeter@cptCore90.20,
====== lagoGreek:
* McsElln.πολυμετρο@cptCore90ε, {2012-06-18}
Μπορούμε να μετρήσουμε την αντίσταση ενός διπόλου με όργανα που κυκλοφορούν στο εμπόριο και ονομάζονται «ωμόμετρα». Τα ωμόμετρα συνήθως είναι τμήματα οργάνων με πολλές δυνατότητες μέτρησης έντασης, τάσης, αντίστασης κ.λπ., που είναι γνωστά ως «πολύμετρα».
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
===
A multimeter or a multitester, also known as a VOM (Volt-Ohm meter), is an electronic measuring instrument that combines several measurement functions in one unit. A typical multimeter may include features such as the ability to measure voltage, current and resistance. Multimeters may use analog or digital circuits—analog multimeters (AMM) and digital multimeters (often abbreviated DMM or DVOM.) Analog instruments are usually based on a microammeter whose pointer moves over a scale calibrated for all the different measurements that can be made; digital instruments usually display digits, but may display a bar of a length proportional to the quantity being measured.
A multimeter can be a hand-held device useful for basic fault finding and field service work or a bench instrument which can measure to a very high degree of accuracy. They can be used to troubleshoot electrical problems in a wide array of industrial and household devices such as electronic equipment, motor controls, domestic appliances, power supplies, and wiring systems.
Multimeters are available in a wide range of features and prices. Cheap multimeters can cost less than US$10, while the top of the line multimeters can cost more than US$5,000.
[http://en.wikipedia.org/wiki/Multimeter]
Εύκολα μπορούμε να συμπεράνουμε ότι η τάση στα άκρα:
α. ενός καταναλωτή είναι μηδέν όταν από αυτόν δεν διέρχεται ηλεκτρικό ρεύμα και
β. μιας μπαταρίας είναι διαφορετική από το μηδέν είτε διέρχεται από αυτή ηλεκτρικό ρεύμα είτε όχι.
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
name::
* McsEngl.elcr'Resistance,
* McsEngl.conceptCore90.5,
* McsEngl.resistance-of-electricity@cptCore90.5, {2012-06-17}
====== lagoGreek:
* McsElln.ηλεκτρικη-αντισταση@cptCore90.5, {2012-06-18}
_DESCRIPTION:
Ηλεκτρική αντίσταση ενός ηλεκτρικού διπόλου ονομάζεται το πηλίκο της ηλεκτρικής τάσης (V) που εφαρμόζεται στους πόλους του διπόλου προς την ένταση (Ι) του ηλεκτρικού ρεύματος που το διαρρέει:
Resistance = Volt / Intensity
===
RESISTANCE/ΑΝΤΙΣΤΑΣΗ (OHM=ΜΟΝΑΔΑ ΜΕΤΡΗΣΗΣΗΣ)
name::
* McsEngl.conceptCore90.6,
* McsEngl.ohm@cptCore90.6, {2012-06-17}
_DESCRIPTION:
The ohm is defined as a resistance between two points of a conductor when a constant potential difference of 1 volt, applied to these points, produces in the conductor a current of 1 ampere, the conductor not being the seat of any electromotive force.[1]
Ω=V/A
[http://en.wikipedia.org/wiki/Ohm]
===
ohm, symbol V, unit of electrical RESISTANCE, defined as the resistance to the flow of a steady electric current offered by a column of mercury 14.4521 grams in mass with a length of 1.06300 m and with an invariant cross-sectional area, when at a temperature of 0 degC.
Concise Columbia Encyclopedia
Copyright (c) 1983, 1989
Columbia University Press
All Rights Reserved.
Ο μεταβλητός αντιστάτης είναι ένας αντιστάτης του οποίου την αντίσταση μπορούμε να μεταβάλλουμε μετακινώντας ένα δρομέα ή περιστρέφοντας ένα κουμπί (εικόνα 2.39). Τον συνδέουμε κατάλληλα σ’ ένα κύκλωμα για να ρυθμίζουμε την ένταση του ηλεκτρικού ρεύματος που διαρρέει μια συσκευή ή την ηλεκτρική τάση που εφαρμόζεται στα άκρα μιας συσκευής. Στην πρώτη περίπτωση ονομάζεται ροοστάτης και στη δεύτερη ποτενσιόμετρο.
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
name::
* McsEngl.elcr'ResourceInfHmnn,
_ADDRESS.WPG:
* http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394//
* ηλεκτρολογικά_σύμβολα: http://electricallab.gr/index2.php?option=com_docman&task=doc_view&gid=75&Itemid=34,
Μειώστε τον λογαριασμό της ΔΕΗ Με λίγες απλές και έξυπνες κινήσεις κάντε το σπίτι σας λιγότερο ενεργοβόρο και κερδίστε
ΤΗΝ ΕΠΟΧΗ αυτή, που ο καιρός κρυώνει, η ημέρα μικραίνει και όλο και περισσότερες ώρες μένουμε στο σπίτι, η κατανάλωση ηλεκτρικής ενέργειας αυξάνεται και μαζί της «φουσκώνουν» και οι λογαριασμοί της ΔΕΗ. Αν δεν θέλετε κάθε δίμηνο να βάζετε βαθιά το χέρι στην τσέπη, μπορείτε να ακολουθήσετε μερικούς βασικούς κανόνες και να εξοικονομήσετε αρκετά χρήματα από τους λογαριασμούς του ηλεκτρικού κάνοντας σωστή χρήση των ηλεκτρικών σας συσκευών. Τις κιλοβατώρες που θα κερδίσετε, π.χ., ρυθμίζοντας σωστά τον θερμοστάτη του θερμοσίφωνα ή του κλιματιστικού μπορείτε να τις «κάψετε» τις κρύες νύχτες του χειμώνα και παράλληλα να παραμείνετε στις χαμηλότερες κλίμακες του τιμολογίου της ΔΕΗ.
Η οικονομία ξεκινά από τις πιο «ενεργοβόρες» οικιακές ηλεκτρικές συσκευές. Ποιες είναι αυτές; Από πλευράς ισχύος ο θερμοσίφωνας βρίσκεται στην πρώτη θέση, καθώς η ισχύς ενός κοινού θερμοσίφωνα είναι 4 κιλοβατώρες (ΚΒΩ). Αν λοιπόν ο θερμοσίφωνας μένει ανοικτός μισή ώρα θα καταναλώσει το ίδιο ή και περισσότερο ρεύμα από ένα κοινό κλιματιστικό που λειτουργεί μία ώρα. Η ισχύς των κλιματιστικών που αγοράζονται για οικιακή χρήση είναι 1,5 ΚΒΩ ως 2 ΚΒΩ. Η κατανάλωση του θερμοσίφωνα μπορεί να περιοριστεί ρυθμίζοντας τον θερμοστάτη του σε μια σχετικά χαμηλή θερμοκρασία, περίπου στους 55 με 60 βαθμούς. Ενας άλλος καλός τρόπος είναι η μόνωσή του. Να καλυφθεί δηλαδή με ένα τεχνικά ελεγμένο μονωτικό, η εγκατάσταση του οποίου είναι απλή υπόθεση και μπορεί να γίνει ακόμη και από τον ίδιο τον καταναλωτή.
Αλλά και στα κλιματιστικά που χρησιμοποιούνται για θέρμανση μπορεί να γίνει οικονομία από τη χαμηλή ρύθμιση του θερμοστάτη τους. Μη ζητάτε περισσότερους από 18 βαθμούς, που θεωρείται η ιδανική θερμοκρασία για τους εσωτερικούς χώρους. Από εκεί και πέρα θα πρέπει να γνωρίζετε ότι η κατανάλωση των κλιματιστικών μεγαλώνει όσο πιο κρύα είναι η ατμόσφαιρα, καθώς η λειτουργία τους σχετίζεται με τη θερμοκρασία του περιβάλλοντος. Πάντως, είναι οικονομικότερο να καίει περισσότερες ώρες η κεντρική θέρμανση από το να χρησιμοποιείται κάποιο κλιματιστικό.
Υψηλή κατανάλωση έχουν επίσης και τα πλυντήρια ρούχων και πιάτων. Σε μία ώρα και συνήθως το πρόγραμμα πλύσης διαρκεί τόσο περίπου καταναλώνουν περί τις 3 ΚΒΩ. Οικονομία από τη λειτουργία των συσκευών αυτών μπορεί να γίνει με δύο τρόπους: επιλέγοντας όσο συχνότερα μπορείτε προγράμματα με χαμηλή θερμοκρασία και επιλέγοντας να πλύνετε τις ώρες που ισχύει το μειωμένο οικιακό τιμολόγιο ρεύματος.
Για να εκμεταλλευθεί κανείς το μειωμένο οικιακό τιμολόγιο της ΔΕΗ θα πρέπει να έχει τοποθετηθεί από ηλεκτρολόγο ο πρόσθετος αγωγός και μετρητής που απαιτείται. Το χαμηλό τιμολόγιο, το οποίο σύμφωνα με τα στοιχεία της ΔΕΗ χρησιμοποιεί μόνο 1 στα 7 νοικοκυριά, ισχύει από τις 11 το βράδυ ως τις 7 το πρωί για όλο το έτος, ενώ τον χειμώνα, δηλαδή από την 1η Νοεμβρίου ως την 1η Μαΐου, οι καταναλωτές μπορούν να επιλέξουν το τμηματικό ωράριο, δηλαδή από τις 2 το βράδυ ως τις 8 το πρωί και από τις 3.30 μ.μ. ως τις 5.30 μ.μ. Τις ώρες του χαμηλού τιμολογίου η μονάδα της ΚΒΩ είναι ως 40% φθηνότερη.
Οσον αφορά το μαγείρεμα, αν δεν προτιμάτε να χρησιμοποιείτε χύτρα ταχύτητας, μπορείτε να κάνετε οικονομία κλείνοντας το μάτι της κουζίνας ή τον φούρνο ένα τέταρτο προτού γίνει το φαγητό. Η «φωτιά» που υπάρχει αρκεί για να ολοκληρωθεί το μαγείρεμα.
Μεγάλη οικονομία στο ηλεκτρικό μπορεί επίσης να επιτευχθεί και από την αντικατάσταση των κοινών λαμπτήρων πυρακτώσεως με λαμπτήρες φθορισμού. Οι νέας τεχνολογίας συμπαγείς λαμπτήρες, όπως ονομάζονται, αποδίδουν τον ίδιο φωτισμό καταναλώνοντας μόλις το 20% της ενέργειας που χρειάζονται οι κοινοί λαμπτήρες. Κοστίζουν ωστόσο πολύ περισσότερο από τους συμβατικούς. Για παράδειγμα, ένας κοινός λαμπτήρας 100 W στοιχίζει περίπου 300 δρχ. ενώ ένας αντίστοιχης απόδοσης φθορισμού περί τις 5.500 δραχμές. Ωστόσο η διάρκεια ζωής των λαμπτήρων φθορισμού είναι 8 με 10 φορές μεγαλύτερη από αυτήν των συμβατικών. Αντικαθιστώντας λοιπόν τους παλιούς με λαμπτήρες νέας τεχνολογίας μπορεί να επιτευχθεί οικονομία στον λογαριασμό της ΔΕΗ περίπου 10%, αφού σύμφωνα με τα στοιχεία της Επιχείρησης σε ένα πλήρως εξοπλισμένο νοικοκυριό η κατανάλωση ρεύματος από τον φωτισμό συμμετέχει στον λογαριασμό κατά μέσον όρο με 15%.
Οποια μέτρα και αν πάρετε για να μειώσετε τον λογαριασμό της ΔΕΗ θα πρέπει να γνωρίζετε ότι όταν η κατανάλωση περάσει το όριο των 800 ΚΒΩ, οι επιπλέον μονάδες υπολογίζονται με την αυξημένη τιμή της επόμενης κλίμακας. Το ίδιο και πολύ χειρότερο συμβαίνει αν ξεπεραστεί το επόμενο όριο, που είναι οι 1.601 μονάδες.
Γ. ΠΑΠΑΪΩΑΝΝΟΥ
[ΒΗΜΑ 1997-10-26]
name::
* McsEngl.elcr'Source of Electromotive Force,
====== lagoGreek:
* McsElln.πηγη-ηλεκτρικης-ενεργειας,
To produce a flow of current in any electrical circuit, a source of electromotive force or potential difference is necessary. The available sources are:
(1) electrostatic machines such as the Van de Graaff generator, which operate on the principle of inducing electric charges by mechanical means ;
(2) electromagnetic machines, which generate current by mechanically moving conductors through a magnetic field or a number of fields (See Electric Motors and Generators);
(3) batteries, which produce an electromotive force through electrochemical action;
(4) devices that produce electromotive force through the action of heat (See Crystal: Other Crystal Properties; Thermoelectricity);
(5) devices that produce electromotive force by the photoelectric effect, the action of light; and
(6) devices that produce electromotive force by means of physical pressure-the piezoelectric effect.
"Electricity," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
===
Κάθε συσκευή στην οποία μια μορφή ενέργειας μετατρέπεται σε ηλεκτρική ονομάζεται πηγή ηλεκτρικής ενέργειας ή απλώς ηλεκτρική πηγή. Βεβαίως σε μια ηλεκτρική πηγή δεν παράγεται ενέργεια από το μηδέν. Απλώς μια μορφή ενέργειας μετατρέπεται σε ηλεκτρική. Η μορφή της ενέργειας που μετατρέπεται σε ηλεκτρική εξαρτάται από το είδος της ηλεκτρικής πηγής. Έτσι
ΚΕΦΑΛΑΙΟ 2 ΗΛΕΚΤΡΙΚO ΡΕΥΜΑ
σ’ ένα ηλεκτρικό στοιχείο (κοινή μπαταρία) ή σ’ ένα συσσωρευτή (μπαταρία αυτοκινήτου) χημική ενέργεια μετατρέπεται σε ηλεκτρική, ενώ σε μια γεννήτρια κινητική ενέργεια μετατρέπεται σε ηλεκτρική (εικόνες 2.15, 2.16). Άλλες ηλεκτρικές πηγές είναι το φωτοστοιχείο και το θερμοστοιχείο. Σ’ ένα φωτοστοιχείο (εικόνα 2.17) ενέργεια της ακτινοβολίας μετατρέπεται σε ηλεκτρική, ενώ σ’ ένα θερμοστοιχείο θερμική ενέργεια μετατρέπεται σε ηλεκτρική.
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
Η χώρα που ζει από τα σκουπίδια της
Σε εναλλακτικό καύσιμο έχει μετατρέψει η Δανία τα απορρίμματά της, μειώνοντας την εξάρτησή της από το πετρέλαιο
Πέμπτη 15 Απριλίου 2010
ΚΟΠΕΓΧΑΓΗ Oταν άλλοι θεωρούν τα σκουπίδια βρώμικο πρόβλημα, οι Δανοί τα βλέπουν ως καθαρό και εναλλακτικό καύσιμο, ή ακόμη και ως πηγή παραγωγής ηλεκτρικής ενέργειας. Η Δανία διαθέτει πλέον δεκάδες μη συμβατικές μονάδες αποτέφρωσης, επεξεργασίας και ανακύκλωσης σκουπιδιών, δηλαδή υπερσύγχρονα εργοστάσια τα οποία μετατρέπουν τα απορρίμματα σε ενέργεια και θέρμανση για τις κοινότητες που τα φιλοξενούν, με τεράστια οφέλη για το περιβάλλον. Η χρήση αυτών των μονάδων έχει μειώσει όχι μόνο τις ενεργειακές δαπάνες και την εξάρτηση της Δανίας από το πετρέλαιο και το φυσικό αέριο, αλλά και τη χρήση των χωματερών και των εκπομπών διοξειδίου του άνθρακα. Στην πραγματικότητα, οι μονάδες αυτές λειτουργούν τόσο καθαρά και χωρίς οσμές που πλέον τα τζάκια και οι ψησταριές των σπιτιών απελευθερώνουν περισσότερες διοξίνες από τους αποτεφρωτήρες των σκουπιδιών.
Αυτή τη στιγμή λειτουργούν 29 εργοστάσια καύσης σκουπιδιών για την παραγωγή ενέργειας, τα οποία εξυπηρετούν 98 δήμους, σε μια χώρα 5,5 εκατομμυρίων κατοίκων. Ηδη κατασκευάζονται άλλα 10. Δεν είναι να απορεί κάποιος που τέτοιες μονάδες λειτουργούν χωρίς αντιδράσεις ακόμη και στο κέντρο της Κοπεγχάγης ή σε πλούσια οικιστικά προάστια, καθώς οι ιθύνοντες των μονάδων φροντίζουν η μεταφορά των σκουπιδιών σε αυτές να γίνεται με άκρα διακριτικότητα και προσοχή. Εδώ μετράει ακόμη και η αισθητική: τα πιο πρόσφατα κατασκευασμένα εργοστάσια ξεγελούν το μάτι, καθώς είναι «ντυμένα» με περίτεχνα «κελύφη» που θυμίζουν... γλυπτά! Το σημαντικότερο όμως είναι ότι αυτές οι μονάδες «νέας γενιάς» διαθέτουν δεκάδες φίλτρα που συλλέγουν ρυπογόνους παράγοντες, από βαριά μέταλλα ως διοξίνες, που μόλις πριν από δέκα χρόνια θα ξέφευγαν στο περιβάλλον, και χρησιμοποιούν ως καύσιμο μόνον οικιακά και βιομηχανικά απορρίμματα που δεν μπορούν να ανακυκλωθούν, μειώνοντας έτσι σημαντικά το ενεργειακό αποτύπωμα της χώρας και προωθώντας την ανακύκλωση. Και επειδή τίποτα δεν πάει χαμένο, στο τέλος της διαδικασίας καύσης, τα οξέα, τα βαριά μέταλλα και ο γύψος πωλούνται στον κατασκευαστικό κλάδο, ενώ οι μικρές ποσότητες τοξικών υλικών υψηλής συγκέντρωσης δημιουργούν μια πάστα η οποία συσκευάζεται με ασφάλεια και αποστέλλεται σε ειδικό μέρος υγειονομικής ταφής τους.
Η Ευρώπη πρωτοστατεί στην κατασκευή και τη λειτουργία τέτοιων πρωτοποριακών μονάδων, καθώς διαθέτει περίπου 400 από αυτές. Οι χώρες που ηγούνται αυτού του τρόπου παραγωγής ενέργειας και ταυτοχρόνως αντιμετώπισης του ζητήματος των απορριμμάτων είναι η Δανία, η Γερμανία και η Ολλανδία. Αντιθέτως, οι Ηνωμένες Πολιτείες των 300 εκατομμυρίων πολιτών διαθέτουν μόνο 87 μονάδες καύσης απορριμμάτων και μάλιστα παλαιάς τεχνολογίας, καθώς παρά τα πολυάριθμα προτερήματά της η μέθοδος αυτή έχει συναντήσει σημαντικές αντιστάσεις στην Αμερική από πανίσχυρα «λόμπι» που εκπροσωπούν συμφέροντα βιομηχανιών παλαιάς τεχνολογίας.
Το πρότυπο του Χόρσχολμ
Υπόδειγμα κοινότητας η οποία χρησιμοποιεί ενέργεια και θέρμανση από σκουπίδια είναι το πεντακάθαρο οικιστικό προάστιο Χόρσχολμ, έξω από την Στοκχόλμη. Το τοπικό εργοστάσιο κρύβεται πίσω από έναν καλόγουστο φράχτη, σε απόσταση μόλις 360 μέτρων από τις αυλές των τελευταίων σπιτιών. Εδώ το κόστος για τη θέρμανση κάθε σπιτιού είναι ιδιαιτέρως χαμηλό, καθώς το 80% της θερμότητας και το 20% του ηλεκτρικού ρεύματος παράγονται από την καύση των απορριμμάτων. Μόνο το 4% των σκουπιδιών του Χόρσχολμ καταλήγει σε χωματερές, το 64% ανακυκλώνεται και το 34% καίγεται, αφήνοντας μόνο 1% επικίνδυνα απόβλητα.
[http://www.tovima.gr/world/article/?aid=325781]
name::
* McsEngl.elcr'Switch,
* McsEngl.conceptCore90.19,
In electrical engineering, a switch is an electrical component that can break an electrical circuit, interrupting the current or diverting it from one conductor to another.[1][2]
The most familiar form of switch is a manually operated electromechanical device with one or more sets of electrical contacts, which are connected to external circuits. Each set of contacts can be in one of two states: either "closed" meaning the contacts are touching and electricity can flow between them, or "open", meaning the contacts are separated and the switch is nonconducting. The mechanism actuating the transition between these two states (open or closed) can be either a "toggle" (flip switch for continuous "on" or "off") or "momentary" (push-for "on" or push-for "off") type.
A switch may be directly manipulated by a human as a control signal to a system, such as a computer keyboard button, or to control power flow in a circuit, such as a light switch. Automatically operated switches can be used to control the motions of machines, for example, to indicate that a garage door has reached its full open position or that a machine tool is in a position to accept another workpiece. Switches may be operated by process variables such as pressure, temperature, flow, current, voltage, and force, acting as sensors in a process and used to automatically control a system. For example, a thermostat is a temperature-operated switch used to control a heating process. A switch that is operated by another electrical circuit is called a relay. Large switches may be remotely operated by a motor drive mechanism. Some switches are used to isolate electric power from a system, providing a visible point of isolation that can be pad-locked if necessary to prevent accidental operation of a machine during maintenance, or to prevent electric shock.
[http://en.wikipedia.org/wiki/Switch]
name::
* McsEngl.elcr'Voltage | Ταση,
* McsEngl.conceptCore90.3,
* McsEngl.conceptCore990,
* McsEngl.electric-tention@cptCore90.3, {2012-06-17}
* McsEngl.electrical-potential-difference@cptCore90.3, {2012-06-17}
* McsEngl.electro-motive-force,
* McsEngl.EMF,
* McsEngl.potential-difference,
* McsEngl.voltage,
* McsElln.διαφορα-ηλεκτρικου-δυναμικου@cptCore90.3, {2012-06-17}
* McsElln.ηλεκτρικη-ταση@cptCore90.3, {2012-06-17}
* McsElln.ΤΑΣΗ,
_DESCRIPTION:
Voltage, otherwise known as electrical potential difference or electric tension (denoted ΔV and measured in volts, or joules per coulomb) is the potential difference between two points — or the difference in electric potential energy per unit charge between two points.[1] Voltage is equal to the work which would have to be done, per unit charge, against a static electric field to move the charge between two points. A voltage may represent either a source of energy (electromotive force), or it may represent lost or stored energy (potential drop). A voltmeter can be used to measure the voltage (or potential difference) between two points in a system; usually a common reference potential such as the ground of the system is used as one of the points. Voltage can be caused by static electric fields, by electric current through a magnetic field, by time-varying magnetic fields, or a combination of all three.[2][3]
[http://en.wikipedia.org/wiki/Voltage]
===
(Or "potential difference", "electro-motive force" (EMF)) A quantity measured as a signed difference between two points in an electrical circuit which, when divided by the {resistance} in {Ohms} between those points, gives the current flowing between those points in {Amperes}, according to {Ohm's Law}. Voltage is expressed as a signed number of Volts (V). The voltage gradient in Volts per metre is proportional to the force on a charge.
Voltages are often given relative to "earth" or "ground" which is taken to be at zero Volts. A circuit's earth may or may not be electrically connected to the actual earth.
The voltage between two points is also given by the charge present between those points in {Coulombs} divided by the {capacitance} in {Farads}. The capacitance in turn depends on the {dielectric constant} of the insulators present.
Yet another law gives the voltage across a piece of circuit as its {inductance} in {Henries} multiplied by the rate of change of current flow through it in Amperes per second.
A simple analogy likens voltage to the pressure of water in a pipe. Current is likened to the amount of water (charge) flowing per unit time.
(04 Dec 1995)
[FOLDOC, 1998.02]
This relationship is known as Ohm's law and is named after the German physicist Georg Simon Ohm, who discovered the law in 1827. Ohm's law may be stated in the form of the algebraic equation E = I Χ R, in which E is the electromotive force in volts, I is the current in amperes, and R is the resistance in ohms. From this equation any of the three quantities for a given circuit can be calculated if the other two quantities are known.
"Electricity," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.conceptCore90.2,
* McsEngl.v-unit@cptCore90.2,
* McsEngl.volt@cptCore90.2, {2012-06-17}
_DESCRIPTION:
Η μονάδα μέτρησης της ηλεκτρικής τάσης (διαφοράς δυναμικού) στο Διεθνές Σύστημα Μονάδων (S.I.) ονομάζεται Volt (1 V) και ορίζεται ως:
1 Volt = 1 Joule / 1 Coulomb
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
===
Το Βολτ (Αγγλ. Volt) συμβολίζεται με το γράμμα (V) και είναι μονάδα μέτρησης της ηλεκτρικής τάσης. Ορίζεται ως η διαφορά δυναμικού μεταξύ δύο σημείων ενός αγωγού, όταν διέρχεται από αυτόν σταθερό ρεύμα ενός Αμπέρ και καταναλώνεται ισχύς ενός Βατ. Είναι παράγωγη μονάδα του Διεθνούς συστήματος μονάδων (SI) και έλαβε το όνομά της προς τιμή του Ιταλού φυσικού, Αλεσάντρο Βόλτα.
V=W/A
[http://el.wikipedia.org/wiki/Βολτ]
===
measured in volts, or joules per coulomb
V=J/Q
[http://en.wikipedia.org/wiki/Voltage]
===
VOLTAGE/ELECTRIC POTENTIAL/ΤΑΣΗ (VOLT=ΜΟΝΑΔΑ ΜΕΤΡΗΣΗΣ)
===
Volt, unit of electromotive force, or electric potential. It is defined as the potential difference (See Electricity: Electrostatics) between two points when 1 joule of work must be done to move 1 coulomb of electric charge between the two points. It can also be defined as the potential difference needed to cause 1 amp of current to flow through a conductor of 1 ohm resistance. The volt, symbol V, is named after the Italian scientist Alessandro Volta, who invented the voltaic cell and the electric capacitor.
"Volt," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
===
volt (V), unit of voltage or, more technically, of electric POTENTIAL and ELECTROMOTIVE FORCE. It is defined as the difference of electric potential existing across the ends of a conductor having a resistance of 1 OHM when the conductor is carrying a current of 1 AMPERE.
===
ΒΟΛΤ: ΕΙΝΑΙ Η ΜΟΔΑΔΑ ΜΕΤΡΗΣΗΣ ΤΗΣ ΤΑΣΗΣ (ΔΙΑΦΟΡΑΣ ΔΥΝΑΜΙΚΟΥ).
V = W / A VOLT=WATT/AMPERE ΤΑΣΗ=ΙΣΧΥ/ΑΝΤΙΣΤΑΣΗ
USA=110V
EUROPE=220V.
A transformer must have 30% greater power than the working item.
If the transformer gives less watt than the working item needs, you burn the transformer.
name::
* McsElln.Ηλεκτρικο-διπολο,
Είδαμε ότι όλες οι ηλεκτρικές συσκευές που χρησιμοποιούμε (μπαταρίες, λαμπτήρες, οικιακές ηλεκτρικές συσκευές κ.λπ.) διαθέτουν δύο άκρα (πόλους) με τα οποία συνδέονται στο ηλεκτρικό κύκλωμα. Οι ίδιες οι συσκευές ονομάζονται ηλεκτρικά δίπολα (εικόνα 2.24).
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
Καθώς τα ηλεκτρόνια περνούν μέσα από ένα λαμπτήρα, ηλεκτρική ενέργεια μετατρέπεται σε θερμική και φωτεινή. Ο λαμπτήρας, όπως και κάθε συσκευή που μετατρέπει την ηλεκτρική ενέργεια σε ενέργεια άλλης μορφής, ονομάζεται μετατροπέας ή καταναλωτής.
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
name::
* McsEngl.elcr.Dangerous,
καθόσον 30mA θεωρείται το όριο της επικίνδυνης έντασης για τον άνθρωπο
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGL-A103/389/2566,10032/]
name::
* McsEngl.elcr.Intensity-of-electricity,
* McsEngl.conceptCore90.4,
* McsEngl.current-intensity@cptCore90.4, {2012-07-21}
* McsEngl.intensity-of-electricity@cptCore90.4, {2012-06-17}
====== lagoGreek:
* McsElln.ενταση-ηλεκτρικου-ρευματος@cptCore90.4, {2012-06-17}
_DESCRIPTION:
Η 'ενταση' είναι μια ΠΟΣΟΤΗΤΑ ηλεκτρικου-ρεύματος!!!
Η "ενταση" ΔΕΝ είναι διαφορετικο μεγεθος απο το "ηλεκτρικο-ρευμα".
[hmnSngo.2012-06-18]
===
Το μέγεθος που μετρά το ηλεκτρικό ρεύμα είναι η ένταση του ηλεκτρικού ρεύματος,
[http://el.wikipedia.org/wiki/Ένταση_ηλεκτρικού_ρεύματος]
===
Ορίζουμε την ένταση (I) του ηλεκτρικού ρεύματος που διαρρέει έναν αγωγό ως το φορτίο (q) που διέρχεται από μια διατομή του αγωγού σε χρονικό διάστημα (t) προς το χρονικό διάστημα.
Στη γλώσσα των μαθηματικών η παραπάνω σχέση γράφεται ως εξής:
I=q/t
[http://digitalschool.minedu.gov.gr/modules/ebook/show.php/DSGYM-C201/368/2458,9394/]
_CREATED: {2012-04-24} {2014-01-01}
name::
* McsEngl.conceptCore437,
* McsEngl.entity.MODEL,
* McsEngl.FvMcs.entity.MODEL,
* McsEngl.entity.model@cptCore347, {2012-07-21}
* McsEngl.sympan'society'model@cptCore347, {2012-07-21}
* McsEngl.domain-model@cptCore437-in-problem-solving, {2012-04-29}
* McsEngl.model, {2012-04-24}
* McsEngl.model.knowledge@cptCore437, {2012-04-24}
* McsEngl.scientific-model@cptCore437, {2012-04-24}
* McsEngl.output-of-mapping-method,
* McsEngl.target-of-mapping-method,
* McsEngl.mdl@cptCore437, {2012-04-24}
* McsEngl.entityOut,
* McsEngl.output-entity,
* McsEngl.code,
* McsEngl.code-in-representation@cptCore320i,
* McsEngl.encoded-entity@cptCore320i,
* McsEngl.formated-entity@cptCore320i,
* McsEngl.mtdMap'code,
* McsEngl.mtdMap'entityOut,
* McsEngl.mtdMap'FORMATED-ENTITY,
* McsEngl.notation, {2014-02-06}
* McsEngl.mapeelo@cptCore546.54,
* McsEngl.mapeino'secondary-entity,
* McsEngl.mapan'entito@cptCore387.2,
* McsEngl.mapping'entito@cptCore387.2,
* McsEngl.model-of-mapping-relation,
* McsEngl.mapeino'imitation,
* McsEngl.mapeino'MAPEELO,
* McsEngl.mapping-entity@cptCore387.2,
* McsEngl.imitation@cptCore387.2,
* McsEngl.secondary-entity-in-relationMapping@cptCore546, {2012-11-26}
=== _NOTES: Originals and copies of things
original noun
the first form of something from which copies have been made
copy noun
a document, computer file etc that is exactly like the original one
transcript noun
a written copy of the exact words that someone said
replica noun
an accurate copy of something
photocopy noun
a copy made by a photocopier
tracing noun
a copy made by putting transparent paper on top of an image and following the lines with your pencil
duplicate noun
an exact copy of something
imitation noun
something that is a copy of something else, usually not as good as the original thing
forgery noun
a document, painting, work of art etc that is a copy of an original, and has been illegally represented as the original
reproduction noun
a copy of something, especially a work of art or an antique
====== lagoSINAGO:
* McsSngo.omo, {2014-04-17}
* McsEngl.omo@lagoSngo,
* McsEngl.omo@lagoSngo@lagoSngo, {2014-04-17}
====== lagoEsperanto:
* McsEngl.modelo@lagoEspo,
* McsEspo.modelo,
_ENVIRONMENT:
* relation.mapping#cptCore546.54#
* MAPEOLO
===
* mapin= the duin
.
* mapon= the corelaton
* mapen= the entity who does the duin
* mapan= the entity which is maped with the original
_DESCRIPTION:
In the most general sense, a model is anything used in any way to represent anything else.
[http://en.wikipedia.org/wiki/Conceptual_model]
===
* MAPPING-ENTITY is the entity which is mapped with an original one, through a mapping-corelation.
[hmnSngo.2003-10-26_nikkas]
===
Scientific modelling is the process of generating abstract, conceptual, graphical or mathematical models. Science offers a growing collection of methods, techniques and theory about all kinds of specialized scientific modelling. A scientific model can provide a way to read elements easily which have been broken down to a simpler form.
Modelling is an essential and inseparable part of all scientific activity, and many scientific disciplines have their own ideas about specific types of modelling. There is an increasing attention for scientific modelling[1] in fields such as of philosophy of science, systems theory, and knowledge visualization.
[http://en.wikipedia.org/wiki/Scientific_modeling]
==
A domain model in problem solving and software engineering can be thought of as a conceptual model of a domain of interest (often referred to as a problem domain) which describes the various entities, their attributes, roles and relationships, plus the constraints that govern the integrity of the model elements comprising that problem domain.
[http://en.wikipedia.org/wiki/Domain_model]
_CREATED: {2014-01-01} {2003-11-01}
name::
* McsEngl.model'archetype (original),
* McsEngl.conceptCore437.19,
* McsEngl.archetype@cptCore437.19,
* McsEngl.domain-of-model@cptCore437.19, {2012-04-29}
* McsEngl.problem-domain@cptCore437.19-in-proble-solving, {2012-04-29}
* McsEngl.model'archetype, {2014-01-01}
* McsEngl.model'original-entity, {2014-01-01}
* McsEngl.model'referent,
* McsEngl.model'ReferentModel,
* McsEngl.model'referent-of-model,
* McsEngl.modeled-entity@cptCore437.19, {2012-04-29}
* McsEngl.modeled-system@cptCore437.19, {2012-04-29}
* McsEngl.input-of-model,
* McsEngl.origin-of-model,
* McsEngl.referent-of-model@cptCore437.19, {2012-08-24}
* McsEngl.target-of-model,
* McsEngl.target-system, {2012-11-24}
* McsEngl.mapeino'archetype,
* McsEngl.mapeino'MAPEOLO,
* McsEngl.mapeino'primary-entity,
* McsEngl.mapeino'original,
* McsEngl.mapeolo@cptCore546.54,
* McsEngl.primary-entity-in-relationMapping, {2012-11-26}
* McsEngl.original-entity-in-relationMapping, {2012-11-26}
* McsEngl.original'entito@cptCore387.3,
* McsEngl.archetype, {2014-01-31}
* McsEngl.archetype.mapping-method,
* McsEngl.entityIn,
* McsEngl.input-entity,
* McsEngl.mtdMap'entityIn,
* McsEngl.mtdMap'UNFORMATED-ENTITY,
* McsEngl.uncode, {2014-01-25}
* McsEngl.uncoded-entity@cptCore320i,
* McsEngl.unformated-entity@cptCore320i,
* McsEngl.artp, {2014-03-03}
====== lagoSINAGO:
* McsSngo.ono, {2016-03-06}
* McsEngl.ono@lagoSngo,
_GENERIC:
* entity.whole.system#cptCore765#
_DESCRIPTION:
Archetype I call the ENTITY a model represents.
[hmnSngo.2014-03-03]
===
I call 'referent' the entity a model represents. Every concept, because it is a model of reality, has a refernt. Then every 'model' will have a referent, the entity that represents, and as a concept (because anything we talk about are concepts) will have a reference, the models we talk about.
[hmnSngo.2012-08-24]
===
Every model REPRESENTS an entity. This entity is its target.
[hmnSngo.2012-05-20]
===
* ORIGINAL-ENTITY is the first entity we map with another one, the "mapping-entity", through a mapping-corelation.
[hmnSngo.2003-11-01_nikkas]
_ENVIRONMENT:
* MAPEELO
* relation-to-referent#ql:model'referent_and_target###
name::
* McsEngl.model'archetype'SET (DOMAIN),
* McsEngl.conceptCore320.1,
* McsEngl.archetype-domain,
* McsEngl.archetype-set, {2014-02-27}
* McsEngl.domain.archetype, {2014-03-03}
* McsEngl.domain-of-mapping-method@cptCore320.1, {2012-08-05}
* McsEngl.mtdMap'archetype'domainIN,
* McsEngl.mtdMap'domain,
* McsEngl.mthMap'domainIn,
* McsEngl.mtdMap'Set.original,
* McsEngl.original-set-of-mapping-method@cptCore320.1, {2012-08-05}
_GENERIC:
* MATH'SET#cptCore503.2#
_DESCRIPTION:
The set of all entities we want to map.
[hmnSngo.2014-02-09]
name::
* McsEngl.model'archetype'structure.UNIT,
* McsEngl.mtdMap'archetype.UNITm,
* McsEngl.unit.archetype,
_DESCRIPTION:
Archetype-unit is the elementary entities by which archetype-structures are created.
[hmnSngo.2014-02-06]
name::
* McsEngl.model'CODOMAIN,
* McsEngl.conceptCore320.5,
* McsEngl.model'codomain,
* McsEngl.model-domain, {2014-03-03}
* McsEngl.model'domainOUT,
* McsEngl.mtdMap'code'domainOUT,
* McsEngl.code-set-of-mapping-method@cptCore320.5, {2012-08-20}
* McsEngl.codomain-of-mapping-method@cptCore320.5, {2012-08-20}
* McsEngl.mtdMap'codomain,
* McsEngl.mtdMap'domainOut,
* McsEngl.mtdMap'Set.Code,
_DESCRIPTION:
It is the set, which is mapped with the original-entity (the domain).
[hmnSngo.2012-08-20]
===
noun: codomain; plural noun: codomains
1. a set that includes all the possible values of a given function.
[Google dict]
name::
* McsEngl.mtdMap'NOTATION,
* McsEngl.notation@cptCore320i,
* McsEngl.code-in-format@cptCore320i,
_DEFINITION:
Notation is the means used to denote the source.
[hmnSngo.2008-01-04_KasNik]
name::
* McsEngl.model'mapping-method,
* McsEngl.conceptCore320,
* McsEngl.entity.model.information.method.mapping@cptCore320, {2012-08-05}
* McsEngl.sympan'society'methodMapping@cptCore320, {2012-08-05}
* McsEngl.representation-method@cptCore320, {2008-01-21}
* McsEngl.mapping-method@cptCore320, {2007-12-26}
* McsEngl.format@cptCore320,
* McsEngl.format-method@cptCore320,
* McsEngl.encoding,
* McsEngl.encoding-method@cptCore320,
* McsEngl.method.mapping@cptCore320,
* McsEngl.modeling-method@cptCore320, {2014-02-28}
* McsEngl.representation-method@cptCore320, {2012-08-24}
* McsEngl.mtdMap@cptCore320, {2013-07-28}
* McsEngl.mthdMap@cptCore320, {2012-08-05}
====== lagoSINAGO:
* McsEngl.mapuino-metodepto@lagoSngo, {2007-12-21}
With "representation" and "format" they call the codomain_entities.
[hmnSngo.2008-01-21_KasNik]
name::
* McsEngl.format'setConceptName,
Encoding is the process of transforming information from one format into another. The opposite operation is called decoding.
There are a number of more specific meanings that apply in certain contexts:
* Encoding (in cognition) is a basic perceptual process of interpreting incoming stimuli; technically speaking, it is a complex, multi-stage process of converting relatively objective sensory input (e.g., light, sound) into subjectively meaningful experience.
* Character encoding is a code that pairs a set of natural language characters (such as an alphabet or syllabary) with a set of something else, such as numbers or electrical pulses.
* Text encoding uses a markup language to tag the structure and other features of a text to facilitate processing by computers. (See also Text Encoding Initiative.)
* Semantics encoding of formal language A in formal language B is a method of representing all terms (e.g. programs or descriptions) of language A using language B.
* Electronic encoding transforms a signal into a code optimized for transmission or storage, generally done with a codec.
* Neural encoding is the way in which information is represented in neurons.
* Memory encoding is the process of converting sensations into memories.
* Encryption transforms information for secrecy.
[http://en.wikipedia.org/wiki/Encoding]
name::
* McsEngl.mtdMap'setConceptName,
Noun
* S: (n) format, formatting, data format, data formatting (the organization of information according to preset specifications (usually for computer processing))
* S: (n) format (the general appearance of a publication)
Verb
* S: (v) format, arrange (set (printed matter) into a specific format) "Format this letter so it can be printed out"
* S: (v) format (determine the arrangement of (data) for storage and display (in computer science))
* S: (v) format, initialize, initialise (divide (a disk) into marked sectors so that it may store data) "Please format this disk before entering data!"
[wn, 2007-12-21]
name::
* McsEngl.notation'setConceptName,
Noun
* S: (n) notation, notational system (a technical system of symbols used to represent special things)
* S: (n) note, annotation, notation (a comment or instruction (usually added)) "his notes were appended at the end of the article"; "he added a short notation to the address on the envelope"
* S: (n) notation (the activity of representing something by a special system of marks or characters)
[wn, 2007-12-21]
The term notation can refer to:
Chemistry
* Chemical formula
* Lewis structure, denotes chemical bonds
Dance
* Dance notation
o Labanotation
o Benesh movement notation
Written Communication
* Symbol, something that stands for, or suggests, something else
Mathematics
* Mathematical notation is used to represent ideas.
o All types of notation in probability
o Cartesian coordinate system, for representing position and other spatial concepts in analytic geometry
o Notation for differentiation, common representations of the derivative in calculus
o Big O notation, used for example in analysis to represent less significant elements of an expression, to indicate that they will be neglected
o Z notation, a formal notation for specifying objects using Zermelo-Fraenkel set theory and first-order predicate logic
o Ordinal notation
o Set-builder notation, a formal notation for defining sets in set theory
* Systems to represent very large numbers
o Conway chained arrow notation
o Knuth's up-arrow notation
o Steinhaus–Moser notation
Physics
* Bra-ket notation or Dirac Notation is another representation of probability in quantum mechanics
* Tensor notation is a general way to represent a gravitational field in general relativity
Typographical conventions
* Infix notation, the common arithmetic and logical formula notation, such as a+b-c
* Polish notation or "prefix notation", which places the operator before the operands (arguments), such as + a b
* Reverse Polish notation or "postfix notation", which places the operator after the operands, such as a b +
* Numeral systems, notation for writing numbers, including
o Scientific notation for expressing large and small numbers
o Sign-value notation, using signs or symbols to represent numbers
o Positional notation also known as place-value notation, in which each position is related to the next by a multiplier which is called the base of that numeral system
+ Binary notation, a positional notation in base two
+ Octal notation, a positional notation in base eight, used in some computers
+ Decimal notation, a positional notation in base ten
+ Hexadecimal notation, a positional notation in base sixteen, commonly used in computers
+ Sexagesimal notation, an ancient numeral system in base sixty
* See also Table of mathematical symbols - for general tokens and their definitions
Other systems
* Chess notation, to represent moves in a game of chess
* Musical notation, to represent music in a musical composition
* New Epoch Art Notation, to represent the creation of a visual image using any physical media
* Aresti aerobatic symbols, to represent flight maneuvers in aerobatics
* Hungarian notation, to represent the type or intended use of a variable within its name in computer programming
[http://en.wikipedia.org/wiki/Notation]
Mapuino_metodepto is a metodepto (=kognepto of duino) of a mapuino.
[hmnSngo.2007-12-22_KasNik]
? Format is a method_of_mapping kognepto_models.
[hmnSngo.2007-12-22_KasNik]
name::
* McsEngl.mtdMap'WholeNo-relation,
_ENVIRONMENT.mtdMap:
* mtdMap'and'standard#ql:format'and'standard@cptCore459i###
name::
* McsEngl.mtdMap'Completeness,
_DESCRIPTION:
If ALL elements of the 'archetype-set' are mapped.
[hmnSngo.2014-03-11]
name::
* McsEngl.mtdMap'doing.IMPLEMENTING,
* McsEngl.conceptCore320.4,
* McsEngl.implementation-of-mapping-method,
* McsEngl.procedure.mapping-method, {2014-03-11}
name::
* McsEngl.mtdMap'doing.method.TO-ARCHETYPE,
* McsEngl.conceptCore320.3,
* McsEngl.deciphering-method@cptCore320i,
* McsEngl.decoding-format@cptCore320i,
* McsEngl.decoding-method@cptCore320i,
_DEFINITION:
The process of mapping of a formated_entity to an unformated one.
[hmnSngo.2007-12-22_KasNik]
===
decipher decipher; deciphers; deciphering; deciphered
If you decipher a piece of writing or a message, you work out what it says, even though it is very difficult to read or understand.
I'm still no closer to deciphering the code.
VB
(c) HarperCollins Publishers.
name::
* McsEngl.mtdMap'doing.method.TO-MODEL,
* McsEngl.conceptCore320.2,
* McsEngl.encoding-format@cptCore320i,
* McsEngl.encoding-method@cptCore320i,
_DEFINITION:
The process of mapping of an unformated_entity to a formated one.
[hmnSngo.2007-12-22_KasNik]
name::
* McsEngl.mtdMap'reversibility,
_DESCRIPTION:
The existance of the 'to_archetype' method.
[hmnSngo.2014-03-11]
name::
* McsEngl.mtdMap'rule,
* McsEngl.rule-of-format@cptCore320i,
_DEFINITION:
Rule_of_format is a math_function of domain to codomain.
[hmnSngo.2008-01-05_KasNik]
name::
* McsEngl.mtdMap'specification,
* McsEngl.specification-of-format@cptCore320i,
_DEFINITION:
Format_specification is a formal (= clearly defined) or non_formal DOCUMENT describing the format_method.
[hmnSngo.2007-12-21_KasNik]
_GENERIC:
* entity.model.information.method#cptCore181.67#
* entity.model.information#cptCore181#
* entity.model#cptCore437#
* entity#cptCore387#
name::
* McsEngl.mtdMap.specific,
_SPECIFIC: mtdMap.alphabetically:
* computer-language#cptItsoft204#
* cryptography#cptIt56#
* language#cptCore49#
* recording
* standard
* standardNo
name::
* McsEngl.mtdMap.SPECIFIC-DIVISION.domainIn,
_SPECIFIC:
* AUDIO_FORMAT
* COMPUTER_FORMAT#cptIt571#
* COMPUTER_CHARACTER_FORMAT (code)#cptIt243.1#
* computer-language#cptItsoft204#
* COMPUTER_FILE_FORMAT#cptIt164#
* DATE_FORMAT
* TEXT_STYLING_FORMAT
* TEXT_FORMAT
* VIDEO_FORMAT
name::
* McsEngl.mtdMap.SPECIFIC-DIVISION.notation,
_SPECIFIC:
* ANALOG_FORMAT
* DIGITAL_FORMAT
* markup-language#cptItsoft204.12#
name::
* McsEngl.mtdMap.CODING-METHOD,
* McsEngl.coding,
_DESCRIPTION:
Coding-method is a mapping-method when the model is information.
[hmnSngo.2014-03-11]
name::
* McsEngl.mtdMap.BARCODING,
* McsEngl.barcode-method,
name::
* McsEngl.qr-method,
* McsEngl.quick-response-method,
_DESCRIPTION:
A QR Code is a two-dimensional bar code originally used in the automotive industry in Japan. The codes consist of black squares arranged in patterns on a white grid, which when read with a scanner or camera are formatted using an algorithm into readable text.
QR stands for Quick Response and have become wildly popular in mainstream use due to their large storage capacity. The codes are commonly used to display website addresses in offline media, allowing users to quickly access a URL without typing it out.
[http://www.monstaqr.com/]
name::
* McsEngl.mtdMap.FORMAL-LANGUAGE (formal-language-theory),
* McsEngl.conceptCore1018,
* McsEngl.math-formal-language@cptCore1018, {2008-01-01}
* McsEngl.formal'syntax@cptCore1018, {2007-12-10}
* McsEngl.fsks@cptCore1018,
* McsEngl.fml@cptCore1018, {2007-08-25}
* McsEngl.formal-language,
* McsEngl.formal-language@cptCore1018,
* McsEngl.language.formal@cptCore1018,
* McsEngl.lagFml, {2016-09-02}
* McsEngl.lngFml@cptCore1018,
* McsEngl.fmllng@cptCore1018, {2012-12-11}
====== lagoGreek:
* McsElln.ΤΥΠΙΚΗ-ΓΛΩΣΣΑ,
====== lagoEsperanto:
* McsEngl.formala sintakso@lagoEspo,
* McsEspo.formala sintakso,
name::
* McsEngl.formal-language'setConceptName,
formal language - that is, of a set of strings over some alphabet.
[http://en.wikipedia.org/wiki/Formal_grammar] 2007-12-14
LOGIC:
Logic (n.) A formal language which expresses propositions.
[http://www.w3.org/TR/2004/REC-rdf-mt-20040210/]
A language is a subset of the collection of all words on a fixed alphabet. For example, the collection of all binary strings that contain exactly 3 ones is a language over the binary alphabet.
[http://en.wikipedia.org/wiki/Computable_function]
A formal grammar defines (or generates) a formal language, which is a (possibly infinite) set of sequences of symbols that may be constructed by applying production rules to a sequence of symbols which initially contains just the start symbol.
[http://en.wikipedia.org/wiki/Chomsky_hierarchy]
FORMAL_SYNTAX is a SPECIFICATION#ql:specification-*# (description) of a FORMAL (=clearly-defined) PROCESS of part-whole creation entities.
[hmnSngo.2007-12-14_KasNik]
A language is formal if
- the syntax of the language is defined with sufficient precision that a computer could be programmed to check whether any sentence is a sentence of the language. In some cases, purely syntactic well-formedness constraints are supplemented by additional constraints.
[RBJ]
_GENERIC:
* PROCESS_SPECIFICATION
* LANGUDINO.HOMO#cptCore93#
name::
* McsEngl.lagFml'attribute,
_ATTRIBUTE:
* SYNTAX_OF_COMPUTER_LANGUAGE
* COMMUNICATION_PROTOCOL
name::
* McsEngl.lagFml'wholeNo-relation,
name::
* McsEngl.lagFml'DOMAIN,
"Formal-language" is NOT a language and does not have "domain"
[hmnSngo.2007-12-10_KasNik]
name::
* McsEngl.lagFml'alphabet (set of character),
* McsEngl.alphabet-of-fsk@cptCore1018,
_DEFINITION:
An alphabet is an arbitrary set.
[http://en.wikipedia.org/wiki/Computable_function]
name::
* McsEngl.lagFml'character,
* McsEngl.character-of-fsk@cptCore1018,
* McsEngl.fmllng'symbol,
* McsEngl.symbol-of-fsk@cptCore1018,
_DEFINITION:
A word on an alphabet is a finite sequence of symbols from the alphabet; the same symbol may be used more than once. For example, binary strings are exactly the words on the alphabet {0,1}.
[http://en.wikipedia.org/wiki/Computable_function]
* In formal language theory, a language is defined as a possibly infinite set of finite-length sequences of elements drawn from a specified finite set, say A.
The set A is called the alphabet of the language; an element of A is called a symbol or character; a finite sequence of symbols/characters is called a string; an element of the language is called a word.
[http://en.wikipedia.org/wiki/Formal_language]
name::
* McsEngl.lagFml'doing.ANALYSIS,
* McsEngl.parsing@cptCore1018,
* McsEngl.syntactic-analysis@cptCore1018,
_DEFINITION:
In computer science and linguistics, parsing (more formally: syntactic analysis) is the process of analyzing a sequence of tokens to determine its grammatical structure with respect to a given formal grammar. A parser is the component of a compiler that carries out this task.
Parsing transforms input text into a data structure, usually a tree, which is suitable for later processing and which captures the implied hierarchy of the input. Lexical analysis creates tokens from a sequence of input characters and it is these tokens that are processed by a parser to build a data structure such as parse tree or abstract syntax trees.
Parsing is also an earlier term for the diagramming of sentences of natural languages, and is still used for the diagramming of inflected languages, such as the Romance languages or Latin.
Parser generators are tools that can automatically generate a parser (in some programming language) from a grammar written in Backus-Naur form (e.g. Yacc - yet another compiler compiler).
[http://en.wikipedia.org/wiki/Parsing]
A grammar can also be used to analyze the strings of a language - i.e. to describe their internal structure. In computer science, this process is known as parsing.
[http://en.wikipedia.org/wiki/Formal_grammar]
name::
* McsEngl.lagFml'LEXICAL-ANALYSIS (char to token),
* McsEngl.lexical'analysis@cptCore1018,
* McsEngl.lexical-analysis,
* McsEngl.tokenizing.fmllng,
_DEFINITION:
In computer science, lexical analysis is the process of converting a sequence of characters into a sequence of tokens. A program or function that performs lexical analysis is called a lexical analyzer, lexer, tokenizer,[1] or scanner, though "scanner" is also used for the first stage of a lexer. A lexer is generally combined with a parser, which together analyze the syntax of computer languages, such as in compilers for programming languages, but also HTML parsers in web browsers, among other examples.
Strictly speaking, a lexer is itself a kind of parser – the (context-free) syntax of the language is divided into two pieces: the lexical syntax (word structure), which is processed by the lexer; and the phrase structure, which is processed by the (phrase-level) parser. The lexical syntax is usually a regular language, whose atoms are individual characters, while the phrase syntax is usually a context-free language, whose atoms are words (tokens produced by the lexer). While this is a common separation, alternatively, a lexer can be combined with the parser in scannerless parsing.
[http://en.wikipedia.org/wiki/Lexer_generator]
===
In computer science, lexical analysis is the process of converting a sequence of characters into a sequence of tokens. Programs performing lexical analysis are called lexical analyzers or lexers. A lexer consists of a scanner and a tokenizer.
[http://en.wikipedia.org/wiki/Token_%28parser%29]
name::
* McsEngl.lagFml'doing.GENARATION (derivation),
* McsEngl.formal-language-generation@cptCore1018i,
* McsEngl.derivation-of-fsk@cptCore1018,
* McsEngl.derivation-of-fg@cptCore1018,
_DEFINITION:
Derivation is the PROCEDURE that creates grammatical'sentences.
Once a grammar is defined, all grammatical sentences in the language can be generated by the following procedure:
1) Write the start-symbol#ql:fg'start'symbol# as the first line of a derivation.
2) To derive a new line, find some production rule whose left-hand side matches a substring of symbols in the current line. Then copy the current line, replacing the matching substring with the symbols on the right-hand side of the production rule.
3) If more than one production rule has a matching left-hand side, then any one of them may be applied.
4) If no production rule can be applied to the current line, then stop; otherwise, go back to step#2.
The last line in a derivation is called a sentence of the language defined by the given grammar.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
EXAMPLE:
To illustrate the formalism, the following grammar defines a small subset of English:
Terminal symbols T: {"the", "a", "cat", "dog", "saw", "chased"}
Nonterminal symbols N: {S, NP, VP, Det, N, V}
Start symbol S: S
The set T defines a 6-word vocabulary, and the set N defines the basic grammatical categories. The starting symbol S represents a complete sentence. The symbol NP represents a noun phrase, VP a verb phrase, Det a determiner, N a noun, and V a verb. The following 9 production rules determine the grammatical combinations for this language:
S ? NP VP
NP ? Det N
VP ? V NP
Det ? "the"
Det ? "a"
N ? "cat"
N ? "dog"
V ? "saw"
V ? "chased"
This grammar may be used to generate sentences by starting with the symbol S and successively replacing nonterminal symbols on the left-hand side of some rule with the string of symbols on the right:
S
NP VP
Det N VP
a N VP
a dog VP
a dog V NP
a dog chased NP
a dog chased Det N
a dog chased the N
a dog chased the dog
Since the last line contains only terminal symbols, the derivation stops. When more than one rule applies, any one may be used. The symbol V, for example, could have been replaced by saw instead of chased. The same grammar could be used to parse a sentence by applying the rules in reverse. The parsing would start with a sentence like a dog chased the dog and reduce it to the start symbol S.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml'doing.RECOGNITION,
* McsEngl.fmlng'recognition,
* McsEngl.recognition-process-in-formalLanguage@cptCore364i,
_DEFINITION:
A grammar is usually regarded as a means to generate all the valid strings of a language; it can also be used as the basis for a recognizer that determines for any given string whether it is grammatical (i.e. belongs to the language). To describe such recognizers, formal language theory uses separate formalisms, known as automata.
[http://en.wikipedia.org/wiki/Formal_grammar]
name::
* McsEngl.lagFml'EVOLUTION,
{time.1959 PROGRAMMING_LANGUAGE:
John Backus (1959) used them [production rules] to specify programming languages. Although Chomsky and Backus both adopted their notations from Post, they found that the completely unrestricted versions used by Thue, Post, and Markov were more powerful than they needed. Backus limited his grammars to the context-free rules, while Chomsky also used the more general, but still restricted context-sensitive rules. The unrestricted rules can be inefficient or undecidable, but the more restricted rules allow simpler, more efficient algorithms for analyzing or parsing a sentence.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
{time.1956-57 NATURAL_LANGUAGE:
Noam Chomsky (1956, 1957) used production rules for specifying the syntax of natural languages,
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
{time.1954
Andrei Andreyevich Markov (1954) developed a general theory of algorithms based on Post production rules. Besides string transformations, Markov showed how production rules could compute any mathematical function that was computable by recursive functions or the lambda calculus.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
1943:
Emil Post (1943) showed that production rules were general enough to simulate a Turing machine.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
{time.1914 PRODUCTION_RULE:
The derivations are generated by production rules, which were developed by Axel Thue (1914) as a method for transforming strings of symbols.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
{time.1897 FIRST_PARADOX:
The Burali-Forti paradox is named after Cesare Burali-Forti, who discovered it in 1897.
[http://en.wikipedia.org/wiki/Burali-Forti_paradox]
1888: FIRST_AXIOMATIZATION:
Peano's The principles of arithmetic, presented by a new method (1888) was "the first attempt at an axiomatization of mathematics in a symbolic language" (van Heijenoort:81ff).
[http://en.wikipedia.org/wiki/Algorithm]
2007-08-25:
I merged this with formal-grammar (1105).
Formal-grammar and formal-language as I see here are the same.
Unfortunately 'language' mean the logero-modelo the people who uses the term formal-grammar.
[hmnSngo.2007-08-25_nikkas]
name::
* McsEngl.lagFml'Example,
Elementary example
In mathematics, a formal language consists of two parts, an alphabet and rules of syntax. The alphabet is any set of symbols; the rules of syntax are rules that a string of these symbols must follow if it is to be considered part of the formal language.
As a simple example, consider the alphabet {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, +, =} together with the following rules of syntax:
1) Any string that does not contain + or = is in the language. 2) A string may not have = as its first or last symbol, and may not contain more than one =. 3) A + cannot appear at the beginning of a string nor at the end of a string nor adjacent to =.
Under these rules, the string "23+4=555" is in the language, the string "=234=+" is not. This formal language captures the concept of whole numbers, well formed addition statements, and well formed addition equalities, but this is semantics. In formal language theory, the strings are just strings.
The syntax of a formal language consists of formation rules, which allow the formation of well-formed formulas. To this syntax, we may add transformation rules, by which one sentence in a formal language may be transformed into an equivalent sentence. As an example of a transformation rule, we might have
1) In any string, the substring "+1+1+" may be replaced by the substring "+2+".
Note that for a transformation rule to be valid, it must never transform a syntactically correct sentence into a sentence that is syntactically incorrect.
[http://en.wikipedia.org/wiki/Formal_language_theory]
name::
* McsEngl.lagFml'formal-grammar,
* McsEngl.fgrm-1018i,
* McsEngl.formal-grammar-1018i,
* McsEngl.formal-grammar,
* McsEngl.fmlgmr, {2013-12-07}
====== lagoGreek:
* McsElln.ΤΥΠΙΚΗ-ΓΡΑΜΜΑΤΙΚΗ-1018i,
_DEFINITION:
* A formal grammar of this type consists of:
* a finite set of terminal symbols
* a finite set of nonterminal symbols
* a finite set of production rules with a left and a right-hand side consisting of a sequence of these symbols
* a start symbol
A formal grammar defines (or generates) a formal language, which is a (possibly infinite) set of finite sequences (strings) of symbols that may be constructed by applying production rules to a sequence of symbols which initially contains just the start symbol. A rule may be applied to a sequence of symbols by replacing an occurrence of the symbols on the left-hand side of the rule with those that appear on the right-hand side. A sequence of rule applications is called a derivation. Such a grammar defines the formal language of all words consisting solely of terminal symbols that can be reached by a derivation from the start symbol.
[http://en.wikipedia.org/wiki/Chomsky_hierarchy]
* In formal language theory, a branch of mathematics used in both computer science and linguistics, a grammar is a precise description of a language -that is, of a set of strings over some alphabet. In other words, a grammar describes which of the possible sequences of basic items in a language actually constitute valid words or sentences in that language, but it does not describe their semantics (i.e. what they mean).
[http://en.wikipedia.org/wiki/Formal_grammar] 2007-12-31
In computer science and linguistics, a formal grammar, or sometimes simply grammar, is a precise description of a formal language — that is, of a set of strings.
[http://en.wikipedia.org/wiki/Formal_grammar]
FORMAL-GRAMMAR is a GRAMMAR#cptCore641# with no exceptions and ambiguity.
[hmnSngo.2001-02-09_nikkas]
_DESCRIPTION:
A formal grammar G has four components:
1) A set of symbols T, called the terminal-symbols#ql:fg'terminal'symbol#.
2) A set of symbols N, called the nonterminal-symbols#ql:fg'non'terminal'symbol#, with the restriction that T and N are disjoint: T&com;N={}.
3) A special nonterminal symbol S, called the start-symbol#ql:fg'start'symbol#.
4) A set of production-rules#ql:fg'production'rule# P of the form: A ? B
where A is a sequence of symbols having at least one nonterminal, and B is the result of replacing some nonterminal symbol in A with a sequence of symbols (possibly empty) from T and N.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.fmlgmr'conversion,
_ADDRESS.WPG:
Grammar Conversion
Paste grammar into textarea and click button for converting to W3C grammar notation. These grammar notations are supported: ABNF, ANTLR 3, Bison, GOLD, JavaCC, Jison, PEG.js. This is work in progress. Converters for individual notations are in different states of development, so they may or may not work for you. If you experience any problem, please send me an email, and I will try to fix it.
* http://www.bottlecaps.de/convert//
* https://tomassetti.me/antlr-mega-tutorial/
name::
* McsEngl.fmlgmr.ANALYTIC (sentence ? theory),
* McsEngl.analytic'grammar@cptCore1105,
* McsEngl.analytic-grammar,
* McsEngl.recognition-based-grammar,
_DEFINITION:
The two main categories of formal grammar are that of generative grammars, which are sets of rules for how strings in a language can be generated, and that of analytic grammars, which are sets of rules for how a string can be analyzed to determine whether it is a member of the language. In short, an analytic grammar describes how to recognize when strings are members in the set, whereas a generative grammar describes how to write only those strings in the set.
[http://en.wikipedia.org/wiki/Formal_grammar]
===
Most language syntax theory and practice is based on generative
systems, such as regular expressions and context-free grammars, in
which a language is de?ned formally by a set of rules applied recursively to generate strings of the language. A recognition-based
system, in contrast, de?nes a language in terms of rules or predicates that decide whether or not a given string is in the language.
Simple languages can be expressed easily in either paradigm.
[http://pdos.csail.mit.edu/~baford/packrat/popl04/peg-popl04.pdf]
_SPECIFIC:
Examples of analytic grammar formalisms include the following:
* The Language Machine [11] directly implements unrestricted analytic grammars. Substitution rules are used to transform an input to produce outputs and behaviour. The system can also produce the lm-diagram which shows what happens when the rules of an unrestricted analytic grammar are being applied.
* Top-down parsing language (TDPL): a highly minimalist analytic grammar formalism developed in the early 1970s to study the behavior of top-down parsers.[12]
* Link grammars: a form of analytic grammar designed for linguistics, which derives syntactic structure by examining the positional relationships between pairs of words.[13][14]
* Parsing expression grammars (PEGs): a more recent generalization of TDPL designed around the practical expressiveness needs of programming language and compiler writers.[15]
[http://en.wikipedia.org/wiki/Formal_grammar]
name::
* McsEngl.fmlgmr.GENERATIVE (symbol to sentence),
* McsEngl.generative'formal'syntax@cptCore1018i,
* McsEngl.generative'grammar@cptCore1018i,
* McsEngl.synthetic'formal'syntax@cptCore1018i,
_DEFINITION:
Most language syntax theory and practice is based on generative
systems, such as regular expressions and context-free grammars, in
which a language is de?ned formally by a set of rules applied recursively to generate strings of the language.
[http://pdos.csail.mit.edu/~baford/packrat/popl04/peg-popl04.pdf]
===
The two main categories of formal grammar are that of
- generative grammars, which are sets of rules for how strings in a language can be generated, and that of
- analytic grammars, which are sets of rules for how a string can be analyzed to determine whether it is a member of the language. In short, an analytic grammar describes how to recognize when strings are members in the set, whereas a generative grammar describes how to write only those strings in the set.
[http://en.wikipedia.org/wiki/Formal_grammar]
name::
* McsEngl.fmlgmr.EXAMPLE,
For example, the grammar with terminals {a,b}, nonterminals {S,A,B}, production rules
S \rightarrow \, ABS
S \rightarrow \, ε (where ε is the empty string)
BA \rightarrow \, AB
BS \rightarrow \, b
Bb \rightarrow \, bb
Ab \rightarrow \, ab
Aa \rightarrow \, aa
and start symbol S, defines the language of all words of the form anbn (i.e. n copies of a followed by n copies of b). The following is a simpler grammar that defines a similar language: Terminals {a,b}, Nonterminals {S}, Start symbol S, Production rules
S \rightarrow \, aSb
S \rightarrow \, ε
[http://en.wikipedia.org/wiki/Chomsky_hierarchy]
name::
* McsEngl.fmlgmr.CHOMSKY,
* McsEngl.chomsky-hierachy@cptCore1018i,
The Chomsky hierarchy consists of the following levels:
* Type-0 grammars (unrestricted grammars) include all formal grammars. They generate exactly all languages that can be recognized by a Turing machine. These languages are also known as the recursively enumerable languages. Note that this is different from the recursive languages which can be decided by an always-halting Turing machine.
* Type-1 grammars (context-sensitive grammars) generate the context-sensitive languages. These grammars have rules of the form \alpha A\beta \rightarrow \alpha\gamma\beta with A a nonterminal and α, β and γ strings of terminals and nonterminals. The strings α and β may be empty, but γ must be nonempty. The rule S \rightarrow \epsilon is allowed if S does not appear on the right side of any rule. The languages described by these grammars are exactly all languages that can be recognized by a linear bounded automaton (a nondeterministic Turing machine whose tape is bounded by a constant times the length of the input.)
* Type-2 grammars (context-free grammars) generate the context-free languages. These are defined by rules of the form A \rightarrow \gamma with A a nonterminal and γ a string of terminals and nonterminals. These languages are exactly all languages that can be recognized by a non-deterministic pushdown automaton. Context free languages are the theoretical basis for the syntax of most programming languages.
* Type-3 grammars (regular grammars) generate the regular languages. Such a grammar restricts its rules to a single nonterminal on the left-hand side and a right-hand side consisting of a single terminal, possibly followed (or preceded, but not both in the same grammar) by a single nonterminal. The rule S \rightarrow \epsilon is also allowed here if S does not appear on the right side of any rule. These languages are exactly all languages that can be decided by a finite state automaton. Additionally, this family of formal languages can be obtained by regular expressions. Regular languages are commonly used to define search patterns and the lexical structure of programming languages.
Note that the set of grammars corresponding to recursive languages is not a member of this hierarchy.
Every regular language is context-free, every context-free language is context-sensitive and every context-sensitive language is recursive and every recursive language is recursively enumerable. These are all proper inclusions, meaning that there exist recursively enumerable languages which are not context-sensitive, context-sensitive languages which are not context-free and context-free languages which are not regular.
The following table summarizes each of Chomsky's four types of grammars, the class of language it generates, the type of automaton that recognizes it, and the form its rules must have.
Grammar Languages Automaton Production rules
Type-0 Recursively enumerable Turing machine \alpha \rightarrow \beta (no restrictions)
Type-1 Context-sensitive Linear-bounded non-deterministic Turing machine \alpha A\beta \rightarrow \alpha\gamma\beta
Type-2 Context-free Non-deterministic pushdown automaton A \rightarrow \gamma
Type-3 Regular Finite state automaton A \rightarrow a and
A \rightarrow aB
[http://en.wikipedia.org/wiki/Chomsky_hierarchy]
Automata theory: formal languages and formal grammars
Chomsky
hierarchy Grammars Languages Minimal
automaton
Type-0 Unrestricted Recursively enumerable Turing machine
n/a (no common name) Recursive Decider
Type-1 Context-sensitive Context-sensitive Linear-bounded
n/a Indexed Indexed Nested stack
n/a Tree-adjoining Mildly context-sensitive Embedded pushdown
Type-2 Context-free Context-free Nondeterministic pushdown
n/a Deterministic context-free Deterministic context-free Deterministic pushdown
Type-3 Regular Regular Finite
Each category of languages or grammars is a proper subset of the category directly above it.
[http://en.wikipedia.org/wiki/Recursively_enumerable_language]
name::
* McsEngl.fmlgmr.UNRESTRICTED-GRAMMAR,
* McsEngl.unrestricted-grammar@cptCore1018i,
In formal language theory, an unrestricted grammar is a formal grammar on which no restrictions are made on the left and right sides of the grammar's productions. This is the most general class of grammars in the Chomsky–Schu"tzenberger hierarchy, and can recognize arbitrary recursively enumerable languages.
[http://en.wikipedia.org/wiki/Unrestricted_grammar]
name::
* McsEngl.fmlgmr.ADAPTIVE,
* McsEngl.adaptive-grammar@cptCore1018i,
_DEFINITION:
An adaptive grammar is a formal grammar that explicitly provides mechanisms within the formalism to allow its own production rules to be manipulated.
[http://en.wikipedia.org/wiki/Adaptive_grammar]
name::
* McsEngl.fmlgmr.CONTEXT-SENSITIVE-GRAMMAR,
* McsEngl.context-sensitive-grammar@cptCore1018i,
A context-sensitive grammar (CSG) is a formal grammar in which the left-hand sides and right-hand sides of any production rules may be surrounded by a context of terminal and nonterminal symbols. Context-sensitive grammars are more general than context-free grammars but still orderly enough to be parsed by a linear bounded automaton.
The concept of context-sensitive grammar was introduced by Noam Chomsky in the 1950s as a way to describe the syntax of natural language where it is indeed often the case that a word may or may not be appropriate in a certain place depending upon the context. A formal language that can be described by a context-sensitive grammar is called a context-sensitive language.
[http://en.wikipedia.org/wiki/Context-sensitive_grammar]
name::
* McsEngl.fmlgmr.Tree-Adjoining-Grammar,
* McsEngl.tag@cptCore1018i,
* McsEngl.tree-adjoining-grammar@cptCore1018i,
_DEFINITION:
Tree-adjoining grammar (TAG) is a grammar formalism defined by Aravind Joshi. Tree-adjoining grammars are somewhat similar to context-free grammars, but the elementary unit of rewriting is the tree rather than the symbol. Whereas context-free grammars have rules for rewriting symbols as strings of other symbols, tree-adjoining grammars have rules for rewriting the nodes of trees as other trees (see tree (graph theory) and tree data structure).
[http://en.wikipedia.org/wiki/Tree_adjoining_grammar]
name::
* McsEngl.lagFml'formal-grammar.CONTEXT-FREE-GRAMMAR,
* McsEngl.CFG,
* McsEngl.context'free'formal'syntax@cptCore1018,
* McsEngl.context'free'grammar@cptCore1018,
* McsEngl.context-free-grammar@cptCore1018,
* McsEngl.context'free'FormalLanguage@cptCore1018,
* McsEngl.grammar.context-free,
* McsEngl.cfg,
_DEFINITION:
A context-free grammar consists of a number of productions#ql:"production'in'formallanguage-*"#.
Each production has an abstract symbol called a nonterminal as its left-hand side, and a sequence of one or more nonterminal and terminal symbols as its right-hand side.
For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal symbol, a given context-free grammar specifies a language, namely, the infinite set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[java lang spec, 1996.08]
===
5.1.1 Context-Free Grammars
A context-free grammar consists of a number of productions#ql:cfg'production#. Each production has an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
name::
* McsEngl.cfg'alphabet,
_DESCRIPTION:
A context-free grammar consists of a number of productions#ql:cfg'production#. Each production has an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
name::
* McsEngl.cfg'ambiguity,
_DESCRIPTION:
Ambiguity in CFGs is difficult to avoid even when we want to, and it makes general CFG parsing an inherently super-linear-time problem [14, 23].
[http://pdos.csail.mit.edu/~baford/packrat/popl04/peg-popl04.pdf]
name::
* McsEngl.cfg'language,
_DESCRIPTION:
A context-free grammar consists of a number of productions#ql:cfg'production#. Each production has an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
name::
* McsEngl.cfg'production,
_DESCRIPTION:
A context-free grammar consists of a number of productions#ql:cfg'production#. Each production has an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
_RECURSIVE:
As another example, the syntactic definition:
ArgumentList :
AssignmentExpression
ArgumentList , AssignmentExpression
states that an ArgumentList may represent either a single AssignmentExpression or an ArgumentList, followed by a comma, followed by an AssignmentExpression. This definition of ArgumentList is recursive, that is, it is defined in terms of itself. The result is that an ArgumentList may contain any positive number of arguments, separated by commas, where each argument expression is an AssignmentExpression. Such recursive definitions of nonterminals are common.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5]
_DESCRIPTION:
A context-free grammar consists of a number of productions#ql:cfg'production#.
Each production has
- an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and
- a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side.
For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
name::
* McsEngl.cfg'symbol.GOAL,
_DESCRIPTION:
A context-free grammar consists of a number of productions#ql:cfg'production#. Each production has an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
name::
* McsEngl.cfg'symbol.NONTERMINAL,
* McsEngl.non-terminal-symbol.cfg,
* McsEngl.tmlN, {2014-03-23}
_DESCRIPTION:
A context-free grammar consists of a number of productions#ql:cfg'production#. Each production has an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
name::
* McsEngl.cfg'symbol.TERMINAL,
* McsEngl.terminal-symbol.cfg,
* McsEngl.tml, {2014-03-23}
_DESCRIPTION:
A context-free grammar consists of a number of productions#ql:cfg'production#. Each production has an abstract symbol called a nonterminal#ql:cfg'symbol.nonterminal# as its left-hand side, and a sequence of zero or more nonterminal and terminal#ql:cfg'symbol.terminal# symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal-symbol#ql:cfg'symbol.goal#, a given context-free grammar specifies a language#ql:cfg'language#, namely, the (perhaps infinite) set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[http://synagonism.net/standard/techInfo/ecma.262.51.2011.html#idSec5.1.1H3]
name::
* McsEngl.cfg.EVOLUTING,
{time.1956}:
Context-free grammars were first described by Noam Chomsky [1], using the term "Phrase-Structure Grammar", by which they are still sometimes known in linguistics.
1. Chomsky, Noam (Sep 1956). "Three models for the description of language". Information Theory, IEEE Transactions 2 (3): 113–124. Retrieved on 2007-06-18.
[http://en.wikipedia.org/wiki/Context-free_grammar]
name::
* McsEngl.lagFml'formal-grammar.PARSING-EXPRESSION-GRAMMAR,
* McsEngl.parsing-expression-grammar,
* McsEngl.PEG,
_DESCRIPTION:
In computer science, a parsing expression grammar, or PEG, is a type of analytic formal grammar, i.e. it describes a formal language in terms of a set of rules for recognizing strings in the language. The formalism was introduced by Bryan Ford in 2004[1] and is closely related to the family of top-down parsing languages introduced in the early 1970s. Syntactically, PEGs also look similar to context-free grammars (CFGs), but they have a different interpretation: the choice operator selects the first match in PEG, while it is ambiguous in CFG. This is closer to how string recognition tends to be done in practice, e.g. by a recursive descent parser.
Unlike CFGs, PEGs cannot be ambiguous; if a string parses, it has exactly one valid parse tree. It is conjectured that there exist context-free languages that cannot be parsed by a PEG, but this is not yet proven.[1] PEGs are well-suited to parsing computer languages, but not natural languages where their performance is comparable to general CFG algorithms such as the Earley algorithm.[2]
[http://en.wikipedia.org/wiki/Parsing_expression_grammar]
name::
* McsEngl.peg'relation-to-cfg,
_DESCRIPTION:
For decades we have been using Chomsky's generative system of grammars, particularly context-free grammars (CFGs) and regular expressions (REs), to express the syntax of programming languages and protocols. The power of generative grammars to express ambiguity is crucial to their original purpose of modelling natural languages, but this very power makes it unnecessarily difficult both to express and to parse machine-oriented languages using CFGs. Parsing Expression Grammars (PEGs) provide an alternative, recognition-based formal foundation for describing machine-oriented syntax, which solves the ambiguity problem by not introducing ambiguity in the first place. Where CFGs express nondeterministic choice between alternatives, PEGs instead use prioritized choice. PEGs address frequently felt expressiveness limitations of CFGs and REs, simplifying syntax definitions and making it unnecessary to separate their lexical and hierarchical components. A linear-time parser can be built for any PEG, avoiding both the complexity and fickleness of LR parsers and the inefficiency of generalized CFG parsing. While PEGs provide a rich set of operators for constructing grammars, they are reducible to two minimal recognition schemas developed around 1970, TS/TDPL and gTS/GTDPL, which are here proven equivalent in effective recognition power.
[Parsing Expression Grammars: A Recognition-Based Syntactic Foundation
Bryan Ford
Massachusetts Institute of Technology
http://pdos.csail.mit.edu/~baford/packrat/popl04/]
name::
* McsEngl.lagFml'Formal-language-theory,
* McsEngl.formal-language-theory@cptCore1018i, {2007-12-30}
* McsEngl.formal'language'theory@cptCore1018i,
_DEFINITION:
The branch of mathematics and computer science which studies exclusively the theory of language syntax is known as formal language theory. In formal language theory, a language is nothing more than its syntax; questions of semantics are not addressed in this specialty.
[http://en.wikipedia.org/wiki/Formal_language]
WHOLE:
http://en.wikipedia.org/wiki/Regular_expressions
[http://en.wikipedia.org/wiki/Regular_expressions]
RELATION:
Therefore, formal language theory is a major application area of computability theory and complexity theory.
[http://en.wikipedia.org/wiki/Formal_language]
name::
* McsEngl.lagFml'THEORIST,
Marcel-Paul Schu"tzenberger who played a crucial role in the development of the theory of formal languages.
[http://en.wikipedia.org/wiki/Chomsky_hierarchy]
name::
* McsEngl.lagFml'notation,
_GENERIC:
* NOTATION_OF_SPECIFICATION#ql:notation'of'specification-*###
_SPECIFIC:
* BNF#cptIt516#
* EBNF
* ABNF
* WSN
Although many different metasyntaxes are possible, Backus-Naur form (BNF), Wirth Syntax Notation (WSN), Extended Backus-Naur form (EBNF), and Augmented Backus-Naur form (ABNF), which express syntax as a set of derivation rules, are almost universally used. The variables in these metasyntaxes are properly known as metasyntactic variables, although the term is used informally in other ways.
[http://en.wikipedia.org/wiki/Metasyntax]
name::
* McsEngl.backus-naur-form-notation@cptIt516,
* McsEngl.bnf-notation@cptIt516,
The Backus–Naur form (BNF) is a metasyntax used to express context-free grammars: that is, a formal way to describe formal languages. John Backus and Peter Naur developed a context free grammar to define the syntax of a programming language by using two sets of rules: i.e., Lexical rules and Syntactic rules.
BNF is widely used as a notation for the grammars of computer programming languages, instruction sets and communication protocols, as well as a notation for representing parts of natural language grammars. Many textbooks for programming language theory and/or semantics document the programming language in BNF.
There are many extensions of and variants on BNF.
[http://en.wikipedia.org/wiki/Backus%E2%80%93Naur_form]
While EBNF isn't an efficient way to represent syntax for human consumption, there are programs that can automatically turn EBNF into a parser. This makes it a particularly efficient way to represent the syntax for a language that will be parsed by a computer.
[N.Walsh Introduction {1997-09-10}]
EBNF is a set of rules, called "productions"
[N.Walsh Introduction {1997-09-10}]
name::
* McsEngl.bnf'PRODUCTION-RULE,
* McsEngl.derivation'rule'in'bnf@cptIt516i,
* McsEngl.production'in'bnf@cptIt516i,
_DEFINITION:
A BNF specification is a set of derivation rules, written as
<symbol> ::= <expression with symbols>
where <symbol> is a nonterminal, and the expression consists of sequences of symbols and/or sequences separated by the vertical bar, '|', indicating a choice, the whole being a possible substitution for the symbol on the left. Symbols that never appear on a left side are terminals.
"productions" are the rules of the EBNF.
[N.Walsh Introduction {1997-09-10}]
Each rule in the grammar defines one symbol, in the form
symbol ::= expression
[SOURCE: W3C WD Part1 1997jun30]
A context-free grammar consists of a number of productions.
Each production has an abstract symbol called a nonterminal as its left-hand side, and a sequence of one or more nonterminal and terminal symbols as its right-hand side. For each grammar, the terminal symbols are drawn from a specified alphabet.
Starting from a sentence consisting of a single distinguished nonterminal, called the goal symbol, a given context-free grammar specifies a language, namely, the infinite set of possible sequences of terminal symbols that can result from repeatedly replacing any nonterminal in the sequence with a right-hand side of a production for which the nonterminal is the left-hand side.
[java lang spec, 1996aug]
As an example, consider this possible BNF for a U.S. postal address:
<postal-address> ::= <name-part> <street-address> <zip-part>
<name-part> ::= <personal-part> <last-name> <opt-jr-part> <EOL>
| <personal-part> <name-part> <EOL>
<personal-part> ::= <first-name> | <initial> "."
<street-address> ::= <opt-apt-num> <house-num> <street-name> <EOL>
<zip-part> ::= <town-name> "," <state-code> <ZIP-code> <EOL>
[]
_GENERIC:
* NOTATION_OF_FORMAL_SYNTAX#ql:fsk'notation##cptCore1105#
name::
* McsEngl.bnf'ABNF,
* McsEngl.conceptIt516.2,
* McsEngl.abnf@cptIt516.2,
* McsEngl.augmented'backus'naur'form@cptIt516.2,
_DEFINITION:
The augmented Backus–Naur form (ABNF) extends the Backus-Naur form.
The augmented Backus–Naur form (ABNF) is based on Backus–Naur form (BNF), but consists of its own syntax and derivation rules. The motive principle for this metalanguage is to describe a formal system of a language which is a protocol (bidirectional specification). It is documented in RFC 4234 and often serves as the definition language for IETF communication protocol.
RFC 4234 corrects problems in and obsoletes RFC 2234.
[http://en.wikipedia.org/wiki/Augmented_Backus-Naur_form]
name::
* McsEngl.bnf'EBNF,
* McsEngl.conceptIt516.1,
* McsEngl.extended'backus'naur'form'notation@cptIt516i,
* McsEngl.Extended-Backus-Naur-Form-notation,
* McsEngl.ebnf@cptIt516i,
_DEFINITION:
The extended Backus–Naur form (EBNF) is a metasyntax notation used to express context-free grammars: that is, a formal way to describe computer programming languages and formal languages. It is an extension of the basic Backus–Naur form (BNF) metasyntax notation.
Originally developed by Niklaus Wirth, the most commonly used variants of EBNF are currently defined by standards, most notably ISO-14977.
[http://en.wikipedia.org/wiki/Extended_Backus-Naur_form]
ebnf'STANDAR:
The EBNF has been standardized by the ISO under the code ISO/IEC 14977:1996(E).
[http://en.wikipedia.org/wiki/Extended_Backus-Naur_form]
ebnf'SPECIFEINO:
* Under some circumstances any extended BNF is referred to as EBNF. For example the W3C uses one EBNF to specify XML.
[http://en.wikipedia.org/wiki/Extended_Backus-Naur_form]
* Extensible Markup Language (XML) 1.0 (Fourth Edition)
W3C Recommendation 16 August 2006, edited in place 29 September 2006
http://www.w3.org/TR/REC-xml//
name::
* McsEngl.ebnf'and'BNF,
* McsEngl.bnf'and'ebnf@cptIt516i,
The EBNF eliminates some of the BNF's flaws:
* The BNF uses the symbols (<, >, |, ::=) for itself. When these appear in the language that is to be defined, the BNF can not be used without modifications and explanation.
* A BNF-syntax can only represent a rule in one line.
The EBNF solves these problems:
* Terminals are strictly enclosed within quotation marks ("..." or '...'). The angle brackets ("<...>") for nonterminals can be omitted.
* A terminating character, usually a semicolon marks the end of a rule.
Furthermore there are mechanisms for enhancements, defining the number of repetitions, excluding alternatives (e.g. all characters excluding quotation marks), comments etc. provided.
Despite all enhancements, the EBNF is not "more powerful" than the BNF in the sense of the language it can define. As a matter of principle any grammar defined in EBNF can also be represented in BNF. However this often leads to a considerably larger representation.
[http://en.wikipedia.org/wiki/Extended_Backus-Naur_form]
name::
* McsEngl.bnf'resourceInfHmn,
You'll find all the details about EBNF in Compilers: Principles, Techniques, and Tools by Aho, Sethi, and Ullman or in any modern compiler text book.
[N.Walsh Introduction {1997-09-10}]
BNF is widely used as a notation for
- the grammars of computer programming languages,
- instruction sets and
- communication protocols, as well as a notation for
- representing parts of natural language grammars.
Many textbooks for programming language theory and/or semantics document the programming language in BNF.
[http://en.wikipedia.org/wiki/Backus%E2%80%93Naur_form]
name::
* McsEngl.lagFml'production-rule,
* McsEngl.fg'Grammar'Rule,
* McsEngl.production'in'formalLanguage@cptCore1018,
* McsEngl.production-of-fsk@cptCore1018,
* McsEngl.production-rule,
_DEFINITION:
The production rules state how the nonterminal-symbols#ql:non'terminal'symbol'in'formallanguage-*# are transformed in generating sentences of the language.
...
The production rules generate sentences by starting with the start symbol S and systematically replacing nonterminal symbols until a string consisting only of terminals is derived.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
EVOLUTION:
A formal grammar is a system for defining the syntax of a language by specifying the strings of symbols or sentences that are considered grammatical. Since the set of grammatical sentences of a language may be very large or infinite, they are usually derived by a recursive definition. The derivations are generated by production rules, which were developed by Axel Thue (1914) as a method for transforming strings of symbols. Emil Post (1943) showed that production rules were general enough to simulate a Turing machine. Andrei Andreyevich Markov (1954) developed a general theory of algorithms based on Post production rules. Besides string transformations, Markov showed how production rules could compute any mathematical function that was computable by recursive functions or the lambda calculus.
Noam Chomsky (1956, 1957) used production rules for specifying the syntax of natural languages, and John Backus (1959) used them to specify programming languages. Although Chomsky and Backus both adopted their notations from Post, they found that the completely unrestricted versions used by Thue, Post, and Markov were more powerful than they needed. Backus limited his grammars to the context-free rules, while Chomsky also used the more general, but still restricted context-sensitive rules. The unrestricted rules can be inefficient or undecidable, but the more restricted rules allow simpler, more efficient algorithms for analyzing or parsing a sentence.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml'resource,
_ADDRESS.WPG:
* http://www.mollypages.org/page/grammar/index.mp,
name::
* McsEngl.lagFml'semantics,
* McsEngl.formal-semantics,
_DESCRIPTION:
In logic, formal semantics OR logical semantics,[1][2][3] is the study of the semantics, or interpretations, of formal and (idealizations of) natural languages usually trying to capture the pre-theoretic notion of entailment. (Although both linguistics and logic lay claim to providing theories of natural language, according to Geach, logic generally ignores the "idiotism of idiom", and sees natural languages as cluttered with idioms of no logical interest.)[4]
A formal language can be defined apart from any interpretation of it. This is done by designating a set of symbols (also called an alphabet) and a set of formation rules (also called a formal grammar) which determine which strings of symbols are well-formed formulas. When transformation rules (also called rules of inference) are added, and certain sentences are accepted as axioms (together called a deductive system or a deductive apparatus) a logical system is formed. An interpretation of a formal language is (roughly) an assignment of meanings to its symbols and truth-conditions to its sentences.[5]
The truth conditions of various sentences we may encounter in arguments will depend upon their meaning, and so logicians cannot completely avoid the need to provide some treatment of the meaning of these sentences. The semantics of logic refers to the approaches that logicians have introduced to understand and determine that part of meaning in which they are interested; the logician traditionally is not interested in the sentence as uttered but in the proposition, an idealised sentence suitable for logical manipulation.[citation needed]
Until the advent of modern logic, Aristotle's Organon, especially De Interpretatione, provided the basis for understanding the significance of logic. The introduction of quantification, needed to solve the problem of multiple generality, rendered impossible the kind of subject-predicate analysis that governed Aristotle's account, although there is a renewed interest in term logic, attempting to find calculi in the spirit of Aristotle's syllogistic but with the generality of modern logics based on the quantifier.
The main modern approaches to semantics for formal languages are the following:
Model-theoretic semantics is the archetype of Alfred Tarski's semantic theory of truth, based on his T-schema, and is one of the founding concepts of model theory. This is the most widespread approach, and is based on the idea that the meaning of the various parts of the propositions are given by the possible ways we can give a recursively specified group of interpretation functions from them to some predefined mathematical domains: an interpretation of first-order predicate logic is given by a mapping from terms to a universe of individuals, and a mapping from propositions to the truth values "true" and "false". Model-theoretic semantics provides the foundations for an approach to the theory of meaning known as Truth-conditional semantics, which was pioneered by Donald Davidson. Kripke semantics introduces innovations, but is broadly in the Tarskian mold.
Proof-theoretic semantics associates the meaning of propositions with the roles that they can play in inferences. Gerhard Gentzen, Dag Prawitz and Michael Dummett are generally seen as the founders of this approach; it is heavily influenced by Ludwig Wittgenstein's later philosophy, especially his aphorism "meaning is use".
Truth-value semantics (also commonly referred to as substitutional quantification) was advocated by Ruth Barcan Marcus for modal logics in the early 1960s and later championed by Dunn, Belnap, and Leblanc for standard first-order logic. James Garson has given some results in the areas of adequacy for intensional logics outfitted with such a semantics. The truth conditions for quantified formulas are given purely in terms of truth with no appeal to domains whatsoever (and hence its name truth-value semantics).
Game-theoretical semantics has made a resurgence lately mainly due to Jaakko Hintikka for logics of (finite) partially ordered quantification which were originally investigated by Leon Henkin, who studied Henkin quantifiers.
Probabilistic semantics originated from H. Field and has been shown equivalent to and a natural generalization of truth-value semantics. Like truth-value semantics, it is also non-referential in nature.
[http://en.wikipedia.org/wiki/Formal_semantics_(logic)]
name::
* McsEngl.lagFml'sentence,
* McsEngl.sentence-of-fsk@cptCore1018,
* McsEngl.sentence'in'formal'syntax@cptCore1018i,
* McsEngl.fg'Grammatical'Sentence,
* McsEngl.string-of-fsk@cptCore1018,
* McsEngl.word-of-fsk@cptCore1018,
=== _NOTES: In formal language theory, a language is defined as a possibly infinite set of finite-length sequences of elements drawn from a specified finite set, say A. The set A is called the alphabet of the language; an element of A is called a symbol or character; a finite sequence of symbols/characters is called a string; an element of the language is called a word.
[http://en.wikipedia.org/wiki/Formal_language]
_DEFINITION:
The last line in a derivation#ql:fg'derivation# is called a sentence of the language defined by the given grammar.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
===
This grammar may be used to generate sentences by starting with the symbol S and successively replacing nonterminal symbols on the left-hand side of some rule with the string of symbols on the right:
S
NP VP
Det N VP
a N VP
a dog VP
a dog V NP
a dog chased NP
a dog chased Det N
a dog chased the N
a dog chased the dog
Since the last line contains only terminal symbols, the derivation stops. When more than one rule applies, any one may be used. The symbol V, for example, could have been replaced by saw instead of chased.
The same grammar could be used to parse a sentence by applying the rules in reverse. The parsing would start with a sentence like a dog chased the dog and reduce it to the start symbol S.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml'structure,
The syntactical object we need is a language. This consists
- of some logical symbols,
- a list of non-logical symbols known as the signature, and
- grammatical rules which govern the formation of formulae and sentences.
[http://en.wikipedia.org/wiki/Model_theory]
name::
* McsEngl.lagFml'symbol.TERMINAL (word),
* McsEngl.fsk'word@cptCore1018i,
* McsEngl.lexeme.fmllng,
* McsEngl.terminal'symbol-of-fsk@cptCore1018,
* McsEngl.terminal'symbol-of-fg@cptCore1018,
* McsEngl.word-of-fsk@cptCore1018,
* McsEngl.string-of-fsk@cptCore1018,
* McsEngl.token.fmllng,
=== _NOTES: In formal language theory, a language is defined as a possibly infinite set of finite-length sequences of elements drawn from a specified finite set, say A. The set A is called the alphabet of the language; an element of A is called a symbol or character; a finite sequence of symbols/characters is called a string; an element of the language is called a word.
[http://en.wikipedia.org/wiki/Formal_language]
_DEFINITION:
terminal symbols like the, dog, or jump, which appear in the sentences#ql:fg'sentence# of the language itself;
...
Terminal symbols are called terminal because no production-rules#ql:fg'production'rule# apply to them: when a derivation generates a string consisting only of terminal symbols, it must terminate.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
A word on an alphabet is a finite sequence of symbols from the alphabet; the same symbol may be used more than once. For example, binary strings are exactly the words on the alphabet {0,1}.
[http://en.wikipedia.org/wiki/Computable_function]
name::
* McsEngl.lagFml'symbol.NON-TERMINAL,
* McsEngl.fg'Grammatical'Category,
* McsEngl.gramatical'category-of-fsk@cptCore1018,
* McsEngl.non-terminal-symbol,
* McsEngl.non'terminal'symbol'in'FormalLanguage@cptCore1018,
* McsEngl.non'terminal'symbol-of-fg@cptCore1018,
_DEFINITION:
nonterminal symbols like N, NP, and S, which represent the grammatical categories noun, noun phrase, and sentence.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml'START-SYMBOL,
* McsEngl.fg'start'symbol,
* McsEngl.Goal'Symbol'in'formalLanguage@cptCore1018,
* McsEngl.Goal'Symbol-of-fg@cptCore1018,
* McsEngl.start'symbol-of-fg@cptCore1018,
* McsEngl.start-symbol.fmlgmr, {2013-12-07}
_DEFINITION:
The production rules generate sentences by starting with the start symbol S and systematically replacing nonterminal symbols until a string consisting only of terminals is derived.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
_DESCRIPTION:
However, the theory is not concerned with applications at all, and therefore, completely neutral to what symbols and words actually stand for.
For instance, in linguistics, formal language theory can be applied at many different levels of language description simultaneously:
* in syntax, which describes how words in the lexicon (or vocabulary) combine to form sentences;
* in morphology, which describes how parts of words combine to form words;
* in orthography (or spelling), which describes how characters (in the alphabet) combine to form words
* in phonology, which describes how phonemes combine to form words.
[http://en.wikipedia.org/wiki/Formal_language]
===
Given a formal language, and a string, is the string a member of that language?
[http://en.wikipedia.org/wiki/Computability_theory_%28computation%29]
name::
* McsEngl.lagFml'vocabulary (set of words),
* McsEngl.vocabulary-of-fsk@cptCore1018,
_DEFINITION:
Grammar's Vocabulary is the SET of its terminal-symbols#ql:fg'terminal'symbol#.
_SPECIFIC: fmllng.alphabetically:
* fmllng.BNF
===
Formal languages
* Abstract syntax tree
* Backus-Naur form
* Categorial grammar
* Chomsky hierarchy
* Concatenation
* Context-free grammar
* Context-sensitive grammar
* Context-sensitive language
* Decidable language
* ECLR-attributed grammar
* Finite language
* Formal grammar
* Formal language
* Formal system
* Generalized star height problem
* Kleene algebra
* Kleene star
* L-attributed grammar
* LR-attributed grammar
* Myhill-Nerode theorem
* Parsing expression grammar
* Prefix grammar
* Pumping lemma
* Recursively enumerable language
* Regular expression
* Regular grammar
* Regular language
* S-attributed grammar
* Star height
* Star height problem
* Syntactic monoid
* Syntax (logic)
* Tree-adjoining grammar
[http://en.wikipedia.org/wiki/List_of_formal_language_and_literal_string_topics]
_SPECIFIC: fmllng.SPECIFIC_DIVISION.USE:
* fmllng.ambiguous
* fmllng.computable
* fmllng.example
* fmllng.finite
* fmllng.omega
* fmllng.recognizable
* fmllng.recursive
* fmllng.regular
* fmllng.sparse
* fmllng.unary
===
* FORMAL_LOGIC#cptCore496: attSpe#
* PROGRAMMING_LANGUAGE#cptIt248: attSpe#
_SPECIFIC: fmllng.SPECIFIC_DIVISION.NOTATION_USED:
* fmllng.BNF
name::
* McsEngl.lagFml.SPECIFIC-DIVISION.PRODUCTION-RULE,
_SPECIFIC:
* context-free
* context-sensitive
* finite-state
* general-rewrite
Other classes of grammars are ranked according to the complexity of their production rules. The following four categories of complexity were originally defined by Chomsky:
1) A finite-state or regular grammar has production-rules#ql:fg'production'rule# of the following two forms:
A ? x B
C ? y
where A, B, and C are single nonterminal-symbols#ql:fg'non'terminal'symbol#, and x and y represent single terminal symbols. Note that finite-state grammars may have recursive rules of the form A ? x A, but the recursive symbol A may only occur as the rightmost symbol. Such recursions, which are also called tail recursions, can always be translated to looping statements by an optimizing compiler.
2) A context-free grammar has production rules of the following form:
A ? B C ... D
where A is a single nonterminal symbol, and B C ... D is any sequence of one or more symbols, either terminal or nonterminal.
In addition to the tail recursions permitted by a finite-state grammar, a context-free grammar allows recursive symbols to occur anywhere in the replacement string.
A recursive symbol in the middle of the string, called an embedded recursion, cannot in general be eliminated by an optimizing compiler. Such recursions require a parsing program to use a pushdown stack or an equivalent technique to manage temporary storage.
3) A context-sensitive grammar has production rules of the following form:
a A z ? a B C ... D z
where A is a single nonterminal symbol, a and z are strings of zero or more symbols (terminal or nonterminal), and B C ... D is a string of one or more terminal or nonterminal symbols. To analyze a context-sensitive grammar, a parsing program requires a symbol table or an equivalent storage-management technique to keep track of context dependencies.
4) A general-rewrite grammar allows the rules to transform any string of symbols to any other string of symbols. A single modification is sufficient to convert a context-sensitive grammar to a general-rewrite grammar: allow any nonterminal symbol A to be replaced by the empty string. Production rules that generate empty strings cause parsing programs to become nondeterministic because an empty string might occur anywhere in the string to be analyzed.
Each one of these classes of grammars is more general than the one before and requires more complex parsing algorithms to recognize sentences in the language. Every finite-state grammar is also context free, every context-free grammar is also context sensitive, and every context-sensitive grammar is also a general-rewrite grammar. But the converses do not hold. For both programming languages and natural languages, intermediate levels of complexity have been defined for which parsing algorithms of greater or lesser efficiency can be written.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml.AMBIGUOUS,
* McsEngl.ambiguous'grammar@cptCore1018,
_DEFINITION:
In computer science, a grammar is said to be an ambiguous grammar if there is some string that it can generate in more than one way (i.e., the string has more than one parse tree or more than one leftmost derivation). A language is inherently ambiguous if it can only be generated by ambiguous grammars.
[http://en.wikipedia.org/wiki/Ambiguous_grammar]
name::
* McsEngl.lagFml.COMPUTABLE,
* McsEngl.computable'formalLanguage@cptCore1018,
* McsEngl.decidable'formalLanguage@cptCore1018,
* McsEngl.recursive'formalLanguage@cptCore1018,
_DEFINITION:
A key property of a formal language is the level of difficulty required to decide whether a given word is in the language. Some coding system must be developed to allow a computable function to take an arbitrary word in the language as input; this is usually considered routine. A language is called computable (synonyms: recursive, decidable) if there is a computable function f such that for each word w over the alphabet, f(w) \downarrow = 1 if the word is in the language and f(w)\downarrow = 0 if the word is not in the language. Thus a language is computable just in case there is a procedure that is able to correctly tell whether arbitrary words are in the language.
[http://en.wikipedia.org/wiki/Computable_function]
name::
* McsEngl.lagFml.context-free.DETERMINISTIC,
* McsEngl.DCFL,
* McsEngl.deterministic-context-free-language,
_DESCRIPTION:
In formal language theory, deterministic context-free languages (DCFL) are a proper subset of context-free languages. They are the context-free languages that can be accepted by a deterministic pushdown automaton. DCFLs are always unambiguous, meaning that they admit an unambiguous grammar, but any (non-empty) DCFLs also admits ambiguous grammars. There are non-deterministic unambiguous CFLs, so DCFLs form a proper subset of unambiguous CFLs.
DCFLs are of great practical interest, as they can be parsed in linear time, and various restricted forms of DCFGs admit simple practical parsers. They are thus widely used throughout computer science.
[http://en.wikipedia.org/wiki/Deterministic_context-free_language]
name::
* McsEngl.lagFml.CONTEXT-SENSITIVE,
* McsEngl.context'sensitive'formal'syntax@cptCore1018i,
* McsEngl.context'sensitive'grammar@cptCore1018,
* McsEngl.context'sensitive'FormalLanguage@cptCore1018,
_DEFINITION:
Other classes of grammars are ranked according to the complexity of their production rules. The following four categories of complexity were originally defined by Chomsky:
3) A context-sensitive grammar has production rules of the following form:
a A z ? a B C ... D z
where A is a single nonterminal symbol, a and z are strings of zero or more symbols (terminal or nonterminal), and B C ... D is a string of one or more terminal or nonterminal symbols. To analyze a context-sensitive grammar, a parsing program requires a symbol table or an equivalent storage-management technique to keep track of context dependencies.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml.EXAMPLE,
Elementary example
In mathematics, a formal language consists of two parts, an alphabet and rules of syntax. The alphabet is any set of symbols; the rules of syntax are rules that a string of these symbols must follow if it is to be considered part of the formal language.
As a simple example, consider the alphabet {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, +, =} together with the following rules of syntax:
* Every string that does not contain + or = and does not start with 0 is in the language.
* The string consisting of 0 is in the language.
* A string containing = is in the language if and only if there is exactly one =, and it separates two strings in the language.
* Any number of + symbols can appear in a string of the language as long as each of them is surrounded by symbols other than + or =.
* No string is in the language other than those implied by the previous rules.
Under these rules, the string "23+4=555" is in the language, the string "=234=+" is not. This formal language expresses whole numbers, well-formed addition statements, and well-formed addition equalities, but it expresses only what they look like (their syntax), not what they mean (semantics). For instance, nowhere in these rules is it defined that 0 means the number zero, or that + means addition.
[http://en.wikipedia.org/wiki/Formal_language]
name::
* McsEngl.lagFml.FINITE,
* McsEngl.finite-language@cptCore1018i,
A specific subset within the class of regular languages is the finite languages - those containing only a finite number of words. These are obviously regular as one can create a regular expression that is the union of every word in the language, and thus are regular.
[http://en.wikipedia.org/wiki/Finite_language#Finite_languages]
name::
* McsEngl.lagFml.FINITE-STATE,
* McsEngl.finite'state'formal'syntax@cptCore1018,
* McsEngl.finite'state'grammar@cptCore1018,
* McsEngl.regular'grammar@cptCore1018,
_DEFINITION:
Other classes of grammars are ranked according to the complexity of their production rules. The following four categories of complexity were originally defined by Chomsky:
1) A finite-state or regular grammar has production-rules#ql:fg'production'rule# of the following two forms:
A ? x B
C ? y
where A, B, and C are single nonterminal-symbols#ql:fg'non'terminal'symbol#, and x and y represent single terminal symbols. Note that finite-state grammars may have recursive rules of the form A ? x A, but the recursive symbol A may only occur as the rightmost symbol. Such recursions, which are also called tail recursions, can always be translated to looping statements by an optimizing compiler.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml.GENERAL-REWRITE,
* McsEngl.general'rewrite'formal'syntax@cptCore1018i,
* McsEngl.general'rewrite'grammar@cptCore1018,
* McsEngl.general'rewrite'FormalLanguage@cptCore1018,
_DEFINITION:
Other classes of grammars are ranked according to the complexity of their production rules. The following four categories of complexity were originally defined by Chomsky:
4) A general-rewrite grammar allows the rules to transform any string of symbols to any other string of symbols. A single modification is sufficient to convert a context-sensitive grammar to a general-rewrite grammar: allow any nonterminal symbol A to be replaced by the empty string. Production rules that generate empty strings cause parsing programs to become nondeterministic because an empty string might occur anywhere in the string to be analyzed.
[Sowa, http://www.bestweb.net/~sowa/misc/mathw.htm, (2000-07-30)]
name::
* McsEngl.lagFml.OMEGA,
* McsEngl.omega-language@cptCore1018i,
An omega language (ω-language) is a set of infinite-length sequences of symbols.
[http://en.wikipedia.org/wiki/Omega_language]
name::
* McsEngl.lagFml.RECOGNIZABLE-LANGUAGE,
In mathematics and computer science, a recognizable language is a formal language that is recognized by a finite state machine. Equivalently, a recognizable language is one for which the family of quotients for the syntactic relation is finite.
Definition
Given a monoid M, a language over M is simply a subset L\subset M. Such a language is said to be recognizable over M if there is a finite state machine over M that accepts L as an input. A finite state machine over M is simply one that accepts elements of M as input, and accepts or rejects them.
The family of recognizable languages over M is commonly denoted as REC(M).
Examples
If M is the free monoid Σ * over some alphabet Σ, then the family REC\left(\Sigma^*\right) is just the family of regular languages REG\left(\Sigma^*\right).
[http://en.wikipedia.org/wiki/Recognizable_language]
name::
* McsEngl.lagFml.RECURSIVE,
* McsEngl.recursive-formalLanguage@cptCore1018i,
* McsEngl.decidable-formalLanguage@cptCore1018i,
* McsEngl.turing-decidable-formalLanguage@cptCore1018i,
A recursive language in mathematics, logic and computer science, is a type of formal language which is also called recursive, decidable or Turing-decidable. The class of all recursive languages is often called R, although this name is also used for the class RP.
This type of language was not defined in the Chomsky hierarchy of (Chomsky 1959).
[http://en.wikipedia.org/wiki/Decidable_language]
name::
* McsEngl.lagFml.REGULAR,
* McsEngl.regular-language@cptCore1018i,
* McsEngl.regular-formalLanguage@cptCore1018i,
* McsEngl.regular'formalLanguage@cptCore1018,
_DEFINITION:
In theoretical computer science, a regular language is a formal language (i.e., a possibly infinite set of finite sequences of symbols from a finite alphabet) that satisfies the following equivalent properties:
* it can be accepted by a deterministic finite state machine
* it can be accepted by a nondeterministic finite state machine
* it can be accepted by an alternating finite automaton
* it can be described by a regular expression. Note that the "regular expression" features provided with many programming languages are augmented with features that make them capable of recognizing languages which are not regular.
* it can be generated by a regular grammar
* it can be generated by a prefix grammar
* it can be accepted by a read-only Turing machine
* it can be defined in monadic second-order logic
[http://en.wikipedia.org/wiki/Regular_language]
The family of languages accepted by the above-described automata [DFA, NFA, DFA-e, NFA-e] is called the family of regular languages.
[http://en.wikipedia.org/wiki/Automata_theory]
name::
* McsEngl.lagFml.SPARSE-LANGUAGE,
In computational complexity theory, a sparse language is a formal language (a set of strings) such that the number of strings of length n in the language is bounded by a polynomial function of n. They are used primarily in the study of the relationship of the complexity class NP with other classes. The complexity class of all sparse languages is called SPARSE.
Sparse languages are called sparse because there are a total of 2n strings of length n, and if a language only contains polynomially many of these, then the proportion of strings of length n that it contains rapidly goes to zero as n grows. All unary languages are sparse. An example of a nontrivial sparse language is the set of binary strings containing exactly k 1 bits for some fixed k; for each n, there are only n choose k strings in the language, which is bounded by nk.
[http://en.wikipedia.org/wiki/Sparse_language]
name::
* McsEngl.lagFml.UNARY-LANGUAGE,
* McsEngl.tally-language@cptCore364i,
In computational complexity theory, a unary language or tally language is a formal language (a set of strings) where all strings have the form 1k, where "1" can be any fixed symbol. For example, the language {1, 111, 1111} is unary, as is the language {1k | k is prime}. The complexity class of all such languages is sometimes called TALLY.
[http://en.wikipedia.org/wiki/Unary_language]
name::
* McsEngl.mtdMap.HUMAN,
* McsEngl.human-mapping-method,
* McsEngl.mapping-method.human,
name::
* McsEngl.mtdMap.human-brainin-representation,
* McsEngl.conceptCore343,
* McsEngl.human'brainepto'representation@cptCore93, {2007-12-01}
* McsEngl.human'brainepto'representation'method@cptCore93,
Human_Brainepto_Representation is any METHOD humans use to represent (map) braineptos in order to communicate them or process them.
[hmnSngo.2007-12-01_KasNik]
_SPECIFIC:
* NATURAL_LANGUAGE#cptCore93#
* language.computer.representation#cptItsoft501#
name::
* McsEngl.mtdMap.NATURAL-AND-COMPUTER-LANGUAGE,
* McsEngl.computer-language-and-natural,
* McsEngl.natural-and-computer-language,
* McsEngl.naclng,
name::
* McsEngl.naclng'doing.parsing,
* McsEngl.parsing,
* McsEngl.syntactic-analysis,
=== _NOTES: The term parsing comes from Latin pars (orationis), meaning part (of speech).[1][2]
[http://en.wikipedia.org/wiki/Parsing]
_DESCRIPTION:
Parsing or syntactic analysis is the process of analysing a string of symbols, either in natural language or in computer languages, according to the rules of a formal grammar. The term parsing comes from Latin pars (orationis), meaning part (of speech).[1][2]
The term has slightly different meanings in different branches of linguistics and computer science. Traditional sentence parsing is often performed as a method of understanding the exact meaning of a sentence, sometimes with the aid of devices such as sentence diagrams. It usually emphasizes the importance of grammatical divisions such as subject and predicate.
Within computational linguistics the term is used to refer to the formal analysis by computer of a sentence or other string of words into its constituents, resulting in a parse tree showing their syntactic relation to each other, which may also contain semantic and other information.
The term is also used in psycholinguistics when describing language comprehension. In this context, parsing refers to the way that human beings analyze a sentence or phrase (in spoken language or text) "in terms of grammatical constituents, identifying the parts of speech, syntactic relations, etc." [2] This term is especially common when discussing what linguistic cues help speakers to interpret garden-path sentences.
Within computer science, the term is used in the analysis of computer languages, referring to the syntactic analysis of the input code into its component parts in order to facilitate the writing of compilers and interpreters.
[http://en.wikipedia.org/wiki/Parsing]
name::
* McsEngl.naclng'parser,
_SPECIFIC:
* computer-language#cptIt442Old#,
* formal-language#cptCore1018#
* natural-language##
name::
* McsEngl.mtdMap.STANDARD,
* McsEngl.standard.mapping-method,
name::
* McsEngl.mtdMap.STANDARD.NO,
* McsEngl.standard.no.mapping-method,
_CREATED: {2014-01-01} {2012-11-23}
name::
* McsEngl.model'medium,
* McsEngl.model'modality,
* McsEngl.mtdMap'code'medium,
* McsEngl.medium.mthMap,
* McsEngl.mtdMap'medium,
_DESCRIPTION:
The entity we use to construct a model: information, matter, both.
[hmnSngo.2012-11-23]
===
The entity used to create the entitiesOut#ql:mtdmap'entityout#.
[hmnSngo.2014-01-01]
name::
* McsEngl.model'agent,
* McsEngl.model'actor,
_DESCRIPTION:
In economics, an agent is an actor and decision maker in a model. Typically, every agent makes decisions by solving a well- or ill-defined optimization/choice problem.
For example, buyers and sellers are two common types of agents in partial equilibrium models of a single market. Macroeconomic models, especially dynamic stochastic general equilibrium models that are explicitly based on microfoundations, often distinguish households, firms, and governments or central banks as the main types of agents in the economy. Each of these agents may play multiple roles in the economy; households, for example, might act as consumers, as workers, and as voters in the model. Some macroeconomic models distinguish even more types of agents, such as workers and shoppers[1] or commercial banks.[2]
The term agent is also used in relation to principal–agent models; in this case it refers specifically to someone delegated to act on behalf of a principal.[3]
In Agent-based computational economics, the concept of an agent has been more broadly interpreted to be any persistent individual, social, biological, or physical entity interacting with other such entities within the context of a dynamic multi-agent economic system.
[edit]Representative vs. heterogenous agents
An economic model in which all agents of a given type (such as all consumers, or all firms) are assumed to be exactly identical is called a representative agent model. A model which recognizes differences among agents is called a heterogeneous agent model. Economists often use representative agent models when they want to describe the economy in the simplest terms possible. In contrast, they may be obliged to use heterogeneous agent models when differences among agents are directly relevant for the question at hand.[4] For example, considering heterogeneity in age is likely to be necessary in a model used to study the economic effects of pensions;[5] considering heterogeneity in wealth is likely to be necessary in a model used to study precautionary saving[6] or redistributive taxation.[7]
[http://en.wikipedia.org/wiki/Agent_(economics)] {2012-11-14}
name::
* McsEngl.model'referent_of_concept-model,
* McsEngl.model'ReferentConcept,
_GENERIC:
* referentConcept#cptCore606.4#
_DESCRIPTION:
Every concept, because it is a model of reality, has a referent. Then every 'model' will have a referent, the entity that represents, and as a concept (because anything we talk about are concepts) will have a reference, the models we talk about.
[hmnSngo.2012-08-24]
===
model'Referent_and_target:
The referent-of-model is the set of all existing models.
The target-of-model is the entity that the model represents.
[hmnSngo.2012-04-29]
_Referent:
A scientific model seeks to represent empirical objects, phenomena, and physical processes in a logical and objective way.
[http://en.wikipedia.org/wiki/Scientific_modeling]
name::
* McsEngl.model'ResourceInfHmnn,
_ADDRESS.WPG:
* http://en.wikipedia.org/wiki/Model,
* http://en.wikipedia.org/wiki/Conceptual_model,
* The Model Thinker: http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R1Page.pdf,
Callender, Craig and Jonathan Cohen (2006), “There Is No Special Problem About Scientific Representation,” Theoria, forthcoming.
Frigg, Roman (2006), “Scientific Representation and the Semantic View of Theories”, Theoria 55: 37-53.
Humphreys, Paul (2004), Extending Ourselves: Computational Science, Empiricism, and Scientific Method. Oxford: Oxford University Press.
Bokulich, Alisa (2003), “Horizontal Models: From Bakers to Cats”, Philosophy of Science 70: 609-627.
Winsberg, Eric (2003), “Simulated Experiments: Methodology for a Virtual World”, Philosophy of Science 70: 105–125.
Woodward, James (2003), Making Things Happen: A Theory of Causal Explanation. New York: Oxford University Press.
Achinstein, Peter (1968), Concepts of Science. A Philosophical Analysis. Baltimore: Johns Hopkins Press.
Ackerlof, George A (1970), “The Market for ‘Lemons’: Quality Uncertainty and the Market Mechanism”, Quarterly Journal of Economics 84: 488-500.
Apostel, Leo (1961), “Towards the Formal Study of Models in the Non-Formal Sciences”, in Freudenthal 1961, 1-37.
Bailer-Jones, Daniela M. (1999), “Tracing the Development of Models in the Philosophy of Science”, in Magnani, Nersessian and Thagard 1999, 23-40.
––– (2003) “When Scientific Models Represent”, International Studies in the Philosophy of Science 17: 59-74.
––– and Bailer-Jones C. A. L. (2002), “Modelling Data: Analogies in Neural Networks, Simulated Annealing and Genetic Algorithms”, in Magnani and Nersessian 2002: 147-165.
Batterman, Robert (2004), “Intertheory Relations in Physics”, The Stanford Encyclopedia of Philosophy (Spring 2004 Edition), Edward N. Zalta (ed.), URL = http://plato.stanford.edu/archives/spr2004/entries/physics-interrelate/.
Bell, John and Moshι Machover (1977), A Course in Mathematical Logic. Amsterdam: North-Holland.
Black, Max (1962), Models and Metaphors. Studies in Language and Philosophy. Ithaca, New York: Cornell University Press.
Bogen, James and James Woodward (1988), “Saving the Phenomena,” Philosophical Review 97: 303-352.
Braithwaite, Richard (1953), Scientific Explanation. Cambridge: Cambridge University Press.
Brown, James (1991), The Laboratory of the Mind: Thought Experiments in the Natural Sciences. London: Routledge.
Brzezinski, Jerzy and Leszek Nowak (eds.) (1992), Idealization III: Approximation and Truth. Amsterdam: Rodopi.
Campbell, Norman (1920), Physics: The Elements. Cambridge: Cambridge University Press. Reprinted as Foundations of Science. New York: Dover, 1957.
Carnap, Rudolf (1938), “Foundations of Logic and Mathematics”, in Otto Neurath, Charles Morris and Rudolf Carnap (eds.), International Encyclopaedia of Unified Science. Vol. 1. Chicago: University of Chicago Press, 139-213.
Cartwright, Nancy (1983), How the Laws of Physics Lie. Oxford: Oxford University Press.
––– (1989), Nature's Capacities and their Measurement. Oxford: Oxford University Press.
––– (1999), The Dappled World. A Study of the Boundaries of Science. Cambridge: Cambridge University Press.
––– Towfic Shomar and Mauricio Suαrez (1995), “The Tool-box of Science”, in Herfel 1995, 137-150.
Brewer, W. F. and C. A. Chinn (1994), “Scientists’ Responses to Anomalous Data: Evidence from Psychology, History, and Philosophy of Science,” in: Proceedings of the 1994 Biennial Meeting of the Philosophy of Science Association, Volume 1: Symposia and Invited Papers, 304-313.
Da Costa, Newton, and Steven French (2000) “Models, Theories, and Structures: Thirty Years On”, Philosophy of Science 67, Supplement, S116-127.
––– (2003), Science and Partial Truth: A Unitary Approach to Models and Scientific Reasoning. Oxford: Oxford University Press.
Downes, Stephen (1992), “The Importance of Models in Theorizing: A Deflationary Semantic View”. Proceedings of the Philosophy of Science Association, Vol.1, edited by David Hull et al., 142-153. East Lansing: Philosophy of Science Association.
Elgin, Mehmet and Elliott Sober (2002), “Cartwright on Explanation and Idealization”, Erkenntnis 57: 441-50.
Falkenburg, Brigitte, and Wolfgang Muschik (eds.) (1998), Models, Theories and Disunity in Physics, Philosophia Naturalis 35.
Fine, Arthur (1993), “Fictionalism”, Midwest Studies in Philosophy 18: 1-18.
Forster, Malcolm, and Elliott Sober (1994), “How to Tell when Simple, More Unified, or Less Ad Hoc Theories will Provide More Accurate Predictions”, British Journal for the Philosophy of Science 45: 1-35.
Freudenthal, Hans (ed.) (1961), The Concept and the Role of the Model in Mathematics and Natural and Social Sciences. Dordrecht: Reidel.
Gδhde, Ulrich (1997), “Anomalies and the Revision of Theory-Nets. Notes on the Advance of Mercury's Perihelion”, in Marisa Dalla Chiara et al. (eds.), Structures and Norms in Science. Dordrecht: Kluwer.
Galison, Peter (1997) Image and Logic. A Material Culture of Microphysics. Chicago: Chicago: University of Chicago Press.
Gendler, Tamar (2000) Thought Experiment: On the Powers and Limits of Imaginary Cases. New York and London: Garland.
Gibbard, Allan and Hal Varian (1978), “Economic Models”, Journal of Philosophy 75: 664-677.
Giere, Ronald (1988), Explaining Science: A Cognitive Approach. Chicago: University of Chicago Press.
––– (1999), Science Without Laws. Chicago: University of Chicago Press.
––– (2004), “How Models Are Used to Represent Reality”, Philosophy of Science 71, Supplement, S742-752.
Groenewold, H. J. (1961), “The Model in Physics” in Freudenthal 1961, 98-103.
Hacking, Ian (1983), Representing and Intervening. Cambridge: Cambridge University Press.
Harris, Todd (2003), “Data Models and the Acquisition and Manipulation of Data”, Philosophy of Science 70: 1508-1517.
Hartmann, Stephan (1995), “Models as a Tool for Theory Construction: Some Strategies of Preliminary Physics”, in Herfel et al. 1995, 49-67.
––– (1996), “The World as a Process. Simulations in the Natural and Social Sciences”, in Hegselmann et al. 1996, 77-100.
––– (1998), “Idealization in Quantum Field Theory”, in Shanks 1998, 99-122.
––– (1999), “Models and Stories in Hadron Physics”, in Morgan and Morrison 1999, 326-346.
––– (2001), ‘Effective Field Theories, Reduction and Scientific Explanation’, Studies in History and Philosophy of Modern Physics 32, 267-304.
Hegselmann, Rainer, Ulrich Mόller and Klaus Troitzsch (eds.) (1996), Modelling and Simulation in the Social Sciences from the Philosophy of Science Point of View. Theory and Decision Library. Dordrecht: Kluwer.
Hellman, D. H. (ed.) (1988), Analogical Reasoning. Kluwer: Dordrecht.
Hempel, Carl G. (1965), Aspects of Scientific Explanation and other Essays in the Philosophy of Science. New York: Free Press.
Herfel, William, Wladiyslaw Krajewski, Ilkka Niiniluoto and Ryszard Wojcicki (eds.) (1995), Theories and Models in Scientific Process. (Poznan Studies in the Philosophy of Science and the Humanities 44.) Amsterdam: Rodopi.
Hesse, Mary (1963), Models and Analogies in Science. London: Sheed and Ward.
––– (1974), The Structure of Scientific Inference. London: Macmillan.
Hodges, Wilfrid (1997), A Shorter Model Theory. Cambridge: Cambridge University Press.
Holyoak, Keith and Paul Thagard (1995), Mental Leaps. Analogy in Creative Thought. Cambridge, Mass.: Bradford.
Horowitz, Tamara and Gerald Massey (eds.) (1991), Thought Experiments in Science and Philosophy. Lanham: Rowman and Littlefield.
Hughes, R. I. G. (1997), “Models and Representation”, Philosophy of Science 64: S325-336.
Kroes, Peter (1989), “Structural Analogies between Physical Systems”, British Journal for the Philosophy of Science 40: 145-154.
Laymon, Ronald (1985), “Idealizations and the Testing of Theories by Experimentation”, in Peter Achinstein and Owen Hannaway (eds.), Observation Experiment and Hypothesis in Modern Physical Science. Cambridge, Mass.: M.I.T. Press, 147-173.
––– (1991), “Thought Experiments by Stevin, Mach and Gouy: Thought Experiments as Ideal Limits and Semantic Domains”, in Horowitz and Massey 1991, 167-91.
Leplin, Jarrett (1980), “The Role of Models in Theory Construction”, in: T. Nickles (ed.), Scientific Discovery, Logic, and Rationality. Reidel: Dordrecht: 267-284.
Lloyd, Elisabeth (1984), “A Semantic Approach to the Structure of Population Genetics”, Philosophy of Science 51: 242-264.
Lloyd, Elisabeth (1994), The Structure and Confirmation of Evolutionary Theory. Princeton: Princeton University Press.
Magnani, Lorenzo, and Nancy Nersessian (eds.) (2002), Model-Based Reasoning: Science, Technology, Values. Dordrecht: Kluwer.
––– and Paul Thagard (eds.) (1999), Model-Based Reasoning In Scientific Discovery. Dordrecht: Kluwer.
Mδki, Uskali (1994), “Isolation, Idealization and Truth in Economics”, in Bert Hamminga and Neil B. De Marchi (eds.), Idealization VI: Idealization in Economics. Poznan Studies in the Philosophy of the Sciences and the Humanities, Vol. 38: 147-168. Amsterdam: Rodopi.
Mayo, Deborah (1996), Error and the Growth of Experimental Knowledge. Chicago: University of Chicago Press.
McMullin, Ernan (1968), “What Do Physical Models Tell Us?”, in B. van Rootselaar and J. F. Staal (eds.), Logic, Methodology and Science III. Amsterdam: North Holland, 385-396.
––– (1985), “Galilean Idealization”, Studies in the History and Philosophy of Science 16: 247-73.
Morgan, Mary (1999), “Learning from Models”, in Morgan and Morrison 1999, 347-88.
––– (2001) “Models, Stories and the Economic World”, Journal of Economic Methodology 8:3, 361-84. Reprinted in Fact and Fiction in Economics, edited by Uskali Mδki, 178-201. Cambridge: Cambridge University Press, 2002.
––– and Margaret Morrison (1999), Models as Mediators. Perspectives on Natural and Social Science. Cambridge: Cambridge University Press.
––– and Margaret Morrison (1999), “Models as Mediating Instruments”, in Morgan and Morrison 1999, 10-37.
Morrison, Margaret (1998), “Modelling Nature: Between Physics and the Physical World”, Philosophia Naturalis 35: 65-85.
––– (1999) “Models as Autonomous Agents”, in Morgan and Morrison 1999, 38-65.
––– (2000), Unifying Scientific Theories. Cambridge: Cambridge University Press.
Mundy, Brent (1986), “On the General Theory of Meaningful Representation”, Synthese 67: 391-437.
Musgrave, Alan (1981), “‘Unreal Assumptions’ in Economic Theory: The F-Twist Untwisted”, Kyklos 34: 377-387.
Nagel, Ernest (1961), The Structure of Science. Problems in the Logic of Scientific Explanation. New York: Harcourt, Brace and World.
Norton, John (1991), “Thought Experiments in Einstein's Work”, in Horowitz and Massey 1991, 129-148.
Nowak, Leszek (1979), The Structure of Idealization: Towards a Systematic Interpretation of the Marxian Idea of Science. Reidel: Dordrecht.
Oppenheim, Paul, and Hilary Putnam (1958), “Unity of Science as a Working Hypothesis”, in Herbert Feigl, Grover Maxwell, and Michael Scriven (eds.), Minnesota Studies in the Philosophy of Science. Minneapolis: University of Minnesota Press, 3-36. Reprinted in The Philosophy of Science, edited by Richard Boyd et al., Ch. 22. Cambridge, Mass.: M.I.T. Press, 1991.
Peirce, Charles Sanders (1931-1958), Collected Papers of Charles Sanders Peirce. Vol 3. Edited by Charles Hartshorne, Paul Weiss, and Arthur Burks. Harvard University Press, Cambridge, Mass.
Psillos, Stathis (1995), “The Cognitive Interplay between Theories and Models: The Case of 19th Century Physics”, in Herfel et al. 1995, 105-133.
Quine, Willard Van Orman (1953), “On What There Is”, in From a Logical Point of View. Cambridge, Mass.: Harvard University Press.
Redhead, Michael (1980), “Models in Physics”, British Journal for the Philosophy of Science 31: 145-163.
Reiss, Julian (2003), “Causal Inference in the Abstract or Seven Myths about Thought Experiments”, in Causality: Metaphysics and Methods Research Project. Technical Report 03/02. LSE.
––– (2006), “Beyond Capacities”, in Luc Bovens and Stephan Hartmann (eds.), Nancy Cartwright's Philosophy of Science. London: Routledge.
Rohrlich, Fritz (1991) “Computer Simulations in the Physical Sciences”, in Proceedings of the Philosophy of Science Association, Vol. 2, edited by Arthur Fine et al., 507-518. East Lansing: The Philosophy of Science Association.
Rueger, Alexander (2005), “Perspectival Models and Theory Unification”, British Journal for the Philosophy of Science 56.
Schnell, Rainer (1990), “Computersimulation und Theoriebildung in den Sozialwissenschaften”, Kφlner Zeitschrift fόr Soziologie und Sozialpsychologie 1, 109-128.
Shanks, Niall (ed.). (1998), Idealization in Contemporary Physics. Amsterdam: Rodopi.
Sismondo, Sergio and Snait Gissis (eds.) (1999), Modeling and Simulation. Special Issue of Science in Context 12.
Skyrms, Brian (1996), Evolution of the Social Contract. Cambridge: Cambridge University Press.
Sorensen, Roy (1992), Thought Experiments. New York: Oxford University Press.
Spector, Marshall (1965), “Models and Theories”, British Journal for the Philosophy of Science 16: 121-142.
Staley, Kent W. (2004), The Evidence for the Top Quark: Objectivity and Bias in Collaborative Experimentation. Cambridge: Cambridge University Press.
Suαrez, Mauricio (2003), “Scientific Representation: Against Similarity and Isomorphism.” International Studies in the Philosophy of Science 17: 225-244.
––– (2004), “An Inferential Conception of Scientific Representation”, Philosophy of Science 71, Supplement, S767-779.
Suppe, Frederick. (1989), The Semantic View of Theories and Scientific Realism. Urbana and Chicago: University of Illinois Press.
Suppes, Patrick. (1960), “A Comparison of the Meaning and Uses of Models in Mathematics and the Empirical Sciences”, Synthθse 12: 287-301. Reprinted in Freudenthal (1961), 163-177, and in Patrick Suppes: Studies in the Methodology and Foundations of Science. Selected Papers from 1951 to 1969. Dordrecht: Reidel 1969, 10-23.
––– (1962), “Models of Data”, in Ernest Nagel, Patrick Suppes and Alfred Tarski (eds.), Logic, Methodology and Philosophy of Science: Proceedings of the 1960 International Congress. Stanford: Stanford University Press, 252-261. Reprinted in Patrick Suppes: Studies in the Methodology and Foundations of Science. Selected Papers from 1951 to 1969. Dordrecht: Reidel 1969, 24-35.
––– (2002), Representation and Invariance of Scientific Structures. Stanford: CSLI Publications.
Swoyer, Chris (1991), “Structural Representation and Surrogative Reasoning”, Synthese 87: 449-508.
Teller, Paul (2001), “Twilight of the Perfect Model”, Erkenntnis 55, 393-415.
––– (2004), “How We Dapple the World”, Philosophy of Science 71: 425-447.
Vaihinger, Hans (1911), The Philosophy of ‘As If’. German original. English translation: London: Kegan Paul 1924.
van Fraassen, Bas C. (1980), The Scientific Image. Oxford: Oxford University Press.
––– (1989), Laws and Symmetry. Oxford: Oxford University Press.
––– (2004), “Science as Representation: Flouting the Criteria”, Philosophy of Science 71, Supplement, S794-804.
Wimsatt, William. (1987), “False Models as Means to Truer Theories”, in N. Nitecki and A. Hoffman(eds.), Neutral Models in Biology. Oxford: Oxford University Press, 23-55.
Winsberg, Eric (2001), “Simulations, Models and Theories: Complex Physical Systems and their Representations”, Philosophy of Science 68 (Proceedings): 442-454.
The second problem is concerned with representational styles.
It is a commonplace that one can represent the same subject matter in different ways.
This pluralism does not seem to be a prerogative of the fine arts as the representations used in the sciences are not all of one kind either.
Weizsδcker's liquid drop model represents the nucleus of an atom in a manner very different from the shell model, and a scale model of the wing of an air plane represents the wing in a way that is different from how a mathematical model of its shape does.
What representational styles are there in the sciences?
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model'course,
name::
* McsEngl.model'course.MODEL-THINKING,
* McsEngl.course.model-thinking,
* McsEngl.model-thinking,
* McsEngl.crsMth,
_ADDRESS.WPG:
* https://www.coursera.org/course/modelthinking?authMode=login,
* https://class.coursera.org/modelthinking-006/lecture/preview,
* https://twitter.com/ModelThinking,
If you encounter a major problem with any course materials that needs to be addressed immediately, please send an e-mail to hickeyt@umich.edu with the subject line "Model Thinking". We'll have somebody monitoring this e-mail in the hours immediately after materials are released each week. At all other times, please allow us a 24 hour period to respond to the problem addressed in your e-mail.
name::
* McsEngl.crsMth'format,
Online-Course-Format:
• Videos
– 8[15 minutes
– Questons
• Readings
– Linked on Wiki
• Assignments
• Quizzes
• Discussion Forum
name::
* McsEngl.crsMth'syllabus,
Course Documentation
01-Why Model?
02- Segregation and Peer Effects
Review
Quiz: Why Model? & Segregation and Peer Effects
1. Who developed the racial and income segregation model that we covered in section 2?
- Schelling
2. Recall the standing ovation model. Suppose that for a particular show, perceptions of show quality are uniformly distributed between 0 and 100. Also suppose that individuals stand if they perceive the quality of the show to exceed 60 out of 100. Approximately what percentage of people will stand initially?
- 40%
3. Imagine that you have never been a cigarette smoker, but suddenly you begin to hang out with a group of people who smoke cigarettes frequently. After a few weeks, you become a regular smoker as well. This phenomenon is known as:
- peer effects
4. What are the three main elements of an agent-based model?
x Demographics (race & income level)
x Neighborhoods (houses)
- Behaviors (rules)
- Aggregation (what happens?)
- Agents (people)
5. Which model illustrates how extremists can create collective action such as an uprising, despite the fact that most group members have high thresholds for such behavior?
x Schelling's Model
x Identification Problem
x Index of Dissimilarity
- Granovetter's Model
6. While America is an incredibly diverse country, many of the places where Americans live are filled with people who think, believe, and vote like we do. A big reason for this is that we can choose the neighborhood we live in, the people who we associate with, the news outlets that we follow, etc. Which concept from class can best help us understand this phenomenon?
x Peer Effects
- Sorting
03-Aggregation
04-Decision Models
Review
Quiz: Aggregation & Decision Models
Aggregation & Decision Models
8 questions
1. Imagine a street on which there exist two sub shops: Big Mike's and Little John's. Each Saturday, Big Mike's draws an average of 500 people with a standard deviation of 20. Also on Saturdays, Little John's draws an average of only 400 people with a standard deviation of 50. If both distributions are normal, which shop is more likely to attract more than 600 people on a given Saturday?
-Little John's
xBig Mike's
2. In the game of life, a world begins with 4 cells in a row in the alive state, and no other cells alive. After 20 updates, what state is the world in? (In other words, which cells are alive at this point?).
No cells are alive
xThe same four cells are alive
There are six live cells in three rows
The cells blink on and off
3. Recall Wolfram's one dimensional cellular automata model. Which of the following classes of outcomes can this model produce? (Hint: pick more than one).
-Randomness
-Complexity
-Periodic Orbits/ Patterns
-Equilibrium
4. Suppose that there exist three voters, each of whom is given three alternatives: A, B and C. There exist six possible strict preference orderings for these three alternatives: A>B>C, A>C>B, B>C>A, B>A>C, C>A>B, and C>B>A. The first voter has preferences A>B>C. The second voter has preferences B>C>A. Preferences of the third voter are unknown. How many of the six possible preference orderings, if selected by the third voter, would produce a voting cycle? (In a voting cycle, A defeats B, B defeats C, and C defeats A).
2
-1
4
5. Sarah is shopping for a computer. She researches different aspects of the computers for sale: screen size, processing speed, battery life, and price. All other things being equal, for which of these attributes would Sarah likely have spatial preferences? (For this question, please familiarize yourself with the concept of ceterisparibus.)
-Screen Size
Processing Speed
Battery Life
Price
6. You want to go to a concert in Detroit, but you have only $80. The cost of driving will be $30. When you get to the concert, there's a 40% chance you'll be able to get a ticket for $50, and a 60% chance that tickets will cost more than $50. If it's worth $130 to you to go to the concert, should you drive to Detroit to attend this concert? To solve, use a decision tree.
Yes
-No
7. How many possible preference orderings exist for four alternatives? These orderings must satisfy transitivity. Write only your final answer (Do NOT enter your calculations).
-4
8. Suppose that each of 400 people is equally likely to vote "yes" or "no" in an election. What's the size of the standard deviation for the total number of "yes" votes?
-2
05-Thinking Electrons: Modeling People
06-Categorical and Linear Models
Review
Quiz: Modules Thinking Electrons: Modeling People & Categorical and Linear Models
07-Tipping Points
08-Economic Growth
Review
Quiz: Modules Tipping Points & Economic Growth
09-Diversity and Innovation
10-Markov Processes
Review
Quiz: Diversity and Innovation & Markov Processes
11-Lyapunov Functions
12-Coordination and Culture
Review
Quiz: Lyapunov Functions & Coordination and Culture
13-Path Dependence
14-Networks
Review
Quiz: Path Dependence & Networks
Week 9: Randomness and Random Walks & Colonel Blotto
15-Randomness and Random Walks
16-Colonel Blotto
Review
Quiz: Randomness and Random Walks & Colonel Blotto
17- Prisoners' Dilemma and Collective Action
18-Mechanism Design
Review
Quiz: Prisoners' Dilemma and Collective Action & Mechanism Design
19-Learning Models: Replicator Dynamics
20-Prediction and the Many Model Thinker
Review
Quiz: Learning Models: Replicator Dynamics & Prediction and the Many Model Thinker
name::
* McsEngl.crsMth.Section01-Why-Model?,
crsMthLecture1.1) Why Model? (8:53)
https://class.coursera.org/modelthinking-006/lecture/17,
- A zoo,
- books: https://d396qusza40orc.cloudfront.net/modelthinking/Model%20Thinking%20Resources.pdf,
- https://d396qusza40orc.cloudfront.net/modelthinking/Slides/L1all.pdf,
crsMthLecture1.2) Intelligent Citizens of the World (11:31)
https://class.coursera.org/modelthinking-006/lecture/19,
crsMthLecture1.3) Thinking More Clearly (10:50)
https://class.coursera.org/modelthinking-006/lecture/6,
- 5,000 miles + 6.28 meters.
crsMthLecture1.4) Using and Understanding Data (10:14)
https://class.coursera.org/modelthinking-006/lecture/8,
- 775
crsMthLecture1.5) Using Models to Decide, Strategize, and Design (15:26)
https://class.coursera.org/modelthinking-006/lecture/18,
- Switch. The probability of the other door is 2/3
Section 1: Introduction: Why Model?
In these lectures, I describe some of the reasons why a person would want to take a modeling course. These reasons fall into four broad categories:
1. To be an intelligent citizen of the world
2. To be a clearer thinker
3. To understand and use data
4. To better decide, strategize, and design
There are two readings for this section.
These should be read either after the first video or at the completion of all of the videos.
The Model Thinker: Prologue, Introduction and Chapter 1
http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R1Page.pdf,
- The Many Model Thinker
- Great Models, Books, and Ideas
- New Uses for an Old Idea
- Misconceptions about Models
- Your Own Private Syntopiconian Toolbelt
Part I The Power of Simple Models
Chapter 1 Supertankers and Exploding Elephants
- Two Simple Geometric Models
- A Rectangular Supertanker
- Exploding Elephants
Why Model? by Joshua Epstein
http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R1Epstein.pdf,
- an implicit model in which the assumptions are hidden
- The choice, then, is not whether to build models; it's whether to build explicit ones. In explicit models, assumptions are laid out in detail, so we can study exactly what they entail.
name::
* McsEngl.crsMth.Section02-Segregation-and-Peer-Effects,
crsMthLecture2.1) Sorting and Peer Effects Introduction (5:11)
https://class.coursera.org/modelthinking-006/lecture/15,
crsMthLecture2.2) Schelling's Segregation Model (11:30)
https://www.coursera.org/learn/model-thinking/lecture/1qEBU/schellings-segregation-model,
https://class.coursera.org/modelthinking-006/lecture/16,
- 2
= racial and income segregation
crsMthLecture2.3) Measuring Segregation (11:30)
https://www.coursera.org/learn/model-thinking/lecture/Ox5z0/measuring-segregation,
https://class.coursera.org/modelthinking-006/lecture/9,
- Huh?
- 0.5
crsMthLecture2.4) Peer Effects (6:58)
https://www.coursera.org/learn/model-thinking/lecture/KEboX/peer-effects,
https://class.coursera.org/modelthinking-006/lecture/10,
- 4,
crsMthLecture2.5) The Standing Ovation Model (18:05)
https://class.coursera.org/modelthinking-006/lecture/11,
- no
crsMthLecture2.6) The Identification Problem (10:18)
https://www.coursera.org/learn/model-thinking/lecture/WDrGw/the-identification-problem,
https://class.coursera.org/modelthinking-006/lecture/12,
Section 2: Sorting and Peer Effects
We now jump directly into some models.
We contrast two types of models that explain a single phenomenon, namely that people tend to live and interact with people who look, think, and act like themselves.
After an introductory lecture, we cover famous models by Schelling and Granovetter that cover these phenomena.
We follows those with a fun model about standing ovations that I wrote with my friend John Miller.
In this second section, I show a computational version of Schelling's Segregation Model using NetLogo.
Netlogo is free software authored by Uri Wilensky or Northwestern University.
I will be using NetLogo several times during the course.
It can be downloaded here:
NetLogo: http://ccl.northwestern.edu/netlogo//
The Schelling Model that I use can be found by clicking on the "File" tab, then going to "Models Library".
In the Models Library directory, click on the arrow next to the Social Science folder and then scroll down and click on the model called Segregation.
The readings for this section include some brief notes on Schelling's model and then the academic papers of Granovetter and Miller and Page.
I'm not expecting you to read those papers from start to end, but I strongly encourage you to peruse them so that you can see how social scientists frame and interpret models.
Notes on Schelling
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R2Schelling.pdf,
Granovetter Model
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R2Granovetter.pdf,
Miller and Page Model
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R2StandingOvation.MillerPage.pdf,
name::
* McsEngl.crsMth.Section03-Aggregation,
crsMthLecture3.1) Aggregation (10:15)
https://www.coursera.org/learn/model-thinking/lecture/UWXGF/aggregation,
https://class.coursera.org/modelthinking-006/lecture/20,
crsMthLecture3.2) Central Limit Theorem (18:52)
https://class.coursera.org/modelthinking-006/lecture/21,
- 400,
- 40,
crsMthLecture3.3) Six Sigma (5:11)
https://class.coursera.org/modelthinking-006/lecture/25,
- [19.4, 20.6]
crsMthLecture3.4) Game of Life (14:36)
https://class.coursera.org/modelthinking-006/lecture/22,
- Both die
crsMthLecture3.5) Cellular Automata (18:07)
https://class.coursera.org/modelthinking-006/lecture/23,
- Two consecutive cells are on, one off and then one on,
crsMthLecture3.6) Preference Aggregation (12:19)
https://class.coursera.org/modelthinking-006/lecture/24,
Section 3: Aggregation
In this section, we explore the mysteries of aggregation, i.e. adding things up.
We start by considering how numbers aggregate, focusing on the Central Limit Theorem.
We then turn to adding up rules.
We consider the Game of Life and one dimensional cellular automata models.
Both models show how simple rules can combine to produce interesting phenomena.
Last, we consider aggregating preferences.
Here we see how individual preferences can be rational, but the aggregates need not be.
There exist many great places on the web to read more about the Central Limit Theorem, the Binomial Distribution, Six Sigma, The Game of LIfe, and so on.
I've included some links to get you started.
The readings for cellular automata and for diverse preferences are short excerpts from my books Complex Adaptive Social Systems and The Difference Respectively.
Central Limit Theorem
- http://stattrek.com/sampling/sampling-distribution.aspx,
Binomial Distribution
- http://stattrek.com/probability-distributions/binomial.aspx,
Six Sigma
- https://en.wikipedia.org/wiki/Six_Sigma,
Cellular Automata1
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R3CAs.pdf,
Cellular Automata2
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R3CA2.pdf,
Diverse Preferences
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R3Preferences.pdf,
name::
* McsEngl.crsMth.Section04-Decision-Models,
crsMthLecture4.1) Introduction to Decision Making (5:37)
https://class.coursera.org/modelthinking-006/lecture/29,
crsMthLecture4.2) Multi-Criterion Decision Making (8:18)
https://class.coursera.org/modelthinking-006/lecture/28,
- quantitative light camera.
crsMthLecture4.3) Spatial Choice Models (11:08)
https://class.coursera.org/modelthinking-006/lecture/31,
crsMthLecture4.4) Probability: The Basics (10:06)
https://class.coursera.org/modelthinking-006/lecture/30,
- Axiom 2,
crsMthLecture4.5) Decision Trees (14:38)
https://class.coursera.org/modelthinking-006/lecture/26,
- no
crsMthLecture4.6) Value of Information (8:41)
https://class.coursera.org/modelthinking-006/lecture/27,
- 200
Section 4: Decision Models
In this section, we study some models of how people make decisions.
We start by considering multi criterion decision making.
We then turn to spatial models of decision making and then decision trees.
We conclude by looking at the value of information..
The reading for multi-criterion decision making will be my guide for the Michigan Civil Rights Initiative.
It provides a case study for how to use this technique.
For spatial voting and decision models, there exist many great power point presentations and papers on the web.
The Decision Tree writings are from Arizona State University's Craig Kirkwood.
Multi Criterion Decision Making Case Study
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R4MCRI.pdf,
Spatial Models
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R4Spatial.pdf,
Decision Theory
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R4Decision.pdf,
name::
* McsEngl.crsMth.Section05-Thinking-Electrons-Modeling-People,
_LECTURE:
5.1) Thinking Electrons: Modeling People (6:29)
https://class.coursera.org/modelthinking-006/lecture/32,
5.2) Rational Actor Models (16:09)
https://class.coursera.org/modelthinking-006/lecture/33,
- You want to go to a baseball game but you hate sitting in traffic, and will only go if there is lots of parking available. Do you go to the game?
5.3) Behavioral Models (12:49)
https://class.coursera.org/modelthinking-006/lecture/34,
- Hyperbolic Discounting,
5.4) Rule Based Models (12:30)
https://class.coursera.org/modelthinking-006/lecture/35,
- Mean
5.5) When Does Behavior Matter? (12:40)
https://class.coursera.org/modelthinking-006/lecture/36,
- Calibration
- 29 r=2/3(r+r+x+x+x+x/6)
Section 5: Models of People: Thinking Electrons
In this section, we study various ways that social scientists model people.
We study and contrast three different models.
The rational actor approach, behavioral models, and rule based models.
These lectures provide context for many of the models that follow.
There's no specific reading for these lectures though I mention several books on behavioral economics that you may want to consider.
Also, if you find the race to the bottom game interesting just type "Rosemary Nagel Race to the Bottom" into a search engine and you'll get several good links.
You can also find good introductions to "Zero Intelligence Traders" by typing that in as well.
Here is a link to a brief primer on behavioral economics that has more references.
Short Primer on Behavioral Economics
- http://www.econlib.org/library/Enc/BehavioralEconomics.html,
name::
* McsEngl.crsMth.Section06-Categorical-and-Linear-Models,
_LECTURE:
6.1) Introduction to Linear Models (4:27)
https://class.coursera.org/modelthinking-006/lecture/37,
6.2) Categorical Models (15:13)
https://class.coursera.org/modelthinking-006/lecture/38,
- 830
6.3) Linear Models (8:10)
https://class.coursera.org/modelthinking-006/lecture/39,
- 50.5%
6.4) Fitting Lines to Data (11:48)
https://class.coursera.org/modelthinking-006/lecture/42,
6.5) Reading Regression Output (11:44)
https://class.coursera.org/modelthinking-006/lecture/40,
- The coefficient indicates that left-handedness is an advantage to tennis players, but the p-value indicates that there is some chance that left-handedness is a disadvantage.
6.6) From Linear to Nonlinear (6:11)
https://class.coursera.org/modelthinking-006/lecture/41,
6.7) The Big Coefficient vs The New Reality (11:26)
https://class.coursera.org/modelthinking-006/lecture/43,
- New realities often don't have a lot of evidentiary support since they are a new way of doing things.
Section 6: Linear Models
In this section, we cover linear models.
We start by looking at categorical models, in which data gets binned into categories.
We use this simple framework to introduce measures like mean, variance, and R-squared.
We then turn to linear models describing what linear models do, how to read regression output (a valuable skill!) and how to fit nonlinear data with linear models.
These lectures are meant to give you a "feel" for how linear models are used and perhaps to motivate you to take a course on these topics.
I conclude this section by highlighting a distinction between what I call Big Coefficient thinking and New Reality thinking.
The readings for this section consist of two short pieces written by me, but you can find abundant resources on the web on linear models, R-squared, regression, and evidence based thinking.
Categorical Models
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R5CategoricalModels.pdf,
Linear Models
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R5Linearmodels.pdf,
name::
* McsEngl.crsMth.Section07-Tipping-Points,
_LECTURE:
7.1) Tipping Points (5:58)
https://class.coursera.org/modelthinking-006/lecture/44,
7.2) Percolation Models (11:48)
https://class.coursera.org/modelthinking-006/lecture/45,
- More Likely
7.3) Contagion Models 1: Diffusion (7:24)
https://class.coursera.org/modelthinking-006/lecture/46,
- The rumor spreads faster when 700 people have heard.
7.4) Contagion Models 2: SIS Model (9:12)
https://class.coursera.org/modelthinking-006/lecture/47,
- No! Here's why: what matters is whether R0>1.
- It must increase the percentage by 13.
7.5) Classifying Tipping Points (8:26)
https://class.coursera.org/modelthinking-006/lecture/48,
- Contextual, Between Class Tip
7.6) Measuring Tips (13:39)
https://class.coursera.org/modelthinking-006/lecture/72,
- 3
Section 7: Tipping Points
In this section, we cover tipping points.
We focus on two models.
A percolation model from physics that we apply to banks and a model of the spread of diseases.
The disease model is more complicated so I break that into two parts.
The first part focuses on the diffusion.
The second part adds recovery.
The readings for this section consist of two excerpts from the book I'm writing on models.
One covers diffusion.
The other covers tips.
There is also a technical paper on tipping points that I've included in a link.
I wrote it with PJ Lamberson and it will be published in the Quarterly Journal of Political Science.
I've included this to provide you a glimpse of what technical social science papers look like.
You don't need to read it in full, but I strongly recommend the introduction.
It also contains a wonderful reference list.
Tipping Points
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R7Tips.pdf,
DIffusion and SIS
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R7Diffusion.pdf,
Lamberson and Page: Tipping Points (READ INTRO ONLY)
- http://www.santafe.edu/research/working-papers/abstract/aecbfc4c6f63132ad19706066c864f27//
name::
* McsEngl.crsMth.Section08-Economic-Growth,
_LECTURE:
8.1) Introduction To Growth (6:43)
https://class.coursera.org/modelthinking-006/lecture/49,
8.2) Exponential Growth (10:53)
https://class.coursera.org/modelthinking-006/lecture/50,
- 27 years,
8.3) Basic Growth Model (13:59)
https://class.coursera.org/modelthinking-006/lecture/51,
- Country 1 has 200 more units of output.
8.4) Solow Growth Model (11:41)
https://class.coursera.org/modelthinking-006/lecture/52,
- 300 units
First find the equilibrium without innovation:
(5vM)(0.4)=(0.1)(M)
Do just a little algebra and you get M=400.
This means that Output = 5400---v=100
After the innovation, the equilibrium equation is:
(10vM)(0.4)=(0.1)(M)
Now M=1600.
Output after the innovation is 101600----v=400
Finally, find the difference between the equilibrium outputs before and after the innovation:
400-100=300
So, following the innovation, the equilibrium output increases by 300 units.
8.5) WIll China Continue to Grow? (11:55)
https://class.coursera.org/modelthinking-006/lecture/54,
8.6) Why Do Some Countries Not Grow? (11:30)
https://class.coursera.org/modelthinking-006/lecture/53,
- True
Section 8: Economic Growth
In this section, we cover several models of growth.
We start with a simple model of exponential growth and then move on to models from economics, with a focus on Solow's basic growth model.
I simplify the model by leaving out the labor component.
These models help us distinguish between two types of growth: growth that occurs from capital accumulation and growth that occurs from innovation.
Growth Models
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R8growth.pdf,
name::
* McsEngl.crsMth.Section09-Diversity-and-Innovation,
_LECTURE:
9.1) Problem Solving and Innovation (5:06)
https://class.coursera.org/modelthinking-006/lecture/55,
9.2) Perspectives and Innovation (16:57)
https://class.coursera.org/modelthinking-006/lecture/56,
- All of the above
9.3) Heuristics (9:29)
https://class.coursera.org/modelthinking-006/lecture/57,
- All of these are true except for B, which is untrue because the No Free Lunch Theorem tells us that no single heuristic is always effective. A heuristic that works great for one problem class may be ineffective for another problem type.
9.4) Teams and Problem Solving (11:05)
https://class.coursera.org/modelthinking-006/lecture/58,
- Diversity,
9.5) Recombination (11:02)
https://class.coursera.org/modelthinking-006/lecture/59,
- all,
Section 9: Diversity and Innovation
In this section, we cover some models of problem solving to show the role that diversity plays in innovation.
We see how diverse perspectives (problem representations) and heuristics enable groups of problem solvers to outperform individuals.
We also introduce some new concepts like "rugged landscapes" and "local optima".
In the last lecture, we'll see the awesome power of recombination and how it contributes to growth.
The readings for this chapters consist on an excerpt from my book The Difference courtesy of Princeton University Press.
Diversity and Problem Solving
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R9ProblemSolving.pdf,
name::
* McsEngl.crsMth.Section10-Markov-Processes,
_LECTURE:
10.1) Markov Models (4:26)
https://class.coursera.org/modelthinking-006/lecture/60,
- All of the above
10.2) A Simple Markov Model (11:27)
https://class.coursera.org/modelthinking-006/lecture/61,
- Percentage of people with SMART phones (p): p=.95p+.25(1?p), so p=0.833333...
Percentage of people with STANDARD phones: 1?0.83333...=.1666... About 16.67% people will have standard phones in equilibrium.
10.3) Markov Model of Democratization (8:21)
https://class.coursera.org/modelthinking-006/lecture/62,
- 64%
10.4) Markov Convergence Theorem (10:33)
https://class.coursera.org/modelthinking-006/lecture/63,
- 90% of Alert stay Alert (10% become Bored); 40% of Bored become Alert (60% stay Bored).
10.5) Exapting the Markov Model (10:11)
https://class.coursera.org/modelthinking-006/lecture/64,
Section 10: Markov Processes
In this section, we cover Markov Processes.
Markov Processes capture dynamic processes between a fixed set of states.
For example, we will consider a process in which countries transition between democratic and dictatorial.
To be a Markov Process, it must be possible to get from any one state to any other and the probabilities of moving between states must remain fixed over time.
If those assumptions hold, then the process will have a unique equilibrium.
In other words, history will not matter.
Formally, this result is called the Markov Convergence Theorem.
In addition to covering Markov Processes, we will also see how the basic framework can be used in other applications such as determining authorship of a text and the efficacy of a drug protocol.
Markov Processes
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R10Markov.pdf,
name::
* McsEngl.crsMth.Section11-Lyapunov-Functions,
_LECTURE:
11.1) Lyapunov Functions (9:13)
https://class.coursera.org/modelthinking-006/lecture/65,
11.2) The Organization of Cities (12:14)
https://class.coursera.org/modelthinking-006/lecture/66,
- Yes
11.3) Exchange Economies and Externalities (9:18)
https://class.coursera.org/modelthinking-006/lecture/67,
- Yes
11.4) Time to Convergence and Optimality (8:04)
https://class.coursera.org/modelthinking-006/lecture/68,
- We want to assume that one person moves each time period - in terms of our function, K=1 (since we're looking for the maximum amount of time periods, we want K to be as small as possible). Since there are 87 people in Room A, it will take 87-58=29 time periods until there are 58 people in Room A, and no one wants to switch.
You might have noticed that there may be an externality in this example - that is, when someone switches rooms, he is happier, and so are the people in the room he just left, but the people in the new, emptier room may have a decrease in happiness. But this doesn't change our answer. After our 29 time periods, there are 13+29=42 people in Room B (and 58 in Room A). Since no one in either waiting room has a threshold below 58, no one in Room B will move. So the externalities don't change the answer here.
11.5) Lyapunov: Fun and Deep (8:40)
https://class.coursera.org/modelthinking-006/lecture/69,
11.6) Lyapunov or Markov (7:24)
https://class.coursera.org/modelthinking-006/lecture/70,
- Desks and office paint are typically personal choices - who cares about someone else's desk or wall color? - so a Lyapunov Function is likely to work. On the other hand, vacation dates and committee memberships are likely to include negative externalities, so I would say Lyapunov Functions are no good there.
Section 11: Lyapunov Functions
Models can help us to determine the nature of outcomes produced by a system: will the system produce an equilibrium, a cycle, randomness, or complexity?
In this set of lectures, we cover Lyapunov Functions.
These are a technique that will enable us to identify many systems that go to equilibrium.
In addition, they enable us to put bounds on how quickly the equilibrium will be attained.
In this set of lectures, we learn the formal definition of Lyapunov Functions and see how to apply them in a variety of settings.
We also see where they don't apply and even study a problem where no one knows whether or not the system goes to equilibrium or not.
Lyapunov Functions
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R11Lyapunov.pdf,
name::
* McsEngl.crsMth.Section12-Coordination-and-Culture,
_LECTURE:
12.1) Coordination and Culture (3:37)
https://class.coursera.org/modelthinking-006/lecture/73,
12.2) What Is Culture And Why Do We Care? (15:43)
https://class.coursera.org/modelthinking-006/lecture/76,
12.3) Pure Coordination Game (13:48)
https://class.coursera.org/modelthinking-006/lecture/77,
- It could take forever
12.4) Emergence of Culture (11:01)
https://class.coursera.org/modelthinking-006/lecture/74,
- 50%
12.5) Coordination and Consistency (17:03)
https://class.coursera.org/modelthinking-006/lecture/75,
- 3 first
Section 12: Coordination and Culture
In this set of lectures, we consider some models of culture.
We begin with some background on what culture is and why it's so important to social scientists.
In the analytic section, we begin with a very simple game called the pure coordination game
In this game, the players win only if they choose the same action.
Which action they choose doesn't matter -- so long as they choose the same one.
For example, whether you drive on the left or the right side of the road is not important, but what is important is that you drive on the same side as everyone else.
We then consider situations in which people play multiple coordination games and study the emergence of culture.
In our final model, we include a desire consistency as well as coordination in a model that produces the sorts of cultural signatures seen in real world data.
The readings for this section include some of my notes on coordination games and then the Bednar et al academic paper.
In that paper, you see how we used Markov Processes to study the model.
There is also a link to the Axelrod Net Logo Model.
Coordination Games
- http://vserver1.cscs.lsa.umich.edu/~spage/ONLINECOURSE/R12CoordinationCulture.pdf,
Bednar et al. 2010
- http://rss.sagepub.com/content/22/4/407.full.pdf,
Axelrod Culture Model in Netlogo
- http://ccl.northwestern.edu/netlogo/models/community/Dissemination%20of%20Culture,
name::
* McsEngl.crsMth.Section13-Path-Dependence,
_LECTURE:
13.1) Path Dependence (7:23)
https://class.coursera.org/modelthinking-006/lecture/78,
13.2) Urn Models (16:26)
https://class.coursera.org/modelthinking-006/lecture/79,
13.3) Mathematics on Urn Models (14:46)
https://class.coursera.org/modelthinking-006/lecture/80,
- 1/2 2/3 1/4 2/5
13.4) Path Dependence and Chaos (11:08)
https://class.coursera.org/modelthinking-006/lecture/81,
- ESTIC (extreme sensitivity to initial conditions)
13.5) Path Dependence and Increasing Returns (12:31)
https://class.coursera.org/modelthinking-006/lecture/82,
13.6) Path Dependent or Tipping Point (9:52)
https://class.coursera.org/modelthinking-006/lecture/83,
Section 13: Path Dependence
In this set of lectures, we cover path dependence.
We do so using some very simple urn models.
The most famous of which is the Polya Process.
These models are very simple but they enable us to unpack the logic of what makes a process path dependent.
We also relate path dependence to increasing returns and to tipping points.
The reading for this lecture is a paper that I wrote that is published in the Quarterly Journal of Political Science
name::
* McsEngl.crsMth.Section14-Networks,
_LECTURE:
14.1) Networks (7:04)
https://class.coursera.org/modelthinking-006/lecture/84,
14.2) The Structure of Networks (19:30)
https://class.coursera.org/modelthinking-006/lecture/85,
- 4
14.3) The Logic of Network Formation (10:03)
https://class.coursera.org/modelthinking-006/lecture/86,
- Preferential Attachment
14.4) Network Function (13:10)
https://class.coursera.org/modelthinking-006/lecture/87,
- 1600
Section 14: Networks
In this section, we cover networks.
We discuss how networks form, their structure -- in particular some common measures of networks -- and their function.
Often, networks exhibit functions that emerge, but that we mean that no one intended for the functionality but it arises owing to the structure of the network.
The reading for this section is a short article by Steven Strogatz.
Strogatz
name::
* McsEngl.crsMth.Section15-Randomness-and-Random-Walks,
_LECTURE:
15.1) Randomness and Random Walk Models (3:05)
https://class.coursera.org/modelthinking-006/lecture/88,
- the cumulative value of something depends on a sequence of random variables
- Stock price movements are going to be random
15.2) Sources of Randomness (5:15)
https://class.coursera.org/modelthinking-006/lecture/89,
- what is the distribution of the randomness?
where does the randomness come from?
- all
- Behavioral
15.3) Skill and Luck (8:28)
https://class.coursera.org/modelthinking-006/lecture/90,
- .08
- all
- Once you get people at similar skill levels, luck will play a large role in determining the winner.
15.4) Random Walks (12:29)
https://class.coursera.org/modelthinking-006/lecture/91,
- NOT (After N number of flips, you will always be at zero)
- True
- We can use a Random Walk model to determine whether or not the cluster signifies causal linkage.
15.5) Random Walks and Wall Street (7:51)
https://class.coursera.org/modelthinking-006/lecture/92,
- Rare
- Stock prices reflect all relevant information
- There is too much market fluctuation, There are consistent winners
15.6) Finite Memory Random Walks (8:18)
https://class.coursera.org/modelthinking-006/lecture/93,
- last 3
- 1,3
Section 15:Randomness and Random Walks
In this section, we first discuss randomness and its various sources.
We then discuss how performance can depend on skill and luck, where luck is modeled as randomness.
We then learn a basic random walk model, which we apply to the Efficient Market Hypothesis, the ideas that market prices contain all relevant information so that what's left is randomness.
We conclude by discussing finite memory random walk model that can be used to model competition.
The reading for this section is a paper on distinguishing skill from luck by Michael Mauboussin.
Mauboussin: Skill vs Luck
name::
* McsEngl.crsMth.Section16-Colonel-Blotto,
_LECTURE:
16.1) Colonel Blotto Game (1:53)
https://class.coursera.org/modelthinking-006/lecture/94,
- True
16.2) Blotto: No Best Strategy (7:27)
https://class.coursera.org/modelthinking-006/lecture/95,
- A chess match.
- 62
- The Paradox of Skill
16.3) Applications of Colonel Blotto (7:08)
https://class.coursera.org/modelthinking-006/lecture/96,
- True
- Defense
16.4) Blotto: Troop Advantages (6:27)
https://class.coursera.org/modelthinking-006/lecture/97,
- Be confusing - randomize your troop allocation
- Seven
16.5) Blotto and Competition (10:41)
https://class.coursera.org/modelthinking-006/lecture/98,
- Zero-sum
- Equilibrium Randomness
- Skill & Luck
Section 16: The Colonel Blotto Game
In this section, we cover the Colonel Blotto Game.
This game was originally developed to study war on multiple fronts.
It's now applied to everything from sports to law to terrorism.
We will discuss the basics of Colonel Blotto, move on to some more advanced analysis and then contrast Blotto with our skill luck model from the previous section.
The readings for this section are an excerpt from my book The Difference and a paper that I wrote with Russell Golman of Carnegie Mellon.
You need only read the first four pages of the Golman paper.
Blotto from The Difference
Golman Page: General Blotto
name::
* McsEngl.crsMth.Section17-Prisoners-Dilemma-and-Collective-Action,
_LECTURE:
17.1) Intro: The Prisoners' Dilemma and Collective Action (3:44)
https://class.coursera.org/modelthinking-006/lecture/99,
- Cooperate
- Defect
17.2) The Prisoners' Dilemma Game (13:45)
https://class.coursera.org/modelthinking-006/lecture/100,
- 1,2,4
- This outcome is a Nash Equilibrium.
17.3) Seven Ways To Cooperation (15:20)
https://class.coursera.org/modelthinking-006/lecture/101,
- Reputation (Indirect Reciprocity) Repetition (Direct Reciprocity)
17.4) Collective Action and Common Pool Resource Problems (7:23)
https://class.coursera.org/modelthinking-006/lecture/102,
- True
- Payoff = -1+0.7(16)=10.2
17.5) No Panacea (6:03)
https://class.coursera.org/modelthinking-006/lecture/103,
- A collective action problem
Section 17:The Prisoners' Dilemma and Collective Action
In this section, we cover the Prisoners' Dilemma, Collective Action Problems and Common Pool Resource Problems.
We begin by discussion the Prisoners' Dilemma and showing how individual incentives can produce undesirable social outcomes.
We then cover seven ways to produce cooperation.
Five of these will be covered in the paper by Nowak and Sigmund listed below.
We conclude by talking about collective action and common pool resource problems and how they require deep careful thinking to solve.
There's a wonderful piece to read on this by the Nobel Prize winner Elinor Ostrom
The Prisoners' Dilemma in the Stanford Encyclopedia of Philosophy
Nowak and Sigmund: Five Ways to Cooperate
Ostrom: Going Beyond Panaceas
name::
* McsEngl.crsMth.Section18-Mechanism-Design,
_LECTURE:
18.1) Mechanism Design (4:00)
https://class.coursera.org/modelthinking-006/lecture/104,
- 1,3,4
18.2) Hidden Action and Hidden Information (9:53)
https://class.coursera.org/modelthinking-006/lecture/105,
- true
- M=2; N=12
18.3) Auctions (19:59)
https://class.coursera.org/modelthinking-006/lecture/106,
- The difference between the amount you're willing to pay and the amount you actually end up paying.
- true
- In the Sealed Bid auction, on the other hand, it might make sense to bid below your value. This is because you are basing your bid off of an expected distribution of other bidders. You need to bid above the expected value of the next highest bid, which may not be as high as your own value.
18.4) Public Projects (12:21)
https://class.coursera.org/modelthinking-006/lecture/107,
- Hidden Information
- 1,3
- They raise a total of $0+$350+$100=$450, and don't have enough to buy the $700 couch.
Section 18: Mechanism Design: Auctions
In this section, we cover mechanism design.
We begin with some of the basics: how to overcome problems of hidden action and hidden information.
We then turn to the more applied question of how to design auctions.
We conclude by discussion how one can use mechanisms to make decisions about public projects.
The readings for this section consist of a piece by the Eric Maskin who won a Nobel Prize for his work on mechanism design and some slides on auctions by V.S. Subrahmanian.
The Maskin article can be tough sledding near the end.
Don't worry about necessarily understanding everything. Focus on the big picture that he describes.
Maskin: Mechanism Design
V.S. Subrahmanian's auction slides
name::
* McsEngl.crsMth.Section19-Learning-Models-Replicator-Dynamics,
_LECTURE:
19.1) Replicator Dynamics (4:37)
https://class.coursera.org/modelthinking-006/lecture/108,
- Proportion and Payoff (fitness)
19.2) The Replicator Equation (13:29)
https://class.coursera.org/modelthinking-006/lecture/109,
- True
- 6/27
- Collective Action
19.3) Fisher's Theorem (11:57)
https://class.coursera.org/modelthinking-006/lecture/110,
- Fitness level of each type
- 1,3,4
- true
19.4) Variation or Six Sigma (5:39)
https://class.coursera.org/modelthinking-006/lecture/111,
- False
Section 19: Learning: Replicator Dynamics
In this section, we cover replicator dynamics and Fisher's fundamental theorem.
Replicator dynamics have been used to explain learning as well as evolution.
Fisher's theorem demonstrates how the rate of adaptation increases with the amount of variation.
We conclude by describing how to make sense of both Fisher's theorem and our results on six sigma and variation reduction.
The readings for this section are very short.
The second reading on Fisher's theorem is rather technical.
Both are excerpts from Diversity and Complexity
The Replicator Equation
Fisher's Theorem
name::
* McsEngl.crsMth.Section20-Prediction-and-the-Many-Model-Thinker,
_LECTURE:
20.1) Prediction (2:25)
https://class.coursera.org/modelthinking-006/lecture/112,
- 1,2,3
- diversity prediction theorem
20.2) Linear Models (5:02)
https://class.coursera.org/modelthinking-006/lecture/113,
- 830
20.3) Diversity Prediction Theorem (11:54)
https://class.coursera.org/modelthinking-006/lecture/114,
- Yes, they win the car. Crowd Diversity = 68,666,666.67
- The average error must increase as well.
- True
20.4) The Many Model Thinker (7:11)
https://class.coursera.org/modelthinking-006/lecture/115,
- all,
- all,
- 1,2,3
- all,
Section 20: The Many Model Thinker: Diversity and Prediction
In our final section, we cover the value of ability and diversity to create wise crowds when making predictions. We start off by talking about category models and linear models and how they can be used to make predictions. We then cover the Diversity Prediction Theorem, which provides basic intuition for how collective prediction works. We conclude by talking about the value of having lots of models.
The reading for this section is a short explanation of the diversity prediction theorem.
Diversity Prediction Theorem
Recommended Background
Students should be very comfortable with basic algebra. Calculus isn’t necessary but a conceptual understanding of how derivatives give the slope at a point proves useful.
Suggested Readings
The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies (New Edition), Scott E Page.
Complex Adaptive Systems: An Introduction to Computational Models of Social Life (Princeton Studies in Complexity), John Miller and Scott Page
An Introduction to Models in the Social Sciences, Jean Lave and James March
Course Format
The class will cover a variety of models.
For each model, I will give an introductory lecture accessible to a general audience that last approximately ten minutes.
I will follow this with advanced lectures that explain how model's details and how to use it, as well as possible extensions.
Many of these more detailed lectures will include integrated questions so you can test your knowledge of the material.
I will also offer quizzes separate from the video lectures.
I anticipate covering two models per week and recording approximately one hour of video per model.
FAQ
Do I need to buy a textbook?
No. I'm working to get all necessary reading material to be available for free on the course web site.
Will I get a certificate after completing this class?
Yes. Students who successfully complete the class will receive a certificate signed by the instructor.
name::
* McsEngl.model'structure,
_STRUCTURE:
* mapping-unit##
* unit##
name::
* McsEngl.mtdMap'code.ATOM.NO,
* McsEngl.atomNo.methodMapping,
* McsEngl.atom-structure,
_CREATED: {2014-02-27} {2014-02-06}
name::
* McsEngl.model'structure.mapping-unit,
* McsEngl.mapping-unit-of-model, {2014-02-27}
* McsEngl.meaning-unit, {2014-11-10}
* McsEngl.mtdMap'code.ARCHETYPE-UNIT,
* McsEngl.atom.methodMapping,
* McsEngl.mtdMap'atom,
_DESCRIPTION:
Mapping-unit-of-model is a STRUCTURE of units-of-the-model that map an archetype-structure.
[hmnSngo.2014-02-27]
===
Atom is any INDIVISIBLE code that MAPS to an archetype construct.
[hmnSngo.2014-02-06]
===
Atom is any ELEMENTARY code construct that MAPS to an archetype construct.
[hmnSngo.2014-02-06]
_CREATED: {2014-02-27} {2014-02-06}
name::
* McsEngl.model'structure.unit,
* McsEngl.mtdMap'code.UNIT,
* McsEngl.unit-of-model, {2014-02-27}
* McsEngl.code-unit,
* McsEngl.unit.code,
_DESCRIPTION:
Unit-of-model is an INDIVISIBLE entity of the medium we use to construct a model, from which we start to build the model.
The units may map an archetype-structure or NOT.
[hmnSngo.2014-02-27]
===
Unit-of-code is any INDIVISIBLE code.
[hmnSngo.2014-02-09]
===
Code-unit is the elementary-entities from which the atoms-of-code are comprised.
They may map to archetypes or NOT.
[hmnSngo.2014-02-06]
name::
* McsEngl.model'doing.CREATING,
* McsEngl.conceptCore437.1,
* McsEngl.implementing.model,
* McsEngl.model'doing.implementing,
* McsEngl.model-implementation,
_SPECIFIC:
* designing#cptCore437.18#
* implementing##
* evaluating##
name::
* McsEngl.model'doing.DEMODELING,
* McsEngl.demodeling, {2014-02-27}
_DESCRIPTION:
Demodeling is the process of creating the archetype FROM a model of it.
[hmnSngo.2014-02-27]
name::
* McsEngl.model'doing.Designing,
* McsEngl.conceptCore437.18,
* McsEngl.architecture-of-model@cptCore437.18,
_DESCRIPTION:
Architecture is the art and science of designing and constructing buildings and other structure for human use and shelter.
[http://en.wikipedia.org/wiki/Architecture_(disambiguation)]
name::
* McsEngl.model'usage,
* McsEngl.model'application,
* McsEngl.model'use,
_DESCRIPTION:
Models are of central importance in many scientific contexts.
The centrality of models such as the billiard ball model of a gas, the Bohr model of the atom, the MIT bag model of the nucleon, the Gaussian-chain model of a polymer, the Lorenz model of the atmosphere, the Lotka-Volterra model of predator-prey interaction, the double helix model of DNA, agent-based and evolutionary models in the social sciences, or general equilibrium models of markets in their respective domains are cases in point.
Scientists spend a great deal of time building, testing, comparing and revising models, and much journal space is dedicated to introducing, applying and interpreting these valuable tools.
In short, models are one of the principal instruments of modern science.
[http://plato.stanford.edu/entries/models-science/]
_SPECIFIC:
* prediction##
* understand-data##
name::
* McsEngl.model'learning-usage,
_DESCRIPTION:
Models are vehicles for learning about the world. Significant parts of scientific investigation are carried out on models rather than on reality itself because by studying a model we can discover features of and ascertain facts about the system the model stands for; in brief, models allow for surrogative reasoning (Swoyer 1991). For instance, we study the nature of the hydrogen atom, the dynamics of populations, or the behavior of polymers by studying their respective models. This cognitive function of models has been widely acknowledged in the literature, and some even suggest that models give rise to a new style of reasoning, so-called ‘model based reasoning’ (Magnani and Nersessian 2002, Magnani, Nersessian and Thagard 1999). This leaves us with the question of how learning with a model is possible.
Hughes (1997) provides a general framework for discussing this question. According to his so-called DDI account, learning takes place in three stages: denotation, demonstration, and interpretation. We begin by establishing a representation relation (‘denotation’) between the model and the target. Then we investigate the features of the model in order to demonstrate certain theoretical claims about its internal constitution or mechanism; i.e. we learn about the model (‘demonstration’). Finally, these findings have to be converted into claims about the target system; Hughes refers to this step as ‘interpretation’. It is the latter two notions that are at stake here.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model'evoluting,
_SPECIFIC: _Evoluting: _model:
* creating##
* maintaining##
* evolving##
_GENERIC:
* entity#cptCore387# 2012-08-07,
* entity.whole.system#cptCore765# 2012-08-07,
* knowledge-human#cptCore50.7# {2012-05-17}
name::
* McsEngl.model.specific,
_SPECIFIC: model.alphabetically:
* model.analogical#cptCore437.4#
* model.artificial_neural_network#cptCore588#
* model.computer#cptCore493#
* model.concept#cptCore606#
* model.data#cptCore437.#
* model.dynamic#cptCore437.12#
* model.economic#cptEconomy679#
* model.equation#cptCore437.#
* model.idealized#cptCore437.#
* model.information#cptCore181#
* model.material#cptCore437.8#
* model.materialNo#cptCore437.9#
* model.mathematical#cptCore437.#
* model.organization#cptCore92#
* model.phenomenological#cptCore437.#
* model.scale#cptCore437.2#
* model.system
* model.text
* model.theory#cptCore406.4#
* model.view#cptCore1100#
* model.visual
* model.worldview#cptCore1099#
name::
* McsEngl.model.SPECIFIC-DIVISION.archetype,
_SPECIFIC:
* model.societal_human#cptEconomy679#
* model.organization#cptCore925#
* model.people##
* model.worldmodel#cptCore1099#
_DESCRIPTION:
The centrality of models such as the billiard ball model of a gas, the Bohr model of the atom, the MIT bag model of the nucleon, the Gaussian-chain model of a polymer, the Lorenz model of the atmosphere, the Lotka-Volterra model of predator-prey interaction, the double helix model of DNA, agent-based and evolutionary models in the social sciences, or general equilibrium models of markets in their respective domains are cases in point.
...
Probing models, phenomenological models, computational models, developmental models, explanatory models, impoverished models, testing models, idealized models, theoretical models, scale models, heuristic models, caricature models, didactic models, fantasy models, toy models, imaginary models, mathematical models, substitute models, iconic models, formal models, analogue models and instrumental models are but some of the notions that are used to categorize models.
...
It is now common to construe models as non-linguistic entities rather than as descriptions.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.SPECIFIC-DIVISION.medium,
_SPECIFIC:
* same-medium##
* sameNo-medium##
===
* material-model#cptCore437.8#
* materialNo-model#cptCore437.9#
===
* model.computer#cptCore493#
* model.information#cptCore181#
* model.text
* model.theory#cptCore406.4#
name::
* McsEngl.model.SPECIFIC-DIVISION.mapping-method,
_SPECIFIC:
* abstract-model
* abstractNo-model
* analogical-model
* linear-model
* mathematical-model##
* one-way-model##
* two-way-model##
name::
* McsEngl.model.ABSTRACT,
* McsEngl.abstract-model@cptCore437, {2012-11-24}
_DESCRIPTION:
Abstract-model is a model if it misses some attributes of the archetype.
Every generic-concept is an abstract-model of its referents.
[hmnSngo.2014-02-27]
name::
* McsEngl.model.IDEALIZED,
* McsEngl.conceptCore437.3,
* McsEngl.idealization@cptCore437.3,
* McsEngl.idealized-model@cptCore437.3,
_DESCRIPTION:
Idealized models. An idealization is a deliberate simplification of something complicated with the objective of making it more tractable. Frictionless planes, point masses, infinite velocities, isolated systems, omniscient agents, or markets in perfect equilibrium are but some well-know examples. Philosophical debates over idealization have focused on two general kinds of idealizations: so-called Aristotelian and Galilean idealizations.
Aristotelian idealization amounts to ‘stripping away’, in our imagination, all properties from a concrete object that we believe are not relevant to the problem at hand. This allows us to focus on a limited set of properties in isolation. An example is a classical mechanics model of the planetary system, describing the planets as objects only having shape and mass, disregarding all other properties. Other labels for this kind of idealization include ‘abstraction’ (Cartwright 1989, Ch. 5), ‘negligibility assumptions’ (Musgrave 1981) and ‘method of isolation’ (Mδki 1994).
Galilean idealizations are ones that involve deliberate distortions. Physicists build models consisting of point masses moving on frictionless planes, economists assume that agents are omniscient, biologists study isolated populations, and so on. It was characteristic of Galileo's approach to science to use simplifications of this sort whenever a situation was too complicated to tackle. For this reason it is common to refer to this sort of idealizations as ‘Galilean idealizations’ (McMullin 1985); another common label is ‘distorted models’.
Galilean idealizations are beset with riddles. What does a model involving distortions of this kind tell us about reality? How can we test its accuracy? In reply to these questions Laymon (1991) has put forward a theory which understands idealizations as ideal limits: imagine a series of experimental refinements of the actual situation which approach the postulated limit and then require that the closer the properties of a system come to the ideal limit, the closer its behavior has to come to the behavior of the ideal limit (monotonicity). But these conditions need not always hold and it is not clear how to understand situations in which no ideal limit exists. We can, at least in principle, produce a series of table tops that are ever more slippery but we cannot possibly produce a series of systems in which Planck's constant approaches zero. This raises the question of whether one can always make an idealized model more realistic by de-idealizing it. We will come back to this issue in section 5.1.
Galilean and Aristotelian idealizations are not mutually exclusive. On the contrary, they often come together. Consider again the mechanical model of the planetary system: the model only takes into account a narrow set of properties and distorts these, for instance by describing planets as ideal spheres with a rotation-symmetric mass distribution.
Models that involve substantial Galilean as well as Aristotelian idealizations are sometimes referred to as ‘caricatures’ (Gibbard and Varian 1978). Caricature models isolate a small number of salient characteristics of a system and distort them into an extreme case. A classical example is Ackerlof's (1970) model of the car market, which explains the difference in price between new and used cars solely in terms of asymmetric information, thereby disregarding all other factors that may influence prices of cars. However, it is controversial whether such highly idealised models can still be regarded as informative representations of their target systems (for a discussion of caricature models, in particular in economics, see Reiss 2006).
At this point we would like to mention a notion that seems to be closely related to idealization, namely approximation. Although the terms are sometimes used interchangeably, there seems to be a substantial difference between the two. Approximations are introduced in a mathematical context. One mathematical item is an approximation of another one if it is close to it in some relevant sense. What this item is may vary. Sometimes we want to approximate one curve with another one. This happens when we expand a function into a power series and only keep the first two or three terms. In other situations we approximate an equation by another one by letting a control parameter tend towards zero (Redhead 1980). The salient point is that the issue of physical interpretation need not arise. Unlike Galilean idealization, which involves a distortion of a real system, approximation is a purely formal matter. This, of course, does not imply that there cannot be interesting relations between approximations and idealization. For instance, an approximation can be justified by pointing out that it is the ‘mathematical pendant’ to an acceptable idealization (e.g. when we neglect a dissipative term in an equation because we make the idealizing assumption that the system is frictionless).
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.ACCURATE (true),
* McsEngl.accurate-model@cptCore437, {2012-11-23}
* McsEngl.true-model, {2014-02-27}
name::
* McsEngl.model.ACCURATE.NO (false),
* McsEngl.accurateNo-model@cptCore437, {2012-11-24}
* McsEngl.false-model, {2014-02-27}
name::
* McsEngl.model.ANALOGICAL,
* McsEngl.conceptCore437.4,
* McsEngl.analogical-model@cptCore437.4,
_DESCRIPTION:
IF there is not an 'analogy', THEN we do NOT have a model.
[hmnSngo.2014-02-27]
===
Analogical models. Standard examples of analogical models include the hydraulic model of an economic system, the billiard ball model of a gas, the computer model of the mind or the liquid drop model of the nucleus. At the most basic level, two things are analogous if there are certain relevant similarities between them. Hesse (1963) distinguishes different types of analogies according to the kinds of similarity relations in which two objects enter. A simple type of analogy is one that is based on shared properties. There is an analogy between the earth and the moon based on the fact that both are large, solid, opaque, spherical bodies, receiving heat and light from the sun, revolving around their axes, and gravitating towards other bodies. But sameness of properties is not a necessary condition. An analogy between two objects can also be based on relevant similarities between their properties. In this more liberal sense we can say that there is an analogy between sound and light because echoes are similar to reflections, loudness to brightness, pitch to color, detectability by the ear to detectability by the eye, and so on.
Analogies can also be based on the sameness or resemblance of relations between parts of two systems rather than on their monadic properties. It is this sense that some politicians assert that the relation of a father to his children is analogous to the relation of the state to the citizens. The analogies mentioned so far have been what Hesse calls ‘material analogies’. We obtain a more formal notion of analogy when we abstract from the concrete features the systems possess and only focus on their formal set-up. What the analogue model then shares with its target is not a set of features, but the same pattern of abstract relationships (i.e. the same structure, where structure is understood in the formal sense). This notion of analogy is closely related to what Hesse calls ‘formal analogy’. Two items are related by formal analogy if they are both interpretations of the same formal calculus. For instance, there is a formal analogy between a swinging pendulum and an oscillating electric circuit because they are both described by the same mathematical equation.
A further distinction due to Hesse is the one between positive, negative and neutral analogies. The positive analogy between two items consists in the properties or relations they share (both gas molecules and billiard balls have mass), the negative analogy in the ones they do not share (billiard balls are colored, gas molecules are not). The neutral analogy comprises the properties of which it is not known yet whether they belong to the positive or the negative analogy (do gas molecules obeying Newton's laws of collision exhibit an approach to equilibrium?). Neutral analogies play an important role in scientific research because they give rise to questions and suggest new hypotheses. In this vein, various authors have emphasized the heuristic role that analogies play in theory construction and in creative thought (Bailer-Jones and Bailer-Jones 2002; Hesse 1974, Holyoak and Thagard 1995, Kroes 1989, Psillos 1995, and the essays collected in Hellman 1988).
[http://plato.stanford.edu/entries/models-science/]
===
Analogical models are a method of representing a phenomenon of the world, often called the ‘target system’ by another, more understandable or analysable system. They are also called dynamical analogies.
[http://en.wikipedia.org/wiki/Analogical_models]
name::
* McsEngl.model.archetype.BRAIN,
* McsEngl.model.brain,
* McsEngl.model.of-brain,
_DESCRIPTION:
Model of a physical-brain-organ.
[hmnSngo.2012-12-01]
name::
* McsEngl.spaun, {2012-12-01}
Προσομοίωση του εγκεφάλου με... ανθρώπινες δυνατότητες και αδυναμίες
Το Spaun αναγνωρίζει γραπτά σύμβολα, κάνει αριθμητικές πράξεις, λύνει λογικά προβλήματα
ΔΗΜΟΣΙΕΥΣΗ: 30/11/2012 19:32
Ένα εντυπωσιακό μοντέλο του ανθρώπινου εγκεφάλου, το οποίο τρέχει σε έναν υπερυπολογιστή στον Καναδά, μπορεί να αναγνωρίζει γραπτά σύμβολα, να κάνει αριθμητικές πράξεις και να λύνει λογικά προβλήματα. Ακόμα πιο εντυπωσιακό όμως είναι ότι ο εικονικός εγκέφαλος μιμείται και ορισμένες παραξενιές των ανθρώπων, αναφέρουν οι δημιουργοί του στο Science.
Στο μέλλον, προβλέπουν οι ερευνητές, το λογισμικό θα μπορούσε να ελέγχει θεωρίες για τη λειτουργία του ανθρώπινου εγκεφάλου, ή ακόμα και να προβλέπει τις δράσεις και τις παρενέργειες ψυχιατρικών φαρμάκων.
Προσομοίωση της φυσιολογίας του εγκεφάλου
Η νέα προσομοίωση, με την ονομασία Spaun (προέρχεται από τα αρχικά της φράσης Ενοποιημένο Δίκτυο Αρχιτεκτονικής Εννοιολογικού Δείκτη) δεν είναι η πρώτη απόπειρα δημιουργίας μοντέλων της εγκεφαλικής λειτουργίας -το πρόγραμμα Synapse της IBM, για παράδειγμα, προσομοιώνει ένα δισεκατομμύριο νευρώνες.
Το Spaun περιλαμβάνει μόλις 2,5 εκατομμύρια νευρικά κύτταρα, συγκριτικά με τους περίπου 90 δισεκατομμύρια νευρώνες στοn μέσο ανθρώπινο εγκέφαλο. Η διαφορά όμως σε σχέση με άλλα μοντέλα είναι ότι το Spaun προσομοιώνει την ίδια τη φυσιολογία του εγκεφάλου, από τους ηλεκτρικούς παλμούς στους άξονες των νευρώνων μέχρι τη λειτουργία των συνάψεων, οι οποίες λειτουργούν σαν γέφυρες επικοινωνίας ανάμεσα στους νευρώνες. Επιπλέον, οι εικονικοί νευρώνες είναι μοιρασμένοι σε ομάδες που αντιστοιχούν σε εξειδικευμένες περιοχές του εγκεφάλου όπως ο οπτικός φλοιός.
Το νέο μοντέλο είναι πνευματικό παιδί του Κρις Έλιασμιθ, θεωρητικού νευροεπιστήμονα στο Πανεπιστήμιο του Βατερλώ στον Καναδά. Το Spaun είναι σχεδιασμένο να διαβάζει σύμβολα και αριθμούς γραμμένους με το χέρι. Μπορεί στη συνέχεια να εκτελεί εργασίες όπως η αντιγραφή μιας εικόνας, να κάνει απλές μαθηματικές πράξεις και να απαντά σε απλά λογικά προβλήματα.
Για παράδειγμα, αν δει την αλληλουχία αριθμών «1,2,3 - 5, 6, 7 - 3, 4, ?» το λογισμικό υπολογίζει ότι ο αριθμός που πρέπει να συμπληρώσει είναι το 5.
Μηχανή με ανθρώπινες αδυναμίες
Το εντυπωσιακό είναι ότι το Spaun όχι μόνο εκτελεί αυτές τις εργασίες με την ακρίβεια του μέσου ανθρώπου, αλλά επιπλέον αναπαράγει ορισμένες χαρακτηριστικές ανθρώπινες αδυναμίες. Για παράδειγμα, θυμάται καλύτερα τους αριθμούς που βρίσκονται στην αρχή ή στο τέλος μιας λίστας, παρά αυτούς που βρίσκονται στη μέση.
«Δεν μας εξέπληξε η ικανότητά του να εκτελεί εργασίες, μας εξέπληξε όμως που κάποια ανεπαίσθητα χαρακτηριστικά του, όπως ο χρόνος που χρειαζόταν για να εκτελέσει τις εργασίες, ή τα λάθη που έκανε, ήταν ίδια με αυτά των ανθρώπων» σχολιάζει ο δρ Έλιασμιθ στον δικτυακό τόπο του Nature.
Ο ερευνητής έχει ήδη χρησιμοποιήσει το Spaun για να ελέγξει μια ανεπιβεβαίωτη έως σήμερα υπόθεση, σύμφωνα με την οποία εξειδικευμένες περιοχές του εγκεφάλου που ονομάζονται βασικά γάγγλια λειτουργούν ως διακόπτες για την εναλλαγή διαφορετικών συμπεριφορών.
«Δείξαμε ότι τα βασικά γάγγλια μπορούν να εκτελούν αυτή τη λειτουργία με τρόπο που επιτρέπει στο Spaun να μιμείται τις ανθρώπινες επιδόσεις σε διαφορετικές εργασίες» αναφέρει ο Έλιασμιθ.
Μελέτη του μηχανισμού ασθενειών
Ο ερευνητής εκτιμά ότι στο μέλλον οι προσομοιώσεις θα βοηθήσουν όχι μόνο στην κατανόηση της οργάνωσης του εγκεφάλου αλλά και στη μελέτη του μηχανισμού διαφόρων ασθενειών.
Για παράδειγμα, η ομάδα του Έλιασμιθ έχει ήδη υποβάλει για δημοσίευση μια μελέτη που έδειξε ότι όταν το Spaun χάνει νευρώνες μιμούμενο τη διαδικασία της γήρανσης παρουσιάζει την ίδια έκπτωση των νοητικών λειτουργιών που παρατηρείται και στους ηλικιωμένους.
Τέτοιου είδους μελέτες απαιτούν πάντως πολύ χρόνο, καθώς ο υπερυπολογιστής στον οποίο τρέχει το Spaun χρειάζεται περίπου δύο ώρες για να προσομοιώσει ένα δευτερόλεπτο εγκεφαλικής λειτουργίας.
[http://www.tovima.gr/science/technology-planet/article/?aid=486492]
name::
* McsEngl.model.archetype.DOING,
* McsEngl.conceptCore437.17,
* McsEngl.doing-model@cptCore437.17, {2012-04-28}
* McsEngl.function-model@cptCore437.17, {2012-04-28}
* McsEngl.model.function@cptCore437.17, {2012-04-29}
* McsEngl.model.process@cptCore437.17, {2012-04-29}
* McsEngl.process-model@cptCore437.17, {2012-04-28}
_DESCRIPTION:
A function model or functional model in systems engineering and software engineering is a structured representation of the functions (activities, actions, processes, operations) within the modeled system or subject area.[1]
A function model, also called an activity model or process model, is a graphical representation of an enterprise's function within a defined scope. The purposes of the function model are to describe the functions and processes, assist with discovery of information needs, help identify opportunities, and establish a basis for determining product and service costs.[2]
[http://en.wikipedia.org/wiki/Function_model]
===
The term process model is used in various contexts. For example, in business process modeling the enterprise process model is often referred to as the business process model. Process models are core concepts in the discipline of process engineering.
[http://en.wikipedia.org/wiki/Process_modeling]
name::
* McsEngl.model.archetype.SYSTEM,
* McsEngl.conceptCore437.21,
* McsEngl.model.system,
* McsEngl.system-model@cptCore437.21, {2012-04-29}
_GENERIC:
* information-composed-model#
_DESCRIPTION:
A system model is the conceptual model that describes and represents a system. A system comprises multiple views such as planning, requirement (analysis), design, implementation, deployment, structure, behavior, input data, and output data views. A system model is required to describe and represent all these multiple views.
The system model describes and represents the multiple views possibly using two different approaches. The first one is the non-architectural approach and the second one is the architectural approach.
The non-architectural approach respectively picks a model for each view. For example, Structured Systems Analysis and Design Method (SSADM), picking the Structure Chart (SC) for structure description and the Data Flow Diagram (DFD) for behavior description, is categorized into the non-architectural approach.
The architectural approach, instead of picking many heterogeneous and unrelated models, will use only one single coalescence model. For example, System architecture, using the Architecture Description Language (ADL) for both structure and behavior descriptions, is categorized into the architectural approach.
[http://en.wikipedia.org/wiki/System_model]
===
A system model is the conceptual model that describes and represents the structure, behavior, and more views of a system. A system model can represent multiple views of a system by using two different approaches. The first one is the non-architectural approach and the second one is the architectural approach. The non-architectural approach respectively picks a model for each view. The architectural approach, also known as system architecture, instead of picking many heterogeneous and unrelated models, will use only one integrated architectural model.
[http://en.wikipedia.org/wiki/System_model]
===
Using models
Models play important and diverse roles in systems engineering. A model can be defined in several ways, including:[36]
* An abstraction of reality designed to answer specific questions about the real world
* An imitation, analogue, or representation of a real world process or structure; or
* A conceptual, mathematical, or physical tool to assist a decision maker.
Together, these definitions are broad enough to encompass physical engineering models used in the verification of a system design, as well as schematic models like a functional flow block diagram and mathematical (i.e., quantitative) models used in the trade study process. This section focuses on the last.[36]
The main reason for using mathematical models and diagrams in trade studies is to provide estimates of system effectiveness, performance or technical attributes, and cost from a set of known or estimable quantities. Typically, a collection of separate models is needed to provide all of these outcome variables. The heart of any mathematical model is a set of meaningful quantitative relationships among its inputs and outputs. These relationships can be as simple as adding up constituent quantities to obtain a total, or as complex as a set of differential equations describing the trajectory of a spacecraft in a gravitational field. Ideally, the relationships express causality, not just correlation.[36]
[http://en.wikipedia.org/wiki/Systems_engineering]
name::
* McsEngl.model.CODE,
* McsEngl.code.model, {2014-02-28}
_DESCRIPTION:
Code we call a model if comprised of information.
[hmnSngo.2014-03-11]
===
Code is a model with different structure from his archetype from which we can reconstruct the archetype using the coding-method.
[hmnSngo.2014-02-28]
name::
* McsEngl.model.DATA,
* McsEngl.conceptCore437.6,
* McsEngl.model-of-data@cptCore437.6,
_DESCRIPTION:
Another kind of representational models are so-called ‘models of data’ (Suppes 1962). A model of data is a corrected, rectified, regimented, and in many instances idealized version of the data we gain from immediate observation, the so-called raw data. Characteristically, one first eliminates errors (e.g. removes points from the record that are due to faulty observation) and then present the data in a ‘neat’ way, for instance by drawing a smooth curve through a set of points. These two steps are commonly referred to as ‘data reduction’ and ‘curve fitting’. When we investigate the trajectory of a certain planet, for instance, we first eliminate points that are fallacious from the observation records and then fit a smooth curve to the remaining ones. Models of data play a crucial role in confirming theories because it is the model of data and not the often messy and complex raw data that we compare to a theoretical prediction.
The construction of a data model can be extremely complicated. It requires sophisticated statistical techniques and raises serious methodological as well as philosophical questions. How do we decide which points on the record need to be removed? And given a clean set of data, what curve do we fit to it? The first question has been dealt with mainly within the context of the philosophy of experiment (see for instance Galison 1997 and Staley 2004). At the heart of the latter question lies the so-called curve fitting problem, which is that the data themselves do not indicate what form the fitted curve should take. Traditional discussions of theory choice suggest that this issue is settled by background theory, considerations of simplicity, prior probabilities, or a combination of these. Forster and Sober (1994) point out that this formulation of the curve fitting problem is a slight overstatement because there is a theorem in statistics due to Akaike which shows (given certain assumptions) that the data themselves underwrite (though not determine) an inference concerning the curve's shape if we assume that the fitted curve has to be chosen such that it strikes a balance between simplicity and goodness of fit in a way that maximizes predictive accuracy. (Further discussions of data models can be found in Chin and Brewer 1994, Harris 2003, and Mayo 1996).
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.DISCRETE-EVENT,
* McsEngl.conceptCore437.23,
* McsEngl.discrete-event-simulation@cptCore437.23, {2012-11-22}
_GENERIC:
* dynamic_model#cptCore437.12#
_DESCRIPTION:
In discrete-event simulation (DES), the operation of a system is represented as a chronological sequence of events. Each event occurs at an instant in time and marks a change of state in the system.[1] For example, if an elevator is simulated, an event could be "level 6 button pressed", with the resulting system state of "lift moving" and eventually (unless one chooses to simulate the failure of the lift) "lift at level 6".
A number of mechanisms have been proposed for carrying out discrete-event simulation, among them are the event-based, activity-based, process-based and three-phase approaches (Pidd, 1998). The three-phase approach is used by a number of commercial simulation software packages, but from the user's point of view, the specifics of the underlying simulation method are generally hidden.
[http://en.wikipedia.org/wiki/Discrete_event_simulation]
Clock
The simulation must keep track of the current simulation time, in whatever measurement units are suitable for the system being modeled. In discrete-event simulations, as opposed to real time simulations, time ‘hops’ because events are instantaneous – the clock skips to the next event start time as the simulation proceeds.
[http://en.wikipedia.org/wiki/Discrete_event_simulation]
A common exercise in learning how to build discrete-event simulations is to model a queue, such as customers arriving at a bank to be served by a teller. In this example,
the system entities are Customer-queue and Tellers.
The system events are Customer-Arrival and Customer-Departure. (The event of Teller-Begins-Service can be part of the logic of the arrival and departure events.)
The system states, which are changed by these events, are Number-of-Customers-in-the-Queue (an integer from 0 to n) and Teller-Status (busy or idle).
The random variables that need to be characterized to model this system stochastically are Customer-Interarrival-Time and Teller-Service-Time.
[http://en.wikipedia.org/wiki/Discrete_event_simulation]
name::
* McsEngl.model.DYNAMIC,
* McsEngl.conceptCore437.12,
* McsEngl.dynamic-model@cptCore437.12, {2012-04-24}
* McsEngl.dynamical-model@cptCore437.12, {2012-04-24}
* McsEngl.time-model@cptCore437.12, {2012-04-24}
_DESCRIPTION:
What is a simulation? Simulations characteristically are used in connection with dynamic models, i.e. models that involve time. The aim of a simulation is to solve the equations of motion of such a model, which is designed to represent the time-evolution of its target system. So one can say that a simulation imitates a (usually real) process by another process (Hartmann 1996, Humphreys 2004).
It has been claimed that computer simulations constitute a genuinely new methodology of science or even a new scientific paradigm (Humphreys 2004, Rohrlich 1991, Winsberg 2001 and 2003, and various contributions to Sismondo and Gissis 1999). Although this contention may not meet with univocal consent, there is no doubt about the practical significance of computer simulations. When standard methods fail, computer simulations are often the only way to learn something about a dynamical model; they help us to ‘extend ourselves’ (Humphreys 2004), as it were. In situations in which the underlying model is well confirmed and understood, computer experiments may even replace real experiments, which has economic advantages and minimizes risk (as, for example, in the case of the simulation of atomic explosions). Computer simulations are also heuristically important. They may suggest new theories, models and hypotheses, for example based on a systematic exploration of a model's parameter space (Hartmann 1996).
But computer simulations also bear methodological perils. They may provide misleading results because due to the discrete nature of the calculations carried out on a digital computer they only allow for the exploration of a part of the full parameter space; and this subspace may not reveal certain important features of the model. The severity of this problem is somehow mitigated by the increasing power of modern computers. But the availability of more computational power also may have adverse effects. It may encourage scientists to swiftly come up with increasingly complex but conceptually premature models, involving poorly understood assumptions or mechanisms and too many additional adjustable parameters (for a discussion of a related problem in the context of individual actor models in the social sciences see Schnell 1990). This may lead to an increase in empirical adequacy—which may be welcome when it comes, for example, to forecasting the weather—but not necessarily to a better understanding of the underlying mechanisms. As a result, the use of computer simulations may change the weight we assign to the various goals of science. So it is important not to be carried away with the means that new powerful computers offer and to thereby place out of sight the actual goals of research.
[http://plato.stanford.edu/entries/models-science/]
_SPECIFIC:
* continuous_event##
* discrete_event#cptCore437.23#
name::
* McsEngl.model.INFORMATION,
* McsEngl.conceptCore437.22,
* McsEngl.code, {2014-02-27}
* McsEngl.information-model@cptCore437.22, {2012-05-20}
* McsEngl.mdlInf@cptCore437.22, {2012-11-24}
_DESCRIPTION:
A-model that represents info OR comprised of info.
[hmnSngo.2016-03-01]
===
A model represented OR comprised of information.
[hmnSngo.2012-11-24]
===
A model that is comprised of information#cptCore181#.
[hmnSngo.2012-05-20]
_SPECIFIC: mdlInf.alphabetically:
* mdlInf.brainual
* mdlInf.computer##
* mdlInf.data##
* mdlInf.graphics
* mdlInf.information_comprised#cptCore437.25#
* mdlInf.information_mapped#cptCore437.26#
* mdlInf.text
_SPECIFIC: mdlInf.SPECIFIC_DIVISION.MEDIUM_CONSTRUCTED:
* mdlInf.information_comprised#cptCore437.25#
* mdlInf.information_mapped#cptCore437.26#
name::
* McsEngl.model.information.COMPRISED (medium),
* McsEngl.conceptCore437.25,
* McsEngl.information-comprised-model@cptCore437.25,
_DESCRIPTION:
A model comprised of information#cptCore181# and DENOTED any entity.
[hmnSngo.2012-11-24]
_SPECIFIC:
* model.brainual#cptCore437.9#
* model.brainual.sensorial#cptCore437.20#
* model.computer_based#cptCore493#
* model.concept
* model.equation#cptCore437.11#
* model.information#cptCore181#
* model.mathematical#cptCore437.13#
* model.statistical#cptCore437.14#
* model.text#cptCore437.10#
* model.theory#cptCore437.7#
* model.view
* model.worldview
name::
* McsEngl.model.information.MAPPED (archetype),
* McsEngl.conceptCore437.26,
* McsEngl.information-denoted-model@cptCore437.25,
* McsEngl.information-mapped-model@cptCore437.25,
_DESCRIPTION:
A model comprised of anything and DENOTED information#cptCore181#.
[hmnSngo.2012-11-24]
name::
* McsEngl.model.MATHEMATICAL,
* McsEngl.conceptCore437.13,
* McsEngl.mathematical-model@cptCore437.13, {2012-04-24}
* McsEngl.quantitative-model@cptCore437.13,
* McsEngl.mdlMath-437.13, {2012-04-26}
_GENERIC:
* information_comprised_model#cptCore437.25#
_DESCRIPTION:
Not to be confused with the same term used in model theory, a branch of mathematical logic. An artifact that is used to illustrate a mathematical idea may also be called a mathematical model, the usage of which is the reverse of the sense explained in this article.
This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (May 2008)
A mathematical model is a description of a system using mathematical concepts and language. The process of developing a mathematical model is termed mathematical modelling. Mathematical models are used not only in the natural sciences (such as physics, biology, earth science, meteorology) and engineering disciplines (e.g. computer science, artificial intelligence), but also in the social sciences (such as economics, psychology, sociology and political science); physicists, engineers, statisticians, operations research analysts and economists use mathematical models most extensively. A model may help to explain a system and to study the effects of different components, and to make predictions about behaviour.
Mathematical models can take many forms, including but not limited to dynamical systems, statistical models, differential equations, or game theoretic models. These and other types of models can overlap, with a given model involving a variety of abstract structures. In general, mathematical models may include logical models, as far as logic is taken as a part of mathematics. In many cases, the quality of a scientific field depends on how well the mathematical models developed on the theoretical side agree with results of repeatable experiments. Lack of agreement between theoretical mathematical models and experimental measurements often leads to important advances as better theories are developed.
[http://en.wikipedia.org/wiki/Mathematical_model]
_DEFINITION:
A mathematical model is an abstract model that uses mathematical language to describe the behaviour of a system. Mathematical models are used particularly in the natural sciences and engineering disciplines (such as physics, biology, and electrical engineering) but also in the social sciences (such as economics, sociology and political science); physicists, engineers, computer scientists, and economists use mathematical models most extensively.
Eykhoff (1974) defined a mathematical model as 'a representation of the essential aspects of an existing system (or a system to be constructed) which presents knowledge of that system in usable form'.
[http://en.wikipedia.org/wiki/Mathematical_model]
name::
* McsEngl.model.EQUATION,
* McsEngl.conceptCore437.11,
* McsEngl.equation-model@cptCore437.11, {2012-04-24}
_GENERIC:
* information_comprised_model#cptCore437.25#
_DESCRIPTION:
Another group of things that is habitually referred to as ‘models’, in particular in economics, is equations (which are then also termed ‘mathematical models’). The Black-Scholes model of the stock market or the Mundell-Fleming model of an open economy are cases in point.
The problem with this suggestion is that equations are syntactic items and as such they face objections similar to the ones put forward against descriptions. First, one can describe the same situation using different co-ordinates and as a result obtain different equations; but we do not seem to obtain a different model. Second, the model has properties different from the equation. An oscillator is three-dimensional but the equation describing its motion is not. Equally, an equation may be inhomogeneous but the system it describes is not.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.LINEAR,
* McsEngl.linear-model, {2012-11-22}
_DESCRIPTION:
In statistics, the term linear model is used in different ways according to the context. The most common occurrence is in connection with regression models and the term is often taken as synonymous with linear regression model. However, the term is also used in time series analysis with a different meaning. In each case, the designation "linear" is used to identify a subclass of models for which substantial reduction in the complexity of the related statistical theory is possible.
[http://en.wikipedia.org/wiki/Linear_model]
name::
* McsEngl.model.STATISTICAL,
* McsEngl.conceptCore437.14,
* McsEngl.statistical-model@cptCore437.14, {2012-04-26}
_GENERIC:
* information_comprised_model#cptCore437.25#
_DESCRIPTION:
A statistical model is a formalization of relationships between variables in the form of mathematical equations. A statistical model describes how one or more random variables are related to one or more random variables. The model is statistical as the variables are not deterministically but stochastically related. In mathematical terms, a statistical model is frequently thought of as a pair (Y,P) where Y is the set of possible observations and P the set of possible probability distributions on Y. It is assumed that there is a distinct element of P which generates the observed data. Statistical inference enables us to make statements about which element(s) of this set are likely to be the true one.
Most statistical tests can be described in the form of a statistical model. For example, the Student's t-test for comparing the means of two groups can be formulated as seeing if an estimated parameter in the model is different from 0. Another similarity between tests and models is that there are assumptions involved. Error is assumed to be normally distributed in most models.[1]
[http://en.wikipedia.org/wiki/Statistical_model]
name::
* McsEngl.model.medium.BRAININ,
* McsEngl.conceptCore437.9,
* McsEngl.brainual-model@cptCore437.9, {2012-04-26}
* McsEngl.fictional-model@cptCore437.9, {2012-04-24}
* McsEngl.materialNo-model@cptCore437.9, {2012-04-24}
* McsEngl.mental-model@cptCore437.9,
* McsEngl.model.materialNo@cptCore437.9, {2012-04-26}
=== _NOTES: Conceptual model, a nonphysical model
[http://en.wikipedia.org/wiki/Model]
_GENERIC:
* information_comprised_model#cptCore437.25#
* model.information#cptCore437.22#
_DESCRIPTION:
Many models are not material models. The Bohr model of the atom, a frictionless pendulum, or isolated populations, for instance, are in the scientist's mind rather than in the laboratory and they do not have to be physically realized and experimented upon to perform their representational function. It seems natural to view them as fictional entities. This position can be traced back to the German neo-Kantian Vaihinger (1911), who emphasized the importance of fictions for scientific reasoning. Giere has recently advocated the view that models are abstract entities (1988, 81). It is not entirely clear what Giere means by ‘abstract entities’, but his discussion of mechanical models seems to suggest that he uses the term to designate fictional entities.
This view squares well with scientific practice, where scientists often talk about models as if they were objects, as well as with philosophical views that see the manipulation of models as an essential part of the process of scientific investigation (Morgan 1999). It is natural to assume that one can manipulate something only if it exists. Furthermore, models often have more properties than we explicitly attribute to them when we construct them, which is why they are interesting vehicles of research. A view that regards models as objects can easily explain this without further ado: when we introduce a model we use an identifying description, but the object itself is not exhaustively characterized by this description. Research then simply amounts to finding out more about the object thus identified.
The drawback of this suggestion is that fictional entities are notoriously beset with ontological riddles. This has led many philosophers to argue that there are no such things as fictional entities and that apparent ontological commitments to them must be renounced. The most influential of these deflationary accounts goes back to Quine (1953). Building on Russell's discussion of definite descriptions, Quine argues that it is an illusion that we refer to fictional entities when we talk about them. Instead, we can dispose of these alleged objects by turning the terms that refer to them into predicates and analyse sentences like ‘Pegasus does not exist’ as ‘nothing pegasizes’. By eliminating the troublesome term we eschew the ontological commitment they seem to carry. This has resulted in a glaring neglect of fictional entities, in particular among philosophers of science. Fine (1993), in a programmatic essay, draws attention to this neglect but does not offer a systematic account of how fictions are put to use in science.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.medium.BraininNo,
* McsEngl.conceptCore437.8,
* McsEngl.mentalNo-model@cptCore437.8, {2012-04-26}
* McsEngl.material-model@cptCore437.8, {2012-04-24}
* McsEngl.physical-model@cptCore437.8, {2012-04-24}
* McsEngl.sensorial-model@cptCore437.8, {2012-04-26} (our senses can 'view'them)
_DESCRIPTION:
Some models are straightforward physical objects. These are commonly referred to as ‘material models’. The class of material models comprises anything that is a physical entity and that serves as a scientific representation of something else. Among the members of this class we find stock examples like wooden models of bridges, planes, or ships, analogue models like electric circuit models of neural systems or pipe models of an economy, or Watson and Crick's model of DNA. But also more cutting edge cases, especially from the life sciences, where certain organisms are studied as stand-ins for others, belong to this category.
Material models do not give rise to any ontological difficulties over and above the well-known quibbles in connection with objects, which metaphysicians deal with (e.g. the nature of properties, the identity of objects, parts and wholes, and so on).
[http://plato.stanford.edu/entries/models-science/]
_SPECIFIC:
* brainual-sensorial-model#
* computer-model#cptCore493#
* flight-simulator
* physical-model#cptCore437.15#
* text-model
name::
* McsEngl.model.medium.Brainual.SENSORIAL,
* McsEngl.conceptCore437.20,
* McsEngl.brainual-sensorial-model@cptCore437.20, {2012-04-29}
_GENERIC:
* model.brainualNo#cptCore437.8#
_SPECIFIC:
* concept-brain-sensorial#cptCore50.28#
* view-brainual-sensorial#cptCore1100.4#
* worldview-brainual-sensorial#cptCore1099.5#
name::
* McsEngl.model.medium.PHYSICAL,
* McsEngl.conceptCore437.15,
* McsEngl.physical-model@cptCore437.15, {2012-04-26}
_GENERIC:
* model.brainualNo#cptCore437.8#
_SPECIFIC_COMPLEMENT:
* model.information#
_DESCRIPTION:
Some models are straightforward physical objects. These are commonly referred to as ‘material models’. The class of material models comprises anything that is a physical entity and that serves as a scientific representation of something else. Among the members of this class we find stock examples like wooden models of bridges, planes, or ships, analogue models like electric circuit models of neural systems or pipe models of an economy, or Watson and Crick's model of DNA. But also more cutting edge cases, especially from the life sciences, where certain organisms are studied as stand-ins for others, belong to this category.
Material models do not give rise to any ontological difficulties over and above the well-known quibbles in connection with objects, which metaphysicians deal with (e.g. the nature of properties, the identity of objects, parts and wholes, and so on).
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.Aircraft,
Model aircraft are flying or non-flying small sized replicas of existing or imaginary aircraft using a variety of materials including paper, plastic, metal, synthetic resins, wood, foam and fibreglass. The most commonly types are balsa wood, polystyrene and card stock. Flying designs range from generic gliders to accurate scale models, some of which can be very large; static display models range from mass produced toys to highly accurate models requiring thousands of hours to produce for display in museums. Aircraft manufacturers produce models of their own full sized aircraft both for wind tunnel testing and for advertising.
[http://en.wikipedia.org/wiki/Model_aircraft]
name::
* McsEngl.model.PHENOMENOLOGICAL,
* McsEngl.conceptCore437.5,
* McsEngl.phenomenological-model@cptCore437.5,
Phenomenological models have been defined in different, though related, ways. A traditional definition takes them to be models that only represent observable properties of their targets and refrain from postulating hidden mechanisms and the like. Another approach, due to McMullin (1968), defines phenomenological models as models that are independent of theories. This, however, seems to be too strong. Many phenomenological models, while failing to be derivable from a theory, incorporate principles and laws associated with theories. The liquid drop model of the atomic nucleus, for instance, portrays the nucleus as a liquid drop and describes it as having several properties (surface tension and charge, among others) originating in different theories (hydrodynamics and electrodynamics, respectively). Certain aspects of these theories—though usually not the complete theory—are then used to determine both the static and dynamical properties of the nucleus.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.REAL-TIME,
* McsEngl.conceptCore437.24,
* McsEngl.real-time-simulation@cptCore437.24, {2012-11-22}
_GENERIC:
* model.doing#cptCore437.17#
_DESCRIPTION:
Real-time simulation refers to a computer model of a physical system that can execute at the same rate as actual "wall clock" time. In other words, the computer model runs at the same rate as the actual physical system. For example if a tank takes 10 minutes to fill in the real-world, the simulation would take 10 minutes as well.
Real-time simulation occurs commonly in computer gaming, but also is important in the industrial market for operator training and off-line controller tuning[1]. Computer languages like VisSim and Simulink allow quick creation of such real-time simulations and have connections to industrial displays and Programmable Logic Controllers via OLE for process control or digital and analog I/O cards.
[edit]Real-time simulation in academic curricula
Real-time simulators are used extensively in many engineering fields. As a consequence, the inclusion of simulation applications in academic curricula can provide great value to the student. Statistical power grid protection tests, aircraft design and simulation, motor drive controller design methods and space robot integration are a few examples of real-time simulator technology applications. [2]
[http://en.wikipedia.org/wiki/Real-time_Simulation]
_ADDRESS.WPG:
* http://www.opal-rt.com/sites/default/files/technical_papers/PES-GM-Tutorial_04%20-%20Real%20Time%20Simulation.pdf,
Abstract-- Simulation tools have been widely used for the
design and improvement of electrical systems since the midtwentieth century. The evolution of simulation tools has
progressed in step with the evolution of computing technologies.
In recent years, computing technologies have improved
dramatically in performance and become widely available at a
steadily decreasing cost. Consequently, simulation tools have also
seen dramatic performance gains and steady cost decreases.
Researchers and engineers now have access to affordable, high
performance simulation tools that were previously too costprohibitive, except for the largest manufacturers and utilities.
This paper introduces the role and advantages of using real-time
simulation by answering three fundamental questions: what is
real-time simulation; why is it needed and where does it best fit.
The recent evolution of real-time simulators is summarized. The
importance of model validation, mixed use of real-time and
offline modes of simulation and test coverage in complex systems
is discussed.
Index Terms—accelerated simulation, hardware-in-the-loop
(HIL), model-based design (MBD), power system simulation,
rapid control prototyping (RCP), real-time simulation, softwarein-the-loop (SIL).
name::
* McsEngl.model.REPLICA,
* McsEngl.conceptCore437.16,
* McsEngl.copy-model@cptCore437.16, {2012-04-28}
* McsEngl.replica-model@cptCore437.16, {2012-04-28}
_DESCRIPTION:
Replica is a model of the same medium and structure with the archetype.
[hmnSngo.2014-02-28]
===
replica replica; replicas
1 A replica of something such as a statue, building, or weapon is an accurate copy of it.
...a human-sized replica of the Statue of Liberty...
Royce Hall was an exact replica of the basilica of Sant Ambrogio in Milan.
It was a replica gun, for display only.
N-COUNT: usu N of n
= model
2 If you say that one person is a replica of another, you mean that the first person looks very like the second.
Tina as a child was a replica of her mother.
N-COUNT: usu sing, usu N of n
(c) HarperCollins Publishers.
name::
* McsEngl.model.PROTOTYPE,
* McsEngl.prototype.model,
_DESCRIPTION:
Prototypes are Mockups of an application, allowing users to visualize an application that has not yet been constructed. Prototypes help people get an idea of what the system will look like, and make it easier for projects to make design decisions without waiting for the system to be built. Major improvements in communication between users and developers were often seen with the introduction of prototypes. Early views of applications led to fewer changes later and hence reduced overall costs considerably.[citation needed]
Prototypes can be flat diagrams (often referred to as wireframes) or working applications using synthesized functionality. Wireframes are made in a variety of graphic design documents, and often remove all color from the design (i.e. use a greyscale color palette) in instances where the final software is expected to have graphic design applied to it. This helps to prevent confusion as to whether the prototype represents the final visual look and feel of the application.[citation needed]
[http://en.wikipedia.org/wiki/Requirement_analysis]
name::
* McsEngl.model.SCALE,
* McsEngl.conceptCore437.2,
* McsEngl.scale-model@cptCore437.2, {2012-04-24}
_DESCRIPTION:
Scale models. Some models are basically down-sized or enlarged copies of their target systems (Black 1962). Typical examples are wooden cars or model bridges. The leading intuition is that a scale model is a naturalistic replica or a truthful mirror image of the target; for this reason scale models are sometimes also referred to as ‘true models’ (Achinstein 1968, Ch. 7). However, there is no such thing as a perfectly faithful scale model; faithfulness is always restricted to some respects. The wooden model of the car, for instance, provides a faithful portrayal of the car's shape but not its material. Scale models seem to be a special case of a broader category of representations that Peirce dubbed icons: representations that stand for something else because they closely resemble it (Peirce 1931-1958 Vol. 3, Para. 362). This raises the question of what criteria a model has to satisfy in order to qualify as an icon. Although we seem to have strong intuitions about how to answer this question in particular cases, no theory of iconicity for models has been formulated yet.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.SCIENTIFIC,
* McsEngl.scientific-model, {2012-11-24}
_DESCRIPTION:
Scientific modelling is the process of generating abstract, conceptual, graphical or mathematical models. Science offers a growing collection of methods, techniques and theory about all kinds of specialized scientific modelling. A scientific model can provide a way to read elements easily which have been broken down to a simpler form.
Modelling is an essential and inseparable part of all scientific activity, and many scientific disciplines have their own ideas about specific types of modelling. There is also an increasing attention to scientific modelling[1] in fields such as philosophy of science, systems theory, and knowledge visualization.
[http://en.wikipedia.org/wiki/Scientific_modelling]
name::
* McsEngl.model.Surrogate,
* McsEngl.surrogate-model@cptCore437i, {2012-04-28}
_DESCRIPTION:
A surrogate model is an engineering method used when an outcome of interest cannot be easily directly measured, so a model of the outcome is used instead. Most engineering design problems require experiments and/or simulations to evaluate design objective and constraint functions as function of design variables. For example, in order to find the optimal airfoil shape for an aircraft wing, an engineer simulates the air flow around the wing for different shape variables (length, curvature, material, ..). For many real world problems, however, a single simulation can take many minutes, hours, or even days to complete. As a result, routine tasks such as design optimization, design space exploration, sensitivity analysis and what-if analysis become impossible since they require thousands or even millions of simulation evaluations.
One way of alleviating this burden is by constructing approximation models, known as surrogate models, response surface models, metamodels or emulators, that mimic the behavior of the simulation model as closely as possible while being computationally cheap(er) to evaluate. Surrogate models are constructed using a data-driven, bottom-up approach. The exact, inner working of the simulation code is not assumed to be known (or even understood), solely the input-output behavior is important. A model is constructed based on modeling the response of the simulator to a limited number of intelligently chosen data points. This approach is also known as behavioral modeling or black-box modeling, though the terminology is not always consistent. When only a single design variable is involved, the process is known as curve fitting as illustrated in the Figure.
While this article is written around the subject of using surrogate models in lieu of experiments and simulations in engineering design, surrogate modelling may be used in many other areas of science where there are expensive experiments and/or function evaluations.
An important distinction can be made between two different applications of surrogate models: design optimization and design space approximation (also known as emulation).
In surrogate model based optimization an initial surrogate is constructed using some of the available budget of expensive experiments and/or simulations. The remaining experiments/simulations are run for designs which the surrogate model predicts may have promising performance. The process usually takes the form of the following search/update procedure.
1. Initial sample selection (the experiments and/or simulations to be run)
2. Construct surrogate model
3. Search surrogate model (the model can be searched extensively, e.g. using a genetic algorithm, as it is cheap to evaluate)
4. Run and update experiment/simulation at new location(s) found by search and add to sample
5. Iterate steps 2 to 4 until out of time or design 'good enough'
Depending on the type of surrogate used and the complexity of the problem, the process may converge on a local or global optimum, or perhaps none at all.[1]
In design space approximation, one is not interested in finding the optimal parameter vector but rather in the global behavior of the system. Here the surrogate is tuned to mimic the underlying model as closely as needed over the complete design space. Such surrogates are a useful, cheap way to gain insight into the global behavior of the system. Optimization can still occur as a post processing step, although with no update procedure (see above) the optimum found cannot be validated.
The scientific challenge of surrogate modeling is the generation of a surrogate that is as accurate as possible, using as few simulation evaluations as possible. The process comprises three major steps which may be interleaved iteratively:
Sample selection (also known as sequential design, optimal experimental design (OED) or active learning)
Construction of the surrogate model and optimizing the model parameters (Bias-Variance trade-off)
Appraisal of the accuracy of the surrogate.
The accuracy of the surrogate depends on the number and location of samples (expensive experiments or simulations) in the design space. Various design of experiments (DOE) techniques cater to different sources of errors, in particular errors due to noise in the data or errors due to an improper surrogate model.
The most popular surrogate models are polynomial response surfaces, Kriging, support vector machines and artificial neural networks. For most problems, the nature of true function is not known a priori so it is not clear which surrogate model will be most accurate. In addition, there is no consensus on how to obtain the most reliable estimates of the accuracy of a given surrogate.
[http://en.wikipedia.org/wiki/Surrogate_model]
name::
* McsEngl.model.TEXT,
* McsEngl.conceptCore437.10,
* McsEngl.description-of-theory@cptCore437.10, {2012-04-24}
* McsEngl.text-of-theory@cptCore437.10, {2012-04-24}
_GENERIC:
* information_comprised_model#cptCore437.25#
_DESCRIPTION:
A time-honored position has it that what scientists display in scientific papers and textbooks when they present a model are more or less stylized descriptions of the relevant target systems (Achinstein 1968, Black 1962).
This view has not been subject to explicit criticism. However, some of the criticisms that have been marshaled against the syntactic view of theories equally threaten a linguistic understanding of models. First, it is a commonplace that we can describe the same thing in different ways. But if we identify a model with its description, then each new description yields a new model, which seems to be counterintuitive. One can translate a description into other languages (formal or natural), but one would not say that one hereby obtains a different model. Second, models have different properties than descriptions. On the one hand, we say that the model of the solar system consists of spheres orbiting around a big mass or that the population in the model is isolated from its environment, but it does not seem to make sense to say this about a description. On the other hand, descriptions have properties that models do not have. A description can be written in English, consist of 517 words, be printed in red ink, and so on. None of this makes any sense when said about a model. The descriptivist faces the challenge to either make a case that these arguments are mistaken or to show how to get around these difficulties.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.model.THEORY,
* McsEngl.conceptCore437.7,
* McsEngl.model-of-theory@cptCore437.7, {2012-04-24}
_GENERIC:
* information_comprised_model#cptCore437.25#
_DESCRIPTION:
In modern logic, a model is a structure that makes all sentences of a theory true, where a theory is taken to be a (usually deductively closed) set of sentences in a formal language (see Bell and Machover 1977 or Hodges 1997 for details). The structure is a ‘model’ in the sense that it is what the theory represents. As a simple example consider Euclidean geometry, which consists of axioms—e.g. ‘any two points can be joined by a straight line’—and the theorems that can be derived from these axioms. Any structure of which all these statements are true is a model of Euclidean geometry.
A structure S = <U, O, R> is a composite entity consisting of (i) a non-empty set U of individuals called the domain (or universe) of S, (ii) an indexed set O (i.e. an ordered list) of operations on U (which may be empty), and (iii) a non-empty indexed set R of relations on U. It is important to note that nothing about what the objects are matters for the definition of a structure—they are mere dummies. Similarly, operations and functions are specified purely extensionally; that is, n-place relations are defined as classes of n-tuples, and functions taking n arguments are defined as classes of (n+1)-tuples. If all sentences of a theory are true when its symbols are interpreted as referring to either objects, relations, or functions of a structure S, then S is a model of this theory.
Many models in science carry over from logic the idea of being the interpretation of an abstract calculus. This is particularly pertinent in physics, where general laws—such as Newton's equation of motion—lie at the heart of a theory. These laws are applied to a particular system—e.g. a pendulum—by choosing a special force function, making assumptions about the mass distribution of the pendulum etc. The resulting model then is an interpretation (or realization) of the general law.
[http://plato.stanford.edu/entries/models-science/]
name::
* McsEngl.visual-model, {2012-11-24}
_DESCRIPTION:
Visual modeling is the graphic representation of objects and systems of interest using graphical languages. Visual modeling languages may be General-Purpose Modeling (GPM) languages (e.g., UML, Southbeach Notation, IDEF) or Domain-Specific Modeling (DSM) languages (e.g., SysML). They include industry open standards (e.g., UML, SysML), as well as proprietary standards, such as the visual languages associated with VisSim, MATLAB and Simulink, OPNET, and NI Multisim. VisSim is unique in that it provides a royalty-free, downloadable Viewer that lets anyone open and interactively simulate VisSim models. Visual modeling languages are an area of active research that continues to evolve, as evidenced by increasing interest in DSM languages, visual requirements, and visual OWL (Web Ontology Language).[1]
[http://en.wikipedia.org/wiki/Visual_modeling]
_CREATED: {2012-11-22} {2012-04-24}
name::
* McsEngl.conceptEconomy679,
* McsEngl.human-societal-model@cptEconomy679,
* McsEngl.modelSocietalHuman@cptEconomy679, {2012-11-22}
* McsEngl.model.societalHuman@cptEconomy679,
* McsEngl.social-simulation@cptCore493.7, {2012-11-22}
* McsEngl.mdlSocHmn@cptEconomy679, {2012-11-22}
_DESCRIPTION:
Social simulation is a research field that applies computational methods to study issues in the social sciences. The issues explored include problems in psychology[1], organizational behavior [2], sociology, political science, economics, anthropology, geography, engineering[2], archaeology and linguistics (Takahashi, Sallach & Rouchier 2007).
Social simulation aims to cross the gap between the descriptive approach used in the social sciences and the formal approach used in the hard sciences, by moving the focus on the processes/mechanisms/behaviors that build the social reality.
In social simulation, computers supports human reasoning activities by executing these mechanisms. This field explores the simulation of societies as complex non-linear systems, which are difficult to study with classical mathematical equation-based models. Robert Axelrod regards social simulation as a third way of doing science, differing from both the deductive and inductive approach; generating data that can be analysed inductively, but coming from a rigorously specified set of rules rather than from direct measurement of the real world. Thus, simulating a phenomenon is akin to generating it - constructing artificial societies. These ambitious aims have encountered several criticisms.
The social simulation approach to the social sciences is promoted and coordinated by three regional associations, ESSA for Europe, North America (reorganizing under the new CSSS name), and PAAA Pacific Asia.
[http://en.wikipedia.org/wiki/Social_simulation]
name::
* McsEngl.mdlSocHmn'Creating,
The details of model construction vary with type of model and its application, but a generic process can be identified. Generally any modelling process has two steps: generating a model, then checking the model for accuracy (sometimes called diagnostics). The diagnostic step is important because a model is only useful to the extent that it accurately mirrors the relationships that it purports to describe. Creating and diagnosing a model is frequently an iterative process in which the model is modified (and hopefully improved) with each iteration of diagnosis and respecification. Once a satisfactory model is found, it should be double checked by applying it to a different data set.
[http://en.wikipedia.org/wiki/Economic_model]
name::
* McsEngl.mdlSocHmn'Evaluation,
Criticisms of Social Simulation
Since its creation, computerized social simulation has been the target of some criticism in regard to its practicality and accuracy. Social simulation's simplification of the complex to form models from which we can better understand the latter is sometimes seen as a draw back, as using fairly simple models to simulate real life with computers is not always the best way to predict behavior.
Most of the criticism seems to be aimed at agent-based models and simulation and how they work:
Simulations, being man-made from mathematical interfaces, predict human behavior in a far too simple manner in regard to the complexities of humanity and our actions.
Simulations cannot enlighten researchers as to how people interact or behave in ways not programmed into their models. For this reason, the scope of simulations are limited in that the researchers must already know what they are going to find (to a degree, for they cannot find anything they themselves did not place in the model) at least vaguely, possibly skewing the results.
Due to the complexities of what is being measured, simulations must be analyzed in unbiased ways; however, with the model running on a pre-made set of instructions coded into it by a modeler, biases exist almost universally.
It is highly difficult and often impractical to attempt to link the findings from the abstract world the simulation creates and our complex society and all of its variation.
Researchers working in social simulation might respond that the competing theories from the social sciences are far simpler than those achieved through simulation and therefore suffer the aforementioned drawbacks much more strongly. Theories in some social science tend to be linear models that are not dynamic, and are generally inferred from small laboratory experiments (laboratory tests are most common in psychology but rare in sociology, political science, economics and geography). The behavior of populations of agents under these models is rarely tested or verified against empirical observation.
[http://en.wikipedia.org/wiki/Social_simulation]
name::
* McsEngl.mdlSocHmn'EVOLUTION,
{time.2012-11-22}:
I EXTENDED this concept from 'model-economic' tot 'model-societal'.
name::
* McsEngl.mdlSocHmn'Failness,
Complex systems specialist and mathematician David Orrell wrote on this issue and explained that the weather, human health and economics use similar methods of prediction (mathematical models). Their systems - the atmosphere, the human body and the economy - also have similar levels of complexity. He found that forecasts fail because the models suffer from two problems :
i- they cannot capture the full detail of the underlying system, so rely on approximate equations;
ii- they are sensitive to small changes in the exact form of these equations.
This is because complex systems like the economy or the climate consist of a delicate balance of opposing forces, so a slight imbalance in their representation has big effects. Thus, predictions of things like economic recessions are still highly inaccurate, despite the use of enormous models running on fast computers.
[http://en.wikipedia.org/wiki/Economic_model]
name::
* McsEngl.mdlSocHmn'Doing,
In addition to their professional academic interest, the use of models include:
Forecasting economic activity in a way in which conclusions are logically related to assumptions;
Proposing economic policy to modify future economic activity;
Presenting reasoned arguments to politically justify economic policy at the national level, to explain and influence company strategy at the level of the firm, or to provide intelligent advice for household economic decisions at the level of households.
Planning and allocation, in the case of centrally planned economies, and on a smaller scale in logistics and management of businesses.
In finance predictive models have been used since the 1980s for trading (investment, and speculation), for example emerging market bonds were often traded based on economic models predicting the growth of the developing nation issuing them. Since the 1990s many long-term risk management models have incorporated economic relationships between simulated variables in an attempt to detect high-exposure future scenarios (often through a Monte Carlo method).
[http://en.wikipedia.org/wiki/Economic_model]
name::
* McsEngl.mdlSocHmn'Simplification,
Simplification is particularly important for economics given the enormous complexity of economic processes. This complexity can be attributed to the diversity of factors that determine economic activity; these factors include: individual and cooperative decision processes, resource limitations, environmental and geographical constraints, institutional and legal requirements and purely random fluctuations. Economists therefore must make a reasoned choice of which variables and which relationships between these variables are relevant and which ways of analyzing and presenting this information are useful.
[http://en.wikipedia.org/wiki/Economic_model]
name::
* McsEngl.mdlSocHmn.specific,
_SPECIFIC: mdlSocHmn.Alphabetically:
*
* conceptual-model##
* macroeconomic model#cptEconomy679.6#
* stochastic model##
name::
* McsEngl.mdlSocHmn.ACEGES,
* McsEngl.ACEGES@cptEconomy679i,
The ACEGES (Agent-based Computational Economics of the Global Energy System) is a decision support tool for energy policy by means of controlled computational experiments.[1] The ACEGES tool is designed to be the foundation for large custom-purpose simulations of the global energy system. The ACEGES methodological framework, developed by Voudouris (2011)[2] by extending Voudouris (2010),[3] is based on the agent-based computational economics (ACE) paradigm. ACE is the computational study of economies modeled as evolving systems of autonomous interacting agents.[4][5]
The ACEGES tool is written in Java and runs on Windows, Mac OS and Linux platforms. The ACEGES tool is based on:
The MASON library - A discrete-event multiagent simulation library
The ECJ - An evolutionary computation toolkit
The R Project for statistical computing
The GAMLSS framework
GAMLSS, developed by Rigby and Stasinopoulos (2005),[6] is the back-end statistical model for the regression-based rules of the agents in the ACEGES model and R is the engine for the statistical computing used by the ACEGES decision-support tool. In specific cases, the ACEGES tool also uses the Mathematica kernel. The ACEGES model is based upon the work of Hallock et. al. (2004),[7] Wood et. al. (2004)[8] and Campbell (1997).[9]
[http://en.wikipedia.org/wiki/ACEGES]
name::
* McsEngl.mdlSocHmn.COMPUTER,
* McsEngl.conceptEconomy679.10,
* McsEngl.computer-social-simulation@cptEconomy679.10, {2012-11-22}
_CREATED: {2012-11-22} {2012-04-24}
name::
* McsEngl.mdlSocHmn'ECONOMIC,
* McsEngl.conceptEconomy679.9,
* McsEngl.modelEconomic@cptEconomy679, {2012-04-24}
* McsEngl.model.economic@cptEconomy679,
* McsEngl.economic-model@cptEconomy679,
* McsEngl.mdlEcn@cptEconomy679, {2012-04-25}
* McsEngl.modelEcn@cptEconomy679, {2012-04-24}
_DESCRIPTION:
In economics, a model is a theoretical construct that represents economic processes by a set of variables and a set of logical and/or quantitative relationships between them. The economic model is a simplified framework designed to illustrate complex processes, often but not always using mathematical techniques. Frequently, economic models use structural parameters. Structural parameters are underlying parameters in a model or class of models.[1] A model may have various parameters and those parameters may change to create various properties.
[http://en.wikipedia.org/wiki/Economic_model]
name::
* McsEngl.mdlSocHmn.ECONOMY,
* McsEngl.conceptEconomy679.2,
* McsEngl.mdlEcn,
* McsEngl.economic-information-system@cptSna2008v,
* McsEngl.economy-model@cptEconomy697.2,
=== _NOTES: 14.3 Supply and use tables are a powerful tool with which to compare and contrast data from various sources and improve the coherence of the economic information system.
[http://gym-eleous.ioa.sch.gr/textid/SNA2008.html#idP14.2]
name::
* McsEngl.mdlSocHmn.ECONOMETRIC,
* McsEngl.conceptEconomy679.3,
In econometrics, as in statistics in general, it is presupposed that the quantities being analyzed can be treated as random variables. An econometric model then is a set of joint probability distributions to which the true joint probability distribution of the variables under study is supposed to belong. In the case in which the elements of this set can be indexed by a finite number of real-valued parameters, the model is called a parametric model; otherwise it is a nonparametric or semiparametric model. A large part of econometrics is the study of methods for selecting models, estimating them, and carrying out inference on them.
The most common econometric models are structural, in that they convey causal and counterfactual information,[2] and are used for policy evaluation. For example, an equation modeling consumption spending based on income could be used to see what consumption would be contingent on any of various hypothetical levels of income, only one of which (depending on the choice of a fiscal policy) will end up actually occurring.
[http://en.wikipedia.org/wiki/Econometric_model]
name::
* McsEngl.mdlSocHmn.EXOGENOUS-GROWTH,
* McsEngl.conceptEconomy679.5,
* McsEngl.exogenous-growth-model@cptEconomy679i,
* McsEngl.neoclassical-growth-model@cptEconomy679i,
* McsEngl.solow-swan-growth-model@cptEconomy679i,
The exogenous growth model, also known as the neo-classical growth model or Solow–Swan growth model is a term used to sum up the contributions of various authors to a model of long-run economic growth within the framework of neoclassical economics.
[http://en.wikipedia.org/wiki/Neoclassical_growth_model]
name::
* McsEngl.mdlSocHmn.HECKSCHER-OHLIN,
The Heckscher–Ohlin model (H–O model) is a general equilibrium mathematical model of international trade, developed by Eli Heckscher and Bertil Ohlin at the Stockholm School of Economics. It builds on David Ricardo's theory of comparative advantage by predicting patterns of commerce and production based on the factor endowments of a trading region. The model essentially says that countries will export products that use their abundant and cheap factor(s) of production and import products that use the countries' scarce factor(s).[1]
[http://en.wikipedia.org/wiki/Heckscher-Ohlin_model]
name::
* McsEngl.mdlSocHmn.INPUT-OUTPUT,
* McsEngl.conceptEconomy679.1,
* McsEngl.input-output-model@cptEconomy679.1, {2011-08-11}
_DESCRIPTION:
In economics, an input-output model is a quantitative economic technique that represents the interdependencies between different branches of national economy or between branches of different, even competing economies. [1] Wassily Leontief (1905-1999) developed this type of analysis and took the Nobel Memorial Prize in Economic Sciences for his development of this model. [1] Earlier Francois Quesnay developed a cruder version of this technique called Tableau ιconomique. And, in essence, Lιon Walras's work Elements of Pure Economics on general equilibrium theory is both a forerunner and generalization of Leontief's seminal concept. Leontief's main contribution was that he was able to simplify Walras's piece so that it could be implemented empirically.
The International Input-Output Association is dedicated to advancing knowledge in the field of input-output study, which includes "improvements in basic data, theoretical insights and modelling, and applications, both traditional and novel, of input-output techniques."
[http://en.wikipedia.org/wiki/Input-Output_model]
_ADDRESS.WPG:
* http://www.iioa.org/index.htm
_DESCRIPTION:
The International Input-Output Association (IIOA) is a scientific non-profit membership organisation founded in 1988. Its objective is the advancement of knowledge in the field of input-output analysis, including improvements in basic data, theoretical insights and modelling, and applications, both traditional and novel, of input-output techniques.
The IIOA grew out of an informal world-wide network of economists, government officials, engineers and managers with interests in input-output analysis.
[http://www.iioa.org/Who%20we%20are.htm] {2011-08-11}
Foundations of Economic Science [Hardcover]
Mohammad Osman Gani (Author)
- http://www.amazon.com/Foundations-Economic-Science-Mohammad-Osman/dp/984320655X/
Product Description
Foundations of Economic Science is the first treatise to present unified economics, using a new approach to build economics as a rigorous science. It is no longer necessary to divide economics between micro and macro. Using a new analytical tool called consistency analysis, it decomposes aggregate output according to means of payment; and uses a payment circuit to show how money circulates and affects output and employment. It offers four new theorems which make prevailing macroeconomics and monetary economics by and large obsolete. It proposes financial reform to permanently solve involuntary unemployment, undue instability and excess debt.
About the Author
Dr. Mohammad Gani (born 1954) obtained BA(Honors)and MA in economics from Dhaka University and MA and PH.D. in economics from New York University. Since 1981, he has worked to rebuild economic theory from its roots. He taught at universities, served in governments and runs a consulting firm. He lives in Toronto, Canada.
Product Details
Hardcover: 272 pages
Publisher: Scholars (September 2003)
ISBN-10: 984320655X
ISBN-13: 978-9843206558
name::
* McsEngl.mdlSocHmn.MACROECONOMIC,
* McsEngl.conceptEconomy679.6, (old 677)
* McsEngl.mdlEcn.macro@cptEconomy677,
* McsEngl.macroeconomic-model@cptEconomy677,
* McsEngl.macromodel@cptEconomy677,
_DESCRIPTION:
A macroeconomic model is an analytical tool designed to describe the operation of the economy of a country or a region. These models are usually designed to examine the dynamics of aggregate quantities such as the total amount of goods and services produced, total income earned, the level of employment of productive resources, and the level of prices.
Macroeconomic models may be logical, mathematical, and/or computational; the different types of macroeconomic models serve different purposes and have different advantages and disadvantages. Macroeconomics models may be used to clarify and illustrate basic theoretical principles; they may be used to test, compare, and quantify different macroeconomic theories; they may be used to produce "what if" scenarios (usually to predict the effects of changes in monetary, fiscal, or other macroeconomic policies); and they may be used to generate economic forecasts. Thus, macroeconomic models are widely used in academia, teaching and research, and are also widely used by international organizations, national governments and larger corporations, as well as by economics consultants and think tanks.
[http://en.wikipedia.org/wiki/Macroeconomic_model]
_SPECIFIC: modelMacro.Alphabetically:
* dynamic model##
* Empirical forecasting model
* IS-LM model of Keynesian macroeconomics
* Large-scale macroeconometric model
* Mundell-Fleming model of Keynesian macroeconomics
* Simple theoretical model
* Solow model of neoclassical growth theory
* static model##
* Wharton model
name::
* McsEngl.modelMacro'Evolution,
Tinbergen developed the first national comprehensive macroeconomic model, which he first developed for the Netherlands and later applied to the United States and the United Kingdom after World War II.
[http://en.wikipedia.org/wiki/Jan_Tinbergen]
name::
* McsEngl.modelMacro.ADAS,
* McsEngl.ADAS-model@cptEconomy677i,
* McsEngl.Aggregate-Demand-Aggregate-Supply-model@cptEconomy677i,
_DESCRIPTION:
The AD-AS or Aggregate Demand-Aggregate Supply model is a macroeconomic model that explains price level and output through the relationship of aggregate demand and aggregate supply. It is based on the theory of John Maynard Keynes presented in his work The General Theory of Employment, Interest, and Money. One of the primary simplified representations in the modern field of macroeconomics, and is used by a broad array of economists, from libertarian, Monetarist supporters of laissez-faire, such as Milton Friedman to Post-Keynesian supporters of economic interventionism, such as Joan Robinson.
[http://en.wikipedia.org/wiki/Aggregate_Demand-Aggregate_Supply_model]
name::
* McsEngl.mdlSocHmn.STOCHASTIC,
* McsEngl.conceptEconomy679.4,
* McsEngl.economic-stochastic-model@cptEconomy679.4,
Stochastic models are formulated using stochastic processes. They model economically observable values over time. Most of econometrics is based on statistics to formulate and test hypotheses about these processes or estimate parameters for them. A widely used class of econometric models popularized by Tinbergen and later Wold are autoregressive models, in which the stochastic process satisfies some relation between current and past values. Examples of these are autoregressive moving average models and related ones such as autoregressive conditional heteroskedasticity (ARCH) and GARCH models for the modelling of heteroskedasticity.
[http://en.wikipedia.org/wiki/Economic_model]
name::
* McsEngl.mdlSocHmn.VIRTUAL-ECONOMY,
* McsEngl.conceptEconomy679.7,
* McsEngl.game-economy-eptEconomy679.7, {2012-07-01}
* McsEngl.virtual-economy-eptEconomy679.7, {2012-07-01}
====== lagoGreek:
* McsElln.εικονικη-οικονομια@cptEconomy679.7, {2012-07-01}
* McsElln.παιγνιδο-οικονομια@cptEconomy679.7, {2012-07-01}
_DESCRIPTION:
A virtual economy (or sometimes synthetic economy) is an emergent economy existing in a virtual persistent world, usually exchanging virtual goods in the context of an Internet game. People enter these virtual economies for recreation and entertainment rather than necessity, which means that virtual economies lack the aspects of a real economy that are not considered to be "fun" (for instance, players in a virtual economy often do not need to buy food in order to survive, and usually do not have any biological needs at all). However, some people do interact with virtual economies for "real" economic benefit.
[http://en.wikipedia.org/wiki/Virtual_economy]
===
Some online gaming companies employ economists to manage their in-game
economies.
Some online gaming companies hire economists to help manage the in-game
economies of multiplayer games. Economists tend to be hired by gaming
companies that make their profits on in-game purchases and are responsible
for developing rules and regulations. For example, in 2012, renowned Greek
economist Yanis Varoufakis was hired by video game company Valve, the maker
of Half-Life games, to help establish a virtual trading system within
different games. Economists might also use video games to run economic
experiments, which can be difficult to do in real life, and some have
developed their own games for this purpose.
Read More: http://www.wisegeek.com/do-online-gaming-companies-employ-economists.htm?m, {2013-10-29}
Comment on http://blogs.valvesoftware.com/economics/to-truck-barter-and-exchange-on-the-nature-of-valves-social-economies/#more-175
My explanation why any TF2-item is not becoming money (currency is a unit-of-measuring quantities of money) is because there is NO urgent NEED for this!
TF2-items are "virtual-goods" [1] and at the same time "semi real-world goods" because gamers use "real-world-money" to buy them. I call them "semi" because game-companies are clever enough and do not allow to shell back for real-money, only to other gamers. My opinion is that this real-world money used to buy the virtual-goods is the semi-money in this virtual-economy.
[1] http://en.wikipedia.org/wiki/Virtual_good
[2012-07-13, 3rd one, never appeared]
name::
* McsEngl.conceptEconomy679.8,
* McsEngl.tf2@cptEconomy679.8, {2012-07-01}
_ADDRESS.WPG:
* http://www.tf2.com/freetoplay//
Take, for example, Team Fortress 2.
It's free to play, but players use real money to buy virtual stuff within the game. The game doesn't have its own currency, but players can trade stuff with one another. In other words, it's a barter economy.
[http://www.npr.org/blogs/money/2012/06/25/155715077/video-game-company-hires-economist-to-study-virtual-worlds?ft=1&f=93559255]
name::
* McsEngl.mdlSocHmn.WONDERLAND,
* McsEngl.wonderland-model@cptEconomy679,
Wonderland is an integrated mathematical model used for studying phenomena in sustainable development. First introduced by (Sanderson 1994), there are now several related versions of the model in use. Wonderland allows economists, policy analysts and environmentalist to study the interactions between the economic, demographic and anthropogenic sectors of an idealized world, thereby enabling them to obtain insights transferable to the real world.
[http://en.wikipedia.org/wiki/Wonderland_Model]
name::
* McsEngl.mdlSocHmn.WORLD3,
* McsEngl.conceptCore437.23,
* McsEngl.world3-model@cptCore437, {2012-04-25}
_GENERIC:
* model.computer#cptCore493#
The World3 model was a computer simulation of interactions between population, industrial growth, food production and limits in the ecosystems of the Earth. It was originally produced and used by a Club of Rome study that produced the model and the book The Limits to Growth. The principal creators of the model were Donella Meadows, Dennis Meadows, and Jorgen Randers.
The model was documented in the book Dynamics of Growth in a Finite World. It added new features to Jay W. Forrester's World2 model. Since World3 was originally created it has had minor tweaks to get to the World3/91 model used in the book Beyond the Limits, later improved to get the World3/2000 model distributed by the Institute for Policy and Social Science Research and finally the World3/2004 model used in the book Limits to growth: the 30 year update.
[http://en.wikipedia.org/wiki/World3]
name::
* McsEngl.conceptCore588,
* McsEngl.model.ARTIFICIAL-NEURAL-NETWORK-(ann),
* McsEngl.FvMcs.model.ARTIFICIAL-NEURAL-NETWORK-(ann),
* McsEngl.artificial-neural-network@cptCore588,
* McsEngl.ann@cptCore588, {2012-04-26}
An artificial neural network (ANN), often just called a "neural network" (NN), is a mathematical model or computational model based on biological neural networks.
[http://en.wikipedia.org/wiki/Artificial_neural_network]
_CREATED: {2012-04-25} {2009-01-02}
name::
* McsEngl.conceptCore493,
* McsEngl.model.COMPUTER,
* McsEngl.FvMcs.model.COMPUTER,
* McsEngl.entity.whole.system.model.information.computer@cptCore493, {2012-07-21}
* McsEngl.computer-based-modeling@cptCore493, {2012-11-22}
* McsEngl.computer-simulation, cptCore478i,
* McsEngl.computer-model, cptCore478i,
* McsEngl.compuational-model, cptCore478i,
* McsEngl.digital-simulation@cptCore493, {2012-04-25}
* McsEngl.model.computational@cptCore493, {2012-05-11}
* McsEngl.model.computer@cptCore493, {2012-04-25}
* McsEngl.simulation.computer@cptCore493, {2012-05-20}
* McsEngl.mdlCmp@cptCore493, {2012-04-25}
* McsElln.μοντελο-υπολογιστη@cptCore493, {2012-05-20}
* McsElln.προσομειωση-σε-υπολογιστη,
_DESCRIPTION:
A computer simulation, a computer model or a computational model is a computer program, or network of computers, that attempts to simulate an abstract model of a particular system. Computer simulations have become a useful part of mathematical modeling of many natural systems in physics (computational physics), chemistry and biology, human systems in economics, psychology, and social science and in the process of engineering new technology, to gain insight into the operation of those systems, or to observe their behavior.[1]
Computer simulations vary from computer programs that run a few minutes, to network-based groups of computers running for hours, to ongoing simulations that run for days. The scale of events being simulated by computer simulations has far exceeded anything possible (or perhaps even imaginable) using the traditional paper-and-pencil mathematical modeling: over 10 years ago, a desert-battle simulation, of one force invading another, involved the modeling of 66,239 tanks, trucks and other vehicles on simulated terrain around Kuwait, using multiple supercomputers in the DoD High Performance Computer Modernization Program; [2] a 1-billion-atom model of material deformation (2002); a 2.64-million-atom model of the complex maker of protein in all organisms, a ribosome, in 2005;[3] and the Blue Brain project at EPFL (Switzerland), began in May 2005, to create the first computer simulation of the entire human brain, right down to the molecular level. [4]
[http://en.wikipedia.org/wiki/Computer_model]
name::
* McsEngl.mdlCmp'archetype,
_SPECIFIC:
Computer simulations are used in many fields, including science, technology, entertainment, health care, and business planning and scheduling.
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp'ATTRIBUTE,
* McsEngl.mdlCmp'parameter,
name::
* McsEngl.mdlCmp'Input-data,
The external data requirements of simulations and models vary widely. For some, the input might be just a few numbers (for example, simulation of a waveform of AC electricity on a wire), while others might require terabytes of information (such as weather and climate models).
...
Systems that accept data from external sources must be very careful in knowing what they are receiving. While it is easy for computers to read in values from text or binary files, what is much harder is knowing what the accuracy (compared to measurement resolution and precision) of the values is. Often it is expressed as "error bars", a minimum and maximum deviation from the value seen within which the true value (is expected to) lie. Because digital computer mathematics is not perfect, rounding and truncation errors will multiply this error up, and it is therefore useful to perform an "error analysis"[5] to check that values output by the simulation are still usefully accurate.
Even small errors in the original data can accumulate into substantial error later in the simulation. While all computer analysis is subject to the "GIGO" (garbage in, garbage out) restriction, this is especially true of digital simulation. Indeed, it was the observation of this inherent, cumulative error, for digital systems that is the origin of chaos theory.
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp'Input-source,
Input sources also vary widely:
Sensors and other physical devices connected to the model;
Control surfaces used to direct the progress of the simulation in some way;
Current or Historical data entered by hand;
Values extracted as by-product from other processes;
Values output for the purpose by other simulations, models, or processes.
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp'Input-time,
Lastly, the time at which data is available varies:
"invariant" data is often built into the model code, either because the value is truly invariant (e.g. the value of p) or because the designers consider the value to be invariant for all cases of interest;
data can be entered into the simulation when it starts up, for example by reading one or more files, or by reading data from a preprocessor;
data can be provided during the simulation run, for example by a sensor network;
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp'program,
* McsEngl.conceptCore493.6,
name::
* McsEngl.mdlCmp'simulation-language,
* McsEngl.conceptCore493.5,
* McsEngl.computer-simulation-language@cptCore493.5, {2012-11-22}
* McsEngl.mdlCmp'language@cptCore493.5, {2012-11-24}
* McsEngl.modeling-language@cptCore493.5, {2012-11-24}
* McsEngl.simulation-language@cptCore493.5, {2012-11-22}
* McsEngl.mdllng@cptIt493.5, {2012-11-24}
* McsEngl.cslng@cptIt493.5, {2012-11-22}
_GENERIC:
* programming-language#cptItsoft248#
_DESCRIPTION:
A modeling language is any artificial language that can be used to express information or knowledge or systems in a structure that is defined by a consistent set of rules. The rules are used for interpretation of the meaning of components in the structure.
[http://en.wikipedia.org/wiki/Modelling_language]
===
A computer simulation language describes the operation of a simulation on a computer. There are two major types of simulation: continuous and discrete event though more modern languages can handle combinations. Most languages also have a graphical interface and at least simple statistical gathering capability for the analysis of the results. An important part of discrete-event languages is the ability to generate pseudo-random numbers and variates from different probability distributions.
[http://en.wikipedia.org/wiki/Simulation_language]
===
Because of this variety, and that many common elements exist between diverse simulation systems, there are a large number of specialized simulation languages. The best-known of these may be Simula (sometimes Simula-67, after the year 1967 when it was proposed). There are now many others.
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdllng.specific,
A computer simulation language describes the operation of a simulation on a computer. There are two major types of simulation: continuous and discrete event though more modern languages can handle combinations. Most languages also have a graphical interface and at least simple statistical gathering capability for the analysis of the results. An important part of discrete-event languages is the ability to generate pseudo-random numbers and variates from different probability distributions. Examples are:
Discrete event simulation languages, viewing the model as a sequence of random events each causing a change in state.
Arena
ExtendSim simulation environment for discrete event, continuous, discrete-rate and agent-based simulation.[1]
GPSS
Simio software for discrete event, continuous, and agent-based simulation.[2]
SimPy, an open-source package based on Python
SIMSCRIPT II.5, a well established commercial compiler
Simula
Continuous simulation languages, viewing the model essentially as a set of differential equations.
Advanced Continuous Simulation Language (ACSL), which supports textual or graphical model specification
DYNAMO
VisSim, a visually programmed block diagram language
Hybrid, and other.
LMS Imagine.Lab AMESim[3], simulation platform to model and analyze multi-domain systems and predict their performances
Flowmaster V7[4] Software for the analysis of fluid mechanics within pipe networks using 1D Computational Fluid Dynamics
AnyLogic multi-method simulation tool, which supports System dynamics, Discrete event simulation, Agent-based modeling
Modelica, open-standard object-oriented language for modeling of complex physical systems [5]
EcosimPro Language (EL) - Continuous modeling with discrete events
VHDL-AMS - Continuous conservative/signal flow discreent event and Register transfer level capability. It simulates control, logic, and physical effects in different engineering domains (hydraulic, electronic, mechanical, thermal, etc.). It is derived from the VHDL language.
Verilog-AMS - Continuous conservative/signal flow discreent event and Register transfer level capability. It simulates control, logic, and physical effects in different engineering domains (hydraulic, electronic, mechanical, thermal, etc.). It is derived from the Verilog language.
SeSAm Multiagent simulator and graphical modelling environment. (Free Software)
Simulink - Continuous and discrete event capability
Scicos - Continuous-time, discrete-time and event based simulation tool distributed with ScicosLab. It contains a block diagram editor, a compiler, simulator and code generation facilities. Free software.
SPICE - Analog circuit simulation
Scilab contains a simulation package called Xcos
XMLlab - simulations with XML [6]
Flexsim - 3D process simulation software for continuous, discrete event, or agent-based systems.[7]
EICASLAB - Continuous, discrete and discrete event capability specifically devoted to support the automatic control design.
TRUE (Temporal Reasoning Universal Elaboration Discrete and continuous capability, + 3D Modeler (3D Rendering using OpenGL graphics library) + Procedural animation
EJS, an environment to automatically generate Java code for simulations from its own language (XML files)
Netlogo NetLogo is a programmable multi-agent modeling environment.
ExtendSim simulation environment for discrete event, continuous, discrete-rate and agent-based simulation.[8]
[http://en.wikipedia.org/wiki/Simulation_language]
name::
* McsEngl.mdlCmp'Modelica,
* McsEngl.modelica, {2012-11-22}
_GENERIC:
* simulation-language#cptCore493.5#
_DESCRIPTION:
Modelica is an object-oriented, declarative, multi-domain modeling language for component-oriented modeling of complex systems, e.g., systems containing mechanical, electrical, electronic, hydraulic, thermal, control, electric power or process-oriented subcomponents. The free Modelica language[1] is developed by the non-profit Modelica Association.[2] The Modelica Association also develops the free Modelica Standard Library[3] that contains about 1280 generic model components and 910 functions in various domains, as of version 3.2.
...
Paradigm(s) declarative language
Appeared in 1997
Stable release 3.3 (May 9, 2012[1])
Major implementations AMESim, CATIA Systems, Dymola, JModelica.org, MapleSim, Wolfram SystemModeler, OpenModelica, Scicos, SimulationX, Vertex, Xcos
OS Cross-platform
License Modelica License Version 2
Website www.modelica.org
[http://en.wikipedia.org/wiki/Modelica]
name::
* McsEngl.mdlCmp'NetLogo,
* McsEngl.VisSim, {2012-11-22}
_GENERIC:
* simulation-language#cptCore493.5#
_DESCRIPTION:
NetLogo is an agent-based programming language and integrated modeling environment.
NetLogo was designed, in the spirit of the Logo programming language, to be "low threshold and no ceiling." It teaches programming concepts using agents in the form of turtles, patches, and the observer.[1] NetLogo was designed for multiple audiences in mind, in particular: teaching children in the education community, and for domain experts without a programming background to model related phenomena.[2]
The NetLogo environment enables exploration of emergent phenomena. It comes with an extensive models library including models in a variety of domains, such as economics, biology, physics, chemistry, psychology, system dynamics.[3] NetLogo allows exploration by modifying switches, sliders, choosers, inputs, and other interface elements.[4] Beyond exploration, NetLogo allows authoring of new models and modification of existing models.
NetLogo is freely available from the NetLogo website. It is in use in a wide variety of educational contexts from elementary school to graduate school.[citation needed] Many teachers make use of NetLogo in their curricula.[citation needed]
NetLogo was designed and authored by Uri Wilensky, director of Northwestern University's Center for Connected Learning and Computer-Based Modeling.[5] Its lead developer is Seth Tisue[5].
[edit]Technical foundation
NetLogo is free and open source software, under a GPL license. It is written in Scala and Java and runs on the Java Virtual Machine.[6] At its core is a hybrid interpreter/compiler that partially compiles user code to JVM bytecode.[7]
[edit]User interface
[edit]Examples
A simple multiagent model in NetLogo is the Wolf-Sheep Predation model[8], which is shown in the User Interface. It models the population growth of a predator/prey system over time. It has the following characteristics:
There are two breed of turtles, called sheep and wolves
Sheep and wolves move randomly and have limited energy.
Wolves and sheep lose energy by moving. If a wolf or sheep has zero energy, it dies.
Sheep gain energy by eating grass.
Wolves gain energy by eating sheep.
Both wolves and sheep can reproduce, sharing energy with their offspring.
[edit]HubNet
HubNet is a technology that uses NetLogo to run participatory simulations in the classroom[9]. In a participatory simulation, a whole group of users takes part in enacting the behavior of a system. Using an individual device, such as a networked computer or Texas Instruments graphing calculator, each user acts as a separate, independent agent. One example of a HubNet activity is "Tragedy of the Commons"[10], which models the economic problem called Tragedy of the commons.
...
Paradigm(s) multi-paradigm: educational, procedural, agent-based, simulation
Appeared in 1999
Designed by Uri Wilensky
Stable release 5.0.3 (October 25, 2012; 25 days ago)
Typing discipline dynamic
Influenced by StarLogo, Logo
OS Cross-platform (JVM)
License GPL
Usual filename extensions nlogo, nlogo3d
Website ccl.northwestern.edu/netlogo
[http://en.wikipedia.org/wiki/NetLogo]
name::
* McsEngl.mdllng.ASCEND,
ASCEND is a free, open source, mathematical modelling system developed at Carnegie Mellon University since the late 1978.[1][2] ASCEND is an acronym which stands for Advanced System for Computations in ENgineering Design. Its main uses have been in the field of chemical process modelling although its capabilities are general.[3] It was a pioneering piece of software in the chemical process modelling field, with its novel modelling language conventions and powerful solver, although it has never been commercialised and remains as an open source software project.
ASCEND includes nonlinear algebraic solvers, differential/algebraic equation solvers, nonlinear optimisation and modelling of multi-region 'conditional models'. Its matrix operations are supported by an efficient sparse matrix solver called mtx.
ASCEND differs from earlier modelling systems because it separates the solving strategy from model building. So domain experts (people writing the models) and computational engineers (people writing the solver code) can work separately in developing ASCEND. Together with a number of other early modelling tools, its architecture helped to inspire newer languages such as Modelica.[4][5] It was recognised for its flexible use of variables and parameters, which it always treats as solvable, if desired[6]
The software remains as an active open-source software project, and has been part of the Google Summer of Code programme in 2009, 2010 and 2011.[7]
[http://en.wikipedia.org/wiki/ASCEND]
name::
* McsEngl.mdllng.EXECUTABLE,
* McsEngl.executable-odeling-anguage, {2012-11-24}
Not all modeling languages are executable, and for those that are, the use of them doesn't necessarily mean that programmers are no longer required. On the contrary, executable modeling languages are intended to amplify the productivity of skilled programmers, so that they can address more challenging problems, such as parallel computing and distributed systems.
[http://en.wikipedia.org/wiki/Modelling_language]
name::
* McsEngl.mdllng.GRAPHICAL,
* McsEngl.graphical-odeling-anguage, {2012-11-24}
Graphical modeling languages use a diagram technique with named symbols that represent concepts and lines that connect the symbols and represent relationships and various other graphical notation to represent constraints.
[http://en.wikipedia.org/wiki/Modelling_language]
Example of graphical modeling languages in the field of computer science, project management and systems engineering:
Behavior Trees are a formal, graphical modeling language used primarily in systems and software engineering. Commonly used to unambiguously represent the hundreds or even thousands of natural language requirements that are typically used to express the stakeholder needs for a large-scale software-integrated system.
Business Process Modeling Notation (BPMN, and the XML form BPML) is an example of a Process Modeling language.
EXPRESS and EXPRESS-G (ISO 10303-11) is an international standard general-purpose data modeling language.
Extended Enterprise Modeling Language (EEML) is commonly used for business process modeling across a number of layers.
Flowchart is a schematic representation of an algorithm or a stepwise process.
Fundamental Modeling Concepts (FMC) modeling language for software-intensive systems.
IDEF is a family of modeling languages, which include IDEF0 for functional modeling, IDEF1X for information modeling, IDEF3 for business process modeling, IDEF4 for Object-Oriented Design and IDEF5 for modeling ontologies.
Jackson Structured Programming (JSP) is a method for structured programming based on correspondences between data stream structure and program structure.
LePUS3 is an object-oriented visual Design Description Language and a formal specification language that is suitable primarily for modeling large object-oriented (Java, C++, C#) programs and design patterns.
Object Role Modeling (ORM) in the field of software engineering is a method for conceptual modeling, and can be used as a tool for information and rules analysis.
Petri nets use variations on exactly one diagramming technique and topology, namely the bipartite graph. The simplicity of its basic user interface easily enabled extensive tool support over the years, particularly in the areas of model checking, graphically oriented simulation, and software verification.
Southbeach Notation is a visual modeling language used to describe situations in terms of agents that are considered useful or harmful from the modeler's perspective. The notation shows how the agents interact with each other and whether this interaction improves or worsens the situation.
Specification and Description Language (SDL) is a specification language targeted at the unambiguous specification and description of the behavior of reactive and distributed systems.
SysML is a Domain-Specific Modeling language for systems engineering that is defined as a UML profile (customization).
Unified Modeling Language (UML) is a general-purpose modeling language that is an industry standard for specifying software-intensive systems. UML 2.0, the current version, supports thirteen different diagram techniques, and has widespread tool support.
Service-Oriented Modeling Framework (SOMF) is a holistic language for designing enterprise and application level architecture models in the space of enterprise architecture, virtualization, service-oriented architecture (SOA), cloud computing, and more.
Architecture description language (ADL) is a language used to describe and represent the system architecture of a system.
AADL(AADL) is a modeling language that supports early and repeated analyses of a system's architecture with respect to performance-critical properties through an exetendable notation, a tool framework, and precisely defined semantics.
Examples of graphical modeling languages in other fields of science.
EAST-ADL is a Domain-Specific Modeling language dedicated to automotive system design.
Energy Systems Language (ESL), a language that aims to model ecological energetics & global economics.
[http://en.wikipedia.org/wiki/Modelling_language]
name::
* McsEngl.mdllng.SysML,
* McsEngl.SysML, {2012-11-24}
* McsEngl.Systems-Modeling-Language, {2012-11-24}
The Systems Modeling Language (SysML) is a general-purpose modeling language for systems engineering applications. It supports the specification, analysis, design, verification and validation of a broad range of systems and systems-of-systems. SysML was originally developed by an open source specification project, and includes an open source license for distribution and use.[1] SysML is defined as an extension of a subset of the Unified Modeling Language (UML) using UML's profile mechanism.
[http://en.wikipedia.org/wiki/SysML]
name::
* McsEngl.mdllng.TEXTUAL,
* McsEngl.textual-odeling-anguage, {2012-11-24}
Textual modeling languages may use standardized keywords accompanied by parameters or natural language terms and phrases to make computer-interpretable expressions.
[http://en.wikipedia.org/wiki/Modelling_language]
Information models can also be expressed in formalized natural languages, such as Gellish.[2] Gellish has natural language variants such as Gellish Formal English and Gellish Formal Dutch (Formeel Nederlands), etc. Gellish Formal English is an information representation language or semantic modeling language that is defined in the Gellish English Dictionary-Taxonomy, which has the form of a Taxonomy-Ontology (similarly for Dutch). Gellish Formal English is not only suitable to express knowledge, requirements and dictionaries, taxonomies and ontologies, but also information about individual things. All that information is expressed in one language and therefore it can all be integrated, independent of the question whether it is stored in central or distributed or in federated databases. Information models in Gellish Formal English consists of collections of Gellish Formal English expressions, that use natural language terms and formalized phrases. For example, a geographic information model might consist of a number of Gellish Formal English expressions, such as:
- the Eiffel tower <is located in> Paris
- Paris <is classified as a> city
whereas information requirements and knowledge can be expressed for example as follows:
- tower <shall be located in a> geographical area
- city <is a kind of> geographical area
Such Gellish Formal English expressions use names of concepts (such as 'city') and phrases that represent relation types (such as <is located in> and <is classified as a>) that should be selected from the Gellish English Dictionary-Taxonomy (or of your own domain dictionary). The Gellish English Dictionary-Taxonomy enables the creation of semantically rich information models, because the dictionary more than 600 standard relation types and contains definitions of more than 40000 concepts. An information model in Gellish can express facts or make statements, queries and answers.
[http://en.wikipedia.org/wiki/Modelling_language]
name::
* McsEngl.mdlCmp'Simulink,
* McsEngl.simulink, {2012-11-22}
_GENERIC:
* simulation-language#cptCore493.5#
Simulink, developed by MathWorks, is a commercial tool for modeling, simulating and analyzing multidomain dynamic systems. Its primary interface is a graphical block diagramming tool and a customizable set of block libraries. It offers tight integration with the rest of the MATLAB environment and can either drive MATLAB or be scripted from it. Simulink is widely used in control theory and digital signal processing for multidomain simulation and Model-Based Design.[2][3]
...
Developer(s) MathWorks
Stable release 8.0 (part of R2012b) / September 11, 2012; 2 months ago
Operating system Cross-platform[1]
License Proprietary
Website www.mathworks.com/products/simulink/
[http://en.wikipedia.org/wiki/Simulink]
name::
* McsEngl.mdlCmp'StarLogo,
* McsEngl.StarLogo'cptCore, {2012-11-22}
_GENERIC:
* simulation-language#cptCore493.5#
_DESCRIPTION:
StarLogo is an agent-based simulation language developed by Mitchel Resnick, Eric Klopfer, and others at MIT Media Lab and MIT Teacher Education Program in Massachusetts. It is an extension of the Logo programming language, a dialect of Lisp. Designed for education, StarLogo can be used by students to model the behavior of decentralized systems.
The first StarLogo ran on a Connection Machine 2 parallel computer. A subsequent version ran on Macintosh computers; this version became known later as MacStarLogo (and now is called MacStarLogo Classic). The current StarLogo is written in Java and works on most computers.
StarLogo is also available in a version called OpenStarLogo. The source code for OpenStarLogo is available online, although the license under which it is released is not an open source license according to the Open Source Definition, because of restrictions on the commercial use of the code.
StarLogo TNG (The Next Generation) version 1.0 was released in July 2008. It provides a 3D world using OpenGL graphics and a block-based graphical language to increase ease of use and learnability. It is written in C and Java. StarLogo TNG uses "blocks" to put together like puzzle pieces. StarLogo TNG reads the blocks in the order you fit them together, and sets the program in the Spaceland view.
StarLogo is a primary influence for the Kedama particle system, programmed by Yoshiki Oshima, found in the Etoys educational programming environment and language, which can be viewed as a Logo done originally in Squeak Smalltalk.
[http://en.wikipedia.org/wiki/StarLogo]
name::
* McsEngl.mdlCmp'VisSim,
* McsEngl.VisSim, {2012-11-22}
_GENERIC:
* simulation-language#cptCore493.5#
_DESCRIPTION:
VisSim is a visual block diagram language for simulation of dynamical systems and model based design of embedded systems. It is developed by Visual Solutions of Westford, Massachusetts. It uses a graphical data flow paradigm to implement dynamic systems based on differential equations. Version 8 adds interactive UML 2 compliant state chart graphs that are placed in VisSim diagrams. This allows easy modeling of state based systems like startup sequencing of process plants or serial protocol decoding.
...
Paradigm(s) Modular, Visual Programming, Simulation language
Appeared in 1989
Developer Visual Solutions
Stable release Version 8 (2011)
Influenced by C, Laboratory Workbench, AVS (Advanced Visualization System)
OS Windows, Linux
Usual filename extensions .VSM
Website http://www.vissim.com
[http://en.wikipedia.org/wiki/VisSim]
name::
* McsEngl.mdlCmp'structure,
* McsEngl.mdlCmp'state,
_DESCRIPTION:
State of a model is its structure in a timepoint.
[hmnSngo.2012-11-24]
name::
* McsEngl.mdlCmp'Validating,
The final step is to validate the model by comparing the results with what’s expected based on historical data from the study area. Ideally, the model should produce similar results to what has happened historically. This is typically verified by nothing more than quoting the R2 statistic from the fit. This statistic measures the fraction of variability that is accounted for by the model. A high R2 value does not necessarily mean the model fits the data well. Another tool used to validate models is graphical residual analysis. If model output values are drastically different than historical values, it probably means there’s an error in the model. This is an important step to verify before using the model as a base to produce additional models for different scenarios to ensure each one is accurate. If the outputs do not reasonably match historic values during the validation process, the model should be reviewed and updated to produce results more in line with expectations. It is an iterative process that helps to produce more realistic models.
Validating traffic simulation models requires comparing traffic estimated by the model to observed traffic on the roadway and transit systems. Initial comparisons are for trip interchanges between quadrants, sectors, or other large areas of interest. The next step is to compare traffic estimated by the models to traffic counts, including transit ridership, crossing contrived barriers in the study area. These are typically called screenlines, cutlines, and cordon lines and may be imaginary or actual physical barriers. Cordon lines surround particular areas such as the central business district or other major activity centers. Transit ridership estimates are commonly validated by comparing them to actual patronage crossing cordon lines around the central business district.
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp'Variable,
_DESCRIPTION:
It is the attribute-of-the-model whose 'value' is changing.
[hmnSngo.2012-11-24]
name::
* McsEngl.mdlCmp'Verificating,
Model verification is achieved by obtaining output data from the model and comparing it to what is expected from the input data. For example in traffic simulation, traffic volume can be verified to ensure that actual volume throughput in the model is reasonably close to traffic volumes input into the model. Ten percent is a typical threshold used in traffic simulation to determine if output volumes are reasonably close to input volumes. Simulation models handle model inputs in different ways so traffic that enters the network, for example, may or may not reach its desired destination. Additionally, traffic that wants to enter the network may not be able to, if any congestion exists. This is why model verification is a very important part of the modeling process.
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp'DOING,
name::
* McsEngl.mdlCmp'evoluting,
* McsEngl.mdlCmp'evoluting,
{time.2005}:
=== BLUE-BRAIN-PROJECT:
The Blue Brain Project is an attempt to create a synthetic brain by reverse-engineering the mammalian brain down to the molecular level.
The aim of the project, founded in May 2005 by the Brain and Mind Institute of the Ecole Polytechnique Federale de Lausanne (Switzerland) is to study the brain's architectural and functional principles. The project is headed by the Institute's director, Henry Markram. Using a Blue Gene supercomputer running Michael Hines's NEURON software, the simulation does not consist simply of an artificial neural network, but involves a biologically realistic model of neurons.[1][2][not in citation given] It is hoped that it will eventually shed light on the nature of consciousness.[citation needed]
[http://en.wikipedia.org/wiki/Blue_Brain]
{time.decade1990late}:
=== ANALOG-SIMULATIONS:
By the late 1980s, however, most "analog" simulations were run on conventional digital computers that emulate the behavior of an analog computer.
_GENERIC:
* entity.whole.system.model.information#cptCore437.22#
* model.brainualNo#cptCore437.8#
name::
* McsEngl.mdlCmp.specific,
_SPECIFIC: mdlCmp.alphabetically:
* model.computer.agent_based#cptCore493.1#
* model.computer.blue_brain_project##
* model.computer.economy#ql:mdlecn.computer#
* model.computer.organism#cptCore72.6#
* model.computer.vehicle
* model.computer.world3#cptCore437#
* model.computer.web##
Types
Computer models can be classified according to several independent pairs of attributes, including:
Stochastic or deterministic (and as a special case of deterministic, chaotic) - see External links below for examples of stochastic vs. deterministic simulations
Steady-state or dynamic
Continuous or discrete (and as an important special case of discrete, discrete event or DE models)
Local or distributed.
Another way of categorizing models is to look at the underlying data structures. For time-stepped simulations, there are two main classes:
Simulations which store their data in regular grids and require only next-neighbor access are called stencil codes. Many CFD applications belong to this category.
If the underlying graph is not a regular grid, the model may belong to the meshfree method class.
Equations define the relationships between elements of the modeled system and attempt to find a state in which the system is in equilibrium. Such models are often used in simulating physical systems, as a simpler modeling case before dynamic simulation is attempted.
Dynamic simulations model changes in a system in response to (usually changing) input signals.
Stochastic models use random number generators to model chance or random events;
A discrete event simulation (DES) manages events in time. Most computer, logic-test and fault-tree simulations are of this type. In this type of simulation, the simulator maintains a queue of events sorted by the simulated time they should occur. The simulator reads the queue and triggers new events as each event is processed. It is not important to execute the simulation in real time. It's often more important to be able to access the data produced by the simulation, to discover logic defects in the design, or the sequence of events.
A continuous dynamic simulation performs numerical solution of differential-algebraic equations or differential equations (either partial or ordinary). Periodically, the simulation program solves all the equations, and uses the numbers to change the state and output of the simulation. Applications include flight simulators, construction and management simulation games, chemical process modeling, and simulations of electrical circuits. Originally, these kinds of simulations were actually implemented on analog computers, where the differential equations could be represented directly by various electrical components such as op-amps. By the late 1980s, however, most "analog" simulations were run on conventional digital computers that emulate the behavior of an analog computer.
A special type of discrete simulation that does not rely on a model with an underlying equation, but can nonetheless be represented formally, is agent-based simulation. In agent-based simulation, the individual entities (such as molecules, cells, trees or consumers) in the model are represented directly (rather than by their density or concentration) and possess an internal state and set of behaviors or rules that determine how the agent's state is updated from one time-step to the next.
Distributed models run on a network of interconnected computers, possibly through the Internet. Simulations dispersed across multiple host computers like this are often referred to as "distributed simulations". There are several standards for distributed simulation, including Aggregate Level Simulation Protocol (ALSP), Distributed Interactive Simulation (DIS), the High Level Architecture (simulation) (HLA) and the Test and Training Enabling Architecture (TENA).
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp.AGENT-BASED-MODEL,
* McsEngl.conceptCore493.1,
* McsEngl.agent-based-model@cptCore493.1, {2012-05-11}
* McsEngl.individual-based-model@cptCore493.1, {2012-05-11}
* McsEngl.mdlCmp.MULTI-AGENT-SIMULATION, {2012-11-22}
* McsEngl.model.agent-based@cptCore493.1, {2012-05-11}
* McsEngl.multi-agent-simulation@cptCore493.1, {2012-05-11}
* McsEngl.multi-agent-system@cptCore493.1, {2012-05-11}
_DESCRIPTION:
An agent-based model (ABM) (also sometimes related to the term multi-agent system or multi-agent simulation) is a class of computational models for simulating the actions and interactions of autonomous agents (both individual or collective entities such as organizations or groups) with a view to assessing their effects on the system as a whole. It combines elements of game theory, complex systems, emergence, computational sociology, multi-agent systems, and evolutionary programming. Monte Carlo Methods are used to introduce randomness. ABMs are also called individual-based models. A review of recent literature on individual-based models, agent-based models and multiagent systems shows that ABMs are used on non-computing related scientific domains including Life Sciences, Ecological Sciences and Social Sciences.[1]
The models simulate the simultaneous operations and interactions of multiple agents, in an attempt to re-create and predict the appearance of complex phenomena. The process is one of emergence from the lower (micro) level of systems to a higher (macro) level. As such, a key notion is that simple behavioral rules generate complex behavior. This principle, known as K.I.S.S. ("Keep it simple and short") is extensively adopted in the modeling community. Another central tenet is that the whole is greater than the sum of the parts. Individual agents are typically characterized as boundedly rational, presumed to be acting in what they perceive as their own interests, such as reproduction, economic benefit, or social status,[2] using heuristics or simple decision-making rules. ABM agents may experience "learning", adaptation, and reproduction.[3]
Most agent-based models are composed of: (1) numerous agents specified at various scales (typically referred to as agent-granularity); (2) decision-making heuristics; (3) learning rules or adaptive processes; (4) an interaction topology; and (5) a non-agent environment.
[http://en.wikipedia.org/wiki/Agent-based_model]
{time.2010}:
A July 2010 article in The Economist looked at ABMs as alternatives to the DGSE models.[32]
[http://en.wikipedia.org/wiki/Agent-based_model]
{time.2008}:
=== Second world congress on Social-Simulation:
The Second World Congress was held in the northern Virginia suburbs of Washington, D.C., in July 2008, with George Mason University taking the lead role in local arrangements.
[http://en.wikipedia.org/wiki/Agent-based_model]
{time.2006}:
The First World Congress on Social Simulation was held under their joint sponsorship in Kyoto, Japan, in August 2006.
[http://en.wikipedia.org/wiki/Agent-based_model]
{time.decade2000}:
=== widespread:
The idea of agent-based modeling was developed as a relatively simple concept in the late 1940s. Since it requires computation-intensive procedures, it did not become widespread until the 1990s.
[http://en.wikipedia.org/wiki/Agent-based_model]
{time.1999}:
Nigel Gilbert published the first textbook on Social Simulation: Simulation for the social scientist (1999) and established its most relevant journal: the Journal of Artificial Societies and Social Simulation.
[http://en.wikipedia.org/wiki/Agent-based_model]
{time.1991}:
=== 'word' agent:
The first use of the word "agent" and a definition as it is currently used today is hard to track down. One candidate appears to be John Holland and John H. Miller's 1991 paper "Artificial Adaptive Agents in Economic Theory"[5] which is based on an earlier conference presentation of theirs.
[http://en.wikipedia.org/wiki/Agent-based_model]
Hardware
The Software described above is designed for serial von-Neumann computer architectures. This limits the speed and scalability of these systems. A recent development is the use of data-parallel algorithms on Graphics Processing Units GPUs for ABM simulation.[37][38][39] The extreme memory bandwidth combined with the sheer number crunching power of multi-processor GPUs has enabled simulation of millions of agents at tens of frames per second.
[http://en.wikipedia.org/wiki/Agent-based_model]
_ADDRESS.WPG:
* http://en.wikipedia.org/wiki/Comparison_of_agent-based_modeling_software,
name::
* McsEngl.mdlCmp.BLUE-BRAIN-PROJECT {2005},
* McsEngl.conceptCore493.2,
* McsEngl.blue-brain-project@cptCore493.2, {2012-04-25}
The Blue Brain Project is an attempt to create a synthetic brain by reverse-engineering the mammalian brain down to the molecular level.
The aim of the project, founded in May 2005 by the Brain and Mind Institute of the Ecole Polytechnique Federale de Lausanne (Switzerland) is to study the brain's architectural and functional principles. The project is headed by the Institute's director, Henry Markram. Using a Blue Gene supercomputer running Michael Hines's NEURON software, the simulation does not consist simply of an artificial neural network, but involves a biologically realistic model of neurons.[1][2][not in citation given] It is hoped that it will eventually shed light on the nature of consciousness.[citation needed]
There are a number of sub-projects, including the Cajal Blue Brain, coordinated by the Supercomputing and Visualization Center of Madrid (CeSViMa), and others run by universities and independent laboratories in the UK, US, and Israel.
[http://en.wikipedia.org/wiki/Blue_Brain]
name::
* McsEngl.mdlCmp.CGI,
* McsEngl.conceptCore493.4,
* McsEngl.CGI-computer-simulation@cptCore493.4, {2012-05-20}
CGI computer simulation
Formerly, the output data from a computer simulation was sometimes presented in a table, or a matrix, showing how data was affected by numerous changes in the simulation parameters. The use of the matrix format was related to traditional use of the matrix concept in mathematical models; however, psychologists and others noted that humans could quickly perceive trends by looking at graphs or even moving-images or motion-pictures generated from the data, as displayed by computer-generated-imagery (CGI) animation. Although observers couldn't necessarily read out numbers, or spout math formulas, from observing a moving weather chart, they might be able to predict events (and "see that rain was headed their way"), much faster than scanning tables of rain-cloud coordinates. Such intense graphical displays, which transcended the World of numbers and formulae, sometimes also led to output that lacked a coordinate grid or omitted timestamps, as if straying too far from numeric data displays. Today, weather forecasting models tend to balance the view of moving rain/snow clouds against a map that uses numeric coordinates and numeric timestamps of events.
Similarly, CGI computer simulations of CAT scans can simulate how a tumor might shrink or change, during an extended period of medical treatment, presenting the passage of time as a spinning view of the visible human head, as the tumor changes.
Other applications of CGI computer simulations are being developed to graphically display large amounts of data, in motion, as changes occur during a simulation run.
[http://en.wikipedia.org/wiki/Computer_simulation]
name::
* McsEngl.mdlCmp.CONTINUOUS-EVENT,
* McsEngl.continuous-computer-model,
_DESCRIPTION:
Continuous Simulation refers to a computer model of a physical system that continuously tracks system response over time according to a set of equations typically involving differential equations.[1][2]
History
It is notable as one of the first uses ever put to computers, dating back to the Eniac in 1946. Continuous simulation allows prediction of
* rocket trajectories
* hydrogen bomb dynamics (N.B. this is the first use ever put to the Eniac)
* electric circuit simulation[3]
* robotics[4]
Established in 1952, The Society for Modeling & Simulation (SCS) is a nonprofit, volunteer-driven corporation dedicated to advancing the use of modeling & simulation to solve real-world problems. Their first publication strongly suggested that the Navy was wasting a lot of money through the inconclusive flight-testing of missiles, but that the Simulation Council's analog computer could provide better information through the simulation of flights. Since that time continuous simulation has been proven invaluable in military and private endeavors with complex systems. No Apollo moon shot would have been possible without it.
Dissociation
Continuous simulation must be clearly differentiated from discrete event simulation. While a discrete event simulation is based on a system which changes its behaviour only at discrete points in time, the system of a continuous simulation changes its behaviour at countless points in time. Even though, the execution of the simulation itself is totally different in this matter, in some cases one can simulate the same issue with both types of simulation.
In this example the sales of a certain product over time is shown. Using a discrete event simulation makes it necessary to have an occurring event to change the number of sales. In contrast to this the continuous simulation has a smooth and steady development in its number of sales. [5]
Conceptual model
Continuous simulations are based on a set of differential equations. These equations define the peculiarity of the state variables, the environment factors so to speak, of a system. These parameters of a system change in a continuous way and thus change the state of the entire system.[6]
The set of differential equations can be formulated in a conceptual model representing the system on an abstract level. In order to develop the conceptual model 2 approaches are feasible:
The deductive approach: The behaviour of the system arises from physical laws that can be applied
The inductive approach: The behaviour of the system arises from observed behaviour of an actual example[7]
A widely known example for a continuous simulation conceptual model is the “predator/prey model”.
The predator/prey model
This model is typical for revealing the dynamics of populations. As long as the population of the prey is on the rise, the predators population also rises, since they have enough to eat. But very soon the population of the predators becomes to large so that the hunting exceeds the recreation of the prey. This leads to a decrease in the prey’s population and as a consequence of this also to a decrease of predators population as they do not have enough food to feed the entire population.[8]
Mathematical theory
In continuous simulation, the continuous time response of a physical system is modeled using ODEs, embedded in a conceptual model.
In very few cases these ODEs can be solved in a simple analytic way. More common are ODEs, which do not contain enough information for a direct solution. In these cases one has to use numerical approximation procedures. This problem of solving the ODEs is called the initial value problem.
The main solution methods for the intivial value problem can be categorized into two groups:
The Runge-Kutta family
The Linear Multistep family.[9]
Using these solution methods makes it necessary to take especially care of
the stability of the method
the method property of stiffness
the discontinuity of the method
Concluding remarks contained in the method and available to the user
These points are crucial to the success of the usage of one method.[10]
[edit]Mathematical examples
Newton's 2nd law, F = ma, is a good example of a single ODE continuous system. Numerical integration methods such as Runge Kutta, or Bulirsch-Stoer could be used to solve this partictular system of ODEs.
By coupling the ODE solver with other numerical operators and methods a continuous simulator can be used to model many different physical phenomena such as
flight dynamics
robotics
automotive suspensions
hydraulics
electric power
electric motors
human respiration
polar ice cap melting
steam power plants
etc.
There is virtually no limit to the kinds of physical phenomena that can be modeled by a system of ODE's. Some systems though can not have all derivative terms specified explicitly from known inputs and other ODE outputs. Those derivative terms are defined implicitly by other system constraints such as Kirchoff's law that the flow of charge into a junction must equal the flow out. To solve these implicit ODE systems a converging iterative scheme such as Newton-Raphson must be employed.
Simulation software
In order to execute the continuous simulation in an efficient and comfortable way, one has to use appropriate simulation software like Simcad Pro. Simcad Pro offers a GUI to model the continuous simulation gaphically. Thus, no coding is necessary. The software provides a bunch of parameters to add like "lead time", "resource wait" or "utilization". As the created models are compatible to other systems (RFID, ERP, etc.) it is easy to monitor ongoing processes and to reveal problems early. Additionally, Simcad Pro can be used as a training software for managers and operators.[11]
Modern applications
Continuous simulation is found
inside Wii stations
commercial flight simulators
jet plane auto pilots[12]
advanced engineering design tools[13]
Indeed, much of modern technology that we enjoy today would not be possible without continuous simulation.
Other types of simulation
Computer simulation
Process simulation
Discrete event simulation
Instructional Simulation
Social simulation
[http://en.wikipedia.org/wiki/Continuous_simulation]
name::
* McsEngl.mdlCmp.ENTITY-ATTRIBUTE-VALUE-MODEL,
* McsEngl.entity-attribute-value-model, {2012-11-23}
Entity–attribute–value model (EAV) is a data model to describe entities where the number of attributes (properties, parameters) that can be used to describe them is potentially vast, but the number that will actually apply to a given entity is relatively modest. In mathematics, this model is known as a sparse matrix. EAV is also known as object–attribute–value model, vertical database model and open schema.
[http://en.wikipedia.org/wiki/Entity%E2%80%93attribute%E2%80%93value_model]
name::
* McsEngl.mdlCmp.ENTITY-RELATIONSHIP,
* McsEngl.entity-relationship-model, {2012-11-22}
In software engineering, an Entity – Relationship model (ER model for short) is an abstract way to describe a database. It usually starts with a relational database, which stores data in tables. Some of the data in these tables point to data in other tables - for instance, your entry in the database could point to several entries for each of the phone numbers that are yours. The ER model would say that you are an entity, and each phone number is an entity, and the relationship between you and the phone numbers is 'has a phone number'. Diagrams created to design these entities and relationships are called entity–relationship diagrams or ER diagrams.
This article refers to the techniques proposed in Peter Chen's 1976 paper.[1] However, variants of the idea existed previously,[2] and have been devised subsequently such as supertype and subtype data entities [3] and commonality relationships (an example with additional concepts is the enhanced entity–relationship model).
[http://en.wikipedia.org/wiki/Entity-relationship_model]
name::
* McsEngl.mdlCmp.MATHEMATICAL,
* McsEngl.mathematical-model, {2012-11-22}
_DESCRIPTION:
A mathematical model is a description of a system using mathematical concepts and language. The process of developing a mathematical model is termed mathematical modelling. Mathematical models are used not only in the natural sciences (such as physics, biology, earth science, meteorology) and engineering disciplines (e.g. computer science, artificial intelligence), but also in the social sciences (such as economics, psychology, sociology and political science); physicists, engineers, statisticians, operations research analysts and economists use mathematical models most extensively. A model may help to explain a system and to study the effects of different components, and to make predictions about behaviour.
Mathematical models can take many forms, including but not limited to dynamical systems, statistical models, differential equations, or game theoretic models. These and other types of models can overlap, with a given model involving a variety of abstract structures. In general, mathematical models may include logical models, as far as logic is taken as a part of mathematics. In many cases, the quality of a scientific field depends on how well the mathematical models developed on the theoretical side agree with results of repeatable experiments. Lack of agreement between theoretical mathematical models and experimental measurements often leads to important advances as better theories are developed.
[http://en.wikipedia.org/wiki/Mathematical_modelling]
Classifying mathematical models
Many mathematical models can be classified in some of the following ways:
Linear vs. nonlinear: Mathematical models are usually composed by variables, which are abstractions of quantities of interest in the described systems, and operators that act on these variables, which can be algebraic operators, functions, differential operators, etc. If all the operators in a mathematical model exhibit linearity, the resulting mathematical model is defined as linear. A model is considered to be nonlinear otherwise.
The question of linearity and nonlinearity is dependent on context, and linear models may have nonlinear expressions in them. For example, in a statistical linear model, it is assumed that a relationship is linear in the parameters, but it may be nonlinear in the predictor variables. Similarly, a differential equation is said to be linear if it can be written with linear differential operators, but it can still have nonlinear expressions in it. In a mathematical programming model, if the objective functions and constraints are represented entirely by linear equations, then the model is regarded as a linear model. If one or more of the objective functions or constraints are represented with a nonlinear equation, then the model is known as a nonlinear model.
Nonlinearity, even in fairly simple systems, is often associated with phenomena such as chaos and irreversibility. Although there are exceptions, nonlinear systems and models tend to be more difficult to study than linear ones. A common approach to nonlinear problems is linearization, but this can be problematic if one is trying to study aspects such as irreversibility, which are strongly tied to nonlinearity.
Deterministic vs. probabilistic (stochastic): A deterministic model is one in which every set of variable states is uniquely determined by parameters in the model and by sets of previous states of these variables. Therefore, deterministic models perform the same way for a given set of initial conditions. Conversely, in a stochastic model, randomness is present, and variable states are not described by unique values, but rather by probability distributions.
Static vs. dynamic: A static model does not account for the element of time, while a dynamic model does. Dynamic models typically are represented with difference equations or differential equations.
Discrete vs. Continuous: A discrete model does not take into account the function of time and usually uses time-advance methods, while a Continuous model does. Continuous models typically are represented with f(t) and the changes are reflected over continuous time intervals.
Deductive, inductive, or floating: A deductive model is a logical structure based on a theory. An inductive model arises from empirical findings and generalization from them. The floating model rests on neither theory nor observation, but is merely the invocation of expected structure. Application of mathematics in social sciences outside of economics has been criticized for unfounded models.[4] Application of catastrophe theory in science has been characterized as a floating model.[5]
[http://en.wikipedia.org/wiki/Mathematical_modelling]
name::
* McsEngl.mdlCmp.NETWORK,
* McsEngl.network-simulation,
In communication and computer network research, network simulation is a technique where a program models the behavior of a network either by calculating the interaction between the different network entities (hosts/packets, etc.) using mathematical formulas, or actually capturing and playing back observations from a production network. The behavior of the network and the various applications and services it supports can then be observed in a test lab; various attributes of the environment can also be modified in a controlled manner to assess how the network would behave under different conditions. while a simulation program is used in conjunction with live applications and services in order to observe end-to-end performance to the user desktop, this technique is also referred to as network emulation.
[http://en.wikipedia.org/wiki/Network_simulation]
name::
* McsEngl.mdlCmp.SIMULATION,
_DESCRIPTION:
A simulation is an imitation of some real device, state of affairs or process. Simulation attempts to represent certain features of the behavior of a physical or abstract system by the behavior of another system ( Wikipedia:Simulation)
Most often, simulations are fully or partially implemented with a software program that allows the user to learn something about a given object of interest by "playing" with parameters of a model ("What happens if I do this" ? ... and later, "why did this happen ?").
According to Mergendoller et al. (2004): Randel, Morris, Wetzel, and Whitehill (1992) examined 68 studies on the effectiveness of simulations and found that students engaged in simulations and games show greater content retention over time compared to students engaged in conventional classroom instruction.
Simulation types:
Computer simulations
Computer games, e.g. serious games
Microworlds, e.g. systems like AgentSheets
Simulation and gaming (including role play simulation and computer supported simulation and gaming)
In some pedagogical scenarios, learners have to build their own simulation with modeling software. Of course, some microworlds also have students model.
[http://edutechwiki.unige.ch/en/Simulation]
name::
* McsEngl.mdlCmp.SOFT-BODY-DYNAMICS,
* McsEngl.soft-body-dynamics, {2012-11-15}
Soft body dynamics is a field of computer graphics that focuses on visually realistic physical simulations of the motion and properties of deformable objects (or soft bodies).[1] The applications are mostly in video games and film. Unlike in simulation of rigid bodies, the shape of soft bodies can change, meaning that the relative distance of two points on the object is not fixed. While the relative distances of points are not fixed, the body is expected to retain its shape to some degree (unlike a fluid). The scope of soft body dynamics is quite broad, including simulation of soft organic materials such as muscle, fat, hair and vegetation, as well as other deformable materials such as clothing and fabric. Generally, these methods only provide visually plausible emulations rather than accurate scientific/engineering simulations, though there is some crossover with scientific methods, particularly in the case of finite element simulations. Several physics engines currently provide software for soft-body simulation.[2][3][4][5][6][7]
[http://en.wikipedia.org/wiki/Soft_body_dynamics]
name::
* McsEngl.mdlCmp.SYSTEM-DYNAMICS,
_DESCRIPTION:
Convenient GUI system dynamics software developed into user friendly versions by the 1990s and have been applied to diverse systems. SD models solve the problem of simultaneity (mutual causation) by updating all variables in small time increments with positive and negative feedbacks and time delays structuring the interactions and control. The best known SD model is probably the 1972 The Limits to Growth. This model forecast that exponential growth would lead to economic collapse during the 21st century under a wide variety of growth scenarios.
[http://en.wikipedia.org/wiki/System_dynamics]
name::
* McsEngl.mdlCmp.SUGARSCAPE,
* McsEngl.sugarscape-model, {2012-11-22}
_DESCRIPTION:
Sugarscape is a model artificially intelligent agent-based social simulation following some or all rules presented by Joshua M. Epstein & Robert Axtell in their book Growing Artificial Societies.[1]
Origin
Fundaments of Sugarscape models can be traced back to the University of Maryland where economist Thomas Schelling presented his paper titled Models of Segregation.[2] Written in 1969, Schelling and the rest of the social environment modelling fraternity had their options limited by a lack of adequate computing power and an applicable programming mechanism to fully develop the potential of their model.
John Conway's agent-based simulation "Game of Life" was enhanced and applied to Schelling's original idea by Joshua M. Epstein and Robert Axtell in their book Growing Artificial Societies. To demonstrate their findings on the field of agent-based simulation, a model was created and distributed with their book on CD-ROM. The concept of this model has come to be known as "the Sugarscape model".[1] Since then, the name "Sugarscape" has been used for agent-based models using rules similar to those defined by Epstein & Axtell.
[http://en.wikipedia.org/wiki/Sugarscape]
name::
* McsEngl.mdlCmp.VEHICLE,
name::
* McsEngl.Rigs-of-Rods,
* McsEngl.rigs-of-rods, {2012-11-15}
Rigs of Rods ("RoR") is an open source[2] multi-simulation game which uses soft-body physics to simulate the motion and deformation of vehicles. The game is built using a specific soft-body physics engine called Beam, which simulates a network of interconnected nodes (forming the chassis and the wheels) and gives the ability to simulate deformable objects. With this engine, vehicles and their loads flex and deform as stresses are applied. Crashing into walls or terrain can permanently deform a vehicle.
[http://en.wikipedia.org/wiki/Rigs_of_Rods]
name::
* McsEngl.mdlCmp.VISUAL,
* McsEngl.visual-computer-model, {2012-11-24}
Visual modeling is the graphic representation of objects and systems of interest using graphical languages. Visual modeling languages may be General-Purpose Modeling (GPM) languages (e.g., UML, Southbeach Notation, IDEF) or Domain-Specific Modeling (DSM) languages (e.g., SysML). They include industry open standards (e.g., UML, SysML), as well as proprietary standards, such as the visual languages associated with VisSim, MATLAB and Simulink, OPNET, and NI Multisim. VisSim is unique in that it provides a royalty-free, downloadable Viewer that lets anyone open and interactively simulate VisSim models. Visual modeling languages are an area of active research that continues to evolve, as evidenced by increasing interest in DSM languages, visual requirements, and visual OWL (Web Ontology Language).[1]
[http://en.wikipedia.org/wiki/Visual_modeling]
name::
* McsEngl.mdlCmp.WEB,
* McsEngl.conceptCore493.2,
* McsEngl.web-based-simulation@cptCore493i, {2012-04-25}
_DESCRIPTION:
Web-based simulation (WBS) is the invocation of computer simulation services over the World Wide Web, specifically through a web browser.[1][2] [3][4] Increasingly, the web is being looked upon as an environment for providing modeling and simulation applications, and as such, is an emerging area of investigation within the simulation community.[4][5][6]
Application
Web-based simulation is used in several contexts:
In e-learning, various principles can quickly be illustrated to students by means of interactive computer animations, for example during lecture demonstrations and computer exercises.
In distance learning, web-based simulation may provide an alternative to installing expensive simulation software on the student computer, or an alternative to expensive laborative equipment.
In software engineering, web-based emulation allows application development and testing on one platform for other target platforms, for example for various mobile operating systems[7] or mobile web browsers, without the need of target hardware or locally installed emulation software.
In online computer games, 3D environments can be simulated, and old home computers and video game consoles can be emulated, allowing the user to play old computer games in the web browser.
In medical education, nurse education and allied health education (like sonographer training), web-based simulations can be used for learning and practicing clinical healthcare procedures. Web-based procedural simulations emphasize the cognitive elements such as the steps of the procedure, the decisions, the tools/devices to be used, and the correct anatomical location.
Client-side vs server-side approaches
Web-based simulation can take place either on the server side or on the client side. In server-side simulation, the numerical calculations and visualization (generation of plots and other computer graphics) is carried out on the web server, while the interactive graphical user interface (GUI) often partly is provided by the client-side, for example using server-side scripting such as PHP or CGI scripts, interactive services based on Ajax or a conventional application software remotely accessed through a VNC Java applet.
In client-side simulation, the simulation program is downloaded from the server side but completely executed on the client side, for example using Java applets, Flash animations, JavaScript, or some mathematical software viewer plug-in. Server-side simulation is not scalable for many simultaneous users, but places fewer demands on the user computer performance and web-browser plug-ins than client-side simulation.
The term on-line simulation sometimes refers to server-side web-based simulation, sometimes to symbiotic simulation, i.e. a simulation that interacts in real-time with a physical system.
The upcoming cloud computing technologies can be used for new server-side simulation approaches. For instance, there are[examples needed] multi-agent simulation applications which are deployed on cloud computing instances and act independently. This allows simulations to be highly scalable.[clarification needed]
Existing tools
AgentSheets – graphically programmed tool for creating web-based The Sims-like simulation games, and for teaching beginner students programming.
AnyLogic – a graphically programmed tool that generates Java code for discrete event simulation, system dynamics and agent-based models
Easy Java Simulations – a tool for modelling and visualization of physical phenomenons, that automatically generates Java code from mathematical expressions.
ExploreLearning Gizmos – a large library of interactive online simulations for math and science education in grades 3–12.
GNU Octave web interfaces – MATLAB compatible open-source software
Google Chart API – for the generation of embedded charts in web pages
Lanner Group Ltd L-SIM Server - Java-based discrete event simulation engine which supports model standards such as BPMN 2.0
Nanohub – web 2.0 in-browser interactive simulation of nanotechnology
NetLogo – a multi-agent programming language and integrated modeling environment that runs on the Java Virtual Machine
OpenPlaG – PHP-based function graph plotter for the use on websites
OpenEpi – web-based packet of tools for biostatistics
Recursive Porous Agent Simulation Toolkit (Repast) – agent-based modeling and simulation toolkit implemented in Java and many other languages
SAGE – open source numerical analysis software with web-interface, based on the Python programming language
Simulation123 – a tool supporting web-based simulation documentation, a category of web-based simulation [1]
Social simulation – review of computational sociology and agent based systems.
StarLogo – agent-based simulation language written in Java.
VisSim viewer – graphically programmed data flow diagrams for simulation of dynamical systems
webMathematica and Mathematica Player – a computer algebra system and programming language.
[http://en.wikipedia.org/wiki/Web_based_simulation] 2012-11-22,
===
The term web-based simulation (WBS) emerged in 1996, and is typically used to denote the invocation of computer simulation services over the World Wide Web, specifically through a web browser.[1][2] [3][4] Increasingly, the web is being looked upon as an environment for providing modeling and simulation applications, and as such, is an emerging area of investigation within the simulation community.[4][5][6]
[http://en.wikipedia.org/wiki/Web-based_simulation]
name::
* McsEngl.mdlCmp.WORLDMODEL,
* McsEngl.mdlCmp.WORLDVIEW,
* McsEngl.worldview-model@cpt493, {2012-11-22}
_DESCRIPTION:
It is an information-model of a worldview of an 'agent'.
[hmnSngo.2012-11-22]
name::
* McsEngl.conceptCore1150,
* McsEngl.hidden markoff model,
* McsEngl.hidden-markoff-model@cptCore1150, {2012-05-22}
* McsEngl.hmm@cptCore1150,
A hidden Markov model (HMM) is a statistical model in which the system being modeled is assumed to be a Markov process with unknown parameters, and the challenge is to determine the hidden parameters from the observable parameters.
[http://en.wikipedia.org/wiki/Hidden_Markov_model]
Hidden Markov models (HMMs) are a type of statistical model embedded in a Bayesian framework and thus well suited for capturing variations.
name::
* McsEngl.hmm'APPLICATION,
Hidden Markov models are especially known for their application in temporal pattern recognition such as speech, handwriting, gesture recognition, musical score following and bioinformatics.
[http://en.wikipedia.org/wiki/Hidden_Markov_model]
name::
* McsEngl.hmm'ILLUSTRATION,
A Markov system can be illustrated by means of a state transition diagram, which is a diagram showing all the states and transition probabilities. (See example opposite.)
The matrix P whose ijth entry is pij is called the transition matrix associated with the system. The entries in each row add up to 1. Thus, for instance, a 22 transition matrix P would be set up as in the following figure.
name::
* McsEngl.hmm'MARKOV-PROCESS,
* McsEngl.markov-process@cptCore1150,
* McsEngl.markov-system@cptCore1150,
* McsEngl.markov-chain@cptCore1150,
_ADDRESS.WPG:
* http://setosa.io/ev/markov-chains//
DEFINETRO:
In 1907, A. A. Markov began the study of an important new type of chance
process. In this process, the outcome of a given experiment can a®ect the outcome of the next experiment. This type of process is called a Markov chain.
[http://www.dartmouth.edu/~chance/teaching_aids/books_articles/probability_book/Chapter11.pdf, ]
A Markov process is a random process in which the future is independent of the past, given the present. Thus, Markov processes are the natural stochastic analogs of the deterministic processes described by differential and difference equations. They form one of the most important classes of random processes.
[http://www.math.uah.edu/stat/markov/index.xhtml]
A Markov system (or Markov process or Markov chain) is a system that can be in one of several (numbered) states, and can pass from one state to another each time step according to fixed probabilities.
[http://people.hofstra.edu/Stefan_Waner/RealWorld/Summary8.html]
JENEREPTO:
An important class of stochastic processes are Markov processes. This class of processes have some special properties that make them manageable to treat mathematically. A Markov process is governed by the Markov property which states that the future behaviour of the process given its path only depends on its present state.
[http://www.sics.se/~aeg/report/node10.html]
What's a Markov Process?
A Markov analysis looks at a sequence of events, and analyzes the tendency of one event to be followed by another. Using this analysis, you can generate a new sequence of random but related events, which will look similar to the original.
A Markov process is useful for analyzing dependent random events - that is, events whose likelihood depends on what happened last. It would NOT be a good way to model a coin flip, for example, since every time you toss the coin, it has no memory of what happened before. The sequence of heads and tails are not inter-related. They are independent events.
But many random events are affected by what happened before. For example, yesterday's weather does have an influence on what today's weather is. They are not independent events.
A Markov model could look at a long sequence of rainy and sunny days, and analyze the likelihood that one kind of weather gets followed by another kind. Let's say it was found that 25% of the time, a rainy day was followed by a sunny day, and 75% of the time, rain was followed by more rain. Let's say we found out additionally, that sunny days were followed 50% of the time by rain, and 50% by sun. Given this analysis, we could generate a new sequence of statistically similar weather by following these steps:
1) Start with today's weather.
2) Given today's weather, choose a random number to pick tomorrow's weather.
3) Make tomorrow's weather "today's weather" and go back to step 2.
What we'd get is a sequence of days like:
Sunny Sunny Rainy Rainy Rainy Rainy Sunny Rainy Rainy Sunny Sunny...
In other words, the "output chain" would reflect statistically the transition probabilities derived from weather we observed.
This stream of events is called a Markov Chain. A Markov Chain, while similar to the source in the small, is often nonsensical in the large. (Which is why it's a lousy way to predict weather.) That is, the overall shape of the generated material will bear little formal resemblance to the overall shape of the source. But taken a few events at a time, things feel familiar.
Doctor Nerve's Markov program uses English words instead of weather, yielding odd scrambled results that sound like very disturbed English. The program looks at the likelihood that every word you typed in gets followed by another word. After it generates all these transition probabilities, it starts with the first word you typed and starts generating random numbers to pick the sequence of words following it. You will always get pairs of words that occurred in the original. But looking at three or more words at a time starts to look pretty bizarre.
The results are like dreamy crossed memories of the original text whose phrases branch off and meander in simultaneously unexpected and uncomfortably familiar ways.
For example, if you entered: "the boy and the dog went to the park."
The Markov chain might output: "the boy and the boy and the dog went to the boy"
...note that the word "the" is the statistical pivot here - it was followed by "boy", "dog", and "park", so there's a 33.3% chance that one of these words will follow "the" every time the Markov Chain picks "the".
The Markov Chain would NEVER output: "boy the park."
...because "boy" was never followed by "the" in the original story.
Get it?
For more info about Markov Chains, refer to Scientific American June 89, AK Dewdney's Computer Recreations column. Also, the book "Computer Music - Synthesis, Composition, and Performance" by Dodge/Jerse (Schirmer Books) is an excellent source of not only Markov analysis techniques, but other statistical methods applicable to music as well.
Markov processes have been used to generate music as early as the 1950's by Harry F. Olson at Bell Labs. Olson used them to analyse the music of American composer Stephen Foster, and generate scores based on the analyses of 11 of Foster's songs. Lejaren Hiller and Robert Baker also worked with Markov processes to produce their "Computer Cantata" in 1963. You can use Nerve's Markov program to do this by typing in pitches and durations instead of words. For example, C#Q DQ C#Q DS EE. could stand for the following melody: C# quarter note, D quarter note, C# quarter note, D sixteenth note, E dotted eighth note. Use whatever notation you want, just stay consistent - Markov will happily analyze your input and generate statistically similar output.
-- Nick Didkovsky, Feb 16, 1996
[http://www.doctornerve.org/nerve/pages/interact/markhelp.htm]
name::
* McsEngl.hmm'MARKOV'PROPERTY,
In probability theory, a stochastic process has the Markov property if the conditional probability distribution of future states of the process, given the present state and all past states, depends only upon the present state and not on any past states, i.e. it is conditionally independent of the past states (the path of the process) given the present state. A process with the Markov property is usually called a Markov process, and may be described as Markovian.
[http://en.wikipedia.org/wiki/Markov_property]
name::
* McsEngl.hmm'OBSERVATION-SEQUENCE,
Suppose a person has say three coins and is sitting inside a room tossing them in some sequence--this room is closed and what you are shown (on a display outside the room) is only the outcomes of his tossings TTHTHHTT... this will be called the observation sequence .
[http://vision.ai.uiuc.edu/dugad/hmm_tut.html]
name::
* McsEngl.hmm'TRANSITION-PROBABILITY,
If a Markov system is in state i, there is a fixed probability, pij, of it going into state j the next time step, and pij is called a transition probability.
name::
* McsEngl.conceptCore181,
* McsEngl.model.INFO,
* McsEngl.FvMcs.model.INFO,
* McsEngl.entity.model.information@cptCore181, {2012-08-01}
* McsEngl.signal.brain@cptCore181, {2012-12-16}
* McsEngl.sympan'society'information@cptCore181, {2012-08-01}
* McsEngl.view, {2008-01-12}
* McsEngl.info,
* McsEngl.information,
* McsEngl.modelInfo@cptCore181, {2015-08-22}
* McsEngl.mif@cptCore181, {2016-08-20}
* McsEngl.mdlInfo@cptCore181, {2015-09-17}
* McsEngl.ifn@cptCore181, {2013-07-31}
* McsEngl.inf@cptCore181, {2012-04-14}
====== lagoSINAGO:
* McsSngo.info,
* McsEngl.info@lagoSngo, {2019-09-11}
* McsEngl.mo-fo@lagoSngo, {2014-04-17}
* McsEngl.omofo@lagoSngo@lagoSngo, {2014-04-17}
* McsEngl.fo@lagoSngo,
* McsEngl.info@lagoSngo, {2010-06-16}
* McsEngl.kogno@lagoSngo, {2008-08-06}
* McsEngl.informato@lagoSngo, {2006-10-25}
====== lagoGreek:
* McsElln.ΠΛΗΡΟΦΟΡΙΑ@cptCore181,
* McsElln.πληροφορία@cptCore181,
====== lagoEsperanto:
* McsEngl.informo@lagoEspo,
* McsEspo.informo,
* McsEngl.informado@lagoEspo,
* McsEspo.informado,
====== lagoChinese:
xun4xi1; message (used for text messages on a cellphone aka SMS)
xun4; to question; to ask; to interrogate; rapid; speedy; fast; news; information,
xi1 ; news; interest; breath; rest,
_WIKIPEDIA: af:Inligting, ar:??????, bn:????, be-x-old:??????????, bg:??????????, ca:Informacio, ceb:Impormasyon, cs:Informace, cy:Gwybodaeth, da:Information, de:Information, et:Informatsioon, el:Πληροφορία, es:Informacion, eo:Informo, eu:Informazio, fa:???????, fr:Information, gl:Informacion, ka:??????????, ko:??, hr:Informacija, io:Informo, id:Informasi, ia:Information, is:Upplysingar, it:Informazione, he:????, kk:???????, lv:Informacija, lb:Informatioun, lt:Informacija, hu:Informacio, mk:???????????, ml:??????????????, ms:Maklumat, mn:????????, nl:Informatie, ja:??, nn:Informasjon, no:Informasjon, pl:Informacja, pt:Informacao, ro:Informatie, qu#ql:qu 2lcode#:Willa, ru:??????????, sah:??????????, sq:Informacioni, scn:Nfurmazzioni, simple:Information, sk:Informacia, sl:Informacija, sr:???????????, fi:Informaatio, sv:Information, th:????????, vi#ql:vi 2lcode#:Thong tin, tg:????????, uk:??????????, yi:???????????, zh:??,
According to the Oxford English Dictionary, the earliest historical meaning of the word information in English was the act of informing, or giving form or shape to the mind, as in education, instruction, or training. A quote from 1387: "Five books come down from heaven for information of mankind." It was also used for an item of training, e.g. a particular instruction. "Melibee had heard the great skills and reasons of Dame Prudence, and her wise information and techniques." (1386)
The English word was apparently derived by adding the common "noun of action" ending "-ation" (descended through French from Latin "-tio") to the earlier verb to inform, in the sense of to give form to the mind, to discipline, instruct, teach: "Men so wise should go and inform their kings." (1330) Inform itself comes (via French) from the Latin verb informare, to give form to, to form an idea of. Furthermore, Latin itself already even contained the word informatio meaning concept or idea, but the extent to which this may have influenced the development of the word information in English is unclear.
As a final note, the ancient Greek word for form was είδος eidos, and this word was famously used in a technical philosophical sense by Plato (and later Aristotle) to denote the ideal identity or essence of something (see Theory of forms). "Eidos" can also be associated with thought, proposition or even concept.
[http://en.wikipedia.org/wiki/Information] 2008-08-28
name::
* McsEngl.info.setConceptName,
* McsEngl.setConceptName.information, {2012-04-29}
Information also call the LOGO (system of names) that expresses 'conceptual-systems'.
[hmnSngo.2000-09-02_nikkas]
_DESCRIPTION:
Information is any model brainin or brainout of entities brain-organisms create in order to understand and communicate the-sympan.
[hmnSngo.2017-11-24]
===
Information is the brain signals#ql:signal.animal# of brain-organisms#cptCore501.4#
[hmnSngo.2012-12-16]
===
Societies#cptCore331# to exist must communicate the models of world their members create inside their brains. These models and their 'representation (mapping)' I call information.
Communication is a function of 'language'.
[hmnSngo.2012-05-13]
Information I call any brain-info and any representation of it such as semasial-info or logal-info, or sensorial--brain-info entity.
Info I call any kognepto#cptCore365#, sensory_kognepto, langeto#cptCore14# or langero entity.
[hmnSngo.2008-01-01_KasNik]
INFO I call any brainepto, mineto or logero entity.
[hmnSngo.2007-10-21_KasNik]
INFORMATION is any MENTAL-ENTITY and any MAPPING-ENTITY of it.
[hmnSngo.2003-12-24_nikkas]
name::
* McsEngl.info'PART,
* McsEngl.infal, {2012-11-04}
* McsEngl.info'informational,
* McsEngl.informational, {2012-11-04}
_DESCRIPTION:
It is ANY partial-attribute of information.
[hmnSngo.2012-11-04]
name::
* McsEngl.info'WholeNo-relation,
Info, entity as anything we talk about ARE concepts.
Info is any immaterial_entity and the material-entities that represent it (like text or speech).
[hmnSngo.2008-08-30_HoKoNoo]
name::
* McsEngl.info'OTHER-VIEW,
name::
* McsEngl.info'setConceptName,
* McsEngl.info'sinkoncepto@cptCore181i,
* McsEngl.info'senseset@cptCore181i,
* McsEngl.info'senseset@cptCore181i,
Noun
* S: (n) information, info (a message received and understood)
* S: (n) information (knowledge acquired through study or experience or instruction)
* S: (n) information (formal accusation of a crime)
* S: (n) data, information (a collection of facts from which conclusions may be drawn) "statistical data"
* S: (n) information, selective information, entropy ((communication theory) a numerical measure of the uncertainty of an outcome) "the signal contained thousands of bits of information"
[wn, 2007-11-23]
Bateson
Gregory Bateson defined information as "a difference that makes a difference".[2]
[http://en.wikipedia.org/wiki/Philosophy_of_information]
Floridi
According to Floridi, four kinds of mutually compatible phenomena are commonly referred to as "information":
* Information about something (e.g. a train timetable)
* Information as something (e.g. DNA, or fingerprints)
* Information for something (e.g. algorithms or instructions)
* Information in something (e.g. a pattern or a constraint).
The word "information" is commonly used so metaphorically or so abstractly that the meaning is unclear.
[http://en.wikipedia.org/wiki/Philosophy_of_information]
name::
* McsEngl.info'SCIENCE,
_SPECIFIC:
* COMPUTER-SCIENCE#cptCore478#
* INFORMATICS##
* INFORMATION_SCIENCE##
name::
* McsEngl.info'creator,
* McsEngl.creator-of-info@cptCore181i,
* McsEngl.info'creator@cptCore181i,
=== _Old:
* McsEngl.author-of-info@cptCore181i,
* McsEngl.info'author,
====== lagoSINAGO:
* McsEngl.autoro@lagoSngo,
====== lagoEsperanto:
* McsEngl.kreinto@lagoEspo,
* McsEspo.kreinto,
* McsEngl.verkisto@lagoEspo,
* McsEspo.verkisto,
* McsEngl.verkinto@lagoEspo,
* McsEspo.verkinto,
* McsEngl.auxtoro@lagoEspo,
* McsEspo.auxtoro,
_DEFINITION:
The entity that creates#cptCore475.130# an info.
[hmnSngo.2007-10-24_KasNik]
_SPECIFIC:
* author#cptResource848#
* CREATOR_of_TEXT#ql:author'of'text@cptCore1059###
name::
* McsEngl.info'calculating,
* McsEngl.calculating,
* McsEngl.calculation,
_DESCRIPTION:
A calculation is a deliberate process that transforms one or more inputs into one or more results, with variable change.
[http://en.wikipedia.org/wiki/Calculation] {2013-12-21}
name::
* McsEngl.info'holder,
* McsEngl.info-holder@cptCore181i, {2008-01-12}
* McsEngl.info-suporter,
* McsEngl.infoholder@cptCore181i, {2007-10-24}
_DEFINITION:
Every INFO#cptCore181# has a infoholder attribute. It is the entity (brain_organism, machine) that holds (=consider true) this info. The infoholder is tuteino-atribo.
[hmnSngo.2007-10-24_KasNik]
name::
* McsEngl.info'medium,
* McsEngl.info'medium-recorded,
* McsEngl.info'modality,
_DESCRIPTION:
The entity on which the information is recorded (= stored).
[hmnSngo.2014-01-07]
_CREATED: {2013-01-02} {2000-09-26}
name::
* McsEngl.info'referent (archetype),
* McsEngl.conceptCore181.68,
* McsEngl.conceptCore1069,
* McsEngl.archetype-of-info, {2018-01-07}
* McsEngl.concept-extension,
* McsEngl.concept-referent,
* McsEngl.denotatum,
* McsEngl.designatum,
* McsEngl.domain-of-discource,
* McsEngl.info'archetype, {2014-01-01}
* McsEngl.info's-referent,
* McsEngl.meaning-of-referent,
* McsEngl.nomitatum,
* McsEngl.referent,
* McsEngl.referentInformation@cptCore1069, {2012-08-25}
* McsEngl.referent-of-information@cptCore1069,
* McsEngl.universe-of-discourse,
* McsEngl.referent-of-a-concept@cptCore1069,
* McsEngl.rfr@cptCore1069, {2012-04-23}
====== lagoSINAGO:
* McsEngl.invo@lagoSngo, (represantation of info) {2008-09-10}
* McsEngl.infefo@lagoSngo, {2008-09-05}
* McsSngo.invo@lagoSngo,
* McsEngl.kognefo@lagoSngo, {2008-03-08}
* McsEngl.referento@lagoSngo,
* McsEngl.pragmato@lagoSngo, {2006-11-15}
* McsEngl.pragmato@lagoSngo,
====== lagoGreek:
* McsElln.ΑΝΑΦΕΡΟΜΕΝΟ@cptCore1069,
* McsElln.ΠΡΑΓΜΑΤΙΚΟ,
* McsElln.ΑΝΑΦΕΡΟΜΕΝΟ@cptCore786,
* McsElln.ΑΝΤΙΚΕΙΜΕΝΟ-ΑΝΑΦΟΡΑΣ,
* McsElln.ΑΝΤΙΚΕΙΜΕΝΟ-ΕΡΕΥΝΑΣ-(ΚΥΡΙΩΣ-ΣΤΙΣ-ΕΠΙΣΤΗΜΕΣ),
* McsElln.ΑΝΤΙΚΕΙΜΕΝΟ-ΜΕΛΕΤΗΣ,
* McsElln.ΑΝΑΦΕΡΟΜΕΝΟ-ΣΗΜΑΣΙΑΣ,
* McsElln.ΕΡΕΘΙΣΜΑ,
* McsElln.ΕΝΝΟΙΑΣ-ΑΝΑΦΕΡΟΜΕΝΟ,
* McsElln.ΠΛΑΤΟΣ-ΕΝΝΟΙΑΣ,
Universe of Discource they call the referent of a 'conceptualization' in ai.
[hmnSngo.1997-10-23_nikos]
The extension of a term or phrase is understood to be the timeless class of all things which properly 'fall under' or are described by that phrase. For example, the word "horse" has as its extension all horses - past, present, and future. The phrase "brown horses" has as its extension all (past, present, and future) brown horses (i.e. a proper subset of the former class).
[Copyright © Norman Swartz 1997 URL http://www.sfu.ca/philosophy/swartz/definitions.htm This revision: September 27, 1997 Department of Philosophy Simon Fraser University ]
Extension: The potential set of all the THINGS represented by a CONCEPT.
[Tim Lethbridge's PhD Thesis 1994nov]
name::
* McsEngl.referent'etymology,
referent
'r?f(?)r(?)nt/Submit
nounLINGUISTICS
noun: referent; plural noun: referents
the thing in the world that a word or phrase denotes or stands for.
"‘the Morning Star’ and ‘the Evening Star’ have the same referent (the planet Venus)"
Origin
mid 19th century: from Latin referent- ‘bringing back’, from the verb referre (see refer).
[google dict]
name::
* McsEngl.referent'SINDEZIGNEPTERO,
* MEANING:
"Every name has a MEANING and a sense. The meaning of a name is the object it denotes"
* DENOTATUM, DESIGNATUM, NOMINATUM:
"In place of the word "meaning", logical literature uses other (synonyms) terms, most frequently "DENOTATUM", and sometimes "DESIGNATUM" or "NOMINATUM"".
[Getmanova, Logic 1989, 26#cptResource19#]
"referent" as everything we think about is a concept. Concepts are and the "mental-entity" and the "material-entity"!!! Some referents are "mentals" and some are "materials".
[hmnSngo.2008-09-09_HoKoNoo]
ONLY kogneptos has referentos as ATTRIBUTES.
[hmnSngo.2007-12-16_KasNik]
_DefinitionGeneric:
Referent-of-information is the ENTITY (material or mental) an information#cptCore181# models/reflects/represents.
[hmnSngo.2012-05-28]
REFERENT is the ENTITY that a MENTAL-ENTITY reflects.
[hmnSngo.2003-10-26_nikkas]
ΑΝΑΦΕΡΟΜΕΝΟ-ΣΗΜΑΣΙΑΣ ονομάζω την 'ΟΝΤΟΤΗΤΑ' την οποία αντανακλά η 'σημασια'.
[hmnSngo.1994-11-15_nikos]
Το ερέθισμα είναι η ΟΝΤΟΤΗΤΑ (μηχανικη, χημικη, φωτεινη κτλ) που ενεργοποιεί τους ΥΠΟΔΟΧΕΙΣ ΑΙΣΘΗΤΗΡΙΑΚΟΥ ΣΥΣΤΗΜΑΤΟΣ.
[hmnSngo.1995.03_nikos]
Αυτό που μας ενδιαφέρει, σε σχέση με την πληροφορία, ΔΕΝ είναι το ΑΝΑΦΕΡΟΜΕΝΟ, αλλά η ΣΧΕΣΗ της σημασίας με το αναφερόμενό της.
[hmnSngo.1995.01_nikos]
Κάθε σημασία βρίσκεται σε σχέση ΑΝΤΙΣΤΟΙΧΙΑΣ με το αναφερόμενό της. Το αναφερόμενο είναι στοιχείο του περιβάλοντος της σημασίας, αυτό σημαίνει οτι είναι ανεξάρτητο απο αυτή και αναπτύσεται ανεξάρτητα απο αυτη.
[hmnSngo.1994.08_nikos]
"REFERENT = THE THING A WORD STADS FOR"
[FRANKLIN, electronic dictionary]
CONCEPT-REFERENT is the REFERENT of a concept.
[hmnSngo.2000-09-26_nikkas]
_GENERIC:
* stimulus.organism#cptCore84.8#
* entity#cptCore387#
name::
* McsEngl.referent'wholeNo-relation,
_ENVIRONMENT:
* REFEREINO#cptCore546.79#
* Brain-info#cptCore181.61#
name::
* McsEngl.referent'EVOLUTION,
2007-12-17:
I merge this concept with material_entity#cptCore490#.
[[hmnSngo.2007-12-17_KasNik]
2001-04-26:
I combined this cpt with the "referent of a meaning#cptCore786#".
name::
* McsEngl.referent.specific,
referent.SPECIFIC_DIVISION.DETECTION:
* REFERENTO_DETECTED (stimulento)
* REFERENTO_NOT'DETECTED
Το ερέθισμα που ενεργοποιεί ευκολότερα τον υποδοχέα λέγεται ΟΜΟΛΟΓΟ ΕΡΕΘΙΣΜΑ. Πχ το φως για τα κωνία και ραβδία του ματιού, ο πόνος για τις ελεύθερες νευρικές απολήξεις κα.
Είναι δυνατό να γίνει ενεργοποίηση του υποδοχέα και με μη ομόλογα ερεθίσματα (ετερόλογα), αλλά η ενέργεια που απαιτείται στην περίπτωση αυτή είναι πολύ μεγαλύτερη από αυτή που πρέπει να έχει το ομόλογο ερέθισμα. Το δημιουργούμενο όμως από την ενεργοποίηση κάποιου υποδοχέα ΑΙΣΘΗΜΑ είναι το ίδιο, γιατί οι νευρικές ώσεις δεν διαφέρουν μεταξύ τους. Το ΕΙΔΟΣ ΑΙΣΘΗΜΑΤΟΣ εξαρτάται μόνο από την περιοχή του ΦΛΟΙΟΥ, όπου καταλήγουν και ερμηνεύονται οι νευρικές ώσεις που ξεκινάνε από τον συγκεκριμένο υποδοχέα. Πχ αίσθημα φωτος δημιουργείται ΕΙΤΕ γίνει διέγερση των ραβδίων και κωνίων με φως ΕΙΤΕ με ισχυρό μηχανικό ερέθισμα.
[ΑΡΓΥΡΗΣ, 1994, 248#cptResource31#]
name::
* McsEngl.info'Referent-relation (truthvalue),
_Referent_relation:
* TRUO_STRONG
* TRUO = correct copy of referento.
* TRUO_WEAK
* TRUOandFALSE = borderline.
* FALSO_WEAK
* FALSO = not a correct copy of referento.
* FALSO_STRONG
_WHOLE:
* sympan'society#cptCore331#
* organization.society#cptCore331# 2012-05-18,
* animal-brain#cptCore501.4# information existon NOT only in brains, {2012-08-07}
name::
* McsEngl.info'Resource,
* McsEngl.infosource@cptCore181i,
* McsEngl.reference@cptCore181i,
_DEFINITION:
(n) source (a document (or organization) from which information is obtained) "the reporter had two sources for the story"
(n) reference, source (a publication (or a passage from a publication) that is referred to) "he carried an armful of references back to his desk"; "he spent hours looking for the source of that quotation"
[http://wordnet.princeton.edu/perl/webwn?s=source&sub=Search+WordNet&o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&h=0010010] 2007-10-24
name::
* McsEngl.info'EVOLUTING,
{time.2001}
=== Wikipedia: Self-organized encyclopedia
Volunteer contributors assemble millions of pages of encyclopedia material, providing textual descriptions of practically all areas of human knowledge.
[http://www.wolframalpha.com/docs/timeline/computable-knowledge-history-6.html]
{time.bce20000}
=== 20,000 BC: Arithmetic
Counting abstract objects
The invention of arithmetic provides a way to abstractly compute numbers of objects.
[http://www.wolframalpha.com/docs/timeline/]
name::
* McsEngl.info.VERSION,
* McsEngl.infver,
* McsEngl.infvrn,
name::
* McsEngl.infvrn.CAF.TIME (Changed-Added-Fixed.YYYY-MM-DD),
* McsEngl.CAF.TIME-version-style,
* McsEngl.changed-added-fixed-time-version-of-information,
* McsEngl.infvrn.caf-time,
_DESCRIPTION:
This way, we STORE only CHANGED versions.
[hmnSngo.2017-03-12]
_GENERIC:
* entity.model#cptCore437#
* entity#cptCore387#
===
* NETWORK_S_NODE [2008-11-07]
name::
* McsEngl.info.specific,
_SPECIFIC: info.ALPHABETICALLY:
* info.affirmative#cptCore181.21#
* info.affirmativeNo#cptCore181.22#
* info.answer#cptCore181.32#
* info.atomic#cptCore181.44#
* info.authorMany#cptCore181.47#
* info.authorOne#cptCore181.46#
* info.brainin (mental)#cptCore181.61#
* info.brain.preconceptual#cptCore181.66#
* info.brain.preconcept#cptCore181.65#
* info.brainlNo (material, data)#cptCore181.62#
* info.clear#cptCore181.55#
* info.clearNo#cptCore181.28#
* info.defined#cptCore181.54#
* info.definedNo#cptCore181.29#
* info.descriptive#cptCore181.10#
* info.descriptive.human#cptCore50.33#
* info.descriptiveNO#cptCore181.11#
* info.figurative#cptCore181.30#
* info.human#cptCore50#
* info.humanNo#cptCore181.63#
* info.internal#cptCore181.38#
* info.internalNo#cptCore181.39#
* info.knowledge#cptCore181.5#
* info.knowledgeNo#cptCore181.6#
* info.known#cptCore181.8#
* info.knownNo#cptCore181.9#
* info.langual#cptCore181.49#
* info.langualNo (brainual-preconceptual)#cptCore181.66#
* info.literal#cptCore181.31#
* info.metaNO#cptCore181.24#
* info.meta#cptCore181.18#
* info.procedural#cptCore181.67#
* info.real (has referent)#cptCore181.1#
* info.realNo (no referent)#cptCore181.2#
* info.set#cptCore181.37#
* info.social#cptCore181.45#
* info.system#cptCore181.41#
* info.time#cptCore181.56#
* info.time.future#cptCore181.57#
* info.time.past#cptCore181.7#
* info.time.present#cptCore181.8#
* info.view#cptCore1100#
* info.worldview#cptCore1099#
* info.worldview.brainin#cptCore1099.2#
===
* PROMISE
* SURPRISE
* THREAT
info.SPECIFIC_DIVISION.EMOCO:
* EMOCO_INFO#cptCore181.16# (psychological)#cptCore181.16#
* KOGNO_INFO (prikonco, konco, senso)#cptCore181.23#
info.SPECIFIC_DIVISION.FEELING:
* FILO_INFO#cptCore181.33# (emoco & senso)#cptCore181.33#
* FILO'CO_INFO#cptCore181#
info.SPECIFIC_DIVISION.WANT:
* VOLO_INFO (want)#cptCore181.#
* VOLO'CO_INFO#cptCore181.#
name::
* McsEngl.info.SPECIFIC-DIVISION.individual,
_SPECIFIC:
* info.social#cptCore181.45#
* info.socialNo#cptCore181.44#
name::
* McsEngl.info.SPECIFIC-DIVISION.number-of-creators,
_SPECIFIC:
* info.authorMany#cptCore181.47#
* info.authorOne#cptCore181.46#
name::
* McsEngl.info.SPECIFIC-DIVISION.boundary,
_SPECIFIC: _Boundary_existance:
* info.defined#cptCore181.54#
* info.definedNo#cptCore181.29#
_SPECIFIC: _Boundary_clear:
* info.clear#cptCore181.55#
* info.clearNo#cptCore181.28#
name::
* McsEngl.info.SPECIFIC-DIVISION.structure,
_SPECIFIC:
* sense-info
* preconcept
* concept
===
* info.set#cptCore181.37#
* info.system#cptCore181.41#
name::
* McsEngl.info.SPECIFIC-DIVISION.current-worldview,
_SPECIFIC:
* info.internal#cptCore181.38#
* info.internalNo#cptCore181.39#
name::
* McsEngl.info.SPECIFIC-DIVISION.figurative,
_SPECIFIC:
* info.figurative#cptCore181.30#
* info.literal#cptCore181.31#
* W: (adj) literal [Opposed to: figurative] (limited to the explicit meaning of a word or text) "a literal translation"
name::
* McsEngl.info.SPECIFIC-DIVISION.request,
_SPECIFIC:
* info.request#cptCore181.11#
* info.requestNo#cptCore181.10#
name::
* McsEngl.info.SPECIFIC-DIVISION.having-a-brain,
_SPECIFIC:
* info.known#cptCore181.8#
* info.knownNo#cptCore181.9#
name::
* McsEngl.info.SPECIFIC-DIVISION.knowledge,
_SPECIFIC:
* info.knowledge#cptCore181.5#
* info.knowledgeNo#cptCore181.6#
name::
* McsEngl.info.SPECIFIC-DIVISION.time,
_SPECIFIC:
* info.time#cptCore181.56#
* info.timeNo#cptCore181.69#
name::
* McsEngl.info.SPECIFIC-DIVISION.affirmation,
_SPECIFIC:
* info.affirmative#cptCore181.21#
* info.affirmativeNo#cptCore181.22#
name::
* McsEngl.info.SPECIFIC-DIVISION.human,
_SPECIFIC:
* info.human#cptCore50#
* info.humanNo#cptCore181.63#
_CREATED: {2015-08-22} {2008-08-31}
name::
* McsEngl.info.SPECIFIC-DIVISION.medium,
_SPECIFIC:
* info.brainin#cptCore181.61# (mental)
* info.braininNo#cptCore181.62# (material, data)
===
* infoBrainin#cptCore181.61#
* info.brainualNo#cptCore181.62#
[hmnSngo.2012-08-05]
_SPECIFIC:
* info.linguistic#cptCore181.49#
* info.linguisticNo#cptCore181.66#
[hmnSngo.2012-08-05]
* INFO_EKOGO (epto, BRAINUAL) brainin#cptCore181.61#
* INFO_EGO (ETO, PRECONCEPTUAL)#cptCore181.66#
* INFO_EKO (EPO, CONCEPTUAL)#cptCore50.32#
* INFO_EDO (EMO, SEMASIAL)#cptCore50.27#
* INFO_ETODO (LINGUISTIC):#cptCore181.49#
* INFO_EKO (EPO, CONCEPTUAL)#cptCore50.32#
* INFO_EDO (EMO, SEMASIAL)#cptCore50.27#
* INFO_ETO (ERO, LOGAL)#cptCore93.39#
* INFO_ESO (SENSORIAL|DATA):#cptCore181.62#
* INFO_ESKOGO (ESPTO, SENSORIAL-BRAIN)#cptCore181.50#
* INFO_EZGO (ESTO, SENSORIAL-PERCEPTUAL)#cptCore181.51#
* INFO_ESKO (ESPO, SENSORIAL-CONCEPTUAL)#cptCore181.52#
* INFO_ESTO (ESMO, SENSORIAL-SEMASIAL)#cptCore181.53#
* INFO_ETO (ESRO, LOGAL)#cptCore93.39#
* INFEFO (REFERENT)##cptCore181.68##
#cptCore181.66##
* INFEPTO (BRAIN_INFO)#cptCore365#
* INFETO (PERCEPTUAL-INFO)#
#cptCore50.32##
* INFEPO (CONCEPTUAL-INFO)#
#cptCore50.27##
* (LINGUISTIC_INFO)
* INFEMO#
* INFERO (CODE_INFO)#cptCore93.39#
_CREATED: {2012-05-13} {2008-09-01} {2007-12-22}
name::
* McsEngl.info.SPECIFIC-DIVISION.language-code,
_SPECIFIC:
* info.language (langual)#cptCore181.49#
* info.languageNo (brainual-preconceptual)#cptCore181.66#
name::
* McsEngl.info.SPECIFIC-DIVISION.referent,
_SPECIFIC:
* info.metaNO#cptCore181.24#
* info.meta#cptCore181.18#
* info.metaNO#cptCore181.24#
* DESKRIBO#cptCore181.10# (not request)#cptCore181.10#:
* DESKRIBO'CO#cptCore181.11# (request)#cptCore181.11#:
* AFIRMATIVO#cptCore181.10#:
* NEGATIVO#cptCore181.22#:
* History#cptCore181.7#
* CURRENT#cptCore181.27#
* FORECAST#cptCore181.12#
* KOGNO#cptCore181.23# (not emoco)#cptCore181.23#:
* EMOCO#cptCore181.16#
* PROVED#cptCore181.25# (refereino)#cptCore181.25#
* REALO#cptCore181.1# (has refereino)#cptCore181.1#:
* TRUE#cptCore181.3# (correct mapping)#cptCore181.3#
* FALSE#cptCore181.4#
* REALO'CO#cptCore181.2#
* UNPROVED (hipotezo)#cptCore181.26#
* INFO_INDIRECT#cptCore181.18# (info FOR ANOTHER kognepto_base)#cptCore181.18#
* DESKRIBO#cptCore181.10# (not request)#cptCore181.10#:
* DESKRIBO'CO#cptCore181.11# (request)#cptCore181.11#:
* AFIRMATIVO#cptCore181.10#:
* NEGATIVO#cptCore181.22#:
* History#cptCore181.7#
* CURRENT#cptCore181.27#
* FORECAST#cptCore181.12#
* KOGNO#cptCore181.23# (not emoco)#cptCore181.23#:
* EMOCO#cptCore181.16#
* PROVED#cptCore181.25# (refereino)#cptCore181.25#
* REALO#cptCore181.1# (has refereino)#cptCore181.1#:
* TRUE#cptCore181.3# (correct mapping)#cptCore181.3#
* FALSE#cptCore181.4#
* REALO'CO#cptCore181.2#
* UNPROVED (hipotezo)#cptCore181.26#
name::
* McsEngl.info.SPECIFIC-DIVISION.referent-existance,
_SPECIFIC:
* info.real (has referent)#cptCore181.1#
* info.realNo (no referent)#cptCore181.2#
_CREATED: {2013-01-02} {2012-05-13}
name::
* McsEngl.info.HUMAN.NO,
* McsEngl.conceptCore181.63,
* McsEngl.conceptCore60,
* McsEngl.non-human-information@cptCore60, {2012-05-13}
_GENERIC:
* entity.model.info#cptCore181#
_DESCRIPTION:
Information created by non-human organisms.
[hmnSngo.2012-05-13]
name::
* McsEngl.info.AFFIRMATIVE,
* McsEngl.conceptCore181.21,
* McsEngl.affirmative-info@cptCore181.21,
====== lagoSINAGO:
* McsSngo.afirmativo@cptCore181.21,
* McsEngl.afirmativo@cptCore181.21@lagoSngo,
* McsEngl.negativo'co@lagoSngo,
====== lagoEsperanto:
* McsEngl.jesa@lagoEspo,
* McsEspo.jesa,
_DEFINITION:
Affirmative_info is INFO that does not NEGATE the referento.
[hmnSngo.2007-10-27_KasNik]
* In logic, an affirmation is a positive judgment, the union of the subject and predicate of a proposition.
[http://en.wikipedia.org/wiki/Affirmation]
name::
* McsEngl.info.AFFIRMATIVE.NO,
* McsEngl.conceptCore181.22,
* McsEngl.negation@cptCore181.21,
* McsEngl.negative-info@cptCore181.21,
====== lagoSINAGO:
* McsSngo.uo,
* McsEngl.uo@lagoSngo,
* McsEngl.ue@lagoSngo,
* McsEngl.negativo@lagoSngo,
====== lagoEsperanto:
* McsEngl.negativa@lagoEspo,
* McsEspo.negativa,
* McsEngl.negativo@lagoEspo,
* McsEspo.negativo,
* McsEngl.klisxo@lagoEspo,
* McsEspo.klisxo,
* McsEngl.nea@lagoEspo,
* McsEspo.nea,
_DEFINITION:
Negative_info is INFO that DENIES the referento.
[hmnSngo.2007-10-27_KasNik]
_SPECIFIC:
* INFO_NEGATIVE_NONITERROGATIVE
* INFO_NEGATIVE_ITERROGATIVE
---
* NEGATIVERO
* NEGATIVEPTO
name::
* McsEngl.info.REQUEST,
* McsEngl.conceptCore181.11,
* McsEngl.brainepto'diskribo'co@cptCore181.11,
* McsEngl.deskribo'co@cptCore181.11, {2007-11-04}
* McsEngl.diskribo'co@cptCore181.11,
* McsEngl.non'descriptive'info@cptCore181.11,
_DEFINITION:
* Describo'co is INFO that does NOT describes entities but is requesting ones.
[hmnSngo.2007-11-04_KasNik]
name::
* McsEngl.request.specific,
_SPECIFIC:
* command#cptCore181.20#
* question#cptCore181.70#
_SPECIFIC_DIVISION:
* REQUEST/ASKING: INFO (= QUESTION#cptCore557.69#)
* REQUEST: material-object.
=== MISC ===
* PERMISSION
* PROHIBITION
* IMMEDIATION
name::
* McsEngl.request.SPECIFIC-DIVISION.obligation,
_SPECIFIC:
* command (obligatory)#cptCore181.20#
* commandNo#cptCore181.71#
name::
* McsEngl.request.APPEAL,
* McsEngl.appeal,
* McsEngl.info.appeal,
_DESCRIPTION:
appeal
1 appeal; appeals; appealing; appealed
If you appeal to someone to do something, you make a serious and urgent request to them.
Deng Xiaoping recently appealed for students to return to China.
He will appeal to the state for an extension of unemployment benefits.
The United Nations has appealed for help from the international community.
VB
2 appeal; appeals
An appeal is a serious and urgent request.
He has a message from King Fahd, believed to be an appeal for Arab unity.
Romania's government issued a last-minute appeal to him to call off his trip.
N-COUNT: oft N for/to n, N to-inf
= petition
3 appeal; appeals
An appeal is an attempt to raise money for a charity or for a good cause.
...an appeal to save a library containing priceless manuscripts...
This is not another appeal for famine relief.
N-COUNT: oft N to-inf, N for n
4 appeal; appeals; appealing; appealed
If you appeal to someone in authority against a decision, you formally ask them to change it. In British English, you appeal against something. In American English, you appeal something.
He said they would appeal against the decision.
We intend to appeal the verdict.
Maguire has appealed to the Supreme Court to stop her extradition.
VB
5 appeal; appeals
An appeal is a formal request for a decision to be changed.
Heath's appeal against the sentence was later successful.
The jury agreed with her, but she lost the case on appeal.
N-VAR
See also court of appeal.
6 appeal; appeals; appealing; appealed
If something appeals to you, you find it attractive or interesting.
On the other hand, the idea appealed to him.
The range has long appealed to all tastes.
VB
7 appeal
The appeal of something is a quality that it has which people find attractive or interesting.
Its new title was meant to give the party greater public appeal.
Johnson's appeal is to people in all walks of life.
N-UNCOUNT: with supp
= attraction
See also sex appeal.
(c) HarperCollins Publishers.
name::
* McsEngl.request.COMMAND (obligatory),
* McsEngl.conceptCore181.20,
* McsEngl.command@cptCore181.20,
* McsEngl.command'info@cptCore181.20,
* McsEngl.info.command@cptCore181.20,
_DEFINITION:
(n) command, bid, bidding, dictation (an authoritative direction or instruction to do something)
[http://wordnet.princeton.edu/perl/webwn?s=command&sub=Search+WordNet&o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&h=0000]
name::
* McsEngl.request.COMMAND.NO,
* McsEngl.conceptCore181.71,
* McsEngl.commandNo@cptCore181.71,
* McsEngl.info.commandNo@cptCore181.71,
name::
* McsEngl.request.QUESTION,
* McsEngl.conceptCore181.70,
* McsEngl.info.question@cptCore181.70,
* McsEngl.question@cptCore181.70,
====== lagoGreek:
* McsElln.ερώτηση@cptCore181.70,
_GENERIC:
* request#cptCore181.11#
_DESCRIPTION:
Question is information that requests other information.
[hmnSngo.2014-01-07]
name::
* McsEngl.request.PLEA (emotional),
* McsEngl.info.plea,
* McsEngl.plea,
_DESCRIPTION:
plea plea; pleas
1 A plea is an appeal or request for something, made in an intense or emotional way. (JOURNALISM)
Mr Nicholas made his emotional plea for help in solving the killing.
...an impassioned plea to mankind to act to save the planet.
N-COUNT: oft N for n, N to-inf
= appeal
2 In a court of law, a person's plea is the answer that they give when they have been charged with a crime, saying whether or not they are guilty of that crime.
The judge questioned him about his guilty plea.
We will enter a plea of not guilty.
Her plea of guilty to manslaughter through provocation was rejected.
N-COUNT: usu adj N, N of adj
3 A plea is a reason which is given, to a court of law or to other people, as an excuse for doing something or for not doing something.
Phillips murdered his wife, but got off on a plea of insanity.
Mr Dunn's pleas of poverty are only partly justified.
N-COUNT: usu N of n
(c) HarperCollins Publishers.
name::
* McsEngl.info.REQUEST.NO,
* McsEngl.conceptCore181.10,
* McsEngl.conceptCore654.10,
* McsEngl.descriptive-info@cptCore654.10,
* McsEngl.descriptive'info@cptCore654.10,
====== lagoSINAGO:
* McsEngl.deskribo@lagoSngo,
* McsEngl.info'diskribo@lagoSngo,
* McsEngl.diskribo@lagoSngo,
_DEFINITION:
Info that describes, interpret, explain referentos.
[2007-10-25]
_SPECIFIC_DIVISION.REFERENTO'EXISTANCE ===:
* REALO#cptCore181.1#:
* DISKRIBO-RIALO-PROVED
* DISKRIBO-RIALO-UNPROVED (hipotezo)#cptCore181.12#
* REALO'CO
_SPECIFIC_DIVISION.EMOCO ===:
* EMOCO#cptCore181.16#
* KOGNO:
--------------------------
* DISKRIBO-DIRECT
* DISKRIBO-INDIRECT
--------------------------
* DISKRIBO-ADO#cptCore181.17#
* DISKRIBO-KOZO#cptCore181.14#
name::
* McsEngl.info.MONOSEMOUS.NO (many referents),
* McsEngl.conceptCore181.48,
* McsEngl.ambiguous-information@cptCore181.48, {2012-04-23}
* McsEngl.indefinite-information@cptCore181.48, {2008-08-28}
_DEFINITION:
Ambiguous-information is information with MORE THAN ONE referents#cptCore1069#.
Indefinite_info is info with not clear boundaries.
[2008-08-28]
_SPECIFIC:
* clear_boundaryNo-information#cptCore181.28#
* definedNo-information#cptCore181.29#
* relative-information
name::
* McsEngl.info.Answer,
* McsEngl.conceptCore181.32,
* McsEngl.answer@cptCore181.32,
====== lagoGreek:
* McsElln.ΑΠΑΝΤΗΣΗ@cptCore181.32,
====== lagoEsperanto:
* McsEngl.respondi al@lagoEspo,
* McsEspo.respondi al,
* McsEngl.respondi@lagoEspo,
* McsEspo.respondi,
* McsEngl.esti konforma al@lagoEspo,
* McsEspo.esti konforma al,
* McsEngl.respondo@lagoEspo,
* McsEspo.respondo,
_DEFINITION:
* The reply to a question.
[2008-08-30]
An answer (derived from and, against, and the same root as swear) was originally a solemn assertion in opposition to some one or something, and thus generally any counter-statement or defence, a reply to a question or objection, or a correct solution of a problem.
[http://en.wikipedia.org/wiki/Answer]
*# S: (n) answer, reply, response (a statement (either spoken or written) that is made to reply to a question or request or criticism or accusation) "I waited several days for his answer"; "he wrote replies to several of his critics"
# S: (n) solution, answer, result, resolution, solvent (a statement that solves a problem or explains how to solve the problem) "they were trying to find a peaceful solution"; "the answers were in the back of the book"; "he computed the result to four decimal places"
# S: (n) answer (the speech act of replying to a question)
# S: (n) answer (the principal pleading by the defendant in response to plaintiff's complaint; in criminal law it consists of the defendant's plea of `guilty' or `not guilty' (or nolo contendere); in civil law it must contain denials of all allegations in the plaintiff's complaint that the defendant hopes to controvert and it can contain affirmative defenses or counterclaims)
# S: (n) answer (a nonverbal reaction) "his answer to any problem was to get drunk"; "their answer was to sue me"
[http://wordnet.princeton.edu/perl/webwn?s=answer&sub=Search+WordNet&o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&h=0]
_SPECIFIC:
* AFFIRMATIVE_ANSWER
* NEGATIVE_ANSWER
name::
* McsEngl.info.AFFIRMATIVE-ANSWER,
* McsEngl.affirmative-answer@cptCore181i,
* McsEngl.yes@cptCore181i,
====== lagoGreek:
* McsElln.ναι@cptCore181i,
====== lagoEsperanto:
* McsEngl.jes@cptCore181i@lagoEspo,
* McsEspo.jes@cptCore181i,
====== lagoChinese:
shi4; is; are; am; yes; to be,
shi4de; yes,
wei3; yes,
_WIKTIONARY:
word used to indicate agreement or acceptance
Aleut: aang
Arabic: ????? (na?am), ???? (’aiwa)
Aramaic: Syriac: ??? (’en) Hebrew: ??? (’en)
Bulgarian: ?? (bg)
Chinese: ? (shi), ? (dui)
Czech: ano (cs)
Danish: ja (da)
Dutch: ja (nl)
Esperanto: jes (eo)
Faroese: ja (fo)
Finnish: kylla (fi)
French: oui (fr)
German: ja (de)
Greek, Modern: ναι (el) (nai)
Hindi: ??? (hi) (ha?)
Hungarian: igen (hu)
Icelandic: ja (is)
Indonesian: ya (id)
Italian: si (it)
Japanese: ?? (hai) (polite), ?? (ee) (polite), ?? (un) (informal)
Lao: ???? (lo) (meen), ???????? (lo) (meen-leew)
Latvian: ja (lv)
Lithuanian: taip (lt)
Malay: ya (ms)
Maltese: iva (mt)
Norwegian: ja (no)
Novial: yes
Polish: tak (pl)
Portuguese: sim (pt)
Romanian: da (ro)
Russian: ?? (da)
Slovak: ano, hej (colloquial), no (informal)
Slovene: da (sl), ja (sl)
Spanish: si, simon (colloquial, Mexico, Guatemala)
Swedish: ja (sv)
Tagalog: oo (tl)
Telugu: ????? (awunu), ??? (aunu)
Turkish: evet (tr)
West Frisian: ja
name::
* McsEngl.info.NEGATIVE-ANSWER,
* McsEngl.negation-answer@cptCore181i,
* McsEngl.negative-answer@cptCore181i,
* McsEngl.no@cptCore181i,
====== lagoSINAGO:
* McsSngo.uo,
* McsEngl.uo@lagoSngo, {2014-04-15}
====== lagoGreek:
* McsElln.όχι@cptCore181i,
====== lagoEsperanto:
* McsEngl.ne@cptCore181i@lagoEspo,
* McsEspo.ne@cptCore181i,
====== lagoChinese:
wu2; no; not,
_WIKTIONARY:
used to show disagreement or negation
Arabic: ? (la)
Aramaic: Syriac: ?? (la’) Hebrew: ?? (la’)
Armenian: ?? (voch)
Basque: ez
Bikol: dae, bako (used to mean is not)
Breton: nann
Bulgarian: ?? (ne)
Cebuano: dili
Chinese: ? (bu); ? (fou)
Cornish:
Kernewek Kemmyn: na, nag (before forms of the verbs mos, 'to go', and bos, 'to be', that begin with a vowel) (both forms, in response to a question, are followed by the verb of the question with its appropriate personal ending)
Croatian: ne
Czech: ne
Danish: nej
Dutch: nee, neen (formal)
Esperanto: ne
Estonian: ei
Faroese: nei
Fijian: sega (^)
Finnish: ei
French: non
Ga: daabi, dabida (emphatic)
Garifuna: ino (used by males), ua (used by females)
German: nein
Greek: όχι (el) (okhi)
Hebrew: ?? (lo)
Hiligaynon: indi, dili
Hungarian: nem
Ibanag: ari
Icelandic: nei
Indonesian: tidak
Interlingua: no
Inuktitut: ???
Italian: no
Japanese: ??? (iie) (polite), ?? (ie) (polite), ??? (uun) (informal)
Kapampangan: ali, e (used to negate verbs and nouns)
Kinaray-a: indi
Korean: ??? (anio), ?? (anyo)
Kurdish: na, ne
Lao: (ba)
Latin: non
Latvian: ne
Lithuanian: ne
Maltese: le
Norwegian: nei
Novial: no
Pangasinan: andi
Persian: ?? (na)
Polish: nie
Portuguese: nao
Quechua: manan
Romanian: nu
Russian: ??? (nyet)
Slovak: nie
Slovene: ne
Spanish: no
Swedish: nej
Tagalog: hindi
Telugu: ???? (kaadu), ???? (lEdu)
Turkish: hay?r
Tzutujil: ken ta'
Ukrainian: ?? (ni)
Vietnamese: khong
Volapuk: no
Waray-Waray: diri
Welsh: na (na or na, using nazalized n; commonly used also by English speakers)
Yiddish: ???? (neyn)
name::
* McsEngl.info.AuthorMany,
* McsEngl.conceptCore181.47,
* McsEngl.multiauthor-info@cptCore181.47, {2008-01-13}
* McsEngl.multiauthor-view@cptCore181.47,
* McsEngl.multicreator-info@cptCore181.47,
* McsEngl.multicreator-view@cptCore181.47,
* McsEngl.polyauthor-info@cptCore181.47,
* McsEngl.polyauthor-view@cptCore181.47,
* McsEngl.polycreator-info@cptCore181.47,
* McsEngl.polycreator-view@cptCore181.47,
_DEFINITION:
Polyauthor_view is a VIEW with info created by MANY authors.
[hmnSngo.2008-01-13_KasNik]
name::
* McsEngl.info.AuthorOne,
* McsEngl.conceptCore181.46,
* McsEngl.info.monoauthor@cptCore181.46,
* McsEngl.monoauthor-info@cptCore181.46, {2008-01-13}
* McsEngl.monoauthor-view@cptCore181.46,
* McsEngl.monocreator-info@cptCore181.46,
* McsEngl.monocreator-view@cptCore181.46,
_DEFINITION:
Monoauthor_view is a VIEW with info created by ONE authors.
[hmnSngo.2008-01-13_KasNik]
name::
* McsEngl.info.CAUSAL,
* McsEngl.conceptCore181.14,
* McsEngl.entailement@cptCore181.14,
* McsEngl.causal-information@cptCore181.14,
* McsEngl.causality-information@cptCore181.14,
====== lagoSINAGO:
* McsEngl.kozo'info@lagoSngo,
_DEFINITION:
Kozo describes a KOZEINO#cptCore546.8#.
[hmnSngo.2007-10-27_KasNik]
_SPECIFIC:
* KOZO_LOGERO#cptCore474.24#
* KOZO_BRAINEPTO
* KOZO_MINETO
name::
* McsEngl.info.CCC,
* McsEngl.conceptCore181.56,
* McsEngl.4C-information@cptCore181.56, {2012-05-13}
* McsEngl.CCC-information, {2014-10-25}
* McsEngl.CCC-knowledge, {2014-10-25}
* McsEngl.CCCC-information@cptCore181.56, {2012-04-23}
* McsEngl.DCCC-info@cptCore181.56,
* McsEngl.defined-clear-consistent-coherent-info@cptCore181.56,
_DESCRIPTION:
CCC_INFO:
- Clear (no vague boundaries, all concepts have DEFINITIONS)
- Consistent (no contradictions)
- Complete (no holes).
[hmnSngo.2014-10-25]
===
KNOWLEDGE-CCCC:
- Classified (all concepts have a DEFINITION showing its position in the structure)
- Clear (no vague boundaries)
- Consistent (no contradictions)
- Complete (no holes).
[hmnSngo.2011-07-20]
_DefinitionSpecific:
It is INFO defined (with boundary), clear (clear-cut boundary), consistent (no contradictions) and coherent (no holes).
[hmnSngo.2011-06-03]
name::
* McsEngl.info.Clear-boundary,
* McsEngl.conceptCore181.55,
* McsEngl.clear-information@cptCore181.55,
* McsEngl.nonVage-information@cptCore181.55,
name::
* McsEngl.info.Clear-boundaryNo,
* McsEngl.conceptCore181.28,
* McsEngl.info.vague@cptCore181.28, * cpt.2008-01-12:
* McsEngl.info-with-unclear-boundaries@cptCore181.28,
* McsEngl.vague-info@cptCore181.28,
* McsEngl.vague'info@cptCore181.28, {2007-11-05}
====== lagoGreek:
* McsElln.ΑΣΑΦΗ-ΠΛΗΡΟΦΟΡΙΑ@cptCore181.28,
* McsElln.ΑΣΑΦΩΣ@cptCore181.28,
_DEFINITION:
Ambiguity is one way in which the meanings of words and phrases can be unclear, but there is another way, which is different from ambiguity: vagueness. One example of a vague concept is the concept of a heap. Two or three grains of sand is not a heap, but a thousand is. How many grains of sand does it take to make a heap? There is no clear line.
[http://en.wikipedia.org/wiki/Vagueness]
name::
* McsEngl.info.CONSISTENT,
* McsEngl.consistent-information,
_DESCRIPTION:
Consistent-information is information without contradictions.
[hmnSngo.2014-02-27]
name::
* McsEngl.info.CONSISTENT.NO,
* McsEngl.inconsistent-information,
name::
* McsEngl.info.DEFINED (with boundaries|definition),
* McsEngl.conceptCore181.54,
* McsEngl.defined-info@cptCore181.54,
* McsEngl.info.classified@cptCore181.54, {2012-05-13}
* McsEngl.information-with-definition@cptCore181.54, {2012-05-13}
* McsEngl.nonAmbiguous-info@cptCore181.54,
_DESCRIPTION:
Information with uniquly identified referent, 'classified' in a worldview.
[hmnSngo.2012-05-13]
name::
* McsEngl.info.DEFINED.NO (,NO_boundaries | NO_definition,),
* McsEngl.conceptCore181.29,
* McsEngl.ambiguous-info@cptCore181.29,
* McsEngl.ambiguous'info@cptCore181.29, {2007-11-05}
* McsEngl.imprecise-information,
* McsEngl.info.ambiguous@cptCore181.29, * cpt.2008-01-12:
* McsEngl.info-without-boundaries@cptCore181.29,
* McsEngl.nonDefined-info@cptCore181.29, {2011-06-03}
* McsEngl.undefined-info@cptCore181.29,
====== lagoGreek:
* McsElln.ΑΟΡΙΣΤΗ-ΠΛΗΡΟΦΟΡΙΑ@cptCore181.29,
* McsElln.ΑΟΡΙΣΤΩΣ@cptCore181.29,
_DEFINITION:
Ambiguity is the property of words, terms, notations and concepts (within a particular context) as being undefined, undefinable, or without an obvious definition and thus having an unclear meaning.
A word, phrase, sentence, or other communication is called “ambiguous” if it can be interpreted in more than one way. Ambiguity is distinct from vagueness, which arises when the boundaries of meaning are indistinct. Ambiguity is in contrast with definition, and typically refers to an unclear choice between standard definitions, as given by a dictionary, or else understood as common knowledge.
[http://en.wikipedia.org/wiki/Ambiguity]
name::
* McsEngl.info.FACT,
* McsEngl.conceptCore181.15,
* McsEngl.fact-information@cptCore181.15,
_DEFINITION:
Noun
* S: (n) fact (a piece of information about circumstances that exist or events that have occurred) "first you must collect all the facts of the case"
* S: (n) fact (a statement or assertion of verified information about something that is the case or has happened) "he supported his argument with an impressive array of facts"
* S: (n) fact (an event known to have happened or something known to have existed) "your fears have no basis in fact"; "how much of the story is fact and how much fiction is hard to tell"
* S: (n) fact (a concept whose truth can be proved) "scientific hypotheses are not facts"
[http://wordnet.princeton.edu/perl/webwn?s=fact]
name::
* McsEngl.info.FIGURATIVE,
* McsEngl.conceptCore181.30,
* McsEngl.metaphorical-info, {2014-11-15}
* McsEngl.non-literal-info@cptCore181.30, {2008-01-08}
* McsEngl.figurative-info@cptCore181.30,
_DEFINITION:
* In traditional analyses, words in literal expressions denote what they mean according to common or dictionary usage, while words in figurative expressions connote additional layers of meaning. When the human ear or eye receives the message, the mind must interpret the data to convert it into meaning. This involves the use of a cognitive framework which is made up of memories of all the possible meanings that might be available to apply to the particular words in their context. This set of memories will give prominence to the most common or literal meanings, but also suggest reasons for attributing different meanings, e.g., the reader understands that the author intended it to mean something different.
[http://en.wikipedia.org/wiki/Literal_and_figurative_language]
===
Figuratively means metaphorically, and literally describes something that actually happened. If you say that a guitar solo literally blew your head off, your head should not be attached to your body.
Most of us were taught that figuratively means something other than literal, and that literally means "actually" or "exactly." Somewhere along the line, literally began to be used as, well, figuratively, like this:
But they're also going to create literally a tidal wave of data. (Washington Post)
There wasn't an actual tidal wave, just a lot of data. Here are some examples that make word nerds literally smile:
Today, protesters literally occupy Wall Street, camping in Zuccotti Park at the heart of New York's financial district. (Washington Post)
They're really, actually there.
People can literally drown in their own body fluids. (Scientific American)
"We literally had fish blood running through the parking lot," he says. (Forbes)
Ew, but true.
Figuratively is more imaginative, it's used when you mean something didn't really happen. It's metaphorical, as in these examples with boats and feathers:
Besides, figuratively speaking, they are still in the same boat. (Mayne Reid)
So Josh—as he figuratively put it—had not a feather to fly with. (Burford Delannoy)
Although literally has been horning in on figuratively's turf, they're really not the same, in fact the two words are often go together to complete a picture:
Watching a waterfall drowns out — literally and figuratively — everyday cares. (Seattle Times)
"The Piano Lesson" tells a more haunting story, both literally and figuratively. (New York Times)
Will people understand you if you use literally when you mean figuratively? Sure. Most people will recognize that when you say, "The guitar solo literally blew my head off" it was an awesome solo, but your head is, in fact, still on your neck.
[http://www.vocabulary.com/articles/chooseyourwords/figuratively-literally/]
name::
* McsEngl.info.FIGURATIVE.NO (literal),
* McsEngl.conceptCore181.31,
* McsEngl.literal-information@cptCore181.30,
_DEFINITION:
(adj) literal [Opposed to: figurative] (limited to the explicit meaning of a word or text) "a literal translation"
[wn, 2008-01-08]
* In traditional analyses, words in literal expressions denote what they mean according to common or dictionary usage, while words in figurative expressions connote additional layers of meaning. When the human ear or eye receives the message, the mind must interpret the data to convert it into meaning. This involves the use of a cognitive framework which is made up of memories of all the possible meanings that might be available to apply to the particular words in their context. This set of memories will give prominence to the most common or literal meanings, but also suggest reasons for attributing different meanings, e.g., the reader understands that the author intended it to mean something different.
[http://en.wikipedia.org/wiki/Literal_and_figurative_language]
name::
* McsEngl.info.INTERNAL,
* McsEngl.conceptCore181.38,
* McsEngl.internal-info@cptCore181.38, {2008-01-01}
* McsEngl.internal-information@cptCore181.38, {2012-04-22}
* McsEngl.domestic-information@cptCore181.38,
====== lagoEsperanto:
* McsEngl.ena@lagoEspo,
* McsEspo.ena,
* McsEngl.interna info@lagoEspo,
* McsEspo.interna info,
_DEFINITION:
Internal_info is any info from MY kognepto_bases,
- direct (not about other kognepto_bases) or
- indirect (about other knb).
[hmnSngo.2008-01-01_KasNik]
_SPECIFIC:
* internal-original
* internal-originalNo (other-view)#cptCore505#
===
* DIRECT_INTERNAL_INFO: info from my_knb NOT about other knb.
* INDIRECT_INTERNAL_INFO: info from my_knb ABOUT other knb.
name::
* McsEngl.info.internal.INDIRECT,
* McsEngl.conceptCore181.40,
* McsEngl.internal-indirect-info@cptCore181.40, {2008-01-01}
* McsEngl.domestic-indirect-info@cptCore181.38,
* McsEngl.indirect-internal-info@cptCore181.40,
* McsEngl.indirect-domestic-info@cptCore181.38,
_DEFINITION:
Internal_indirect_info is any info from MY kognepto_bases AND indirect (=about other kognepto_bases).
[hmnSngo.2008-01-01_KasNik]
name::
* McsEngl.info.InternalNo,
* McsEngl.conceptCore181.39,
* McsEngl.external-info@cptCore181.39, {2008-01-01}
* McsEngl.foreign-info@cptCore181.39,
====== lagoEsperanto:
* McsEngl.ekstera info@lagoEspo,
* McsEspo.ekstera info,
_DEFINITION:
External_info is any info from other kognepto_bases not mine.
[hmnSngo.2008-01-01_KasNik]
_SPECIFIC:
* DIRECT_EXTERNAL_INFO: info from other knb NOT about other knb.
* INDIRECT_EXTERNAL_INFO: info from other knb ABOUT other knb.
_CREATED: {2013-01-02} {2006-12-07} (concept+preconcept)
name::
* McsEngl.conceptCore181.61,
* McsEngl.conceptCore654,
* McsEngl.archetype-info, {2017-11-27}
* McsEngl.Info.Primary, {2017-11-27}
* McsEngl.primary-info, {2017-11-27}
* McsEngl.info.brainin, {2014-01-01}
* McsEngl.brainal-information@cptCore654, {2012-11-01}
* McsEngl.infoBrainal@cptCore654, {2012-11-01}
* McsEngl.infoBrain@cptCore654, {2012-10-26}
* McsEngl.infBrn@cptCore515, {2012-08-27} {2012-05-12}
* McsEngl.mtl@cptCore515, {2012-08-01}
* McsEngl.infBrl@cptCore515, {2012-06-09}
* McsEngl.brainual@cptCore654, {2012-03-14}
* McsEngl.brainual-info@cptCore654, {2012-03-14}
* McsEngl.brainual_info@cptCore365, {2010-01-28}
* McsEngl.immaterial-entity@cptCore654, {2008-10-04}
* McsEngl.brain_info@cptCore365, (like brain_worldview) {2008-09-02}
* McsEngl.mental-entity@cptCore654, {2003-10-26}
* McsEngl.info.medium.BRAININ (mental),
* McsEngl.ideal,
* McsEngl.info.brain,
* McsEngl.mental,
* McsEngl.product-of-brain@cptCore654,
* McsEngl.psychic,
* McsEngl.spirit,
* McsEngl.thought,
* McsEngl.perceptual_or_conceptual_info@cptCore365,
* McsEngl.sensory_and_conceptual_info@cptCore365,
* McsEngl.emotion_complement,
* McsEngl.mental@cptCore365,
=== _ADJECTIVE:
* McsEngl.informational,
* McsEngl.psychical,
* McsEngl.spiritual,
* McsEngl.psyche'entity@cptCore654,
* McsEngl.information.brainin,
* McsEngl.info.brainin,
* McsEngl.psych'entity@cptCore515,
====== lagoSINAGO:
* McsEngl.info-noo@lagoSngo, {2008-09-11}
* McsEngl.infoNoo@lagoSngo,
* McsEngl.info-epto@lagoSngo,
* McsEngl.infoEpto@lagoSngo,
* McsSngo.ono,
* McsEngl.ono@lagoSngo, {2014-10-05} [=> ARCHETYPE 2016-03-06 because infoBrainin is 'info']
* McsEngl.no@lagoSngo, {2008-11-29}
* McsEngl.info'nao@lagoSngo, {2008-08-29}
* McsEngl.brainepto@lagoSngo, {2006-08-05}
* McsEngl.brainulo@lagoSngo,
* McsEngl.infepto@lagoSngo, {2008-09-04}
* McsEngl.info'kogneto'kognepo@lagoSngo, {2008-09-02}
* McsEngl.knp@lagoSngo, {2008-01-13}
* McsEngl.emocepto'co@lagoSngo,
* McsEngl.kognepto@lagoSngo,
* McsEngl.emocoepto@lagoSngo,
====== lagoGreek:
* McsElln.ΙΔΕΑΤΟ@cptCore654,
* McsElln.ΠΝΕΥΜΑΤΙΚΗ-ΟΝΤΟΤΗΤΑ,
* McsElln.ΠΝΕΥΜΑΤΙΚΟ@cptCore654,
* McsElln.ΣΚΕΨΗ,
* McsElln.ΥΠΟΚΕΙΜΕΝΙΚΟ@cptCore654,
* McsElln.ΨΥΧΙΚΗ-ΟΝΤΟΤΗΤΑ,
* McsElln.ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΥΠΟΚΕΙΜΕΝΙΚΟ@cptCore654,
* It is better to rename this entity (phych) to "mental" (opposite to material) and the mental-model to rename to "cognitive-model". Thus a mental-process can be cognitive or feeling process.
[hmnSngo.2004-01-03_nikkas]
MEMORIES:
* Animal studies indicate that structures in the brain's limbic system have different memory functions. For example, one circuit through the hippocampus and thalamus may be involved in spatial memories, whereas another, through the amygdala and thalamus, may be involved in emotional memories. Research also suggests that "skill" memories are stored differently from intellectual memories.
"Memory (psychology)," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
Because "information" according to greek-language etymology is what we INFORM someone, I'll use the term information for anything a language uses to communicate parts of mental-models.
[hmnSngo.2003-10-18_nikkas]
name::
* McsEngl.mental'setConceptName,
Adjective
* S: (adj) mental (involving the mind or an intellectual process) "mental images of happy times"; "mental calculations"; "in a terrible mental state"; "mental suffering"; "free from mental defects"
* S: (adj) mental (of or relating to the mind) "mental powers"; "mental development"; "mental hygiene"
* S: (adj) mental (of or relating to the chin- or liplike structure in insects and certain mollusks)
* S: (adj) genial, mental (of or relating to the chin or median part of the lower jaw)
* S: (adj) mental (affected by a disorder of the mind) "a mental patient"; "mental illness"
[wn, 2007-12-18]
name::
* McsEngl.info'setConceptName,
* McsEngl.setConceptName.information, {2012-04-29}
Information in Etymology
The word information is derived from Latin informare which means "give form to". The etymology thus connotes an imposition of structure upon some indeterminate mass.
Allιn & Selander (1985) have analysed how the word is used in Swedish language and find that this is probably the most widely used meaning of the word.
Most people tend to think of information as disjointed little bundles of "facts".
In the Oxford definition of the word it is connected both to knowledge and communication. Knowledge communicated concerning some particular fact, subject or event; that of which one is apprised or told; intelligence, news.
The way the word information is used can refer to both "facts" in themselves and the transmission of the facts.
[http://www.sveiby.com.au/]
The term information refers to the transmitted messages:
- voice or music transmitted by telephone or radio,
- images transmitted by television systems,
- digital data in computer systems and networks, and even
- nerve impulses in living organisms.
"Information Theory," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
bit: The smallest unit of information in a computer, with a value of either 0 or 1.
[sun java glossary]
Sense Organs, in humans and other animals, faculties by which outside information is received for evaluation and response. This is accomplished by the effect of a particular stimulus on a specialized organ, which then transmits impulses to the brain via a nerve or nerves.
Hearing, sight, smell, taste, and touch are regarded as the classical five senses. Touch has a multiplicity of subdivisions, including the senses of pressure, heat, cold, and pain. Scientists have determined the existence of as many as 15 additional senses. Sense organs buried deep in the tissues of muscles, tendons, and joints, for example, give rise to sensations of weight, position of the body, and amount of bending of the various joints; these organs are called proprioceptors. Within the semicircular canal of the ear is the organ of equilibrium, concerned with the sense of balance. General senses, which produce information concerning bodily needs (hunger, thirst, fatigue, and pain), are also recognized.
See Also Ear; Eye; Hearing; Mouth; Nervous System; Nose; Skin; Smell; Taste; Tongue; Touch; Vision.
"Sense Organs," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.thought'setConceptName,
Thought is a mental process which allows beings to be conscious, make decisions, imagine and, in general, operate on symbols in a rational or irrational manner. It is an element/instance of thinking and is used as its synonym.
Thought may refer to:
* In philosophy, thought is also a synonym for idea
* School of thought, a collections of ideas that result from the adoption of a particular paradigm
* Thought, the short name of Thought: A review of Culture and Idea, Fordham University Quarterly, a publication of Fordham University
* "Thought", in Gottlob Frege's theory of meaning, "something for which the question of truth can arise at all"
[http://en.wikipedia.org/wiki/Thought_%28disambiguation%29]
Thought or thinking is a mental process that allows beings to model the world and to deal with it effectively according to their goals, plans, ends and desires. Words referring to similar concepts and processes include cognition, sentience, consciousness, idea, and imagination.
[http://en.wikipedia.org/wiki/Thought]
Noun
* S: (n) idea, thought (the content of cognition; the main thing you are thinking about) "it was not a good idea"; "the thought never entered my mind"
* S: (n) thinking, thought, thought process, cerebration, intellection, mentation (the process of using your mind to consider something carefully) "thinking always made him frown"; "she paused for thought"
* S: (n) thought (the organized beliefs of a period or group or individual) "19th century thought"; "Darwinian thought"
* S: (n) opinion, sentiment, persuasion, view, thought (a personal belief or judgment that is not founded on proof or certainty) "my opinion differs from yours"; "I am not of your persuasion"; "what are your thoughts on Haiti?"
Verb
* S: (v) think, believe, consider, conceive (judge or regard; look upon; judge) "I think he is very smart"; "I believe her to be very smart"; "I think that he is her boyfriend"; "The racist conceives such people to be inferior"
* S: (v) think, opine, suppose, imagine, reckon, guess (expect, believe, or suppose) "I imagine she earned a lot of money with her new novel"; "I thought to find her in a bad state"; "he didn't think to find her in the kitchen"; "I guess she is angry at me for standing her up"
* S: (v) think, cogitate, cerebrate (use or exercise the mind or one's power of reason in order to make inferences, decisions, or arrive at a solution or judgments) "I've been thinking all day and getting nowhere"
* S: (v) remember, retrieve, recall, call back, call up, recollect, think (recall knowledge from memory; have a recollection) "I can't remember saying any such thing"; "I can't think what her last name was"; "can you remember her phone number?"; "Do you remember that he once loved you?"; "call up memories"
* S: (v) think (imagine or visualize) "Just think--you could be rich one day!"; "Think what a scene it must have been!"
* S: (v) think (focus one's attention on a certain state) "Think big"; "think thin"
* S: (v) intend, mean, think (have in mind as a purpose) "I mean no harm"; "I only meant to help you"; "She didn't think to harm me"; "We thought to return early that night"
* S: (v) think (decide by pondering, reasoning, or reflecting) "Can you think what to do next?"
* S: (v) think (ponder; reflect on, or reason about) "Think the matter through"; "Think how hard life in Russia must be these days"
* S: (v) think (dispose the mind in a certain way) "Do you really think so?"
* S: (v) think (have or formulate in the mind) "think good thoughts"
* S: (v) think (be capable of conscious thought) "Man is the only creature that thinks"
* S: (v) think (bring into a given condition by mental preoccupation) "She thought herself into a state of panic over the final exam"
[wn, 2008-01-14]
generic:
It is any brainual-info (perceptual or bConceptual) or semasial-info.#h0.23.1p1#
[file:///D:/File1a/SBC-2010-08-23/hSbc/hSbc_59.html#ifiImmaterialEntity]
EXAMPLE:
"Marxism" is kognepto, "science" is kognepto. The enteptos whose referento is kognepto. "Car", "earth", "tree" are materieptos.
[hmnSngo.2008-01-07_KasNik]
* EMOCOEPTO is the kompletealo-dihotomealo of emosepto#cptCore498#.
[hmnSngo.2006-12-07_nikkas]
Brainepto is any kognepto or langeto.
[hmnSngo.2008-01-19_KasNik]
BRAINEPTO is any product (brainufulo) of a BRAINUDINO#cptCore475.285#.
[hmnSngo.2007-10-31_KasNik]
BRAINEPTO is any ENTITY of a MODILO-BRAINEPTO#cptCore762#.
[hmnSngo.2007-07-06_nikkas]
PSYCH-ENTITY is any entity created by a BRAIN. The opposite of material-entity.
[hmnSngo.2003-11-23_nikkas]
MENTAL-ENTITY is any part of a BRAIN-MODEL#cptCore762# inclunding it.
[hmnSngo.2003-11-01_nikkas]
MENTAL-ENTITY is any part of a MENTAL-MODEL#cptCore762#.
[hmnSngo.2003-10-26_nikkas]
Information = any part of mental-model
[? 2001-09-09]
[2003-04-20]
ΠΛΗΡΟΦΟΡΙΑ ΖΩΝΤΑΝΟΥ ΟΡΓΑΝΙΣΜΟΥ είναι 'προιόντα' του ΠΛΗΡΟΦΟΡΙΑΚΟΥ ΣΥΣΤΗΜΑΤΟΣ του 'ζωντανου οργανισμου'.
[hmnSngo.1995.04_nikos]
ΠΛΗΡΟΦΟΡΙΑ ΖΩΝΤΑΝΟΥ ΟΡΓΑΝΙΣΜΟΥ είναι ΟΝΤΟΤΗΤΕΣ που αντιστοιχουν σε ΕΡΕΘΙΣΜΑΤΑ του περιβάλλοντος ή του ίδου του ΖΩΝΤΑΝΟΥ ΟΡΓΑΝΙΣΜΟΥ και που χρησιμοποιεί για να επικοινωνήσει είτε με άλλους ζωντανούς οργανισμούς είτε με μέρη του.
[hmnSngo.1995.04_nikos]
ΠΝΕΥΜΑΤΙΚΟ είναι η αντανάκλαση 'ερεθισμάτων' που το 'πληροφοριακο συστημα' ΖΩΝΤΑΝΟΥ ΟΡΓΑΝΙΣΜΟΥ δημιουργεί.
[hmnSngo.1995.04_nikos]
"ΨΥΧΙΣΜΟΣ: ΙΔΙΟΤΗΤΑ ΤΗΣ ΥΨΗΛΑ ΟΡΓΑΝΩΜΕΝΗΣ ΥΛΗΣ ΠΟΥ ΑΠΟΤΕΛΕΙ ΙΔΙΑΙΤΕΡΗ ΜΟΡΦΗ ΑΝΤΑΝΑΚΛΑΣΗΣ ΑΠΟ ΤΟ ΥΠΟΚΕΙΜΕΝΟ ΤΗΣ ΑΝΤΙΚΕΙΜΕΝΙΚΗΣ ΠΡΑΓΜΑΤΙΚΟΤΗΤΑΣ. ΠΡΟΙΟΝ ΤΗΣ ΖΩΤΙΚΗΣ ΔΡΑΣΤΗΡΙΟΤΗΤΑΣ ΤΟΥ ΥΠΟΚΕΙΜΕΝΟΥ, Ο ΨΥΧΙΣΜΟΣ ΕΚΤΕΛΕΙ ΤΗ ΛΕΙΤΟΥΡΓΙΑ ΤΟΥ ΠΡΟΣΑΝΑΤΟΛΙΣΜΟΥ ΚΑΙ ΤΗΣ ΡΥΘΜΙΣΗΣ ΑΥΤΗΣ ΤΗΣ ΔΡΑΣΤΗΡΙΟΤΗΤΑΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Ε450#cptResource164#]
Brainual-info is ANY brainual-preconceptual[epistem760] or brainual-conceptual[epistem481#cptCore481#].
[hmnSngo.2012-03-14]
INFO'EPTO is any perceptual or conceptual info.
[hmnSngo.2008-09-01_HoKoNoo]
Brainepto is any kognepto#cptCore365# or langeto#cptCore14#.
[hmnSngo.2008-01-01_KasNik]
"The concept of information has gradually EXPANDED to embrace not only human communication but also the communication between living organisms and the various systems in each organism, the mechanisms of heredity, and finaly, the physical objects, the entire surrounding world. The phenomenon of information may today be regarded as an all-embracing attribute of matter in motion, as the definition of all the interactions in the world"
[Spirkin, 1983, 69#cptResource467#]
_WHOLE:
* BRAIN_WORLDVIEW#cptCore457#
* BRAIN_SUBWORLDVIEW#cptCore762#
* ORGANISM_GOVERNANCE_SYSTEM#cptCore84#
MEMORIES:
* Animal studies indicate that structures in the brain's limbic system have different memory functions. For example, one circuit through the hippocampus and thalamus may be involved in spatial memories, whereas another, through the amygdala and thalamus, may be involved in emotional memories. Research also suggests that "skill" memories are stored differently from intellectual memories.
"Memory (psychology)," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
name::
* McsEngl.infBrnn'wholeNo-relation,
_ENVIRONMENT:
* functing-braining#cptCore475.285#
* REFEREINO#cptCore546.79#
* REFERENTO#cptCore181.68#
* LANGUAGE#cptCore49: attPar#
* KOGNESPTO
* KOGNESPO
* KOGNESTO#cptCore50.31#
* LANGEMO | infoHmnSemasial#cptCore50.27#
* LANGESMO
* info-logal#cptCore93.39#
name::
* McsEngl.brainepto'and'ENTEPTO,
* McsEngl.entepto'and'brainepto@cptCore654i,
The entepto#cptCore387# "IS" a brainepto because entepto is a koncepto and a koncepto is a brainepto.
BUT entepto is NOT a specific to brainepto because the referento of brainepto is only the products of the brain and the referento of entepto is much larger, is anything and the products of the brain.
THEN "entepto is a brainepto" means entepto is a part of brainepto an element of the set of braineptos.
[hmnSngo.2007-12-17_KasNik]
name::
* McsEngl.BRAINEPTO'AND'BRAINUDINO,
* McsEngl.brainufino'and'brainepto@cptCore654i,
BRAINUDINO is any function of the brain.
BRAINEPTO (kognepto & emosepto) is any product of a brainufino.
Any brainepto, from a brainufino, reflects (describes) a REFERENTO.
A referento is any entity. At most are entities outside of a brain but reflects and itself, ie a brainufino or a brainepto.
A brainepto describes a brainufino in the same way it describes and any other process (duino) of non-brain-entities.
The we have a question-brainepto (which is mapped with interogative-sentences) and a question-brainufino (the process the brain does to make a question).
[hmnSngo.2007-10-25_KasNik]
name::
* McsEngl.infBrnn'OTHER-VIEW,
* SCIENCE:
* COGNITIVE_SCIENCE
* COMPUTER_SCIENCE
* EPISTEMOLOGY
* LINGUISTICS
* LOGIC
* NEUROSCIENCE
* PHILOSOPHY
* PSYCHOLOGY#cptCore1058: attSpe#
name::
* McsEngl.infBrnn'Syntax,
* McsEngl.conceptCore181.61.8,
* McsEngl.conceptCore654.8,
* McsEngl.sintaksepto@cptCore654.8,
_DEFINITION:
SINTAKSEPTO of a brainepto is any USE of this brainepto with other ones. "Use" means any existing KORELATEINO with other braineptos.
[hmnSngo.2006-11-07_nikkas]
name::
* McsEngl.infBrnn'Subjectivity,
* McsEngl.conceptCore181.61.1,
* McsEngl.conceptCore654.1,
* McsEngl.subjectivity-of-brainepto@cptCore654.1,
_DEFINITION:
'ΥΠΟΚΕΙΜΕΝΙΚΟΤΗΤΑ' ΕΙΝΑΙ ΕΝΑ ΑΠΟ ΤΑ ΚΥΡΙΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΤΟΥ 'ΠΝΕΥΜΑΤΙΚΟΥ', ΚΑΙ ΕΙΝΑΙ Ο ΙΔΙΑΙΤΕΡΟΣ ΤΡΟΠΟΣ ΠΟΥ ΣΥΛΛΑΜΒΑΝΕΙ ΤΟ 'ΥΛΙΚΟ' ΚΑΘΕ ΑΝΘΡΩΠΟΣ ΠΟΥ 'ΣΚΕΠΤΕΤΑΙ'. ΑΥΤΗ Η ΙΔΙΟΤΗΤΑ ΕΙΝΑΙ ΑΙΤΙΑ ΓΙΑ ΝΑ ΧΑΡΑΚΤΗΡΙΖΟΥΜΕ ΑΛΗΘΙΝΟ ή ΨΕΥΤΙΚΟ ΤΑ ΠΡΟΙΟΝΤΑ ΤΗΣ ΣΚΕΨΗΣ.
[hmnSngo.1993.12_nikos]
* In reason, subjectivity refers to the property of perceptions, arguments, and language as being based in a subject's point of view, and hence influenced in accordance with a particular bias. Its opposite property is objectivity, which refers to such as based in a separate, distant, and unbiased point of view, such that concepts discussed are treated as objects.
In philosophy, subjectivity refers to the specific discerning interpretations of any aspect of experiences. They are unique to the person experiencing them, the qualia that are only available to that person's consciousness. Though the causes of experience are thought to be objective and available to everyone, (such as the wavelength of a specific beam of light), experiences themselves are only available to the person experiencing them (the quality of the colour itself).
In social sciences, subjectivity (the property of being a subject) is an effect of relations of power. Similar social configurations create similar perceptions, experiences and interpretations of the world. For example, female subjectivity would refer to the perceptions, experiences and interpretations that a subject marked as female would generally have of the world.
[http://en.wikipedia.org/wiki/Subjectivity]
name::
* McsEngl.infBrnn'ReferentBrainual,
Kogneptos have referentos. If referento is empty then this is an imagination.
[hmnSngo.2007-12-16_KasNik]
referento and kognepto have a mapping relation.
[hmnSngo.2007-12-17_KasNik]
name::
* McsEngl.infBrnn'EVOLUTION,
Οι ζωντανοί οργανισμοί στην προσπάθειά τους να μεταδώσουν την πληροφορία σε ομοειδείς ζωντανούς οργανισμους, εμπλουτίζουν την πληροφορία με τη 'γλωσσα' και έτσι υπάρχει επικοινωνία μεταξύ τους.
[hmnSngo.1995.04_nikos]
"Ο ΨΥΧΙΣΜΟΣ ΕΜΦΑΝΙΣΤΗΚΕ Σ'ΕΝΑ ΟΡΙΣΜΕΝΟ ΣΤΑΔΙΟ ΤΗΣ ΒΙΟΛΟΓΙΚΗΣ ΕΞΕΛΙΞΗΣ ΚΑΙ ΑΝΤΙΠΡΟΣΩΠΕΥΕΙ ΕΝΑΝ ΑΠΑΡΑΙΤΗΤΟ ΟΡΟ ΓΙΑ ΤΗΝ ΠΑΡΑΠΕΡΑ ΑΝΑΠΤΥΞΗ ΤΗΣ ΖΩΗΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, 450#cptResource164#]
{time.2012-03-14:
I merged this concept (non-material) with "brainual-info"[epistem365#cptCore365#] because now I consider the semasial-info[epistem14#cptCore14#] as specific brainual-conceptual[epistem481#cptCore481#].
{time.2007-10-31:
I merged this concept with 'psych' (=brainepto+mineto) epistem-515.
{time.2001-09-09:
I merged this concept (information) and the 'mentity' epistem-503.
name::
* McsEngl.infBrnn.specific,
_SPECIFIC: infBrnn.alphabetically:
* info.brain.conceptual#cptCore50.32#
* info.brain.conscious#cptCore654.13#
* info.brain.consciousNo#cptCore654.12#
* info.brain.descriptive#cptCore654.11#
* info.brain.descriptiveNo#cptCore654.10#
* info.brain.human#cptCore654.16#
* info.brain.humanNo
* info.brain.preconceptual#cptCore181.66#
* info.brain.real#cptCore654.2#
* info.brain.realNo#cptCore654.3#
* info.brain.want#cptCore654.14#
* info.brain.wantNo
_SPECIFIC: infBrnn.SPECIFIC_DIVISION.CONCEPT.BRAIN#cptCore383#
* info.brain.conceptual#cptCore50.32#
* info.brain.preconceptual#cptCore181.66#
_SPECIFIC:infBrnn.SPECIFIC_DIVISION.HUMAN:
* info.brain.human#cptCore654.16#
* info.brain.humanNo
_SPECIFIC: infBrnn.SPECIFIC_DIVISION.DESCRIPTION:
* info.brain.descriptive#cptCore654.11#
* info.brain.descriptiveNo#cptCore654.10#
[2007-10-25]
_SPECIFIC: infBrnn.SPECIFIC_DIVISION.REFERENT'EXISTANCE:
* info.brain.real#cptCore654.2# (has referent eg 'house')
* info.brainula.realNo#cptCore654.3# (has no referent eg 'devil')
[2002-12-21]
_SPECIFIC: infBrnn.SPECIFIC_DIVISION.AWARENESS:
* info.brain.conscious#cptCore654.13#
* info.brain.consciousNo#cptCore654.12#
_SPECIFIC: infBrnn.SPECIFIC_DIVISION.WANT:
* info.brain.want#cptCore654.14#
* info.brain.wantNo
* INFO'NAO'KONCO#cptCore#
* INFO'NAO'SENSO#cptCore#
* INFO'NAO'LANGO | infoHmnSemasial#cptCore50.27#
* concept.brain#cptCore383#
* KONCEPTO'CO#cptCore#
#cptCore181.65##
* PRECONCEPT#
* PERCEPTUAL_INFO#cptCore181.66#
* EMOCEPTO#cptCore498#
name::
* McsEngl.infBrnn.SPECIFIC-DIVISION.EMOCEPTO,
* EMOCEPTO|KOGNEPTO'CO#cptCore498#
#cptCore181.65##
* EMOCEPTO'CO|KOGNEPTO#cptCore365#
* KONSEPTO#cptCore383#
* PRECONCEPT#
* PERCEPTUAL_INFO#cptCore181.66#
* FILEPTO#cptCore654.9#
* EMOCEPTO#cptCore498#
* brainual-preconceptual-info#cptCore181.66#
* FILEPTO_CO:
* conceptBrain#cptCore383#
* preconcept#cptCore181.65#
_CREATED: {2003-12-24|2002-09-09|2007-10-31}
name::
* McsEngl.infBrnn.CONSCIOUS,
* McsEngl.conceptCore181.61.13,
* McsEngl.conscious,
* McsEngl.conscious'brainepto@cptCore654.13,
* McsElln.ΣΥΝΕΙΔΗΤΟ,
_DEFINITION:
* CONSCIOUS is any MENTAL-ENTITY#cptCore503.a# we are aware-of and we can express in logo.
[hmnSngo.2000-09-09_nikkas]
===
* conscious info =? conceptual info. 2001-01-06
- NO. a picture can be conscious. 2003-12-24
_CREATED: {2003-12-24} {2000-09-09} {2007-10-31}
name::
* McsEngl.infBrnn.CONSIOUS.NO,
* McsEngl.conceptCore181.61.12,
* McsEngl.conceptCore654.12,
* McsEngl.unconscious'brainepto@cptCore654.12,
* McsElln.ΑΣΥΝΕΙΔΗ-ΨΥΧΙΚΗ-ΔΡΑΣΤΗΡΙΟΤΗΤΑ,
* McsElln.ΑΣΥΝΕΙΔΗΤΟ@cptCore654.12,
* McsElln.ΜΗ-ΣΥΝΕΙΔΗΤΟ,
_DEFINITION:
* UNCONSIOUS is a MENTAL we are NOT aware-of.
[hmnSngo.2000-09-09_nikkas]
* an unconcious can be conceptual.
* ΑΣΥΝΕΙΔΗΤΟ είναι ΠΝΕΥΜΑΤΙΚΗ ΟΝΤΟΤΗΤΑ ...
[hmnSngo.1995.04_nikos]
* "ΑΣΥΝΕΙΔΗΤΟ: ΜΕ ΤΗΝ ΠΛΑΤΙΑ-ΤΟΥ ΕΝΝΟΙΑ ΕΙΝΑΙ ΤΟ ΣΥΝΟΛΟ ΤΩΝ ΨΥΧΙΚΩΝ ΔΙΕΡΓΑΣΙΩΝ, ΠΡΑΞΕΩΝ ΚΑΙ ΚΑΤΑΣΤΑΣΕΩΝ ΠΟΥ ΔΕΝ ΕΜΦΑΝΙΖΟΝΤΑΙ ΣΤΗ ΣΥΝΕΙΔΗΣΗ ΤΟΥ ΥΠΟΚΕΙΜΕΝΟΥ...Ο ΟΡΟΣ "ΑΣΥΝΕΙΔΗΤΟ" ΧΡΗΣΙΜΟΠΟΙΕΙΤΑΙ ΕΠΙΣΗΣ ΓΙΑ ΤΟ ΧΑΡΑΚΤΗΡΙΣΜΟ ΤΗΣ ΑΤΟΜΙΚΗΣ ή ΟΜΑΔΙΚΗΣ ΣΥΜΠΕΡΙΦΟΡΑΣ ΤΗΣ ΟΠΟΙΑΣ ΟΙ ΠΡΑΓΜΑΤΙΚΟΙ ΣΚΟΠΟΙ ΚΑΙ ΣΥΝΕΠΕΙΕΣ ΔΕΝ ΕΙΝΑΙ ΑΝΤΙΛΗΠΤΟΙ"
OTHERVIEW#cptCore505#
unconscious-OTHERVIEW#cptCore535: attPar#
UNCONSCIOUS & CONSCIOUS:
Indeed, the unconscious is essential to us as human beings. We could not possibly do all the things we do if every thing had to be done under conscious deliberation. Of course, for Daniel Dennett and other philosophers of consciousness, there is no strict distinction between conscious and unconscious. Rather, there is a continuum between conscious and unconscious experience.
[A THEORY OF LEARNING AND MEMORY: POPULAR ACCOUNT Copyright 1996 Edmund Furse, http://www.comp.glam.ac.uk/pages/staff/efurse/]
UNCONSCIOUSNES
I call the system of unconscious of an individual.
[hmnSngo.2000-09-09_nikkas]
name::
* McsEngl.infBrnn.DESCRIPTIVE,
* McsEngl.conceptCore181.61.11,
* McsEngl.conceptCore654.11,
* McsEngl.descriptive'brainepto@cptCore654.11,
* McsEngl.brainepto'diskribo@cptCore654.11,
* McsEngl.diskribepto@cptCore654.11,
_DEFINITION:
Brainepto that describes, interpret, explain referentos.
[2007-10-25]
_SPECIFIC:
* RIALEPTO
* RIALEPTO'CO
---------------------------
* HIPOTEZO: forecast.
--------------------------
* EMOCEPTO:
* KONGENPTO:
--------------------------
name::
* McsEngl.infBrnn.DESCRIPTIVE.NO,
* McsEngl.conceptCore181.61.10,
* McsEngl.conceptCore654.17,
* McsEngl.brainepto'diskribo'co@cptCore654.17,
* McsEngl.diskribepto'co@cptCore654.10,
* McsEngl.non'descriptive'brainepto@cptCore654.10,
_SPECIFIC:
* REQUEST: INFO (=QUESTION)
* REQUEST: material-object.
* REQUEST: duino obligatory (=COMMAND)
* REQUEST: duino non-obligatory
name::
* McsEngl.infBrnn.HUMAN,
* McsEngl.conceptCore181.61.16,
* McsEngl.conceptCore445,
* McsEngl.human'idea@cptCore445,
* McsEngl.human-mental,
* McsEngl.hmentity@cptCore445,
* McsEngl.human'mental'entity@cptCore445,
* McsEngl.info.human.brain@cptCore654.16,
* McsEngl.info.brain.human@cptCore654.16, {2012-05-12}
* McsEngl.info.brainal.human@cptCore654.16, {2012-11-01}
* McsEngl.info.human.brainal@cptCore654.16, {2012-11-01}
* McsEngl.mental.human@cptCore445,
* McsEngl.brainual-human-info@cptCore445,
* McsEngl.infBrnlHmn@cptCore654.16, {2012-11-01}
* McsEngl.infHmnBrnl@cptCore654.16, {2012-11-01}
=== _NOTES: ... a case for relativism: the view that all kinds of belief systems are equal, such that magic, religious concepts or pseudoscience would be of equal working value to true science.
[http://en.wikipedia.org/wiki/Paradigm_shift] 2007-11-23
===
Representation call some (Fodor) the meaning in cognitive-science.
Νόηση - Νόημα -->> Thinking - Thought.
====== lagoSINAGO:
* McsEngl.brainepto'homo@lagoSngo,
====== lagoGreek:
* McsElln.ΑΝΘΡΩΠΙΝΗ-ΠΝΕΥΜΑΤΙΚΗ-ΟΝΤΟΤΗΤΑ,
* McsElln.ΠΝΕΥΜΑΤΙΚΗ'ΟΝΤΟΤΗΤΑ.ΑΝΘΡΩΠΙΝΗ@cptCore445,
=== _OLD:
* McsEngl.man-psychic@old,
* McsEngl.info.human445@old,
* McsEngl.hi-445@old,
* McsEngl.human'information-445@old,
* McsEngl.human'info-445@old,
* McsEngl.human-information@old,
* McsEngl.meaning-445@old,
* McsElln.ΣΗΜΑΣΙΑ-ΑΝΘΡΩΠΙΝΟΥ-ΕΓΚΕΦΑΛΟΥ@old,
* McsElln.ΣΗΜΑΣΙΑ-445@old,
* McsElln.ΑΝΘΡΩΠΙΝΗ-ΠΛΗΡΟΦΟΡΙΑ@old,
* McsElln.ΑΝΘΡΩΠΙΝΗ'ΠΛΗΡΟΦΟΡΙΑ-445@old,
* McsElln.ΠΛΗΡΟΦΟΡΙΑ.ΑΝΘΡΩΠΙΝΗ-445@old,
_WHOLE:
* worldview.human.brain#cptCore1099.3#
* brain#cptHBody002#
===
as knowledge, information exists in human minds only.
[METHLIE, 1978, 33#cptResource75#]
ΑΝΘΡΩΠΙΝΗ ΠΛΗΡΟΦΟΡΙΑ ονομάζω την ΠΛΗΡΟΦΟΡΙΑ που χρησιμοποιούν οι 'άνθρωποι'.
[hmnSngo.1995.04_nikos]
HUMAN-INFORMATION:
Symbolic, Visual, Audio. We use the same term to name and its 'expressions' written-logo, picture, audio-signal.
[hmnSngo.2000-09-19_nikkas]
MEANING I call ANY construction the human-brain makes about the world.
[hmnSngo.2000-09-02_nikkas]
ΣΗΜΑΣΙΑ ονομάζω την ΥΠΟΚΕΙΜΕΝΙΚΗ ΑΝΤΙΛΗΨΗ/ ΑΝΤΑΝΑΚΛΑΣΗ, που σχηματίζει ο 'ανθρώπινος-εγκέφαλος#cptHBody002.1#', για κάποιο αντικείμενο του εξωτερικού κόσμου (που μπορεί να είναι και σημασίες άλλων ανθρώπων) που το ονομάζω 'ΑΝΑΦΕΡΟΜΕΝΟ' μεσω της 'σκεψης' που διατηρουνται στη 'μνημη του'.
[hmnSngo.1994.08]
"A [ΣΗΜΑΣΙΑ] concept REFLECTS the sum of essential features, i.e., those which, taken individually, are necessary, and together are sufficient to DISTINGUISH the object in question from all others".
[Getmanova, Logic 1989, 35#cptResource19#]
"In defining concepts, we clearly indicate the essense of the objects reflected in the concept, reveal the content of the concept and thus distinguish between the range of defined objects and all other objects".
[Getmanova, Logic 1989, 45#cptResource19#]
A representation, in general, does two basic jobs: Firstly, a representation is directed towards (stands for, points out, indicates, refers to, denotes, represents) some object or state of affairs. Secondly, the representation says something about that object or state of affairs. For instance, at the moment you are looking at a computer screen. Some part of you (generally taken to be a neurological part) represents the computer in front of you. The computer itself is what is called the object of this representation, the thing it is directed towards. But you don9t just represent the computer simpliciter, you represent it as having certain properties, such as being at a certain place, being turned on, running a web browser, displaying the U of A Cog Sci Dictionary entry on Representation, and so on. These properties you represent the object as having, are what is called the content of the representation.
[U of A Cog Sci Dictionary (Representation)]
ΑΝΘΡΩΠΙΝΗ ΠΛΗΡΟΦΟΡΙΑ είναι 'συστηματα' ΠΡΟΤΑΣΕΩΝ#cptCore531.a#. Περιλαμβάνω και την οριακή περίπτωση να έχω μία μόνο πρόταση.
[hmnSngo.1995.04_nikos]
ΑΝΘΡΩΠΙΝΗ ΠΛΗΡΟΦΟΡΙΑ είναι ολότητες ΠΡΟΤΑΣΕΩΝ#cptCore531.s# και ΚΑΝΟΝΩΝ/ΣΧΕΣΕΩΝ μεταξύ των.
[hmnSngo.1995.02_nikos]
ΠΡΑΚΤΙΚΑ:
ΑΝΘΡΩΠΙΝΗ ΠΛΗΡΟΦΟΡΙΑ ονομάζω ΜΙΑ πρόταση ή πολλές προτάσεις μαζί, συσχετιζόμενες.
[hmnSngo.1994.08_nikos]
ΣΥΝΘΕΤΙΚΟΣ ΟΡΙΣΜΟΣ:
ΠΛΗΡΟΦΟΡΙΑ ονομάζω ΚΑΘΕ 'σύστημα#cptCore348#' 'ΠΡΟΤΑΣΕΩΝ#cptCore531.s#'
[hmnSngo.1994.04]
Η 'ανθρωπινη πληροφορια' είναι 'προιον' ανθρωπινης σκεψης, σαν σχεση μεταξυ γλωσας, εγκεφαλου, αναφερομενου.
[hmnSngo.1994.08_nikos]
name::
* McsEngl.infBrnnHmn'OTHER-VIEW,
name::
* McsEngl.conceptCore445.2,
* McsEngl.cartesian-dualism@cptCore445.2,
_DEFINITION:
* Cartesian dualism, which treats the body and the mind as separate substances, has lost much of its influence during the 20th century.
[Peter Gardenfors. Cognitive science: from computers to anthills as models of human thought, (2000-09-08)]
name::
* McsEngl.infBrnnHmn'wholeNo-relation,
_ENVIRONMENT:
* REFEREINO#cptCore546.79#
- * REFERENTO#cptCore181.68#
_ENVIRONMENT.SEMASIO_TO_LINGO_MAPPING_RELATION:
- * infoHmnSemasial#cptCore50.27#
- * DATO#cptCore181.62#
We use to name as "human-language" the semantic-states we create and the data we use. Because we also are the creators of human-information and its pragmatic-states with their referents, some include and these in the term "human-language".
[hmnSngo.2002-08-06_nikkas]
name::
* McsEngl.infBrnnHmn'EVOLUTION,
{time.2012-05-12:
I moved this concept from epistem445, here.
{time.2001-12-23:
I cleared as 'hi' any information, and 'mental-model' and 'cptinfo(descriptive-info) as specifics of hi.
2000-09-11:
I merged in this concept the 'human-mental' and 'meaning' concepts.
Also I created a new concept, the 'conceptual-system' for system-of-statements.
name::
* McsEngl.infBrnnHmn.specific,
_SPECIFIC:
* infBrnnHmn.brainal.semasial#cptCore50.27#
* infBrnnHmn.concept#cptCore606.2#
* infBrnnHmn.concept.brain#cptCore66#
* infBrnnHmn.view#cptCore1100.1#
* infBrnnHmn.view.conceptBrain#cptCore93.33#
* infBrnnHmn.worldview#cptCore1099.3#
name::
* McsEngl.infBrnnHmn.SPECIFIC-DIVISION.REFERENT'STATE,
_SPECIFIC:
* TRUE-INFORMATION#cptCore654.4#
* Strongly True
* Weakly True
--------------true or untrue
* Weakly False
* Strongly False
* UNTRUE-INFORMATION#cptCore654.5#
[hmnSngo.2001-02-13_nikkas]
name::
* McsEngl.infBrnnHmn.SPECIFIC-DIVISION.MAPPING,
_SPECIFIC:
* REAL-INFORMATION#cptCore#
DIVISION ON REFERENT-REFLECTION (2000-09-11)
TRUE
...
FALSE
* UNREAL/IMAGINARY-INFORMATION#cptCore#
_SPECIFIC:
REAL:
UNKNOWN
hypothesis,
KNOWN
True
Strong True
Weak True
Indeterminant-Neutral
Weak False
Strong False
False
name::
* McsEngl.infBrnnHmn.SPECIFIC-DIVISION.PERSON,
_SPECIFIC:
* individual-worldview#cptCore1099.8#
* common-worldview#cptCore1099.6#
name::
* McsEngl.infBrnn.REAL,
* McsEngl.conceptCore181.61.2,
* McsEngl.real-information,
* McsEngl.real'information@cptCore654.2,
* McsEngl.info.real@cptCore654.2,
====== lagoSINAGO:
* McsEngl.realepto@lagoSngo, {2008-02-06}
* McsEngl.rialepto@lagoSngo,
====== lagoGreek:
* McsElln.ΠΡΑΓΜΑΤΙΚΗ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΠΡΑΓΜΑΤΙΚΟ,
====== lagoEsperanto:
* McsEngl.reala@lagoEspo,
* McsEspo.reala,
* McsEngl.efektiva@lagoEspo,
* McsEspo.efektiva,
* McsEngl.fakta@lagoEspo,
* McsEspo.fakta,
_DEFINTION:
* REAL-INFORMATION is information that has a REFERENT.
[hmnSngo.2003-04-21_nikkas]
* ΠΡΑΓΜΑΤΙΚΗ ΠΛΗΡΟΦΟΡΙΑ ονομάζω την ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a# που έχει 'αναφερομενο'.
[hmnSngo.1995.04_nikos]
* FACT: the quality of being actual (really existing). Something that exists or occurs.
[Franklin Language-Master, LM-6000, 1991]
_ENVIRONMENT:
* RIALEINO#cptCore546.117#
_SPECIFIC:
* FACT#cptCore399.6# (happend or existed (verified) or proved)
_SPECIFIC_DIVISION.MAPPING:
* TRUE-MENTAL#cptCore654.4#
* Strong True
* Weak True
--------------
* Weak False
* Strong False
* UNTRUE-MENTAL#cptCore654.5#
name::
* McsEngl.infBrnn.real.True,
* McsEngl.conceptCore181.61.4,
* McsEngl.truth,
* McsEngl.truth-of-brainin-info.cptCore654.4,
* McsEngl.truthy,
=== _ADJECTIVE:
* McsEngl.true,
* McsEngl.conceptCore654.4,
====== lagoSINAGO:
* McsSngo.truo,
* McsEngl.truo@lagoSngo, {2014-04-15}
* McsEngl.truepto-654.4@lagoSngo,
====== lagoGreek:
* McsElln.Η-ΑΛΗΘΕΙΑ,
* McsElln.ΑΛΗΘΙΝΟΣ-ΑΛΗΘΙΝΗ-ΑΛΗΘΙΝΟ,
_DEFINITION:
* TRUE-INFORMATION is REAL-INFORMATION in which the information maps (reflects) exactly its referent.
[hmnSngo.2003-04-21_nikkas]
===
Αρθούρου Σοπενχάουερ: Όλες οι αλήθειες περνούν από τρία στάδια.
Πρώτον διαπομπεύονται.
Δεύτερον, πολεμούνται με βία.
Τρίτον, γίνονται αποδεκτές ως ολοφάνερες και αυταπόδεικτες.
truepto'ENVIRONMENT:
* TRUE-PRAGMATIC-CORELATION#cptCore382.4#
* PROOF#cptCore469#
_SPECIFIC_DIVISION.USEFULNESS --------------
* KNOWLEDGE#cptCore476# (useful)#cptCore#
* USELESS-TRUE-INFORMATION,
-------------------------------------------------------------------
* AKSIOMEPTO#cptCore656: attSpe#
* PHYSICAL_LAW#cptCore486: attSpe#
name::
* McsEngl.infBrnn.real.False,
* McsEngl.conceptCore181.61.5,
* McsEngl.falsepto@cptCore654.5,
* McsEngl.falsey,
* McsEngl.falsity@cptCore654.5,
* McsEngl.falsy,
* McsEngl.untruth,
* McsEngl.unthruth@cptCore654.5,
=== _ADJECTIVE:
* McsEngl.false@cptCore654.5,
* McsEngl.untrue,
====== lagoSINAGO:
* McsEngl.truoNo@lagoSngo, {2014-04-15}
====== lagoGreek:
* McsElln.Η-ΜΗ-ΑΛΗΘΕΙΑ,
* McsElln.ΨΕΥΔΟΣ-ΤΟ,
* McsElln.ΨΕΥΔΌΣ-ΨΕΥΔΗ-ΨΕΥΔΟ,
_DEFINITION:
* UNTRUE-INFORMATION is INFORMATION in which the information does NOT map (reflect) its referent.
[hmnSngo.2003-04-21_nikkas]
* ΛΑΘΟΣ ΠΛΗΡΟΦΟΡΙΑ είναι η ΠΡΑΓΜΑΤΙΚΗ ΠΛΗΡΟΦΟΡΙΑ που η ΣΧΕΣΗ-ΑΝΑΦΕΡΟΜΕΝΟΥ της είναι ΛΑΘΟΣ.
[hmnSngo.1995.04_nikos]
===
Truthy: Something which evaluates to TRUE.
Falsey: Something which evaluates to FALSE.
[http://james.padolsey.com/javascript/truthy-falsey/]
_ENVIRONMENT:
* UNTRUE-PRAGMATIC-CORELATION#cptCore382.5#
_SPECIFIC:
* CONCIOUS--UNTRUE-INFORMATION#cptCore654.7#
* NONCONCIOUS--UNTRUE-INFORMATION
-------------------------------------------------------
* EMPTY--UNTRUE-INFORMATION#cptCore654.3#
* NONEMPTY--UNTRUE-INFORMATION
---------------------------------------------------------
name::
* McsEngl.infBrnn.real.false.Consious,
* McsEngl.conceptCore181.61.7,
* McsEngl.conceptCore654.7,
* McsEngl.psemepto@cptCore654.7,
* McsEngl.lie@cptCore654.7,
====== lagoEsperanto:
* McsEngl.mensogi@lagoEspo,
* McsEspo.mensogi,
* McsEngl.kusxi@lagoEspo,
* McsEspo.kusxi,
* McsEngl.mensogo@lagoEspo,
* McsEspo.mensogo,
====== lagoGreek:
* McsElln.ΨΕΜΑ@cptCore654.7,
_DEFINITION:
* ΨΕΜΑ είναι κάθε ΣΥΝΕΙΔΗΤΟ ΛΑΘΟΣ.
[hmnSngo.1995.04_nikos]
===
A lie is a type of deception in the form of an untruthful statement with the intention to deceive, often with the further intention to maintain a secret or reputation, or to avoid punishment.
[http://en.wikipedia.org/wiki/Lie]
===
lie 2 things that are not true
1 lie; lies
A lie is something that someone says or writes which they know is untrue.
`Who else do you work for?'n`No one.'n`That's a lie.'.
I've had enough of your lies.
All the boys told lies about their adventures.
N-COUNT
See also white lie.
2 lie; lies; lying; lied
If someone is lying, they are saying something which they know is not true.
I know he's lying.
If asked, he lies about his age.
She lied to her husband so she could meet her lover.
He reportedly called her `a lying little twit'.
VB
· lying
Lying is something that I will not tolerate.
N-UNCOUNT
3 lie; lies; lying; lied
If you say that something lies, you mean that it does not express or represent something accurately.
The camera sometimes lies.
VB
4 lie
If something gives the lie to a statement, claim, or theory, it suggests or proves that it is not true.
This survey gives the lie to the idea that Britain is moving towards economic recovery.
PHR: V inflects, PHR n
5 lie
If you say that someone is living a lie, you mean that in every part of their life they are hiding the truth about themselves from other people.
My mother never told my father the truth about me. We've been living a lie all this time.
PHR: V inflects, usu cont
6 lie
People sometimes say `I tell a lie' when they have just made a mistake in something that they are saying and immediately correct it. (BRIT)
It is the first scene of the play chronologically. I tell a lie, it's actually strictly speaking the second scene.
CONVENTION
= sorry
(c) HarperCollins Publishers.
_GENERIC:
* FALSEPTO#cptCore654.5#
_Functing:
H λειτουργία του ψέματος είναι ότι περνάμε καλύτερα.
- γλυτώνουμε ποινη
- δεν προκαλούμε στενοχωρια
- αποφεύγουμε να υποστούμε στενοχώρια.
name::
* McsEngl.infBrnn.real.false.ConsiousNo,
* McsEngl.conceptCore181.61.15,
* McsEngl.conceptCore654.15,
* McsEngl.mistake@cptCore654.15, {2012-04-11}
* McsEngl.non-consious-false-real-brainual-info@cptCore654.15, {2012-04-11}
====== lagoGreek:
* McsElln.λαθος@cptCore654.15, {2012-04-11}
name::
* McsEngl.infBrnn.REAL.NO,
* McsEngl.conceptCore181.61.3,
* McsEngl.empty-information,
* McsEngl.fantastic,
* McsEngl.imaginary,
* McsEngl.brainepto.imaginary@cptCore654.3,
* McsEngl.non-existent,
* McsEngl.non-real-brainual-info@cptCore654.3,
* McsEngl.unreal-information,
* McsEngl.unreal'information@cptCore654.3,
====== lagoSINAGO:
* McsEngl.rialepto'co@lagoSngo,
====== lagoGreek:
* McsElln.ΑΔΕΙΑ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΑΝΥΠΑΡΚΤΟ@cptCore654.3,
* McsElln.ΜΗ-ΠΡΑΓΜΑΤΙΚΗ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΠΛΗΡΟΦΟΡΙΑ'ΦΑΝΤΑΣΤΙΚΗ@cptCore654.3,
* McsElln.ΦΑΝΤΑΣΤΙΚΗ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΦΑΝΤΑΣΤΙΚΟ@cptCore654.3,
_DEFINTION:
* UNREAL-INFORMATION is information that has NOT a REFERENT.
[hmnSngo.2003-04-21_nikkas]
* EMPTY-INFORMATION is FALSE-INFORMATION without REFERENT.
[hmnSngo.2003-04-21_nikkas]
* ΦΑΝΤΑΣΤΙΚΗ ΠΛΗΡΟΦΟΡΙΑ είναι η ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a# που ΔΕΝ έχει ΑΝΑΦΕΡΟΜΕΝΟ.
[hmnSngo.1995.03_nikos]
* ΑΝΥΠΑΡΚΤΟ είναι ΚΑΘΕ ΕΝΝΟΙΑ ΠΟΥ ΔΕΝ ΕΧΕΙ ΑΝΑΦΕΡΟΜΕΝΟ (ΥΛΙΚΟ ή ΠΝΕΥΜΑΤΙΚΟ)
[hmnSngo.1993.11_nikos]
* "EMPTY CONCEPTS (with zero extension), ie, those whose extension is an empty set, eg "man who lived 300 years""
[Getmanova, Logic 1989, 39#cptResource19#]
_GENERIC:
* UNTRUE-INFORMATION#cptCore654.5#
_ENVIRONMENT:
_SPECIFIC_COMPLEMENT.REFERENT:
* REAL-INFORMATION#cptCore654.2#
_SPECIFIC_COMPLEMENT.UNTRUE_REFERENT:
* NONEMPTY-UNTRUE-INFORMATION
* UNREAL-PRAGMATIC-CORELATION#cptCore382.2#
name::
* McsEngl.infBrnn.WANT,
* McsEngl.conceptCore181.61.14,
* McsEngl.conceptCore654.14,
* McsEngl.desire'product@cptCore654.14,
* McsEngl.want@cptCore654.14, {2012-11-06}
* McsEngl.want'brainepto@cptCore654.14,
====== lagoSINAGO:
* McsEngl.volepto@lagoSngo,
====== lagoEsperanto:
* McsEngl.deziro@lagoEspo,
* McsEspo.deziro,
* McsEngl.bezono@lagoEspo,
* McsEspo.bezono,
* McsEngl.voli@lagoEspo,
* McsEspo.voli,
_GENERIC:
* entity.model.info.brainin#cptCore181.61#
_DEFINITION:
* Volepto is the product of VOLUDINO#cptCore475.30#. It can be any brainepto.
[hmnSngo.2007-11-06_KasNik]
* WANTING is a brain-functing#cptCore475.285# with a product that must be satisfied, fulfilled.
[hmnSngo.2004-10-29_nikkas]
_CREATED: {2007-09-27} deleted: {2008-08-3}
name::
* McsEngl.infBrnn.FILEPTO@deleted,
* McsEngl.conceptCore181.61.9@deleted,
* McsEngl.conceptCore654.9,
* McsEngl.filepto@cptCore654.9,
* McsEngl.feeling'product@cptCore654.9,
====== lagoEsperanto:
* McsEngl.sento@lagoEspo,
* McsEspo.sento,
_DEFINITION:
SINTEZO:
* The emoseptos#cptCore498# and senseptos make up fileptos.
[hmnSngo.2007-09-27_KasNik]
_GENERIC:
* FEELING_INFO#cptCore181.33#
_SPECIFIC:
* EMOCEPTO#cptCore498#
* brainual-preconceptual-info#cptCore181.66#
name::
* McsEngl.info.medium.BRAININ.NO (material; data),
* McsEngl.conceptCore181.62Epistem613,
* McsEngl.brainualNo-information@cptCore613, {2012-04-27}
* McsEngl.material-information@cptCore613, {2012-04-27}
* McsEngl.mentalNo-information@cptCore613, {2012-04-27}
* McsEngl.data@cptCore613,
* McsEngl.document@cptCore613, {2012-11-25}
* McsEngl.info.brainNo,
* McsEngl.info.braininNo, {2014-01-01}
* McsEngl.info.brainout, {2014-01-01}
* McsEngl.info.brainualNo@cptCore613, {2012-04-27}
* McsEngl.info.material@cptCore613, {2012-04-27}
* McsEngl.info.mentalNo@cptCore613, {2012-04-27}
* McsEngl.Info.PrimaryNo, {2017-11-27}
* McsEngl.Info.Secondary, {2017-11-27}
* McsEngl.non-brainal-information@cptCore613, {2012-11-01}
* McsEngl.non-mental-information@cptCore613, {2012-11-25}
* McsEngl.primaryNo-info, {2017-11-27}
* McsEngl.secondary-info, {2017-11-27}
* McsEngl.sensorial-info@cptCore613,
* McsEngl.infBrnlNo@cptCore613, {2012-05-12}
* McsEngl.infBrnNo@cptCore613, {2012-05-12}
* McsEngl.infMtr@cptCore613, {2012-05-12}
====== lagoSINAGO:
* McsEngl.dato@lagoSngo, {2007-11-05}
* McsEngl.fo.seo@lagoSngo,
* McsEngl.info_dato@lagoSngo, {2008-09-11}
* McsEngl.info@lagoSngo, {2007-08-11}
* McsEngl.sensero@lagoSngo, {2007-08-19}
* McsSngo.dato@cptCore613, {2007-11-05}
* McsSngo.fo.seo@cptCore613,
* McsSngo.info_dato@cptCore613, {2008-09-11}
* McsSngo.info@cptCore613, {2007-08-11}
* McsSngo.sensero@cptCore613, {2007-08-19}
====== lagoGreek:
* McsElln.ΝΤΑΤΑ,
* McsElln.ΝΤΕΪΤΑ,
dato:
Today with computers, the term "data" is the most closer to this concept. Sensero implies that is part of langero and denotes the sensory-system.
[hmnSngo.2007-12-11_KasNik]
SENSERO from INFO:
I replaced the name "info" with "sensero" because:
1) info is confused with "information" (= brainepto, mineto, logero).
2) sensero is created from "sens-epto" means that is something "sensible" but like log-ero maps brainepto.
3) data is confused with "givens".
[hmnSngo.2007-08-19_nikkas]
INFORMATION Etymology
According to the Oxford English Dictionary, the earliest historical meaning of the word information in English was the act of informing, or giving form or shape to the mind, as in education, instruction, or training. A quote from 1387: "Five books come down from heaven for information of mankind." It was also used for an item of training, e.g. a particular instruction. "Melibee had heard the great skills and reasons of Dame Prudence, and her wise information and techniques." (1386)
The English word was apparently derived by adding the common "noun of action" ending "-ation" (descended through French from Latin "-tio") to the earlier verb to inform, in the sense of to give form to the mind, to discipline, instruct, teach: "Men so wise should go and inform their kings." (1330) Inform itself comes (via French) from the Latin verb informare, to give form to, to form an idea of. Furthermore, Latin itself already even contained the word informatio meaning concept or idea, but the extent to which this may have influenced the development of the word information in English is unclear.
As a final note, the ancient Greek word for form was eidos, and this word was famously used in a technical philosophical sense by Plato (and later Aristotle) to denote the ideal identity or essence of something (see The Forms). "Eidos" can also be associated with thought, proposition or even concept.
[http://en.wikipedia.org/wiki/Information] 2007-08-11
DATA Etymology
The word data is the plural of Latin datum, neuter past participle of dare, "to give", hence "something given". The past participle of "to give" has been used for millennia, in the sense of a statement accepted at face value; one of the works of Euclid, circa 300 BC, was the Dedomena (in Latin, Data). In discussions of problems in geometry, mathematics, engineering, and so on, the terms givens and data are used interchangeably. Such usage is the origin of data as a concept in computer science: data are numbers, words, images, etc., accepted as they stand. Pronounced dey-tuh, dat-uh, or dah-tuh.
[http://en.wikipedia.org/wiki/Data] 2007-08-11
From the etymologies of "information" and "data", information is the term close to this concept. From this I create the "info" which complies with nouns in komuno.
[hmnSngo.2007-08-11_nikkas]
name::
* McsEngl.document'setConceptName,
The term document has multiple meanings in ordinary language and in scholarship. WordNet 3.1. lists four meanings (October 2011):
document, written document, papers (writing that provides information (especially information of an official nature))
document (anything serving as a representation of a person's thinking by means of symbolic marks)
document (a written account of ownership or obligation)
text file, document ((computer science) a computer file that contains text (and possibly formatting instructions) using seven-bit ASCII characters).
In Library and information science and in documentation science, a "document" is considered a basic theoretical construct. It is everything which may be preserved or represented in order to serve as evidence for some purpose. The classical example provided by Suzanne Briet is an antelope: "An antelope running wild on the plains of Africa should not be considered a document, she rules. But if it were to be captured, taken to a zoo and made an object of study, it has been made into a document. It has become physical evidence being used by those who study it. Indeed, scholarly articles written about the antelope are secondary documents, since the antelope itself is the primary document." (Quoted from Buckland, 1998 [1]). (This view has been seen as an early expression of what now is known as actor–network theory).
That documents cannot be defined by their transmission medium (such as paper) is evident because of the existence of electronic documents.
What is a document?
The concept of document has been defined as “any concrete or symbolic indication, preserved or recorded, for reconstructing or for proving a phenomenon, whether physical or mental" (Briet, 1951, 7; here quoted from Buckland, 1991).
A much cited article asked "what is a document" and concluded this way: “The evolving notion of ‘‘document’’ among (Jonathan Priest). Otlet, Briet, Schόrmeyer, and the other documentalists increasingly emphasized whatever functioned as a document rather than traditional physical forms of documents. The shift to digital technology would seem to make this distinction even more important. Levy’s thoughtful analyses have shown that an emphasis on the technology of digital documents has impeded our understanding of digital documents as documents (e.g., Levy, 1994[2]). A conventional document, such as a mail message or a technical report, exists physically in digital technology as a string of bits, as does everything else in a digital environment. As an object of study, it has been made into a document. It has become physical evidence by those who study it.
[http://en.wikipedia.org/wiki/Document]
* SENSORIAL_INFO is ANY INFO that the sensory_systems of a brain_organisms can perceive.
[hmnSngo.2008-09-11]
Data is
- SENSORIAL_INFO (= text (any symbol), signs, speech, text) AND
- ENTITIES captured by sensory_machines (= photos, audio, video, temperature, ...)
[hmnSngo.2008-01-12_KasNik]
Dato is
- INFO captured by sensory_systems (= simple info of measurements, names, images ...) AND
- ENTITIES captured by sensory_machines (= photos, audio, video, temperature, ...)
[hmnSngo.2007-12-22_KasNik]
DATO is any SENSIBLE-ENTITY by organisms#cptCore482# or machines#cptCore444#, such as sign, speech, text, photo, audio, video, etc.
[hmnSngo.2007-12-12_KasNik]
INFO is any SENSIBLE-ENTITY that maps brainepto-models#cptCore762#, such as sign, speech, text, photo, audio, video.
[hmnSngo.2005-08-23_nikkas]
DATA is any MATERIAL-ENTITY that maps brain-models#cptCore762#, such as speech, text, photo, audio, video.
[hmnSngo.2005-08-23_nikkas]
DATA is any material-entity we map to HUMAN-INFORMATION#cptCore445.a#.
[hmnSngo.2002-02-08_nikkas]
not the referent of the info. [2002-08-06]
DATO is langero (sign, speech, text) and audio, photo, video captured by machines.
[hmnSngo.2007-12-11_KasNik]
A document is a written or drawn representation of thoughts. Originating from the Latin Documentum meaning lesson - the verb doceo means to teach, and is pronounced similarly, in the past it was usually used as a term for a written proof used as evidence. In the computer age, a document is usually used to describe a primarily textual file, along with its structure and design, such as fonts, colors and additional images.
The modern term 'document' can no longer be defined by its transmission medium (such as paper), following the existence of electronic documents. A documentation is not a written or drawn presentation of thoughts.
The formal term 'document' is defined in Library and information science and in documentation science, as a basic theoretical construct. It is everything which may be preserved or represented in order to serve as evidence for some purpose. The classical example provided by Suzanne Briet is an antelope: "An antelope running wild on the plains of Africa should not be considered a document, she rules. But if it were to be captured, taken to a zoo and made an object of study, it has been made into a document. It has become physical evidence being used by those who study it. Indeed, scholarly articles written about the antelope are secondary documents, since the antelope itself is the primary document." (Quoted from Buckland, 1998 [1]). (This view has been seen as an early expression of what now is known as actor–network theory).
[http://en.wikipedia.org/wiki/Document] {2014-12-06}
name::
* McsEngl.infBrnnNo'wholeNo-relation,
_ENVIRONMENT.LINGO_TO_SEMASIO_MAPPING_RELATION:
* worldview.human.brain#cptCore1099.3#
name::
* McsEngl.infBrnnNo.specific,
_SPECIFIC:
* audio-data#cptIt986#
* brainual-data (ESPTO)#cptCore50#
* communication-data#cptIt25#
* concept.brain.sensorial#cptCore93.396#
* conceptual-data (ESPO)##
* database#cptIt8.1#
* infobase
* knowledgebase#cptIt497.1#
* Knowledgebase-ConceptBrainualSensorial#cptCore50.28.16#
* logal-data (CODE)#cptCore93.39#
* photograph#cptResouce869#
* preconceptual-data (ESTO)##
* semasial-data (ESMO)#cptCore53#
* software-data#cptIt242#
* time_series_data#cptCore12#
* video-data#cptIt987#
* view-human-logal#cptCore474#
* view-human-speech#cptCore1060#
* view-human-text#cptCore474.56#
* worldview-data
_SPECIFIC: infBrnnNo.Specific_division.HUMAN:
* infBrnnNo.human
* infBrnnNo.humanNo
_SPECIFIC: infBrnnNo.SPECIFIC_DIVISION.DIGITAL_FORM:
* digital-data#cptItsoft242#
* analog-data
name::
* McsEngl.infBrnnNo.DOCUMENT,
* McsEngl.document,
* McsEngl.doc,
* McsEngl.document,
* McsElln.έγγραφο,
_DESCRIPTION:
Document is organized information, stored or not.
[hmnSngo.2016-09-25]
===
Document is a-record of information.
[hmnSngo.2016-06-10]
name::
* McsEngl.infBrnnNo.Human,
* McsEngl.conceptCore613.1,
* McsEngl.data.human@cptCore613.1, {2012-11-26}
* McsEngl.document.human@cptCore613.1, {2012-11-25}
* McsEngl.human.data@cptCore613.1, {2012-05-12}
* McsEngl.info.human.brainualNo@cptCore613.1, {2012-05-12}
* McsEngl.info.human.material@cptCore613.1, {2012-05-12}
* McsEngl.info.human.sensorial@cptCore613.1, {2012-05-12}
name::
* McsEngl.infBrnnNo.Time-based,
* McsEngl.conceptCore613.2,
* McsEngl.time'based'data@cptCore613i,
* McsEngl.media'data,
* McsEngl.time-based-media,
* McsEngl.streaming'media@cptCore613i,
Any data that changes meaningfully with respect to time can be characterized as time-based media.
- Audio clips,
- MIDI sequences,
- movie clips, and
- animations
are common forms of time-based media. Such media data can be obtained from a variety of sources, such as local or network ήles, cam- eras, microphones, and live broadcasts.
A key characteristic of time-based media is that it requires timely delivery and processing. Once the ίow of media data begins, there are strict timing deadlines that must be met, both in terms of receiving and presenting the data. For this reason, time-based media is often referred to as streaming media -- it is delivered in a steady stream that must be received and pro- cessed within a particular timeframe to produce acceptable results. For example, when a movie is played, if the media data cannot be deliv- ered quickly enough, there might be odd pauses and delays in playback. On the other hand, if the data cannot be received and processed quickly enough, the movie might appear jumpy as data is lost or frames are inten- tionally dropped in an attempt to maintain the proper playback rate.
[jmf 2.0 guide]
Content Type:
The format in which the media data is stored is referred to as its content type. QuickTime, MPEG, and WAV are all examples of content types. Con- tent type is essentially synonymous with ήle typeΡcontent type is used because media data is often acquired from sources other than local ήles.
[jmf 2.0 guide]
Codec-613i:
A codec performs media-data compression and decompression. When a track is encoded, it is converted to a compressed format suitable for stor- age or transmission; when it is decoded it is converted to a non-com- pressed (raw) format suitable for presentation. Each codec has certain input formats that it can handle and certain output formats that it can generate. In some situations, a series of codecs might be used to convert from one format to another.
[jmf 2.0 guide]
TIME-BASED DATA (MEDIA DATA):
AUDIO-SIGNAL#cptIt986: attSpe#
VIDEO-SIGNAL#cptIt987: attSpe#
Media streams can be categorized according to how the data is delivered:
- - Pull data transfer is initiated and controlled from the client side. For example, Hypertext Transfer Protocol (HTTP) and FILE are pull protocols.
- - Push the server initiates data transfer and controls the flow of data. For example, Real-time Transport Protocol (RTP) is a push protocol used for streaming media. Similarly, the SGI MediaBase protocol is a push protocol used for video-on-demand (VOD).
_CREATED: {2003-12-24|1998-08-28}
name::
* McsEngl.info.Knowledge,
* McsEngl.conceptCore181.5,
* McsEngl.knowledge,
* McsEngl.true-information,
* McsEngl.info'truth@cptCore476,
* McsEngl.knlg, {2021-01-02}
* McsEngl.klg@cptCore181.5, {2013-07-31}
* McsEngl.infKno@cptCore181.5, {2012-05-05}
====== lagoSINAGO:
* McsEngl.kono@lagoSngo,
* McsEngl.gnoso@lagoSngo,
====== lagoGreek:
* McsElln.ΓΝΩΣΗ@cptCore476,
* McsElln.ΑΛΗΘΕΙΑ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΑΛΗΘΙΝΗ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΑΛΗΘΙΝΗ'ΠΛΗΡΟΦΟΡΙΑ@cptCore476,
* McsElln.ΠΛΗΡΟΦΟΡΙΑ'ΑΛΗΘΙΝΗ@cptCore476,
====== lagoEsperanto:
* McsEngl.kono@lagoEspo,
* McsEspo.kono,
* McsEngl.scio@lagoEspo,
* McsEspo.scio,
* McsEngl.sciado@lagoEspo,
* McsEspo.sciado,
=== _NOTES: Η ΓΝΩΣΗ λέγεται και ΑΛΗΘΕΙΑ.
* TRUTH and KNOWLEDGE are NOT the same, because the truth that today I ate meat, it is not knowledge.
[hknu@cptCore1998-08-28_nikos]
name::
* McsEngl.knowledge'DEFINEINO,
_DEFINITION:
* KNOWLEDGE is USEFUL information.
[hmnSngo.2003-12-24_nikkas]
* KNOWLEDGE is useful, true info.#cptCore445#
We are interesting in knowledge useful in relation to society not to individuals.
[hmnSngo.2001-02-13_nikkas]
* KNOWLEDGE is HUMAN-INFORMATION (conceptual or not, scientific or common-sense, theoritical of applied) which is logically-correct and with the greater-known-degree-of-truth.
Our beliefs, mystisisms are not knowledge.
If we uniquely identify what is correct and true THEN we could uniquely identify what is knowledge.
[hmnSngo.2000-09-19_nikkas]
* KNOWLEDGE is the CONCEPTUAL-MODELS of the 'kosmos' we express with HUMAN-INFORMATION and have a degree of truth.
[hmnSngo.2000-07-16_nikkas]
* Computer have become the cause to understand what 'knowledge' is.
[hmnSngo.2000-12-11_nikkas]
* literature of artistic-value is NOT knowledge.
[hmnSngo.2000-09-16_nikkas]
* KNOWLEDGE is 'true' Conceptual-Models of the 'kosmos' we express with human-info.
[hmnSngo.2000-05-21_nikkas]
* KNOWLEDGE is true CONCEPTUAL-SYSTEMS, eg <meat is human food>.
[hmnSngo.1998-03-01_nikos]
HUMAN-INFORMATION is any SET of STATEMENTS, eg <today I ate meat>.
My objective is the creation of STRUCTURED-CONCEPTUAL-SYSTEMS with the help of machines.
* ΓΝΩΣΗ είναι η ΠΡΑΓΜΑΤΙΚΗ ΠΛΗΡΟΦΟΡΙΑ που ιστορικά θεωρείται οτι η 'σχέση αναφερομενου-σημασιας της', είναι 'αληθης'.
[hmnSngo.1995.04_nikos]
* ΓΝΩΣΗ είναι η 'πληροφορία#cptCore445#' που ΙΣΤΟΡΙΚΑ θεωρείται να έχει τον ανώτατο βαθμό 'ΑΛΗΘΕΙΑΣ#cptCore85#'.
[hmnSngo.1994.05_nikos]
name::
* McsEngl.knowledge'setConceptName,
Noun
* S: (n) cognition, knowledge, noesis (the psychological result of perception and learning and reasoning)
[wn, 2008-01-12]
* knowledge is considered to be any form of information that one might be able to manipulate in one's brain
[Tim Lethbridge, PhD Thesis, 1994nov]
* "ΓΝΩΣΗ: ΤΟ ΑΠΟΤΕΛΕΣΜΑ ΤΗΣ ΔΙΑΔΙΚΑΣΙΑΣ ΤΗΣ ΜΕΛΕΤΗΣ ΤΗΣ ΠΡΑΓΜΑΤΙΚΟΤΗΤΑΣ, ΑΦΟΥ ΕΛΕΓΧΘΕΙ ΑΠΟ ΤΗΝ ΚΟΙΝΩΝΙΚΗ-ΙΣΤΟΡΙΚΗ ΠΡΑΚΤΙΚΗ ΚΑΙ ΕΠΙΒΕΒΑΙΩΘΕΙ ΑΠΟ ΤΗ ΛΟΓΙΚΗ. Η ΑΚΡΙΒΗΣ ΑΝΤΑΝΑΚΛΑΣΗ ΑΥΤΗΣ ΤΗΣ ΠΡΑΓΜΑΤΙΚΟΤΗΤΑΣ ΣΤΗ ΣΥΝΕΙΔΗΣΗ ΤΟΥ ΑΝΘΡΩΠΟΥ ΜΕ ΤΗ ΜΟΡΦΗ ΠΑΡΑΣΤΑΣΕΩΝ, ΕΝΝΟΙΩΝ, ΚΡΙΣΕΩΝ ΚΑΙ ΘΕΩΡΙΩΝ".
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α393#cptResource164#]
Knowledge is defined (Oxford English Dictionary) variously as
(i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject,
(ii) what is known in a particular field or in total; facts and information or
(iii) awareness or familiarity gained by experience of a fact or situation. Philosophical debates in general start with Plato's formulation of knowledge as "justified true belief". There is however no single agreed definition of knowledge presently, nor any prospect of one, and there remain numerous competing theories.
Knowledge acquisition involves complex cognitive processes: perception, learning, communication, association and reasoning. The term knowledge is also used to mean the confident understanding of a subject with the ability to use it for a specific purpose.
[http://en.wikipedia.org/wiki/Knowledge] 2008-01-12
Knowledge can refer to
* Knowledge, the possession of information.
* The Knowledge (book series), children's series.
* Taxicabs of the United Kingdom#The Knowledge, the rigorous geographical training obligatory for London taxi drivers.
[http://en.wikipedia.org/wiki/Knowledge_%28disambiguation%29] 2008-01-12
knowledge knowledge
1 Knowledge is information and understanding about a subject which a person has, or which all people have.
She disclaims any knowledge of her husband's business concerns.
...the quest for scientific knowledge.
N-UNCOUNT: usu with supp
2 If you say that something is true to your knowledge or to the best of your knowledge, you mean that you believe it to be true but it is possible that you do not know all the facts.
Alec never carried a gun to my knowledge.
To the best of my knowledge, Gloria did not make these comments.
PHR: PHR with cl/group
3 If you do something safe in the knowledge that something else is the case, you do the first thing confidently because you are sure of the second thing. (WRITTEN)
On warm summer nights you can ventilate your room, safe in the knowledge that your window is secure.
PHR: PHR after v, usu PHR that
(c) HarperCollins Publishers.
name::
* McsEngl.knowledge'Relation-to-information,
* McsEngl.info'relation-to-knowledge,
* McsEngl.knowledge'relation-to-info,
But knowledge is fundamentally different from information: the difference is that between knowing a thing versus simply having information about it.
[http://www.ontopia.net/topicmaps/materials/tao.html]
_ADDRESS.WPG:
* https://twitter.com/ProfFeynman/status/1267505684737855493,
name::
* McsEngl.knowledge'SPECIFEFINO,
_SPECIFIC:
* HUMAN-KNOWLEDGE#cptCore50.7#
* TACIT_KNOWLEDGE##
* EXPLICIT_KNOWLEDGE##
* DISPERSED_KNOWLEDGE
* PROCEDURAL_KNOWLEDGE
* NON'PROCEDURAL_KNOWLEDGE
* DOMAIN_KNOWLEDGE
* META_KNOWLEDGE
name::
* McsEngl.knowledge.METAKNOWLEDGE,
* McsEngl.metaknowledge@cptCore181i,
_DEFINITION:
Metaknowledge or meta-knowledge is knowledge about knowledge. More precisely speaking, meta-knowledge is systemic problem and domain-independent knowledge which performs or enables operations on another more or less specific domain-dependent knowledge in different domains/areas of human activities. Meta-knowledge is a fundamental conceptual instrument in such research and scientific domains as, knowledge engineering, knowledge management, and others dealing with study and operations on knowledge, seen as an unified object/entities, abstracted from local conceptualizations and terminologies.
Examples of the first-level individual meta-knowledge are methods of planning, modeling, learning and every modification of a domain knowledge. The procedures, methodologies and strategies of teaching, coordination of e-learning courses are individual meta-meta-knowledge of an intelligent entity (a person, organization or society). Of course, universal meta-knowledge frameworks have to be valid for the organization of meta-levels of individual meta-knowledge.
[http://en.wikipedia.org/wiki/Meta-knowledge]
name::
* McsEngl.knowledge.NON'PROCEDURAL,
* McsEngl.non'procedural'knowledge@cptCore181i,
* McsEngl.descriptive'knowledge@cptCore181i,
_DEFINITION:
Descriptive knowledge, also declarative knowledge or propositional knowledge, is the species of knowledge that is, by its very nature, expressed in declarative sentences or indicative propositions. This distinguishes descriptive knowledge from what is commonly known as "know-how", or procedural knowledge (the knowledge of how, and especially how best, to perform some task), and "knowing of", or knowledge by acquaintance (the knowledge of something's existence).
[http://en.wikipedia.org/wiki/Descriptive_knowledge]
name::
* McsEngl.knowledge.TACIT,
* McsEngl.tacit-knowledge@cptCore181i,
_DEFINITION:
The concept of tacit knowing comes from scientist and philosopher Michael Polanyi. It is important to understand that he wrote about a process (hence tacit knowing) and not a form of knowledge. However, his phrase has been taken up to name a form of knowledge that is apparently wholly or partly inexplicable.
By definition, tacit knowledge is knowledge that people carry in their minds and is, therefore, difficult to access. Often, people are not aware of the knowledge they possess or how it can be valuable to others. Tacit knowledge is considered more valuable because it provides context for people, places, ideas, and experiences. Effective transfer of tacit knowledge generally requires extensive personal contact and trust.
Tacit knowledge is not easily shared. One of Polanyi's famous aphorisms is: "We know more than we can tell." Tacit knowledge consists often of habits and culture that we do not recognize in ourselves. In the field of knowledge management the concept of tacit knowledge refers to a knowledge which is only known by an individual and that is difficult to communicate to the rest of an organization. Knowledge that is easy to communicate is called explicit knowledge. The process of transforming tacit knowledge into explicit knowledge is known as codification or articulation.
[http://en.wikipedia.org/wiki/Tacit_knowing]
name::
* McsEngl.knowledge.EXPLICIT,
* McsEngl.explicit'knowledge@cptCore181i,
_DEFINITION:
Explicit knowledge is knowledge that has been or can be articulated, codified, and stored in certain media. It can be readily transmitted to others. The most common forms of explicit knowledge are manuals, documents and procedures. Knowledge also can be audio-visual. Works of art and product design can be seen as other forms of explicit knowledge where human skills, motives and knowledge are externalized. only definition
[http://en.wikipedia.org/wiki/Explicit_knowledge]
name::
* McsEngl.knowledge.DISPERSED,
* McsEngl.dispersed-knowledge@cptCore181.i,
_DEFINITION:
In economics, dispersed knowledge is information that is dispersed throughout the marketplace, and is not in the hands of any single agent. All agents in the market have imperfect knowledge; however, they all have an impressive indicator of everyone else's knowledge and intentions, and that is the price.
[http://en.wikipedia.org/wiki/Dispersed_knowledge]
name::
* McsEngl.info.KnowledgeNo,
* McsEngl.conceptCore181.6,
* McsEngl.nonknowledge'info@cptCore181.6,
name::
* McsEngl.info.Known (in a brain),
* McsEngl.conceptCore181.8,
* McsEngl.known-info@cptCore181.8,
_GENERIC:
* information-time#cptCore181.56#
_DEFINITION:
* KNOWN-INFO is the INFO a BRAIN-ORGANISM has.
[hmnSngo.2007-10-27_nikkas]
* KNOWN-INFO OF A BRAIN-ORGANISM is learned info of it.
[hmnSngo.2003-12-26_nikkas]
_SPECIFIC:
* KNOWLEDGE#cptCore181.5#
_SPECIFIC_DIVISION.REFERENT:
* REAL--KNOWN-INFO
* UNREAL--KNOWN-INFO
_SPECIFIC_DIVISION.TIME:
* HISTORY--KNOWN-INFO
* PRESENT--KNOWN-INFO
* FORCAST--KNOWN-INFO
name::
* McsEngl.info.KnownNo,
* McsEngl.conceptCore181.9,
* McsEngl.ignorance@cptCore181.9,
* McsEngl.unknown@cptCore181.9,
====== lagoGreek:
* McsElln.ΑΓΝΩΣΤΟ@cptCore1004,
_DEFINITION:
* Unknown-info is INFO for an existing referento that a brain-organism does NOT has. This info, another brain-organism, may has it or may not.
[hmnSngo.2007-10-29_KasNik]
* Unknown is MISSING info for an existing REFERENTO. For example, how the universe had created.
[hmnSngo.2007-10-27_KasNik]
* UNKNOWN is unlearned information of a brain-organism.
[hmnSngo.2003-12-26_nikkas]
* ΑΓΝΩΣΤΟ ονομάζω το συμπληρωματικό#cptCore461.a# της ΓΝΩΣΗΣ.
[hmnSngo.1996.02_nikos]
IMPORTANCE#cptCore781#:
Ο πρόεδρος του MIT Τσάρλς Μ. Βεστ στο καθιερωμένο απολογισμό πρωτοστατεί φέτος ανατρέποντας τη συνηθισμένη τακτική, προτιμά να αναφερθεί όχι τόσο στα αποτελέσματα που επιτεύχθηκαν όσο στα ζητήματα που έμειναν ανοιχτά και στα νέα ερωτήματα που γεννούν οι απαντήσεις. Και αυτά, υποστηρίζει προκλητικά ο Βεστ, είναι ο αληθινός μας πλούτος, καθ'όλες τις έννοιες.
[ΚΑΘΗΜΕΡΙΝΗ, 18 ΦΕΒ. 1996, 16]
_SPECIFIC:
* HYPOTHESIS (assumed true)#cptCore181.12#
_SPECIFIC_DIVISION.REFERENT:
* REAL--UNKNOWN-INFO
* HISTORY--UNKNOWN-INFO
* PRESENT--UNKNOWN-INFO
* FORCAST--UNKNOWN-INFO
* UNREAL--UNKNOWN-INFO
* HISTORY--UNKNOWN-INFO
* PRESENT--UNKNOWN-INFO
* FORCAST--UNKNOWN-INFO
_SPECIFIC_DIVISION.TIME:
* HISTORY--UNKNOWN-INFO
* REAL--UNKNOWN-INFO
* UNREAL--UNKNOWN-INFO
* PRESENT--UNKNOWN-INFO
* REAL--UNKNOWN-INFO
* UNREAL--UNKNOWN-INFO
* FORCAST--UNKNOWN-INFO
* REAL--UNKNOWN-INFO
* UNREAL--UNKNOWN-INFO
* The word guess commonly refers to a conjecture or estimation.
[http://en.wikipedia.org/wiki/Guess]
* An approximation is an inexact representation of something that is still close enough to be useful. Although approximation is most often applied to numbers, it is also frequently applied to such things as mathematical functions, shapes, and physical laws.
[http://en.wikipedia.org/wiki/Approximation]
* Estimation is the calculated approximation of a result which is usable even if input data may be incomplete, uncertain, or noisy.
[http://en.wikipedia.org/wiki/Estimation]
* CONJECTURE: In mathematics, a conjecture is a mathematical statement which appears likely to be true, but has not been formally proven to be true under the rules of mathematical logic. Once a conjecture is formally proven true it is elevated to the status of theorem and may be used afterwards without risk in the construction of other formal mathematical proofs. Until that time, mathematicians may use the conjecture on a provisional basis, but any resulting work is itself conjectural until the underlying conjecture is cleared up.
In scientific philosophy, Karl Popper pioneered the use of the term "conjecture" to indicate a proposition which is presumed to be real, true, or genuine, mostly based on inconclusive grounds, in contrast with a hypothesis (hence theory, axiom, principle), which is a testable statement based on accepted grounds.
[http://en.wikipedia.org/wiki/Conjecture]
name::
* McsEngl.info.LANGUAGE,
* McsEngl.conceptCore181.49,
* McsEngl.info.langual@cptCore181.49, {2012-05-13}
* McsEngl.info.language@cptCore181.49,
* McsEngl.info.linguistic@cptCore181.49,
* McsEngl.linguistic-info@cptCore181.49, {2008-09-11}
* McsEngl.infLgl@cptCore181.49, {2012-05-13}
====== lagoSINAGO:
* McsEngl.info-lango@lagoSngo, {2008-09-11}
_DEFINITION:
Linguistic-info is any ARCHETYPE#ql:language'archetype# and CODE#ql:language'code# information a language maps.
[hmnSngo.2014-02-17]
===
Linguistic-info is any bconceptual(semasial specific of bconceptual) and logal.
[hmnSngo.2012-03-14]
===
* Info_lango is ANY info_emo or info_ero.
[hmnSngo.2008-09-11]
_SPECIFIC:
* cptBrain-info (braino)
* lingo-info
* semasio-info (semasio)
===
* LOGAL-INFO (eto, ero)#cptCore93.39#
* SEMASIAL-INFO (edo, emo)#cptCore50.27#
name::
* McsEngl.info.LANGUAGE.NO,
* McsEngl.non-linguistic-information, {2014-02-17}
_DESCRIPTION:
Preconceptal-information, an image in the brains, an audio in the brains, a picture from a camera, a video of a videocamera are examples of non-linguistic-information.
[hmnSngo.2014-02-17]
name::
* McsEngl.info.META,
* McsEngl.conceptCore181.18,
* McsEngl.info.indirect@cptCore181.18, {2007-10-28}
* McsEngl.indirect-info@cptCore181.18,
* McsEngl.copy'info@cptCore181.18,
* McsEngl.duplicate'info@cptCore181.18,
* McsEngl.indirect'info@cptCore181.18,
* McsEngl.infocopy@cptCore181.18,
* McsEngl.nonoriginal'info@cptCore181.18,
* McsEngl.replica'info@cptCore181.18,
* McsEngl.secondary-info@cptCore181.18, {2008-01-12}
====== lagoSINAGO:
* McsEngl.infodirekto-co@lagoSngo, {2007-11-30}
* McsEngl.infokopo@lagoSngo, {2007-11-25}
_DEFINITION:
INDIRECT_INFO is INFO with referent the info of another brain-organism.
[hmnSngo.2007-10-28_KasNik]
_SPECIFIC:
_SPECIFIC_DIVISION.MEDIUM ===
* INDIRECT_BRAINEPTO
* INDIRECT_LOGERO#cptCore474.21#
_SPECIFIC_DIVISION.REFERENTO ===
* RIALO_INDIRECT_INFO
* TRUE_RIALO_INDIRECT_INFO:
* TRUE_RIALO_INDIRECT_INFO: RIALO, TRUE ...
* RIALO'CO_INDIRECT_INFO
_SPECIFIC_DIVISION.KONCEPTO ===
* INFOCOPY_ON_TERM_TERM#cptCore#
* SINKONCEPTO_ON_TERM#cptCore653#
* INFODIREKTO_CO_ON_REFERENTO#cptCore505#
* INFOCOPY_ON_MINETO
name::
* McsEngl.quotation@cptCore181i,
A quotation is the repetition of one expression as part of another one, particularly when the quoted expression is well-known or explicitly attributed (as by citation) to its original source.
A quotation can also refer to the repeated use of units of any other form of expression, especially parts of artistic works: elements of a painting, scenes from a movie or sections from a musical composition.
[http://en.wikipedia.org/wiki/Quotation]
SENSESET:
Noun
* S: (n) citation, cite, acknowledgment, credit, reference, mention, quotation (a short note recognizing a source of information or of a quoted passage) "the student's essay failed to list several important citations"; "the acknowledgments are usually printed at the front of a book"; "the article includes mention of similar clinical cases"
* S: (n) quotation, quote, citation (a passage or expression that is quoted or cited)
* S: (n) quotation (a statement of the current market price of a security or commodity)
* S: (n) quotation (the practice of quoting from books or plays etc.) "since he lacks originality he must rely on quotation"
[wn, 2007-11-27]
name::
* McsEngl.misquotation@cptCore181i,
A misquotation is an accidental or intentional misrepresentation of a person's speech or writing, involving one or more of:
* Omission of important context: The context can be important for determining the overall argument the quoted person wanted to make, for seeing whether the quoted statement was restricted or even negated in this context, or for recognizing hints that it was meant as irony.
* Omission of important parts of the quote.
* Insertion of allegedly implied words or partial sentences: The inserted portions may be specially marked (e.g. by square brackets or cursive font). Using unmarked insertions is commonly deprecated. In order to constitute a misquotation, the implied portions must alter the meaning of the quote in a way that the original author did not obviously intend.
* Incorrect rephrasing: The quote is replaced by one which is only superficially identical in meaning, or one or more of the words in the quotation have been replaced by incorrect ones.
* Misattribution: Attributing someone else's (or no one's in particular) words to a person who did not use them. Misattribution is often found in satire.
* Misspelling, although usually inadvertent, can sometimes be used deliberately, especially with satirical intent, to portray the quoted person as stupid or uneducated.
The following causes are mostly responsible for misquotations:
* Imperfect reproduction, e.g. from memory, in communication or by transcription. Gossip, which involves many consecutive memorizations and mouth-to-mouth communications, can quickly 'mutate' a quote beyond recognition. In those cases, only the 'kernel' of the quote is held while the rest is omitted or simplified.
* Misunderstanding, if the person using the quote misjudges the importance of context, partial sentences, or inserts an invalid implication.
* Malice or deliberate deceit (Quote mining).
* Humor or satire.
A particuliar case of misattribution is the Matthew effect: a quotation is often attributed to someone more famous than the real author. This leads the quotation to be more famous, but the real author to be forgotten.[1]
[http://en.wikipedia.org/wiki/Misquotation]
name::
* McsEngl.paraphrase@cptCore181i,
A paraphrase (from the Greek paraphrasis) is a statement or remark explained:
* It is not a summary.
* It does not contain most of the words or phrases from the original (plagiarism).
* It includes all minor details from original.
* The meaning of the writing being paraphrased is clearer to the reader than in the original text.
* It restates the thesis.
* It is usually longer than the original.
[http://en.wikipedia.org/wiki/Paraphrase]
name::
* McsEngl.translated'info@cptCore181.i,
SENSET:
Noun
* S: (n) translation, interlingual rendition, rendering, version (a written communication in a second language having the same meaning as the written communication in a first language)
* S: (n) translation (a uniform movement without rotation)
* S: (n) transformation, translation (the act of changing in form or shape or appearance) "a photograph is a translation of a scene onto a two-dimensional surface"
* S: (n) translation ((mathematics) a transformation in which the origin of the coordinate system is moved to another position but the direction of each axis remains the same)
* S: (n) translation ((genetics) the process whereby genetic information coded in messenger RNA directs the formation of a specific protein at a ribosome in the cytoplasm)
* S: (n) translation (rewording something in less technical terminology)
* S: (n) translation, displacement (the act of uniform movement)
[wn, 2007-11-27]
name::
* McsEngl.info.MetaNo,
* McsEngl.conceptCore181.24,
* McsEngl.direct-info@cptCore181.24,
* McsEngl.direct'info@cptCore181.24,
* McsEngl.info.direct@cptCore181.24, {2007-11-04}
* McsEngl.metaNo-information@cptCore181.24, {2012-05-13}
* McsEngl.non-meta-information@cptCore181.24, {2012-05-13}
* McsEngl.original-info@cptCore181.24,
* McsEngl.primary-info@cptCore181.24, {2008-01-12}
====== lagoSINAGO:
* McsEngl.infodirekto@lagoSngo, {2007-12-30}
* McsEngl.info-direkto@lagoSngo, {2007-11-04}
_DEFINITION:
Infodirekto is info of a kognepto_base about the universe and not about other kognepto_bases.
[hmnSngo.2007-12-30_KasNik]
===
DIRECT_INFO is INFO of the brain-organism who is "talking".
[hmnSngo.2007-11-04_KasNik]
name::
* McsEngl.info.METHOD,
* McsEngl.conceptCore181.67,
* McsEngl.conceptCore17,
* McsEngl.info.method,
* McsEngl.method, {2016-03-19} {2007-12-22}
* McsEngl.entity.info.method@cptCore17, {2012-08-05}
* McsEngl.sympan'society'info'method@cptCore17, {2012-08-05}
* McsEngl.rule, {2007-12-26}
* McsEngl.methodology@cptCore17,
* McsEngl.procedural-information@cptCore17, {2012-11-09}
* McsEngl.mtd@cptCore17, {2013-10-01}
* McsEngl.mthd@cptCore17, {2012-09-02}
====== lagoSINAGO:
* McsEngl.metodepto@lagoSngo, {2007-12-22}
====== lagoGreek:
* McsElln.ΚΑΝΟΝΑΣ@cptCore17, {2007-12-26}
* McsElln.ΜΕΘΟΔΟΣ@cptCore17, {2007-12-22}
* McsElln.ΜΕΘΟΔΟΛΟΓΙΑ@cptCore17,
====== lagoEsperanto:
* McsEngl.metodo@lagoEspo,
* McsEspo.metodo,
* McsEngl.rule = regulo@lagoEspo,
* McsEspo.rule = regulo,
* McsEngl.superregi@lagoEspo,
* McsEspo.superregi,
* McsEngl.regado@lagoEspo,
* McsEspo.regado,
* McsEngl.regi@lagoEspo,
* McsEspo.regi,
name::
* McsEngl.rule'setConceptName,
A rule is:
* In generative grammar and computer science, a rewrite rule.
* Standardization, a formal and widely-accepted statement, fact, definition, or qualification
* Operation, a determinate rule (method) for performing a mathematical operation and obtaining a certain result (Mathematics, Logic)
o Unary operation
o Binary operation
* Rule of inference, a function from sets of formulae to formulae (Mathematics, Logic)
* Moral, an atomic element of a moral code for guiding choices in human behavior
* Heuristic, a quantized "rule" which shows a tendency or probability for successful function
* Ruleset, a group of rules in an ordered programme, for the purpose of governing a system (artificial intelligence, game mechanics)
* A regulation, as in sports
* Procedural law, a ruleset governing the application of laws to cases
o A law, which may informally be called a "rule"
o A court ruling, a decision by a court
* Norm (sociology), an informal but widely accepted rule, concept, truth, definition, or qualification (social norms, legal norms, coding norms)
* Norm (philosophy), a kind of sentence or a reason to act, feel or believe.
* "Rulership" is the concept of governance by a government:
o Military rule, governance by a military body
o Monastic rule, a collection of precepts that guides the life of monks or nuns in a religious order where the superior holds the place of Christ
Other uses
* Rule (song), a song by rapper Nas
* Rule, an instrument for measuring lengths
* Rule, a component of an astrolabe, circumferator or similar instrument.
* Rule of thumb, an idiom for an estimation procedure
* In ethics, the Golden Rule is a principle of reciprocity common throughout all or most religious or otherwise cultural systems: see ethic of reciprocity
* Golden rule (law), a rule for the construction of statutes in British law
* Rules of Acquisition, a set of guidelines intended to ensure the profitability of businesses owned by the ultra-capitalist Ferengi in the fictional Star Trek universe
* The Rules, a bestselling self-help book
* RULE Project (Run Up-to-date Linux Everywhere) is a project that aims to use up-to-date Linux software on old PCs
* Rule engine, a software system that helps managing business rules
* Ja Rule, a hip hop artist
o R.U.L.E., a 2005 greatest hits album by rapper Ja Rule
* The Rule, an American, pop/R&B band.
* Rule, in Graphic Arts, a horizontal line across a page.
[http://en.wikipedia.org/wiki/Rule] 2007-12-26
Noun
* S: (n) rule, regulation (a principle or condition that customarily governs behavior) "it was his rule to take a walk before breakfast"; "short haircuts were the regulation"
* S: (n) convention, normal, pattern, rule, formula (something regarded as a normative example) "the convention of not naming the main character"; "violence is the rule not the exception"; "his formula for impressing visitors"
* S: (n) rule, prescript (prescribed guide for conduct or action)
* S: (n) rule, linguistic rule ((linguistics) a rule describing (or prescribing) a linguistic practice)
* S: (n) principle, rule (a basic generalization that is accepted as true and that can be used as a basis for reasoning or conduct) "their principles of composition characterized all their works"
* S: (n) rule (the duration of a monarch's or government's power) "during the rule of Elizabeth"
* S: (n) dominion, rule (dominance or power through legal authority) "France held undisputed dominion over vast areas of Africa"; "the rule of Caesar"
* S: (n) rule (directions that define the way a game or sport is to be conducted) "he knew the rules of chess"
* S: (n) rule (any one of a systematic body of regulations defining the way of life of members of a religious order) "the rule of St. Dominic"
* S: (n) principle, rule (a rule or law concerning a natural phenomenon or the function of a complex system) "the principle of the conservation of mass"; "the principle of jet propulsion"; "the right-hand rule for inductive fields"
* S: (n) rule, formula ((mathematics) a standard procedure for solving a class of mathematical problems) "he determined the upper bound with Descartes' rule of signs"; "he gave us a general formula for attacking polynomials"
* S: (n) rule, ruler (measuring stick consisting of a strip of wood or metal or plastic with a straight edge that is used for drawing straight lines and measuring lengths)
Verb
* S: (v) govern, rule (exercise authority over; as of nations) "Who is governing the country now?"
* S: (v) rule, decree (decide with authority) "The King decreed that all firstborn males should be killed"
* S: (v) predominate, dominate, rule, reign, prevail (be larger in number, quantity, power, status or importance) "Money reigns supreme here"; "Hispanics predominate in this neighborhood"
* S: (v) rule, find (decide on and make a declaration about) "find someone guilty"
* S: (v) rule (have an affinity with; of signs of the zodiac)
* S: (v) rule (mark or draw with a ruler) "rule the margins"
* S: (v) rule, harness, rein (keep in check) "rule one's temper"
[wn, 2007-12-26]
name::
* McsEngl.method'setConceptName,
Noun
* S: (n) method (a way of doing something, especially a systematic way; implies an orderly logical arrangement (usually in steps))
* S: (n) method acting, method (an acting technique introduced by Stanislavsky in which the actor recalls emotions or reactions from his or her own life and uses them to identify with the character being portrayed)
[wn, 2007-12-22]
Method may refer to:
* How to do or make something
* Scientific method, a series of steps taken to acquire knowledge
* Method (computer science), a piece of code associated with a class or object to perform a task
* Method (music), a kind of textbook to help students learning to play a musical instrument
* Methodology, the collection, the comparative study, and the critique of the individual methods that are used in a given discipline or field of inquiry
* Methodology (software engineering), a series of steps taken to build software
* Method acting, a style of acting in which the actor attempts to replicate the conditions under which the character operates
* Method (Godhead), the bassist and programmer for the industrial band Godhead
* Discourse on Method, a philosophical and mathematical treatise by Rene' Descartes
* "The Method of Mechanical Theorems", part of the Archimedes Palimpsest
* Method, a 2004 film directed by Duncan Roy
* method, a San Francisco-based corporation which manufactures household products
[http://en.wikipedia.org/wiki/Method] 2007-12-22
name::
* McsEngl.methodology'setConceptName,
Noun
* S: (n) methodology, methodological analysis (the branch of philosophy that analyzes the principles and procedures of inquiry in a particular discipline)
* S: (n) methodology (the system of methods followed in a particular discipline)
[wn, 2007-12-22]
_DESCRIPTION:
Method is KNOWLEDGE (brainual or not) of how to do a process.
[hmnSngo.2012-08-05]
===
Algorithm is a-method, not a-process.
[hmnSngo.2017-02-07]
Method is the KNOWLEDGE AND SKILL of a process.
[hmnSngo.2008-09-02_HoKoNoo]
Method is a KOGNEPTO#cptCore365# of a duino#cptCore475#.
[hmnSngo.2007-12-22_KasNik]
meth·od
'meTH?d/Submit
noun
a particular form of procedure for accomplishing or approaching something, especially a systematic or established one.
"a method for software maintenance"
synonyms: procedure, technique, system, practice, routine, modus operandi, process; More
orderliness of thought or behavior; systematic planning or action.
"historical study is the rigorous combination of knowledge and method"
synonyms: order, orderliness, organization, structure, form, system, logic, planning, design, sense
"there's a method to his madness"
short for method acting.
noun: Method
[google search]
_GENERIC:
* entity.model.information#cptCore181#
* entity.model.info.brainual##cptCore181.61## {2012-08-05}
_WHOLE:
* sympan'society#cptCore331#
* KNOWER
Every method is located in someone's brain.
[hmnSngo.2007-12-23_KasNik]
name::
* McsEngl.method'doing.Implementation (duano),
* McsEngl.implementation-of-method@cptCore17i,
_DESCRIPTION:
Implementation-of-method is a DOING using this method.
[hmnSngo.2014-01-10]
name::
* McsEngl.method'referent,
The referento of this koncepto, is koncepto.
The referento of "duino" is a materialepto.
[hmnSngo.2007-12-22_KasNik]
name::
* McsEngl.method'specification,
* McsEngl.specification-of-metodepto@cptCore17i,
_DEFINITION:
It is any SENSORY_INFO describing the methodepto.
[hmnSngo.2007-12-22_KasNik]
name::
* McsEngl.method.specific,
_SPECIFIC: method.alphabetically:
* method.learning
* method.mapping#cptCore320#
* method.standard
name::
* McsEngl.method.SPECIFIC-DIVISION.process-on,
_SPECIFIC:
* on-material-process-method##
* on-mental-process-method#cptCore564#
name::
* McsEngl.method.AIM-JUSTIFIES-THE-MEANS,
* McsEngl.aim-justifies-the-means-method, {2012-12-23}
====== lagoGreek:
* McsElln.ο-σκοπός-αγιάζει-τα-μέσα-μέθοδος, {2012-12-23}
_DESCRIPTION:
As an example, today Samaras saves the ship of our economy by throwing a quantity of passengers into the sea.
[hmnSngo.2012-12-23]
name::
* McsEngl.method.PLAN,
* McsEngl.plan,
_DESCRIPTION:
Plan is a-method with timepoints.
[hmnSngo.2017-12-12]
name::
* McsEngl.method.STANDARD,
* McsEngl.conceptCore17.1,
* McsEngl.standard-method@cptCore17.1,
name::
* McsEngl.info.OBJECTIVE,
* McsEngl.objective-information,
* McsElln.αντικειμενική-πληροφορία,
_DESCRIPTION:
THERE IS NO objective information. ALL information is SUBJECTIVE.
Information has a degree of truth/falsness.
The action, experiment and the time reveal the degree of truth.
[hmnSngo.2013-05-20]
name::
* McsEngl.info.PUBLIC,
* McsEngl.public-data,
====== lagoGreek:
* McsElln.δημόσιο-΄εγγραφο,
Ανοιχτή πρόσβαση στα δημόσια έγγραφα για τους πολίτες
ΑΘΗΝΑ 25/10/2014
Ένα νέο τοπίο δημιουργείται στο δημόσιο τομέα, με την ψήφιση του νομοσχεδίου στην Ολομέλεια της Βουλής για την "ανοικτή διάθεση και περαιτέρω χρήση εγγράφων, πληροφοριών και δεδομένων του δημοσίου τομέα", καθώς οι πολίτες θα έχουν πρόσβαση στα δημόσια έγγραφα.
Όπως εκτιμάται από την Ευρωπαϊκή Ένωση θα οδηγήσουν σε οικονομικά οφέλη πλέον των 40 δισ. ευρώ στην κοινότητα.
Ειδικότερα, με το νέο νόμο η Ελλάδα όχι μόνο προσαρμόζεται στην Οδηγία της Ε.Ε. 2013/37 «σχετικά με την περαιτέρω χρήση πληροφοριών του δημόσιου τομέα», αλλά κάνει ακόμη πιο τολμηρά βήματα σε σχέση με το κείμενο της οδηγίας για το άνοιγμα των δημοσίων δεδομένων και την ενίσχυση της διαφάνειας. Στο πλαίσιο αυτό, καθιερώνεται η αρχή της εξ ορισμού ανοικτής διάθεσης και περαιτέρω χρήσης της δημόσιας πληροφορίας.
Η αρχή αυτή έγκειται στο ότι:
- Τα έγγραφα, οι πληροφορίες και τα δεδομένα που κατέχει η διοίκηση είναι κατ' αρχήν ανοικτά και προσβάσιμα στους πολίτες.
- Ο αποκλεισμός της πρόσβασης και η περαιτέρω χρήση των πληροφοριών του Δημόσιου Τομέα δεν δικαιολογείται για λόγους σκοπιμότητας, αλλά μόνο για λόγους νομιμότητας.
- Η διοίκηση οφείλει να αιτιολογεί ειδικώς τις περιπτώσεις στις οποίες δεν διαθέτει για περαιτέρω χρήση τα δεδομένα που κατέχει.
- Η περαιτέρω χρήση των δεδομένων, εφόσον θεωρείται αναγκαίο, μπορεί να επιτρέπεται με καθεστώς γενικής ή ειδικής άδειας.
Με το συγκεκριμένο νόμο ενισχύεται η συμμετοχή, η διαφάνεια και ο δημόσιος έλεγχος και αφ' ετέρου προωθείται η επιχειρηματικότητα. Οι επιχειρήσεις, ιδίως οι νεοφυείς και όσες δραστηριοποιούνται στον τομέα των νέων τεχνολογιών, έχουν την απαραίτητη πρώτη ύλη ώστε να αναπτύξουν υπηρεσίες προστιθέμενης αξίας.
Η ανοιχτή διάθεση δεδομένων θα ωφελήσει συγκεκριμένες ομάδες πληθυσμού, συμβάλλοντας μεσοπρόθεσμα στην ανάκαμψη της ελληνικής οικονομίας. Αξίζει να σημειωθεί ότι τα «Ανοικτά Δεδομένα» εκτιμάται πως θα οδηγήσουν σε οικονομικά οφέλη πλέον των 40 δις ευρώ για την Ε.Ε., καθώς και σε αύξηση της οικονομικής δραστηριότητας που θα ξεπερνά τα 3 τρις δολάρια, σε επτά διαφορετικούς τομείς οικονομικής δραστηριότητας (εκπαίδευση, μεταφορές, καταναλωτικά προϊόντα, ηλεκτρική ενέργεια, πετρέλαιο και φυσικό αέριο, υγεία και καταναλωτική πίστη) σε παγκόσμιο επίπεδο.
Πιο συγκεκριμένα, οι ομάδες πληθυσμού που θα ωφεληθούν με πρακτικό τρόπο από τη χρήση των ανοιχτών δεδομένων, είναι:
- Η διάθεση στοιχείων προσβασιμότητας μειώνει τα εμπόδια για εργασία, ταξίδια και τουρισμό για ανθρώπους με κινητικά προβλήματα. Ομοίως, η ψηφιακή διάθεση των δημόσιων πληροφοριών σε ανοιχτά πρότυπα επιτρέπει την ευχερή μετατροπή σε κώδικα Braille.
- Από τα ανοικτά δεδομένα ωφελείται παράλληλα και ο γενικός πληθυσμός. Έτσι, η διάθεση δεδομένων σχετικά με τις δημόσιες μεταφορές, ειδικά δεδομένων πραγματικού χρόνου, αυξάνει τόσο τον αριθμό των επιβατών όσο και το διαθέσιμο χρόνο τους.
- Οι καταναλωτές μπορούν ομοίως να ωφεληθούν. Η ανάπτυξη εφαρμογών που ενισχύσουν την έρευνα αγοράς, οδηγεί μέσα από τον υγιή ανταγωνισμό σε μείωση τιμών. Χαρακτηριστικά παραδείγματα αποτελούν οι τιμές των «σούπερ μάρκετ», οι τιμές βενζίνης, καθώς και τα δίδακτρα ιδιωτικών σχολείων και φροντιστηρίων.
Παράλληλα, στο νομοσχέδιο περιλαμβάνονται και τρεις ακόμη διαρθρωτικές μεταρρυθμίσεις:
1) Η εκτέλεση των προϋπολογισμών των υπουργείων, των ΝΠΔΔ, των ΟΤΑ Α' και Β' Βαθμού και των ΝΠΔΔ αυτών, πρέπει να εμφανίζεται στην ιστοσελίδα τους κατά κανόνα σε πραγματικό χρόνο και να παρέχει αναλυτικές καταστάσεις και για το σκέλος των εσόδων και για το σκέλος των εξόδων ανά κωδικό αριθμό εσόδου ή εξόδου. Με τον τρόπο αυτό, κάθε πολίτης μπορεί να αξιολογεί και να έχει πλήρη γνώση της πορείας εκτέλεσης του προϋπολογισμού κάθε φορέα.
2) Καθιερώθηκε η υποχρεωτική ανάρτηση στο αναβαθμισμένο «πρόγραμμα Διαύγεια» για όλες τις Αστικές Μη Κερδοσκοπικές Εταιρείες (μεταξύ των οποίων και οι ΜΚΟ), τα σωματεία, τα ιδρύματα και τις Κοινωνικές Συνεταιριστικές Επιχειρήσεις (ΚΟΙΝΣΕΠ) και λοιπούς μη κερδοσκοπικούς φορείς, οι οποίες επιχορηγούνται από τον ευρύτερο δημόσιο τομέα με ποσό άνω των 3.000 ευρώ ετησίως. Κάθε ένας από τους ανωτέρω φορείς οφείλουν να αναρτούν αναλυτική κατάσταση διάθεσης των επιχορηγήσεων που έλαβαν.
3) Καθιερώθηκε η διαδικασία του υποχρεωτικού και αυτεπάγγελτου ελέγχου της γνησιότητας όλων των δικαιολογητικών που υποβάλλονται για κάθε νέο διορισμό ή πρόσληψη. Για όλους τους υπαλλήλους, μόνιμους και Ιδιωτικού Δικαίου Αορίστου Χρόνου, σε όλο το Δημόσιο και για όλους τους τρόπους πρόσληψης. Για τους ήδη υπηρετούντες υπαλλήλους καθιερώθηκε ο αυτεπάγγελτος έλεγχος της γνησιότητας των δικαιολογητικών με αφορμή συγκεκριμένη σοβαρή υπηρεσιακή μεταβολή (μετάταξη ή μεταφορά) ή με την παραίτηση από την υπηρεσία.
[http://www.nooz.gr/greece/anoixti-prosvasi-sta-dimosia-eggrafa-gia-tous-polites]
name::
* McsEngl.info.PRIVATE,
* McsEngl.private-information,
====== lagoGreek:
* McsElln.προσωπικά-δεδομένα,
_ADDRESS.WPG:
* Αρχή προστασίας προσωπικών δεδομένων: http://www.dpa.gr/portal/page?_pageid=33,15048&_dad=portal&_schema=PORTAL,
name::
* McsEngl.info.referent.PROVED,
* McsEngl.conceptCore181.25,
* McsEngl.proved'info@cptCore181.25,
_DEFINITION:
* Proved_info is INFO with KNOWN relation with its referento.
[hmnSngo.2007-11-04_KasNik]
name::
* McsEngl.info.referent.ProvedNo (hipotezo),
* McsEngl.conceptCore181.26,
* McsEngl.unproved'info@cptCore181.26,
* McsEngl.hipotezo@cptCore181.26,
* McsEngl.hypothesis@cptCore181.26,
* McsEngl.hypothesis'info@cptCore181.26,
====== lagoGreek:
* McsElln.ΥΠΟΘΕΣΗ@cptCore181.26,
_DEFINITION:
* Unproved_info is INFO#cptCore181# with UNKNOWN relation with its referento.
[hmnSngo.2007-11-04_KasNik]
* Hipotezo is UNPROVED-REAL-INFO we consider as true. UNREAL info always is false. A proof will may show that this info is unreal.
[hmnSngo.2007-10-27_KasNik]
* Hipotezo is UNPROVED-INFO we consider as true.
[hmnSngo.2007-10-25_KasNik]
* Hipotezo is INFO we consider as true.
[hmnSngo.2007-10-25_KasNik]
* A hypothesis is a suggested explanation of a phenomenon, or alternately a reasoned proposal suggesting a possible correlation between or among a set of phenomena.
[http://en.wikipedia.org/wiki/Scientific_method]
* A hypothesis is an idea which is suggested as a possible explanation for a particular situation or condition, but which has not yet been proved to be correct. (FORMAL)
Work will now begin to test the hypothesis in rats.
Different hypotheses have been put forward to explain why these foods are more likely to cause problems.
N-VAR
= theory
(c) HarperCollins Publishers.
# (n) hypothesis (a proposal intended to explain certain facts or observations)
# S: (n) hypothesis, possibility, theory (a tentative insight into the natural world; a concept that is not yet verified but that if true would explain certain facts or phenomena) "a scientific hypothesis that survives experimental testing becomes a scientific theory"; "he proposed a fresh theory of alkalis that later was accepted in chemical practices"
# S: (n) guess, conjecture, supposition, surmise, surmisal, speculation, hypothesis (a message expressing an opinion based on incomplete evidence)
[http://wordnet.princeton.edu/perl/webwn?s=hypothesis&sub=Search+WordNet&o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&h=]
_GENERIC:
* UNKNOWN#cptCore181.9#
_SPECIFIC:
_SPECIFIC_DIVISION.TIME ===
* FORECAST#cptCore181.9# (future)#cptCore181.12#
* HIPOTEZO_FUTURO'CO
=== MISC ===
* BELIEF#cptCore181.13# (considered true)#cptCore181.13#
* PROBABILISTIC_INFO#cptCore181.19#
* HIPOTEZO_HOMO#cptCore50.4#
name::
* McsEngl.info.PROBABILISTIC,
* McsEngl.conceptCore181.19,
* McsEngl.probabilistic'info@cptCore181.19,
* McsEngl.probabilistic-info@cptCore181.19,
_DEFINITION:
Probabilistic_info is HIPOTEZO we know its PROBABILITY#cptCore368# (= mathematical mesure of true)
[hmnSngo.2007-10-28_KasNik]
name::
* McsEngl.info.FORECAST (FUTURE),
* McsEngl.conceptCore181.12,
* McsEngl.forecast'info@cptCore181.12,
* McsEngl.future'info@cptCore181.12,
name::
* McsEngl.info.BELIEF,
* McsEngl.conceptCore181.13,
* McsEngl.belief@cptCore181.13,
====== lagoGreek:
* McsElln.ΔΟΞΑΣΙΑ,
* McsElln.ΠΙΣΤΗ@cptCore181.13,
====== lagoEsperanto:
* McsEngl.konvinko@lagoEspo,
* McsEspo.konvinko,
* McsEngl.kredo@lagoEspo,
* McsEspo.kredo,
_DEFINITION:
* Belief is a feeling of certainty that something exists, is true, or is good.
One billion people throughout the world are Muslims, united by belief in one god.
...a belief in personal liberty.
N-UNCOUNT: usu N in n
(c) HarperCollins Publishers.
* Belief is HYPOTHESIS which considerd true without proof.
[hmnSngo.2007-10-25_KasNik]
* ΠΙΣΤΕΥΩ ονομάζω ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a# που ανθρωπος δέχεται για 'αληθινη' χωρίς απόδειξη#cptCore469# ...
[hmnSngo.1995.04_nikos]
* Belief is the psychological state in which an individual is convinced of the truth or validity of a proposition or premise (argument). Belief does not necessarily confer the ability to adequately prove one's main contention to other people, who may disagree.
[http://en.wikipedia.org/wiki/Belief]
_GENERIC:
* info.provedNo#cptCore181.26#
_SPECIFIC:
* BRAINEPTO-BELIEF
* LOGERO-BELIEF
===
name::
* McsEngl.info.belief.PESSIMISM,
* McsEngl.pessimism,
_DESCRIPTION:
a tendency to see the worst aspect of things or believe that the worst will happen; a lack of hope or confidence in the future.
"the dispute cast an air of deep pessimism over the future of the peace talks"
synonyms: defeatism, negativity, doom and gloom, gloominess, miserablism, cynicism, fatalism; hopelessness, depression, despair, despondency, angst
"Felicia has apparently drawn him out of his pessimism"
PHILOSOPHY
a belief that this world is as bad as it could be or that evil will ultimately prevail over good.
[google dict] {2016-03-25}
name::
* McsEngl.info.belief.OPTIMISM,
* McsEngl.optimism,
_ADDRESS.WPG:
* https://www.weforum.org/agenda/2016/02/which-countries-are-most-optimistic??
name::
* McsEngl.info.belief.SUPERSTITION,
* McsEngl.superstition,
Are Zombies a Modern Superstition?
Archaeological evidence shows that in medieval England, people feared that the dead might rise from their graves.
The fascination with zombies has taken off in recent years, thanks to an
abundance of zombie-themed films, television shows, novels, and comic
books. But the belief that the dead could rise from their graves is by no
means a modern superstition. Archaeologists in England think they have
found evidence of corpses being dug up and mutilated in the Middle Ages, in
an effort to prevent the dead from rising and terrorizing the living. The
theory is based on the discovery of human remains in the medieval village
of Wharram Percy in North Yorkshire. The corpses had clearly been exhumed
and then burned or dismembered. The archaeologists, from the University of
Southampton and Historic England, considered various explanations for this
unusual treatment of the dead, including the possibility of cannibalism
during a famine or a massacre of outsiders. However, they concluded that
the hypothesis that best matched the evidence was indeed that the medieval
villagers were attempting to prevent the corpses from rising after death.
Read More: http://www.wisegeek.com/are-zombies-a-modern-superstition.htm?m {2017-06-07}
name::
* McsEngl.info.NULL-HYPOTHESIS,
_DESCRIPTION:
null hypothesis
A proposition that undergoes verification to determine if it should be accepted or rejected in favor of an alternative proposition. Often the null hypothesis is expressed as "There is no relationship between two quantities."
For example, in market research, the null hypothesis would be "A ten-percent increase in price will not adversely affect the sale of this product." Based on survey
[BusinessDictionary.com term.of.the.day]
name::
* McsEngl.info.referent.has.REAL,
* McsEngl.conceptCore181.1,
* McsSngo.realo@cptCore181.1, {2007-11-04}
* McsSngo.rialo@cptCore181.1,
* McsEngl.real'information@cptCore181.1,
_DEFINITION:
* RIALO is any INFO that has REFERENTO.
[hmnSngo.2007-10-25_KasNik]
_SPECIFIC:
_SPECIFIC_DIVISION.CORRECT'REFEREINO ===
* Strong True
* INFO_TRUE#cptCore181.3#
* Weak True
--------------
* Weak False
* INFO_FALSE#cptCore181.4#
* Strong False
_SPECIFIC_DIVISION.ORGANISM:
* KNOWN--REAL-INFO:
PAST--KNOWN-REAL-INFO
PRESENT--KNOWN-REAL-INFO
* UNKOWN-REAL:
PAST--UNKNOWN-REAL-INFO
PRESENT--UNKNOWN-REAL-INFO
FUTURE--UNKNOWN-REAL-INFO
_SPECIFIC_DIVISION.RELATION:
* RELATION-REAL
* OBJECT-REAL
_SPECIFIC:
* HUMAN--REAL-INFORMATION#cptCore50.9#
name::
* McsEngl.info.referent.has.REAL.NO,
* McsEngl.conceptCore181.2,
* McsEngl.imaginary'information@cptCore181.2,
* McsEngl.unreal'information@cptCore181.2,
* McsSngo.realo'co@cptCore181.2,
* McsEngl.imagebla@lagoEspo,
* McsEspo.imagebla,
* McsEngl.imago@lagoEspo,
* McsEspo.imago,
* McsEngl.imagopovo@lagoEspo,
* McsEspo.imagopovo,
_DEFINITION:
* Realo'co is PROVED_INFO#cptCore181.25# with NO referento.
[hmnSngo.2007-11-04_KasNik]
name::
* McsEngl.info.referent.mapping.TRUE,
* McsEngl.conceptCore181.3,
* McsEngl.info.true@cptCore181.3,
* McsEngl.true-information@cptCore181.3,
* McsEngl.truth@cptCore181.3, {2012-11-22}
====== lagoSINAGO:
* McsEngl.truo@lagoSngo, {2007-10-25}
====== lagoEsperanto:
* McsEngl.prava@lagoEspo,
* McsEspo.prava,
* McsEngl.vera@lagoEspo,
* McsEspo.vera,
_GENERIC:
* real-info#cptCore181.1#
_DEFINITION:
* True_info is REAL_INFO#cptCore181.1# that matches its referento.
[hmnSngo.2007-10-28_KasNik]
===
Adding a photo to a statement can make it seem more true.
When a photo is added along with a statement, it tends to make a person
more likely to believe the statement to be true. Research has found that
when study participants are given a photo statement, they are more likely
to believe the statement than when it is printed alone. This is thought to
be the result of fluency, which means that the brain is more able to recall
things if there are more items — such as pictures — associated with it.
The more fluent an item, the more likely the brain might be to recall it
and thus judge it as being true.
Read More: http://www.wisegeek.com/how-does-a-photo-influence-perceived-veracity-of-a-statement.htm?m, {2013-11-08}
name::
* McsEngl.info.referent.mapping.TRUE.NO (False),
* McsEngl.conceptCore181.4,
* McsEngl.info.false,
* McsEngl.untrue'info@cptCore181.4,
* McsEngl.false'info@cptCore181.4,
* McsEngl.falsity-of-information@cptCore181.4,
====== lagoSINAGO:
* McsEngl.falso@lagoSngo,
====== lagoEsperanto:
* McsEngl.malvera@lagoEspo,
* McsEspo.malvera,
* McsEngl.pseuxda@lagoEspo,
* McsEspo.pseuxda,
* McsEngl.falsa@lagoEspo,
* McsEspo.falsa,
* McsEngl.nevera@lagoEspo,
* McsEspo.nevera,
====== lagoGreek:
* McsElln.λάθος,
* McsElln.λάθος-πληροφορία,
* McsElln.πληροφορία.λάθος,
_DEFINITION:
FALSE is the REAL_INFO which does NOT matches its referento.
[hmnSngo.2007-10-29_KasNik]
_GENERIC:
* real-info#cptCore181.1#
_SPECIFIC:
* FALSEPTO
* FALSETO
* FALSERO
_ENVIRONMENTEINO:
* REFUTATION#cptCore466#
_DES.SHORT:
an intentionally false information.
name::
* McsEngl.misinformation,
* McsEngl.lie,
====== lagoGreek:
* McsElln.ψέμα,
_ADDRESS.WPG:
* http://www.weforum.org/agenda/2016/01/q-a-walter-quattrociocchi-digital-wildfires,
How does misinformation spread online?
name::
* McsEngl.info.RELATIVE,
* McsEngl.conceptCore181.58,
* McsEngl.relative-information@cptCore181.58, {2012-04-23}
_GENERIC:
* information-ambiguous##
_DESCRIPTION:
Relative-information is information whose referent understood only through a "reference-point". For example,
- "internal" is an entity in relation to another. The same entity in relation to another one could be "external".
- "past" is time in relation to a time-point (current-time, 1700, 3000, ...).
[hmnSngo.2012-04-23]
name::
* McsEngl.info.RELATIVE.NO,
* McsEngl.conceptCore181.59,
* McsEngl.absolute-information@cptCore181.58, {2012-04-23}
* McsEngl.non-relative-information@cptCore181.58, {2012-04-23}
* McsEngl.relativeNo-information@cptCore181.58, {2012-04-23}
_DESCRIPTION:
RelativeNo-information is information which does NOT need a "reference-point" to understand its referent.
[hmnSngo.2012-04-23]
name::
* McsEngl.info.ReligionNo,
* McsEngl.irreligion@cptCore181i,
* McsEngl.irreligiousness@cptCore181i,
* McsEngl.nonreligion@cptCore181i,
_DEFINITION:
Irreligion, irreligiousness, or nonreligion is an umbrella term which, depending on context, may be understood as referring to atheism, agnosticism, deism, skepticism, freethought, secular humanism or general secularism.
Irreligion has at least three related yet distinct meanings:
* absence of religion (either due to not having information about religion or to not believing in it)
* hostility to religion
* behaving in such a way that fails to live up to one's religious tenets
Although people classified as irreligious might not follow any religion, not all are necessarily without belief in the supernatural or in deities; such a person may be a non-religious or non-practicing theist. In particular, those who associate organized religion with negative qualities, but still hold spiritual beliefs, might describe themselves as irreligious.
[http://en.wikipedia.org/wiki/Irreligion]
name::
* McsEngl.sensorial-brainual-information@cptCore181.50,
====== lagoSINAGO:
* McsEngl.foEkogoSeo@lagoSngo, {2008-09-24}
* McsEngl.info-espto@lagoSngo, {2008-09-11}
* McsSngo.foEkogoSeo@cptCore181.50, {2008-09-24}
* McsSngo.info-espto@cptCore181.50, {2008-09-11}
name::
* McsEngl.conceptCore181.52,
* McsEngl.sensorial-conceptual-information@cptCore181.52,
====== lagoSINAGO:
* foEkoSeo@cptCore181.52, {2008-09-24}
* info-espo@cptCore181.52, {2008-09-11}
name::
* McsEngl.conceptCore181.51,
* McsEngl.sensorial-perceptual-info@cptCore181.51,
====== lagoSINAGO:
* McsSngo.foEgoSeo@cptCore181.51, {2008-09-24}
* McsSngo.info-esto@cptCore181.51, {2008-09-11}
name::
* McsEngl.conceptCore181.53,
* McsEngl.sensorial-langemo-info@cptCore181.53,
* McsEngl.sensorial-semasial-information@cptCore181.53, {2012-04-23}
====== lagoSINAGO:
* McsSngo.foEdoSeo@cptCore181.53, {2008-09-24}
* McsSngo.info-esmo@cptCore181.53, {2008-09-11}
name::
* McsEngl.conceptCore181.45,
* McsEngl.social-info@cptCore181.45, {2008-01-13}
* McsEngl.social-information@cptCore181.45, {2012-05-13}
* McsEngl.social-view@cptCore181.45, {2012-05-13}
_DEFINITION:
Social-information I call information that is SHARED by more than one members of a society#cptCore331#.
[hmnSngo.2012-05-13]
===
Social_view is ONE VIEW that share many individuals.
[hmnSngo.2008-01-13_KasNik]
name::
* McsEngl.conceptCore181.44,
* McsEngl.atomic-information@cptCore181.44, {2012-04-22}
* McsEngl.individual-info@cptCore181.44, {2008-01-13}
* McsEngl.individual-view@cptCore181.44,
* McsEngl.info.atomic,
_DEFINITION:
Individual_view is a VIEW that holds an individual_person. It is the opposite of social, a view that share many individuals.
[hmnSngo.2008-01-13_KasNik]
name::
* McsEngl.conceptCore181.65,
* McsEngl.conceptCore761,
* McsEngl.ModelInfoPreconcept,
* McsEngl.modelInfoPreconcept,
* McsEngl.brainual-preconcept@cptCore761,
* McsEngl.info.brainual-preconcept@cptCore761, 2012-03-14
* McsEngl.info.preconcept@cptCore761,
* McsEngl.percept@cptCore761,
* McsEngl.perception,
* McsEngl.perception@cptCore761,
* McsEngl.prebrainconcept@cptCore761, {2012-10-27}
* McsEngl.preconcept@cptCore761,
* McsEngl.prekonsepto@cptCore761,
* McsEngl.mip, {2016-08-23}
* McsEngl.prebrncpt@cptCore761, {2012-10-27}
* McsElln.ΑΝΤΙΛΗΨΗ@cptCore761,
* McsElln.ΠΡΟΕΝΝΟΙΑ,
* McsElln.προέννοια@cptCore761,
====== lagoSINAGO:
* McsEngl.info-ego-konco@lagoSngo, {2008-09-02}
* McsEngl.kogneto@lagoSngo, {2008-09-02}
* McsEngl.prikonceto@lagoSngo, {2008-03-12}
* McsEngl.prikonsepto@lagoSngo, {2006-12-07}
* McsEngl.konsoproepto@lagoSngo, (kons+pro+ epto)
* McsSngo.info-ego-konco@cptCore761, {2008-09-02}
* McsSngo.kogneto@cptCore761, {2008-09-02}
* McsSngo.prikonceto@cptCore761, {2008-03-12}
* McsSngo.prikonsepto@cptCore761, {2006-12-07}
* McsSngo.konsoproepto@cptCore761, (kons+pro+ epto)
Preconcept is any DISTIGUISHING entity a brain (animal or human) perceives from its environment.
By giving it a name creates a NOUN[epistem383#cptCore383#] (the FIRST concepts).
[hmnSngo.2012-03-12]
Perception is the product of the sensory-systems of a brain-organism and the interpreation of its brain about an entity (the referent).
[hmnSngo.2008-09-02_HoKoNoo]
PRECONCEPT = A concept without name. {2000-08-13}.
ΑΝΤΙΛΗΨΗ ονομάζω το ΑΠΟΤΕΛΕΣΜΑ της 'διαδικασιας-αντιληψης#cptCore499#'
[hmnSngo.1994.08_nikos]
"The perception of an orange is, for example, made up of sensations referring to its spherical shape, its orange colour, its sweetness, aroma and others".
[Getmanova, Logic 1989, 15#cptResource19#]
name::
* McsEngl.preconcept'WholeNo-relation,
* KONSOPROUDINO#cptCore475.162#
name::
* McsEngl.preconcept'DEFINITION,
_DESCRIPTION:
The definition-of-a preconcept is an environment attribute of it.
The preconcept as sensorial-concept has a definition as all sconcepts.
Here we talk about the environment attribute of it.
When an organism with brain uniquley identifies an entity, then it defines it.
[hmnSngo.2009-10-18]
name::
* McsEngl.preconcept.HUMAN,
* McsEngl.conceptCore761.1,
* McsEngl.modelInfoPreconceptHmn,
* McsEngl.human-preconcept@cptCore761.1, {2012-04-27}
* McsEngl.preconcept.human,
name::
* McsEngl.preconcept.SOUND,
* McsEngl.conceptCore761.2,
* McsEngl.sound-perception@cptCore761.2, {2012-11-12}
* McsEngl.sound-preconcept@cptCore761.2, {2012-11-12}
_DESCRIPTION:
Sound-waves#cptCore11# (stimulus) create through brains sound-perceptions. Some of them like the 'phonemes' because we give them names are becoming concepts.
[hmnSngo.2012-11-12]
name::
* McsEngl.info.structure.SENSATION,
* McsEngl.conceptCore181.66,
* McsEngl.conceptCore760,
* McsEngl.sensation,
* McsEngl.sense-info,
* McsEngl.modelInfoSense,
* McsEngl.brainual-preconceptual-info@cptCore760, {2010-01-28}
* McsEngl.brainual.preconceptual@cptCore760, {2012-03-14}
* McsEngl.empirical-information,
* McsEngl.empirical'information@cptCore1037, {2002-01-02}
* McsEngl.info.preconceptual@cptCore760, {2012-03-14}
* McsEngl.info.langualNo@cptCore760, {2012-05-13}
* McsEngl.info.sensory@cptCore760, {2012-05-13}
* McsEngl.linguisticNo-information@cptCore760, {2012-08-05}
* McsEngl.non-conceptual-information,
* McsEngl.nonconceptual'information@cptCore1037,
* McsEngl.non-linguistic-information@cptCore760, {2012-08-05}
* McsEngl.non-verbal-information,
* McsEngl.perceptual-info@cptCore760, * cpt.2008-09-02:
* McsEngl.preconceptual@cptCore760, {2012-03-14}
* McsEngl.preconceptual-entity@cptCore760, {2012-03-14}
* McsEngl.preconceptual-info@cptCore760, {2012-03-14}
* McsEngl.physiological-sense,
* McsEngl.sensorial-info@cptCore760, {2008-01-09}
* McsEngl.sensory-info@cptCore760,
* McsEngl.sense@cptCore760,
* McsEngl.conceptCore760,
* McsEngl.sensory-information,
* McsEngl.sensory'information@cptCore1037,
* McsEngl.infSns,
* McsEngl.snsinf,
* McsEngl.infPcl@cptCore760, {2012-05-13}
====== lagoSINAGO:
* McsEngl.info-eto@lagoSngo, {2008-09-04}
* McsEngl.infoEto@lagoSngo,
* McsEngl.infeto@lagoSngo, {2008-09-04}
* McsEngl.info'perception@lagoSngo, {2008-07-18}
* McsEngl.kogneto@lagoSngo, {2008-07-18}
* McsEngl.senseto@lagoSngo, {2008-03-08}
* McsEngl.sensepto@lagoSngo,
* McsEngl.sensufulo@lagoSngo,
* McsEngl.koncoepto@lagoSngo, (kons-epto ==> kons-co-epto ==>konco-epto) {2006-12-07}
====== lagoGreek:
* McsElln.ΑΙΣΘΗΜΑ@cptCore760,
* McsElln.ΜΗΕΝΝΟΙΑΚΗ-ΠΛΗΡΟΦΟΡΙΑ,
====== lagoEsperanto:
* McsEngl.senso@lagoEspo,
* McsEspo.senso,
* McsEngl.sentumo@lagoEspo,
* McsEspo.sentumo,
With the name 'empirical' we mean some times the opposite of 'theoritical'. But here I mean the non-conceptual. That's why I adopt the name "non-conceptual-information".
Also I'm not use the name "sensensual" because in a way and the conceptual is sensensual.
[hmnSngo.2002-05-22_nikkas]
ΑΙΣΘΗΣΗ είναι το συνειδητό αποτέλεσμα ορισμένων νευρικών επεξεργασιών που γίνονται στον εγκέφαλο, με τις οποίες αναγνωρίζουμε και αντιλαμβανόμαστε τα διάφορα ερεθίσματα, (φωτεινά, ηχητικά, πίεσης, πείνας κτλ)
[ΑΡΓΥΡΗΣ, 1994, 272#cptResource31#]
INFO'SENSO I call ANY product of the sensory-systems of a brain_organism.
[2008-09-01]
Sensory_info is INFO that a SENSORY_SYSTEM can perceive.
[hmnSngo.2007-12-22_KasNik]
ΑΙΣΘΗΜΑ ονομάζω τη ΣΗΜΑΣΙΑ που είναι ΑΠΟΤΕΛΕΣΜΑ ΑΙΣΘΗΣΗΣ#cptHBody310.1#.
[hmnSngo.1995.03_nikos]
"SENSATION is the reflection of individual properties of objects or phenomena belonging to the material world and acting directly on the sense organs (for example, the reflection of bitter, salty, hot, red, round, smooth, etc, properties...
Sensations as the subjective image of an objetive world arise in the cortex...
SENSATIONS arise due to the effect of objects on the various sense organs-sight, hearing, smell, touch, taste"
[Getmanova, Logic 1989, 15#cptResource19#]
ΑΙΣΘΗΜΑ ονομάζω το αποτέλεσμα της διαδικασίας σκεψης "αισθησης#cptCore464#".
[hmnSngo.1994.08_nikos]
NONCONCEPTUAL-INFORMATION is INFORMATION#cptCore445.a# that is not comprised of 'concepts' eg a picture, a sound. We don't EXPRESS a picture/sound, we DESCRIBE a picture/sound
[hmnSngo.2001-01-14_nikkas]
SENSORY THOUGHT
SENSATION
PRECEPTION
REPRESENTATION
ABSTRACT THOUGHT (VERBAL)
CONCEPT
STATEMENT
INFORMATION
[hmnSngo.2000-09-07_nikkas]
Abstract thought enables us to obtain additional knowledge from that we already have, without resorting directly to exprerience or to what the sense organs indicate. For example, a doctor uses symptoms to arrive at a judgment about the nature of an illness, information from archaeological excavations leads to judgments about the life of people in previous centuries, mathematical calculations are used to adjust the trjectory of rockets, etc.
[Getmanova, Logic 1989, 19#cptResource19#]
_GENERIC:
* entity.model.information#cptCore181#
* entity.model.info.brainin#cptCore181.61#
* KONSEPTO_CO#cptCore1037#
name::
* McsEngl.infSns'ENVIRONMENTEINO,
_ENVIRONMENTEFINO:
* LANGERO#cptCore93.39#
* LANGERO_WRITTEN
* SENSORIAL_KOGNEPTO#cptCore50.31#
* SENSERO
* COLD--SENSATION-FUNCTION#cptCore475.22#
* HOT--SENSATION-FUNCTION#cptCore475.23#
* HUNGRY--SENSATION-FUNCTION#cptCore475.20#
* ITCHING--SENSATION-FUNCTION#cptCore475.25#
* PAINUDINO#cptCore475.24#
* THIRSTY--SENSATION-FUNCTION#cptCore475.21#
* TICLING--SENSATION-FUNCTION#cptCore475.26#
* balance--SENSATION-FUNCTION#cptCore#
* presure--SENSATION-FUNCTION#cptCore#
-----------------------
name::
* McsEngl.infSns'EVOLUTION,
2008-09-03:
I merged this "perceptual_info" with "KONSEPTO_CO#cptCore1037#"
2008-09-01:
I merged this concept (kogneto) with info.sensorial (created: 2007-12-22) as "ANY product of sense_organs of a brain organism".
name::
* McsEngl.infSns'Resource,
_SPECIFIC:
* ηλεκτροευαισθησια: http://www.tovima.gr/science/article/?aid=436005,
name::
* McsEngl.infSns.specific,
_SPECIFIC:
* EARUFULO - ΑΚΟΗΣ ΑΙΣΘΗΜΑ
* TONGUFULO - ΓΕΥΣΗΣ ΑΙΣΘΗΜΑ
* VIDUFULO - ΟΡΑΣΗΣ ΑΙΣΘΗΜΑ
* NAZUFULO - ΟΣΦΡΗΣΗΣ ΑΙΣΘΗΜΑ
* PAINUFULO - ΠΟΝΟΥ ΑΙΣΘΗΜΑ
VISUAL-SENSATION
TEMPORAL-SENSATION
2 Five classical senses
* 2.1 Sight
* 2.2 Hearing
* 2.3 Taste
* 2.4 Smell
* 2.5 Touch
[http://en.wikipedia.org/wiki/Sense]
AUDIO-INFORMATION
SMELL-INFORMATION
TASTE-INFORMATION
TOUCH-INFORMATION
VISUAL-INFORMATION
name::
* McsEngl.infSns.SPECIFIC-DIVISION.INTEGRATION,
* PERCEPTUAL_WORLDVIEW
* PERCEPTUAL_SUBWORLDVIEW
* preconcept#cptCore181.65#
* SENSATION (from one sensory_system)#cptCore760.6: attSpe#
name::
* McsEngl.infSns.SPECIFIC-DIVISION.HOMO,
_SPECIFIC:
* info.brain.infSns.human##
* info.brain.preconceptal.humanNo##
name::
* McsEngl.infSns.OTHERVIEW,
"REPRESENTATION is the sensuous image of an object which we cannot perceive at the moment in question, but did perceive in one form or another at some time in the past"
[Getmanova, Logic 1989, 16#cptResource19#]
name::
* McsEngl.infSns.AUDIO,
* McsEngl.conceptCore760.2,
* McsEngl.sense.audio,
* McsEngl.kogneto'hearing@cptCore760.2,
* McsEngl.hearing-sensation,
====== lagoSINAGO:
* McsEngl.eareto@lagoSngo, {2008-08-11}
* McsEngl.earepto@lagoSngo, (ear-ufino, ear-o) {2008-03-07}
ENVIRONMENTEINO:
* EAR-ETO (the product)
* EAR-UDINO (the function)
* EAR-O (the organ)
Are Bad Singers Actually “Tone Deaf”?
Most people who think they are tone deaf are simply poor singers; they are still able to detect changes in pitch.
There are reasons why your buddy can sing like a bird and you yowl like a
cat. But it’s probably not because you’re clinically tone deaf. It's
possible that bad hearing might be the cause, but poor control of the vocal
system is a more likely factor. In other words, you might hear the desired
note, you’re just not able to hit it. A third factor may be an inability
to imitate sounds -- you know what sound you want to reproduce, but can’t
make the connection. A fourth reason may be that bad singers have a bad
memory -- they hear a song but by the time they try to sing it, they have
forgotten the notes. A 2008 study of perceptual tone deafness, or amusia,
by neuroscientists Peter Q. Pfordresher and Steven Brown made these
determinations after testing 79 college students on their ability to
discriminate between musical notes and their ability to sing accurately.
Read More: http://www.wisegeek.com/are-bad-singers-actually-tone-deaf.htm?m {2017-04-19}
name::
* McsEngl.ear@cptCore760i,
====== lagoSINAGO:
* McsEngl.orgo-earo@lagoSngo, {2008-08-11}
====== lagoGreek:
* McsElln.ΑΥΤΙ@cptCore760i,
====== lagoEsperanto:
* McsEngl.orelo@lagoEspo,
* McsEspo.orelo,
* McsEngl.spiko@lagoEspo,
* McsEspo.spiko,
====== lagoChinese:
er3,
name::
* McsEngl.infSns.HUMAN,
* McsEngl.conceptCore760.7,
* McsEngl.modelInfoSenseHmn,
* McsEngl.sense.human,
* McsEngl.human-preconceptual-information@cptCore760.7, {2012-05-13}
* McsEngl.infPcl.Human,
name::
* McsEngl.infSns.INDIVIDUAL,
* McsEngl.conceptCore760.6,
* McsEngl.sensation.individual@cptCore760.6,
_DEFINITION:
* SENSATION is perceptual_information from one sensory_system like audio, visual, smell, ...
[hmnSngo.2008-09-03_HoKoNoo]
name::
* McsEngl.infSns.SMELL,
* McsEngl.conceptCore760.4,
* McsEngl.olfaction@cptCore760.4,
* McsEngl.olfactory-sense@cptCore760.4,
* McsEngl.kogneto'smell@cptCore760.4,
* McsEngl.smell'sensation@cptCore760.4,
====== lagoSINAGO:
* McsEngl.nozepto@lagoSngo, (noz-ufino, noz-o) {2008-03-07}
_DEFINITION:
Olfactory sense
Smell, or olfaction, is received by the olfactory bulb and the connection to the brain by the olfactory nerve, the first cranial nerve of the brain, just after the nasal turbinate of the nose warm, strain and filter the air.
[http://en.wikipedia.org/wiki/Sensation]
name::
* McsEngl.infSns.TASTE,
* McsEngl.conceptCore760.3,
* McsEngl.gustation@cptCore760.3,
* McsEngl.gustatory'sense@cptCore760.3,
* McsEngl.kogneto'taste@cptCore760.3,
* McsEngl.taste'sensation@cptCore760.3,
====== lagoSINAGO:
* McsEngl.gustepto@lagoSngo, (gust-ufino, gust-o) {2008-03-07}
_DEFINITION:
Gustatory sense
Taste, or gustation, is the ability to detect sensory changes in the tongue, through the use of taste buds, situated deep into the papillae. Intriguingly, the sense called gustation is in fact comprised of varying ratios of multiple sensory systems, shifting in importance and attention as food is chewed, tasted and swallowed. These include the taste buds, the sense of touch in the structures of the mouth and digestive system, chemical sensation of irritation in the trigeminal nerve system, and unique receptors for sensing the properties of water located at the rear of the oral cavity.
[http://en.wikipedia.org/wiki/Sensation]
name::
* McsEngl.infSns.TOUCH,
* McsEngl.conceptCore760.5,
* McsEngl.cutaneous'sense@cptCore760.5,
* McsEngl.haptic-perception, (άπτω)
* McsEngl.kogneto'touch@cptCore760.5,
* McsEngl.touch'sensation@cptCore760.5,
====== lagoSINAGO:
* McsEngl.epto@lagoSngo, (-ufino) {2008-03-07}
_DEFINITION:
Touch, is felt by nerves in the Somatosensory system.
[http://en.wikipedia.org/wiki/Sensation]
name::
* McsEngl.infSns.VISUAL,
* McsEngl.conceptCore760.1,
* McsEngl.image'sensepto@cptCore760.1,
* McsEngl.kogneto'sight@cptCore760.1,
* McsEngl.kogneto'visual@cptCore760.1,
* McsEngl.sight'sensation@cptCore760.1,
====== lagoSINAGO:
* McsEngl.videto@lagoSngo, {2008-08-11}
* McsEngl.videpto@lagoSngo, (vid-ufino, vid-o) {2008-03-07}
name::
* McsEngl.eye@cptCore760i,
====== lagoSINAGO:
* McsEngl.orgo-vido@lagoSngo, {2008-08-11}
====== lagoGreek:
* McsElln.ΟΦΘΑΛΜΟΣ@cptCore760i,
* McsElln.ΜΑΤΙ@cptCore760i,
====== lagoEsperanto:
* McsEngl.okulo@cptCore760i@lagoEspo,
* McsEspo.okulo@cptCore760i,
====== lagoChinese:
yan3,
name::
* McsEngl.info.structure.SET,
* McsEngl.conceptCore181.37,
* McsEngl.collection-information@cptCore181.37,
* McsEngl.info.set,
* McsEngl.information-set@cptCore181.37, {2012-04-22}
* McsEngl.kolekto-info@cptCore181.37,
* McsEngl.set.information@cptCore181.37, {2012-04-22}
* McsEngl.set-information@cptCore181.37, {2012-05-13}
====== lagoSINAGO:
* McsEngl.infokolekto-181.37@lagoSngo,
_DEFINITION:
InfoKolekto is a whole of info related or not that form a kolekto and not a sistemo.
[hmnSngo.2008-01-03_KasNik]
Kolekto_info is a whole of info related on an attribute that form a kolekto not a sistemo.
[hmnSngo.2007-12-30_KasNik]
_SPECIFIC:
* SCIENCE (scientific_info on entepto)#cptCore406: attSpe#
* VIEW (kolektoInfo on entepto)#cptCore50.33.2#
* KOLEKTO_KONCEPTO#cptCore181.42: attSpe#
* KOLEKTO_DEZIGNEPTERO#cptCore181.43: attSpe#
name::
* McsEngl.info.set.KONCEPTO,
* McsEngl.conceptCore181.42,
* McsEngl.concept-collection@cptCore181.42,
====== lagoSINAGO:
* McsEngl.kolektoXkoncepto@lagoSngo, {2008-01-03}
* McsEngl.kolekto.koncepto@lagoSngo, {2008-01-03}
* McsEngl.koncepto-kollekto@lagoSngo,
DEDINEINO:
Kolekto_koncepto in any kolekto of konceptos related or not.
[hmnSngo.2008-01-03_KasNik]
_GENERIC:
* whole.collection#cptCore545#
_SPECIFIC:
* SINKONCEPTO_ON_MATERIEPTO
* SINKONCEPTO_ON_KOGNEPTO
* SINKONCEPTO_ON_KONCEPTO (materiepto | kognepto)
* SINKONCEPTO_ON_TERM#cptCore653#
name::
* McsEngl.info.set.DEZIGNEPTERO,
* McsEngl.conceptCore181.43,
* McsEngl.kolekto.dezigneptero@cptCore181.43, {2008-01-03}
* McsEngl.dezigneptero-kollekto@cptCore181.43,
* McsEngl.dezigneptero-collection@cptCore181.43,
====== lagoSINAGO:
* McsEngl.kolektoXdezigneptero@lagoSngo, {2008-01-03}
DEDINEINO:
Kolekto_dezigneptero in any kolekto of dezignepteros#cptCore384# related or not.
[hmnSngo.2008-01-03_KasNik]
_SPECIFIC:
* SINDEZIGNEPTERO_ON_KONCEPTO#cptCore4i#ql:sindezigneptero_on_koncepto-*##
* SINDEZIGNEPTERO_ON_TERM
name::
* McsEngl.info.structure.STRUCTURED,
* McsEngl.info.structured,
* McsEngl.structured-data,
* McsEngl.structured-information,
_DESCRIPTION:
structured data
Data that resides in a fixed field within a record or file is called structured data. This includes data contained in relational databases and spreadsheets.
Structured data first depends on creating a data model – a model of the types of business data that will be recorded and how they will be stored, processed and accessed. This includes defining what fields of data will be stored and how that data will be stored: data type (numeric, currency, alphabetic, name, date, address) and any restrictions on the data input (number of characters; restricted to certain terms such as Mr., Ms. or Dr.; M or F).
Structured data has the advantage of being easily entered, stored, queried and analyzed. At one time, because of the high cost and performance limitations of storage, memory and processing, relational databases and spreadsheets using structured data were the only way to effectively manage data. Anything that couldn't fit into a tightly organized structure would have to be stored on paper in a filing cabinet.
[http://www.webopedia.com/TERM/S/structured_data.html]
name::
* McsEngl.info.structure.STRUCTURED.NO,
* McsEngl.info.structured.no,
* McsEngl.info.structuredNo,
* McsEngl.unstructured-information,
_DESCRIPTION:
Unstructured Data (or unstructured information) refers to information that either does not have a pre-defined data model or is not organized in a pre-defined manner. Unstructured information is typically text-heavy, but may contain data such as dates, numbers, and facts as well. This results in irregularities and ambiguities that make it difficult to understand using traditional computer programs as compared to data stored in fielded form in databases or annotated (semantically tagged) in documents.
In 1998, Merrill Lynch cited a rule of thumb that somewhere around 80-90% of all potentially usable business information may originate in unstructured form.[1] This rule of thumb is not based on primary or any quantitative research, but nonetheless is accepted by some.[2]
IDC and EMC project that data will grow to 40 zettabytes by 2020, resulting in a 50-fold growth from the beginning of 2010.[3] Computer World states that unstructured information might account for more than 70%–80% of all data in organizations.[4]
[http://en.wikipedia.org/wiki/Unstructured_information]
name::
* McsEngl.infScdNo'problem,
_DESCRIPTION:
THE PROBLEM WITH UNSTRUCTURED DATA
Of course; if it was possible or feasible to instantly transform unstructured data to structured data, then creating intelligence from unstructured data would be easy. However, structured data is akin to machine-language, in that it makes information much easier to deal with using computers; whereas unstructured data is (loosely speaking) usually for humans, who don’t easily interact with information in strict, database format.
Email is an example of unstructured data; because while the busy inbox of a corporate human resources manager might be arranged by date, time or size; if it were truly fully structured, it would also be arranged by exact subject and content, with no deviation or spread – which is impractical, because people don’t generally speak about precisely one subject even in focused emails.
Spreadsheets, on the other hand, would be considered structured data, which can be quickly scanned for information because it is properly arranged in a relational database system. The problem that unstructured data presents is one of volume; most business interactions are of this kind, requiring a huge investment of resources to sift through and extract the necessary elements, as in a web-based search engine. Because the pool of information is so large, current data mining techniques often miss a substantial amount of the information that’s out there, much of which could be game-changing data if efficiently analyzed.
[http://www.brightplanet.com/2012/06/structured-vs-unstructured-data/]
name::
* McsEngl.info.structure.STRUCTURED.SEMI,
* McsEngl.info.structured.semi,
* McsEngl.info.structuredSemi,
* McsEngl.semistructured-information,
_CREATED: {2012-05-16} {2008-01-02}
name::
* McsEngl.info.structure.SYSTEM,
* McsEngl.conceptCore181.41,
* McsEngl.conceptCore765.8,
* McsEngl.belief-system,
* McsEngl.entity.info.system@cptCore181.41, {2012-08-01}
* McsEngl.information-comprised-system@cptCore181.41, {2012-12-13}
* McsEngl.info.system,
* McsEngl.information-system@cptCore765.8, {2012-05-16}
* McsEngl.integrated-info-181.41, {2008-01-07}
* McsEngl.unified-info-181.41,
* McsEngl.info.system-181.41,
* McsEngl.system-info-181.41, {2008-01-02}
* McsEngl.system-of-information@cptCore181.41, {2012-12-13}
====== lagoSINAGO:
* McsEngl.infoXsistemo-181.41@lagoSngo, {2008-01-02}
_GENERIC:
* information#cptCore181#
_DESCRIPTION:
It is a system comprised of information#cptCore181# human or not. The degree of integration can vary.
[hmnSngo.2012-05-16]
===
Info_Sistemo is a whole of info that forms a sistemo and not just a kolekto.
[hmnSngo.2008-01-07_KasNik]
===
Sistemo_info is a whole of info related on an attribute that form a sistemo and not just a kolekto.
[hmnSngo.2008-01-02_KasNik]
_SPECIFIC:
* system.info.law#cptCore23.8#
* system.info.school_of_science#cptCore406.2#
* system.info.theory#cptCore406.4#
* system.info.view#cptCore1100#
* system.info.worldview#cptCore1099#
name::
* McsEngl.info.system.WEAK,
* McsEngl.conceptCore181.60,
* McsEngl.entity.info.system.weak@cptCore181.60, {2012-08-01}
* McsEngl.information-weak-system@cptCore181.60, {2012-08-01}
_GENERIC:
* entity.model.info.system#cptCore181.41#
* entity.whole.system.weak#cptCore765.11#
name::
* McsEngl.info.TIME,
* McsEngl.conceptCore181.56,
* McsEngl.time-information@cptCore181.56,
_DESCRIPTION:
Time-information is information on a time#cptCore777# point or interval.
[hmnSngo.2012-04-22]
_SPECIFIC:
* past-information#cptCore181.7#
* present-information#cptCore181.8#
* future-information#cptCore181.57#
name::
* McsEngl.info.time.FUTURE,
* McsEngl.conceptCore181.57,
* McsEngl.forcast@cptCore181.57, {2012-04-22}
* McsEngl.future-information@cptCore181.57, {2012-04-22}
name::
* McsEngl.info.time.PAST,
* McsEngl.conceptCore181.7,
* McsEngl.history-info@cptCore181.7,
* McsEngl.past-info@cptCore181.7,
====== lagoEsperanto:
* McsEngl.historio@lagoEspo,
* McsEspo.historio,
_GENERIC:
* information-time#cptCore181.56#
_DEFINITION:
History is INFO on past time.
[hmnSngo.2007-11-04_KasNik]
name::
* McsEngl.info.time.PRESENT,
* McsEngl.conceptCore181.27,
name::
* McsEngl.info.TIME-SERIES,
* McsEngl.conceptCore12,
* McsEngl.time-series-data@cptCore12, {2012-05-18}
_DESCRIPTION:
In statistics, signal processing, econometrics and mathematical finance, a time series is a sequence of data points, measured typically at successive time instants spaced at uniform time intervals. Examples of time series are the daily closing value of the Dow Jones index or the annual flow volume of the Nile River at Aswan. Time series analysis comprises methods for analyzing time series data in order to extract meaningful statistics and other characteristics of the data. Time series forecasting is the use of a model to predict future values based on previously observed values. Time series are very frequently plotted via line charts.
Time series data have a natural temporal ordering. This makes time series analysis distinct from other common data analysis problems, in which there is no natural ordering of the observations (e.g. explaining people's wages by reference to their education level, where the individuals' data could be entered in any order). Time series analysis is also distinct from spatial data analysis where the observations typically relate to geographical locations (e.g. accounting for house prices by the location as well as the intrinsic characteristics of the houses). A stochastic model for a time series will generally reflect the fact that observations close together in time will be more closely related than observations further apart. In addition, time series models will often make use of the natural one-way ordering of time so that values for a given period will be expressed as deriving in some way from past values, rather than from future values (see time reversibility.)
Methods for time series analyses may be divided into two classes: frequency-domain methods and time-domain methods. The former include spectral analysis and recently wavelet analysis; the latter include auto-correlation and cross-correlation analysis.
[http://en.wikipedia.org/wiki/Time_series]
name::
* McsEngl.info.TIME.NO,
* McsEngl.conceptCore181.69,
* McsEngl.infoTimeNo,
* McsEngl.timeless-information,
_DESCRIPTION:
Information without the time 'happend'. Reference's time, creation time, recorded time.
[hmnSngo.2014-01-07]
name::
* McsEngl.info.VOLO,
* McsEngl.conceptCore181.35,
* McsEngl.volo'info@cptCore181.35,
_DEFINITION:
* Volo is INFO that comprises voleptos and voleros.
[hmnSngo.2007-11-06_KasNik]
_SPECIFIC:
* info.brain.want#cptCore654.14#
* VOLETO#cptCore#
* VOLERO#cptCore#
name::
* McsEngl.info.ADDITION,
* McsEngl.conceptCore181.17,
* McsEngl.addition'info@cptCore181.17,
====== lagoSINAGO:
* McsEngl.ado'info@lagoSngo,
_DEFINITION:
ADO is INFO that describes ADUINO#cptCore475.135#.
[hmnSngo.2007-10-28_KasNik]
name::
* McsEngl.info.KOGNO (not emotion)@deleted,
* McsEngl.conceptCore181.23@deleted,
* McsEngl.kogno@cptCore181.23, {2007-11-04}
* McsEngl.kogno'info@cptCore181.23,
_DEFINITION:
* no such a concept.
[hmnSngo.2008-08-07_HokoYono]
KOGNO is info other than EMOCO#cptCore181.16#.
[hmnSngo.2007-11-04_KasNik]
_SPECIFIC:
* infoBrainin#cptCore181.61#
* KOGNERO
* SENSO
* PRIKONCO
* KONCO
_ENVIRONMENTEINO:
* functing-braining-informating#cptCore475.39#
name::
* McsEngl.info.Emotion,
* McsEngl.conceptCore181.16,
* McsEngl.emoco@cptCore181.16, {2007-11-01}
* McsEngl.emoso@cptCore181.16,
* McsEngl.emotion-information@cptCore181.16,
====== lagoEsperanto:
* McsEngl.emocio@lagoEspo,
* McsEspo.emocio,
* McsEngl.eksento@lagoEspo,
* McsEspo.eksento,
_DEFINITION:
* EMOCO is any emocepto#cptCore498# or emoceto, or emocero.
[hmnSngo.2007-11-04_KasNik]
EVOLUTEINO:
* There is NO "emoco" information. Emotion is not a product of the brain, like kognepto. Emotion is a process of the brain that affects kognepto.
[hmnSngo.2007-12-30_KasNik]
name::
* McsEngl.info'FILO@deleted,
* McsEngl.conceptCore181.33@deleted,
* McsEngl.filo'info@cptCore181.33,
_DEFINITION:
* Filo is INFO that comprises emocos and sensos.
[hmnSngo.2007-11-03_KasNik]
name::
* McsEngl.info.senso@deleted,
* McsEngl.conceptCore181.34,
* McsEngl.filo'info@cptCore181.33,
_DEFINITION:
* Senso is any sensepto, senseto, sensero.
[hmnSngo.2007-11-03_KasNik]
_SPECIFIC:
* PERCEPTUAL_INFO##cptCore181.66##
* SENSETO
* SENSERO
name::
* McsEngl.conceptCore606,
* McsEngl.info.CONCEPT,
* McsEngl.FvMcs.info.CONCEPT,
* McsEngl.entity.model.info.concept@cptCore606, {2012-08-30}
* McsEngl.concept,
* McsEngl.modelInfoConcept,
* McsEngl.mic@cptCore606, {2016-08-20}
* McsEngl.infCpt@cptCore606, {2012-05-12}
* McsEngl.cpt@cptCore606, {2012-04-23}
* McsEngl.conceptCore606,
* McsElln.ΕΝΝΟΙΑ,
* McsElln.έννοια,
* McsElln.ενν,
====== lagoSINAGO:
* McsEngl.enio@lagoSngo, {2019-09-11}
* McsSngo.enio, {2019-09-11}
* McsEngl.fo-konso@lagoSngo, {2019-09-08}
* McsEngl.fo-cepto@lagoSngo, {2016-03-19}
* McsSngo.fo-konso, {2019-09-08}
* McsSngo.fo-cepto, {2016-03-19}
====== lagoALBANIAN:
* koncept,
====== lagoFRENCH:
* concept,
====== lagoGERMAN:
* Konzept,
====== lagoITALIAN:
* concetto,
====== lagoRUSSIAN:
* концепция,
====== lagoSPANISH:
* concepto,
origin:
Latin: concipere
Latin: concept- (conceived)
Latin: conceptum (something conceived), English: conceive
English: concept mid 16th century (in the sense ‘thought, frame of mind, imagination’):
[google dict]
_DefinitionGeneric:
Concept is any brain-concept#cptCore383# or sensorial-concept#ql:sensorial_concept@cptCore356#.
[hmnSngo.2009-12-21]
_DefinitionSpecific:
Concept is any PRECONCEPT#cptCore761#, with A-NAME#cptCore93.42#
[hmnSngo.2015-08-22]
name::
* McsEngl.cpt'whole.BRAIN,
* McsEngl.cpt'brain,
_DESCRIPTION:
A-concept does-not-exist by itself.
Always it exists RELATIVE to a-brain which conceives it (subjectivity).
[hmnSngo.2016-03-22]
name::
* McsEngl.DESCRIPTION,
* McsEngl.description,
* McsEngl.cpt'description,
* McsEngl.description-of-concept,
* McsEngl.drn, {2016-03-14}
_DESCRIPTION:
It is lingo#ql:lingo@cptCore49.10# describing attributes of a-concept.
[hmnSngo.2016-03-14]
name::
* McsEngl.cpt'truthness-falseness-relation,
* McsEngl.falsity-truth-of-concept,
* McsEngl.truth-falsity-of-concept,
_DESCRIPTION:
falseness
the quality or state of being false <the falseness of your reasoning is so blatant that it's no wonder you reached that absurd conclusion>
Synonyms erroneousness, fallaciousness, falsehood, falseness, falsity, untruth
Related Words speciousness, spuriousness; deception, deceptiveness, delusion; inaccuracy, incorrectness; dishonesty, mendaciousness, mendacity, untruthfulness
Near Antonyms accuracy, actuality, correctness, factuality, factualness, genuineness; credibility, honesty, trustworthiness, truthfulness, veracity
Antonyms truth, verity
[http://www.merriam-webster.com/thesaurus/falseness]
_GENERIC:
* entity.model.info#cptCore181#
* model#cptCore437#
* info-human#cptCore50# {2012-04-28}
_SPECIFIC:
* concept.language#cptCore383#
* concept.human#cptCore606.2#
* concept.humanNo#cptCore606.5#
* concept.human.lingo#cptCore567#
* concept.human.brain.sensorial#cptCore50.28#
* nameLingo#cptCore453#
name::
* McsEngl.cpt.SPECIFIC-DIVISION.brain-in,
_SPECIFIC:
* concept.brainIn#ql:brainin#
* concept.brainInNo#ql:brainin.no#
name::
* McsEngl.cpt.SPECIFIC-DIVISION.human,
_SPECIFIC:
* concept.human#cptCore606.2#
* concept.humanNo#cptCore606.5#
name::
* McsEngl.cpt.BRAININ.NO,
* McsEngl.concept.braininNo,
* McsEngl.concept.sensible, {2015-02-28}
_DESCRIPTION:
Concepts originated in brains and communicated with their names.
With computers, humans can create them outside their brains.
[hmnSngo.2015-02-28]
_SPECIFIC:
* human-sensible-concept#cptCore356#
* human-semasiocpt-sensible##
name::
* McsEngl.cpt.FUZZY,
* McsEngl.fuzzy-concept, {2012-11-22}
_DESCRIPTION:
A fuzzy concept is a concept of which the meaningful content, value, or boundaries of application can vary considerably according to context or conditions, instead of being fixed once and for all.[1] This generally means the concept is vague, lacking a fixed, precise meaning, without however being meaningless altogether. It has a meaning, or multiple meanings (it has different semantic associations). But these can become clearer only through further elaboration and specification, including a closer definition of the context in which they are used. Fuzzy concepts "lack clarity and are difficult to test or operationalize".[2]
In logic, fuzzy concepts are often regarded as concepts which in their application, or formally speaking, are neither completely true or completely false, or which are partly true and partly false; they are ideas which require further elaboration, specification or qualification to understand their applicability (the conditions under which they truly make sense).
In mathematics and statistics, a fuzzy variable (such as "the temperature", "hot" or "cold") is a value which could lie in a probable range defined by quantitative limits or parameters, and can be usefully described with imprecise categories (such as "high", "medium" or "low").
In mathematics and computer science, the various gradations of applicable meaning of a fuzzy concept are conceptualized and described in terms of quantitative relationships defined by logical operators. Such an approach is sometimes called "degree-theoretic semantics" by logicians and philosophers,[3] but the more usual term is fuzzy logic or many-valued logic. The basic idea is, that a real number is assigned to each statement written in a language, within a range from 0 to 1, where 1 means that the statement is completely true, and 0 means that the statement is completely false, while values less than 1 but greater than 0 represent that the statements are "partly true", to a given, quantifiable extent. This makes its possible to analyze a distribution of statements for their truth-content, identify data patterns, make inferences and predictions, and model how processes operate.
Fuzzy reasoning (i.e. reasoning with graded concepts) has many practical uses.[4] It is nowadays widely used in the programming of vehicle and transport electronics, household appliances, video games, language filters, robotics, and various kinds of electronic equipment used for pattern recognition, surveying and monitoring (such as radars). Fuzzy reasoning is also used in artificial intelligence and virtual intelligence research.
[http://en.wikipedia.org/wiki/Fuzzy_concept]
name::
* McsEngl.cpt.HUMAN-CONCEPT,
* McsEngl.conceptCore606.2,
* McsEngl.entity.model.info.concept.cptHmn@cptCore606.2, {2012-08-30}
* McsEngl.concept.human@cptCore606.2, {2012-09-01}
* McsEngl.human-concept@cptCore606.2,
* McsEngl.cptHmn@cptCore606.2, {2012-08-19}
_GENERIC:
* entity.model.info.human#cptCore50#
_DESCRIPTION:
Any concept of humans.
[hmnSngo.2012-05-12]
_SPECIFIC:
* concept.human.lingo#cptCore567#
* concept.human.brainIn#cptCore66#
* concept.human.brainIn.sensible#cptCore50.28#
* concept.human.brainOut (sensible)#cptCore356#
* concept.human.scientific
* nameLingo#cptCore453#
name::
* McsEngl.cpt.human.SCIENTIFIC,
* McsEngl.conceptCore606.3,
* McsEngl.concept.scientific@cptCore606.3, {2012-08-19}
* McsEngl.entity.info.concept.human.scientific@cptCore606.3, {2012-08-19}
* McsEngl.entity.info.human.concept.scientific@cptCore606.3, {2012-08-19}
* McsEngl.entity.info.human.scientific.concept@cptCore606.3, {2012-08-19}
* McsEngl.scientific-concept@cptCore606.3, {2012-08-19}
* McsEngl.cptSci@cptCore606.3, {2012-08-19}
name::
* McsEngl.cpt.HUMAN.NO-CONCEPT,
* McsEngl.conceptCore606.5,
* McsEngl.non-human-concept@cptCore606.4,
_DESCRIPTION:
AS far non-human-animals have language, then they have and concepts which they communicate by mapping these concepts with non-brainual-entities(dezignators).
[hmnSngo.2012-05-12]
name::
* McsEngl.cpt.INTERLANGUAGE,
* McsEngl.conceptCore606.4,
* McsEngl.concept.interlanguage,
* McsEngl.concept.interlanguage, {2014-05-02}
* McsEngl.cptIlng,
_DESCRIPTION:
Interlanguage-concept is any concept COMMON in different languages.
[hmnSngo.2014-05-02]
name::
* McsEngl.cpt.LANGUAGE.SPECIFIC,
* McsEngl.conceptCore606.3,
* McsEngl.concept.language,
* McsEngl.concept.language, {2014-05-02}
* McsEngl.cptLng,
_DESCRIPTION:
Language-concept is any concept DEFINED in a specific language.
There is no concept outside of any language, only preconcepts.
[hmnSngo.2014-05-02]
_SPECIFIC:
* global-concept##
* local-concept##
* view-concept##
* worldview-concept##
name::
* McsEngl.cpt.LESS-GENERAL-CONCEPT,
* McsEngl.conceptCore1053,
* McsEngl.infHmn.less-general-concept,
* McsEngl.less-general-concept,
* McsEngl.less'general@cptCore1053,
Some call the 'less-general' concept, PARTIAL. I don't use this name because connotate PART of a Whole.
[hmnSngo.2000-09-06_nikkas]
LESS-GENERAL is a SPECIFIC concept which is at the same time GENERAL.
[hmnSngo.2000-09-06_nikkas]
name::
* McsEngl.cpt.LINGO,
* McsEngl.conceptCore606.6,
* McsEngl.conceptLingo@cptCore606.6,
_DESCRIPTION:
Languages in order to communicate their concepts, create ABSTRACT-CONCEPTS (= with SOME attributes, not all) from their language-concepts (full-concepts) and create construcsts (= lingo) which communicate among its members.
[hmnSngo.2015-10-04]
name::
* McsEngl.cpt.modelVIEW,
* McsEngl.conceptCore606.?,
* McsEngl.concept.view,
* McsEngl.concept.view,
* McsEngl.view-concept,
_DESCRIPTION:
View-concept is any concept PART of a view.
[hmnSngo.2014-05-02]
===
Any concept used in a view.
[hmnSngo.2014-04-30]
_SPECIFIC:
* global-concept
* local-concept
* localNo-concept
* undefined-concept
name::
* McsEngl.cpt.view.LOCAL,
* McsEngl.concept.local,
* McsEngl.local-concept,
* McsEngl.view'conceptLocal,
* McsEngl.view'concept.LOCAL,
* McsEngl.cptLcl, {2014-04-30}
_DESCRIPTION:
A view has newly defined concepts AND old ones, used in the worldview that belongs.
[hmnSngo.2014-04-30]
name::
* McsEngl.cpt.modelWORLD,
* McsEngl.conceptCore606.1,
* McsEngl.concept.worldview,
* McsEngl.concept.worldview,
* McsEngl.worldview-concept,
_DESCRIPTION:
Worldview-concept is any concept PART of a worldview#cptCore1099#.
[hmnSngo.2014-05-02]
name::
* McsEngl.cpt.SIBLINGS,
* McsEngl.conceptCore1022,
* McsEngl.sibling-concepts,
* McsEngl.sibling'concepts@cptCore1022,
* McsElln.ΑΔΕΛΦΕΣ-ΕΝΝΟΙΕΣ,
(because "specific-complements" I call all concepts of a "specific-division" then)
SIBLING-CONCPETS are all the concepts of a generic-concept, no matter the division with which they created.
[hmnSngo.2002-07-31_nikkas]
ΑΔΕΛΦΕΣ ΕΝΝΟΙΕΣ είναι όλες οι έννοιες μίας ΓΕΝΙΚΗΣ-ΕΝΝΟΙΑΣ που προέκυψαν από με το ίδιο κριτήριο, δηλαδή όλες οι έννοιες μίας κλάσσης.
[hmnSngo.1998-02-20_nikos]
name::
* McsEngl.sibling'concept@cptCore1022,
_DEFINITION:
* Each concept of the sibling-concepts is called 'sibling-concept'.
[hmnSngo.1998-08-14_nikos]
name::
* McsEngl.conceptCore50,
* McsEngl.model.info.HUMAN-(infHmn),
* McsEngl.FvMcs.model.info.HUMAN-(infHmn),
* McsEngl.entity.info.human@cptCore50, {2012-08-09}
* McsEngl.sympan'societyHmn'informationHmn@cptCore50, {2012-08-09}
* McsEngl.belief'system@cptCore50,
* McsEngl.human-information,
* McsEngl.human-info@cptCore50,
* McsEngl.hi@cptCore50,
* McsEngl.human-information@cptCore50,
* McsEngl.infoHmn@cptCore50,
* McsEngl.infoHuman@cptCore50, {2012-05-12}
* McsEngl.info.human@cptCore50,
* McsEngl.info'homo@cptCore50, {2006-11-23}
* McsEngl.info.human@cptCore50,
* McsEngl.infHmn@cptCore50, {2012-11-25}
* McsEngl.infHmn@cptCore445, {2012-05-12}
====== lagoSINAGO:
* McsEngl.info'homo@lagoSngo,
====== lagoGreek:
* McsElln.ΑΝΘΡΩΠΙΝΗ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ανθρώπινη-πληροφορία@cptCore50, {2012-11-25}
Information I call any mental-entity, meaning-entity or logo-entity. [hmnSngo.2003-11-01_nikkas]
* DATA: I call any MATERIAL-ENTITY that maps brain-models, such as speech, text, photo, audio, video. [hmnSngo.2005-08-23_nikkas]
INFORMATION is ANY mental, semantic or logo entity.
[hmnSngo.2003-12-19_nikkas]
HUMAN INFORMATION IN GENERAL, PHILOSOPHICAL TERMS.
The irony in the "information age" is that "there is still no accepted integrating theory for dealing with data and information, let alone with knowledge, which is the focus of many so-called `knowledge-based systems'" (Fox 1989, 1).
Definition of human information (HI). I perceive HI as a unity of three representations. These representations were created in a long historical process together with the creation of humanity. The first representation, is the "thought" in our minds, which represents the real world, a prerequisite for the existing of every animal system. The second representation is the correspondence of sounds (words) in these thoughts. The creation of this second representation was a revolutionary stage for mankind. It was the main thing that differentiated humans from animals, and a prerequisite in the creation of human society. Finally the third representation is the correspondence in the existing entity sounds-thoughts, and visual symbols (letters). This third representation appeared many years after the second representation and was a second revolution in the evolution of humanity. It was the cause for the appearance of sciences as shown in Greek history.
HI has many forms. The unity of sounds and symbols we call language. In the world many languages exist that represent human thoughts. So, HI exists in many forms. But all these different forms have something in common. All are representations of the same thing, the real world that exists independently of humans but which includes humans.
Structure of HI. Furthermore, HI can be divided into smaller parts. The indivisible elements which preserve its characteristics, I call concept. The structure of every concept has a language element (which consists of a symbol and a sound component), and a thought, which we usually call meaning. In this perspective, data, information, and knowledge are all conceptual systems (structures of concepts). Its difference depends only in the degree of the complexity of their structure. Of course, there is no clear criteria in this distinction.
Subjectivity of HI. I must emphasize that the nature of HI depicts its main characteristic, its subjectivity. It is a complex representation of the real world, but not reality itself. So its validity (if it is true or false) depends on its comparison with reality, not just with other information.
We have some way to go, for as Tom Stonier comments: "At the moment [1989], we not only do not understand how the brain works, we do not understand INTELLIGENCE as a general phenomenon. Whorse, we do not even know what comprises information".
[FORD, 1989, 304#cptResource17#]
There is still no accepted integrating theory for dealing with DATA and INFORMATION, let alone with KNOWLEDGE, which is the focus of many new so-called "knowledge-based systems"
[FOX, 1989, 1#cptResource18#]
_WHOLE:
* sympan'societyHmn#cptCore1# 2012-08-09,
* HOMO#cptCore401# {2012-08-09}
name::
* McsEngl.infHmn'ATTRIBUTE,
Attributes or characteristics of information include
- timeliness
- content
- format
- cost and
- value.
[SMITH, 1987, 30#cptResource98#]
name::
* McsEngl.infHmn'WholeNo-relation,
_ENVIRONMENT:
* REFEREINO#cptCore546.79#
* REFERENTO#cptCore181.68#
name::
* McsEngl.infHmn'INFORMATION'and'UNCERTAINTY,
Information and uncertainty are closely related. Galbraith states "uncertainty is the difference between the amount of information required to perform the task and the amount of information already possesed by the organization".
[METHLIE, 1978, 7#cptResource75#]
name::
* McsEngl.infHmn'OTHER-VIEW,
"ΣΗΜΑΣΙΑ.
ΤΟ ΠΕΡΙΕΧΟΜΕΝΟ ΠΟΥ ΣΥΝΔΕΕΤΑΙ ΜΕ ΤΗ ΣΥΓΚΕΚΡΙΜΕΝΗ ΕΚΦΡΑΣΗ (ΛΕΞΗ, ΦΡΑΣΗ, ΣΗΜΕΙΟ ΚΛΠ) ΚΑΠΟΙΑΣ ΓΛΩΣΣΑΣ. ΤΗ ΣΗΜΑΣΙΑ ΤΩΝ ΓΛΩΣΣΙΚΩΝ ΕΚΡΑΣΕΩΝ ΜΕΛΕΤΟΥΝ
Η ΓΛΩΣΣΟΛΟΓΙΑ,
Η ΛΟΓΙΚΗ ΚΑΙ
Η ΣΗΜΕΙΩΤΙΚΗ.
ΣΤΗΝ ΕΠΙΣΤΗΜΗ ΤΗΣ ΓΛΩΣΣΑΣ ΜΕ ΤΟΝ ΟΡΟ "ΣΗΜΑΣΙΑ" ΕΝΝΟΕΙΤΑΙ ΤΟ ΕΝΝΟΙΟΛΟΓΙΚΟ ΠΕΡΙΕΧΟΜΕΝΟ ΤΗΣ ΛΕΞΗΣ. ΣΤΗ ΛΟΓΙΚΗ (ΚΑΙ ΤΗ ΣΗΜΕΙΩΤΙΚΗ) ΩΣ ΣΗΜΑΣΙΑ ΤΗΣ ΓΛΩΣΣΙΚΗΣ ΕΚΡΑΣΗΣ ΕΝΝΟΕΙΤΑΙ ΤΟ ΑΝΤΙΚΕΙΜΕΝΟ ή Η ΤΑΞΗ ΑΝΤΙΚΕΙΜΕΝΩΝ ΠΟΥ ΥΠΟΔΗΛΩΝΕΤΑΙ (ΟΝΟΜΑΖΕΤΑΙ) ΜΕ ΤΗΝ ΕΚΦΡΑΣΗ ΑΥΤΗ (ΣΗΜΑΣΙΑ ΩΣ ΠΡΟΣ ΤΑ ΑΝΤΙΚΕΙΜΕΝΑ ή ΤΗΝ ΕΚΤΑΣΗ), ΕΝΩ ΩΣ ΝΟΗΜΑ ΕΚΦΡΑΣΗΣ (ΕΝΝΟΙΟΛΟΓΙΚΗ ΣΗΜΑΣΙΑ ή ΣΗΜΑΣΙΑ ΩΣ ΠΡΟΣ ΤΗΝ ΕΝΤΑΣΗ) ΕΝΝΟΕΙΤΑΙ ΤΟ ΝΟΗΤΟ ΤΗΣ ΠΕΡΙΕΧΟΜΕΝΟ, ΔΗΛΑΔΗ ΟΙ ΠΛΗΡΟΦΟΡΙΕΣ ΠΟΥ ΠΕΡΙΛΑΜΒΑΝΕΙ Η ΕΚΦΡΑΣΗ, ΧΑΡΗ ΣΤΙΣ ΟΠΟΙΕΣ Η ΕΚΦΡΑΣΗ ΑΝΑΦΕΡΕΤΑΙ ΣΤΟ ΣΥΓΚΕΚΡΙΜΕΝΟ ΑΝΤΙΚΕΙΜΕΝΟ (ΑΝΤΙΚΕΙΜΕΝΑ)".
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Ε24#cptResource164#]
name::
* McsEngl.infHmn'Deconstruction,
* McsEngl.deconstruction@cptCore50i,
Deconstruction is a term in contemporary philosophy, literary criticism, and the social sciences, denoting a process by which the texts and languages of Western philosophy (in particular) appear to shift and complicate in meaning when read in light of the assumptions and absences they reveal within themselves. Jacques Derrida coined the term in the 1960s, and proved more forthcoming with negative, rather than pined-for positive, analyses of the school.
Subjects relevant to deconstruction include the philosophy of meaning in Western thought, and the ways that meaning is constructed by Western writers, texts, and readers and understood by readers. Though Derrida himself denied deconstruction was a method or school of philosophy, or indeed anything outside of reading the text itself, the term has been used by others to describe Derrida's particular methods of textual criticism, which involved discovering, recognizing, and understanding the underlying—and unspoken and implicit—assumptions, ideas, and frameworks that form the basis for thought and belief, for example, in complicating the ordinary division made between nature and culture. Derrida's deconstruction was drawn mainly from the work of Heidegger and his notion of destruktion but also from Levinas and his ideas upon the Other.
[http://en.wikipedia.org/wiki/Deconstruction]
name::
* McsEngl.infHmn'Doing,
name::
* McsEngl.infHmn'Applicating,
* McsEngl.conceptCore50.22,
* McsEngl.application-of-info@cptCore50.22, {2012-04-24}
_DESCRIPTION:
ΕΦΑΡΜΟΓΗ ΠΛΗΡΟΦΟΡΙΑΣ ονομάζω ΠΡΑΚΤΙΚΗ στην οποία χρησιμοποιείται η πληροφορία#cptCore445.a#.
[hmnSngo.1995.04_nikos]
A whole class of information managers is necessary to perform the HIGHEST function in the progress of knowledge -namely, the integration of disconnected data into a coherent whole.
[REFINETTI, 1989, 584#cptResource86#]
name::
* McsEngl.infHmn'Processing,
The information processing task can be divided into the following five basic functions:
- collection,
- storing,
- retrieval,
- processing,
- distribution.
[METHLIE, 1978, 7#cptResource75#]
We are only now at the threshold of understanding how to MANAGE DATA. Managing data has very little to do with pointers and dictionaries and a great deal to do with integrity and selectivity. (R. E. Umbaugh).
[LASDEN, 1987, 42#cptResource53#]
name::
* McsEngl.infHmn'doing.Explosion,
* McsEngl.infHmn'explosion,
* McsEngl.information-explosion, {2012-11-25}
The information explosion is the rapid increase in the amount of published information or data and the effects of this abundance. As the amount of available data grows, the problem of managing the information becomes more difficult, which can lead to information overload. The Online Oxford English Dictionary[1] indicates use of the phrase in a March 1964 New Statesman article. The New York Times first used the phrase in its editorial content in an article by Walter Sullivan on June 7, 1964 in which he described the phrase as “much discussed.” (pE11.) The earliest use of the phrase seems to have been in an IBM advertising supplement to the New York Times published on April 30, 1961 and by Frank Fremont-Smith, Director of the American Institute of Biological Sciences Interdisciplinary Conference Program, in an April 1961 article in the AIBS Bulletin (p. 18.)
Fortunately, techniques to gather knowledge from an overabundance of electronic information (e.g., data fusion may help in data mining) have existed since the 1970s.
[http://en.wikipedia.org/wiki/Information_explosion]
name::
* McsEngl.infHmn'Information-overload,
* McsEngl.infobesity, {2012-11-25}
* McsEngl.information-overload, {2012-11-25}
"Information overload" (nicknamed infobesity) is a term popularized by Alvin Toffler in his bestselling 1970 book Future Shock. It refers to the difficulty a person can have understanding an issue and making decisions that can be caused by the presence of too much information.[1] The term itself is mentioned in a 1964 book by Bertram Gross, The Managing of Organizations.[2] “Information overload occurs when the amount of input to a system exceeds its processing capacity. Decision makers have fairly limited cognitive processing capacity. Consequently, when information overload occurs, it is likely that a reduction in decision quality will occur.” [3]
The term and concept precede the Internet and can be viewed from a library and information sciences perspective[4] or viewed as a psychology phenomenon.[5] In psychology, information overload relates to an overabundance of incoming information into the senses.[5] Toffler's explanation of it presents information overload as the Information Age's version of sensory overload, a term that had been introduced in the 1950s.[6] Sensory overload was thought to cause disorientation and lack of responsiveness. Toffler posited information overload as having the same sorts of effects, but on the higher cognitive functions, writing: "When the individual is plunged into a fast and irregularly changing situation, or a novelty-loaded context ... his predictive accuracy plummets. He can no longer make the reasonably correct assessments on which rational behavior is dependent."[7]
As the world moves into a new era of globalization, an increasing number of people are connecting to the Internet to conduct their own research[8] and are given the ability to produce as well as consume the data accessed on an increasing number of websites.[9][10] Users are now classified as active users[11] because more people in society are participating in the Digital and Information Age.[12] More and more people are considered to be active writers and viewers because of their participation.[13] This flow has created a new life where we are now in danger of becoming dependent on this method of access to information.[14][15] Therefore we see an information overload from the access to so much information, almost instantaneously, without knowing the validity of the content and the risk of misinformation.[16][17]
According to Sonora Jha of Seattle University, journalists are using the Web to conduct their research, getting information regarding interviewing sources and press releases, updating news online, and thus it shows the gradual shifts in attitudes because of the rapid increase in use of the Internet.[18] Lawrence Lessig has described this as the "read-write" nature of the internet.[19]
“The resulting abundance of – and desire for more (and/or higher quality) – information has come to be perceived in some circles, paradoxically, as the source of as much productivity loss as gain.” [20] Information Overload (IO) is simply the idea or notion of being constantly overloaded with information. This overload can lead to “information anxiety” which is the gap between the information we understand and the information that we think that we must understand. We consume information daily through news stories, e-mails, blog posts, Facebook statuses, Tweets, Tumblr posts and a variety of sources. These new sources of information are leading to people, in a way, becoming their own editors, gatekeepers, or aggregators when it comes to this consumption. [21] The old phrase “You are what you eat” is true and this can be extended to the information people consume. How people consume information through their use of the Internet can be reflective of their interests and identity. This could be a reason as to why there is a concern about information overload and the effect that it can have on people’s lives. One concern is the effect that massive amounts of information can be a distraction to a person’s attention and productivity as well as decision-making, leading to a large amount of research done on this idea as it affects various scholarly disciplines and people’s lives. Another could be the end of “useful” information that is being mixed with information that might not be entirely accurate. Research done is often done with the view that IO is a problem that can be understood in a rational way. [22]
[http://en.wikipedia.org/wiki/Information_overload]
name::
* McsEngl.infHmn'doing.INTEGRATING,
* McsEngl.integrating-of-hmninf, {2012-11-25}
name::
* McsEngl.semantic-integrating-of-hmninf, {2012-11-25}
Semantic integration is the process of interrelating information from diverse sources, for example calendars and to do lists; email archives; physical, psychological, and social presence information; documents of all sorts; contacts (including social graphs); search results; and advertising and marketing relevance derived from them. In this regard, semantics focuses on the organization of and action upon information by acting as a mediary between heterogeneous data sources which may conflict not only by structure but also context or value.
In enterprise application integration (EAI), semantic integration can facilitate or even automate the communication between computer systems using metadata publishing. Metadata publishing potentially offers the ability to automatically link ontologies. One approach to (semi-)automated ontology mapping requires the definition of a semantic distance or its inverse, semantic similarity and appropriate rules. Other approaches include so-called lexical methods, as well as methodologies that rely on exploiting the structures of the ontologies. For explicitly stating similarity/equality, there exist special properties or relationships in most ontology languages. OWL, for example has “sameIndividualAs” or “same-ClassAs”. Eventually systems design may see the advent of composable architectures where published semantic-based interfaces are joined together in new and meaningful capabilities. These will be predominately described through design-time declarative specifications, that could ultimately be rendered and executed at run-time.
Semantic integration can also be used to facilitate design-time activities of interface design and mapping. In this model, semantics are only explicitly applied to design and the run-time systems work at the syntax level. This "early semantic binding" approach can improve overall system performance while retaining the benefits of semantic driven design.
The Pacific Symposium on Biocomputing has been a venue for the popularization of the ontology mapping task in the biomedical domain, and a number of papers on the subject can be found in its proceedings.
[http://en.wikipedia.org/wiki/Ontology_mapping]
name::
* McsEngl.infHmn'doing.MANAGING,
* McsEngl.information-management, {2012-11-25}
name::
* McsEngl.infHmn'popularity,
* McsEngl.conceptCore783,
* McsEngl.acceptance,
* McsEngl.advocates,
* McsEngl.popularity-of-an-information,
* McsEngl.info's'popularity@cptCore783,
* McsElln.ΑΠΟΔΟΧΗ-ΠΛΗΡΟΦΟΡΙΑΣ,
* McsElln.ΔΗΜΟΦΙΛΗΣ,
* McsElln.ΔΗΜΟΦΙΛΙΑ,
* McsElln.ΠΛΗΡΟΦΟΡΙΑΣ'ΑΠΟΔΟΧΗ@cptCore783,
ΑΠΟΔΟΧΗ ΠΛΗΡΟΦΟΡΙΑΣ ονομάζω το πληθος των ΑΝΘΡΩΠΩΝ που θεωρούν αληθινή την ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a#.
[hmnSngo.1995.04_nikos]
According to R. T. Keller, the personal and institutional academic prestige of those who propose a theory contributes to the influence and acceptance of that theory.
[Wren, 1987, 169#cptResource127#]
name::
* McsEngl.infHmn'science,
* McsEngl.conceptCore50.24,
* McsEngl.science-of-human-information@cptCore50.24, {2012-11-25}
* McsEngl.science.info-human,
* McsEngl.sciInfHmn@cptCore50.24, {2012-11-25}
_DESCRIPTION:
Any science with area-of-study the human-information.
[hmnSngo.2012-11-25]
_SPECIFIC:
* epistemology#cptCore385#
* information_retrieval##
* linguistics#cptCore400#
* logic#cptCore548#
* philosophy_of_information##
name::
* McsEngl.sciInfHmn'ARCHIVAL,
* McsEngl.archival-science, {2012-11-25}
* McsEngl.archive-administration, {2012-11-25}
_DESCRIPTION:
Archival science, also known as Archive administration, is the theory, study and practice of storing, cataloguing, and retrieving documents and other archival materials.[1] Emerging from diplomatics,[2] Archival science also encompasses the study of past efforts to preserve documents and items, remediation of those techniques in cases where those efforts have failed, and the development of new processes. The field also includes the study of traditional and electronic catalogue storage methods, digital preservation and the long range impact of all types of storage programs. [3]
Records are the core of the archival tradition. In the tradition, records are defined as data or information in a fixed form that are created or received during the course of an activity and set aside for evidence of that activity or future reference.[4] Archives must be trusted in order to be of value to society, thus they must have certain qualities. This includes authenticity, reliability, integrity, and usability. Archival records must be what they claim to be, must accurately represent the activity they were created for, must provide a coherent picture through the use of sufficient amounts of content, and must be in an accessible location and in usable condition. [5]
[http://en.wikipedia.org/wiki/Archival_science]
name::
* McsEngl.sciInfHmn'DOCUMENTATION-SCIENCE,
* McsEngl.documentation-science, {2012-11-25}
Documentation science, documentation studies or just documentation is a field of study and a profession founded by Paul Otlet (1868–1944) and Henri La Fontaine (1854–1943). Professionals educated in this field are termed documentalists. This field generally changed its name to information science in 1968, but some uses of the term documentation still exists and there have been efforts to reintroduce the term documentation as a field of study.
“The term documentation is a neologism invented by [Paul] Otlet to designate what today we tend to call Information Storage and Retrieval. In fact it is not too much to claim the Traitι de Documentation, 1934 as one of the first information science textbooks" (Rayward, 1994, s. 238).
Berard (2003, p. 148) writes that the concept ”documentation” is still much used in the French speaking areas and that it corresponds to information science in general. One explanation of why this concept is well established in French-speaking countries is that there is a clear division of labour between libraries and documentation centres in those countries. The personal employed at those different kinds of institutions has different educational backgrounds. The differences in roles between libraries and documentation centres have, however, become less clear during recent years.
[http://en.wikipedia.org/wiki/Documentation_science]
name::
* McsEngl.sciInfHmn'INFORMATICS,
* McsEngl.informatics,
Informatics includes the science of information, the practice of information processing, and the engineering of information systems. Informatics studies the structure, behavior, and interactions of natural and artificial systems that store, process and communicate information. It also develops its own conceptual and theoretical foundations. Since computers, individuals and organizations all process information, informatics has computational, cognitive and social aspects, including study of the social impact of information technologies.
[http://en.wikipedia.org/wiki/Informatics] 2007-10-20
name::
* McsEngl.sciInfHmn'INFORMATION-RETRIEVAL,
* McsEngl.information-retrieval, {2012-11-25}
Information retrieval (IR) is the area of study concerned with searching for documents, for information within documents, and for metadata about documents, as well as that of searching structured storage, relational databases, and the World Wide Web. Automated information retrieval systems are used to reduce what has been called "information overload". Many universities and public libraries use IR systems to provide access to books, journals and other documents. Web search engines are the most visible IR applications.
An information retrieval process begins when a user enters a query into the system. Queries are formal statements of information needs, for example search strings in web search engines. In information retrieval a query does not uniquely identify a single object in the collection. Instead, several objects may match the query, perhaps with different degrees of relevancy.
An object is an entity that is represented by information in a database. User queries are matched against the database information. Depending on the application the data objects may be, for example, text documents, images,[25] audio,[26] mind maps[27] or videos. Often the documents themselves are not kept or stored directly in the IR system, but are instead represented in the system by document surrogates or metadata.
Most IR systems compute a numeric score on how well each object in the database match the query, and rank the objects according to this value. The top ranking objects are then shown to the user. The process may then be iterated if the user wishes to refine the query.[28]
[http://en.wikipedia.org/wiki/Information_science]
name::
* McsEngl.sciInfHmn'INFORMATION-SCIENCE,
* McsEngl.information-science,
* McsEngl.information-studies, {2012-11-25}
Information science (also information studies) is an interdisciplinary science primarily concerned with the collection, classification, manipulation, storage, retrieval and dissemination of information.[1] Information science studies the application and usage of knowledge in organizations, and the interaction between people, organizations and information systems. It is often (mistakenly) considered a branch of computer science. It is actually a broad, interdisciplinary field, incorporating not only aspects of computer science, but also library science, cognitive science, and the social sciences.
[http://en.wikipedia.org/wiki/Information_science] 2007-10-20
name::
* McsEngl.sciInfHmn'LIBRARY-AND-INFORMATION-SCIENCE,
* McsEngl.library-and-information-science, {2012-11-25}
Library and information science (LIS) (sometimes given as the plural library and information sciences)[1][2] is a merging of the two fields library science and information science. The phrase "library and information science" is associated with schools of library and information science (abbreviated to "SLIS"), which generally developed from professional training programs (not academic disciplines) to university institutions during the second half of the twentieth century. In the last part of 1960s schools of librarianship began to add the term "information science" to their names. The first school to do this was at the University of Pittsburgh in 1964.[3] More schools followed during the 1970s and 1980s, and by the 1990s almost all library schools in the USA had added information science to their names. The trend was more for the adoption of information technology rather than the concept of a science.
A similar development has taken place in large parts of the world. In Denmark, for example, the 'Royal School of Librarianship' in 1997 changed its English name to The Royal School of Library and Information Science. Another indication of this name shift is that Library Science Abstracts in 1969 changed its name to Library and Information Science Abstracts.[4] In spite of this merge are the two original disciplines (library science and information science) still by some considered to be separate fields[5][6] while the main tendency today is to use the terms as synonyms, but with different connotations.
In some parts of the world the development has been somewhat different. In France, for example, information science and communication studies form one interdiscipline.[7] In Tromsφ, Norway documentation science is preferred as the name of the field.
In the beginning of the 21st century one tendency has been to drop the term "library" and to speak about information departments or I-schools.[citation needed] There has also been an attempt to revive the concept of documentation and speak of Library, information and documentation studies (or science).[8] Another tendency, for example in Sweden, is to merge the fields of Archival science, Library science and Museology to develop an integrated field: Archival, Library and Museum studies.
[http://en.wikipedia.org/wiki/Library_and_information_science]
name::
* McsEngl.sciInfHmn'Library-science,
* McsEngl.library-science, {2012-11-25}
Library science (often termed library studies or library and information science[1]) is an interdisciplinary or multidisciplinary field that applies the practices, perspectives, and tools of management, information technology, education, and other areas to libraries; the collection, organization, preservation, and dissemination of information resources; and the political economy of information. The first American school for library science was founded by Melvil Dewey at Columbia University in 1887.[2] The first textbook on the subject was German (Schrettinger, 1808-1829).[3]
Historically, library science has also included archival science.[4] This includes how information resources are organized to serve the needs of select user group, how people interact with classification systems and technology, how information is acquired, evaluated and applied by people in and outside of libraries as well as cross-culturally, how people are trained and educated for careers in libraries, the ethics that guide library service and organization, the legal status of libraries and information resources, and the applied science of computer technology used in documentation and records management.
There is no generally agreed-upon distinction between the terms library science, librarianship, and library and information science, and to a certain extent they are interchangeable, perhaps differing most significantly in connotation. The term library and information science (LIS) is most often used;[citation needed] most librarians consider it as only a terminological variation, intended to emphasize the scientific and technical foundations of the subject and its relationship with information science. LIS should not be confused with information theory, the mathematical study of the concept of information. LIS can also be seen as an integration of the two fields library science and information science, which were separate at one point. Library philosophy has been contrasted with library science as the study of the aims and justifications of librarianship as opposed to the development and refinement of techniques.[5]
[http://en.wikipedia.org/wiki/Library_science]
name::
* McsEngl.sciInfHmn'LOGIC-OF-INFORMATION,
* McsEngl.logic-of-information,
* McsEngl.logical-theory-of-information,
The logic of information, or the logical theory of information, considers the information content of logical signs and expressions along the lines initially developed by Charles Sanders Peirce. In this line of work, the concept of information serves to integrate the aspects of signs and expressions that are separately covered, on the one hand, by the concepts of denotation and extension, and on the other hand, by the concepts of connotation and comprehension.
Peirce began to develop these ideas in his lectures "On the Logic of Science" at Harvard University (1865) and the Lowell Institute (1866).
[http://en.wikipedia.org/wiki/Logic_of_information]
name::
* McsEngl.sciInfHmn'MATHEMATICAL-THEORY-OF-INFORMATION,
* McsEngl.conceptCore50.6,
* McsEngl.mathematical-theory-of-information@cptCore50.6,
* McsEngl.shannon's-theory-of-information@cptCore50.6,
_DEFINITION:
* A breakthrough came with the mathematical theory of information presented by Claude Shannon. He found a way of measuring the amount of information that was transferred through a channel, independently of which code was used for the transmission. In essence, Shannon's theory says that the more improbable a message is statistically, the greater is its informational content (Shannon and Weaver 1948). This theory had immediate applications in the world of zeros and ones that constituted the processes within computers. It is from Shannon's theory that we have the notions of bits, bytes, and baud that are standard measures for present-day information technology products.
[Peter Gardenfors. Cognitive science: from computers to anthills as models of human thought, (2000-09-08)]
name::
* McsEngl.sciInfHmn'PHILOSOPHY-OF-INFORMATION,
* McsEngl.philosophy-of-information,
The philosophy of information (PI) is the area of research that studies conceptual issues arising at the intersection of computer science, information technology, and philosophy.
It includes: [1]
1. the critical investigation of the conceptual nature and basic principles of information, including its dynamics, utilisation and sciences
2. the elaboration and application of information-theoretic and computational methodologies to philosophical problems.
1. Luciano Floridi, "What is the Philosophy of Information?", Metaphilosophy, 2002, (33), 1/2.
...
P.I.
More recently this field has become known as the philosophy of information. The expression was coined in the 1990s by Luciano Floridi, who has published prolifically in this area with the intention of elaborating a unified and coherent, conceptual frame for the whole subject.
[http://en.wikipedia.org/wiki/Philosophy_of_information]
name::
* McsEngl.infHmn.specific,
_SPECIFIC: infHmn.Alphabetically:
* info.human.brainal#cptCore654.16#
* info.human.brainalNo#cptCore613.1#
* info.human.brainal.preconceptal#cptCore760.7#
* info.human.brainal.conceptal#cptCore50.32#
* info.human.brainal.semasial#cptCore50.27#
* info.human.business#cptEconomy7.10#
* info.human.concept#cptCore606.2#
* info.human.digital##
* info.human.digitalNo##
* info.human.forecast#cptCore50.13#
* info.human.knowledge#cptCore50.7#
* info.human.knowledgeNo#cptCore50.8#
* info.human.known#cptCore50.19#
* info.human.knownNo#cptCore50.20#
* info.human.lexical##
* info.human.logal#cptCore93.39#
* info.human.real#cptCore50.9#
* info.human.realNo#cptCore50.14#
* info.human.sensorial#cptCore613.1#
* info.human.true#cptCore50.10#
* info.human.trueNo#cptCore50.11#
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.BRAIN,
_SPECIFIC:
* info.human.brainual#cptCore654.16#
* info.human.brainualNo#cptCore613.1#
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.REFERENT,
_SPECIFIC:
* info.human.real#cptCore50.9#
* info.human.realNo#cptCore50.14#
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.KNOWN,
_SPECIFIC:
* info.human.known#cptCore50.19#
* info.human.knownNo#cptCore50.20#
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.HYPOTHESIS,
_SPECIFIC:
* info.human.hypothesis#cptCore50.4#
UNKNOWN
KNOWN-FALSE
* NONHYPOTHESIS
KNOWN-TRUE
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.KNOWLEDGE,
_SPECIFIC:
* info.human.knowledge#cptCore50.7#
* info.human.knowledgeNo#cptCore50.8#
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.SCIENTIFICITY,
_SPECIFIC:
* information.human.scientific#cptCore50.17#
* information.human.scientificNo#cptCore50.18#
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.STRUCTURE,
_SPECIFIC:
* ΔΟΜΗΜΕΝΗ ΠΛΗΡΟΦΟΡΙΑ
* ΜΗ ΔΟΜΗΜΕΝΗ ΠΛΗΡΟΦΟΡΙΑ
A statement or facet having no other syntax or semantics rules we term informal.
If it could be at least checked automatically for syntax, or lexical content, or a human can understand it with no possible ambiguity, we call it semi-formal.
One that could be automatically translated into logic and axiomatized we term formal.
[DocKMan 1998]
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.brain,
_SPECIFIC:
* information.brainin#cptCore181.61#
* infoHmnSemasial#cptCore50.27#
* information.brainNo (dato)#cptCore181.62#
* LOGERO#cptCore93.39#
* AUDIO_DATA
* VIDEO_DATA
name::
* McsEngl.infHmn.SPECIFIC-DIVISION.time,
_SPECIFIC:
* information.human.time#cptCore50.26#
* HISTORY--HUMAN-INFORMATION#cptCore50.2#
* NEWS#cptCore50.1#
* CURRENT--HUMAN-INFORMATION#cptCore50.12#
* FORCAST--HUMAN-INFORMATION#cptCore50.3#
* information.human.timeNo
name::
* McsEngl.infHmn.ACTIONABLE,
* McsEngl.actionable-information,
_DESCRIPTION:
Actionable information is information from a trusted source about something that is
important to you and once known to you will drive you to take some action.
The following is an example which helps explain what actionable information is by
John Alber, Delivering Actionable Information To Front-Line Lawyers:
http://www.llrx.com/features/actionableinfo.htm
“If a friend tells you that you have something in your teeth, chances are you’ll
visit a mirror and attend to the problem. That’s actionable information. It is
information (1) from a trusted source, (2) about something that’s important
to you, and (3) that, once known to you, will impel you to take action.”
[http://www.xbrlsite.com/DigitalFinancialReporting/Book/DigitalFinancialReporting-2012-09-30.pdf]
name::
* McsEngl.infHmn.AGGREGATE.SCIENTIFIC,
* McsEngl.conceptCore456,
* McsEngl.SCIENCES,
* McsEngl.aggregate-scientific-information,
* McsEngl.aggregate'scientific'information@cptCore456,
* McsEngl.scientific-knowledge,
* McsElln.ΕΠΙΣΤΗΜΕΣ,
* McsElln.ΣΥΝΟΛΟ-ΕΠΙΣΤΗΜΩΝ,
* McsElln.ΣΥΝΟΛΟ'ΕΠΙΣΤΗΜΟΝΙΚΩΝ'ΠΛΗΡΟΦΟΡΙΩΝ@cptCore456,
_GENERIC:
* MATH'SET#cptCore503.2#
_DESCRIPTION:
ΣΥΝΟΛΟ ΕΠΙΣΤΗΜΟΝΙΚΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ονομάζω το 'σύνολο' των 'επιστημονικών πληροφοριών' που ταυτίζεται με το σύνολο των επιστημών.
[hmnSngo.1994.06_nikos]
===
'ΕΠΙΣΤΗΜΟΝΙΚΗ ΓΝΩΣΗ' ονομάζω ΤΗ 'ΔΟΜΗ' ΟΛΩΝ ΤΩΝ ΓΝΩΣΕΩΝ ΣΤΟΝ ΚΟΣΜΟ.
ΟΡΙΣΜΟΣ ΕΡΓΑΣΙΑΣ.
Η ΔΟΜΗ ΑΥΤΗ ΕΙΝΑΙ ΠΡΟΙΟΝ ΤΟΥ ΕΠΙΣΤΗΜΟΝΙΚΟΥ ΓΝΩΣΙΑΚΟΥ ΣΥΣΤΗΜΑΤΟΣ.
ΦΥΣΙΚΑ, ΒΡΙΣΚΕΤΑΙ ΣΕ ΣΥΝΕΧΗ ΚΙΝΗΣΗ.
Ο ΒΑΘΜΟΣ ΟΛΟΚΛΗΡΩΣΗΣ (ΣΧΕΣΕΩΝ ΜΕΤΑΞΥ ΤΩΝ ΥΠΟΔΟΜΩΝ) ΣΗΜΕΡΑ ΕΙΝΑΙ ΣΧΕΤΙΚΑ ΜΙΚΡΟΣ.
[hmnSngo.1993.11_nikos]
===
ΕΠΙΣΤΗΜΕΣ ΟΝΟΜΑΖΩ ΤΟ 'ΣΥΝΟΛΟ' ΤΩΝ 'ΕΠΙΣΤΗΜΩΝ#cptCore406#'.
[hmnSngo.1993.10_nikos]
_QUERY:
* History#ql:[Group h] |[Field FdTimeSubject:*theory]##viewTime:{*THEORY}#
"Η ΙΔΙΑ Η ΥΠΑΡΞΗ ΤΗΣ ΣΥΓΧΡΟΝΗΣ ΚΟΙΝΟΤΗΤΑΣ ΕΦΤΑΣΕ ΝΑ ΕΞΑΡΤΑΤΑΙ ΑΠΟ ΤΗΝ ΕΠΙΣΤΗΜΗ".
[Bernal, 1982, 746#cptResource194#]
"ΚΑΝΕΙΣ ΔΕΝ ΑΜΦΙΒΑΛΛΕΙ ΠΙΑ ΣΟΒΑΡΑ ΓΙΑ ΤΗ ΔΥΝΑΜΗ ΤΗΣ ΕΠΙΣΤΗΜΗΣ ΝΑ ΕΠΗΡΕΑΣΕΙ ΤΗ ΖΩΗ ΤΟΥ ΑΝΘΡΩΠΟΥ ΠΡΟΣ ΤΟ ΚΑΛΟ ή ΠΡΟΣ ΤΟ ΚΑΚΟ.
[Bernal, 1982, 747#cptResource194#]
Integration of the existing theories is the FIRST task of today scientific community. The problem has a solution because only today we have the means (information technology).
[Nikos]
The total amoutn of scientific information available in the world dubles every 20 months.
[na Mondy-et-al#cptResource80#, 1988, 180]
name::
* McsEngl.infHmn.BELIEF,
* McsEngl.conceptCore50.5,
* McsEngl.belief,
* McsEngl.belief.human@cptCore50.5,
====== lagoSINAGO:
* McsEngl.kredo.homo@lagoSngo,
====== lagoGreek:
* McsElln.ΔΟΞΑΣΙΑ,
* McsElln.ΠΙΣΤΕΥΩ-ΤΟ,
* McsElln.ΠΙΣΤΕΥΩ@cptCore445.1,
* McsElln.ΠΙΣΤΗ@cptCore445.1,
====== lagoEsperanto:
* McsEngl.konvinko@lagoEspo,
* McsEspo.konvinko,
* McsEngl.kredo@lagoEspo,
* McsEspo.kredo,
_DEFINITION:
* ΠΙΣΤΕΥΩ ονομάζω ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a# που ανθρωπος δέχεται για 'αληθινη' χωρίς απόδειξη#cptCore469# ...
[hmnSngo.1995.04_nikos]
* Belief is the psychological state in which an individual is convinced of the truth or validity of a proposition or premise (argument). Belief does not necessarily confer the ability to adequately prove one's main contention to other people, who may disagree.
[http://en.wikipedia.org/wiki/Belief]
_GENERIC:
* INFO-BELIEF
* entity.model.info#cptCore181#
_SPECIFIC:
* BRAINEPTO-BELIEF
* LOGERO-BELIEF
----------------------------
* RELIGIOUS_BELIEF#ql:religion'belief###
name::
* McsEngl.infHmn.BIG-DATA,
* McsEngl.big-data,
* McsEngl.bigdata,
_DESCRIPTION:
Big data
From Wikipedia, the free encyclopedia
This article is about large collections of data. For the graph database, see Bigdata. For the band, see Big Data (band).
The term "Big Data" was coined by Haseeb Budhani, presently founder and CEO of BubblewrApp, in 2008 while at Infineta Systems.[citation needed] "Big Data" caught on quickly as a blanket term for any collection of data sets so large and complex that it becomes difficult to process using on-hand database management tools or traditional data processing applications.
The challenges include capture, curation, storage, search, sharing, transfer, analysis and visualization. The trend to larger data sets is due to the additional information derivable from analysis of a single large set of related data, as compared to separate smaller sets with the same total amount of data, allowing correlations to be found to "spot business trends, determine quality of research, prevent diseases, link legal citations, combat crime, and determine real-time roadway traffic conditions."[1]
A visualization created by IBM of Wikipedia edits. At multiple terabytes in size, the text and images of Wikipedia are a classic example of big data.
Growth of and Digitization of Global Information Storage Capacity; source: http://www.martinhilbert.net/WorldInfoCapacity.html
As of 2012, limits on the size of data sets that are feasible to process in a reasonable amount of time were on the order of exabytes of data, that is, millions of terabytes.[2] Scientists regularly encounter limitations due to large data sets in many areas, including meteorology, genomics,[3] connectomics, complex physics simulations,[4] and biological and environmental research.[5] The limitations also affect Internet search, finance and business informatics. Data sets grow in size in part because they are increasingly being gathered by ubiquitous information-sensing mobile devices, aerial sensory technologies (remote sensing), software logs, cameras, microphones, radio-frequency identification (RFID) readers, and wireless sensor networks.[6][7][8] The world's technological per-capita capacity to store information has roughly doubled every 40 months since the 1980s;[9] as of 2012, every day 2.5 exabytes (2.5Χ1018) of data were created.[10] The challenge for large enterprises is determining who should own big data initiatives that straddle the entire organization.[11]
Big data is difficult to work with using most relational database management systems and desktop statistics and visualization packages, requiring instead "massively parallel software running on tens, hundreds, or even thousands of servers".[12] What is considered "big data" varies depending on the capabilities of the organization managing the set, and on the capabilities of the applications that are traditionally used to process and analyze the data set in its domain. "For some organizations, facing hundreds of gigabytes of data for the first time may trigger a need to reconsider data management options. For others, it may take tens or hundreds of terabytes before data size becomes a significant consideration."[13]
[http://en.wikipedia.org/wiki/Big_data]
name::
* McsEngl.bigdata'human,
name::
* McsEngl.human.PENTLAND.ALEX,
* McsEngl.Alex-Pentland, {2014-05-26}
_DESCRIPTION:
Alex Pentland
This biographical article needs additional citations for verification. Please help by adding reliable sources. Contentious material about living persons that is unsourced or poorly sourced must be removed immediately, especially if potentially libelous or harmful. (May 2010)
Alex "Sandy" Pentland
Alex Pentland, MIT (3238517166).jpg
Alex Pentland
Born Ann Arbor, MI
Residence Boston, MA
Citizenship USA
Institutions Stanford University, MIT
Alma mater MIT
University of Michigan
Known for Social Physics, Wearable Computing, Computational Social Science, Computer Vision
Alex "Sandy" Pentland is the Toshiba Professor at MIT, a serial entrepreneur, and is one of the most cited authors in computer science. Pentland received his B.A. from the University of Michigan and obtained his Ph.D. from MIT in 1981, was lecturer at Stanford University in both computer science and psychology, and joined the MIT faculty in 1986, where he became Academic Head of the Media Laboratory and received the Toshiba Chair in Media Arts and Sciences. He co-leads both the Big Data and the Personal Data and Privacy initiatives of the World Economic Forum, serves on the boards of Telefσnica, Motorola Mobility, and Nissan Motors, and previously co-founded and co-directed the Media Lab Asia laboratories at the Indian Institutes of Technology and Strong Hospital’s Center for Future Health
Pentland's research focuses on social physics, big data, and privacy. His research helps people better understand the `physics' of their social environment, and helps individuals, companies and communities to reinvent themselves to be safer, more productive, and more creative. He has previously been a pioneer in wearable computing, technology for developing nations, and image understanding. His research has been featured in Nature, Science, and Harvard Business Review, as well as being the focus of TV features on BBC World, Discover and Science channels.
He currently directs the MIT Human Dynamics Lab which uses big data to better understand human society, the Institute for Data Driven Design which builds tools to protect individual privacy, and the MIT Media Lab Entrepreneurship Program which creates ventures to take cutting edge technologies into the real world, with a special focus on promoting entrepreneurship in developing nations.
In 2011 Forbes named him one of the world's seven most powerful data scientists along with a founder of Google and the CTO of the United States.
His most recent book is Social Physics which describes research that won both the 2012 McKinsey Award from Harvard Business Review and the 40th Anniversary of the Internet Grand Challenge. His previous book Honest Signals described research chosen as Harvard Business Review Breakthrough Idea of the Year.
[http://en.wikipedia.org/wiki/Alex_Pentland]
Social Physics:
How Good Ideas Spread—The Lessons from a New Science
ALEX PENTLAND
EDITED BY SCOTT MOYERS
READ AN EXCERPTPRAISE
“Pentland’s insights make human behavior less mysterious, but more amazing. Social Physics will make you see yourself and your world differently.” —Clay Shirky, author of Cognitive Surplus and Here Comes Everybody
From one of the world’s leading data scientists, a landmark tour of the new science of idea flow, offering revolutionary insights into the mysteries of collective intelligence and social influence.
If the Big Data revolution has a presiding genius, it is MIT’s Alex “Sandy” Pentland. Over years of groundbreaking experiments, he has distilled remarkable discoveries significant enough to become the bedrock of a whole new scientific field: social physics. Humans have more in common with bees than we like to admit: We’re social creatures first and foremost. Our most important habits of action—and most basic notions of common sense—are wired into us through our coordination in social groups. Social physics is about idea flow, the way human social networks spread ideas and transform those ideas into behaviors.
Thanks to the millions of digital bread crumbs people leave behind via smartphones, GPS devices, and the Internet, the amount of new information we have about human activity is truly profound. Until now, sociologists have depended on limited data sets and surveys that tell us how people say they think and behave, rather than what they actually do. As a result, we’ve been stuck with the same stale social structures—classes, markets—and a focus on individual actors, data snapshots, and steady states. Pentland shows that, in fact, humans respond much more powerfully to social incentives that involve rewarding others and strengthening the ties that bind than incentives that involve only their own economic self-interest.
Pentland and his teams have found that they can study patterns of information exchange in a social network without any knowledge of the actual content of the information and predict with stunning accuracy how productive and effective that network is, whether it’s a business or an entire city. We can maximize a group’s collective intelligence to improve performance and use social incentives to create new organizations and guide them through disruptive change in a way that maximizes the good. At every level of interaction, from small groups to large cities, social networks can be tuned to increase exploration and engagement, thus vastly improving idea flow.
Social Physics will change the way we think about how we learn and how our social groups work—and can be made to work better, at every level of society. Pentland leads readers to the edge of the most important revolution in the study of social behavior in a generation, an entirely new way to look at life itself.
[http://thepenguinpress.com/book/social-physics-how-ideas-turn-into-actions/]
name::
* McsEngl.bigdata'resource,
_ADDRESS.WPG:
* https://agenda.weforum.org/2015/08/we-are-in-the-dark-age-of-data-its-time-to-change-that/
name::
* McsEngl.brainal.info.human,
* McsEngl.brainin.info.human,
_DESCRIPTION:
Any info INSIDE our brains.
[hmnSngo.2013-11-23]
_SPECIFIC:
* human-conceptBrain#cptCore66#
* human-preconcept#cptCore761.1#
* concept.human.lingo#cptCore567#
name::
* McsEngl.conceptCore50.32,
* McsEngl.conceptCore481,
* McsEngl.brainual-conceptual-info@cptCore481, 2010-01-28
* McsEngl.conceptual-human-info@cptCore481,
* McsEngl.conceptual-info@cptCore481,
* McsEngl.infHmn.brainin.CONCEPTUAL,
* McsEngl.infHmn.CONCEPTAL,
* McsEngl.info.brainual-conceptual@cptCore481, {2012-03-14}
* McsEngl.info.human.conceptBrain@cptCore481, {2012-10-26}
* McsEngl.infHcptl@cptCore481, {2012-11-01}
* McsEngl.infCpl@cptCore481, {2012-05-13}
* McsElln.ΕΝΝΟΙΑΚΗ-ΠΛΗΡΟΦΟΡΙΑ@cptCore481,
====== lagoSINAGO:
* McsSngo.info-epo@cptCore481, {2008-09-04}
* McsSngo.infoEpo@cptCore481,
* McsSngo.infepo@cptCore481,2008-09-04,
CONCEPTUAL_INFO is any INFO#cptCore181# comprized of CONCEPTS#cptCore383#.
[hmnSngo.2008-09-03_HoKoNoo]
_GENERIC:
* entity.model.information.infoBrainin#cptCore181.61#
name::
* McsEngl.infHcptl.specific,
_SPECIFIC:
* conceptBrain.human#cptCore66#
* view.human.conceptBrain#cptCore93.33#
* worldview.human.conceptBrain#cptCore989.12#
name::
* McsEngl.infHmn.brainOut, {2014-01-02}
_DESCRIPTION:
Any info ***NOT*** INSIDE our brains.
[hmnSngo.2013-11-23]
name::
* McsEngl.conceptCore50.31,
* McsEngl.conceptCore468,
* McsEngl.info.human.brain.sensible@cptCore468, {2012-11-18}
* McsEngl.infoBrainualSensorial@cptCore468, {2012-03-29}
* McsEngl.info.brainual.sensorial@cptCore468, {2012-03-29}
* McsEngl.skn@cptCore468, {2008-01-11}
* McsEngl.sensory-kognepto@cptCore468, {2008-01-09}
* McsEngl.sensorial--brainual-info@cptCore468, {2012-03-29}
* McsEngl.sensorial-kognepto@cptCore468,
====== lagoSINAGO:
* McsEngl.kognespto@lagoSngo, {2008-03-08}
* McsEngl.kognesto@lagoSngo, {2008-01-13}
* McsEngl.kns@lagoSngo,
* McsSngo.kognespto@cptCore468, {2008-03-08}
* McsSngo.kognesto@cptCore468, {2008-01-13}
* McsSngo.kns@cptCore468,
Adjective
* S: (adj) sensory, sensorial (involving or derived from the senses) "sensory experience"; "sensory channels"
[wn, 2008-01-09]
Kognesto is any sensorial analogical representation of a KOGNEPTO#cptCore365#.
[hmnSngo.2008-01-20_KasNik]
Kognesto is an analogical representation of a KOGNEPTO#ql:kognepto@cptCore365#.
[hmnSngo.2008-01-15_KasNik]
Sensory_kognepto is a mapping to a kognepto which resebles it and can be sensored by humans. In contrast Langero is a mapping to a kognepto that can be sensored by humans BUT does not reseble to kognepto, simply describes it. By "reseble" I mean have the same structure. The structure of langero is: concepts > sentences > paragraphs > sections > ...
The structure of kognepto is networks of concepts.
[hmnSngo.2008-01-09_KasNik]
_GENERIC:
* info.human.brain#cptCore654.16#
* ANALOG_REPRESENTATION
name::
* McsEngl.skn'wholeNo-relation,
* infoBrainin#cptCore181.61#
* SENSORIAL-INFO#cptCore181.36#
_SPECIFIC:
* IMAGE#
* SOUND_DATA#cptItsoft986#
* VIDEO_DATA#cptItsoft987#
* concept.brain.sensorial#cptCore50.28#
* SENSORIAL_KONCEPTO_BASE##
* SENSORIAL_KONCEPTO_MODEL##
* Knowledgebase-ConceptBrainualSensorial#cptCore50.28.16#
* SENSORIAL_INTEGRATED_KOGNEPTO_BASE#cptCore0: attSpe#
name::
* McsEngl.conceptCore50.33,
* McsEngl.conceptCore1098,
* McsEngl.description@cptCore1098, {2012-03-22}
* McsEngl.descriptive-info-structure@cptCore1098, {2008-01-15}
* McsEngl.info-structure@cptCore1098, {2008-01-14}
* McsEngl.opinion@cptCore1098,
* McsEngl.perspective@cptCore1098,
* McsEngl.point-of-view@cptCore1098,
_NOTE: view, I reserve it for "subworldview" {2012-03-22}
* McsEngl.dsn, {2016-05-06}
* McsElln.ΑΠΟΨΗ@cptCore1098,
====== lagoSINAGO:
* McsEngl.vudo@lagoSngo, (from vido) {2008-03-08}
* McsSngo.vudo@cptCore1098, (from vido) {2008-03-08}
_DefinitionSpecific:
View is any DESCRIPTIVE-INFO #cptCore181.10# of one or more HUMANS #cptCore401#.
[hmnSngo.2011-05-05]
_DefinitionSpecific:
View is any STRUCTURE#ql:entity_structure-*# of descriptive_info#cptCore181.10# (kognepto or kognesto or langeto or langero).
[hmnSngo.2008-01-15_KasNik]
View is any STRUCTURE-OF-INFO#ql:entity_structure-*# (kognepto or kognesto or langeto or langero).
[hmnSngo.2008-01-14_KasNik]
_GENERIC:
* human-info#cptCore50#
* descriptive-info#cptCore181.10#
_WHOLE:
* A view can be part of ONE worldview but a view can hold views from many worldviews.
[hmnSngo.2008-01-16_KasNik]
* WORLD_VIEW (INDIVIDUAL OR SOCIAL)#cptCore989.2#
_SPECIFIC: description.alphabetically:
* concept#cptCore606#
* monoview#cptCore50.33.2#
* science#cptCore406#
* subWorldview#cptCore1100#
* theory##
* worlview.human#cptCore1099.1#
name::
* McsEngl.description.SPECIFIC-DIVISION.MODALITY,
_SPECIFIC:
* INFO_EPTO_VUDO (VUDEPTO - brain-view)#cptCore1100.2#
* INFO_EPO_VUDO (VUDEPO - conceptBrain-human-view)#cptCore93.33#
* INFO_ESPTO_VUDO (VUDESPTO - brainual-sensorial)#cptCore1100.4#
* INFO_EMO_VUDO (VUDEMO - semasial)#cptCore1100.3#
* INFO_ESMO_VUDO (VUDESMO - semasial-sensorial)#cptCore447#
* INFO_ERO_VUDO (VUDERO - lingo-view) view.human.lingo#cptCore474#
name::
* McsEngl.description.SPECIFIC-DIVISION.NUMBER-OF-AUTHORS,
name::
* McsEngl.description.SPECIFIC-DIVISION.NUMBER-OF-REFERENTOS (TOPIC),
* MONO_REFERENTO_VIEW#cptCore50.33.2#
* SCIENCE
* NON_SCIENCE
* KOLEKTO
* SISTEMO
* MULTI_REFERENTO_VIEW#cptCore50.33.1#
* KOLEKTO
* SISTEMO
name::
* McsEngl.description.SPECIFIC-DIVISION.PRIMARY,
* PRIMARY_VIEW (not on other_view)
* SECONDARY_VIEW (view on view)
* PRIMARY_AND_SECONDARY_VIEW (tertiary_view)
name::
* McsEngl.description.SPECIFIC-DIVISION.CURRENT-KOGNEPTO-BASE,
* DOMESTIC_VIEW (INTERNAL_VIEW)
* FOREIGN_VIEW( EXTERNAL_VIEW)
* INTERNAL_AND_EXTERNAL_VIEW
name::
* McsEngl.description.SPECIFIC-DIVISION.PRIMARY-DOMESTIC,
* DOMESTIC_PRIMARY_VIEW
* OTHER_VIEW (foreign and domestic_secondary)#cptCore505: attSpe#
name::
* McsEngl.description.SPECIFIC-DIVISION.REFERENTO'EXISTANCE,
* RIALO_VIEW (has referent)##
* RIALO_CO_VIEW (no referent)##
* PAST_VIEW (HISTORY)##
* PRESENT_VIEW##
* FUTURE_VIEW (FORECAST)#cptCore#
name::
* McsEngl.conceptCore1098.1,
* McsEngl.multiauthor-view@cptCore1098.1,
* McsEngl.multi-author-view@cptCore1098.1,
* McsEngl.multi-creator-view@cptCore1098.1,
* McsEngl.multicreator-view@cptCore1098.1,
* McsEngl.poly-author-view@cptCore1098.1,
* McsEngl.polyauthor-view@cptCore1098.1,
* McsEngl.poly-creator-view@cptCore1098.1,
* McsEngl.polycreator-view@cptCore1098.1,
_DEFINITION:
Multiauthor_view is a view_on_entepto that contains that contains the different views on the same entepto from many authors.
[hmnSngo.2008-01-23_KasNik]
_SPECIFIC:
* SCIENCE#cptCore406#
* MULTIAUTHOR_WORLDVIEW#cptCore989.9#
* MARXISM#cptCore763#
* STRUCTURALISM#cptCore451#
* MEMORY#cptCore68#
* MEMORUDINO##
* GOVERNANCE#cptCore403#
* PROOF#cptCore443#
* BRAINUDINO#cptCore495#
* LEARNING#cptCore506#
* PROCESS#cptCore517#
* KOGNEPTO_MODEL##
* TRUTH#cptCore532#
* UNCONSCIOUS#cptCore535#
* ALGORITHM#cptCore564#
* MONOREFERENTO#cptCore50.33.2#
name::
* McsEngl.conceptCore50.33.1,
* McsEngl.conceptCore707,
* McsEngl.infHmn.MULTIENTEPTO,
* McsEngl.info.multientepto@cptCore707, {2008-01-12}
* McsEngl.view.multientepto@cptCore707,
* McsEngl.multientepto-view@cptCore707,
* McsEngl.multientepto-info@cptCore707,
* McsEngl.info-on-many-entities@cptCore707, {2008-01-07}
* McsEngl.multiview@cptCore707,
MultiView is INFO on many entities (materiepto or kognepto).
[hmnSngo.2008-01-07_KasNik]
_SPECIFIC: multiview.SPECIFIC_DIVISION.SISTEMO:
* MULTIVIEW.KOLEKTO
* MULTIVIEW.SISTEMO
name::
* McsEngl.description.REFERENT.ONE,
* McsEngl.conceptCore50.33.2,
* McsEngl.conceptCore989,
* McsEngl.monoreferento-view@cptCore989, {2008-01-13}
* McsEngl.info.monoreferento@cptCore989,
* McsEngl.monoview@cptCore989, {2008-01-12}
* McsEngl.info.monoentepto@cptCore989,
* McsEngl.view.monoentepto@cptCore989,
* McsEngl.entepto-view@cptCore989,
* McsEngl.view@cptCore989, {2008-01-10}
* McsEngl.views@cptCore989, {2008-01-08}
* McsEngl.viewpoint@cptCore989,
* McsEngl.info-on-entepto@cptCore989, {2008-01-07}
* McsEngl.infokolekto-on-entepto@deleted@cptCore989, {2008-01-03}
* McsEngl.view@cptCore989, {2008-01-01}
* McsEngl.OTHER:,
* McsEngl.view-about-entity@cptCore989,
====== lagoSINAGO:
* McsEngl.vido@lagoSngo, {2008-01-07}
VIEWPOINT:
"They find my viewpoint relativistic, particularly as it is developed in the last section of this book"
[Kuhn, T. The structure of scientific revolutions. 1962, IX]
name::
* McsEngl.monoview'setConceptName,
All the konceptos that are denotes with the term of the view.
[hmnSngo.2008-01-05_KasNik]
View on ONE entity is the same with 'concept'.
[hmnSngo.2012-04-28]
VIEW is info on ONE entepto (materiepto or kognepto) from an individual or many ones, konceptos, dezignepteros, any info.
[hmnSngo.2008-01-07_KasNik]
view from one individual
views from many individuals, again on ONE entity.
[hmnSngo.2008-01-07_KasNik]
View is a kolektoInfo#cptCore181.37# on a common ENTEPTO#cptCore387# (materiepto or kognepto) from an individual or many ones, konceptos, dezignepteros, any info.
[hmnSngo.2008-01-03_KasNik]
View is an info_kolekto (with internal or external scientific or not info) on a common area_of_study.
[hmnSngo.2008-01-01_KasNik]
_GENERIC:
* description#cptCore50.33#
* entity.model.info#cptCore181#
* INFO_KOLEKTO#cptCore181.37#
name::
* McsEngl.monoview'wholeNo-relation,
* SPECIFIC_COMPLEMENT:
* MULTIVIEW#cptCore50.33.1#
"The proponents of different theories are like the members of different language-culture communities."
[Kuhn, T. The structure of scientific revolutions. 1962, IX]
name::
* McsEngl.monoview'Relation-to-KONCEPTO,
* McsEngl.koncepto-and-monoview@cptCore989i, {2008-01-12}
* McsEngl.monoview-and-koncepto@cptCore989i,
* McsEngl.koncepto-and-view@cptCore989i, {2008-01-10}
* McsEngl.view-and-koncepto@cptCore989i,
_DESCRIPTION:
* KONCEPTO is a kognepto on one entepto.
MONOVIEW is info (kognepto, langero, sensorial_kognepto, ...) on one entepto.
[hmnSngo.2008-01-12_KasNik]
Koncepto is the representation of an INDIVIDUAL of an entepto.
View is the representation of ALL known individuals on the same entepto.
[hmnSngo.2008-01-10_KasNik]
name::
* McsEngl.monoview.SPECIFIC-DIVISION.INTERNAL-DIRECT,
* VIEW.MINE (internal_direct)#cptCore#
* VIEW.OTHER (internal_indirect, external)#cptCore505: attSpe#
name::
* McsEngl.monoview.SPECIFIC-DIVISION.COMMON-ATTRIBUTE,
* VIEW_ON_MATERIEPTO
* VIEW_ON_KOGNEPTO
* VIEW_ON_KONCEPTO (materiepto | kognepto)
* VIEW_ON_TERM##
name::
* McsEngl.monoview.SPECIFIC-DIVISION.REPRESENTATION,
* VIEW.SENSORIAL_KOGNEPTO##
* VIEW.LANGERO#ql:langero_view-*###
* VIEW.MIXED
name::
* McsEngl.monoview.ALPHABETICALLY,
* COLLECTION_VIEW
* INTEGRATED_VIEW
* KOGNEPTO_BASE
* LANGERO_VIEW
* SCIENCE
* SYSTEM_VIEW
* THEORY
name::
* McsEngl.monoview.SENSORIAL-KOGNEPTO,
* McsEngl.sensorical-kognepto-view@cptCore989i, {2008-01-11}
_DEFINITION:
Sensorial_kognepto_view is a VIEW comprised of SENSORIAL_KOGNEPTOS#cptCore468#.
[hmnSngo.2008-01-11_KasNik]
name::
* McsEngl.monoview.LANGERO,
* McsEngl.langero-monoview@cptCore989i, {2008-01-11}
_DEFINITION:
Langero_view is view comprised of langeros#cptCore35#.
[hmnSngo.2008-01-11_KasNik]
name::
* McsEngl.monoview.SYSTEM,
* McsEngl.integrated-view@cptCore989i, {2008-01-11}
* McsEngl.system-view@cptCore989i,
* McsEngl.OTHER:,
* McsEngl.unified-view@cptCore989i,
_DEFINITION:
System_view is view that forms a system (the opposite of kolekto).
[hmnSngo.2008-01-11_KasNik]
_CREATED: {2008-01-01} {2008-01-03}
name::
* McsEngl.monoview.MINE,
* McsEngl.my-view@cptCore463, {2008-01-01}
_DEFINITION:
My_view is an info_kolekto of internal_direct (not about other's opinions) on an area_of_study.
[hmnSngo.2008-01-01_KasNik]
_GENERIC:
* VIEW#cptCore50.33.2#
* INFO_KOLEKTO#cptCore181.37#
name::
* McsEngl.monoview.TERM,
* McsEngl.views-on-term@cptCore989i, {2008-01-08}
* McsEngl.view-on-term@cptCore989i, {2008-01-03}
_DEFINITION:
View_on_term is a VIEW with info related to a term,
- konceptos denoted with this term and
- dezignepteros denoted the same konceptos.
[hmnSngo.2008-01-03_KasNik]
And the dezignepteros that denote the konceptos denoted with the term.
[hmnSngo.2008-01-08_KasNik]
_SPECIFIC:
* KONCEPTO_VIEW_ON_TERM#cptCore653#
* DEZIGNEPTERO_VIEW_ON_TERM
name::
* McsEngl.monoview.KONCEPTO,
* McsEngl.view-of-konceptos@cptCore989i, {2008-01-11}
* McsEngl.koncepto-view@cptCore989i, {2008-01-03}
_DEFINITION:
Koncepto_View a VIEW comprized of konceptos.
[hmnSngo.2008-01-03_KasNik]
_SPECIFIC:
* KONCEPTO_VIEW_ON_KONCEPTO
* KONCEPTO_VIEW_ON_TERM#cptCore653#
name::
* McsEngl.monoview.DEZIGNEPTERO,
* McsEngl.view-of-dezignepteros@cptCore989i, {2008-01-11}
* McsEngl.dezigneptero-view@cptCore989i, {2008-01-03}
_DEFINITION:
Dezigneptero_View a VIEW comprized of dezignepteros.
[hmnSngo.2008-01-03_KasNik]
_SPECIFIC:
* DEZIGNEPTERO_VIEW_ON_KONCEPTO#cptCore4i#ql:sindezigneptero_on_koncepto-*##
* DEZIGNEPTERO_VIEW_ON_TERM
name::
* McsEngl.infHmn.DIVISION,
* McsEngl.conceptCore50.25,
* McsEngl.conceptCore295,
* McsEngl.complete-set-of-specifics@cptCore295,
====== lagoSINAGO:
* McsEngl.divizepto@lagoSngo, {2007-09-22}
* McsEngl.divisepto@lagoSngo,
* McsEngl.division-of-concept@lagoSngo, {2013-01-01}
* McsEngl.klasepto@lagoSngo,
* McsEngl.splitepto@lagoSngo,
_GENERIC:
* MATH'SET#cptCore503.2#
_DESCRIPTION:
KLASEPTO is a SET of specifeptos or parteptos that make up ONE generepto or tutepto.
[hmnSngo.2006-12-03_nikkas]
* DIVIZOSPECIFEPTO#cptCore348.43#
* DIVIZOPARTEPTO#cptCore348.44#
name::
* McsEngl.infHmn.DOCTRINE,
* McsEngl.doctrine-info@cptCore505,
Doctrine (Latin: doctrina) is a code of beliefs or "a body of teachings" or "instructions", taught principles or positions, as the body of teachings in a branch of knowledge or belief system. The Greek analogy is the etymology of catechism.
Often doctrine specifically connotes a corpus of religious dogma as it is promulgated by a church, but not necessarily: doctrine is also used to refer to a principle of law, in the common law traditions, established through a history of past decisions, such as the doctrine of self-defense, or the principle of fair use, or the more narrowly applicable first-sale doctrine.
[http://en.wikipedia.org/wiki/Doctrine]
name::
* McsEngl.infHmn.FREE,
* McsEngl.conceptCore1294,
* McsEngl.open-data,
* McsEngl.opendata,
====== lagoGreek:
* McsElln.ανοιχτά-δεδομένα,
_DESCRIPTION:
Open data is the idea that certain data should be freely available to everyone to use and republish as they wish, without restrictions from copyright, patents or other mechanisms of control.[1] The goals of the open data movement are similar to those of other "Open" movements such as open source, open hardware, open content, and open access. The philosophy behind open data has been long established (for example in the Mertonian tradition of science), but the term "open data" itself is recent, gaining popularity with the rise of the Internet and World Wide Web and, especially, with the launch of open-data government initiatives such as Data.gov and Data.gov.uk.
[https://en.wikipedia.org/wiki/Open_data]
_ADDRESS.WPG:
* https://twitter.com/search?q=%23opendata&src=tyah,
* http://opendatacon.org/the-future-of-open-data//
name::
* McsEngl.opendata.EVOLUTING,
{time.2010}:
Alex Howard, who moderated the panel, was the only journalist covering the first Open Data Conference held in Washington D.C. in 2010.
[http://opendatacon.org/the-future-of-open-data/]
name::
* McsEngl.infHmn.HYPOTHESIS,
* McsEngl.conceptCore50.4,
* McsEngl.conceptCore457,
* McsEngl.assumption,
* McsEngl.HYPOTHESIS,
* McsEngl.hypothesis.human@cptCore50.4,
* McsEngl.hypothesis'hi@cptCore50.4,
====== lagoSINAGO:
* McsEngl.hipotezo.homo@lagoSngo,
====== lagoGreek:
* McsElln.ΥΠΟΘΕΣΗ@cptCore50.4,
====== lagoEsperanto:
* McsEngl.hipotezo@lagoEspo,
* McsEspo.hipotezo,
* McsEngl.hipoteza@lagoEspo,
* McsEspo.hipoteza,
* McsEngl.hipotezi@lagoEspo,
* McsEspo.hipotezi,
_DEFINITION:
* HUMAN-HYPOTHESIS is human-information a) unknown or b) false-known, we consider as true.
[hmnSngo.2003-12-26_nikkas]
* ΥΠΟΘΕΣΗ είναι η ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a# που τη θεωρουμε 'αληθινη' χωρίς να την έχουμε 'αποδείξη#cptCore469.a#' ...
[hmnSngo.1995.04_nikos]
* 1. hypothesis -- (a proposal intended to explain certain facts or observations)
2. hypothesis, possibility, theory -- (a concept that is not yet verified but that if true would ex plain certain facts or phenomena; "he proposed a fresh theory of alkalis that later was accepted in chemical practices")
3. guess, conjecture, supposition, surmise, speculation, hypothesis -- (a message expressing an opinion based on incomplete evidence)
[WordNet 1.6]
* ΥΠΟΘΕΣΗ είναι ΚΡΙΣΗ που εξηγεί φαινόμενο θεωρητικά, χωρίς η ΠΡΑΚΤΙΚΗ να την έχει επιβεβαιώσει αξιόπιστα ή καθόλου.
[hmnSngo.1995.03_nikos]
* H ΥΠΟΘΕΣΗ μπορεί να ειναι επιστημονική ή μή.
[hmnSngo.1995.01_nikos]
* "HYPOTHESIS is a scientifically substantiated ASSUMPTION about the causes of, or law-governed links between, any phenomena and events in nature, society or thought".
[Getmanova, Logic 1989, 247#cptResource19#]
* ΥΠΟΘΕΣΗ: ΕΠΙΣΤΗΜΟΝΙΚΗ ΕΙΚΑΣΙΑ ή ΠΡΟΥΠΟΘΕΣΗ, ΤΗΣ ΟΠΟΙΑΣ Η ΑΛΗΘΟΤΙΜΗ ΔΕΝ ΕΧΕΙ ΚΑΘΟΡΙΣΤΕΙ. ΔΙΑΚΡΙΝΕΤΑΙ,
ΠΡΩΤΟΝ, Η ΥΠΟΘΕΣΗ ΩΣ ΜΕΘΟΔΟΣ ΑΝΑΠΤΥΞΗΣ ΤΗΣ ΕΠΙΣΤΗΜΟΝΙΚΗΣ ΓΝΩΣΗΣ ΠΟΥ ΠΕΡΙΕΧΕΙ ΤΗ ΔΙΑΤΥΠΩΣΗ ΚΑΙ ΤΗ ΜΕΤΕΠΕΙΤΑ ΠΕΙΡΑΜΑΤΙΚΗ ΕΠΑΛΗΘΕΥΣΗ ΤΗΣ ΠΡΟΥΠΟΘΕΣΗΣ, ΚΑΙ,
ΔΕΥΤΕΡΟΝ, Η ΥΠΟΘΕΣΗ ΩΣ ΔΟΜΙΚΟ ΣΤΟΙΧΕΙΟ ΤΗΣ ΕΠΙΣΤΗΜΟΝΙΚΗΣ ΘΕΩΡΙΑΣ.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Ε267#cptResource164#]
A hypothesis (from Greek ?πόθεσις) consists either of a suggested explanation for a phenomenon or of a reasoned proposal suggesting a possible correlation between multiple phenomena. The term derives from the Greek, hypotithenai meaning "to put under" or "to suppose." The scientific method requires that one can test a scientific hypothesis. Scientists generally base such hypotheses on previous observations or on extensions of scientific theories.
[http://en.wikipedia.org/wiki/Hypothesis]
IMPORTANCE#cptCore781#:
"Lomonosov wrote that hypotheses were the only way by which great people came to discover the most important truths"
[Getmanova, Logic 1989, 258#cptResource19#]
KOMPLETEINO_SPESIFEINO:
* HIPOTEZO'CO#cptCore#
_GENERIC:
* info.provedNo#cptCore181.26#
_SPECIFIC:
* GENERAL HYPOTHESIS
* PARTICULAR HYPOTHESIS
* INDIVIDUAL HYPOTHESIS
* WORKING HYPOTHESIS
* CONDITION-HYPOTHESIS
* THEORY-HYPOTHESIS#ql:theory.hypothesis-342i# (integrated view),
* KNOWN-FALSE (IF you were friends, but you are not)
* UNKNOWN
* NONFORCAST-INFORMATION
* FORCAST-INFORMATION#cptCore50.13#
name::
* McsEngl.infHmn.hypothesis.FORECAST,
* McsEngl.conceptCore50.13,
* McsEngl.forecast@cptCore50.13, {2012-05-13}
* McsEngl.forecast-information@cptCore50.13,
* McsEngl.forecast.human@cptCore50.13,
* McsEngl.infHmn.forcast@cptCore50.13,
* McsEngl.information.time.future@cptCore50.13,
=== _NOTES: (n) prognosis, forecast (a prediction about how something (as the weather) will develop)
[http://wordnet.princeton.edu/perl/webwn?o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&s=forecast] 2007-10-25
(n) prediction, foretelling, forecasting, prognostication (a statement made about the future)
[http://wordnet.princeton.edu/perl/webwn?o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&s=forecasting]
_DEFINITION:
* Η ΠΡΟΒΛΕΨΗ είναι ΥΠΟΘΕΣΗ για το στάδιο εξέλιξης 'οντοτητας' μετά το χρονικό σημείο στο οποίο εκφέρεται η πληροφορία.
[hmnSngo.1995.04_nikos]
===
* The noun forecast has 1 sense (first 1 from tagged texts) 1. (1) prognosis, forecast -- (a prediction about how something (as the weather) will develop)
The verb forecast has 3 senses (first 3 from tagged texts) 1. (5) forecast, calculate -- (predict in advance) 2. (2) calculate, estimate, reckon, count on, figure, forecast -- (judge to be probable) 3. (1) bode, portend, auspicate, prognosticate, omen, presage, betoken, foreshadow, augur, foretell, prefigure, forecast, predict -- (indicate by signs; "These signs bode bad news")
[WordNet 2.0]
_ENVIRONMENT:
* FORCAST-PROCESS#cptCore475.275: attSpe#
name::
* McsEngl.infHmn.Prophecy,
* McsEngl.prophecy@cptCore50i,
====== lagoGreek:
* McsElln.προφητεια@cptCore50ε,
Η προφητεία, την ώρα που γίνεται πιστευτή, αλλάζει τον κόσμο και «γεννά» τα γεγονότα που προφητεύει.
[http://www.protagon.gr/?i=protagon.el.8emata&id=13690]
name::
* McsEngl.infHmn.HYPOTHESIS.NO,
* McsEngl.conceptCore50.21,
* McsEngl.hipotezo'co@cptCore50.21,
* McsEngl.non'hypothesis@cptCore50.21,
_SPECIFIC:
* probability,
* emotion,
* plea,
* insistence,
* imploring,
* self-encouragement,
* wish, hopes
* desire,
* intent,
* command, requests, and prohibitions
* purpose or
* consequence
* doubt or uncertainty
* interrogative
* affirmative, negative,
* admirative: surprise, but also doubt, irony, sarcasm.
* renarrative: report a nonwitnessed event without confirming it,
* Commissive: Indicate promises or threats.
* Volitive moods: Indicate desires, wishes or fears.
- Imprecative mood: indicates a desire for a threatening event to occur, e.g. May he lose the race.
- Optative mood: indicates wishing or hoping for an event to occur, e.g. I hope I win the race.
* Directive moods: Indicate requests, commands, instructions, etc.
* Precative mood: signifies requests, e.g. Will you pass me the salt?
* Deliberative mood: asks whether something should be done, e.g. Should we go to the market?
* Imperative mood: expressing commands, e.g. Pass me the salt!
* Immediate imperative mood: commands that should be implemented immediately, e.g. Pass me the salt right now!
* Jussive mood: indicates commands, permission or agreement with a request, e.g. Why don't you pass me the salt.
* Permissive mood: indicates that the action is permitted, e.g. You may come inside.
* Prohibitive mood: indicates that the action of the verb is not permitted, e.g. You can't come in!
* epistemic modality refers to the way speakers communicate their doubts, certainties, and guesses — their "modes of knowing".
* intent:
name::
* McsEngl.infHmn.IDEOLOGY,
* McsEngl.conceptCore50.3,
* McsEngl.ideology@cptCore505,
_DESCRIPTION:
An ideology is an organized collection of ideas. The word ideology was coined by Count Antoine Destutt de Tracy in the late 18th century to define a "science of ideas." An ideology can be thought of as a comprehensive vision, as a way of looking at things (compare Weltanschauung), as in common sense (see Ideology in everyday society) and several philosophical tendencies (see Political ideologies), or a set of ideas proposed by the dominant class of a society to all members of this society. The main purpose behind an ideology is to offer change in society through a normative thought process. Ideologies are systems of abstract thought (as opposed to mere ideation) applied to public matters and thus make this concept central to politics. Implicitly every political tendency entails an ideology whether or not it is propounded as an explicit system of thought.
(For the Marxist definition of ideology see Ideology as an instrument of social reproduction)
[http://en.wikipedia.org/wiki/Ideology]
Noun
* S: (n) political orientation, ideology, political theory (an orientation that characterizes the thinking of a group or nation)
* S: (n) ideology (imaginary or visionary theorization)
[wn, 2007-11-22]
name::
* McsEngl.infHmn.KNOWLEDGE,
* McsEngl.conceptCore50.7,
* McsEngl.human-knowledge@cptCore50.7,
* McsEngl.information.human.knowledge@cptCore50.7,
* McsEngl.knowledge.human@cptCore50.7, {2012-06-06}
* McsEngl.infKnl@cptCore50.7, {2012-05-13} (infoNol)
* McsEngl.knl@cptCore50.7, {2012-04-24}
====== lagoEsperanto:
* McsEngl.kono@lagoEspo,
* McsEspo.kono,
* McsEngl.scio@lagoEspo,
* McsEspo.scio,
* McsEngl.sciado@lagoEspo,
* McsEspo.sciado,
_EXPRESSION:
We express knowledge not only with 'logo' but also by drawings and many more non-linguistic-signs.
[hmnSngo.2000-08-05_nikkas]
IMPORTANCE#cptCore781#
* Apart from the undisputed "knowledge's power" we are also PRISONERS of our knowledge in the sence that it prevents us from understanding our environment. It pushes us to see our environment in the way we know it (some times we understand what we know!!)
[hmnSngo.2000-07-27_nikkas]
* "As early as the 17th century, the British philosopher Francis Bacon was moved to declare that Knowledge and power were the same thing"
[Getmanova, Logic 1989, 7#cptResource19#]
_STORAGE:
The vast majority of knowledge is still being stored in conventional text written in natural language, such as books and articles, rather than in more "advanced" forms like knowledge bases.
[The Text Analyzer: A Tool for Extracting Knowledge From Text By Judy Kavanagh ] 1998-07-17
WholeNo-relation#cptCore546.15#:
RelationComplement#cptCore546.19#
* UNKNOWN#cptCore#
knowledge & ANIMAL#cptCore501#
"ΟΙ ΣΤΟΙΧΕΙΩΔΕΙΣ ΓΝΩΣΕΙΣ, ΠΟΥ ΚΑΘΟΡΙΖΟΝΤΑΙ ΑΠΟ ΒΙΟΛΟΓΙΚΕΣ ΝΟΜΟΤΕΛΕΙΕΣ, ΥΠΑΡΧΟΥΝ ΚΑΙ ΣΤΑ ΖΩΑ ΚΑΙ ΑΠΟΤΕΛΟΥΝ ΓΙ'ΑΥΤΑ ΑΠΑΡΑΙΤΗΤΟ ΟΡΟ ΤΗΣ ΖΩΗΣ ΤΟΥΣ ΚΑΙ ΤΗΣ ΠΡΑΓΜΑΤΩΣΗΣ ΤΩΝ ΕΝΣΤΙΚΤΩΔΩΝ ΠΑΡΟΡΜΗΣΕΩΝ-ΤΟΥΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α393#cptResource164#]
_CREATED: {2012-06-06} {2007-08-18}
name::
* McsEngl.conceptCore50.23,
* McsEngl.conceptCore511,
* McsEngl.knowledge'integration@cptCore511,
_DESCRIPTION:
Knowledge integration is the process of synthesizing multiple knowledge models (or representations) into a common model (representation).
Compared to information integration, which involves the merge of information with different schemas and representation models, knowledge integration focuses more on the synthesizing of understanding of the same subject from different perspectives.
For example, there will be multiple interpretations of the same student grades information, typically each from a certain perspective. An overall, integrated view and understanding of these information can be achieved if these interpretations can be put under a common model, say, a student performance index.
The Web-based Inquiry Science Environment (WISE), from the University of California at Berkeley has been developed along the lines of knowledge integration theory.
[http://en.wikipedia.org/wiki/Knowledge_integration]
Conceptual Integration Networks
[Expanded web version, 10 February 2001]
Gilles Fauconnier & Mark Turner
The web page for research on conceptual integration is http://blending.stanford.edu
Published in Cognitive Science, 22(2) 1998, 133-187.
Copyright © Cognitive Science Society, Inc. Used by permission.
[http://markturner.org/cin.web/cin.html]
Linn, M. C. (2006) The Knowledge Integration Perspective on Learning and Instruction. R. Sawyer (Ed.). In The Cambridge Handbook of the Learning Sciences. Cambridge, MA. Cambridge University Press
name::
* McsEngl.infKnl.specific,
_SPECIFIC: infKnl.ALPHABETICALLY:
* THEORY#cptCore342#
* COMMON-SENSE-KNOWLEDGE#cptCore50.15#
* DECLERATIVE KNOWLEDGE
* EMPIRICAL KNOWLEDGE
* EXPERIMENTAL KNOWLEDGE
* FORMAL KNOWLEDGE
* INCOMPLETE KNOWLEDGE
* LINGUISTIC KNOWLEDGE (Expressing knowledge about words or terms for things)
* PRACTICAL KNOWLEDGE,
* PROCEDURAL KNOWLEDGE
* SCIENTIFIC-KNOWLEDGE#cptCore50.16#
* THEORITICAL KNOWLEDGE
===
ΑΙΣΘΗΤΗΡΙΑΚΗ ΓΝΩΣΗ
ΕΜΠΕΙΡΙΚΗ ΓΝΩΣΗ
ΘΕΩΡΗΤΙΚΗ ΓΝΩΣΗ
ΠΡΟΕΠΙΣΤΗΜΟΝΙΚΗ,
ΚΑΘΗΜΕΡΙΝΗ-ΒΙΟΤΙΚΗ,
ΚΑΛΛΙΤΕΧΝΙΚΗ,
_SPECIFIC_DIVISION.CONCEPT:
CONCEPT-KNOWLEDGE,
SENSORY-KNOWLEDGE,
CONCEPTUAL-KNOWLEDGE:
** cpt.DEFINEFINO:
* McsEngl.Conceptual-Information that is knowledge.,
KNOWLEDGE I call USEFULL and TRUE human-information (conceptual or not, scientific or common-sense, theoritical or applied). 2001-02-27 BUT there are NO absolute boundaries in what it is usefull and true. It is not knowledge for you the information about my dinners, but this information is knowledge for my doctor. Also most information it is not true but has a degree of truth etc.
** cpt._NAME:
* McsEngl.NOUNER:,
- concept'knowledge-476i, knowledge.concept-476i,
_SPECIFIC_DIVISION.COMPLETION:
COMPLETE KNOWLEDGE
INCOMPLETE KNOWLEDGE
_SPECIFIC_DIVISION.FORMALITY-OF-LANGUAGE:
FORMAL-KNOWLEDGE:
The knowledge is expressed in a FORMAL-LANGUAGE carrying a precise semantic.
[J. Euzenat, Buliding Consensual Knowledge Bases, 1995]
Structured knowledge is the knowledge where every 'statement' has a unique meaning. With the SCS I want to write structured-knowledge (and general structured-information).
[hmnSngo.1998-07-17_nikos]
_SPECIFIC_DIVISION.PRACTICE:
PRACTICAL
EXPERIMENTAL
THEORITICAL
_SPECIFIC_DIVISION.PROCESS-EXPRESSION:
DECLERATIVE
PROCEDURAL
_SPECIFIC_DIVISION.SCIENTIFICITY:
SCIENTIFIC
NON-SCIENTIFIC (prescientific, mysticism, belief, common-sence, ...)
_SPECIFIC: Episodic Knowledge:
Episodic knowledge is the time-stamping of knowledge. This knowledge can confer the capability to perform protracted tasks or to answer queries about temporal relationships and to utilize temporal relationships. Several architectures are limited by the lack of such knowledge: Plan-then-Compile Architecture (Theo) Planning and Learning Architecture (PRODIGY) Adaptive Intelligent Systems (AIS) while other architectures utilize this type of knowledge: A Basic Integrated Agent (HOMER) Real-Time, Decision-Theoretic (RALPH-MEA)
[http://krusty.eecs.umich.edu/cogarch4/toc_defs/defs_props/defs_episkno.html] 1998-02-16
_SPECIFIC: INRIA VIEW:
created: 1998-02-11
Four categories of knowledge can be identified:
- descriptive knowledge on the entities of the domains;
- behavioral knowledge on the dynamic behavior of these entities;
- methodological knowledge on the methods which can be used to identify these entities and to complete their descriptions;
- terminological knowledge on the relationships between the names used in the knowledge base and the terms used in the domain.
[http://zenon.inria.fr:8003/Equipes/SHERPA-eng.html]
_SPECIFIC: Meta-Knowledge:
Meta-knowledge may be loosely defined as "knowledge about knowledge". Meta-knowledge includes information about the knowledge the system possesses, about the efficiency of certain methods used by the system, the probabilities of the success of past plans, etc. The meta-knowledge is generally used to guide future planning or execution phases of a system.
Architectures which employ meta-knowledge: Plan-then-Compile Architecture (THEO) Adaptive Intelligent Systems (AIS) Real-Time, Decision Theoretic Agent (RALPH-MEA) Plan-then-compile architectures (THEO)
[http://krusty.eecs.umich.edu/cogarch4/toc_defs/defs_props/defs_mknow.html] 1998-02-16
name::
* McsEngl.infKnl.COMMON-SENSE,
* McsEngl.conceptCore50.15,
* McsEngl.COMMON-SENSE-KNOWLEDGE@cptCore50.15,
* McsEngl.common-sense-knowledge,
* McsEngl.knowledge.common-sense@cptCore441,
* McsElln.ΓΝΩΣΗ-ΚΟΙΝΟΥ-ΑΙΣΘΗΜΑΤΟΣ,
* McsElln.ΓΝΩΣΗ'ΚΟΙΝΗ@cptCore441,
* McsElln.ΚΟΙΝΟΣ-ΝΟΥΣ,
_DEFINITION:
* ΚΟΙΝΗ ΓΝΩΣΗ είναι ΓΝΩΣΗ που διαθέτει ο μέσος άνθρωπος.
[hmnSngo.1995.04_nikos]
* "ΓΝΩΣΗ ΚΟΙΝΟΥ ΑΙΣΘΗΜΑΤΟΣ: ΟΡΟΣ ΠΟΥ ΧΡΗΣΙΜΟΠΟΙΗΘΗΚΕ ΣΤΟ ΠΛΑΙΣΙΟ ΤΗΣ ΦΑΙΝΟΜΕΝΟΛΟΓΙΚΗΣ ΚΟΙΝΩΝΙΟΛΟΓΙΑΣ, ΓΙΑ ΝΑ ΥΠΟΔΗΛΩΣΕΙ ΤΗ ΓΝΩΣΗ ΠΟΥ ΧΡΗΣΙΜΟΠΟΙΕΙΤΑΙ ΣΤΗΝ ΚΑΘΗΜΕΡΙΝΗ ΠΡΑΞΗ, ΟΠΩΣ ΓΙΑ ΠΑΡΑΔΕΙΓΜΑ Η ΓΝΩΣΗ ΤΟΥ ΠΩΣ ΝΑ ΤΑΧΥΔΡΟΜΕΙΣ ΕΝΑ ΓΡΑΜΜΑ...
"Ο ΓΚΡΑΜΣΙ ΕΣΤΡΕΨΕ ΤΟ ΕΝΔΙΑΦΕΡΟΝ ΤΟΥ ΣΤΗΝ ΑΝΤΙΘΕΣΗ ΤΗΣ ΕΝΝΟΙΑΣ ΑΥΤΗΣ ΜΕ ΤΗ ΣΥΣΤΗΜΑΤΙΚΗ ΣΚΕΨΗ. Η ΓΝΩΗΣ ΤΟΥ ΚΟΙΝΟΥ ΑΙΣΘΗΜΑΤΟΣ (ΚΟΙΝΟΣ ΝΟΥΣ) ΕΙΝΑΙ ΠΡΑΚΤΙΚΗ, ΠΕΙΡΑΜΑΤΙΚΗ ΚΑΙ ΚΡΙΤΙΚΗ, ΑΛΛΑ ΤΑΥΤΟΧΡΟΝΑ ΕΙΝΑΙ ΑΠΟΣΠΑΣΜΑΤΙΚΗ ΚΑΙ ΜΗ ΣΥΝΕΚΤΙΚΗ. ΑΥΤΟ ΕΧΕΙ ΩΣ ΑΠΟΤΕΛΕΣΜΑ ΟΤΙ ΔΕΝ ΜΠΟΡΕΙ ΝΑ ΠΡΟΧΩΡΗΣΕΙ ΠΕΡΑ ΑΠΟ ΤΗΝ ΠΡΑΚΤΙΚΗ ΔΡΑΣΤΗΡΙΟΤΗΤΑ ΚΑΙ ΝΑ ΕΙΣΧΩΡΗΣΕΙ ΣΤΗ ΣΦΑΙΡΑ ΤΗΣ ΘΕΩΡΗΤΙΚΗΣ ΚΑΤΑΣΚΕΥΗΣ. Ο ΓΚΡΑΜΣΙ ΤΑΥΤΙΣΕ ΤΗ ΓΝΩΣΗ ΤΟΥ ΚΟΙΝΟΥ ΑΙΣΘΗΜΑΤΟΣ ΜΕ ΤΙΣ ΜΑΖΕΣ, ΚΑΙ ΤΗ ΘΕΩΡΗΤΙΚΗ ΣΚΕΨΗ ΜΕ ΚΑΠΟΙΑ ΕΛΙΤ"
[Abercrombie et al, 1991, 60#cptResource457#]
name::
* McsEngl.infKnl.SCIENTIFIC,
* McsEngl.conceptCore50.16,
* McsEngl.scientific-knowledge@cptCore50.16,
* McsElln.ΕΠΙΣΤΗΜΟΝΙΚΗ-ΓΝΩΣΗ,
_DEFINITION:
* ΕΠΙΣΤΗΜΟΝΙΚΗ ΓΝΩΣΗ ονομάζω τις 'επιστημονικές πληροφορίες' που είναι 'γνώση#cptCore476#'.
[hmnSngo.1994.06_nikos]
_GENERIC:
scientific information#cptCore#
knowledge#cptCore#
OTHERVIEW#cptCore505#:
"ΟΙ ΕΠΙΣΤΗΜΟΝΙΚΕΣ ΓΝΩΣΕΙΣ ΚΑΤΑΝΟΟΥΝ ΤΑ ΓΕΓΟΝΟΤΑ ΜΕ ΤΟ ΣΥΣΤΗΜΑ ΤΩΝ ΕΝΝΟΙΩΝ ΤΗΣ ΔΟΣΜΕΝΗΣ ΕΠΙΣΤΗΜΗΣ ΚΑΙ ΕΝΤΑΣΣΟΝΤΑΙ ΣΤΗ ΘΕΩΡΙΑ, Η ΟΠΟΙΑ ΑΠΟΤΕΛΕΙ ΤΟ ΑΝΩΤΑΤΟ ΕΠΙΠΕΔΟ ΤΗΣ ΕΠΙΣΤΗΜΟΝΙΚΗΣ ΓΝΩΣΗΣ.
Η ΕΠΙΣΤΗΜΟΝΙΚΗ ΓΝΩΣΗ, ΠΟΥ ΑΠΟΤΕΛΕΙ ΓΕΝΙΚΕΥΣΗ ΤΩΝ ΑΞΙΟΠΙΣΤΩΝ ΣΤΟΙΧΕΙΩΝ, ΠΙΣΩ ΑΠΟ ΤΟ ΤΥΧΑΙΟ ΑΝΑΚΑΛΥΠΤΕΙ ΤΟ ΑΝΑΓΚΑΙΟ ΚΑΙ ΝΟΜΟΤΕΛΕΙΑΚΟ, ΠΙΣΩ ΑΠΟ ΤΟ ΜΕΜΟΝΩΜΕΝΟ ΚΑΙ ΤΟ ΜΕΡΙΚΟ ΑΝΑΚΑΛΥΠΤΕΙ ΤΟ ΓΕΝΙΚΟ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α394#cptResource164#]
name::
* McsEngl.infHmn.KNOWLEDGE.NO,
* McsEngl.conceptCore50.8,
* McsEngl.information.human.knowledgeNo@cptCore50.8, {2012-05-13}
* McsEngl.non-knowledge@cptCore50.8,
name::
* McsEngl.infHmn.KNOWN,
* McsEngl.conceptCore50.19,
* McsEngl.information.human.known@cptCore50.19,
name::
* McsEngl.infHmn.KNOWN.NO,
* McsEngl.conceptCore50.20,
* McsEngl.information.human.knownNo@cptCore50.20, {2012-05-13}
* McsEngl.unknown'hi@cptCore50.20,
name::
* McsEngl.infHmn.REAL,
* McsEngl.conceptCore50.9,
* McsEngl.information.human.real@cptCore50.9, {2012-05-13}
* McsEngl.information.real.human@cptCore50.9, {2012-05-13}
* McsEngl.real-human-information@cptCore50.9,
* McsEngl.human-real-information@cptCore50.9,
_GENERIC:
* REAL-INFORMATION#cptCore181.1#
_SPECIFIC_DIVISION.MAPEINO:
* true-info#cptCore50.10#
* Strong True
* Weak True
--------------
* Weak False
* Strong False
* untrue-inof#cptCore50.11#
name::
* McsEngl.infHmn.real.TRUE,
* McsEngl.conceptCore50.10,
* McsEngl.infHmn.true@cptCore50.10, {2012-04-21}
* McsEngl.true-hi@cptCore50.10,
ΑΝΤΙΚΕΙΜΕΝΙΚΗ ΑΛΗΘΕΙΑ:
"ΣΥΜΦΩΝΑ ΜΕ ΤΟΝ ΔΙΑΛΕΚΤΙΚΟ ΥΛΙΣΜΟ, ΑΝΤΙΚΕΙΜΕΝΙΚΗ ΑΛΗΘΕΙΑ ΕΙΝΑΙ ΤΟ ΠΕΡΙΕΧΟΜΕΝΟ ΤΩΝ ΑΝΘΡΩΠΙΝΩΝ ΠΑΡΑΣΤΑΣΕΩΝ "...ΤΟ ΟΠΟΙΟ ΔΕΝ ΕΞΑΡΤΙΕΤΑΙ ΑΠΟ ΤΟ ΥΠΟΚΕΙΜΕΝΟ, ΔΕΝ ΕΞΑΡΤΙΕΤΑΙ ΟΥΤΕ ΑΠΟ ΤΟΝ ΑΝΘΡΩΠΟ, ΟΥΤΕ ΑΠΟ ΤΗΝ ΑΝΘΡΩΠΟΤΗΤΑ" (ΛΕΝΙΝ)".
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α82#cptResource164#]
ΑΠΟΛΥΤΗ ΑΛΗΘΕΙΑ:
"ΑΠΟΛΥΤΗ ΑΛΗΘΕΙΑ είναι Η ΓΝΩΣΗ ΕΚΕΙΝΗ ΠΟΥ ΕΞΑΝΤΛΕΙ ΠΛΗΡΩΣ ΤΟ ΑΝΤΙΚΕΙΜΕΝΟ ΜΕΛΕΤΗΣ ΚΑΙ ΔΕΝ ΜΠΟΡΕΙ ΝΑ ΑΝΑΙΡΕΘΕΙ ΑΠΟ ΤΗΝ ΠΑΡΑΠΕΡΑ ΑΝΑΠΤΥΞΗ ΤΗΣ ΓΝΩΣΗΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α82#cptResource164#]
ΣΧΕΤΙΚΗ ΑΛΗΘΕΙΑ:
"Η ΑΛΗΘΕΙΑ ΕΙΝΑΙ ΣΧΕΤΙΚΗ ΕΦΟΣΟΝ Η ΝΟΗΣΗ ΑΝΤΑΝΑΚΛΑ ΤΟ ΑΝΤΙΚΕΙΜΕΝΟ ΟΧΙ ΠΛΗΡΩΣ, ΑΛΛΑ ΜΕΣΑ ΣΕ ΓΝΩΣΤΑ ΠΛΑΙΣΙΑ, ΣΥΝΘΗΚΕΣ ΚΑΙ ΣΧΕΣΕΙΣ, ΤΑ ΟΠΟΙΑ ΑΛΛΑΖΟΥΝ ΚΑΙ ΑΝΑΠΤΥΣΣΟΝΤΑΙ ΣΥΝΕΧΩΣ.
ΚΑΘΕ ΒΑΘΜΙΔΑ ΤΗΣ ΓΝΩΣΤΙΚΗΣ ΔΙΑΔΙΚΑΣΙΑΣ ΠΕΡΙΟΡΙΖΕΤΑΙ ΑΠΟ ΤΙΣ ΙΣΤΟΡΙΚΕΣ ΣΥΝΘΗΚΕΣ ΖΩΗΣ ΤΗΣ ΚΟΙΝΩΝΙΑΣ ΚΑΙ ΑΠΟ ΤΟ ΕΠΙΠΕΔΟ ΤΗΣ ΠΡΑΚΤΙΚΗΣ...
Ο ΔΙΑΛΕΚΤΙΚΟΣ ΥΛΙΣΜΟΣ "...ΠΑΡΑΔΕΧΕΤΑΙ ΤΗ ΣΧΕΤΙΚΟΤΗΤΑ ΟΛΩΝ ΤΩΝ ΓΝΩΣΕΩΝ-ΜΑΣ ΟΧΙ ΜΕ ΤΗΝ ΕΝΝΟΙΑ ΤΗΣ ΑΡΝΗΣΗΣ ΤΗΣ ΑΝΤΙΚΕΙΜΕΝΙΚΗΣ ΑΛΗΘΕΙΑΣ, ΑΛΛΑ ΜΕ ΤΗΝ ΕΝΝΟΙΑ ΤΟΥ ΙΣΤΟΡΙΚΟΥ ΚΑΘΟΡΙΣΜΟΥ ΤΩΝ ΟΡΙΩΝ ΠΡΟΣΕΓΓΙΣΗΣ ΤΩΝ ΓΝΩΣΕΩΝ-ΜΑΣ ΠΡΟΣ ΑΥΤΗΝ ΤΗΝ ΑΛΗΘΕΙΑ" (ΛΕΝΙΝ). Η ΑΠΟΛΥΤΟΠΟΙΗΣΗ ΤΗΣ ΣΧΕΤΙΚΗΣ ΑΛΗΘΕΙΑΣ ΓΕΝΝΑ ΤΗΝ ΠΛΑΝΗ ΚΑΙ ΤΗ ΔΟΓΜΑΤΙΚΗ ΣΚΕΨΗ...
ΣΕ ΚΑΘΕ ΣΧΕΤΙΚΗ ΑΛΗΘΕΙΑ, ΕΦΟΣΟΝ ΕΙΝΑΙ ΑΝΤΙΚΕΙΜΕΝΙΚΗ, ΠΕΡΙΕΧΕΤΑΙ "ΕΝΑ ΜΟΡΙΟ" ΑΠΟΛΥΤΗΣ ΑΛΗΘΕΙΑΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α82#cptResource164#]
Does Rhyming Have an Impact on Perceived Truthfulness of a Statement?
Studies show the statements that rhyme are more likely to be perceived as being true and accurate.
Statements that include rhyming words are more likely to be perceived as
being true, research shows. In one study, two versions of aphorisms, or
concise statements presenting general opinions or ideas, were presented to
participants — one version that rhymed and another version that
substituted a non-rhyming word that had the same meaning. Aphorisms
containing words that rhyme, such as “birds of a feather flock
together” were rated by participants as being more truthful than those
that did not. Researchers believe this could be because the brain has an
easier time processing rhymes, and people might mistake this ease as
indicating truthfulness.
Read More: http://www.wisegeek.com/does-rhyming-have-an-impact-on-perceived-truthfulness-of-a-statement.htm?m, {2013-12-12}
name::
* McsEngl.infHmn.real.UNTRUE,
* McsEngl.conceptCore50.11,
* McsEngl.infHmn.non-true@cptCore50.10, {2012-04-21}
* McsEngl.untrue-hi@cptCore50.11,
name::
* McsEngl.infHmn.REAL.NO,
* McsEngl.conceptCore50.14,
* McsEngl.information.human.realNo@cptCore50.14, {2012-05-13}
* McsEngl.unreal'hi@cptCore50.14,
name::
* McsEngl.infHmn.RESULT-OF-EVALUATING,
* McsEngl.conceptCore50.30,
* McsEngl.conceptCore409,
* McsEngl.eval, {2017-12-05}
* McsEngl.eln, {2017-03-17}
* McsEngl.evaluation, {2012-04-26}
* McsEngl.evaluation-result,
* McsEngl.evaluation's-result,
* McsEngl.result-of-evaluating, {2012-04-29}
* McsEngl.result-of-evaluation,
=== _OLD:
* McsEngl.evn@old, {2016-03-25}
====== lagoSINAGO:
* McsEngl.evalufulo@lagoSngo,
* McsSngo.evalufulo@lagoSngo,
====== lagoGreek:
* McsElln.ΑΞΙΟΛΟΓΗΣΗΣ-ΑΠΟΤΕΛΕΣΜΑ,
* McsElln.ΑΠΟΤΕΛΕΣΜΑ-ΑΞΙΟΛΟΓΗΣΗΣ,
_GENERIC:
* entity.whole.systemInformation.viewHuman#cptCore1100.1#
_WHOLE:
* evaluating#cptCore475.176#
working: result-of-evaluation = relation.
[hmnSngo.2010-01-21]
ΑΠΟΤΕΛΕΣΜΑ ΑΞΙΟΛΟΓΗΣΗΣ ονομάζω κάθε ΣΥΜΠΕΡΑΣΜΑ#cptCore68# που βγάζουμε απο ΑΞΙΟΛΟΓΗΣΗ.
[hmnSngo.1995-03-23_nikos]
name::
* McsEngl.evaluation.specific,
_SPECIFIC: evaluation.alphabetically:
* evaluation.advantage#cptCore519#
* evaluation.disadvantage#cptCore918#
* evaluation.measure#cptCore88.29#
* evaluation.problem#cptCore774#
* evaluation.quality.economic#cptEconomy541.73#
name::
* McsEngl.evaluation.ADVANTAGE,
* McsEngl.conceptCore519,
* McsEngl.advantage,
* McsEngl.benefit,
* McsEngl.boon,
* McsEngl.for, (against)
* McsEngl.pro,
* McsEngl.strength,
====== lagoGreek:
* McsElln.ΠΛΕΟΝΕΚΤΗΜΑ,
* McsElln.ΥΠΕΡ,
ΠΛΕΟΝΕΚΤΗΜΑΤΑ ονομάζω ΑΠΟΤΕΛΕΣΜΑΤΑ ΥΠΕΡ&ΚΑΤΑ ΑΞΙΟΛΟΓΗΣΗΣ που είναι χαρακτηριστικα της οντοτητας που ΥΠΕΡΕΧΟΥΝ ως προς τα χαρακτηριστικα της ΜΟΝΑΔΑΣ ΑΞΙΟΛΟΓΗΣΗΣ.
[hmnSngo.1994.03_nikos]
_GENERIC:
* entity.whole.systemInformation.viewHuman.evaluation#cptCore50.30#
name::
* McsEngl.evaluation.ADVANTAGE.NO,
* McsEngl.conceptCore918,
* McsEngl.advantageNo,
* McsEngl.cost,
* McsEngl.disadvantage,
* McsEngl.relation.disadvantage,
* McsEngl.con,
====== lagoGreek:
* McsElln.ΚΑΤΑ,
* McsElln.ΜΕΙΟΝΕΚΤΗΜΑ,
ΜΕΙΟΝΕΚΤΗΜΑ ονομάζω ΑΠΟΤΕΛΕΣΜΑΤΑ ΥΠΕΡ&ΚΑΤΑ ΑΞΙΟΛΟΓΗΣΗΣ που είναι χαρακτηριστικα της οντοτητας που ΔΕΝ ΥΠΕΡΕΧΟΥΝ ως προς τα χαρακτηριστικα της ΜΟΝΑΔΑΣ ΑΞΙΟΛΟΓΗΣΗΣ.
[hmnSngo.1994.03_nikos]
_GENERIC:
* entity.whole.systemInformation.viewHuman.evaluation#cptCore50.30#
name::
* McsEngl.infHmn.SCIENTIFIC,
* McsEngl.conceptCore50.17,
* McsEngl.conceptCore721,
* McsEngl.scientific-information@cptCore721,
* McsElln.ΕΠΙΣΤΗΜΟΝΙΚΗ-ΠΛΗΡΟΦΟΡΙΑ@cptCore721,
* McsElln.ΠΛΗΡΟΦΟΡΙΑ.ΕΠΙΣΤΗΜΟΝΙΚΗ@cptCore721,
_DEFINITION:
* ΕΠΙΣΤΗΜΟΝΙΚΗ ΠΛΗΡΟΦΟΡΙΑ είναι το ΑΠΟΤΕΛΕΣΜΑ ΛΟΓΙΚΗΣ ΣΚΕΨΗΣ.
[hmnSngo.1994-08-25_nikos]
* ΑΡΝΗΤΙΚΟΣ ΟΡΙΣΜΟΣ:
Το αντίθετο των 'μή-επιστημονικών-πληροφοριών#cptCore626#'.
[hmnSngo.1994.06_nikos]
_WHOLE:
* RATIONAL--HUMAN-THINKING#cptCore475.174#
GLOSSING/ΕΠΙΦΑΣΗ/ΦΑΙΝΟΜΕΝΙΚΟΤΗΤΑ:
_SPECIFIC_DIVISION.STRUCTURE:
STRUCTURED ΕΠΙΣΤΗΜΟΝΙΚΗ ΠΛΗΡΟΦΟΡΙΑ
NON STRUCTURED επιστημονικη-πληροφορια
_SPECIFIC_DIVISION.REFERENT:
ΑΝΑΦΕΡΟΜΕΝΟΥ ΚΛΑΣΗ
ΓΝΩΣΗ
ΘΕΩΡΙΑ
** MISC:
name::
* McsEngl.infHmn.SCIENTIFIC.NO,
* McsEngl.conceptCore50.18,
* McsEngl.conceptCore626,
* McsEngl.infHmn.nonscientific@cptCore626,
* McsEngl.non-scientific-hi@cptCore50.18,
* McsElln.ΜΗ-ΕΠΙΣΤΗΜΟΝΙΚΗ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΠΛΗΡΟΦΟΡΙΑ'ΜΗ'ΕΠΙΣΤΗΜΟΝΙΚΗ@cptCore626,
_DEFINITION:
* ΜΗ ΕΠΙΣΤΗΜΟΝΙΚΗ ΠΛΗΡΟΦΟΡΙΑ ονομάζω κάθε ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a# που δεν είναι ΕΠΙΣΤΗΜΟΝΙΚΗ.
[hmnSngo.1995.04_nikos]
* "generally speaking, the sphere of non-science is wide and heterogeneous, including as it does
- non-scientific forms of cognitive activity within the framework of practical -everyday, artistic, etc.- experiences;
- pre-science, or prto-knowledge -the basis of future science;
- pseudoscience -the fantasies and prejudices masquerading as science (eg phrenology);
- parascience, or knowledge whose epistemological status does not satisfy the conditions of science, such as parapsychology;
- and anti-science -deliberate distortions of the scientific view of the world, as found, eg, in the bourgeois social utopias in sociology.
[Ilyin et al, 1988, 7#cptResource258#]
_SPECIFIC:
* PSEUDOSCIENCE#cptCore50.21#
* MYTHOLOGY#cptCore50.19#
* MYSTICISM#cptCore50.20#
name::
* McsEngl.infHmn.nonscientific.MYTHOLOGY,
* McsEngl.conceptCore50.19,
* McsEngl.MYTHOLOGY,
* McsEngl.mythology@cptCore50.19,
* McsElln.ΜΥΘΟΛΟΓΙΑ@cptCore485,
_DEFINITION:
* ΜΥΘΟΛΟΓΙΑ είναι ΦΑΝΤΑΣΤΙΚΗ ΠΛΗΡΟΦΟΡΙΑ ...
[hmnSngo.1995.04_nikos]
* "ΜΥΘΟΛΟΓΙΑ: ΜΟΡΦΗ ΤΗΣ ΚΟΙΝΩΝΙΚΗΣ ΣΥΝΕΙΔΗΣΗΣ' ΤΡΟΠΟΣ ΚΑΤΑΝΟΗΣΗΣ ΤΗΣ ΦΥΣΙΚΗΣ ΚΑΙ ΚΟΙΝΩΝΙΚΗΣ ΠΡΑΓΜΑΤΙΚΟΤΗΤΑΣ ΣΤΑ ΠΡΩΤΑ ΣΤΑΔΙΑ ΑΝΑΠΤΥΞΗΣ ΤΗΣ ΚΟΙΝΩΝΙΑΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Δ11#cptResource164#]
* The first attempts to "explain" physical phenomena were mythologies.
[Richardson, 1966, 36#cptResource451#]
_GENERIC:
* imaginary information#cptCore#
* non scientific information#cptCore#
name::
* McsEngl.infHmn.nonscientific.MYSTICISM,
* McsEngl.conceptCore50.20,
* McsEngl.musticism,
* McsEngl.mysticism@cptCore50.20,
* McsElln.ΜΥΣΤΙΚΙΣΜΟΣ@cptCore722,
_DEFINITION:
* ΜΥΣΤΙΚΙΣΜΟ ονομάζω ΜΗ ΕΠΙΣΤΗΜΟΝΙΚΗ ΠΛΗΡΟΦΟΡΙΑ ...
[hmnSngo.1995.04_nikos]
* Τα μυστικιστικά δόγματα έχουν ορισμένα κοινά χαρακτηριστικά. Ολα τείνουν προς τον ανορθολογισμό, τον ενορατισμό και τη σκόπιμη παραδοξολογία. εκφράζονται όχι τόσο με τη γλώσσα των εννοιών, όσο με τη γλώσσα των συμβόλων, από τα οποία κεντρικό είναι ο θάνατος (ως σημείο της εμπειρίας που καταστρέφει τις προηγούμενες δομές συνείδησης).
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Δ16#cptResource164#]
* ΜΥΣΤΙΚΙΣΜΟΣ: το σύνολο των θεολογικών και φιλοσοφικών δογμάτων που δικαιώνουν, εξετάζουν και ρυθμίζουν την 'ΠΡΑΚΤΙΚΗ' του μυστικισμού, πρακτική που αποβλέπει στην εκστασιακή εμπειρία την "ένωσης" του ανθρώπου με το απόλυτο.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Δ15#cptResource164#]
Evolution#cptCore725#:
* FYLOGENESIS#cptCore547#:
Παρόλο που το ιστορικό ανάλογο και το πρότυπο του μυστικισμού παρατηρείται ήδη στην απώτατη Αρχαιότητα, στις σαμανικές οργιαστικές λατρείες, που απέβλεπαν στην άρση της απόστασης μεταξύ του ανθρώπου και του κόσμου των πνευμάτων ή των θεών, μέσα από την έκσταση
ο μυστικισμός με την καθαυτό έννοια εμφανίζεται μόνον όταν η θρησκευτική θεώρηση πλησιάζει την έννοια του υπερβατικού απόλυτου, ενώ η ανάπτυξη της λογικής παρέχει τη δυνατότητα της συνειδητής υποχώρησης απο τη λογική στο μυστικισμό.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Δ16#cptResource164#]
* History#cptCore755#:
Κύματα μυστικισμού παρατηρούμε στις εποχές κοινωνικών κρίσεων:
- κατάρρευση της Ρωμαϊκής αυτοκρατορίας κατά τους πρώτους μετά χριστόν αιώνες (μυστήρια, νεοπλατωνισμός, πρώιμος χριστιανισμός, γνωστικισμός, μανιχαϊσμός),
- τέλοςτου Μεσαίωνα το 13ο-14ο αι. (σουφισμός, καββάλα, ησυχασμός, Ιωακείμ ντε φλόρις, Εκχαρτ και οι οπαδοί του),
- διαμόρφωση της πρώιμης κεφαλαιοκρατίας το 17ο και 18ο αι. (κύκλοι γιανσενιστών, κουάκερων, χασίδες και αυτομαστιγούμενοι).
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Δ16#cptResource164#]
name::
* McsEngl.infHmn.nonscientific.PSEUDOSCIENCE,
* McsEngl.conceptCore50.21,
* McsEngl.pseudoscience@cptCore50.21,
* McsElln.ΨΕΥΔΟΕΠΙΣΤΗΜΗ@cptCore520,
_DEFINITION:
Pseudoscience is any body of
- knowledge,
- methodology,
- belief, or
- practice
that claims to be scientific or is made to appear scientific, but does not adhere to the basic requirements of the scientific method.
[http://en.wikipedia.org/wiki/Pseudoscience]
* ΨΕΥΔΟΕΠΙΣΤΗΜΗ είναι 'συστημα' 'μη-επιστημονικων--πληροφοριων#cptCore626#'.
[hmnSngo.1995.04_nikos]
_SPECIFIC:
Pseudosciences such as
- astrology,
- physiognomy,
- phrenology, and
- graphology
were abundant as managers sought to select personnel on their basis of the movement and position of the stars, on their physical characteristics, on the basis of bumps on the skull, and on handwriting analysis.
[Wren, 1987, 163#cptResource127#]
name::
* McsEngl.infHmn.TIME,
* McsEngl.conceptCore50.26,
* McsEngl.time-infHmn@cptCore50.26, {2013-01-01}
_DESCRIPTION:
Any human-information that has AND the time of occurance of its referent, not of itself.
[hmnSngo.2013-01-01]
name::
* McsEngl.infHmn'Time-Stamping-Authority,
* McsEngl.time-stamping-authority,
* McsEngl.TSA,
_DESCRIPTION:
There are so-called Time Stamping Authorities, which under RFC 3161 and the ANSI ASC X9.95 standard (2005) can provide ‘trusted’ timestamps to prove the time of creation. But such services are vulnerable, messy, and usually cost quite a bit.
[http://eclecticlight.co/2015/07/18/who-was-first-1-robust-timestamping-of-documents/]
_SPECIFIC:
* http://truetimestamp.org//
* http://virtual-notary.org//
name::
* McsEngl.infHmn'timestamp,
* McsEngl.timestamp,
_DESCRIPTION:
A timestamp is a sequence of characters or encoded information identifying when a certain event occurred, usually giving date and time of day, sometimes accurate to a small fraction of a second. The term derives from rubber stamps used in offices to stamp the current date, and sometimes time, in ink on paper documents, to record when the document was received.
Common examples of this type of timestamp are a postmark on a letter or the "in" and "out" times on a time card. However, in modern times usage of the term has expanded to refer to digital date and time information attached to digital data. For example, computer files contain timestamps that tell when the file was last modified, and digital cameras add timestamps to the pictures they take, recording the date and time the picture was taken.
[https://en.wikipedia.org/wiki/Timestamp]
name::
* McsEngl.infHmn'timestamping,
* McsEngl.timestamping,
_DESCRIPTION:
In computing timestamping refers to the use of an electronic timestamp to provide a temporal order among a set of events.
Timestamping techniques are used in a variety of computing fields, from network management and computer security to concurrency control.[1][2] For instance, a heartbeat network uses timestamping to monitor the nodes on a high availability computer cluster.[3]
[https://en.wikipedia.org/wiki/Timestamping_(computing)]
_ADDRESS.WPG:
* http://www.originstamp.org//
* http://eclecticlight.co/2015/07/18/who-was-first-1-robust-timestamping-of-documents//
* http://www.unixtimestamp.com//
===
* http://www.sciplore.org/wp-content/papercite-data/pdf/gipp15a.pdf,
B. Gipp, N. Meuschke, and A. Gernandt. Decentralized Trusted Timestamping using the Crypto Currency
Bitcoin. In Proceedings of the iConference 2015 (to appear), Newport Beach, CA, USA, Mar. 24 - 27, 2015.
URL http://ischools.org/the-iconference/.
name::
* McsEngl.timestamping.TRUSTED,
* McsEngl.trusted-timestamping,
Trusted timestamping is the process of securely keeping track of the creation and modification time of a document. Security here means that no one — not even the owner of the document — should be able to change it once it has been recorded provided that the timestamper's integrity is never compromised.
The administrative aspect involves setting up a publicly available, trusted timestamp management infrastructure to collect, process and renew timestamps.
[https://en.wikipedia.org/wiki/Trusted_timestamping]
name::
* McsEngl.infHmn.time.NEWS,
* McsEngl.conceptCore50.1,
* McsEngl.news,
* McsEngl.news'hi@cptCore50.1,
* McsElln.ΕΙΔΗΣΕΙΣ@cptCore1001,
_DEFINITION:
* NEWS-HI is RECENT human-information.
[hmnSngo.2003-12-24_nikkas]
* ΕΙΔΗΣΕΙΣ είναι ΠΛΗΡΟΦΟΡΙΕΣ#cptCore445.a# για 'γεγονότα' που έγιναν το χρόνο που εκφέρονται οι πληροφορίες, τα ΚΑΙΝΟΥΡΓΙΑ γεγονοτα.
[hmnSngo.1996.01_nikos]
name::
* McsEngl.infHmn.time.PAST (history),
* McsEngl.conceptCore50.2,
* McsEngl.history'hi@cptCore50.2,
_DEFINITION:
* The noun history has 5 senses (first 5 from tagged texts) 1. (379) history -- (the aggregate of past events; "a critical time in the school's history") 2. (110) history -- (the continuum of events occurring in succession leading from the past to the present and even into the future; "all of human history") 3. (81) history, account, chronicle, story -- (a record or narrative description of past events; "a history of France"; "he gave an inaccurate account of the plot to kill the president"; "the story of exposure to lead") 4. (70) history -- (the discipline that records and interprets past events involving human beings; "he teaches Medieval history"; "history takes the long view") 5. (16) history -- (all that is remembered of the past as preserved in writing; a body of knowledge; "the dawn of recorded history"; "from the beginning of history")
[WordNet 2.0]
name::
* McsEngl.infHmn.time.PRESENT,
* McsEngl.conceptCore50.12,
* McsEngl.current'hi@cptCore50.12,
name::
* McsEngl.infHmn.timeNo,
* McsEngl.conceptCore50.34,
* McsEngl.timeless-human-information@cptCore50.34,
name::
* McsEngl.infHmn.EVOLUTING,
name::
* McsEngl.conceptCore738,
* McsEngl.model.info.human.psudoscience.ASTROLOGY,
* McsEngl.FvMcs.model.info.human.psudoscience.ASTROLOGY,
* McsEngl.astrology,
* McsElln.ΑΣΤΡΟΛΟΓΙΑ,
* McsEngl.conceptCore738,
Η ΑΣΤΡΟΛΟΓΙΑ ειναι ΨΕΥΔΟΕΠΙΣΤΗΜΗ ...
[hmnSngo.1995.04_nikos]
Η πρώτη φάση ανάπτυξεως της αστρονομίας συνδέεται με την εξυπηρέτηση καθαρά πρακτικών αναγκών, όπως ήταν η ύπαρξη ημερολογίου, ο προσανατολισμός στην ξηρά και στη θάλασσα, κι α. Μέσα στο ίδιο πλαίσιο όμως θα πρέπει να τοποθετηθεί και μια άλλη όψη της αστρονομίας της αρχαιότητας: η πίστη, που πήγαζε από μια ψυχική ανάγκη, ότι τα αστρα και ιδιαίτερα ο Ηλιος, η Σελήνη και οι πλανήτες, επηρεάζουν άμεσα τα γεγονότα πάνω στη Γή, όπως είναι οι πόλεμοι, οι επιδημίες, οι πλημμύρες, οι πείνες, ακόμα και το πεπρωμένο κάθε ανθρώπου. Ετσι αναπτύχθηκε η Αστρολογία και μαζί της οι αστρονομικές παρατηρήσεις, οι οποίες με την πάροδο των αιώνων και των χιλιετηρίδων οδήγησαν σε μετρήσεις πολύ μεγάλης ακρίβειας, αλλά και σε μια πολύ προχωρημένη γνώση διαφόρων αστρονομικών φαινομένων, χωρίς όμως να έχει γίνει καμιά σχεδόν προσπάθεια θεωρητικής ερμηνείας.
[ΜΠΑΝΟΣ, 1980, ix#cptResource743#]
Η NASA, τα ζώδια και η μεγάλη παρανόηση...
ΑΘΗΝΑ 28/09/2016
Το γύρο του διαδικτύου κάνει τις τελευταίες ημέρες η "είδηση" ότι η NASA άλλαξε τα ζώδια και πρόσθεσε ένα νέο. Αναστάτωση έχει προκληθεί στους απανταχού λάτρεις της αστρολογίας, όμως η αλήθεια είναι πολύ διαφορετική...
Στην πραγματικότητα η υπηρεσία απλά επισήμανε το κρίσιμο λάθος που επιμένουν να κάνουν οι αστρολόγοι εδώ και αιώνες.
Οι ημερομηνίες στις οποίες αντιστοιχούν τα αστρολογικά ζώδια είναι σχεδόν ένα μήνα λάθος. Αυτό όμως δεν είναι κάτι που μόλις ανακοινώθηκε από τη NASA. Αντίθετα, είναι γνωστό εδώ και δεκαετίες.
Πώς έχουν τα πράγματα;
Η Αστρολογία εμφανίστηκε όταν οι άνθρωποι πίστευαν ότι ο Ήλιος περιφέρεται γύρω από τη Γη. Και καθώς δείχνει να περιφέρεται, περνά μπροστά από τον ίδιο αστερισμό την ίδια περίοδο κάθε χρόνο.
Υπάρχουν πολλοί αστερισμοί μπροστά από τους οποίους δείχνει να περνά ο Ήλιος. Οι αρχαίοι Βαβυλώνιοι επέλεξαν 12 από αυτούς για να δημιουργήσουν το αστρολογικό τους σύστημα, το οποίο χρησιμοποιούν μέχρι και σήμερα οι αστρολόγοι.
Μόνο που το σύστημα αυτό δεν μένει σταθερό στην πορεία του χρόνου. Ο λόγος είναι ότι ο άξονας περιστροφής της Γης δεν είναι απόλυτα σταθερός, αλλά κλυδωνίζεται λόγω της βαρυτικής επίδρασης της Σελήνης -ένα φαινόμενο που ονομάζεται μετάπτωση.
Αυτό σημαίνει ότι η θέα που έχουμε στον νυχτερινό ουρανό αλλάζει αργά αλλά σταθερά στην πορεία του γεωλογικού χρόνου. Χρειάζονται μάλιστα 26.000 χρόνια μέχρι να ολοκληρωθεί ένας κύκλος μετάπτωσης και να επανέλθει ο ουρανός εκεί που ήταν κάποτε.
Στα 2.000 χρόνια που έχουν περάσει από την αρχαία Βαβυλώνα μέχρι σήμερα, η θέση των ζωδιακών αστερισμών έχει αλλάξει σημαντικά στον ουρανό.
Oι πραγματικές, λοιπόν, ημερομηνίες που αντιστοιχούν σε κάθε ζώδιο είναι:
- Αιγόκερως: 20 Ιανουαρίου - 16 Φεβρουαρίου
- Υδροχόος: 16 Φεβρουαρίου - 11 Μαρτίου
- Ιχθύες: 11 Μαρτίου - 18 Απριλίου
- Κριός: 18 Απριλίου - 13 Μαΐου
- Ταύρος: 13 Μαΐου - 21 Ιουνίου
- Δίδυμοι: 21 Ιουνίου - 20 Ιουλίου
- Καρκίνος: 20 Ιουλίου - 10 Αυγούστου
- Λέων: 10 Αυγούστου - 16 Σεπτεμβρίου
- Παρθένος: 16 Σεπτεμβρίου - 30 Οκτωβρίου
- Ζυγός: 30 Οκτωβρίου - 23 Νοεμβρίου
- Σκορπιός: 23 με 29 Νοεμβρίου
- Οφιούχος: 29 Νοεμβρίου - 17 Δεκεμβρίου
- Τοξότης: 17 Δεκεμβρίου - 20 Ιανουαρίου
Η λίστα που δίνει η NASA περιλαμβάνει και το «νέο ζώδιο» του Οφιούχου, το οποίο δεν λαμβάνεται υπόψη από τους αστρολόγους.
Στην πραγματικότητα ο Οφιούχος ήταν γνωστός στους αρχαίους Έλληνες και Βαβυλώνιους, ωστόσο οι Βαβυλώνιοι επέλεξαν να τον αγνοήσουν επειδή το ημερολόγιό τους είχε 12 μήνες και επομένως χρειάζονταν 12 και όχι 13 ζώδια.
Στην πραγματικότητα, όμως, πρόκειται για έναν αστερισμό που καταλαμβάνει μεγάλο χώρο στον ουρανό -μεγαλύτερο από ό,τι ο Σκορπιός- και ο Ήλιος περνά κάθε χρόνο 18 ολόκληρες μέρες μπροστά από τον Οφιούχο.
[http://www.nooz.gr/science/i-nasa-ta-zodia-kai-i-megali-paranoisi]
_CREATED: {2003-01-13}/2000-09-09
name::
* McsEngl.conceptCore653,
* McsEngl.model.info.human.setConceptName-(εννοιοσυνολο),
* McsEngl.FvMcs.model.info.human.setConceptName-(εννοιοσυνολο),
* McsEngl.DesignatorConceptSet@cptCore653, {2009-01-06}
* McsEngl.designator-concept-set@cptCore653, {2012-03-28}
* McsEngl.disambiguation'set@cptCore653,
* McsEngl.koncepto-view-on-term@cptCore653, {2008-01-03}
* McsEngl.meaningset@cptCore653, {2007-11-19}
* McsEngl.sinkoncepto-on-term@cptCore653,
* McsEngl.senseset, {2007-11-10}
* McsEngl.senseset@cptCore653,
* McsEngl.set.concept.name@cptCore653,
* McsEngl.setConceptName@cptCore653,
* McsEngl.setCptName@cptCore653,
* McsEngl.setConceptDesignator@cptCore653, {2012-03-28}
* McsEngl.synosema@cptCore653,
====== lagoGreek:
* McsElln.εννοιοσυνολο-σε-ενδεικτη, {2012-04-22}
* McsElln.εννοιοσυνολο@cptCore653, {2012-03-28}
* McsElln.σημασιοσυνολο,
* McsElln.ΣΗΜΑΣΙΟΣΥΝΟΛΟ@cptCore653,
* McsElln.ΣΥΝΩΣΗΜΑ,
* McsElln.συνωσημο@cptCore653,
senseset:
like wordnet synset (= the set of synonyms of a meaning),
senseset is the set of senses (=meaning) of a TERM.
Same with {{disambig}} "disambiguation page" of wikipedia.
[hmnSngo.2007-11-10_KasNik]
SetCptName is the-set of concepts with the same name.
[hmnSngo.2016-03-11]
SENSESET I call the SET of the diferent REFERENTOS of the meanings a language use on a unique TERM.
[hmnSngo.2007-11-24_KasNik]
SENSESET I call the SET of MEANINGS we map to a TERM.
This comes in relation to wordnet's SYNSET, the set of TERMS we map to a MEANING.
[hmnSngo.2007-11-15_KasNik]
I call the set of other 'concepts' we denote with the same synonym of a concept.
[hmnSngo.2000-09-09_nikkas]
In computational linguistics, word sense disambiguation (WSD) is the process of identifying which sense of a word is used in any given sentence, when the word has a number of distinct senses.
For example, consider two examples of the distinct senses that exist for the word bass:
1. a type of fish
2. tones of low frequency
and the sentences:
1. I went fishing for some sea bass
2. The bass line of the song is too weak
To a human, it is obvious that the first sentence is using the word bass, as in the former sense above and in the second sentence, the word bass is being used as in the latter sense below. Developing algorithms to replicate this human ability can often be a difficult task.
[http://en.wikipedia.org/wiki/Disambiguation] 2009-01-06
_GENERIC:
* set-concept#cptCore545.7#
* set#cptCore545.4#
* INDIRECT_INFO#cptCore181.18#
name::
* McsEngl.setCptNam.specific,
* McsEngl.setConceptName.specific,
* McsEngl.setCptName.specific,
_SPECIFIC:
* algorithm#ql:setcptnam.algorithm#
* code#linkL#
* computation#cptCore522#
* correlation#linkL#
* cosmos#linkL#
* emotion#linkL#
* encoding#linkL#
* entity#linkL#
* formal_language##
* format#linkL#
* goal#linkL#
* grammar#linkL#
* info#linkL#
* investment#linkL#
* knowledge#linkL#
* langemo#linkL#
* language#linkL#
* marxism#cptCore763#
* memory#cptCore68#
* mental#linkL#
* method#linkL#
* methodology#linkL#
* monoview#linkL#
* notation#linkL#
* philosophy#linkL#
* proof#cptCore443#
* rule#linkL#
* object#linkL#
* relation#linkL#
* relationship#linkL#
* science#linkL#
* standard#linkL#
* structure#linkL#
* technology#linkL#
* thought#linkL#
* truth#cptCore532#
* world#linkL#
* universe#linkL#
* BRAINUDINO#cptCore495#
* GOVERNANCE#cptCore403#
* LEARNING#cptCore506#
* MARXISM#cptCore763#
* MEMORY#cptCore68#
* MEMORUDINO##
* PROCESS#cptCore517#
* PROOF#cptCore443#
* SCIENCE#cptCore406#
* TRUTH#cptCore532#
* UNCONSCIOUS#cptCore535#
name::
* McsEngl.setCptNam.COMPUTATION,
* McsEngl.conceptCore522,
* McsEngl.computation@cptCore522,
* McsEngl.computation'DesignatorConceptSet@cptCore522,
* McsEngl.setConceptName.computation, {2012-04-29}
name::
* McsEngl.computation'BIOMEDICAL-COMPUTATION-REVIEW,
* McsEngl.Biomedical-Computation-Review@cptCore522i,
Covering the latest research wherever computation, biology, and medicine intersect...
Biomedical Computation Review is a magazine published by Simbios, a National NIH Center for Biomedical Computing, focused on Physics-Based Simulation of Biological Structures
[http://biomedicalcomputationreview.org/index.html]
name::
* McsEngl.computation'BMI-COMPUTATION,
* McsEngl.bmi-computation@cptCore522i,
The body mass index (BMI), or Quetelet index, is a statistical measurement which compares a person's weight and height. Though it does not actually measure the percentage of body fat, it is a useful tool to estimate a healthy body weight based on how tall a person is. Due to its ease of measurement and calculation, it is the most widely used diagnostic tool to identify obesity problems within a population. However, it is not considered appropriate to use as a final indication for diagnosing individuals.[1] It was invented between 1830 and 1850 by the Belgian polymath Adolphe Quetelet during the course of developing "social physics".[2]
[http://en.wikipedia.org/wiki/Body_mass_index] 2009-01-06
name::
* McsEngl.computation'COMPUTABILITY-THEORY,
Computability theory may refer to:
* Recursion theory, a branch of mathematical logic, contemporarily called computability theory.
* Computability theory (computer science), locating basic questions of what is computable within the context of theoretical computer science.
[http://en.wikipedia.org/wiki/Computability_Theory] 2009-01-06
name::
* McsEngl.computation'COMPUTABLE,
Computable may refer to:
* Recursive set
* Computable function
* Recursive languages and sets
* Recursive language
[http://en.wikipedia.org/wiki/Computability_Theory] 2009-01-06
name::
* McsEngl.computation'COMPUTATIONAL,
* McsEngl.adjective:-computational@cptCore522i,
_SPECIFIC:
# Computational biology
# Computational chemistry
# Computational economics
# Computational electromagnetics
# Computational engineering
# Computational finance
# Computational fluid dynamics
# Computational geophysics
# Computational linguistics
# Computational mathematics
# Computational mechanics
# Computational neuroscience
# Computational particle physics
# Computational physics
# Computational statistics
name::
* McsEngl.computation'COMPUTATIONAL-INTELLIGENCE,
* McsEngl.computational-intelligence@cptCore522i,
_DEFINITION:
Computational intelligence (CI) is an offshoot of artificial intelligence. As an alternative to GOFAI it rather relies on heuristic algorithms such as in fuzzy systems, neural networks and evolutionary computation. In addition, computational intelligence also embraces techniques that use Swarm intelligence, Fractals and Chaos Theory, Artificial immune systems, Wavelets, etc.
Computational intelligence combines elements of learning, adaptation, evolution and Fuzzy logic (rough sets) to create programs that are, in some sense, intelligent. Computational intelligence research does not reject statistical methods, but often gives a complementary view (as is the case with fuzzy systems). Artificial neural networks is a branch of computational intelligence that is closely related to machine learning.
Computational intelligence is further closely associated with soft computing, connectionist systems and cybernetics.
[http://en.wikipedia.org/wiki/Computational_intelligence] 2009-01-06
name::
* McsEngl.computation'COMPUTATIONAL-LEARNING-THEORY,
* McsEngl.computational-learning-theory@cptCore522i,
Computational Learning Theory (COLT) is a research field devoted to studying the design and analysis of adaptive algorithms. This includes algorithms that make predictions about the future based on past observations, algorithms that learn from a teacher, and algorithms that learn by interacting with the world around them. The emphasis in COLT is on rigorous mathematical analysis. As a field with roots in theoretical computer science, COLT is largely concerned with computational and data efficiency. Much of the work in COLT can be traced to Valiant's seminal paper on "A theory of the learnable" (1984) as well as Gold's "Language identification in the limit" (1967). The annual Conference on Computational Learning Theory began in 1988; the European Conference on Computational Learning Theory and the Workshop on Algorithmic Learning Theory were formed soon after. COLT has strongly encouraged interaction with other fields that work on problems of prediction such as applied machine learning, statistics, information theory, pattern recognition and statistical physics, as well as other areas of computer science such as artificial intelligence, complexity theory and cryptography.
[http://www.learningtheory.org/] 2009-01-06
name::
* McsEngl.computation'Computational-mathematics,
* McsEngl.conceptCore522.1,
* McsEngl.computational-mathematics@cptCore522.1,
Computational mathematics involves mathematical research in areas of science where computing plays a central and essential role, emphasizing algorithms, numerical methods, and symbolic methods. Computation in the research is prominent.[1] Computational mathematics emerged as a distinct part of applied mathematics by early 1950s. Currently, computational mathematics can refer to or include:
* computational science, also known as scientific computation or computational engineering
* solving mathematical problems by computer simulation as opposed to analytic methods of applied mathematics
* numerical methods used in scientific computation, for example numerical linear algebra and numerical solution of partial differential equations
* stochastic methods,[2] such as Monte Carlo methods and other representations of uncertainty in scientific computation, for example stochastic finite elements
* the mathematics of scientific computation[3] (the theoretical side involving mathematical proofs[4]), in particular numerical analysis, the theory of numerical methods (but theory of computation and complexity of algorithms belong to theoretical computer science)
* symbolic computation and computer algebra systems
* computer-assisted research in various areas of mathematics, such as logic (automated theorem proving), discrete mathematics (search for mathematical structures such as groups), number theory (primality testing and factorization), cryptography, and computational algebraic topology
* computational linguistics, the use of mathematical and computer techniques in natural languages
[http://en.wikipedia.org/wiki/Computational_mathematics]
name::
* McsEngl.computation'COMPUTATIONAL-PHYSICS,
* McsEngl.Computational-physics@cptCore522i,
Computational physics is the study and implementation of numerical algorithms in order to solve problems in physics for which a quantitative theory already exists. It is often regarded as a subdiscipline of theoretical physics but some consider it an intermediate branch between theoretical and experimental physics.
Physicists often have a very precise mathematical theory describing how a system will behave. Unfortunately, it is often the case that solving the theory's equations ab initio in order to produce a useful prediction is not practical. This is especially true with quantum mechanics, where only a handful of simple models have complete analytic solutions. In cases where the systems only have numerical solutions, computational methods are used.
[http://en.wikipedia.org/wiki/Computational_physics]
name::
* McsEngl.computation'COMPUTATIONAL-SCIENCE,
* McsEngl.Computational-science@cptCore522i,
Computational science (or scientific computing) is the field of study concerned with constructing mathematical models and numerical solution techniques and using computers to analyse and solve scientific, social scientific and engineering problems. In practical use, it is typically the application of computer simulation and other forms of computation to problems in various scientific disciplines.
The field is distinct from computer science (the mathematical study of computation, computers and information processing). It is also different from theory and experiment which are the traditional forms of science and engineering. The scientific computing approach is to gain understanding, mainly through the analysis of mathematical models implemented on computers.
Scientists and engineers develop computer programs, application software, that model systems being studied and run these programs with various sets of input parameters. Typically, these models require massive amounts of calculations (usually floating-point) and are often executed on supercomputers or distributed computing platforms.
Numerical analysis is an important underpinning for techniques used in computational science.
[http://en.wikipedia.org/wiki/Scientific_computing]
name::
* McsEngl.computation'COMPUTATIONAL-THEORY-OF-MIND,
* McsEngl.Computational-theory-of-mind@cptCore522i,
_DEFINITION:
In philosophy, the computational theory of mind is the view that the human mind is best conceived as an information processing system and that thought is a form of computation. The theory was proposed in its modern form by Hilary Putnam in 1961 and developed by Jerry Fodor in the 60s and 70s.[1] This view is common in modern cognitive psychology and is presumed by theorists of evolutionary psychology.
The computational theory of mind is a philosophical concept that the mind functions as a computer or symbol manipulator. The theory is that the mind computes input from the natural world to create outputs in the form of further mental or physical states. A computation is the process of taking input and following a step by step algorithm to get a specific output. The computational theory of mind claims that there are certain aspects of the mind that follow step by step processes to compute representations of the world, however this theory does not claim that computation is sufficient for thought.
The computational theory of mind requires representation because 'input' into a computation comes in the form of symbols or representations of other objects. A computer cannot compute an actual object, it must interpret and represent the object in some form and then compute the representation. The computational theory of mind is related to the representational theory of mind in that they both require that mental states are representations. However the two theories differ in that the representational theory claims that all mental states are representations while the computational theory leaves open that certain mental states, such as pain or depression, may not be representational and therefore may not be suitable for a computational treatment. These non-representational mental states are known as qualia. The computational theory of mind is also related to the language of thought. The language of thought theory allows the mind to process more complex representations with the help of semantics. (See below in semantics of mental states).
"Computer metaphor"
Computational theory of mind is not the same as the computer metaphor, according to which the mind literally works like a computer.[2] Computational theory just uses some of the same principles as those found in digital computing.[2]
'Computer' is not meant to mean a modern day electronic computer. Rather a computer is a symbol manipulator that follows step by step functions to compute input and form output. Alan Turing describes this type of computer in his concept of a Turing Machine.
[http://en.wikipedia.org/wiki/Computational_theory_of_mind]
name::
* McsEngl.computation'COMPUTATIONAL-THINKING,
* McsEngl.computational-thinking@cptCore522i,
Computational thinking builds on the power and limits of computing processes, whether they are executed by a human or by a machine. Computational methods and models give us the courage to solve problems and design systems that no one of us would be capable of tackling alone. Computational thinking confronts the riddle of machine intelligence: What can humans do better than computers? and What can computers do better than humans? Most fundamentally it addresses the question: What is computable? Today, we know only parts of the answers to such questions.
Computational thinking is a fundamental skill for everyone, not just for computer scientists. To reading, writing, and arithmetic, we should add computational thinking to every child’s analytical ability. Just as the printing press facilitated the spread of the three Rs, what is appropriately incestuous about this vision is that computing and computers facilitate the spread of computational thinking.
[http://www.cs.cmu.edu/afs/cs/usr/wing/www/publications/Wing06.pdf]
name::
* McsEngl.computation'COMPUTE,
* McsEngl.verb:-compute@cptCore522i,
name::
* McsEngl.computation'COMPUTING,
* McsEngl.gerund:-computing@cptCore522i,
Definitions
The term computing has sometimes been narrowly defined, as in a 1989 ACM report on Computing as a Discipline[2]:
The discipline of computing is the systematic study of algorithmic processes that describe and transform information: their theory, analysis, design, efficiency, implementation, and application. The fundamental question underlying all computing is 'What can be (efficiently) automated?'
Computing Curricula 2005[1] also recognizes that the meaning of computing depends on the context:
Computing also has other meanings that are more specific, based on the context in which the term is used. For example, an information systems specialist will view computing somewhat differently from a software engineer. Regardless of the context, doing computing well can be complicated and difficult. Because society needs people to do computing well, we must think of computing not only as a profession but also as a discipline.
The term computing is also synonymous with counting and calculating. In earlier times it was used in reference to mechanical computing machines.
A computer is a electronic deveice that perfors certain arithmatic and logical operations wihtout any errors.
[http://en.wikipedia.org/wiki/Computing]
name::
* McsEngl.computation'EVOLUTIONARY-COMPUTATION,
* McsEngl.evolutionary-computation@cptCore522i,
_DEFINITION:
In computer science evolutionary computation is a subfield of artificial intelligence (more particularly computational intelligence) that involves combinatorial optimization problems.
Evolutionary computation uses iterative progress, such as growth or development in a population. This population is then selected in a guided random search using parallel processing to achieve the desired end. Such processes are often inspired by biological mechanisms of evolution.
[http://en.wikipedia.org/wiki/Evolutionary_computation] 2009-01-06
name::
* McsEngl.computation'INFORMATION-AND-COMPUTATION,
* McsEngl.information-and-computation-journal@cptCore522i,
Information and Computation
An International Journal
Information and Computation welcomes original papers in all areas of theoretical Computer Science and computational applications of Information Theory. Survey articles of exceptional quality will also be considered. Particularly welcome are papers contributing new results in active theoretical areas such as
* Biological computation and computational biology
* Computational complexity
* Computer theorem-proving
* Concurrency and distributed process theory
* Cryptographic theory
* Data base theory
* Decision problems in Logic
* Design and analysis of algorithms
* Discrete optimization and mathematical programming
* Inductive inference and learning theory
* Logic & constraint programming
* Program verification & model checking
* Probabilistic & Quantum computation
* Semantics of programming languages
* Symbolic computation, lambda calculus and rewriting systems
* Types and typechecking
[http://iandc.csail.mit.edu/]
name::
* McsEngl.computation'INTEREST-COMPUTATION,
* McsEngl.interest-computation@cptCore522i,
name::
* McsEngl.computation'INTERVAL-COMPUTATION,
* McsEngl.interval-computation@cptCore522i,
A Brief History of Interval Computations
* It started here, in the US.
o The main ideas of Interval Computations appeared in the USA, in the Ph.D. Dissertation of R. E. Moore that was defended at Stanford in 1962. The first application of interval computation was presented by R. E. Moore in 1959. The first monograph, also by R. E. Moore, appeared in the USA in 1966.
* Moved to Europe.
o Later, the center of interval computations moved to Europe, mainly to Germany. One of the reasons was that in the US, manufacturers were, in average, less cost-conscious, and they were thus less worried about inaccuracy of sensors: ``if a sensor is not good enough, let's spend some more money and buy a better one''. The main users of this techniques were scientists, for whom this solution did not work, because they were working at the cutting edge of accuracy, and they were already using the best possible sensors to measure their micro-quantities.
o As a result, Interval Computations is not widely known in the US, while in Germany, it is a part of the standard qualifying exam for several areas of Numerical Mathematics. Germany was the place where the first specialized journal appeared. Germany still hosts regular conferences in interval computations.
* A recent outburst of activity
o Recently, there has been an outburst of activity in the USA and internationally, related to Interval Computations:
+ A new international journal Interval Computation has been launched in 1991 (starting from 1995, it is issued under the new title Reliable Computing).
+ In 1993, a well-represented International Conference on Interval Computations was held in Lafayette, LA.
+ In 1995, an International Workshop on Applications of Interval Computations was held in El Paso, Texas.
[http://www.cs.utep.edu/interval-comp/applications.html]
Interval-valued computation is a special kind of theoretical models for computation. It is capable of working on “interval-valued bytes”: special subsets of the unit interval. If such computers were realized, their computation power would be much greater than that of functioning, "implementable" computers. As such, there are no architectures for their physical implementations.
Only special subsets of the unit interval are considered, the restrictions are of finite nature, causing that the computation power of this paradigm fits into the framework of Church-Turing thesis:[1] unlike real computation, interval-valued computation is not capable of hypercomputation, is not corresponding to an unrestricted ideal analog computer.
Such a model of computation is capable of solving NP-complete problems like tripartite matching.[2] “The validity problem of quantified propositional formulae is decidable by a linear interval-valued computation. As a consequence, all polynomial space problems are decidable by a polynomial interval-valued computation. Furthermore, it is proven that PSPACE coincides with the class of languages which are decidable by a restricted polynomial interval-valued computation” (links added).[3]
[http://en.wikipedia.org/wiki/Interval-valued_computation]
name::
* McsEngl.computation'JOURNAL-OF-LOGIC-AND-COMPUTATION,
* McsEngl.Journal-of-Logic-and-Computation@cptCore522i,
Logic has found application in virtually all aspects of Information Technology, from software engineering and hardware to programming and artificial intelligence. Indeed, logic, artificial intelligence and theoretical computing are influencing each other to the extent that a new interdisciplinary area of Logic and Computation is emerging.
The Journal of Logic and Computation aims to promote the growth of logic and computing, including, among others, the following areas of interest: Logical Systems, such as classical and non-classical logic, constructive logic, categorical logic, modal logic, type theory, feasible maths.... Logical issues in logic programming, knowledge-based systems and automated reasoning; logical issues in knowledge representation, such as non-monotonic reasoning and systems of knowledge and belief; logics and semantics of programming; specification and verification of programs and systems; applications of logic in hardware and VLSI, natural language, cincurrent computation, planning, and databases. The bulk of the content is technical scientific papers, although letters, reviews, and discussions, as well as relevant conference reviews, are included.
[http://www.oxfordjournals.org/our_journals/logcom/about.html]
name::
* McsEngl.computation'MATHEMATICS-OF-COMPUTATION,
* McsEngl.mathematics-of-computation-journal@cptCore522i,
Journal overview: This journal is devoted to research articles of the highest quality in computational mathematics. Areas covered include numerical analysis, computational discrete mathematics, including number theory, algebra and combinatorics, and related fields such as stochastic numerical methods. Articles must be of significant computational interest and contain original and substantial mathematical analysis or development of computational methodology. Reviews of books in areas related to computational mathematics are also included.
[http://www.ams.org/mcom/aboutmcom.html]
name::
* McsEngl.computation'NEURAL-COMPUTATION,
* McsEngl.neural-computation-journal@cptCore522i,
Neural Computation disseminates important, multidisciplinary research results and reviews of research areas in neural computation-a field that attracts psychologists, physicists, computer scientists, neuroscientists, and artificial intelligence investigators, among others. For researchers looking at the twin scientific and engineering challenges of understanding the brain and building computers, it highlights common problems and techniques in modeling the brain, and the design and construction of neurally inspired information processing systems. Timely, short communications, full-length research articles, and reviews focus on important advances and also cover the broad range of inquisition into neural computation.
[http://neco.mitpress.org/misc/about.shtml]
name::
* McsEngl.computation'PANCOMPUTATIONALISM,
* McsEngl.pancomputationalism@cptCore522i,
Pancomputationalism (Pan-computationalism, Naturalist computationalism) is a view that the universe is a huge computational machine or rather a network of computational processes which following fundamental physical laws compute (dynamically develop) its own next state from the current one.
In this approach the stuff of the universe is:
* Essentially informational
* Essentially digital
* Both digital and analog – depending on the level of abstraction
[http://en.wikipedia.org/wiki/Pancomputationalism] 2009-01-06
name::
* McsEngl.computation'PARALLEL-COMPUTATION,
* McsEngl.parallel-computation@cptCore522i,
name::
* McsEngl.computation'QUANTUM-COMPUTATION,
* McsEngl.quantum-computation@cptCore522i,
_DEFINITION:
A quantum computer is a device for computation that makes direct use of quantum mechanical phenomena, such as superposition and entanglement, to perform operations on data. The basic principle behind quantum computation is that quantum properties can be used to represent data and perform operations on these data.[1]
Although quantum computing is still in its infancy, experiments have been carried out in which quantum computational operations were executed on a very small number of qubits (quantum binary digits). Both practical and theoretical research continues with interest, and many national government and military funding agencies support quantum computing research to develop quantum computers for both civilian and national security purposes, such as cryptanalysis.[2]
[http://en.wikipedia.org/wiki/Quantum_computation] 2009-01-06
Shor, P. W., Algorithms for quantum computation: Discrete logarithms and factoring, in Proceedings of the 35th Annual Symposium on Foundations of Computer Science, IEEE Computer Society Press (1994).
5. Nielsen, M., "Quantum Computing," (unpublished notes) (1999).
10. D. Deutsch, A. Ekert, "Quantum Computation," Physics World, March (1998).
[http://www.cs.caltech.edu/~westside/quantum-intro.html] 2009-01-06
name::
* McsEngl.computation'REAL-COMPUTATION,
* McsEngl.real-computation@cptCore522i,
In computability theory, the theory of real computation deals with hypothetical computing machines using infinite-precision real numbers. They are given this name because they operate on the set of real numbers. Within this theory, it is possible to prove interesting statements such as "the complement of the Mandelbrot set is only partially decidable". For other such powerful machines, see the article Hypercomputation.
These hypothetical computing machines can be viewed as idealised analog computers which operate on real numbers and are differential, whereas digital computers are limited to computable numbers and are algebraic. Depending on the model chosen, this may enable real computers to solve problems that are inextricable on digital computers (for example, Hava Siegelmann's neural nets can have noncomputable real weights, making them able to compute nonrecursive languages), or vice versa (Claude Shannon's idealized analog computer can only solve algebraic differential equations, while a digital computer can solve some transcendental equations as well).
A canonical model of computation over the reals is Blum-Shub-Smale machine (BSS).
[http://en.wikipedia.org/wiki/Real_computation]
name::
* McsEngl.computation'REVERSIBLE-COMPUTATION,
* McsEngl.reversible-computation@cptCore522i,
Reversible computing includes any computational process that is (at least to some close approximation) reversible, i.e., time-invertible, meaning that a time-reversed version of the process could exist within the same general dynamical framework as the original process. For example, within the context of deterministic dynamical frameworks, a necessary condition for reversibility is that the transition function mapping states to their successors at a given later time should be one-to-one.
[http://en.wikipedia.org/wiki/Reversible_computation] 2009-01-06
name::
* McsEngl.computation'SALARY-COMPUTATION,
* McsEngl.salary-computation@cptCore522i,
name::
* McsEngl.computation'SYMBOLIC-COMPUTATION-GROUP,
* McsEngl.symbolic-computation-group@cptCore522i,
Some of the Symbolic Computation Group's main research interests include:
* Symbolic Integration.
* Exact and symbolic linear algebra.
* Hybrid symbolic-numeric computing.
* Finding closed-form solutions for ordinary differential equations.
* Pen-based mathematics.
* Algebraic manipulation of differential and Ore operators.
* Rational approximation algorithms.
* Sparse polynomials and matrices.
* Complexity of algebraic computations.
[http://www.scg.uwaterloo.ca/] 2009-01-06
name::
* McsEngl.computation'TAX-COMPUTATION,
* McsEngl.tax-computation@cptCore522i,
name::
* McsEngl.computation'WIKIPEDIA,
* McsEngl.computational-process@cptCore522i,
Computation is a general term for any type of information processing. This includes phenomena ranging from human thinking to calculations with a more narrow meaning. Computation is a process following a well-defined model that is understood and can be expressed in an algorithm, protocol, network topology, etc.
[http://en.wikipedia.org/wiki/Computation] 2009-01-06
===
Computation is any type of calculation[1] or the use of computer technology in Information processing.[2][3] Computation is a process following a well-defined model understood and expressed in an algorithm, protocol, network topology, etc. Computation is also a major subject matter of computer science: it investigates what can or cannot be done in a computational manner.
[http://en.wikipedia.org/wiki/Computation] {2012-04-26}
name::
* McsEngl.computation'WIKTIONARY,
Noun
computation (plural computations)
1. The act or process of computing; calculation; reckoning.
2. The result of computation; the amount computed.
[http://en.wiktionary.org/wiki/computation] 2009-01-06
name::
* McsEngl.computation'WORDNET,
Noun
* S: (n) calculation, computation, computing (the procedure of calculating; determining something by mathematical or logical methods)
* S: (n) calculation, computation, figuring, reckoning (problem solving that involves numbers or quantities)
[http://wordnetweb.princeton.edu/perl/webwn?s=computation&sub=Search+WordNet&o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&h=] 2009-01-06
name::
* McsEngl.computation'YourDictionary,
computation Definition
com·pu·ta·tion (ka"m?pyo??o? ta-?s?h?n)
noun
1. the act of computing; calculation
2. a method of computing
3. a result obtained in computing; computed amount
Etymology: ME computacioun < L computatio
Related Forms:
* computational com?·pu·ta?·tional adjective
computation Synonyms
computation
n.
1. A computing
calculation, counting, data processing, reckoning; see calculation 1, estimate 1, guess.
2. Result of computing
total, sum, figure; see estimate 1, guess, number.
computation Usage Examples
Preposition: of
* profit: The starting point for the computation of taxable profits is the entity's accounting profit.
* probability: Eye movements reveal the on-line computation of the lexical probabilities during reading.
* integral: For the computation of these three integrals, a lot of methods are available in the literature.
Converse of object
* transcend: Speaking of Owen Barfield's work; see chapter 23, " Can We Transcend Computation?
* restart: This is often not the case, and we need to consider restarting the computation in a controlled fashion.
* perform: Show how high level programs are executed in hardware, by performing simple computations at various levels in the machine.
* distribute: Perhaps we could look for the pattern of communications that would be required to collect the data from the distributed computation.
* simplify: One possibility is to assume isotropic sky conditions at all times and so simplify computation since diffuse radiation is then independent of direction.
* inspire: AIS is very much an emerging area of biologically inspired computation.
Adjective modifier
* evolutionary: In, Proceedings of the IEEE congress on evolutionary computation.
* numerical: They all require a certain amount of numerical computation.
* neural: It is not my intention to turn you into experts in neural computation - that is not possible in the time we have available.
* non-classical: Non-classical computation encompasses many different approach to tackle some or all of these problems.
* symbolic: My tendency to get lost when trying to follow a mass of symbolic computations has long haunted me.
* algebraic: This usually requires large algebraic computations due to the geometrical quantities entering the field equations and equations of motion.
Noun used with modifier
* quantum: Their potential use in quantum computation is very exciting.
* hash: Once all the data to be updated has been updated, one of the digest methods should be called to complete the hash computation.
* tax: How do I get details of overseas exchange rates for use in tax computations?
* corporation: Sections 144 and 145 of the Act explain the implications of those terms for corporation tax computations.
* matrix: He is a numerical analyst who specializes in the development and analysis of algorithms in matrix computations.
[http://www.yourdictionary.com/computation] 2009-01-06
name::
* McsEngl.computation.SPECIFIC,
_SPECIFIC:
* Evolutionary Computation
* Interest Computation
* Interval Computation
* Neural Computation
* Parallel Computation
* Quantum Computation
* Reversible Computation
* Salary Computation
* Symbolic Computation
* Tax Computation
* Mathematics of Computation
* Theory of Computation
name::
* McsEngl.setCptNam.INVESTMENT,
* McsEngl.investment.setCptNam,
_DESCRIPTION:
Investment is time, energy, or matter spent in the hope of future benefits actualized within a specified date or time frame. Investment has different meanings in economics and finance.
In economics, investment is the accumulation of newly produced physical entities, such as factories, machinery, houses, and goods inventories.
In finance, investment is putting money into an asset with the expectation of capital appreciation, dividends, and/or interest earnings. This may or may not be backed by research and analysis. Most or all forms of investment involve some form of risk, such as investment in equities, property, and even fixed interest securities which are subject, among other things, to inflation risk. It is indispensable for project investors to identify and manage the risks related to the investment.
[http://en.wikipedia.org/wiki/Investment] {2015-01-09}
name::
* McsEngl.setCptNam.POWER,
* McsEngl.power.setCptNam,
power
1. ability to cause or prevent an action, make things happen; the discretion to act or not act. Opposite of disability, it differs from a right in that it has no accompanying duties.
1. Law: (1) An instrument transferring or vesting legal authorization. (2) The ability conferred on a person by law to determine and alter (by his or her own will) the rights, duties, liabilities, and other...
Learn more about this term
Usage Example
Any one of these stakeholders has the power to disrupt decisions or introduce new ideas to the company.
[BusinessDictionary.com term.of.the.day]
name::
* McsEngl.setCptNam.PREMIUM,
* McsEngl.premium,
_DESCRIPTION:
premium
1. General: Excess over apparent worth.
2. Banking: Fee charged for advancing a loan (see points).
3. Commerce: Merchandise offered free or at reduced price to make a combined offer (see bundling) more attractive to the customer.
4. Mutual funds: Closed-end mutual fund's market price above its net asset value.
5. Securities: Amount by which a security is selling at above its par value.
Learn more about this term
Usage Example
If you really desire premium commentary, you may have to pay for a subscription at sites like Wall Street Journal Online.
[BusinessDictionary.com, 2014-12-13]
name::
* McsEngl.setCptNam.PROOF,
* McsEngl.conceptCore443,
* McsEngl.proof'view@cptCore443,
* McsEngl.view-on-proof@cptCore443#,
* McsEngl.proof'senseset@cptCore443,
* McsEngl.setConceptName.proof, {2012-04-29}
Noun
* S: (n) proof, cogent evidence (any factual evidence that helps to establish the truth of something) "if you have any proof for what you say, now is the time to produce it"
* S: (n) proof (a formal series of statements showing that if one thing is true something else necessarily follows from it)
* S: (n) proof (a measure of alcoholic strength expressed as an integer twice the percentage of alcohol present (by volume))
* S: (n) proof, test copy, trial impression ((printing) an impression made to check for errors)
* S: (n) proof (a trial photographic print from a negative)
* S: (n) validation, proof, substantiation (the act of validating; finding or testing the truth of something)
Verb
* S: (v) proof (make or take a proof of, such as a photographic negative, an etching, or typeset)
* S: (v) proof (knead to reach proper lightness) "proof dough"
* S: (v) proofread, proof (read for errors) "I should proofread my manuscripts"
* S: (v) proof (activate by mixing with water and sometimes sugar or milk) "proof yeast"
* S: (v) proof (make resistant (to harm)) "proof the materials against shrinking in the dryer"
Adjective
* S: (adj) proof ((used in combination or as a suffix) able to withstand) "temptation-proof"; "childproof locks"
[wn, 2007-11-19]
name::
* McsEngl.proof'SELF-EVIDENCE,
In epistemology (theory of knowledge), a self-evident proposition is one that is known to be true by understanding its meaning without proof.
Some epistemologists deny that any proposition can be self-evident. For most others, the belief that oneself is conscious is offered as an example of self-evidence. However, one's belief that someone else is conscious is not epistemically self-evident.
The following metaphysical propositions are often said to be self-evident:
* A finite whole is greater than any of its parts.
* It is impossible for the something to be and not be at the same time in the same manner.
Certain forms of argument from self-evidence are considered fallacious or abusive in debate. For example, if a proposition is claimed to be self-evident, it is an argumentative fallacy to assert that disagreement with the proposition indicates misunderstanding of it.
[http://en.wikipedia.org/wiki/Self-evidence]
name::
* McsEngl.proof'PRIMITIVE-NOTION,
In mathematics, a primitive notion is a concept not defined in terms of previously defined concepts, but only motivated informally, usually by an appeal to intuition and everyday experience. For example in naive set theory, the notion of an empty set is primitive. (That it exists is an implicit axiom.) For a more formal discussion of the foundations of mathematics see the axiomatic set theory article. In an axiomatic theory or formal system, the role of a primitive notion is analogous to that of axiom. In axiomatic theories, the primitive notions are sometimes said to be "defined" by the axioms, but this can be misleading.
[http://en.wikipedia.org/wiki/Primitive_notion]
name::
* McsEngl.setCptNam.REFERENCE,
* McsEngl.reference-setCptNam,
name::
* McsEngl.cpt.reference.human,
_DESCRIPTION:
reference
An individual that serves as the point of contact for employers seeking to verify or ask questions about a potential employee's background, work experience, or work ethic. An applicant may provide both professional and personal references to a potential employer.
USAGE EXAMPLE
I'm going to use my buddy Chris as a reference because he knows how reliable I am when I'm at work.
[http://www.businessdictionary.com/definition/reference.html]
name::
* McsEngl.setCptNam.TRUTH,
* McsEngl.conceptCore532,
* McsEngl.truth'view@cptCore532, {2008-01-03}
* McsEngl.view-on-truth@cptCore532,
* McsEngl.setConceptName.truth, {2012-04-29}
* McsEngl.truth'senseset@cptCore532,
The meaning of the word truth extends from honesty, good faith, and sincerity in general, to agreement with fact or reality in particular.[1] The term has no single definition about which the majority of professional philosophers and scholars agree. Various theories of truth continue to be debated. There are differing claims on such questions as what constitutes truth; how to define and identify truth; the roles that revealed and acquired knowledge play; and whether truth is subjective, relative, objective, or absolute. This article introduces the various perspectives and claims, both today and throughout history.
[http://en.wikipedia.org/wiki/Truth]
Noun
* S: (n) truth (a fact that has been verified) "at last he knew the truth"; "the truth is that he didn't want to do it"
* S: (n) truth, the true, verity, trueness (conformity to reality or actuality) "they debated the truth of the proposition"; "the situation brought home to us the blunt truth of the military threat"; "he was famous for the truth of his portraits"; "he turned to religion in his search for eternal verities"
* S: (n) truth, true statement (a true statement) "he told the truth"; "he thought of answering with the truth but he knew they wouldn't believe it"
* S: (n) accuracy, truth (the quality of being near to the true value) "he was beginning to doubt the accuracy of his compass"; "the lawyer questioned the truth of my account"
* S: (n) Truth, Sojourner Truth (United States abolitionist and feminist who was freed from slavery and became a leading advocate of the abolition of slavery and for the rights of women (1797-1883))
[wn, 2007-11-19]
ΑΠΟΨΕΙΣ ΓΙΑ ΤΗΝ ΑΛΗΘΕΙΑ ονομάζω ΑΠΟΨΕΙΣ#cptCore505.a# σχετικές με την 'αληθεια'.
[hmnSngo.1995.04_nikos]
name::
* McsEngl.truth'THEORY,
* McsEngl.conceptCore532.1,
* McsEngl.theory-of-truth@cptCore532.1,
* McsEngl.truth'theory@cptCore532.1,
The three most widely accepted contemporary theories of truth are
[i] the Correspondence Theory;
[ii] the Semantic Theory of Tarski and Davidson; and
[iii] the Deflationary Theory of Frege and Ramsey.
The competing theories are
[iv] the Coherence Theory, and
[v] the Pragmatic Theory.
These five theories will be examined after addressing the following question.
[http://www.utm.edu/research/iep/t/truth.htm] 2007-10-15
name::
* McsEngl.alethiology@cptCore532i,
* McsEngl.alethology@cptCore532i,
Alethiology (or Alethology) literally means 'the study of truth', but can more accurately be translated as 'the study of the nature of truth'. It could be argued that this is synonymous with epistemology, the study of knowledge, and that dividing the two is mere semantics, but there is a distinction between the two. Epistemology is the study of knowledge and its acquisition. Alethiology is specifically concerned with the nature of truth, which is only one of the areas studied by epistemologists.
The term 'alethiology' is rare. The ten volume Routledge Encyclopedia of Philosophy mentions it only once, in the article 'Lambert, Johann Heinrich (1728-77)':
Part Two of the Neues Organon is the ‘Alethiology or Doctrine of Truth’. Lambert’s key concern here is with the nature and function of the simple concepts that serve as the building blocks for the logical construction of true propositions.'[1]
The Encyclop?dia Britannica Eleventh Edition describes the discipline as "…an uncommon expression for the doctrine of truth, used by Sir William Hamilton in his philosophic writings when treating of the rules for the discrimination of truth and error."[2]
[http://en.wikipedia.org/wiki/Alethiology]
Alethiology (or Alethology) literally means 'the study of truth', but can more accurately be translated as 'the study of the nature of truth'. It could be argued that this is synonymous with epistemology, the study of knowledge, and that dividing the two is mere semantics, but there is a definite distinction between the two. Epistemology is the study of knowledge and its acquisition. Alethiology is more specifically concerned with the nature of truth. What is truth, rather than what facts are true or how they become known.
[http://en.wikipedia.org/wiki/Alethiology]
name::
* McsEngl.correspondence'theory-of-truth@cptCore532i,
* McsEngl.truth'in'correspondence'theory@cptCore532i,
_DEFINITION:
Historically, the most popular theory of truth was the Correspondence Theory. First proposed in a vague form by Plato and by Aristotle in his Metaphysics, this realist theory says truth is what propositions have by corresponding to a way the world is. The theory says that a proposition is true provided there exists a fact corresponding to it. In other words, for any proposition p,
p is true if and only if p corresponds to a fact.
[http://www.utm.edu/research/iep/t/truth.htm]
name::
* McsEngl.semantic'theory-of-truth@cptCore532,
_DEFINITION:
The Semantic Theory is the successor to the Correspondence Theory. It seeks to preserve the core concept of that earlier theory but without the problematic conceptual baggage.
For an illustration of the theory, consider the German sentence "Schnee is weiss" which means that snow is white. Tarski asks for the truth-conditions of the proposition expressed by that sentence: "Under what conditions is that proposition true?" Put another way: "How shall we complete the following in English: 'The proposition expressed by the German sentence "Schnee is weiss" is true ...'?" His answer:
T: The proposition expressed by the German sentence "Schnee ist weiss" is true if and only if snow is white.
[http://www.utm.edu/research/iep/t/truth.htm]
name::
* McsEngl.coherence'theory-of-truth@cptCore532,
The Correspondence Theory and the Semantic Theory account for the truth of a proposition as arising out of a relationship between that proposition and features or events in the world. Coherence Theories (of which there are a number), in contrast, account for the truth of a proposition as arising out of a relationship between that proposition and other propositions.
Coherence Theories are valuable because they help to reveal how we arrive at our truth claims, our knowledge. We continually work at fitting our beliefs together into a coherent system. For example, when a drunk driver says, "There are pink elephants dancing on the highway in front of us", we assess whether his assertion is true by considering what other beliefs we have already accepted as true, namely,
# Elephants are gray.
# This locale is not the habitat of elephants.
# There is neither a zoo nor a circus anywhere nearby.
# Severely intoxicated persons have been known to experience hallucinations.
But perhaps the most important reason for rejecting the drunk's claim is this:
# Everyone else in the area claims not to see any pink elephants.
In short, the drunk's claim fails to cohere with a great many other claims that we believe and have good reason not to abandon. We, then, reject the drunk's claim as being false (and take away the car keys).
[http://www.utm.edu/research/iep/t/truth.htm]
* Coherence theory of truth
There is no single coherence theory of truth, but rather an assortment of perspectives that are commonly collected under this title. In general, coherence theory sees truth as coherence with some specified set of sentences, propositions or beliefs. A pervasive tenet is the idea that truth is primarily a property of whole systems of propositions and can be ascribed to individual propositions only derivatively according to their coherence with the whole. Where theorists differ is mainly on the question of whether coherence entails many possible true systems of thought or only a single absolute system. In general, then, truth requires a proper fit of elements within the whole system. Very often, though, coherence is taken to imply something more than simple logical consistency. For example, the completeness and comprehensiveness of the underlying set of concepts is considered to be critical factor in judging its utility and validity.
According to one view, the coherence theory of truth is the "theory of knowledge which maintains that truth is a property primarily applicable to any extensive body of consistent propositions, and derivatively applicable to any one proposition in such a system by virtue of its part in the system" (Benjamin 1962). Ideas like this are a part of the philosophical perspective known as theoretical holism (Quine & Ullian 1978). However, coherence theories of truth do not claim merely that coherence and consistency are important features of a theoretical system - they claim that these properties are sufficient to its truth.
According to another version of coherence theory, championed especially by H.H. Joachim, truth is a systematic coherence that involves more than logical consistency. In this view, a proposition is true to the extent that it is a necessary constituent of a systematically coherent whole. Others of this school of thought, for example, Brand Blanshard, hold that this whole must be so interdependent that every element in it necessitates, and even entails, every other element. Exponents of this view infer that the most complete truth is a property solely of a unique coherent system, called the absolute, and that humanly knowable propositions and systems have a degree of truth that is proportionate to how fully they approximate this ideal. (Baylis 1962).
Some versions of coherence theory have been claimed to characterize the essential and intrinsic properties of formal systems in logic and mathematics.[1] A claim like this needs to be qualified by the observation that formal reasoners are content to contemplate axiomatically independent but mutually contradictory systems side by side, for example, the various alternative geometries. On the whole, coherence theories have been criticized as lacking justification in their application to other areas of truth, especially with respect to assertions about the natural world, empirical data in general, assertions about practical matters of psychology and society, especially when used without support from the other major theories of truth.[2]
Coherence theories distinguish the thought of continental rationalist philosophers, especially Spinoza, Leibniz, and G.W.F. Hegel, along with the British philosopher F.H. Bradley.[3] They have found a resurgence also among several proponents of logical positivism, notably Otto Neurath and Carl Hempel.
Perhaps the best-known objection to a coherence theory of truth is Bertrand Russell's. Russell maintained that since both a belief and its negation will, individually, cohere with at least one set of beliefs, this means that contradictory beliefs can be shown to be true according to coherence theory, and therefore that the theory cannot work. However, what most coherence theorists are concerned with is not all possible beliefs, but the set of beliefs that people actually hold. The main problem for a coherence theory of truth, then, is how to specify just this particular set, given that the truth of which beliefs are actually held can only be determined by means of coherence.
[http://en.wikipedia.org/wiki/Coherence_%28cognitive_science%29]
EVOLUTEINO:
1906: The Nature of Truth:
Harold Henry Joachim (1868-05-28 - 1938-07-30[1]) was a British idealist philosopher. He was a disciple of Francis Herbert Bradley, and is now identified with the movement British Idealism, in its later days. Joachim is generally credited with the definitive formulation of the coherence theory of truth, in The Nature of Truth (1906).
[http://en.wikipedia.org/wiki/H.H._Joachim]
name::
* McsEngl.pragmatic'theory-of-truth@cptCore532,
* McsEngl.truth'in'pragmatism@cptCore532i,
_DEFINITION:
A Pragmatic Theory of Truth holds (roughly) that a proposition is true if it is useful to believe. Peirce and James were its principal advocates. Utility is the essential mark of truth. Beliefs that lead to the best "payoff", that are the best justification of our actions, that promote success, are truths, according to the pragmatists.
[http://www.utm.edu/research/iep/t/truth.htm]
name::
* McsEngl.deflationary-theory-of-truth@cptCore532,
_DEFINITION:
What all the theories of truth discussed so far have in common is the assumption that a proposition is true just in case the proposition has some property or other – correspondence with the facts, satisfaction, coherence, utility, etc. Deflationary theories deny this assumption.
[http://www.utm.edu/research/iep/t/truth.htm]
name::
* McsEngl.redundancy'theory-of-truth@cptCore532,
_DEFINITION:
The principal deflationary theory is the Redundancy Theory advocated by Frege, Ramsey, and Horwich. Frege expressed the idea this way:
It is worthy of notice that the sentence "I smell the scent of violets" has the same content as the sentence "It is true that I smell the scent of violets." So it seems, then, that nothing is added to the thought by my ascribing to it the property of truth. (Frege, 1918)
[http://www.utm.edu/research/iep/t/truth.htm]
name::
* McsEngl.performative'theory-of-truth@cptCore532,
The Performative Theory is a deflationary theory that is not a redundancy theory. It was advocated by Strawson who believed Tarski's Semantic Theory of Truth was basically mistaken.
The Performative Theory of Truth argues that ascribing truth to a proposition is not really characterizing the proposition itself, nor is it saying something redundant. Rather, it is telling us something about the speaker's intentions.
[http://www.utm.edu/research/iep/t/truth.htm]
name::
* McsEngl.prosentential'theory-of-truth@cptCore532,
_DEFINITION:
The Prosentential Theory of Truth suggests that the grammatical predicate "is true" does not function semantically or logically as a predicate. All uses of "is true" are prosentential uses. When someone asserts "It's true that it is snowing", the person is asking the hearer to consider the sentence "It is snowing" and is saying "That is true" where the remark "That is true" is a taken holistically as a prosentence, in analogy to a pronoun. A pronoun such as "she" is a substitute for the name of the person being referred to. Similarly, "That is true" is a substitute for the proposition being considered. Likewise, for the expression "it is true."
[http://www.utm.edu/research/iep/t/truth.htm]
name::
* McsElln.ΑΡΙΣΤΟΤΕΛΗΣ,
* McsEngl.truth'in'aristotle@cptCore532i,
"Η ΚΑΤΑΝΟΗΣΗ ΤΗΣ ΑΛΗΘΕΙΑΣ ΩΣ ΑΝΤΙΣΤΟΙΧΙΑΣ (ΑΡΧΗ ΤΗΣ ΑΝΤΙΣΤΟΙΧΙΑΣ) ΤΗΣ ΓΝΩΣΗΣ ΜΕ ΤΑ ΠΡΑΓΜΑΤΑ ΕΜΦΑΝΙΖΕΤΑΙ ΣΤΟΥΣ ΣΤΟΧΑΣΤΕΣ ΤΗΣ ΑΡΧΑΙΟΤΗΤΑΣ ΚΑΙ ΕΙΔΙΚΟΤΕΡΑ ΣΤΟΝ ΑΡΙΣΤΟΤΕΛΗ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α81#cptResource164#]
name::
* McsEngl.DIALECTICAL-MATERIALISM,
* McsEngl.truth'in'dialectical'materialism@cptCore532i,
Dialectics teaches that there is no ABSTRACT truth; that the truth is always concrete.
[Getmanova, Logic 1989, 347#cptResource19#]
name::
* McsEngl.truth'in'idealism@cptCore532i,
"ΣΤΑ ΙΔΕΑΛΙΣΤΙΚΑ ΣΥΣΤΗΜΑΤΑ Η ΑΛΗΘΕΙΑ ΝΟΕΙΤΑΙ
- ΕΙΤΕ ΩΣ ΑΙΩΝΙΑ ΑΝΑΛΛΟΙΩΤΗ ΚΑΙ ΑΠΟΛΥΤΗ ΙΔΙΟΤΗΤΑ ΤΩΝ ΙΔΕΑΤΩΝ ΑΝΤΙΚΕΙΜΕΝΩΝ (ΠΛΑΤΩΝ, ΑΥΓΟΥΣΤΙΝΟΣ)
- ΕΙΤΕ ΩΣ ΣΥΜΦΩΝΙΑ ΤΗΣ ΝΟΗΣΗΣ ΜΕ ΤΟΝ ΙΔΙΟ ΤΟΝ ΕΥΑΤΟ-ΤΗΣ (ΘΕΩΡΙΑ ΣΥΝΕΠΕΙΑΣ, ΣΥΝΑΦΕΙΑΣ) ΜΕ ΤΙΣ a priori ΜΟΡΦΕΣ-ΤΗΣ (ΚΑΝΤ).
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α81#cptResource164#]
_WHOLE:
* PROOF_SENSESET#cptCore443#
* EPISTEMOLOGY#cptCore385#
name::
* McsEngl.conceptCore564,
* McsEngl.method.ON-INFO-PROCESSING (algorithm),
* McsEngl.FvMcs.method.ON-INFO-PROCESSING (algorithm),
* McsEngl.algorithm,
* McsEngl.method.mental-processing,
* McsEngl.algorithm'view@cptCore564,
* McsEngl.view-on-algorithm@cptCore564,
* McsEngl.algo@cptCore564, {2012-08-15}
* McsEngl.information-processing-method@cptCore564,
====== lagoGreek:
* McsElln.ΑΛΓΟΡΙΘΜΟΣ@cptCore564,
name::
* McsEngl.algorithm'ETYMOLOGY,
Etymology
Al-Khwa-rizmi-, Persian astronomer and mathematician, wrote a treatise in Arabic in 825 AD, On Calculation with Hindu Numerals, which was translated into Latin in the 12th century as Algoritmi de numero Indorum,[1] which title was likely intended to mean "Algoritmi on the numbers of the Indians", where "Algoritmi" was the translator's rendition of the author's name; but people misunderstanding the title treated Algoritmi as a Latin plural and this led to the word "algorithm" (Latin algorismus) coming to mean "calculation method". The intrusive "th" is most likely due to a false cognate with the Greek αριθμος (arithmos) meaning "number".
[http://en.wikipedia.org/wiki/Algorithm]
Origin of the word
The word algorithm comes from the name of the 9th century Persian mathematician Abu Abdullah Muhammad ibn Musa al-Khwarizmi whose works introduced Indian numerals and algebraic concepts. He worked in Baghdad at the time when it was the centre of scientific studies and trade. The word algorism originally referred only to the rules of performing arithmetic using Arabic numerals but evolved via European Latin translation of al-Khwarizmi's name into algorithm by the 18th century. The word evolved to include all definite procedures for solving problems or performing tasks.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm'setConceptName,
* McsEngl.setCptNam.algorithm, {2012-04-29}
Noun
* S: (n) algorithm, algorithmic rule, algorithmic program (a precise rule (or set of rules) specifying how to solve some problem)
[wn, 2008-01-05]
In mathematics, computing, linguistics, and related disciplines, an algorithm is a definite list of well-defined instructions for completing a task; that given an initial state, will proceed through a well-defined series of successive states, eventually terminating in an end-state. The transition from one state to the next is not necessarily deterministic; some algorithms, known as probabilistic algorithms, incorporate randomness.
[http://en.wikipedia.org/wiki/Algorithm] 2008-01-05
In mathematics, computing, linguistics, and related disciplines, an algorithm is a finite list of well-defined instructions for accomplishing some task that, given an initial state, will terminate in a defined end-state.
[http://en.wikipedia.org/wiki/Algorithm]
Algorithm, in mathematics, method of solving a problem by repeatedly using a simpler computational method. A basic example is the process of long division in arithmetic. The term algorithm is now applied to many kinds of problem solving that employ a mechanical sequence of steps, as in setting up a computer program. The sequence may be displayed in the form of a flowchart in order to make it easier to follow.
As with algorithms used in arithmetic, algorithms for computers can range from the simple to the highly complex. In all cases, however, the task that the algorithm is to accomplish must be definable. The definition may involve mathematical or logic terms or a compilation of data or written instructions. In terms of ordinary computer usage, this means that algorithms must be programmable, even if the tasks themselves turn out to have no solution.
In computational devices with a built-in microcomputer logic, this logic is a form of algorithm. As computers increase in complexity, more and more software algorithms are taking the form of what is called hard software. That is, they are increasingly becoming part of the basic circuitry of computers or are easily attached adjuncts, as well as standing alone in special devices such as payroll machines. Many different applications algorithms are now available, and highly advanced systems such as artificial intelligence algorithms may become common in the future.
"Algorithm," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
ALGORITHM is the DATA-PROCESSING procedure we want a program to do.
[hmnSngo.2002-03-14_nikkas]
ΑΛΓΟΡΙΘΜΟΣ είναι μια πεπερασμένη σειρά ΕΝΕΡΓΕΙΩΝ, αυστηρά καθορισμένων και εκτελέσιμων σε πεπερασμένο χρόνο, που στοχεύουν στην επίλυση ενός προβλήματος.
[Βακάλη κα, Ανάπτυξη Εφαρμογών γ' λυκείου, 1999 α' έκδοση, 25]
An algorithm is a formal procedure that always produces a correct or optimal result. It applies a step-by-step procedure that guarantees a specific outcome or solves a specific problem.
It is a predetermined set of instructions for solving a specific mathematical problem in a finite number of steps.
Devising algorithms and proving their correctness is an important part of computer programming.
[SOURCE: PC-GLOSSARY 1993]
The word algorithm does not have a generally accepted definition. Researchers are actively working in formalizing this term.
[http://en.wikipedia.org/wiki/Algorithm_characterizations] 2007-08-25
Algorithm is A-METHOD of doing a-mental-process (= info-processing).
[hmnSngo.2016-03-19]
View on ALGORITHM term and on the konceptos denoted with this term.
[hmnSngo.2008-01-05_KasNik]
name::
* McsEngl.algorithm'CREATOR,
ALGORITHM-CONSTRUCTOR is the person/machine that creates an algorithm.
[hmnSngo.2001-02-16_nikkas]
name::
* McsEngl.algorithm'DEFINITENESS,
* McsEngl.definiteness-of-algorithm@cptCore564,
* McsElln.ΚΑΘΟΡΙΣΤΙΚΟΤΗΤΑ,
_DEFINITION:
* Knuth (1968, 1973) has given a list of five properties that are widely accepted as requirements for an algorithm:
1. Finiteness: "An algorithm must always terminate after a finite number of steps ... a very finite number, a reasonable number"
2. Definiteness: "Each step of an algorithm must be precisely defined; the actions to be carried out must be rigorously and unambiguously specified for each case"
3. Input: "...quantities which are given to it initially before the algorithm begins. These inputs are taken from specified sets of objects"
4. Output: "...quantities which have a specified relation to the inputs"
5. Effectiveness: "... all of the operations to be performed in the algorithm must be sufficiently basic that they can in principle be done exactly and in a finite length of time by a man using paper and pencil"
[http://en.wikipedia.org/wiki/Algorithm_characterizations] 2007-08-26
Οι εντολές ενός αλγορίθμου θα πρέπει να είναι επακριβώς και αυστηρώς καθορισμένες, έτσι που η εκτέλεσή τους να γίνεται χωρίς καμια ΑΜΦΙΒΟΛΙΑ και να μην απαιτούνται πρόσθετες επεξηγήσεις.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 56]
name::
* McsEngl.algorithm'EFFECTIVENESS,
* McsEngl.effectiveness-of-algorithm@cptCore564,
* McsElln.ΑΠΟΤΕΛΕΣΜΑΤΙΚΟΤΗΤΑ,
_DEFINITION:
* Knuth (1968, 1973) has given a list of five properties that are widely accepted as requirements for an algorithm:
1. Finiteness: "An algorithm must always terminate after a finite number of steps ... a very finite number, a reasonable number"
2. Definiteness: "Each step of an algorithm must be precisely defined; the actions to be carried out must be rigorously and unambiguously specified for each case"
3. Input: "...quantities which are given to it initially before the algorithm begins. These inputs are taken from specified sets of objects"
4. Output: "...quantities which have a specified relation to the inputs"
5. Effectiveness: "... all of the operations to be performed in the algorithm must be sufficiently basic that they can in principle be done exactly and in a finite length of time by a man using paper and pencil"
[http://en.wikipedia.org/wiki/Algorithm_characterizations] 2007-08-26
Κάθε εντολή πρέπει να είναι διατυπωμένη απλά και κατανοητά, ώστε να μπορεί να εκτελεστεί επακριβώς και σε πεπερασμένο μήκος χρόνου.
Το να αποφασίσουμε κατά πόσο μια ακολουθία εντολών αποτελεί αλγόριθμο ΔΕΝ είναι πάντα εύκολο, ανήκει δε στο ερευνητικό πεδίο της θεωρίας υπολογισμών, που ανήκει στην επιστήμη των Μαθηματικών.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 56]
name::
* McsEngl.algorithm'EXECUTOR,
* McsElln.ΕΚΤΕΛΕΣΤΗΣ,
ΟΡΙΣΜΟΣ:
ΕΚΤΕΛΕΣΤΗΣ ΑΛΓΟΡΙΘΜΟΥ ονομάζεται ΕΚΕΙΝΟΣ που πρόκειται να εκτελέσει έναν αλγόριθμο. Κάθε εκτελεστής καταλαβαίνει συγκεκριμένο σύνολο εντολών, που ονομάζεται ΣΥΣΤΗΜΑ ΕΝΤΟΛΩΝ του εκτελεστή.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 54]
name::
* McsEngl.algorithm'FINITENESS,
* McsEngl.finiteness-of-algorithm@cptCore564,
* McsElln.ΠΕΡΑΤΟΤΗΤΑ,
_DEFINITION:
* Knuth (1968, 1973) has given a list of five properties that are widely accepted as requirements for an algorithm:
1. Finiteness: "An algorithm must always terminate after a finite number of steps ... a very finite number, a reasonable number"
2. Definiteness: "Each step of an algorithm must be precisely defined; the actions to be carried out must be rigorously and unambiguously specified for each case"
3. Input: "...quantities which are given to it initially before the algorithm begins. These inputs are taken from specified sets of objects"
4. Output: "...quantities which have a specified relation to the inputs"
5. Effectiveness: "... all of the operations to be performed in the algorithm must be sufficiently basic that they can in principle be done exactly and in a finite length of time by a man using paper and pencil"
[http://en.wikipedia.org/wiki/Algorithm_characterizations] 2007-08-26
Κάθε αλγόριθμος πρέπει να προσδιορίζει τη λύση ενός προβλήματος με την εκτέλεση ΠΕΠΕΡΑΣΜΕΝΟΥ αριθμού εντολών σε πεπερασμένο χρόνο.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 56]
name::
* McsEngl.algorithm'FORMALIZATION,
A partial formalization of the concept began with attempts to solve the Entscheidungsproblem (the "decision problem") that David Hilbert posed in 1928. Subsequent formalizations were framed as attempts to define "effective calculability" (cf Kleene 1943:274) or "effective method" (cf Rosser 1939:225); those formalizations included the Go"del-Herbrand-Kleene recursive functions of 1930, 1934 and 1935, Alonzo Church's lambda calculus of 1936, Emil Post's "Formulation I" of 1936, and Alan Turing's Turing machines of 1936-7 and 1939.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm'IMPLEMENTATION,
Implementation
Most algorithms are intended to be implemented as computer programs. However, algorithms are also implemented by other means, such as in a biological neural network (for example, the human brain implementing arithmetic or an insect looking for food), in an electrical circuit, or in a mechanical device.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm'INPUT,
* McsEngl.input-of-algorithm@cptCore564,
_DEFINITION:
* Knuth (1968, 1973) has given a list of five properties that are widely accepted as requirements for an algorithm:
1. Finiteness: "An algorithm must always terminate after a finite number of steps ... a very finite number, a reasonable number"
2. Definiteness: "Each step of an algorithm must be precisely defined; the actions to be carried out must be rigorously and unambiguously specified for each case"
3. Input: "...quantities which are given to it initially before the algorithm begins. These inputs are taken from specified sets of objects"
4. Output: "...quantities which have a specified relation to the inputs"
5. Effectiveness: "... all of the operations to be performed in the algorithm must be sufficiently basic that they can in principle be done exactly and in a finite length of time by a man using paper and pencil"
[http://en.wikipedia.org/wiki/Algorithm_characterizations] 2007-08-26
INPUT OF AN ALGORITHM is the entities the user gives to algorith. In a computer-algorithm the uses gives information.
[hmnSngo.2001-02-16_nikkas]
Κάθε αλγόριθμος δέχεται ένα σύνολο ΜΕΤΑΒΛΗΤΩΝ-ΕΙΣΟΔΟΥ (που μπορεί να είναι και το κενό σύνολο), οι οποίες αποτελούν τα δεδομένα του αλγορίθμου.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 55]
name::
* McsEngl.algorithm'LEGAL-ISSUE,
Legal issues
Algorithms, by themselves, are not usually patentable. In the United States, a claim consisting solely of simple manipulations of abstract concepts, numbers, or signals do not constitute "processes" (USPTO 2006) and hence algorithms are not patentable (as in Gottschalk v. Benson). However, practical applications of algorithms are sometimes patentable. For example, in Diamond v. Diehr, the application of a simple feedback algorithm to aid in the curing of synthetic rubber was deemed patentable. The patenting of software is highly controversial, and there are highly criticized patents involving algorithms, especially data compression algorithms, such as Unisys' LZW patent.
Additionally, some cryptographic algorithms have export restrictions (see export of cryptography).
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm'OUTPUT,
* McsEngl.output-of-algorithm@cptCore564,
_DEFINITION:
* Knuth (1968, 1973) has given a list of five properties that are widely accepted as requirements for an algorithm:
1. Finiteness: "An algorithm must always terminate after a finite number of steps ... a very finite number, a reasonable number"
2. Definiteness: "Each step of an algorithm must be precisely defined; the actions to be carried out must be rigorously and unambiguously specified for each case"
3. Input: "...quantities which are given to it initially before the algorithm begins. These inputs are taken from specified sets of objects"
4. Output: "...quantities which have a specified relation to the inputs"
5. Effectiveness: "... all of the operations to be performed in the algorithm must be sufficiently basic that they can in principle be done exactly and in a finite length of time by a man using paper and pencil"
[http://en.wikipedia.org/wiki/Algorithm_characterizations] 2007-08-26
OUTPUT OF AN ALGORITHM is the entities the algorithm gives to the user.
[hmnSngo.2001-02-16_nikkas]
Από κάθε αλγόριθμο περιμένουμε κάποιο αποτέλεσμα, δηλαδή με κάθε αλγόριθμο σχετίζονται μία ή περισσότερες ΜΕΤΑΒΛΗΤΕΣ-ΕΞΟΔΟΥ ή ΑΠΟΤΕΛΕΣΜΑΤΑ.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 56]
name::
* McsEngl.algorithm'REPRESENTATION,
* McsEngl.representation-of-algorithm@cptCore564,
* McsEngl.algorithm'expression@cptCore564,
SPESIFEPTO:
Algorithms can be expressed in:
- text in a natural-language,
- psudocode of a psudo programmin-language,
- flowcharts, and
- programs of a programming-language.
[kas-nik, 2007-08-25]
Algorithms can be expressed in many kinds of notation, including
- natural languages,
- pseudocode,
- flowcharts, and
- programming languages.
[http://en.wikipedia.org/wiki/Algorithm]
Ενας αλγόριθμος μπορεί να παρασταθεί με έναν από τέσσερεις τρόπους:
α) ελεύθερο κείμενο
β) φυσική γλώσσα με βήματα
γ) διάγραμμα ροής
δ) ψευδοκώδικα.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 57]
name::
* McsEngl.algorithm'ΠΙΝΑΚΑΣ-ΤΙΜΩΝ,
Μας βοηθά στην παρακολούθηση των ΤΙΜΩΝ των ΜΕΤΑΒΛΗΤΩΝ (δεδομένων, βοηθητικών, αποτελεσμάτων) ενός αλγορίθμου.
name::
* McsEngl.algorithm'step,
* McsEngl.algorithm'command,
* McsEngl.command-of-algorithm@cptCore564i,
* McsElln.ΒΗΜΑ,
* McsElln.ΕΝΕΡΓΕΙΑ,
* McsElln.ΕΝΤΟΛΗ,
ΟΡΙΣΜΟΣ:
Καθένα από τα αριθμημένα βήματα του αλγορίθμου ονομάζεται ΕΝΤΟΛΗ του αλγορίθμου.
[Αντωνάκος κα, "Ανάπτυξη εφαρμογών..." Γ' Λυκείου, 1999 α' έκδοση, 54]
name::
* McsEngl.algorithm'USAGE,
The concept of an algorithm originated as a means of recording procedures for solving mathematical problems such as finding the common divisor of two numbers or multiplying two numbers.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm'USER,
User of an algorith is the person who runs (put in use) the algorith.
[hmnSngo.2001-02-16_nikkas]
name::
* McsEngl.algorithm'SCIENCE,
name::
* McsEngl.analysis-of-algorithms@cptCore564i,
_DEFINITION:
To analyze an algorithm is to determine the amount of resources (such as time and storage) necessary to execute it. Most algorithms are designed to work with inputs of arbitrary length. Usually the efficiency or complexity of an algorithm is stated as a function relating the input length to the number of steps (time complexity) or storage locations (space complexity).
[http://en.wikipedia.org/wiki/Analysis_of_algorithms]
_WHOLE:
* THEORITICAL_COMPUTER_SCIENCE#cptCore552#
The analysis and study of algorithms is a discipline of computer science, and is often practiced abstractly without the use of a specific programming language or implementation. In this sense, algorithm analysis resembles other mathematical disciplines in that it focuses on the underlying properties of the algorithm and not on the specifics of any particular implementation. Usually pseudocode is used for analysis as it is the simplest and most general representation.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm-design@cptCore564i,
Algorithm design is a specific method to create a mathematical process in solving problems. Applied algorithm design is Algorithm engineering.
Algorithm design is identified and incorporated into many solution theories of operation research, such as dynamic programming and divide-and-conquer. Techniques for designing and implementing algorithm designs are algorithm design patterns [1] , such as template method patterns and decorator patterns, and uses of data structures, and name and sort lists. Some current day uses of algorithm design can be found in internet retrieval processes of web crawling packet routing and caching.
Mainframe programming languages such as ALGOL (for Algorithmic language), FORTRAN, COBOL, PL/I, SAIL, and SNOBOL are computing tools to implement an "algorithm design"... but, an "algorithm design" (a/d) is not a language. An a/d can be a hand written process, eg. set of equations, a series of mechanical processes done by hand, an analog piece of equipment, or a digital process and/or processor.
[http://en.wikipedia.org/wiki/Algorithm_design]
_GENERIC:
* info.method#ql:method##cptCore17#
* METHOD#cptCore475.64#
* setConceptName#cptCore653#
* the term algorithm is used to denote and a process and a method (= the knowledge of a process).
[hmnSngo.2007-12-26_KasNik]
name::
* McsEngl.algorithm.specific,
_SPECIFIC:
* computer-algorithm#cptItsoft548#
* ROBOT-ALGORITHM
name::
* McsEngl.algorithm.SPECIFIC-DIVISION.guessing,
Deterministic or non-deterministic: Deterministic algorithms solve the problem with exact decision at every step of the algorithm whereas non-deterministic algorithm solve problems via guessing although typical guesses are made more accurate through the use of heuristics.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm.SPECIFIC-DIVISION.output,
Exact or approximate: While many algorithms reach an exact solution, approximation algorithms seek an approximation that is close to the true solution. Approximation may use either a deterministic or a random strategy. Such algorithms have practical value for many hard problems.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm.SPECIFIC-DIVISION.method,
* Dynamic programming. When a problem shows optimal substructure, meaning the optimal solution to a problem can be constructed from optimal solutions to subproblems, and overlapping subproblems, meaning the same subproblems are used to solve many different problem instances, a quicker approach called dynamic programming avoids recomputing solutions that have already been computed. For example, the shortest path to a goal from a vertex in a weighted graph can be found by using the shortest path to the goal from all adjacent vertices. Dynamic programming and memoization go together. The main difference between dynamic programming and divide and conquer is that subproblems are more or less independent in divide and conquer, whereas subproblems overlap in dynamic programming. The difference between dynamic programming and straightforward recursion is in caching or memoization of recursive calls. When subproblems are independent and there is no repetition, memoization does not help; hence dynamic programming is not a solution for all complex problems. By using memoization or maintaining a table of subproblems already solved, dynamic programming reduces the exponential nature of many problems to polynomial complexity.
* The greedy method. A greedy algorithm is similar to a dynamic programming algorithm, but the difference is that solutions to the subproblems do not have to be known at each stage; instead a "greedy" choice can be made of what looks best for the moment. The greedy method extends the solution with the best possible decision (not all feasible decisions) at an algorithmic stage based on the current local optimum and the best decision (not all possible decisions) made in previous stage. It is not exhaustive, and does not give accurate answer to many problems. But when it works, it will be the fastest method. The most popular greedy algorithm is finding the minimal spanning tree as given by Kruskal.
* Linear programming. When solving a problem using linear programming, specific inequalities involving the inputs are found and then an attempt is made to maximize (or minimize) some linear function of the inputs. Many problems (such as the maximum flow for directed graphs) can be stated in a linear programming way, and then be solved by a 'generic' algorithm such as the simplex algorithm. A more complex variant of linear programming is called integer programming, where the solution space is restricted to the integers.
* Reduction. This technique involves solving a difficult problem by transforming it into a better known problem for which we have (hopefully) asymptotically optimal algorithms. The goal is to find a reducing algorithm whose complexity is not dominated by the resulting reduced algorithm's. For example, one selection algorithm for finding the median in an unsorted list involves first sorting the list (the expensive portion) and then pulling out the middle element in the sorted list (the cheap portion). This technique is also known as transform and conquer.
* Search and enumeration. Many problems (such as playing chess) can be modeled as problems on graphs. A graph exploration algorithm specifies rules for moving around a graph and is useful for such problems. This category also includes search algorithms, branch and bound enumeration and backtracking.
* The probabilistic and heuristic paradigm. Algorithms belonging to this class fit the definition of an algorithm more loosely.
1. Probabilistic algorithms are those that make some choices randomly (or pseudo-randomly); for some problems, it can in fact be proven that the fastest solutions must involve some randomness.
2. Genetic algorithms attempt to find solutions to problems by mimicking biological evolutionary processes, with a cycle of random mutations yielding successive generations of "solutions". Thus, they emulate reproduction and "survival of the fittest". In genetic programming, this approach is extended to algorithms, by regarding the algorithm itself as a "solution" to a problem.
3. Heuristic algorithms, whose general purpose is not to find an optimal solution, but an approximate solution where the time or resources are limited. They are not practical to find perfect solutions. An example of this would be local search, tabu search, or simulated annealing algorithms, a class of heuristic probabilistic algorithms that vary the solution of a problem by a random amount. The name "simulated annealing" alludes to the metallurgic term meaning the heating and cooling of metal to achieve freedom from defects. The purpose of the random variance is to find close to globally optimal solutions rather than simply locally optimal ones, the idea being that the random element will be decreased as the algorithm settles down to a solution.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm.DIVIDE'AND'CONQUER,
* McsEngl.divide'and'conquer'algorithm@cptCore564,
Divide and conquer. A divide and conquer algorithm repeatedly reduces an instance of a problem to one or more smaller instances of the same problem (usually recursively), until the instances are small enough to solve easily. One such example of divide and conquer is merge sorting. Sorting can be done on each segment of data after dividing data into segments and sorting of entire data can be obtained in conquer phase by merging them. A simpler variant of divide and conquer is called decrease and conquer algorithm, that solves an identical subproblem and uses the solution of this subproblem to solve the bigger problem. Divide and conquer divides the problem into multiple subproblems and so conquer stage will be more complex than decrease and conquer algorithms. An example of decrease and conquer algorithm is binary search algorithm.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm.SPECIFIC-DIVISION.field-of-study,
Classification by field of study
Every field of science has its own problems and needs efficient algorithms. Related problems in one field are often studied together. Some example classes are search algorithms, sorting algorithms, merge algorithms, numerical algorithms, graph algorithms, string algorithms, computational geometric algorithms, combinatorial algorithms, machine learning, cryptography, data compression algorithms and parsing techniques.
Fields tend to overlap with each other, and algorithm advances in one field may improve those of other, sometimes completely unrelated, fields. For example, dynamic programming was originally invented for optimization of resource consumption in industry, but is now used in solving a broad range of problems in many fields.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm.SPECIFIC-DIVISION.time-needed,
Classification by complexity
Algorithms can be classified by the amount of time they need to complete compared to their input size. There is a wide variety: some algorithms complete in linear time relative to input size, some do so in an exponential amount of time or even worse, and some never halt. Additionally, some problems may have multiple algorithms of differing complexity, while other problems might have no algorithms or no known efficient algorithms. There are also mappings from some problems to other problems. Owing to this, it was found to be more suitable to classify the problems themselves instead of the algorithms into equivalence classes based on the complexity of the best possible algorithms for them.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm.RECURSIVE,
* McsEngl.recursion,
* McsEngl.recursive'algorithm@cptCore564,
* McsElln.ΑΝΑΔΡΟΜΗ@cptCore564,
_DEFINITION:
RECURSIVE-ALGORITHM is an algorithm that uses as command itself.
[hmnSngo.2001-02-16_nikkas]
A recursive algorithm is one that invokes (makes reference to) itself repeatedly until a certain condition matches, which is a method common to functional programming.
[http://en.wikipedia.org/wiki/Algorithm]
name::
* McsEngl.algorithm.REPETITIVE,
* McsEngl.iterative'algorithm@cptCore564,
* McsEngl.repetitive'algorithm@cptCore564,
_DEFINITION:
Iterative algorithms use repetitive constructs like loops and sometimes additional data structures like stacks to solve the given problems. Some problems are naturally suited for one implementation or the other. For example, towers of hanoi is well understood in recursive implementation. Every recursive version has an equivalent (but possibly more or less complex) iterative version, and vice versa.
[http://en.wikipedia.org/wiki/Algorithm]
ΟΡΙΣΜΟΣ:
Υποαλγόριθμος είναι ένας αλγόριθμος που καλείται από κάποιο άλλο.
ΣΥΝΑΡΤΗΣΗ είναι ο υποαλγόριθμος που επιστρέφει ένα αποτέλεσμα, όχι με μία μεταβλητή αλλά με το ίδιο το όνομα του αλγορίθμου.
name::
* McsEngl.algorithm.EVOLUTING,
{time.2007-08-25}:
I merged this concept with it-458#cptIt458# (math-algorithm, created 1999-10-28)
{time.825}:
Approximately around the year 825, Persian mathematician Al-Khwarizmi wrote a book, On the Calculation with Hindu Numerals, that was principally responsible for the diffusion of the Indian system of numeration in the Middle East and then Europe.
Around the 12th century, there was translation of this book written into Latin: Algoritmi de numero Indorum.
These books presented newer concepts to perform a series of steps in order to accomplish a task such as the systematic application of arithmetic to algebra.
By derivation from his name, we have the term algorithm.
[http://en.wikipedia.org/wiki/History_of_computer_science]
name::
* McsEngl.conceptCore763,
* McsEngl.setConceptName.MARXISM,
* McsEngl.FvMcs.setConceptName.MARXISM,
* McsEngl.marxism'view@cptCore763, {2008-01-05}
* McsEngl.view-on-marxism@cptCore763,
* McsEngl.marxist-views,
* McsEngl.marxism@cptCore763,
* McsEngl.marxist,
* McsEngl.views'marxist@cptCore763,
====== lagoGreek:
* McsElln.ΑΠΟΨΕΙΣ-ΜΑΡΞΙΣΤΩΝ,
* McsElln.ΑΠΟΨΕΙΣ'ΜΑΡΞΙΣΤΩΝ@cptCore763,
* McsElln.ΜΑΡΞΙΣΜΟΣ@cptCore763,
* McsElln.ΜΑΡΞΙΣΤΗΣ,
name::
* McsEngl.marxism'setConceptName,
* McsEngl.setCptNam.marxism,
* McsEngl.setConceptName.marxism, {2012-04-29}
Noun
* S: (n) Marxism (the economic and political theories of Karl Marx and Friedrich Engels that hold that human actions and institutions are economically determined and that class struggle is needed to create historical change and that capitalism will ultimately be superseded by communism)
[wn, 2008-01-05]
Τι σημαίνει, κατόπιν τούτων, κατά τη γνώμη σας σήμερα και για το άμεσο μέλλον η λέξη «Αριστερά»;
«Και σήμερα, Αριστερά σημαίνει προβολή των εναλλακτικών λύσεων στις υπάρχουσες. Η διάσπαση και οι διαφορές της σήμερα αποτελούν μεγάλο εμπόδιο στην επιτυχή επέμβαση της Αριστεράς στην πολιτική διαδικασία.
Οσο για το μέλλον, η διευρυνόμενη διαρθρωτική κρίση του καπιταλιστικού συστήματος θα φέρει την Αριστερά ενώπιον μιας μεγάλης ιστορικής πρόκλησης: να καταστρώσει και να εφαρμόσει συνολική στρατηγική που θα δείξει την έξοδο από τις καταστρεπτικές τάσεις του σημερινού κοινωνικού στάτους. Αυτό που μπορεί να ειπωθεί με απόλυτη βεβαιότητα είναι ότι η Δεξιά, σε καθεμία από τις παρούσες ή πιθανές μορφές της, δεν θα μας προσφέρει τίποτε παρόμοιο».
Ο Ιστβαν Μεζάρος είναι καθηγητής της Φιλοσοφίας στο Πανεπιστήμιο του Σάσεξ της Βρετανίας. Γεννημένος το 1930 στη Βουδαπέστη, τελείωσε το διδακτορικό του το 1955 με ένα δοκίμιο για τη σάτιρα («Σάτιρα και πραγματικότητα») υπό την οπτική του Λούκατς. Σχετίστηκε με κύκλους καλλιτεχνών στην Ουγγαρία και ως μέλος της Εταιρείας Ούγγρων Συγγραφέων το διάστημα 1950-56 έγραψε θεωρητικά κείμενα για τα γράμματα και τις τέχνες στην πατρίδα του. Συμμετείχε στο περιοδικό «Eszmelet», επιθεώρηση για τη θεωρία και την πολιτική, στο οποίο είχε εκλεγεί διευθυντής. Οταν έφυγε από τη χώρα του, δίδαξε διαδοχικά σε πανεπιστήμια της Ιταλίας, της Βρετανίας και της Σκωτίας, του Καναδά. Από το 1977 είναι καθηγητής της Φιλοσοφίας στο Πανεπιστήμιο του Σάσεξ.
[βήμα 1999-11-21]
Marxism is both the theory and the political practice (that is, the praxis) derived from the work of Karl Marx and Friedrich Engels. Any political practice or theory that is based on an interpretation of the works of Marx and Engels may be called Marxism; this includes different forms of politics and thought such as those of Communist Parties and Communist states, as well as academic research across many fields. And while there are many theoretical and practical differences among the various forms of Marxism, most forms of Marxism share:
* an attention to the material conditions of people's lives, and social relations among people
* a belief that people's consciousness of the conditions of their lives reflects these material conditions and relations
* an understanding of class in terms of differing relations of production, and as a particular position within such relations
* an understanding of material conditions and social relations as historically malleable
* a view of history according to which class struggle, the evolving conflict between classes with opposing interests, structures each historical period and drives historical change
* a sympathy for the working class or proletariat
* and a belief that the ultimate interests of workers best match those of humanity in general.
The main points of contention among Marxists are the degree to which they are committed to a workers' revolution as the means of achieving human emancipation and enlightenment, and the actual mechanism through which such a revolution might occur and succeed. Marxism is correctly but not exhaustively described as a variety of Socialism being by far the variety for which there is the most historical experience[citation needed] both as a revolutionary movement and as the basis of actual governments[citation needed]. Some Marxists, however, such as Trotskyists, argue that no actual state has ever fully realized Marxist principles; other Marxists, such as Autonomists claim Marxist principles cannot be realized in any state construct seen through the 20th Century, and would necessitate a reconceptualization of the notion of state itself.
[http://en.wikipedia.org/wiki/Marxism] 2008-01-05
ΑΠΟΨΕΙΣ ΜΑΡΞΙΣΤΩΝ είναι 'αποψεις#cptCore505.a#' του ΜΑΡΞ και των οπαδών του.
[hmnSngo.1995.04_nikos]
ΜΑΡΞΙΣΤΙΚΕΣ ΘΕΩΡΙΕΣ ονομάζω ΚΑΘΕ πληροφορία μαρξιστών για οποιοδήποτε θέμα.
[hmnSngo.1995.01_nikos]
_GENERIC:
* weak_worldview#cptCore1099.23#
* setConceptName#cptCore653#
name::
* McsEngl.marxism'criticism,
Criticisms of Marxism are many and varied. They concern both the theory itself, and its later interpretations and implementations.
Criticisms of Marxism have come from the political Left as well as the political Right. Democratic socialists and social democrats reject the idea that socialism can be accomplished only through class conflict and violent revolution. Many Anarchists reject the need for a transitory state phase and some anarchists even reject socialism entirely. Some thinkers have rejected the fundamentals of Marxist theory, such as historical materialism and the labour theory of value, and gone on to criticize capitalism - and advocate socialism - using other arguments. Some contemporary supporters of Marxism argue that many aspects of Marxist thought are viable, but that the corpus also fails to deal effectively with certain aspects of economic, political or social theory.
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'human,
* McsEngl.marxism'marxist,
* McsEngl.marxist@cptCore763i,
_SPECIFIC:
This is a list of those who contributed to Marxist theory, principally as authors; it is not intended to list politicians who happen(ed) to be a member of a nominally communist political party or other organisation.
Pages in category "Marxist theorists"
There are 155 pages in this section of this category.
* Karl Marx
A
* Theodor W. Adorno
* Alfred Sohn-Rethel
* Louis Althusser
* Elmar Altvater
* Perry Anderson
* Jaan Anvelt
B
* Hans-Georg Backhaus
* E'tienne Balibar
* Paul A. Baran
* August Bebel
* Walter Benjamin
* Marshall Berman
* Eduard Bernstein
* Charles Bettelheim
* Ernst Bloch
* Andy Blunden
* Egon Bondy
* Amadeo Bordiga
* Ber Borochov
* Thomas Bottomore
* Bertolt Brecht
* Stephen Bronner
* Nikolai Bukharin
* Judith Butler
C
* Jacques Camatte
* Santiago Carrillo
* Terrell Carver
* Cornelius Castoriadis
* Christopher Caudwell
* Arrigo Cervetto
* Debiprasad Chattopadhyaya
* Harry Cleaver
* Gerald Cohen
* James Connolly
* Heinrich Cunow
D
* Gilles Dauve'
* Daniel De Leon
* Guy Debord
* Galvano Della Volpe
* Joseph Dietzgen
* Constantin Dobrogeanu-Gherea
* Hal Draper
* Raya Dunayevskaya
E
* Terry Eagleton
* Friedrich Engels
* Miguel Enri'quez
F
* Frantz Fanon
* John Bellamy Foster
* Andre Gunder Frank
* Erich Fromm
G
* Gaddar
* Ludovico Geymonat
* Nigel Gibson
* Lucien Goldmann
* Antonio Gramsci
* Ted Grant
* Danko Grlic'
* Henryk Grossman
* Che Guevara
* Julian Gumperz
* Abimael Guzma'n
* Daniel Gue'rin
H
* Ju"rgen Habermas
* Michael Hardt
* David Harvey (social theorist)
* Harry Haywood
* Mansoor Hekmat
* A'gnes Heller
* Moses Hess
* Rudolf Hilferding
* William H. Hinton
* Guy Hocquenghem
* Sidney Hook
* Max Horkheimer
* Leo Huberman
I
* Evald Ilyenkov
* Makoto Itoh
J
* Franz Jakubowski
* C. L. R. James
* Fredric Jameson
K
* Boris Yuliyevich Kagarlitsky
* Eugene Kamenka
* Kojin Karatani
* Karl Kautsky
* Michael Kidron
* Alexandre Koje`ve
* Alexandra Kollontai
* Karl Korsch
* Krisis Groupe
* Ludwik Krzywicki
L
* Antonio Labriola
* Ernesto Laclau
* Paul Lafargue
* Henri Lefebvre
* Claude Lefort
* Vladimir Lenin
* Abraham Leon
* Marcel Liebman
* Gyo"rgy Luka'cs
* Rosa Luxemburg
M
* Pierre Macherey
* Harry Magdoff
M cont.
* Ernest Mandel
* Herbert Marcuse
* Jose' Carlos Maria'tegui
* Gyo"rgy Ma'rkus
* Paul Mattick
* George E. McCarthy
* Istva'n Me'sza'ros
* Ralph Miliband
* Chantal Mouffe
N
* Antonio Negri
* Oskar Negt
* Otto Neurath
* Fred Newman
* George Novack
O
* Reinhard Opitz
P
* Henry Pachter
* Antonie Pannekoek
* Alexander Parvus
* Nelson Peery
* Gajo Petrovic'
* Georgi Plekhanov
* J. Posadas
* Nicos Poulantzas
* Costanzo Preve
R
* Helmut Reichelt
* Stephen Resnick
* Roman Rosdolsky
* Maximilien Rubel
* Isaak Illich Rubin
* Otto Ru"hle
S
* Raphael Samuel
* Adam Schaff
* Thomas T. Sekine
* Max Shachtman
* Paul N. Siegel
* Georges Sorel
* Rudi Supek
* Paul Sweezy
T
* Tran Duc Thao
* Leon Trotsky
U
* Kozo Uno
V
* Eugen Varga
* Valentin Voloshinov
* Predrag Vranicki
W
* Raymond Williams
* Karl August Wittfogel
* Jonathan Wolff (philosopher)
* Richard D. Wolff
* Ellen Meiksins Wood
Z
* Rene' Zavaleta Mercado
* Clara Zetkin
* Slavoj Z(iz(ek
[http://en.wikipedia.org/wiki/List_of_notable_Marxist_theorists]
name::
* McsEngl.marxism'mean-of-production,
* McsEngl.mean-of-production-in-marxism@cptCore763i,
====== lagoGerman:
Produktionsmittel_in_marxism@cptCore763i,
====== lagoGreek:
* McsElln.ΜΕΣΟ-ΠΑΡΑΓΩΓΗΣ-ΣΤΟ-ΜΑΡΧΙΣΜΟ@cptCore763i,
_DEFINITION:
Means of production (abbreviated MoP; German: Produktionsmittel), is a marxist concept describing the combination of
- the means of labor and
- the subject of labor used by workers to make products.
Means of labor include machines, tools, plant and equipment, infrastructure, and so on: "all those things with the aid of which man [sic] acts upon the subject of labor, and transforms it." (Institute of Economics of the Academy of Sciences of the U.S.S.R., 1957, p xiii). Those means of production participate in the process of exploiting labor for surplus value.[1] Subject of labor is the material worked on.
Means of production is sometimes confused with factors of production. The term factors of production is typically understood as an explanation for income as duly paid to owners of each means of production and also to the workers themselves within capitalism. By comparison, the term means of production applies to these means independent of their ownership and their compensation, and regardless of whether the mode of producing is capitalist, feudal, slave, group labor|communal or otherwise.
This term has been more simply described as the resources and apparatus by which goods and services are created. In an agrarian society it is the soil and the shovel, in an industrial society, it is the mines and the factories.
[http://en.wikipedia.org/wiki/Means_of_production] 2008-01-07
name::
* McsEngl.marxism'mode-of-production,
* McsEngl.mode-of-production-in-marxism@cptCore763i,
====== lagoGerman:
Produktionsweise_in_marxism@cptCore763i,
====== lagoGreek:
* McsElln.ΤΡΟΠΟΣ-ΠΑΡΑΓΩΓΗΣ-ΣΤΟ-ΜΑΡΧΙΣΜΟ@cptCore763i,
_DEFINITION:
In the writings of Karl Marx and the Marxist theory of historical materialism, a mode of production (in German: Produktionsweise, meaning 'the way of producing') is a specific combination of:
* productive forces: these include human labour power and the means of production (eg. tools, equipment, buildings and technologies, materials, and improved land) and desire.
* social and technical relations of production: these include the property, power and control relations governing society's productive assets, often codified in law, cooperative work relations and forms of association, relations between people and the objects of their work, and the relations between social classes.
Marx regarded productive ability and participation in social relations as two essential characteristics of human beings. Thus he writes, for example, that "Productive forces and social relations - both of which are different sides of the development of the social individual - appear to capital only as a means, and only means to produce on its limited basis. In fact, however, these are the material conditions to blow this basis sky-high." (Marx, Grundrisse. Frankfurt: EVA, p. 593)
[http://en.wikipedia.org/wiki/Mode_of_production]
name::
* McsEngl.marxism'philosophy,
name::
* McsEngl.dialectic'materialism@cptCore40,
* McsEngl.dialectic-materialism,
* McsEngl.dialectical-materialism@cptCore40,
* McsEngl.dialectics,
* McsEngl.marxist-philosophy,
* McsEngl.material-dialectics,
* McsEngl.materialist-dialectics,
* McsElln.ΔΙΑΛΕΚΤΙΚΗ,
* McsElln.ΔΙΑΛΕΚΤΙΚΗ-ΤΟΥ-ΕΙΝΑΙ,
* McsElln.ΔΙΑΛΕΚΤΙΚΟΣ-ΥΛΙΣΜΟΣ@cptCore40,
* McsElln.ΜΑΡΞΙΣΤΙΚΗ-ΦΙΛΟΣΟΦΙΑ,
* McsElln.ΥΛΙΣΤΙΚΗ-ΔΙΑΛΕΚΤΙΚΗ,
=== _NOTES: Dialectical materialism was coined in 1887 by Joseph Dietzgen, a socialist tanner who corresponded with Marx both during and after the failed 1848 German Revolution. Dietzgen had himself constructed dialectical materialism independently of Marx and Friedrich Engels. Casual mention of the term is also found in Kautsky's Frederick Engels,[1] written in the same year. Marx himself had talked about the "materialist conception of history", which was later referred to as "historical materialism" by Engels. Engels further exposed the "materialist dialectic" — not "dialectical materialism" — in his Dialectics of Nature in 1883. Georgi Plekhanov, the father of Russian Marxism, later introduced the term dialectical materialism to Marxist literature.[2] Joseph Stalin further codified it as Diamat and imposed it as the doctrine of Marxism-Leninism.
The term was not used by Marx in any of his works, and the actual presence of "dialectical materialism" within his thought remains the subject of significant controversy, particularly regarding the relationship between dialectics, ontology and nature. For scholars working on these issues from a variety of perspectives see the works of Bertell Ollman, Chris Arthurs, Roger Albritton, and Roy Bhaskar.
[http://en.wikipedia.org/wiki/Dialectical_materialism]
_DEFINITION:
ΔΙΑΛΕΚΤΙΚΟΣ ΥΛΙΣΜΟΣ είναι η 'φιλοσοφια' του ΜΑΡΞΙΣΜΟΥ.
[hmnSngo.1995.04_nikos]
"DIALECTICS is
a THEORY of most general connections of the universe and its congnition and
also the method of thinking based on this theory"
[Spirkin, 1983, 61#cptResource467#]
"DISSATISFACTION with what has been achieved is the element of dialectics, and REVOLUSIONARY ACTIVITY is its essence".
[Spirkin, 1983, 62#cptResource467#]
ΟΡΙΣΜΟ ΠΟΥ ΕΔΩΣΕ Ο ΕΝΓΚΕΛΣ "ΔΙΑΛΕΚΤΙΚΗ ΕΙΝΑΙ Η ΕΠΙΣΤΗΜΗ ΤΩΝ ΓΕΝΙΚΩΝ ΝΟΜΩΝ ΤΗΣ ΚΙΝΗΣΗΣ ΚΑΙ ΤΗΣ ΑΝΑΠΤΥΞΗΣ ΤΗΣ ΦΥΣΗΣ, ΤΗΣ ΑΝΘΡΩΠΙΝΗΣ ΚΟΙΝΩΝΙΑΣ ΚΑΙ ΤΗΣ ΝΟΗΣΗΣ" [ΑΝΤΙΝΤΥΡΙΝΓΚ]
[ΙΛΙΕΝΚΟΦ, 1983, 17#cptResource239#]
"ΔΙΑΛΕΚΤΙΚΟΣ ΥΛΙΣΜΟΣ: Η ΦΙΛΟΣΟΦΙΑ ΤΟΥ ΜΑΡΞΙΣΜΟΥ-ΛΕΝΙΝΙΣΜΟΥ, Η ΓΕΝΙΚΗ ΜΕΘΟΔΟΣ ΓΝΩΣΗΣ ΤΟΥ ΚΟΣΜΟΥ, Η ΕΠΙΣΤΗΜΗ ΓΙΑ ΤΟΥΣ ΠΙΟ ΓΕΝΙΚΟΥΣ ΝΟΜΟΥΣ ΤΗΣ ΚΙΝΗΣΗΣ ΚΑΙ ΤΗΣ ΑΝΑΠΤΥΞΗΣ ΤΗΣ ΦΥΣΗΣ, ΤΗΣ ΚΟΙΝΩΝΙΑΣ ΚΑΙ ΤΗΣ ΝΟΗΣΗΣ".
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α452#cptResource164#]
ATRIBO:
CONTRADICTION##
ΑΡΝΗΣΗ ΤΗΣ ΑΡΝΗΣΗΣ
ΜΕΤΑΤΡΟΠΗ ΤΗΣ ΠΟΣΟΤΗΤΑΣ ΣΕ ΠΟΙΟΤΗΤΑ ΚΑΙ ΑΝΤΙΣΤΡΟΦΑ
ΑΙΤΙΑ ΚΑΙ ΑΠΟΤΕΛΕΣΜΑ
ΕΙΝΑΙ
ΕΚΔΗΛΩΣΗ/MANIFESTATION
ΕΞΕΛΙΞΗ
ΚΙΝΗΣΗ ΚΑΙ ΔΟΜΗ
ΧΡΟΝΟΣ ΚΑΙ ΧΩΡΟΣ
ΥΛΙΚΟ ΚΑΙ ΙΔΕΑΤΟ
ΦΑΙΝΟΜΕΝΟ ΚΑΙ ΟΥΣΙΑ
EVOLUINO:
ΑΝ ΟΛΑ ΗΤΑΝ ΤΕΛΕΙΑ ΔΕΝ ΘΑ ΥΠΗΡΧΕ ΕΞΕΛΙΞΗ. 18/1/93
_WHOLE:
* VIEW_MARXIST#cptCore763#
Engels elucidated these laws in his work Dialectics of Nature:
- The law of the unity and conflict of opposites;
- The law of the passage of quantitative changes into qualitative changes;
- The law of the negation of the negation
ΝΟΜΟΣ ΕΝΟΤΗΤΑΣ ΚΑΙ ΠΑΛΗΣ ΤΩΝ ΑΝΤΙΘΕΤΩΝ
ΝΟΜΟΣ ΜΕΤΑΤΡΟΠΗΣ ΤΗΣ ΠΟΣΟΤΙΚΗΣ ΑΛΛΑΓΗΣ ΣΕ ΠΟΙΟΤΙΚΗ
ΝΟΜΟΣ ΑΡΝΗΣΗΣ ΤΗΣ ΑΡΝΗΣΗΣ
name::
* McsEngl.contradiction@cptCore343,
* McsEngl.dialectical-contradiction,
* McsEngl.dialectical'contradiction@cptCore343,
====== lagoGreek:
* McsElln.ΑΝΤΙΦΑΣΗ@cptCore343,
* McsElln.ΔΙΑΛΕΚΤΙΚΗ-ΑΝΤΙΦΑΣΗ,
* McsElln.ΔΙΑΛΕΚΤΙΚΗ'ΑΝΤΙΦΑΣΗ@cptCore343,
====== lagoEsperanto:
* McsEngl.kontrauxdiro@lagoEspo,
* McsEspo.kontrauxdiro,
_DEFINITION:
Η ΔΙΑΛΕΚΤΙΚΗ ΑΝΤΙΦΑΣΗ είναι κεντρικη ΜΑΡΞΙΣΤΙΚΗ ΚΑΤΗΓΟΡΙΑ για την αιτία της 'κινησης'.
[hmnSngo.1995.04_nikos]
"ΑΝΤΙΦΑΣΗ ΔΙΑΛΕΚΤΙΚΗ: Η ΑΛΛΗΛΕΠΙΔΡΑΣΗ ΤΩΝ ΑΝΤΙΘΕΤΩΝ ΚΑΙ ΑΛΛΗΛΟΑΠΟΚΛΕΙΟΜΕΝΩΝ ΠΛΕΥΡΩΝ ΚΑΙ ΤΑΣΕΩΝ ΤΩΝ ΑΝΤΙΚΕΙΜΕΝΩΝ ΚΑΙ ΤΩΝ ΦΑΙΝΟΜΕΝΩΝ ΤΑ ΟΠΟΙΑ ΒΡΙΣΚΟΝΤΑΙ ΣΥΓΧΡΟΝΩΣ ΣΕ ΜΙΑ ΕΣΩΤΕΡΙΚΗ ΕΝΟΤΗΤΑ ΚΑΙ ΑΛΛΗΛΟΔΙΕΙΣΔΥΣΗ. Η ΑΝΤΙΦΑΣΗ ΕΙΝΑΙ Η ΠΗΓΗ ΤΗΣ ΑΥΤΟΚΙΝΗΣΗΣ ΚΑΙ ΤΗΣ ΑΝΑΠΤΥΞΗΣ ΤΟΥ ΑΝΤΙΚΕΙΜΕΝΙΚΟΥ ΚΟΣΜΟΥ ΚΑΙ ΤΗΣ ΓΝΩΣΤΙΚΗΣ ΔΙΑΔΙΚΑΣΙΑΣ. Η ΚΑΤΗΓΟΡΙΑ ΤΗΣ ΑΝΤΙΦΑΣΗΣ ΕΚΦΡΑΖΕΙ ΤΗΝ ΟΥΣΙΑ ΤΟΥ ΝΟΜΟΥ ΤΗΣ ΕΝΟΤΗΤΑΣ ΚΑΙ ΤΗΣ ΠΑΛΗΣ ΤΩΝ ΑΝΤΙΘΕΤΩΝ, ΚΑΙ ΕΤΣΙ ΚΑΤΕΧΕΙ ΚΕΝΤΡΙΚΗ ΘΕΣΗ ΣΤΗΝ ΥΛΙΣΤΙΚΗ ΔΙΑΛΕΚΤΙΚΗ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α168#cptResource164#]
EVOLUINO:
ΣΤΟ ΠΡΩΤΟ ΣΤΑΔΙΟ (ΤΑΥΤΟΤΗΤΑ) Η ΑΝΤΙΦΑΣΗ, ΠΟΥ ΥΠΑΡΧΕΙ ΩΣ ΔΥΝΑΤΟΤΗΤΑ, ΠΑΡΟΥΣΙΑΖΕΤΑΙ ΩΣ ΤΑΥΤΟΤΗΤΑ ΠΟΥ ΠΕΡΙΕΧΕΙ ΜΙΑ ΕΠΟΥΣΙΩΔΗ ΔΙΑΦΟΡΑ.
ΣΤΟ ΔΕΥΤΕΡΟ ΣΤΑΔΙΟ (ΔΙΑΦΟΡΑ), ΕΙΝΑΙ Η ΥΠΑΡΞΗ ΟΥΣΙΑΣΤΙΚΗΣ ΔΙΑΦΟΡΑΣ: ΤΑ ΒΑΣΙΚΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΕΝΩ ΕΙΝΑΙ ΚΟΙΝΑ, ΣΤΟ ΑΝΤΙΚΕΙΜΕΝΟ ΥΠΑΡΧΟΥΝ ΤΩΡΑ ΟΥΣΙΑΣΤΙΚΕΣ ΙΔΙΟΤΗΤΕΣ ΚΑΙ ΤΑΣΕΙΣ ΠΟΥ ΔΕΝ ΑΝΤΙΣΤΟΙΧΟΥΝ ΑΝΑΜΕΤΑΞΥ-ΤΟΥΣ.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α168#cptResource164#]
ΣΤΟ ΤΡΙΤΟ ΣΤΑΔΙΟ (ΑΝΤΙΘΕΣΗ), ΕΝΩ ΣΤΟ ΣΤΑΔΙΟ ΤΗΣ ΔΙΑΦΟΡΑΣ ΤΟ ΠΑΛΙΟ ΚΑΙ ΤΟ ΝΕΟ ΣΥΝΥΠΑΡΧΟΥΝ, ΣΤΟ ΣΤΑΔΙΟ ΤΗΣ ΑΝΤΙΘΕΣΗΣ ΕΧΟΥΜΕ ΑΡΝΗΣΗ ΤΟΥ ΠΑΛΙΟΥ, ΕΝΩ ΤΟ ΝΕΟ ΕΠΙΚΡΑΤΕΙ... ΣΤΗΝ ΕΛΛΗΝΙΚΗ ΒΙΒΛΙΟΓΡΑΦΙΑ Ο ΟΡΟΣ ΑΝΤΙΘΕΣΗ ΧΡΗΣΙΜΟΠΟΙΕΙΤΑΙ ΣΥΧΝΑ ΕΣΦΑΛΜΕΝΑ ΩΣ ΣΥΝΩΝΥΜΟ ΤΟΥ ΟΡΟΥ ΑΝΤΙΦΑΣΗ.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α143#cptResource164#]
ΣΤΟ ΤΕΤΑΡΤΟ ΣΤΑΔΙΟ (ΑΝΤΙΦΑΣΗ ΚΑΘΑΥΤΗ (ΓΝΗΣΙΑ)). ΤΟ ΑΝΩΤΑΤΟ ΣΤΑΔΙΟ ΑΝΑΠΤΥΞΗΣ ΤΗΣ ΑΝΤΙΦΑΣΗΣ ΚΑΤΑ ΤΟ ΟΠΟΙΟ ΤΟ ΝΕΟ ΣΥΜΠΛΗΡΩΝΕΙ ΤΗΝ ΑΡΝΗΣΗ, ΤΟ ΜΕΤΑΣΧΗΜΑΤΙΣΜΟ ΤΟΥ ΠΑΛΙΟΥ ΚΑΙ ΤΟ ΣΥΜΠΕΡΙΛΑΜΒΑΝΕΙ ΣΤΗΝ ΑΝΩΤΕΡΗ ΜΕΤΑΣΧΗΜΑΤΙΣΜΕΝΗ ΜΟΡΦΗ ΩΣ ΣΤΟΙΧΕΙΟ-ΤΟΥ...ΟΤΑΝ ΕΝΑ ΑΝΤΙΚΕΙΜΕΝΟ ΦΤΑΣΕΙ ΣΤΟ ΣΤΑΔΙΟ ΤΗΣ ΚΑΘΑΥΤΗΣ ΑΝΤΙΦΑΣΗΣ, ΩΡΙΜΑΖΟΥΝ ΟΙ ΠΡΟΥΠΟΘΕΣΕΙΣ ΓΙΑ ΤΗΝ ΕΞΑΦΑΝΙΣΗ-ΤΟΥ, ΓΙΑΥΤΟ ΤΟ ΣΤΑΔΙΟ ΑΥΤΟ ΕΚΦΡΑΖΕΙ ΤΗΝ ΑΡΝΗΣΗ ΤΟΥ ΙΔΙΟΥ ΤΟΥ ΑΝΤΙΚΕΙΜΕΝΟΥ ΜΕΣΑ Σ'ΑΥΤΟ ΜΕΣΩ ΤΗΣ ΑΝΑΠΤΥΞΗΣ-ΤΟΥ. ΠΟΛΛΕΣ ΦΟΡΕΣ ΤΟ ΣΤΑΔΙΟ ΑΥΤΟ ΟΝΟΜΑΖΕΤΑΙ ΑΠΛΩΣ ΑΝΤΙΦΑΣΗ.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α171#cptResource164#]
name::
* McsEngl.conceptCore763.1,
* McsEngl.conceptCore320,
* McsEngl.dialectical-antithesis@cptCore763.1,
* McsEngl.antithesis.dialectical,
* McsEngl.antithesis@cptCore763.1,
* McsElln.ΔΙΑΛΕΚΤΙΚΗ-ΑΝΤΙΘΕΣΗ,
* McsEngl.conceptCore763.1,
=== _NOTES: "RELATIVE CONCEPTS are those referring to objects where the existence of one presupposes the existence of another ("children"-"parents")"
[Getmanova, Logic 1989, 40#cptResource19#]
_DEFINITION:
antithesis =? complement-relation#cptCore461#.
[hmnSngo.2000-12-17_nikkas]
===
ΔΙΑΛΕΚΤΙΚΗ ΑΝΤΙΘΕΣΗ ονομάζω κάθε ΔΥΑΔΙΚΗ ΣΧΕΣΗ που το ένα δεν μπορεί να υπάρξει χωρίς την ύπαρξη του άλλου.
[hmnSngo.1994.08_nikos]
===
"Η ΑΝΤΙΘΕΣΗ ΣΑ ΣΥΓΚΕΚΡΙΜΕΝΗ ΕΝΟΤΗΤΑ ΑΛΛΗΛΟΑΠΟΚΛΕΙΟΜΕΝΩΝ ΑΝΤΙΘΕΤΩΝ ΑΠΟΤΕΛΕΙ ΤΟΝ ΠΥΡΗΝΑ ΤΗΣ ΔΙΑΛΕΚΤΙΚΗΣ ΤΗΝ ΚΕΝΤΡΙΚΗ ΤΗΣ ΚΑΤΗΓΟΡΙΑ. ΣΤΟ ΖΗΤΗΜΑ ΑΥΤΟ ΔΕΝ ΜΠΟΡΕΙ ΝΑ ΥΠΑΡΧΟΥΝ ΔΥΟ ΓΝΩΜΕΣ ΑΝΑΜΕΣΑ ΣΤΟΥΣ ΜΑΡΞΙΣΤΕΣ".
[ΙΛΙΕΝΚΟΦ, 1983, 237#cptResource239#]
"RELATIVE CONCEPTS are those referring to objects where the existence of one presupposes the existence of another ("children"-"parents")"
[Getmanova, Logic 1989, 40#cptResource19#]
_GENERIC:
* entity.relation_or_process#cptCore399#
* binary relation#cptCore89.41#
name::
* McsEngl.marxism'productive-power (FORCE),
* McsEngl.marxism'productive-force,
* McsEngl.productive-power-in-marxism@cptCore763i,
* McsEngl.productive-force-in-marxism@cptCore763i,
* McsEngl.force-of-production-in-marxism@cptCore763i,
====== lagoGerman:
Produktivkrδfte_in_marxism@cptCore763i,
====== lagoGreek:
* McsElln.ΠΑΡΑΓΩΓΙΚΗ-ΔΥΝΑΜΗ-ΣΤΟ-ΜΑΡΧΙΣΜΟ@cptCore763i,
_DEFINITION:
Productive forces, "productive powers" or "forces of production" [in German, Produktivkra"fte] is a central concept in Marxism and historical materialism.
In Karl Marx and Frederick Engels's own critique of political economy, it refers to the combination of
- the means of labor (tools, machinery, infrastructure and so on) with
- human labour power. Although this is little known, Marx and Engels in fact derived the concept from Adam Smith's reference to the "productive powers of labour" (see e.g. chapter 8 of The Wealth of Nations).
All those forces which are applied by people in the production process (body & brain, tools & techniques, materials, resources and equipment) are encompassed by this concept, including those management and engineering functions technically indispensable for production (as contrasted with social control functions). Human knowledge can also be a productive force.
Together with the social and technical relations of production, the productive forces constitute an historically specific mode of production.
[http://en.wikipedia.org/wiki/Productive_forces]
name::
* McsEngl.marxism'productive-relation,
* McsEngl.relation-of-productin-in-marxism@cptCore763i,
* McsEngl.productive-relation-in-marxism@cptCore763i,
====== lagoGerman:
Produktionsverhaltnisse_in_marxism@cptCore763i,
====== lagoGreek:
* McsElln.ΠΑΡΑΓΩΓΙΚΗ-ΣΧΕΣΗ-ΣΤΟ-ΜΑΡΧΙΣΜΟ@cptCore763i,
_DEFINITION:
Relations of production (German: Produktionsverhaltnisse) is a concept frequently used by Karl Marx in his theory of historical materialism and in Das Kapital. Beyond examining specific cases, Marx never defined the general concept exactly. It is evident, though, that it refers to all kinds of social and technical human interconnections involved in the social production and reproduction of material life. "Social" denotes belonging, group membership and co-operative activity (in Latin, 'socius' means comrade, companion or associate). "Technical" refers here to a relationship between producers and objects worked upon.
[http://en.wikipedia.org/wiki/Relations_of_production] 2008-01-07
name::
* McsEngl.marxism'school.ANALYTICAL-MARXISM,
Analytical Marxism refers to a style of thinking about Marxism that was prominent amongst English-speaking philosophers and social scientists during the 1980s. It was mainly associated with the September Group of academics, so called because they have biennial meetings in varying locations every other September to discuss common interests. The group also dubbed itself "Non-Bullshit Marxism" (Cohen 2000a). It was characterized, in the words of David Miller, by "clear and rigorous thinking about questions that are usually blanketed by ideological fog". (Miller 1996)
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'school.CLASSICAL-MARXISM,
* McsEngl.what'marx'believed@cptCore763,
Classical Marxism refers to the body of theory directly expounded by Karl Marx and Friedrich Engels. The term "Classical Marxism" is often used to distinguish between "Marxism" as it is broadly understood and "what Marx believed", which is not necessarily the same thing. For example, shortly before he died in 1883, Marx wrote a letter to the French workers' leader Jules Guesde and to his own son-in-law Paul Lafargue, both of whom claimed to represent Marxist principles, in which he accused them of "revolutionary phrase-mongering" and of denying the value of reformist struggles.[1] Paraphrasing Marx: "If that is Marxism, then I am not a Marxist". As the American Marx scholar Hal Draper remarked, "there are few thinkers in modern history whose thought has been so badly misrepresented, by Marxists and anti-Marxists alike." [citation needed]
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'school.FRANKFURT-SCHOOL,
* McsEngl.Frankfurt-school@cptCore763i,
The Frankfurt School is a school of neo-Marxist social theory, social research, and philosophy. The grouping emerged at the Institute for Social Research (Institut fu"r Sozialforschung) of the University of Frankfurt am Main in Germany. The term "Frankfurt School" is an informal term used to designate the thinkers affiliated with the Institute for Social Research or influenced by them: it is not the title of any institution, and the main thinkers of the Frankfurt School did not use the term to describe themselves.
The Frankfurt School gathered together dissident Marxists, severe critics of capitalism who believed that some of Marx's alleged followers had come to parrot a narrow selection of Marx's ideas, usually in defense of orthodox Communist or Social-Democratic parties. Influenced especially by the failure of working-class revolutions in Western Europe after World War I and by the rise of Nazism in an economically, technologically, and culturally advanced nation (Germany), they took up the task of choosing what parts of Marx's thought might serve to clarify social conditions which Marx himself had never seen. They drew on other schools of thought to fill in Marx's perceived omissions.
Max Weber exerted a major influence, as did Sigmund Freud (as in Herbert Marcuse's Freudo-Marxist synthesis in the 1954 work Eros and Civilization). Their emphasis on the "critical" component of theory was derived significantly from their attempt to overcome the limits of positivism, crude materialism, and phenomenology by returning to Kant's critical philosophy and its successors in German idealism, principally Hegel's philosophy, with its emphasis on negation and contradiction as inherent properties of reality.
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'school.NEOMARXISM,
* McsEngl.neomarxism@cptCore763i,
_DEFINITION:
Neo-Marxism is a loose term for various twentieth-century approaches that amend or extend Marxism and Marxist theory, usually by incorporating elements from other intellectual traditions (for example: critical theory, which incorporates psychoanalysis; Erik Olin Wright's theory of contradictory class locations, which incorporates Weberian sociology; and critical criminology, which incorporates anarchism)[1]. As with many uses of the prefix neo-, many theorists and groups designated "neo-Marxist" attempted to supplement the perceived deficiencies of orthodox Marxism or dialectical materialism.
This section does not cite any references or sources.
Please improve this section by adding citations to reliable sources. Unverifiable material may be challenged and removed. (May 2007)
One such approach might be a 20th century school that harkened back to the early writings of Marx before the influence of Engels which focused on dialectical idealism rather than dialectical materialism, and thus rejected the perceived economic determinism of the late Marx, focusing instead on a non-physical, psychological revolution. It was thus far more libertarian and related to strains of anarchism. It also put more of an emphasis on the evils of global capitalism. It was bound up with the student movements of the 1960s. Many prominent Neo-Marxists such as Herbert Marcuse were sociologists and psychologists.
Neo-Marxism comes under the broader heading of New Left thinking. Neo-Marxism is also used frequently to describe the opposition to inequalities experienced by Lesser Developed Countries in a globalized world. In a sociological sense, neo-Marxism adds Max Weber's broader understanding of social inequality, such as status and power, to Marxist philosophy.
Strains of neo-Marxism include: Hegelian-Marxism, Critical Theory, Analytical Marxism, and French Structural Marxism (closely related to structuralism).
[http://en.wikipedia.org/wiki/Neo-Marxist]
Neo-Marxism is a school of Marxism that began in the 20th century and hearkened back to the early writings of Marx, before the influence of Engels, which focused on dialectical idealism rather than dialectical materialism. It thus rejected economic determinism being instead far more libertarian. Neo-Marxism adds Max Weber's broader understanding of social inequality, such as status and power, to orthodox Marxist thought.
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'school.MAOISM,
Maoism or Mao Zedong Thought (Chinese: ?????, pinyin: Ma'o Ze'do-ng Si-xia(ng), is a variant of Marxism-Leninism derived from the teachings of the Chinese communist leader Mao Zedong (Wade-Giles transliteration: "Mao Tse-tung").
The term "Mao Zedong Thought" has always been the preferred term by the Communist Party of China, and the word "Maoism" has never been used in its English-language publications except pejoratively. Likewise, Maoist groups outside China have usually called themselves Marxist-Leninist rather than Maoist, a reflection of Mao's view that he did not change, but only developed, Marxism-Leninism. However, some Maoist groups, believing Mao's theories to have been sufficiently substantial additions to the basics of the Marxist canon, call themselves "Marxist-Leninist-Maoist" (MLM) or simply "Maoist".
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'school.MARXISM-LENINISM,
Marxism-Leninism, strictly speaking, refers to the version of Marxism developed by Vladimir Lenin known as Leninism[citation needed]. However, in various contexts, different (and sometimes opposing) political groups have used the term "Marxism-Leninism" to describe the ideologies that they claimed to be upholding. The core ideological features of Marxism-Leninism are those of Marxism and Leninism, that is to say, belief in the necessity of a violent overthrow of capitalism through communist revolution, to be followed by a dictatorship of the proletariat as the first stage of moving towards communism, and the need for a vanguard party to lead the proletariat in this effort. It involves subscribing to the teachings and legacy of Karl Marx and Friedrich Engels (Marxism), and that of Lenin, as carried forward by Joseph Stalin. Those who view themselves as Marxist-Leninists, however, vary with regards to the leaders and thinkers that they choose to uphold as progressive (and to what extent). Maoists tend to downplay the importance of all other thinkers in favour of Mao Zedong, whereas Hoxhaites repudiate Mao.
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'school.ORTHODOX-MARXISM,
Orthodox Marxism is the term used to describe the version of Marxism which emerged after the death of Karl Marx and acted as the official philosophy of the Second International up to the First World War and of the Third International thereafter. Orthodox Marxism seeks to simplify, codify and systematise Marxist thought, ironing out ambiguities and contradictions.
The emergence of orthodox Marxism can be associated with the late works of Friedrich Engels, such as Dialectics of Nature and Socialism: Utopian and Scientific, which were efforts to popularise Marx's work, make it more systematic and coherent, and apply it to the fundamental questions of philosophy. Orthodox Marxism was further developed during the Second International by thinkers such as Karl Kautsky and George Plekhanov. Kautsky and Plekhanov were in turn major influences on Vladimir Lenin, whose version of orthodox Marxism, known as Leninism by its contemporaries and upon his death and Stalin's seizure of power became Marxism-Leninism, the official ideology of the Third International and Communist states. The terms dialectical materialism or "diamat" and historical materialism or "histomat" are associated with this phase of orthodox Marxism.
Some characteristics of orthodox Marxism are:
* A strong version of the theory that the economic base determines the cultural and political superstructure. (See also economic determinism, economism and vulgar materialism.)
* The claim that Marxism is a science.
* The attempt to make Marxism a closed and total system, able to explain everything.
* A relative neglect of issues not central to Marx's work, such as culture, gender or ethnicity.
* An understanding of ideology in terms of false consciousness.
[http://en.wikipedia.org/wiki/Orthodox_Marxism]
name::
* McsEngl.marxism'school.POST-MARXISM,
Post-Marxism represents the theoretical work of philosophers and social theorists who have built their theories upon those of Marx and Marxists but exceeded the limits of those theories in ways that puts them outside of Marxism. It begins with the basic tenets of Marxism but moves away from the Mode of Production as the starting point for analysis and includes factors other than class, such as gender, ethnicity etc, and a reflexive relationship between the base and superstructure.
Marxism remains a powerful theory in some unexpected and relatively obscure places, and is not always properly labeled as "Marxism." For example, many Mexican and some American archaeologists still cling to a Marxist model to explain the Classic Maya Collapse (c. 900 A.D.) - without mentioning Marxism by name.
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'school.STALINISM,
* McsEngl.stalinism@cptCore763i,
Stalinism, according to proponents of the term, is the political regime named after Joseph Stalin, leader of the Soviet Union from 1924-1953. Proponents of the term argue that it includes an extensive use of propaganda to establish a personality cult around an absolute dictator, as well as extensive use of the secret police to maintain social submission and silence political dissent.
The term "Stalinism" was coined by Lazar Kaganovich and was never used by Joseph Stalin who described himself as a Marxist-Leninist and a "pupil of Lenin" although he tolerated the use of the term by associates.[citation needed]
Like many other "-isms" it can be used as a pejorative [critique] term when referring to nation-states, political parties, or the ideological stance(s) of individuals, particularly "Anti-Revisionists". It is also used as a pejorative to describe politicians and political groups, Communist or non-Communist, who are perceived as particularly authoritarian or hard-line.
[http://en.wikipedia.org/wiki/Stalinism]
name::
* McsEngl.marxism'school.STRUCTURAL-MARXISM,
Structural Marxism is an approach to Marxism based on structuralism, primarily associated with the work of the French theorist Louis Althusser and his students. It was influential in France during the late 1960s and 1970s, and also came to influence philosophers, political theorists and sociologists outside of France during the 1970s. http://en.wikipedia.org/wiki/Marxism,
name::
* McsEngl.marxism'school.TROTSKYISM,
* McsEngl.trotskyism@cptCore763i,
Trotskyism is the theory of Marxism as advocated by Leon Trotsky. Trotsky considered himself an orthodox Marxist and Bolshevik-Leninist, arguing for the establishment of a vanguard party. His politics differed sharply from those of Stalinism, most importantly in declaring the need for an international "permanent revolution". Numerous groups around the world continue to describe themselves as Trotskyist, although they have diverse interpretations of Trotsky's writings.
Probably the consensus English term for adherents is 'Trotskyist'. "Trotskyite" and more recently "Trot" (the latter particularly in Britain and Canada) are used pejoratively.
[http://en.wikipedia.org/wiki/Trotskyism]
The International Marxist Group (IMG) was a Trotskyist political party in Britain between 1964 and 1987. It was the British Section of the reunified Fourth International. It is thought to have had around 1000 members in the late 1970s [1]. By 1983 its membership had fallen to around 700.
[http://en.wikipedia.org/wiki/International_Marxist_Group]
name::
* McsEngl.marxism'school.WESTERN-MARXISM,
Western Marxism is a term used to describe a wide variety of Marxist theoreticians based in Western and Central Europe (and more recently North America), in contrast with philosophy in the Soviet Union, the Socialist Federal Republic of Yugoslavia or the People's Republic of China.
[http://en.wikipedia.org/wiki/Marxism]
name::
* McsEngl.marxism'sociology,
name::
* McsEngl.historical'materialism@cptCore763i,
====== lagoGreek:
* McsElln.ΙΣΤΟΡΙΚΟΣ-ΥΛΙΣΜΟΣ,
* McsElln.ΙΣΤΟΡΙΚΟΣ'ΥΛΙΣΜΟΣ@cptCore763i,
* McsElln.ΥΛΙΣΤΙΚΗ-ΔΙΑΛΕΚΤΙΚΗ-ΤΗΣ-ΚΟΙΝΩΝΙΑΣ,
_DEFINITION:
Marx summarized the materialistic aspect of his theory of history, otherwise known as historical materialism (this term was coined by Engels and popularised by Kautsky and Plekhanov), in the 1859 preface to A Contribution to the Critique of Political Economy:
In the social production of their existence, men inevitably enter into definite relations, which are independent of their will, namely relations of production appropriate to a given stage in the development of their material forces of production. The totality of these relations of production constitutes the economic structure of society, the real foundation, on which arises a legal and political superstructure and to which correspond definite forms of social consciousness. The mode of production of material life conditions the general process of social, political and intellectual life. It is not the consciousness of men that determines their existence, but their social existence that determines their consciousness.
In this brief popularization of his ideas, Marx emphasized that social development sprang from the inherent contradictions within material life and the social superstructure. This notion is often understood as a simple historical narrative: primitive communism had developed into slave states. Slave states had developed into feudal societies. Those societies in turn became capitalist states, and those states would be overthrown by the self-conscious portion of their working-class, or proletariat, creating the conditions for socialism and, ultimately, a higher form of communism than that with which the whole process began. Marx illustrated his ideas most prominently by the development of capitalism from feudalism, and by the prediction of the development of socialism from capitalism.
[http://en.wikipedia.org/wiki/Marxist_philosophy]
* ΙΣΤΟΡΙΚΟΣ ΥΛΙΣΜΟΣ είναι η 'κοινωνιολογια' του ΜΑΡΞΙΣΜΟΥ.
[hmnSngo.1995.04_nikos]
Historical materialism is the methodological approach to the study of society, economics, and history which was first articulated by Karl Marx (1818-1883). Marx himself never used the term but referred to his approach as "the materialist conception of history". He also distinguished "philosophical materialism" from what he called "popular materialism").
His fundamental proposition of historical materialism can be summed up in the following:
“ it is not the consciousness of men that determines their existence, but, on the contrary, their social existence that determines their consciousness. ”
—Karl Marx, Preface to Critique of Political Economy
[http://en.wikipedia.org/wiki/Historical_materialism]
* TO ΚΑΘΟΡΙΣΤΙΚΟ
ΣΥΜΦΩΝΑ ΜΕ ΤΗΝ ΥΛΙΣΤΙΚΗ ΑΝΤΙΛΗΨΗ, ΤΟ ΚΑΘΟΡΙΣΤΙΚΟ ΣΤΟΙΧΕΙΟ ΣΤΗΝ ΙΣΤΟΡΙΑ, ΕΙΝΑΙ ΣΕ ΤΕΛΕΥΤΑΙΑ ΑΝΑΛΥΣΗ Η ΠΑΡΑΓΩΓΗ ΚΑΙ Η ΑΝΑΠΑΡΑΓΩΓΗ ΤΗΣ ΑΜΕΣΗΣ ΖΩΗΣ.
ΑΥΤΗ ΟΜΩΣ ΠΑΛΙ ΕΧΕΙ ΔΙΠΛΟ ΧΑΡΑΚΤΗΡΑ. ΑΠΟ ΤΗ ΜΙΑ ΜΕΡΙΑ Η ΠΑΡΑΓΩΓΗ ΤΩΝ ΜΕΣΩΝ ΣΥΝΤΗΡΗΣΗΣ, ΑΝΤΙΚΕΙΜΕΝΩΝ ΓΙΑ ΤΗ ΔΙΑΤΡΟΦΗ, ΤΟ ΝΤΥΣΙΜΟ, ΤΗΝ ΚΑΤΟΙΚΙΑ ΚΑΙ ΤΩΝ ΕΡΓΑΛΕΙΩΝ ΠΟΥ ΧΡΕΙΑΖΟΝΤΑΙ ΓΙ'ΑΥΤΑ. ΑΠΟ ΤΗΝ ΑΛΛΗ ΜΕΡΙΑ Η ΠΑΡΑΓΩΓΗ ΤΩΝ ΙΔΙΩΝ ΤΩΝ ΑΝΘΡΩΠΩΝ, Η ΑΝΑΠΑΡΑΓΩΓΗ ΤΟΥ ΕΙΔΟΥΣ
[ΕΝΓΚΕΛΣ, 1966, 6#cptResource186#]
name::
* McsEngl.conceptCore520,
* McsEngl.model.info.human.setConceptReferent,
* McsEngl.FvMcs.model.info.human.setConceptReferent,
* McsEngl.referentConceptSet@cptCore520,
* McsEngl.referent-concept-set@cptCore520,
* McsEngl.set-of-concepts-of-referent@cptCore520,
* McsEngl.setConceptReferent@cptCore520, {2012-04-22}
It is the set of concepts humans create of the same referent#cptCore1069#.
[hmnSngo.2009-01-06]
name::
* McsEngl.conceptCore506,
* McsEngl.setConceptReferent.LEARNING,
* McsEngl.FvMcs.setConceptReferent.LEARNING,
* McsEngl.learning'view@cptCore506,
* McsEngl.view-on-learning@cptCore506,
* McsEngl.learning'sinkoncepto@cptCore506,
* McsEngl.sinkoncepto.learning@cptCore506,
* McsEngl.learning'senset@cptCore506,
* McsEngl.senset'learning@cptCore506,
* McsEngl.learning'theory@cptCore506,
Noun
* S: (n) learning, acquisition (the cognitive process of acquiring skill or knowledge) "the child's acquisition of language"
* S: (n) eruditeness, erudition, learnedness, learning, scholarship, encyclopedism, encyclopaedism (profound scholarly knowledge)
Verb
* S: (v) learn, larn, acquire (gain knowledge or skills) "She learned dancing from her sister"; "I learned Sanskrit"; "Children acquire language at an amazing rate"
* S: (v) learn, hear, get word, get wind, pick up, find out, get a line, discover, see (get to know or become aware of, usually accidentally) "I learned that she has two grown-up children"; "I see that you have been promoted"
* S: (v) memorize, memorise, con, learn (commit to memory; learn by heart) "Have you memorized your lines for the play yet?"
* S: (v) learn, study, read, take (be a student of a certain subject) "She is reading for the bar exam"
* S: (v) teach, learn, instruct (impart skills or knowledge to) "I taught them French"; "He instructed me in building a boat"
* S: (v) determine, check, find out, see, ascertain, watch, learn (find out, learn, or determine with certainty, usually by making an inquiry or other effort) "I want to see whether she speaks French"; "See whether it works"; "find out if he speaks Russian"; "Check whether the train leaves on time"
[http://wordnet.princeton.edu/perl/webwn?s=learning&sub=Search+WordNet&o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&h=] 2007-11-17
In psychology and education, learning theories are attempts to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are basically three main perspectives in learning theories, behaviorism, cognitivism, and constructivism.
[http://en.wikipedia.org/wiki/Learning_theory_%28education%29]
name::
* McsEngl.learning'DISABILITY,
In the United States and Canada, the term learning disability (LD) refers to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason and organize information.
A learning disability is not indicative of low intelligence. People with learning disabilities sometimes have difficulty achieving at his or her intellectual level because of a deficit in one or more of the ways the brain processes information.
[http://en.wikipedia.org/wiki/Learning_disability]
name::
* McsEngl.learning'DOMAIN,
* McsEngl.domain-of-leraning@cptCore506i,
Over the years, there have been many theories of concept learning. According to behavioral theories such as Thorndike , Guthrie , or Hull , concept learning was primarily a function of contiguity and stimulus/response generalization. Bruner proposed one of the first cognitive theories that involved thinking processes (i.e., hypothesis formation). Hunt (1962) outlined one of the first information processing models that was based on the simple classification of attributes. Merrill & Tennyson (1977) describe a model that focuses on attributes and examples and is based on Merrill's Component Display Theory . One of the major goals of this model was to reduce three typical errors in concept formation: overgeneralization, undergeneralization and misconception.
Tennyson & Cocchiarella (1986) suggest a model for concept teaching that has three stages: (1) establishing a connection in memory between the concept to be learned and existing knowledge, (2) improving the formation of concepts in terms of relations, and (3) facilitating the development of classification rules. This model acknowledges the declarative and procedural aspects of cognition (c.f., ACT ). Klausmeier (1974) suggests four levels of concept learning: (1) concrete - recall of critical attributes, (2) identity - recall of examples, (3) classification - generalizing to new examples, and (4) formalization - discriminating new instances.
Categorization has always been a central aspect of concept learning research (e.g., Rosch & Lloyd, 1978). Recent theory tends to include concept acquisition as part of the general reasoning processes involved in both inductive and deductive inferences.
References:
Hunt, E.B. (1962). Concept Learning. New York: Wiley.
Klausmeier, H.J. (1980). Learning and Teaching Concepts. New York: Academic Press.
Merrill, M.D. & Tennyson, R.D. (1977). Concept Teaching: An Instructional Design Guide. Englewood Cliffs, NJ: Educational Technology.
Rosch, E. & Lloyd, B. (1978). Cognition and Categorization. Hillsdale, NJ: Erlbaum.
Tennyson, R.D. & Cocchiarella, M.J. (1986). An Empirically Based Instructional Design Theory for Teaching Concepts. Review of Educational Research, 56(1), 40-71.
[http://tip.psychology.org/concept.html]
name::
* McsEngl.learning'EDUCATION,
* McsEngl.education'senseset@cptCore506i,
_DEFINITION:
Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, positive judgment and well-developed wisdom. Education has as one of its fundamental aspects the imparting of culture from generation to generation (see socialization). Education means 'to draw out', facilitating realisation of self-potential and latent talents of an individual. It is an application of steve pedagogy, a body of theoretical and applied research relating to teaching and learning and draws on many disciplines such as psychology, philosophy, computer science, linguistics, neuroscience, sociology and anthropology. [1]
[http://en.wikipedia.org/wiki/Education]
# S: (n) education, instruction, teaching, pedagogy, didactics, educational activity (the activities of educating or instructing; activities that impart knowledge or skill) "he received no formal education"; "our instruction was carefully programmed"; "good classroom teaching is seldom rewarded"
# S: (n) education (knowledge acquired by learning and instruction) "it was clear that he had a very broad education"
# S: (n) education (the gradual process of acquiring knowledge) "education is a preparation for life"; "a girl's education was less important than a boy's"
# S: (n) education (the profession of teaching (especially at a school or college or university))
# S: (n) education, training, breeding (the result of good upbringing (especially knowledge of correct social behavior)) "a woman of breeding and refinement"
# S: (n) Department of Education, Education Department, Education (the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979)
[http://wordnet.princeton.edu/perl/webwn?s=Education&sub=Search+WordNet&o2=&o0=1&o7=&o5=&o1=1&o6=&o4=&o3=&h=] 2007-11-17
name::
* McsEngl.education'PRIMARY,
* McsEngl.conceptCore506.3,
* McsEngl.elementary'education@cptCore506.3,
name::
* McsEngl.education'SECONDARY,
* McsEngl.conceptCore506.4,
* McsEngl.secondary'education@cptCore506.4,
* McsEngl.high'school@cptCore506.4,
* McsEngl.gymnasium@cptCore506.4,
* McsEngl.lyceum@cptCore506.4,
* McsEngl.middle'school@cptCore506.4,
* McsEngl.college@cptCore506.4,
* McsEngl.vocational'school@cptCore506.4,
=== _NOTES: Depending on the system, schools for this period or a part of it may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these varies between the systems.
[http://en.wikipedia.org/wiki/Education]
name::
* McsEngl.education'HIGHER,
* McsEngl.conceptCore506.5,
* McsEngl.academia@cptCore506.5,
* McsEngl.higher'education@cptCore506.5,
* McsEngl.post'secodary'education@cptCore506.5,
* McsEngl.tertiary'education@cptCore506.5,
* McsEngl.third'stage'education@cptCore506.5,
Higher education, also called tertiary, third stage or post secondary education, often known as academia, is the non-compulsory educational level following the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Examples of institutions that provide post-secondary education are vocational schools, community colleges and universities in the United States, the TAFEs in Australia, CEGEPs in Quebec,and the IEKs in Greece. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). In the United Kingdom post-secondary education below the level of higher education is referred to as further education. Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.
[http://en.wikipedia.org/wiki/Education]
name::
* McsEngl.education'POSTGRADUATE,
* McsEngl.conceptCore506.7,
* McsEngl.graduate'education@cptCore506.7,
* McsEngl.postgraduate'education@cptCore506.7,
* McsEngl.quarternary'education@cptCore506.7,
Postgraduate education (often known in North America as graduate education, and sometimes described as quaternary education) involves studying for degrees or other qualifications for which a first or Bachelor's degree is required, and is normally considered to be part of tertiary or higher education. In North America this level is generally referred to as graduate school.
[http://en.wikipedia.org/wiki/Postgraduate_education]
name::
* McsEngl.education'ADULT,
* McsEngl.conceptCore506.6,
* McsEngl.andragogy@cptCore506.6,
* McsEngl.adult'education@cptCore506.6,
* McsEngl.lifelong'education@cptCore506.6,
* McsEngl.training'and'development@cptCore506.6,
_DEFINITION:
* Adult education is the practice of teaching and educating adults. This often happens in the workplace, through 'extension' or 'continuing education' courses at secondary schools, at a college or university. Other learning places include folk high schools, community colleges, and lifelong learning centers. The practice is also often referred to as 'Training and Development'. It has also been referred to as andragogy (to distinguish it from pedagogy). A difference is made between vocational education, mostly undertaken in workplaces and frequently related to upskilling, and non-formal adult education including learning skills or learning for personal development.
[http://en.wikipedia.org/wiki/Adult_education]
* Lifelong, or adult, education has become widespread in many countries. However, education is still seen by many as something aimed at children, and adult education is often branded as adult learning or lifelong learning. Adult education takes on many forms, from formal class-based learning to self-directed learning. Lending libraries provide inexpensive informal access to books and other self-instructional materials. The rise in computer ownership and internet access has given both adults and children greater access to both formal and informal education. In Scandinavia a unique approach to learning termed folkbildning has long been recognised as contributing to adult education through the use of learning circles.
[http://en.wikipedia.org/wiki/Education]
name::
* McsEngl.education'ALTERNATIVE,
* McsEngl.conceptCore506.7,
* McsEngl.alternative'education@cptCore506.7,
Alternative education, also known as non-traditional education or educational alternative, includes a number of approaches to teaching and learning other than traditional education. Educational alternatives are often rooted in various philosophies that are fundamentally different from those of traditional education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with some aspect of traditional education. Educational alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.
[http://en.wikipedia.org/wiki/Alternative_education]
name::
* McsEngl.school-organization@cptCore506i,
====== lagoEsperanto:
* McsEngl.skolo@lagoEspo,
* McsEspo.skolo,
* McsEngl.lernejo@lagoEspo,
* McsEspo.lernejo,
_DEFINITION:
A school is an institution where students (or "pupils") learn while under the supervision of teachers. In most systems of formal education, students progress through a series of schools: primary school, secondary school, and possibly a university , vocational school or a college. A school may also be dedicated to one particular field, such as a school of economics or a school of dance. In homeschooling and online schools, teaching and learning take place outside of a traditional school building.
[http://en.wikipedia.org/wiki/School]
name::
* McsEngl.sociology-of-education@cptCore506i,
The sociology of education is the study of how social institutions and forces affect educational processes and outcomes, and vice versa. By many, education is understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners may be motivated by aspirations for progress and betterment. Education is perceived as a place where children can develop according to their unique needs and potentialities (Schofield 1999). The purpose of education can be to develop every individual to their full potential. However, according to some sociologists, a key problem is that the educational needs of individuals and marginalized groups may be at odds with existing social processes, such as maintaining social stability through the reproduction of inequality. The understanding of the goals and means of educational socialization processes differs according to the sociological paradigm used.
[http://en.wikipedia.org/wiki/Education]
name::
* McsEngl.learning'EVOLUTEINO,
2007-11-17:
I changed this concept from "learning-theory" to "senseset-learning"
1990s:
In the 1990s, various new theories emerged and challenged cognitivism and the idea that thought was best described as computation. Some of these new approaches, often influenced by phenomenological and post-modernist philosophy, include situated cognition, distributed cognition, dynamicism, embodied cognition. Some thinkers working in the field of artificial life (for example Rodney Brooks) have also produced non-cognitivist models of cognition.
[http://en.wikipedia.org/wiki/Cognitivism_%28psychology%29]
late 20th:
Cognitivism became the dominant force in psychology in the late-20th century, replacing behaviorism as the most popular paradigm for understanding mental function. Cognitive psychology is not a wholesale refutation of behaviorism, but rather an expansion that accepts that mental states exist. This was due to the increasing criticism towards the end of the 1950s of behaviorist models. One of the most notable criticisms was Chomsky's argument that language could not be acquired purely through conditioning, and must be at least partly explained by the existence of internal mental states.
[http://en.wikipedia.org/wiki/Cognitivism_%28psychology%29]
name::
* McsEngl.learning'FORGETTING-CURVE,
* McsEngl.forgetting'curve@cptCore506i,
The forgetting curve illustrates the decline of memory retention in time. A related concept is the strength of memory that refers to the durability that memory traces in the brain. The stronger the memory, the longer we can remember it. A typical graph of the forgetting curve shows that humans tend to halve their memory of newly learned knowledge in a matter of days or weeks unless they consciously review the learned material.
[http://en.wikipedia.org/wiki/Forgetting_curve]
name::
* McsEngl.learning'LEARNER,
name::
* McsEngl.learning'LEARNING-CURVE,
* McsEngl.learning'curve@cptCore506i,
The term learning curve refers to a relationship between the duration of learning or experience and the resulting progress. Initially introduced in cognitive psychology, over time the term has acquired a broader interpretation, and expressions such as "experience curve", "improvement curve", "cost improvement curve", "progress curve"/"progress function", "startup curve", and "efficiency curve" are often used interchangeably, depending on the context. Some of these terms may also have other meanings.
[http://en.wikipedia.org/wiki/Learning_curve]
name::
* McsEngl.learning'METHOD,: learning'technique@cptCore506,
name::
* McsEngl.learning'MEMORY,
Memory is one of the most important concepts in learning; if things are not remembered, no learning can take place.
[http://tip.psychology.org/memory.html]
name::
* McsEngl.learning'PRINCIPLE,
* McsEngl.law-of-learning@cptCore506i,
Educational psychologists have identified several principles of learning, also referred to as laws of learning, which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively. Edward Thorndike developed the first three "Laws of learning:" readiness, exercise, and effect. Since Thorndike set down his basic three laws in the early part of the twentieth century, three additional principles have been added: primacy, intensity, and recency.
[http://en.wikipedia.org/wiki/Principles_of_learning]
name::
* McsEngl.learning'READING,
* McsEngl.conceptCore506.1,
* McsEngl.reading'senseset-506.1,
_DEFINITION:
Reading is probably one of the most researched topics in education and the primary focus of instruction at the elementary levels. There are many theories of reading and different reading programs (Chall, 1967; Pearson, 1984; Singer & Ruddell, 1976). The topic of reading is of great social importance because it pertains to the issues of literacy and intelligence. From a learning perspective, reading is closely related to many other cognitive processes or domains including: attention, concept formation, imagery, language, memory, and perception.
[http://tip.psychology.org/reading.html]
name::
* McsEngl.learning'SCIENCE,
name::
* McsEngl.pedagogy@cptCore506,
Pedagogy (IPA: /?p?d?go?d?i/) , the art or science of being a teacher, generally refers to strategies of instruction, or a style of instruction.[1] The word comes from the Ancient Greek παιδαγωγέω (paidago-geo-; from πα?ς (child) and ?γω (lead)): literally, "to lead the child”. In Ancient Greece, παιδαγωγός was (usually) a slave who supervised the education of his master’s son (girls were not publicly educated). This involved taking him to school (διδασκαλε?ον) or a gym (γυμνάσιον), looking after him and carrying his equipment (e.g. musical instruments).[2]
[http://en.wikipedia.org/wiki/Pedagogy]
The psychology of learning is a theoretical science which seeks understanding of learning.
Learning is a process that depends on experience and leads to longterm changes in behavior potential. Behavior potential designates the possible behavior of an individual, not actual behavior. The main assumption behind all learning psychology is that the effects of the environment, conditioning, reinforcement, etc. provide psychologists with the best information from which to understand human behavior.
As opposed to short term changes in behavior potential (caused e.g. by fatigue) learning implies long term changes. As opposed to long term changes caused by aging and development, learning implies changes related directly to experience.
Learning theories try to better understand how the learning process works. Major research traditions are behaviorism, Cognitivism (psychology) and self-regulated learning. Neurosciences have provided important insights into learning, too, even when using much simpler organisms than humans (aplysia).
[http://en.wikipedia.org/wiki/Psychology_of_learning]
name::
* McsEngl.learning'TEACHING-PROCESS,
* McsEngl.educational'method@cptCore506,
* McsEngl.teaching'senseset@cptCore506i,
* McsEngl.teaching'method@cptCore506,
* McsEngl.teaching@cptCore506i,
_DEFINITION:
Teaching method or educational method has a long history and relates to the questions, "What is the purpose of education?" and "What are the best ways of achieving these purposes?" For much of human history, educational method was largely unconscious and consisted of children imitating or modelling their behaviour on that of their elders, learning through observation and play, such as, how to make meals, set places for the family, hunt for food, pick berries and how to play-fight and return home with little trophies.
[http://en.wikipedia.org/wiki/Teaching_methods]
name::
* McsEngl.teaching'TYPE,
Demonstration is one way to define certain kinds of words. Demonstration is the simple act of pointing to an object, area, or place, like the sun, moon, or a large mountain top, and then naming and defining it. Basic definitions of words through demonstration, or pointing, allows humans to communicate, interact, plan, and co-ordinate in ways that help us to build cities, large buildings, technology, gain knowledge and to successfully communicate with computers. Basic propositions about time, space, and mathematics are first required to teach about true and probable statements or words that accurately describe universal qualities and quantities about nature, planets, species, and the world around us.
[http://en.wikipedia.org/wiki/Demonstration_%28teaching%29]
The term used to apply to educational settings, where students are involved in choosing and reading material (fiction books, non-fiction, magazine, other media) for their independent consumption and enjoyment. Usually Independent Reading is conducted alongside the ongoing curriculum in the classroom. Independent Reading can be tied to assessment and evaluation or remain as an activity in itself.
Some of the Aims of Independent Reading
Students will
* Read more willingly and more often.
* Become more interested in the printed word in general, including their own writing.
* Become more receptive to enrichment activities related to their reading.
* Discover that they can think and write in a meaningful way about their reading.
* Learn that literature can enrich their lives.
(Sebranek et al., 1996).
[http://en.wikipedia.org/wiki/Independent_reading]
A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories and equations. A politician's speech, a minister's sermon, or even a businessman's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.
[http://en.wikipedia.org/wiki/Lecture]
name::
* McsEngl.lesson'teaching@cptCore506i,
_DEFINITION:
* In schools the prevalent mode of student-teacher interaction is lessons.
[http://en.wikipedia.org/wiki/Lecture]
A lesson is a structured period of time where learning is intended to occur. It involves one or more students (also called pupils or learners in some circumstances) being taught by a teacher or instructor. A lesson may be either one section of a textbook (which, apart from the printed page, can also include multimedia) or, more frequently, a short period of time during which learners are taught about a particular subject or taught how to perform a particular activity. Lessons are generally taught in a classroom but may instead take place in a situated learning environment.
In a wider sense, a lesson is an insight gained by a learner into previously unfamiliar subject-matter. Such a lesson can be either planned or accidental, enjoyable or painful. The colloquial phrase "to teach someone a lesson", means to punish or scold a person for a mistake they have made in order to ensure that they do not make the same mistake again.
Lessons can also be made entertaining. When the term education is combined with entertainment, the term edutainment is coined.
[http://en.wikipedia.org/wiki/Lesson]
A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:
* the title of the lesson
* the amount of time required to complete the lesson
* a list of required materials
* a list of objectives. These may be stated as behavioral objectives (what the student is expected to be able to do upon completion of the lesson) or as knowledge objectives (what the student is expected to know upon completion of the lesson).
* the set or lead-in to the lesson. This is designed to focus students on the skill or concept about to be instructed. Common sets include showing pictures or models, asking leading questions, or reviewing previously taught lessons.
* the instructional component. This describes the sequence of events which will take place as the lesson is delivered. It includes the instructional input—what the teacher plans to do and say, and guided practice—an opportunity for students to try new skills or express new ideas with the modeling and guidance of the teacher.
* independent practice. This component allows students to practice the skill or extend the knowledge on their own.
* the summary. This is an opportunity for the teacher to wrap up the discussion and for the students to pose unanswered questions.
* evaluation. Some, but not all, lessons have an evaluative component where the teacher can check for mastery of the instructed skills or concepts. This may take the form of a set of questions to be answered or a set of instructions to be followed. The evaluation may be formative; that is to say, used to guide subsequent learning, or summative; that is to say, used to determine a grade or other achievement criterion.
* analysis. Often not part of a lesson plan, this component allows the teacher to reflect on the lesson and answer questions such as what went well, what needs improving, and how students reacted to the lesson.
* Continuity - the content/ideas/theme/rules etc. from previous day are reflected upon or reviewed
The exact format chosen for a lesson plan will be driven by school requirements and personal tastes of the teacher, in that order. Unit plans follow much the same format, but are intended to cover an entire unit of work, which may be delivered over several days or weeks.
[http://en.wikipedia.org/wiki/Lesson_plan]
name::
* McsEngl.research'informed'teaching@cptCore506i,
_DEFINITION:
Research-informed Teaching refers to the practice of linking research with teaching in Higher Education. Most universities in the world are organised into teaching and research divisions. Professors and lecturers will normally be contracted to do both and, in theory at least, course syllabi are structured around the teacher's research interests. Since the 1980s, there has been a growing movement to further integrate the two activities. This has led to a new interest in undergraduate research, where students enrolled on bachelor degrees are given the opportunity to participate in research projects or undertake their own research. This practice was pioneered in America, where there is now a nationwide Council for Undergraduate Research, and in Australia. Recently, the UK Government funded several 'centres of excellence' which focus in different ways on undergraduate research. One of the most important is the Warwick Reinvention Centre, which was set up in partnership with Oxford Brookes University under the directorshop of Mike Neary. The Centre's journal, Reinvention, launched in September 2007. In 2006, the UK Government also invested c.£25m into universities across the country to strengthen research-informed teaching. Key publications by Alan Jenkins, Roger Zetter, Mick Healey and Angela Brew have further developed the research base for research-informed teaching. In April 2007 the University of Central Lancashire appointed the first ever Chair in Research-informed Teaching, Stuart Hampton-Reeves, and in September 2007 launched a Centre for Research-informed Teaching.
[http://en.wikipedia.org/wiki/Research-informed_teaching]
A seminar is, generally, a form of academic instruction, either at a university or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. This is often accomplished through an ongoing Socratic dialogue with a seminar leader or instructor, or through a more formal presentation of research. Normally, participants must not be beginners in the field under discussion (at US universities, seminar classes are generally reserved for upper-year students, although at UK universities seminars are usually used for all years). The idea behind the seminar system is to familiarise students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems that always crop up during research work. It is essentially a place where assigned readings are discussed, questions can be raised and debates conducted. It is relatively informal, at least compared to the lecture system of academic instruction.
Indeed, it is important to note that, in some European universities, a seminar may be a large lecture course, especially when conducted by a renowned thinker (regardless of the size of the audience or the scope of student participation in discussion).
Origins of the word
The word seminar is derived from the Latin word seminarium, meaning "seed plot."
[http://en.wikipedia.org/wiki/Seminar]
Shared reading is an instructional approach in education, during which the teacher explicitly teaches the strategies and skills of proficient readers. Students have an opportunity to gradually assume more responsibility for the reading as their skill level and confidence increase. Shared reading provides a safe learning environment for students to practice the reading behaviours of proficient readers with the support of teacher and peers. Shared reading may be offered to the whole class or a small group of students and may focus on needs indicated in assessment data and required by grade level curriculum expectations particuarly in Canada. The text is always chosen by the teacher and must be visible to the students.
Although shared reading does not promote being the end all and be all, it is a strategy that can be put into practice as an educational tool. This strategy allows students to participate in an enthusiastic and active way, while at the same time helping them to be successful in the area of reading.
Specification for texts
When selecting texts for reading, teachers typically look for text that is appropriate for the reading level of the students, that is also cross-curricular and relevant in its nature. The text should be of an appropriate length for study and be adequately complex. The text should also be powerful or impactful.
Method
The teacher reads the text aloud, states a focus, and then re-reads the text, asking questions specific to the focus of choice (and may ask students to join). The focus may include things like: analysis, predictions, drawing inferences, grammar and punctuation, vocabulary development, questioning, literacy elements, critical thinking, phrasing, fluency, intonation, character and plot Development.
[http://en.wikipedia.org/wiki/Shared_reading]
Teaching in-Role is a method of teaching in which the teacher takes on a role and creates a drama around the students. This approach allows the teacher to take on the role of someone who does not know the answers, act in ways that the teacher would not, or to demonstrate appropriate playing within the drama.
[http://en.wikipedia.org/wiki/Teaching_in-Role]
name::
* McsEngl.teaching'TYPE-ON-LEVEL,
name::
* McsEngl.teaching'TYPE-ON-SUBJECT,
The direct method, sometimes also called natural method, is a method for teaching foreign languages that refrains from using the learners' native language and just uses the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are
* teaching vocabulary through pantomiming, realia and other visuals
* teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
* centrality of spoken language (including a native-like pronunciation)
* focus on question-answer patterns
* teacher-centeredness
[http://en.wikipedia.org/wiki/Direct_method]
Interdisiplinary teaching is a method, or set of methods, used to teach a unit across different curricular disciplines. For example, the seventh grade Language Arts, Science and Social Studies teachers might work together to form an interdiscipinary unit on rivers.
The local river system would be the unifying idea, but the English teacher would link it to Language Arts by studying river vocabulary and teaching students how to do a research report. The science teacher might teach children about the life systems that exist in the river, while the Social Studies teacher might help students research the local history and peoples who used the river for food and transport.
[http://en.wikipedia.org/wiki/Interdisciplinary_teaching]
The Silent Way is an approach to language teaching designed to enable students to become independent, autonomous and responsible learners. It is part of a more general pedagogical approach to teaching and learning created by Caleb Gattegno. It is constructivist in nature, leading students to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners. The Silent Way allows this.
The main objective of a teacher using the Silent Way is to optimize the way students exchange their time for experience. This Gattegno considered to be the basic principle behind all education: "Living a life is changing time into experience."
The students are guided into using their inherent sense of what is coherent to develop their own "inner criteria" of what is right in the new language. They are encouraged to use all their mental powers to make connections between sounds and meanings in the target language. In a Silent Way class, the students express their thoughts and feelings about concrete situations created in the classroom by themselves or the teacher.
[http://en.wikipedia.org/wiki/The_Silent_Way]
name::
* McsEngl.learning'TECHNOLOGY,
* McsEngl.conceptCore506.2,
* McsEngl.education'technoloyg@cptCore506.2,
* McsEngl.educational'technology@cptCore506.2,
* McsEngl.instructional'technology@cptCore506.2,
_DEFINITION:
Educational technology is a field of study within education. The term Educational technology is often associated with instructional technology or learning technology, but educational technology is a broader term, or field of study encompassing the other two. Consider the differences between "Instructional" and "Educational." While Instructional technologies are used within the processes of learning, and instruction, Educational technologies may include other systems (e.g. registration or library systems).
The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology. The particular case of the meaningful use of high-technology to enhance learning in K-12 classrooms and higher education is known as technology integration. The term is distinct from technology education: educational technology is about using technology to educate, whereas technology education is learning about technology. Several universities have recently opened tracks for graduate programs in the field of Educational Technology.[1][2][3][4]
[http://en.wikipedia.org/wiki/Educational_technology]
_SPECIFIC:
* INFOTECH_EDUCATIONAL_PROGRAM#cptIt411#
SOURCE:
* The Encyclopedia of Educational Technology
http://coe.sdsu.edu/eet//
Bob Hoffman, General Editor
San Diego State University Department of Educational Technology
name::
* McsEngl.learning'THEORY,
SOURCE:
* http://tip.psychology.org/theories.html:
_SPECIFIC:
The Theories
* ACT* (J. Anderson)
* Adult Learning Theory (P. Cross)
* Algo-Heuristic Theory (L. Landa)
* Andragogy (M. Knowles)
* Anchored Instruction (J. Bransford & the CTGV)
* Aptitude-Treatment Interaction (L. Cronbach & R. Snow)
* Attribution Theory (B. Weiner)
* Cognitive Dissonance Theory (L. Festinger)
* Cognitive Flexibility Theory (R. Spiro)
* Cognitive Load Theory (J. Sweller)
* Component Display Theory (M.D. Merrill)
* Conditions of Learning (R. Gagne)
* Connectionism (E. Thorndike)
* Constructivist Theory (J. Bruner)
* Contiguity Theory (E. Guthrie)
* Conversation Theory (G. Pask)
* Criterion Referenced Instruction (R. Mager)
* Double Loop Learning (C. Argyris)
* Drive Reduction Theory (C. Hull)
* Dual Coding Theory (A. Paivio)
* Elaboration Theory (C. Reigeluth)
* Experiential Learning (C. Rogers)
* Functional Context Theory (T. Sticht)
* Genetic Epistemology (J. Piaget)
* Gestalt Theory (M. Wertheimer)
* GOMS (Card, Moran & Newell)
* GPS (A. Newell & H. Simon)
* Information Pickup Theory (J.J. Gibson)
* Information Processing Theory (G.A. Miller)
* Lateral Thinking (E. DeBono)
* Levels of Processing (Craik & Lockhart)
* Mathematical Learning Theory (R.C. Atkinson)
* Mathematical Problem Solving (A. Schoenfeld)
* Minimalism (J. M. Carroll)
* Model Centered Instruction and Design Layering (A.Gibbons)
* Modes of Learning (D. Rumelhart & D. Norman)
* Multiple Intelligences (H. Gardner)
* Operant Conditioning (B.F. Skinner)
* Originality (I. Maltzman)
* Phenomenonography (F. Marton & N. Entwistle)
* Repair Theory (K. VanLehn)
* Script Theory (R. Schank)
* Sign Theory (E. Tolman)
* Situated Learning (J. Lave)
* Soar (A. Newell et al.)
* Social Development (L. Vygotsky)
* Social Learning Theory (A. Bandura)
* Stimulus Sampling Theory (W. Estes)
* Structural Learning Theory (J. Scandura)
* Structure of Intellect (J. Guilford)
* Subsumption Theory (D. Ausubel)
* Symbol Systems (G. Salomon)
* Triarchic Theory (R. Sternberg)
[http://tip.psychology.org/theories.html]
name::
* McsEngl.learning'BEHAVIORISM,
* McsEngl.behaviorism'learning@cptCore506,
* McsEngl.behavior'learning'theory@cptCore506,
_DEFINITION:
This theoretical framework was developed in the early 20th century with the animal learning experiments of Edward Thorndike. Many Psychologists like B. F. Skinner, and Ivan Pavlov used these theories to describe and experiment with human learning. While still very useful this philosophy of learning has lost favor with many educators. But Behavior learning theory (e.g Classical Conditioning and Operant conditioning) is still very useful to explain lower level unconscious implicit memory and learning.
[http://en.wikipedia.org/wiki/Educational_technology]
Operant Conditioning (B.F. Skinner)
Overview:
The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive characteristic of operant conditioning relative to previous forms of behaviorism (e.g., Thorndike, Hull) is that the organism can emit responses instead of only eliciting response due to an external stimulus.
Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. The theory also covers negative reinforcers -- any stimulus that results in the increased frequency of a response when it is withdrawn (different from adversive stimuli -- punishment -- which result in reduced responses). A great deal of attention was given to schedules of reinforcement (e.g. interval versus ratio) and their effects on establishing and maintaining behavior.
One of the distinctive aspects of Skinner's theory is that it attempted to provide behavioral explanations for a broad range of cognitive phenomena. For example, Skinner explained drive (motivation) in terms of deprivation and reinforcement schedules. Skinner (1957) tried to account for verbal learning and language within the operant conditioning paradigm, although this effort was strongly rejected by linguists and psycholinguists. Skinner (1971) deals with the issue of free will and social control.
Scope/Application:
Operant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). Parenthetically, it should be noted that Skinner rejected the idea of theories of learning (see Skinner, 1950).
Example:
By way of example, consider the implications of reinforcement theory as applied to the development of programmed instruction (Markle, 1969; Skinner, 1968)
1. Practice should take the form of question (stimulus) - answer (response) frames which expose the student to the subject in gradual steps
2. Require that the learner make a response for every frame and receive immediate feedback
3. Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement
4. Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal praise, prizes and good grades.
[http://tip.psychology.org/skinner.html]
name::
* McsEngl.learning'COGNITIVISM-THEORY,
* McsEngl.cognitivism'in'learning@cptCore506i,
_DEFINITION:
In psychology, cognitivism is a theoretical approach in understanding the mind, which argues that mental function can be understood by quantitative, positivist and scientific methods, and that such functions can be described as information processing models.
[http://en.wikipedia.org/wiki/Cognitivism_%28psychology%29]
* In psychology, cognitivism is the approach to understanding the mind which argues that mental function can be understood as the 'internal' rule-bound manipulation of symbols.
[http://en.wikipedia.org/wiki/Cognitivism]
* Cognitive science has change how educators have viewed learning. Since the Cognitive Revolution of the 1960s and 1970s, learning theory has undergone a great deal of change. Much of the empirical framework of Behaviorism was retained even though a new paradigm was begun. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. So for example how the natural physiological processes of encoding information into short term memory and long term memory become important to educators.
Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's Working memory model were established as a theoretical framework in Cognitive Psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today researchers are concentrating on topics like Cognitive load and Information Processing Theory. These theories of learning are very useful as they guide the design of instructional technologies.
[http://en.wikipedia.org/wiki/Educational_technology]
name::
* McsEngl.learning'CONSTRUCTIVISM-THEORY,
* McsEngl.constructivism'in'lerning@cptCore506,
* McsEngl.constructivist'theory@cptCore506,
* McsEngl.constructionism@cptCore506,
* McsEngl.constructivist'epistemology@cptCore506,
=== _NOTES: Constructionism and constructivism are often used interchangeably.
[http://en.wikipedia.org/wiki/Constructivist_epistemology]
_DEFINITION:
* Constructivism (learning theory) while not a theory, is an educational philosophy that many educators began to consider in the 1990s. One the primary tenets of this philosophy is that learners construct their own meaning from new information, as they interact with reality or others with different perspectives.
Constructivist learning environments require students to utilize their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning. Under this framework the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Educators, from the constructivist’s perspective, must make sure that the prior learning experiences are appropriate and related to the concepts needed to be taught.
Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing technology when teaching with the Constructivist perspective should choose technologies that reinforce prior learning perhaps in a problem-solving environment.
[http://en.wikipedia.org/wiki/Educational_technology]
* Constructivism is a set of assumptions about the nature of human learning that guide constructivist learning theories and teaching methods of education. Constructivism values developmentally appropriate facilitator-supported learning that is initiated and directed by the learner.
[http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29]
* Constructivist theory
Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework.
... Constructivism as a description of human cognition is often associated with pedagogic approaches that promote learning by doing.
[http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29]
Social Constructivismn is a theory of human learning based upon the learners' social situation and community. The zone of proximal development, developed by Lev Vygotsky and expanded upon by Bruner, is an idea under social constructivism.
In recent decades, constructivist theorists have extended the traditional focus on individual learning to address collaborative and social dimensions of learning. It is possible to see social constructivism as a bringing together of aspects of the work of Piaget with that of Bruner and Vygotsky (Wood 1998: 39). The term Communal constructivism was introduced by Bryn Holmes in 2001. As described in an early paper, "in this model, students will not simply pass through a course like water through a sieve but instead leave their own imprint in the learning process."[1]
[http://en.wikipedia.org/wiki/Social_Constructivism_%28Learning_Theory%29]
Cognitive Flexibility Theory (R. Spiro, P. Feltovitch & R. Coulson)
Overview:
Cognitive flexibility theory focuses on the nature of learning in complex and ill-structured domains. Spiro & Jehng (1990, p. 165) state: "By cognitive flexibility, we mean the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands...This is a function of both the way knowledge is represented (e.g., along multiple rather single conceptual dimensions) and the processes that operate on those mental representations (e.g., processes of schema assembly rather than intact schema retrieval)."
The theory is largely concerned with transfer of knowledge and skills beyond their initial learning situation. For this reason, emphasis is placed upon the presentation of information from multiple perspectives and use of many case studies that present diverse examples. The theory also asserts that effective learning is context-dependent, so instruction needs to be very specific. In addition, the theory stresses the importance of constructed knowledge; learners must be given an opportunity to develop their own representations of information in order to properly learn.
Cognitive flexibility theory builds upon other constructivist theories (e.g., Bruner, Ausubel, Piaget) and is related to the work of Salomon in terms of media and learning interaction.
Scope/Application:
Cognitive flexibility theory is especially formulated to support the use of interactive technology (e.g., videodisc, hypertext). Its primary applications have been literary comprehension, history, biology and medicine.
Example:
Jonassen, Ambruso & Olesen (1992) describe an application of cognitive flexibility theory to the design of a hypertext program on transfusion medicine. The program provides a number of different clinical cases which students must diagnose and treat using various sources of information available (including advice from experts). The learning environment presents multiple perspectives on the content, is complex and ill-defined, and emphasizes the construction of knowledge by the learner.
Principles:
1. Learning activities must provide multiple representations of content.
2. Instructional materials should avoid oversimplifying the content domain and support context-dependent knowledge.
3. Instruction should be case-based and emphasize knowledge construction, not transmission of information.
4. Knowledge sources should be highly interconnected rather than compartmentalized.
[http://tip.psychology.org/spiro.html]
name::
* McsEngl.learning'ACTIVITY-THEORY,
* McsEngl.activity'theory@cptCore506,
_DESCRIPTION:
Activity theory is a psychological meta-theory, paradigm, or framework, with its roots in the Soviet psychologist Vygotsky's cultural-historical psychology. Its founders were Alexei N. Leont'ev (1903-1979), and Sergei Rubinshtein (1889-1960) who sought to understand human activities as complex, socially situated phenomena and go beyond paradigms of psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theoretical and applied psychology, in areas such as education, training, ergonomics, and work psychology [1].
...
Activity theory is aimed at understanding the mental capabilities of a single human being. However, it rejects the isolated human being as an adequate unit of analysis, focusing instead on cultural and technical mediation of human activity.
[http://en.wikipedia.org/wiki/Activity_theory]
name::
* McsEngl.learning'DISTRIBUTED'COGNITION,
Distributed cognition "focusing beyond the boundaries of the individual"
(DCog) is a theory of psychology developed in the mid 1980s by Edwin Hutchins. Using insights from sociology, cognitive science, and the psychology of Vygotsky (cf activity theory) it emphasizes the social aspects of cognition. It is a framework (not a method) that involves the co-ordination between individuals and artifacts. It is comprised of two key components: 1) the representations that information is held in and transformed across 2) the process by which representations are co-ordinated with each other.
Distributed cognition is a branch of cognitive science that proposes that human knowledge and cognition are not confined to the individual. Instead, it is distributed by placing memories, facts, or knowledge on the objects, individuals, and tools in our environment. Distributed cognition is a useful approach for (re)designing social aspects of cognition by putting emphasis on the individual and his/her environment. Distributed cognition views a system as a set of representations, and models the interchange of information between these representations. These representations can be either in the mental space of the participants or external representations available in the environment.
Distributed cognition as a theory of learning, i.e. one in which the development of knowledge is attributed to the system of human agents interacting dynamically with artifacts, has been widely applied in the field of distance learning, especially in relation to Computer Supported Collaborative Learning (CSCL) and other computer-supported learning tools. Distributed cognition illustrates the process of interaction between people and technologies in order to determine how to best represent, store and provide access to digital resources and other artifacts.
With the new research that is emerging in this field, the overarching concept of DCog enhances our understanding of interaction between humans, machines and the environment.
[http://en.wikipedia.org/wiki/Distributed_cognition]
Edwin Hutchins is a professor and former department head of cognitive science at the University of California, San Diego. Hutchins is one of the main developers of distributed cognition.
Hutchins was a student of the cognitive anthropologist Roy D'Andrade and has been a strong advocate of the use of anthropological methods in cognitive science. He is considered the father of modern Cognitive Ethnography. His early work involved studies of logic in legal discourse among people of the Trobriand Islands, Papua New Guinea.
For a time he worked in the Navy doing research on how crews of ship can function as a distributed machine offloading the cognitive burden of ship navigation onto each member of the crew. He was a recipient of the prestigious MacArthur "Genius Grant".
In 1995, Hutchins published Cognition in the Wild, now a classic in Cognitive Science. CITW provides a detailed study of distributed cognitive processes in a navy ship, and as with other works related to distributed cognition, criticizes disembodied views of cognition and proposes an alternative which looks at cognitive systems that may be composed of multiple agents and the material world.
Other areas of his work include the study of airline cockpits, the development of cognitive ethnographic methods and tools, and human-computer interaction. He currently, in collaboration with James Hollan, runs the Distributed Cognition and Human Computer Interaction Laboratory at UC San Diego.
[edit] Bibliography
* Hutchins, Edwin (1980) Culture and Inference: A Trobriand Case Study. Harvard University Press, Cambridge, MA.
* Hutchins, Edwin (1995) Cognition in the Wild. MIT Press, Cambridge, MA.
[http://en.wikipedia.org/wiki/Edwin_Hutchins]
name::
* McsEngl.learning'DYNAMICISM-THEORY,
* McsEngl.dynamicism@cptCore506,
Dynamicism, also termed the dynamic hypothesis or the dynamic hypothesis in cognitive science or dynamic cognition, is a new approach in cognitive science exemplified by the work of philosopher Tim van Gelder. It argues that differential equations are more suited to modelling cognition than more traditional computer models.
name::
* McsEngl.learning'SITUATED-COGNITION,
* McsEngl.situated'cognition@cptCore506,
_DESCRIPTION:
Situated cognition is a movement in cognitive psychology which derives from pragmatism, Gibsonian ecological psychology, ethnomethodology, the theories of Vygotsky (activity theory) and the writings of Heidegger. However, the key impetus of its development was work done in the late 1980s in educational psychology. Empirical work on how children and young people learned showed that traditional cognitivist 'rule bound' approaches were inadequate to describe how learning actually took place in the real world. Instead, it was suggested that learning was "situated": that is, it always took place in a specific context (cf contextualism). This is similar to the view of "situated activity" proposed by Lucy Suchman, "social context" proposed by Giuseppe Mantovani, and "Situated Learning" proposed by Jean Lave and Etienne Wenger.
Situated cognition emphasises studies of human behaviour that have 'ecological validity': that is, which take place in real situations (i.e. outside the laboratory). In more traditional laboratory studies of (for example) how people behave in the workplace, real-world complications such as personal interruptions, office politics, scheduling constraints, private agendas and so forth, are generally ignored, even though these necessarily change the nature of the activity. Situated cognition attempts to integrate these complexities into its analytic framework.
Recently, situated cognition theorists have been pushing for more authentic research. They argue that situating their students and research participants in authentic situations will help them achieve better research results and ultimately enhance their understanding of educational theories.
[edit] Further reading
William J. Clancey Situated Cognition (1994) (ISBN 0-521-44871-9)
Brown, J.S., Collins, A. & Duguid, S. (1989). 'Situated cognition and the culture of learning.' Educational Researcher, 18(1), 32-42
Hutchins, E., (1995). Cognition in the wild. MIT Press ISBN 0-262-58146-9
[http://en.wikipedia.org/wiki/Situated_cognition]
name::
* McsEngl.learning'ZAHAROS-THEORY infovido,
Τι είναι όμως μια θεωρία μάθησης; Όπως μας λεει ο Μ. Bigge (1990, σ. 18) "είναι μια ολοκληρωμένη συστηματική άποψη για τη φύση-της-διαδικασίας μέσα από την οποία οι άνθρωποι σχετίζονται με το περιβάλλον με τέτοιο τρόπο, ώστε να επαυξάνουν την ικανότητά τους στο να χρησιμοποιούν πιo αποτελεσματικά τόσο τους εαυτούς τους, όσο και το περιβάλλον τους".
...
α) Θα αναφερθούμε πρώτα στις σπουδαιότερες θεωρίες πριν από τον 20ο αιώνα, που η επίδρασή τους συναντάται και σήμερα στις διδακτικές πρακτικές. Είναι αυτές, που τις συναντάμε, συνήθως, με την ονομασία: θεωρίες της πνευματικής πειθαρχίας (mental discipline).
β) Στη συνέχεια θα παρουσιάσουμε τις δύο κυριότερες σύγχρονες οικογένειες θεωριών:
1) τις θεωρίες της εξάρτησης Ερεθίσματος - Απάντησης (Ε -Α), που ανήκουν στην οικογένεια του συμπεριφορισμού (behaviorism)
...(εμπειριστικές θεωρίες μάθησης) και
2) τις γνωστικές (cognitive) θεωρίες του ολικού - μορφικού πεδίου (Gestalt - field).
γ) Ως τρίτη οικογένεια θεωριών θα παρουσιαστούν οι θεωρίες της κοινωνικής ψυχογένεσης, οι οποίες, παρόλο που στηρίζονται στις θεωρίες του ολικού - μορφικού πεδίου, δίνουν μια βαρύνουσα σημασία στην επίδραση της κοινωνικής μεταβλητής στην γνωστική ανάπτυξη, προοπτική που ενδιαφέρει ιδιαίτερα την έρευνά μας.
δ) Θα κάνουμε, τέλος, μια σύντομη κριτική αναφορά στο θεωρητικό έργο του Ελβετού επιστημολόγου Piaget, στο βαθμό που το ερευνητικό του έργο και οι επιστημολογικές του απόψεις επηρέασαν σημαντικά τις διδακτικές πρακτικές των τελευταίων δεκαετιών, στο χώρο της μαθηματικής παιδείας.
[Zacharos, 1999]
name::
* McsEngl.integrative'learning'theory@cptCore506i,
Integrative Learning is a learning theory describing a movement toward integrated lessons helping students make connections across curricula. This higher education concept is distinct from the elementary and high school "integrated curriculum" movement.
The term and concept
The term Integrative Learning was coined by Jerry Perez de Tagle [1] and "... comes in many varieties: connecting skills and knowledge from multiple sources and experiences; applying skills and practices in various settings; utilizing diverse and even contradictory points of view; and, understanding issues and positions contextually."
* "...making connections within a major, between fields, between curriculum, cocurriculum, or between academic knowledge and practice."[2]
[http://en.wikipedia.org/wiki/Integrative_Learning]
name::
* McsEngl.learning'TRAINING,
* McsEngl.training'seseset@cptCore506i,
_DEFINITION:
Training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills. It forms the core of apprenticeships and provides the backbone of content at technical colleges and polytechnics. In addition to the basic training required for a trade, occupation or profession, it is recognised today that there is need to continue training beyond initial qualifications to maintain, upgrade and update skills throughout working life. In the context of many professions and occupations this may be referred to as professional development.
[http://en.wikipedia.org/wiki/Training]
Noun
* S: (n) training, preparation, grooming (activity leading to skilled behavior)
* S: (n) education, training, breeding (the result of good upbringing (especially knowledge of correct social behavior)) "a woman of breeding and refinement"
Verb
* S: (v) train, develop, prepare, educate (create by training and teaching) "The old master is training world-class violinists"; "we develop the leaders for the future"
* S: (v) train, prepare (undergo training or instruction in preparation for a particular role, function, or profession) "She is training to be a teacher"; "He trained as a legal aid"
* S: (v) discipline, train, check, condition (develop (children's) behavior by instruction and practice; especially to teach self-control) "Parents must discipline their children"; "Is this dog trained?"
* S: (v) prepare, groom, train (educate for a future role or function) "He is grooming his son to become his successor"; "The prince was prepared to become King one day"; "They trained him to be a warrior"
* S: (v) educate, school, train, cultivate, civilize, civilise (teach or refine to be discriminative in taste or judgment) "Cultivate your musical taste"; "Train your tastebuds"; "She is well schooled in poetry"
* S: (v) aim, take, train, take aim, direct (point or cause to go (blows, weapons, or objects such as photographic equipment) towards) "Please don't aim at your little brother!"; "He trained his gun on the burglar"; "Don't train your camera on the women"; "Take a swipe at one's opponent"
* S: (v) coach, train (teach and supervise (someone); act as a trainer or coach (to), as in sports) "He is training our Olympic team"; "She is coaching the crew"
* S: (v) train (exercise in order to prepare for an event or competition) "She is training for the Olympics"
* S: (v) train (cause to grow in a certain way by tying and pruning it) "train the vine"
* S: (v) train, rail (travel by rail or train) "They railed from Rome to Venice"; "She trained to Hamburg"
* S: (v) trail, train (drag loosely along a surface; allow to sweep the ground) "The toddler was trailing his pants"; "She trained her long scarf behind her"
[wn 2007-11-18]
Cross-training (sometimes spelled cross-training, and also known as conditioning) refers to training in different ways to improve overall performance. It takes advantage of the particular effectiveness of each training method, while at the same time attempting to neglect the shortcomings of that method by combining it with other methods that address its weaknesses.
[http://en.wikipedia.org/wiki/Cross-training]
Endurance training is the deliberate act of exercising to increase stamina and endurance. Exercises for endurance tends to be aerobic in nature versus anaerobic movements. Aerobic exercise develops slow twitch muscles. Performing these exercises strengthens and elongates the muscles for preparation of extended periods of use.
[http://en.wikipedia.org/wiki/Endurance_training]
name::
* McsEngl.learning'TYPE,
Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners. Bonwell and Eison (1991) popularized this approach to instruction. This "buzz word" of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). In this report they discuss a variety of methodologies for promoting "active learning." However according to Mayer (2004) strategies like “active learning" developed out of the work of an earlier group of theorists -- those promoting discovery learning.
It has been suggested that students who actively engage with the material, are more likely to recall information later (Bruner, 1961) but this claim is not well supported by the literature (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Rather than being behaviorally active during learning, Mayer (2004) suggests learners should be cognitively active.
[http://en.wikipedia.org/wiki/Active_learning]
name::: autodidacticism@cptCore506i, autodidactism@cptCore506i,
Autodidacticism (also autodidactism) is self-education or self-directed learning. An autodidact, also known as an automath, is a mostly self-taught person.
A person may become an autodidact at nearly any point in his or her life. While some may have been educated in a conventional manner in a particular field, they may choose to educate themselves in other, often unrelated areas.
Self-teaching and self-directed learning are not necessarily lonely processes. Some autodidacts spend a great deal of time in libraries or on educative websites. Many, according to their plan for learning, avail themselves of instruction from family members, friends, or other associates (although strictly speaking this might not be considered autodidactic). Indeed, the term "self-taught" is something of a journalistic trope these days, and is often used to signify "non-traditionally educated," which is entirely different.
Inquiry into autodidacticism has implications for learning theory, educational research, educational philosophy, and educational psychology.
[http://en.wikipedia.org/wiki/Autodidacticism]
name::
* McsEngl.collaborative'learning@cptCore506i,
Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other. Groups of students work together in searching for understanding, meaning or solutions or in creating an artifact of their learning such as a product. The approach is closely related to cooperative learning. Collaborative learning activities can include collaborative writing, group projects, and other activities. Collaborative learning has taken on many forms. One form is Collaborative Networked Learning for the self-directed adult learner. Youth directed collaboration, another form of self-directed organizing and learning, relies on a novel, more radical concept of youth voice.
[http://en.wikipedia.org/wiki/Collaborative_learning]
Cultural learning is the way a group of people within a society or culture tend to learn and pass on new information. Learning styles are greatly influenced by how a culture socializes with its children and young people.
The key aspect of culture is that it is not passed on biologically from the parents to the offspring, but rather learned through experience and participation. The process by which a child acquires his or her own culture is referred to as enculturation.
[http://en.wikipedia.org/wiki/Cultural_learning]
Declarative learning is acquiring information that one can speak about. Contrast with motor learning. The capital of a state is a declaritive piece of information, while knowing how to ride a bike is not. Episodic memory and semantic memory are a further division of declaritive information.
There are two ways to learn a telephone number, memorize it using your Declarative Memory or punch it into your brain 1,000 times to create a habit. Habit learning is called Striatum memory.
Declarative memory uses your Medial Temporal Lobe and you can recall the telephone number at will. Habit (Striatum) memory activates the telephone number only when you are at the phone and uses your right-hemisphere's skill of Pattern Recognition.
Research indicates Declarative and Habit memory compete with each other during distraction. When in doubt the brain chooses Habit memory because it is automatic. Google Proceedings of the National Academy of Sciences, 7.25.07 Russell A. Poldrack UCLA.
[http://en.wikipedia.org/wiki/Declarative_learning]
name::
* McsEngl.learning'community@cptCore506i,
A learning community is a group of people who share common values and beliefs, are actively engaged in learning together from each other. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education. This is based on an advanced kind of educational or 'pedagogical' design[1]. The people who facilitate learning communities may contribute from several distinct fields of study.
Learning communities are now fairly common to American colleges and universities, and are also found in the United Kingdom and Europe.
[http://en.wikipedia.org/wiki/Learning_community] 2007-11-17
Networked learning can be informal or formal: Networked learning practiced in an informal manner is a personal process of developing and maintaining connections with people and information via the Internet, and communicating in such a way so as to support one another's learning, hence the term 'networked learning'. Networked learning practiced in a formal manner is a collaborative process between classroom-based or school-based learning communities. All formal settings, be they elementary, secondary, and post-secondary institutions, have engaged in networked learning for taking advantage of the Internet to enhance face-to-face learning environments.
[http://en.wikipedia.org/wiki/Networked_learning]
Incremental reading subdivides a load of material into articles and its extracts. All articles and extracts are processed according to the rules of spaced repetition. This means that all processed pieces of information are presented at increasing intervals. Individual articles are read in portions proportional to the attention span, which depends on the user, his mood, the article, etc.
The name "incremental" comes from "reading in portions". Without the use of spaced repetition, the reader would quickly get lost in the glut of information when studying dozens of subjects at the same time. However, spaced repetition makes it possible to retain traces of the processed material in memory. Incremental reading makes it possible to read hundreds of articles at the same time with a substantial gain to attention.
For incremental reading to leave a permanent mark in long-term memory, the processed material must be gradually converted into material based on active recall. This means that extracts such as "George Washington was the first U.S. President" must be changed to questions such as "Who was the first U.S. President?", "Who was George Washington?", etc.
SuperMemo is currently (February 2007) the only known software implementation of incremental reading method.
[http://en.wikipedia.org/wiki/Incremental_reading]
name::
* McsEngl.efficient'learning'method@cptCore506i,
* McsEngl.study'software@cptCore506i,
Efficient learning method is a type of teaching developed to transfer knowledge, understanding and information to students as efficiently as possible, using information technology tools.
It typically employs alternatives to traditional teaching methods such as textbooks and classrooms, by using interactive and distance education techniques together with audio-visual media.
[http://en.wikipedia.org/wiki/Efficient_learning_method]
Studying in an educational context refers to the process of gaining mastery of a certain area of information. Study software then is any program which allows a student to improve the time they spend thinking about, learning and studying that information.
More specifically study software's objective is to increase the effective application of efficacious study skills to that information, such that thinking and learning about that information is more productive per unit time.
Different subjects being studied may benefit from a different spread of study skills being applied. Mathematics requires a somewhat different set of study skills to the skill required to learn a language.
Some types of study software are subject specific teachers of material and may or may not contain the information/content that requires mastery.
Study software therefore is a blanket for a variety of overlapping software types.
[http://en.wikipedia.org/wiki/Study_software]
A Learning Management System (or LMS) is a term used to describe software tools designed to manage user learning interventions. Learning Management Systems go far beyond conventional training records management and reporting. The value-add for Learning Management Systems is the extensive range of complementary functionality that they offer. Learner self-service (e.g. self-registration on instructor-led Training), training workflow (e.g. user notification, manager approval, waitlist management), the provision of on-line learning (e.g. Computer-Based Training, Read & Understand), on-line assessment, management of Continuous Professional Education (CPE), collaborative learning (e.g. application sharing, discussion threads), and training resource management (e.g. instructors, facilities, equipment), are some of the additional dimensions to leading Learning Management Systems.
[http://en.wikipedia.org/wiki/Learning_management_system]
M-learning, or "mobile learning", now commonly abbreviated to "mLearning", has different meanings for different communities. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: Learning that happens across locations, or that takes advantage of learning opportunities offered by portable technologies.
[http://en.wikipedia.org/wiki/M-learning]
Latent Learning is a form of learning that is not immediately expressed in an overt response; it occurs without obvious reinforcement to be applied later. [1]
Latent learning is when an organism learns something in its life, but the knowledge is not immediately expressed. It remains dormant, and may not be available to consciousness, until certain circumstances allow or require it to be expressed. For instance a child may observe a parent setting the table or tightening a screw, but does not act on this learning for a year; then he finds he knows how to do these things, even though he has never done them before.
[http://en.wikipedia.org/wiki/Latent_learning]
In professional education, learning by teaching designates a method that centers on student voice: it allows pupils and students to prepare and to teach lessons, or parts of lessons. Learning by teaching should not be confused with presentations or lectures by students, as students not only convey a certain content, but also choose their own methods and didactic approaches in teaching classmates that subject. Neither should it be confused with tutoring, because the teacher has intensive control of, and gives support for, the learning process in learning by teaching as against other methods.
[http://en.wikipedia.org/wiki/Learning_by_teaching]
name::
* McsEngl.concept'learning@cptCore506i,
* McsEngl.learning'from'examples@cptCore506i,
Concept learning refers to a learning task in which a human or machine learner is trained to classify objects by being shown a set of example objects along with their class labels. In the machine learning literature, this task is more typically called supervised learning or supervised classification, in contrast to unsupervised learning or unsupervised classification, in which the learner is not provided with class labels. Colloquially, this task is known as learning from examples.
[http://en.wikipedia.org/wiki/Concept_learning]
Programmed Learning is a learning technique first proposed by the behaviorist B. F. Skinner in 1958. According to Skinner, the purpose of programmed learning is to "manage human learning under controlled conditions". It is similar in some ways to the Saxon method used in some math courses; both methods teach information in small bites rather than trying to tackle an entire subject at once, though programmed learning places less emphasis on repetition than Saxon.
The technique involves self-administered and self-paced learning, in which the student is presented with information in small steps called "frames". Each frame contains a small segment of the information to be learned, and a statement in which the student must fill a blank section, and after each frame the student uncovers the correct answer before advancing to the next frame.
Well-known books using programmed learning include the Lisp/Scheme text The Little Schemer by Daniel Friedman and Matthias Felleisen (MIT Press, ISBN 0262560992) and Bobby Fischer Teaches Chess (Bantam Books, ISBN 0553263153). Programmed learning is particularly popular in self-teaching textbooks.
[http://en.wikipedia.org/wiki/Programmed_learning]
Rote learning is a learning technique which avoids understanding of a subject and instead focuses on memorization. The major practice involved in rote learning is learning by repetition. The idea is that one will be able to quickly recall the meaning of the material the more one repeats it.
Although it has been criticized by some schools of thought, rote learning is commonly used in the areas of mathematics, music, and religion.
[http://en.wikipedia.org/wiki/Rote_learning]
name::
* McsEngl.learning'TYPE-ON-SENSE,
Auditory learning is a style of learning in which a person learns most effectively by listening to information delivered orally, in lectures, speeches, and oral sessions. Auditory learners make up about 25% of the population.[1] Studies indicate that when an auditory/verbal (i.e. listening to information delivered orally) learners read, it is almost impossible for the learner to comprehend anything without sound in the background.[citation needed] In these situations, listening to music while learning is beneficial.
[http://en.wikipedia.org/wiki/Auditory_learning]
Kinesthetic learning is a teaching and learning style in which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. Students with this predominant learning style are natural discovery learners; they have realizations through doing, as opposed to having thought first before initiating action.
[http://en.wikipedia.org/wiki/Kinesthetic_learning]
Multimedia learning is the common name used to describe a the “Cognitive theory of Multimedia learning” (Mayer and Moreno, 1998; Moreno and Mayer, 1999; Mayer, 2001). This theory encompasses several principles of learning with multimedia.
Educational research has shown that information should be encoded both visually and auditorily. When learning with multimedia the brain must simultaneously encode two different types of information, but in the case of multimedia we have an auditory stimulus and a visual stimulus. One might expect these competing sources of information to tend to overwhelm or overload the learner. This perhaps would be the case, if it were not for how working memory works. Baddeley and Hitch (1974) suggested working memory has two somewhat independent subcomponents that tend to work in parallel. This allows us to simultaneously process information coming from our eyes and ears. Thus a learner is not necessarily overwhelmed or overloaded by multimodal instruction.
[http://en.wikipedia.org/wiki/Multimedia_learning]
Visual learning is a proven teaching method in which ideas, concepts, data and other information are associated with images and represented graphically. Graphic organizers, such as webs, concept maps and idea maps, and plots, such as stack plots and Venn plots, are some of the techniques used in visual learning to enhance thinking and learning skills.
[http://en.wikipedia.org/wiki/Visual_learning]
name::
* McsEngl.learning'TYPE-ON-ORIGINALITY,
The first documented use of the term firsthand learning, by Mark St. John of Inverness Research Associates1, was in a lecture at the Workshop Center at the City College of New York. Firsthand learning is, at its core, learning from direct experience.
Arising from a learner’s innate curiosity and the desire to investigate real phenomena, firsthand learning empowers people by providing them with opportunities to figure things out for themselves, to believe in the analytical abilities of their own minds, and to connect with the world around them. It requires close engagement with the immediate environment.
Firsthand learning is an inquiry process that is generative of questions that focus subsequent investigations. The process invites learners to gather and record their observations, to analyze2 and interpret them, and to arrive at provisional answers. Firsthand learning involves communication of the results of this investigative process. Sharing evidence and discussing findings with others underscores that learning is a social process3.
[http://en.wikipedia.org/wiki/Firsthand_learning]
Observation is an activity of a sapient or sentient living being (e.g. humans), which senses and assimilates the knowledge of a phenomenon in its framework of previous knowledge and ideas. Observation is more than the bare act of observing: To perform observation, a being must observe and seek to add to its knowledge. Observations are statements which are determined by using one of the five senses.[citation needed] Observations aroused by self-defining instruments are often unreliable^(1). Such observations are hard to reproduce because they may vary even with respect to the same stimuli. Therefore they are not of much use in exact sciences like physics which require instruments which do not define themselves. It is therefore often necessary to use various engineered instruments like: spectrometers, oscilloscopes, cameras, telescopes, interferometers, tape recorders, thermometers etc. and tools like clocks, scale that help in improving the accuracy, quality and utility of the information obtained from an observation. Invariable observation requires uniformity of responses to a given stimulus, and devices promoting such observation must not give out rebellious output as if having "a mind (or opinion) of their own". In statistics, an observation, whether of a sample or the population, measures one or more properties (weight, location, etc.) of an observable entity enumerated to distinguish objects or individuals.
The accuracy and tremendous success of science is primarily attributed to the accuracy and objectivity (i.e. repeatability) of observation of the reality that science explores.
[http://en.wikipedia.org/wiki/Observation]
name::
* McsEngl.learning'TYPE-ON-SUBJECT,
Motor learning is the process of improving the motor skills, the smoothness and accuracy of movements. It is obviously necessary for complicated movements such as speaking, playing the piano and climbing trees, but it is also important for calibrating simple movements like reflexes, as parameters of the body and environment change over time. The cerebellum and basal ganglia are critical for motor learning.
As a result of the universal need for properly calibrated movement, it is not surprising that the cerebellum and basal ganglia are widely conserved across vertebrates from fish to humans.
[http://en.wikipedia.org/wiki/Motor_learning]
Second language acquisition is the process by which people learn languages in addition to their native language(s). The term second language is used to describe any language whose acquisition starts after early childhood (including what may be the third or subsequent language learned). The language to be learned is often referred to as the "target language" or "L2", compared to the first language, "L1". Second language acquisition may be abbreviated "SLA", or L2A, for "L2 acquisition".
[http://en.wikipedia.org/wiki/Second_language_acquisition]
name::
* McsEngl.conceptCore495,
* McsEngl.setConceptReferent.THINKING,
* McsEngl.FvMcs.setConceptReferent.THINKING,
* McsEngl.view-on-cognition@cptCore495,
* McsEngl.view-on-thinking@cptCore495,
* McsEngl.views-on-thinking@cptCore495,
====== lagoGreek:
* McsElln.ΑΠΟΨΕΙΣ-ΓΙΑ-ΤΗ-ΔΙΑΔΙΚΑΣΙΑ-ΣΚΕΨΗΣ,
* McsElln.ΘΕΩΡΙΕΣ-ΓΙΑ-ΤΗ-ΔΙΑΔΙΚΑΣΙΑ-ΣΚΕΨΗΣ,
ΑΠΟΨΕΙΣ ΓΙΑ ΤΗ ΣΚΕΨΗ είναι καθε ΑΠΟΨΗ#cptCore505.a# για τη 'σκεψη'.
[hmnSngo.1995.04_nikos]
_WHOLE:
* VIEWS_ON_BRAIN#cptCore520#
* braining.infing.human#cptCore475.148#
Animal cognition, is the title given to a modern approach to the mental capacities of animals other than humans. It has developed out of comparative psychology, but has also been strongly influenced by the approach of ethology, behavioral ecology, and evolutionary psychology. The alternative name cognitive ethology is therefore sometimes used; and much of what used to be considered under the title of animal intelligence is now thought of under this heading. Note that in this article, as in the field of animal cognition, "animal" is used here and in the following in the usual sense of "non-human animal", even though its meaning in biology normally comprises all members of the kingdom Animalia, including humans.
[http://en.wikipedia.org/wiki/Animal_cognition]
_ADDRESS.WPG:
* http://www.dectech.org/publications/LinksNick/FoundationsTheoryAndMethodology/Animal%20concepts%20Content%20and%20discontent.%20.pdf,
name::
* McsEngl.comparative'cognition@cptCore495i,
Comparative cognition /k?m?peret?v k?:??n???n/ is the comparative study of the mechanisms and origins of cognition in various species. Work in this field is being used to more precisely determine the nature of our own cognition and also to help achieve more rigorous determinations of what individual rights non-human species should be afforded.
[http://en.wikipedia.org/wiki/Comparative_Cognition]
name::
* McsEngl.conceptCore495.1,
Intelligence is a property of mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. There are several ways to define intelligence. In some cases, intelligence may include traits such as: creativity, personality, character, knowledge, or wisdom. However, some psychologists prefer not to include these traits in the definition of intelligence.
[http://en.wikipedia.org/wiki/Intelligence]
name::
* McsEngl.mind'senseset@cptCore495,
_DEFINITION:
A core tenet of Minsky's philosophy is that "Minds are what brains do".
[http://en.wikipedia.org/wiki/Society_of_mind]
The part of an individual that
- feels,
- perceives,
- thinks,
- wills, and
- especially reasons.
[Franklin Language-Master, LM-6000, 1991]
_WHOLE:
* PHILOSOPHY_OF_MIND#ql:philosophy'OF'MIND-*###
The Concept of Mind
Author Gilbert Ryle
Language English
Subject(s) Philosophy of mind
Publisher University Of Chicago Press
Publication date Original 1949; Current edition 1984
Media type Paperback
ISBN 0226732959
In his prominent work, The Concept of Mind (1949), the philosopher Gilbert Ryle described what he saw as the "fundamental mistake" made by Descartes' dualism, and underlying much of western philosophy. Ryle's work famously coined the phrase "the dogma of the ghost in the machine" to refer to Descartes' model.
[http://en.wikipedia.org/wiki/The_Concept_of_Mind]
name::
* McsEngl.conceptCore495.2,
* McsEngl.soul@cptCore495.2,
Much of contemporary thinking about the mind derives from Rene Descartes' distinction between the body and the soul. They were constituted of two different substances and it was only humans that had a soul and were capable of thinking. According to him, other animals were mere automata.
[Peter Gardenfors. Cognitive science: from computers to anthills as models of human thought (2000-09-08)]
CYBERNETICS#cptCore97#
EDUCATIONAL-SCIENCE,
PHILOSOPHY#cptCore349#
COGNITIVE-PSYCHOLOGY,
COGNITIVE_SCIENCE#cptCore1045#
EPISTEMOLOGY#cptCore385#
FORMAL_LOGIC#cptCore496#
* PSYCHOLOGY#cptCore1058#
PHYSIOLOGY OF THINKING,
DIALECTICAL_LOGIC#cptCore56#
INFORMAL-LOGIC = LANGUAGE#cptCore93# [hmnSngo.2000-09-07_nikkas]
INFORMAL-LOGIC = LANGUAGE#cptCore93# [hmnSngo.2000-09-07_nikkas]
Informal logic is defined as the study of particular arguments in natural language and the contexts in which they occur. Whereas formal logic emphasizes generality and theory, informal logic concentrates on practical argument analysis.
[Introduction to Logic PHI105 ] 2000-09-23
name::
* McsEngl.PHYSIOLOGY'OF'THINKING,
"Just as other psychic functions, thinking is a result of brain activity. These brain substrata, brain mechanisms, are studied by the PHYSIOLOGY OF THINKING. A distinctive branch in the physiology of higher nervous activity has been outlined, which is most closely connected with the problems involved in the psychology of thinking, the teaching of the two signalling systems. A physiologist is concerned, most of all, with the dynamics of nervous processes, through which the functions of thinking are fulfilled, whereas a psychologist can disregard this dynamics and concentrate on the structure of thought activity, its dynamics, conditions of origin and disrption, this being a relatively autonomous task"
"Philosophy vies thinking as, above all, a social and historical process, as the historical development of man's cognitive abilities, as his genetic feature, whereas in the concrete psychological context, the accent is on the thinking of individuals conditioned, of couuse, by historical development... psychology studies distorted, impaired thinking which is a symptom of certain diseases"
[Tikhomirov, 1988, 10#cptResource458#]
"Thought is a subject of study not only on the part of logic, but also by a number of other disciplines such as psychology, cybernetics, educational science. Each of them studies thought in a way that is specific to it alone.
Psychology studies thought from the angle of the motives which evoke it, revealing the individual pecularities of thought.
Cybernetics is interested in aspects of thought which are associated with the rapid and efficient data processing, the link between thought and language (natural and artificial), methods and systems of programming, preparation of computer software, and a number of other issues.
The educational sciences study thought as a process of cognition in the course of learning and teaching. It is the physiological foundations of thought which are of interest to the physiology of higher nervous activity, such as the process of excitation and inhibition taking place in the human brain.
Logic examines thought as a means of cognising the objective world, those of its forms and laws in which the world is reflected in the process of thought"
[Getmanova, Logic 1989, 11#cptResource19#]
SUBSET:
ΑΝΟΡΘΟΛΟΓΙΣΜΟΣ/IRRATIONALISM#cptCore467#
DIALICTICAL'COGNITION#cptCore56#
ΑΓΝΩΣΤΙΚΙΣΜΟΣ#cptCore460#
ΑΙΣΘΗΣΙΑΡΧΙΑ/SENSUALISM#cptCore463###
ΑΡΧΑΙΑ ΙΝΔΙΚΗ ΘΕΩΡΙΑ ΓΝΩΣΗΣ#cptCore#
ΑΞΙΩΜΑΤΙΚΗ-ΜΕΘΟΔΟΣ#cptCore468###
ΓΕΝΕΤΙΚΗ-ΜΕΘΟΔΟΣ/GENETIC-METHOD#cptCore473###
ΕΝΟΡΑΤΙΣΜΟΣ/INTUITIONISM#cptCore480###
ΟΡΘΟΛΟΓΙΣΜΟΣ/RATIONALISM
ΣΤΡΟΥΚΤΟΥΡΑΛΙΣΜΟΣ/STRUCTURALISM#cptCore451#
ΣΥΓΚΡΙΤΙΚΗ'ΜΕΘΟΔΟΣ/COMPARATIVE METHOD##
ΣΥΣΤΗΜΙΚΗ'ΠΡΟΣΕΓΓΙΣΗ##
ΥΠΟΚΕΙΜΕΝΙΣΜΟΣ/SUBJECTIVISM#cptCore458###
ΦΑΙΝΟΜΕΝΑΛΙΣΜΟΣ/PHENOMENALISM#cptCore459#
THINKING AS ASSOCIATION OF REPRESENTATIONS
THINKING AS ACTION (WURZBUR SCHOOL)
THINKING AS THE FUNCTIONING OF INTELLECTUAL OPERATIONS
THINKING AS AN ACT OF RESTRUCTURING A SITUATION (GESTALT PSYCHOLOGY)
THINKING AS BEHAVIOR (BEHAVIORISM)
THINKING AS A MOTIVATED PROCESS (PSYCHOANALYSIS)
THINKING AS A BIO-LOGICAL PROCESS (PIAGET)
THINKING AS A SYSTEM OF INFORMATION PROCESSING (COMPUTER TECH)
* http://en.wikipedia.org/wiki/List_of_thought_processes:
Siegler, R. (1991). Children's thinking. Englewood Cliffs, NJ: Prentice-Hall.
name::
* McsEngl.conceptCore535,
* McsEngl.setConceptReferent.UNCONSCIOUS,
* McsEngl.FvMcs.setConceptReferent.UNCONSCIOUS,
* McsEngl.unconscious'view@cptCore535, {2008-01-05}
* McsEngl.view-on-unconscious@cptCore535,
* McsEngl.unconscious-THEORY,
* McsEngl.views-of-unconcious,
* McsEngl.views-on-unconcious@cptCore535,
* McsElln.ΑΠΟΨΕΙΣ-ΓΙΑ-ΤΟ-ΑΣΥΝΕΙΔΗΤΟ,
* McsElln.ΑΠΟΨΕΙΣ'ΓΙΑ'ΑΣΥΝΕΙΔΗΤΟ@cptCore535,
* McsElln.ΘΕΩΡΙΕΣ-ΓΙΑ-ΤΟ-ΑΣΥΝΕΙΔΗΤΟ,
ΑΠΟΨΕΙΣ ΓΙΑ ΤΟ ΑΣΥΝΕΙΔΗΤΟ ονομάζω ΑΠΟΨΕΙΣ#cptCore505.a# για το 'ασυνειδητο'.
[hmnSngo.1995.04_nikos]
"Η ΓΕΝΙΚΗ ΙΔΕΑ ΓΙΑ ΤΟ ΑΣΥΝΕΙΔΗΤΟ, ΠΟΥ ΑΝΑΓΕΤΑΙ ΣΤΗ ΘΕΩΡΙΑ ΤΟΥ ΠΛΑΤΩΝΑ ΓΙΑ ΤΗ ΓΝΩΣΗ-ΑΝΑΜΝΗΣΗ, ΚΥΡΙΑΡΧΟΥΣΕ ΩΣ ΤΟΥΣ ΝΕΟΤΕΡΟΥΣ ΧΡΟΝΟΥΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α243#cptResource164#]
"ΣΥΝΕΧΕΙΑ ΤΗΣ ΓΡΑΜΜΗΣ ΑΥΤΗΣ (ΨΥΧΟΠΑΘΟΛΟΓΙΑΣ) ΑΠΟΤΕΛΕΣΕ Η ΘΕΩΡΙΑ ΤΟΥ ΦΡΟΥΝΤ, Ο ΟΠΟΙΟΣ ΑΡΧΙΣΕ ΜΕ ΤΗ ΔΙΑΠΙΣΤΩΣΗ ΤΩΝ ΑΜΕΣΩΝ ΔΕΣΜΩΝ ΑΝΑΜΕΣΑ ΣΤΑ ΝΕΥΡΩΤΙΚΑ ΣΥΜΠΤΩΜΑΤΑ ΚΑΙ ΤΙΣ ΑΝΑΜΝΗΣΕΙΣ ΤΡΑΥΜΑΤΙΚΟΥ ΧΑΡΑΚΤΗΡΑ, ΠΟΥ ΔΕ ΓΙΝΟΝΤΑΙ ΑΝΤΙΛΗΠΤΕΣ ΛΟΓΩ ΤΗΣ ΛΕΙΤΟΥΡΓΙΑΣ ΕΝΟΣ ΠΡΟΣΤΑΤΕΥΤΙΚΟΥ ΜΗΧΑΝΙΣΜΟΥ: ΤΗΣ ΑΠΩΘΗΣΗΣ. ΕΓΚΑΤΑΛΕΙΠΟΝΤΑΣ ΤΙΣ ΦΥΣΙΟΛΟΓΙΚΕΣ ΕΡΜΗΝΕΙΕΣ Ο ΦΡΟΥΝΤ ΠΑΡΟΥΣΙΑΣΕ ΤΟ ΑΣΥΝΕΙΔΗΤΟ ΩΣ ΕΝΑ ΕΙΔΟΣ ΠΑΝΙΣΧΥΡΗΣ ΔΥΝΑΜΗΣ, ΑΝΤΑΓΩΝΙΣΤΙΚΗΣ ΔΡΑΣΤΗΡΙΟΤΗΤΑΣ ΤΗΣ ΣΥΝΕΙΔΗΣΗΣ. ΟΙ ΑΣΥΝΕΙΔΗΤΕΣ ΤΑΣΕΙΣ, ΚΑΤΑ ΤΟΝ ΦΡΟΥΝΤ, ΜΠΟΡΟΥΝ ΝΑ ΕΚΔΗΛΩΘΟΥΝ ΚΑΙ ΝΑ ΤΕΘΟΥΝ ΥΠΟ ΤΟΝ ΕΛΕΓΧΟ ΤΗΣ ΣΥΝΕΙΔΗΣΗΣ ΜΕ ΤΗ ΒΟΗΘΕΙΑ ΤΗΣ ΤΕΧΝΙΚΗΣ ΤΗΣ ΨΥΧΑΝΑΛΥΣΗΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Α244#cptResource164#]
name::
* McsEngl.conceptCore1100,
* McsEngl.conceptCore471.6,
* McsEngl.modelInfoView,
* McsEngl.modelConceptEntity@cptCore1100, {2015-08-17}
* McsEngl.point-of-view, {2015-01-09}
* McsEngl.subworldview@cptCore1100, {2012-04-29}
* McsEngl.view@cptCore1100, {2012-04-27}
* McsEngl.mdlInfView@cptCore1100, {2015-09-17}
* McsEngl.miv, {2016-03-12}
* McsElln.θεώρηση@cptCore1100, {2014-12-19},
* McsElln.άποψη@cptCore1100, {2012-09-20}
* McsElln.γνώμη,
* McsElln.πεποίθηση,
_DESCRIPTION:
View is any COMMUNICATION-INSTANCE of information.
[hmnSngo.2014-01-02]
===
View is any SYSTEM#Core765# of concepts#cptCore606#.
[hmnSngo.2012-05-16]
===
View is any PART of a worldview to CONCEPT#cptCore606# level.
[hmnSngo.2012-04-27]
_GENERIC:
* entity.whole.system.information#cptCore765.8#
* entity.model.info#cptCore181#
* entity.model#cptCore437#
_WHOLE:
* sympan'society'worldview_management_system'worldview#cptCore1099#
name::
* McsEngl.miv.specific,
_SPECIFIC: miv.alphabetically:
* miv.brainIn#cptCore1100.2#
* miv.brainin.cptBrain##
* miv.brainin.human##
* miv.brainin.human.semasio#cptCore1100.3#
* miv.brainin.sensorial#cptCore1100.4#
* miv.braininNo#cptCore1100.6#
* miv.human#cptCore1100.1#
* miv.human.lingo#cptCore474#
* miv.humanNo##
* miv.lingo##
* miv.preconcept#cptCore1061#
name::
* McsEngl.miv.SPECIFIC-DIVISION.brain,
_SPECIFIC:
* miv.brainIn#cptCore1100.2#
* miv.braininNo#cptCore1100.6#
name::
* McsEngl.miv.BRAININ (human and humanNo),
name::
* McsEngl.miv.brainin.CptBRAIN,
* McsEngl.conceptCore1100.7,
name::
* McsEngl.miv.BRAININ.NO,
* McsEngl.conceptCore1100.6,
name::
* McsEngl.miv.HUMAN,
* McsEngl.conceptCore1100.1,
* McsEngl.conceptCore1098.2,
* McsEngl.subworldview@cptCore1098.2,
* McsEngl.opinion@cptCore1098.2,
* McsEngl.view.human, {2012-03-22}
* McsEngl.miv.human@cptCore1100.1, {2012-04-27}
* McsEngl.viewHmn@cptCore1100.1, {2012-10-27}
_GENERIC:
* entity.whole.system.information.view#cptCore1100#
_WHOLE:
* worlview.human#cptCore1099.1#
_DEFINITION:
View I call any PART to concept level, of one worlview#cptCore1098.3#.
[hmnSngo.2012-04-23]
===
View I call any PART of one worlview#cptCore1098.3#.
[hmnSngo.2012-04-22]
===
* part: any part of a worldview but bigger or equal of a "sentence".
[hmnSngo.2010-01-28]
_SPECIFIC:
* miv.human.brainin##
* miv.human.brainin.sensible#cptCore1100.4#
* miv.human.brainconcept#cptCore93.33#
* miv.human.brainconcept.semasio#cptCore1100.3#
* miv.human.brainconcept.semasio.sensible#cptCore447#
* miv.human.common#cptCore1099.20#
* miv.human.lingo#cptCore474#
===
* result-of-evaluation
===
* BRAIN (EPTO)#cptCore1100.2# view-brainual-animal
* bcptual-view#cptCore93.33# (EPO)
* SENSORIAL-BRAIN (ESPTO)#cptCore1100.4#
* SEMASIAL (EMO)#cptCore1100.3#
* SENSORIAL-SEMASIAL (ESMO)#cptCore447#
* miv.human.lingo#cptCore474# (ERO)
name::
* McsEngl.miv.human.BRAININ,
* McsEngl.conceptCore1100.10,
* McsEngl.miv.human.brainin,
* McsEngl.viewBraininHmn,
* McsEngl.viewHmnBrainin,
_DESCRIPTION:
ViewHmnBrainin is viewHmn inside the brain of a human which comprised of viewHmnCptBrain and viewHmnPreconcept.
[hmnSngo.2014-01-07]
name::
* McsEngl.miv.human.BRAININ-SENSIBLE,
* McsEngl.conceptCore1100.8,
* McsEngl.miv.sensible.human.brainin,
_DESCRIPTION:
A model of a brainin-human-view, outside of a brain.
[hmnSngo.2014-01-04]
name::
* McsEngl.miv.human.CONTRAVERSIAL,
* McsEngl.contraversial-opinion,
====== lagoGreek:
* McsElln.επίμαχη-άποψη,
* McsElln.αμφισβητήσιμη-άποψη,
* McsElln.αμφιλεγόμενη-άποψη,
* McsElln.συζητήσιμη-άποψη,
name::
* McsEngl.miv.human.INDIVIDUAL,
* McsEngl.individual-opinion, {2012-11-18}
_DESCRIPTION:
It is the-human-view of an-individual.
[hmnSngo.2012-11-18]
name::
* McsEngl.miv.human.GROUP,
* McsEngl.group-opinion, {2012-11-18}
_DESCRIPTION:
It is the-human-view of a-group#cptCore925.8#.
[hmnSngo.2012-11-18]
name::
* McsEngl.miv.human.OTHER,
* McsEngl.conceptCore505,
* McsEngl.copy-view,
* McsEngl.concept'views,
* McsEngl.duplicate-view,
* McsEngl.infHmn.OTHER-VIEW,
* McsEngl.infoview@cptCore505, {2007-10-24}
* McsEngl.other-view@cptCore505, {2008-01-01}
* McsEngl.replica-view,
* McsEngl.viewpoint, {2002-12-12}
* McsEngl.view.other,
* McsEngl.miv.other@cptCore505, {2012-03-30}
* McsEngl.views@cptCore505,
====== lagoSINAGO:
* McsEngl.infovido@lagoSngo, {2007-10-24}
====== lagoEsperanto:
* McsEngl.vido@lagoEspo,
* McsEspo.vido,
* McsEngl.kontempli@lagoEspo,
* McsEspo.kontempli,
* McsEngl.vidajx@lagoEspo,
* McsEspo.vidajx,
* McsEngl.panoramo@lagoEspo,
* McsEspo.panoramo,
* McsEngl.rigardi@lagoEspo,
* McsEspo.rigardi,
* McsEngl.elvido@lagoEspo,
* McsEspo.elvido,
====== lagoGreek:
* McsElln.ΑΠΟΨΕΙΣ@cptCore505,
* McsElln.ΘΕΩΡΙΑ-ΓΙΑ-ΤΗΝ-ΕΝΝΟΙΑ,
* McsElln.ΘΕΩΡΙΕΣ-για-τη-ΔΟΜΗΜΕΝΗ-ΠΛΗΡΟΦΟΡΙΑ,
Τη δομημένη πληροφορία οι άλλοι θεωρητικοί την ονομάζουν ΕΝΝΟΙΑ.
[hmnSngo.1995.04_nikos]
AREA-OF-STUDY/FIELD-OF-STUDY
is the 'whole' of views on a concept. It may be a science or not.
[hmnSngo.2000-09-14_nikkas]
Other-view is any view#cptCore1098.2# of OTHER worldview#cptCore1098.3# in the same or other knowledge-bases#cptCore578# on the SAME referent#cptCore1069#.
[hmnSngo.2012-04-23]
Other_view is
- any FOREIGN_VIEW (primary or secondary) or
- any DOMESTIC_SECONDARY_VIEW.
[hmnSngo.2008._KasNik]
OTHERVIEW is external_info#cptCore181.39# (direct or indirect) or internal_indirect#cptCore181.40# on a common area_of_study#ql:area'of'study'in'science-*#.
[hmnSngo.2008-01-01_KasNik]
INFOVIEW of a "knowledge-system (bb)" is HIS INFO of another's info on a common referento. The truth of this info has nothing to do with the truth of the original-info. The truth of this info is the correct representation of the original-info which may represents corectly or not a referento.
[hmnSngo.2007-11-23_KasNik]
INFOVIEW is any other INFO, on a common referento#cptCore1069#, except the view presented by an infoholder.
[hmnSngo.2007-10-24_KasNik]
VIEWS OF AN ARTIFICIAL-KONSEPTO is any other INFORMATION#cptCore181# on the same KONSEPTO such as: science, school of a science, theory of a science, belief of an individual and general any kind of information on the same konsepto (not name).
[kas-nik, 2007-08-20]
Views-on-a-concept is ANY view, that is we have subgenerals. Science is a whole, we have parts.
[hmnSngo.2000-09-14_nikkas]
VIEWS-ON-A-CONCEPT is NOT synonym to SCIENCE. Views may be a science.
[hmnSngo.2000-09-13_nikkas]
ΑΠΟΨΕΙΣ ΔΟΜΗΜΕΝΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ονομάζω ΚΑΘΕ άλλη 'ΠΛΗΡΟΦΟΡΙΑ#cptCore445#' για την ίδια δομημένη πληροφορία (ίδιο αναφερόμενο) πέραν απο τις δικές μου.
[hmnSngo.1995.02_nikos]
ΟΜΩΣ δρώντας αναδρομικά, και για την ίδια την δομημένη έννοια, το ανωτέρω χαρακτηριστικο, σαυτη την καταχώρηση έχω τις άλλες απόψεις για τη δομημένη ένννοια.
[hmnSngo.1994.09_nikos]
Σε κάθε έννοια θα υπάρχει το χαρακτηριστικό "ΘΕΩΡΙΕΣ" όπου θα καταγράφονται οι απόψεις των άλλων για το ίδιο αναφερόμενο.
ΑΝ υπάρχει επιστήμη με το ίδιο αναφερόμενο θα γράφεται σαν συνόνυμο στο 'ΘΕΩΡΙΕΣ'.
(SCIENCE OF ... = THEORIES on ...)
[hmnSngo.1994.06_nikos]
ΘΕΩΡΙΕΣ
αλλες επιστημονικες πληροφοριες για το ίδιο αναφερομενο
Perspective in theory of cognition is the choice of a context or a reference (or the result of this choice) from which to sense, categorize, measure or codify experience, cohesively forming a coherent belief, typically for comparing with another. One may further recognize a number of subtly distinctive meanings, close to those of paradigm, point of view, reality tunnel, umwelt, or weltanschauung.
To choose a perspective is to choose a value system and, unavoidably, an associated belief system. When we look at a business perspective, we are looking at a monetary base values system and beliefs. When we look at a human perspective, it is a more social value system and its associated beliefs.
[http://en.wikipedia.org/wiki/Perspective_%28cognitive%29]
_GENERIC:
* view#cptCore1098.2#
* MULTIAUTHOR_VIEW#cptCore989.9#
* set-information#cptCore181.37#
* HUMAN_INFORMATION#cptCore50#
* INDIRECT_INFO#cptCore181.18#
* information.human.brain#cptCore654.16#
_WHOLE:
* worldview.brainin#cptCore1099.2#
* concept.brain.sensorial#cptCore50.28#
name::
* McsEngl.otherview'OTHER-VIEW,
The Indian philosopher B K Matilal has drawn on the Navya-Nyaya fallibilism tradition to respond to the Gettier problem. Nyaya theory distinguishes between know p and know that one knows p - these are different events, with different causal conditions. The second level is a sort of implicit inference that usually follows immediately the episode of knowing p (knowledge simpliciter). The Gettier case is analyzed by referring to a view of Gangesha (13th c.), who takes any true belief to be knowledge; thus a true belief acquired through a wrong route may just be regarded as knowledge simpliciter on this view.
[http://en.wikipedia.org/wiki/Epistemology]
name::
* McsEngl.otherview'Science,
The sciences that deal-with the entity, but its subject-area doesn't conside with it.
[hmnSngo.2000-09-10_nikkas]
name::
* McsEngl.otherview.specific,
_QUERY:
SUBGENERAL'OBJECTS#ql:_generic cptCore505# (level 3) = 21#_generic cptCore505#
SUBGENERAL'OBJECTS#ql:rl4 cptCore505# (level 4) = 206#r l 4 cptCore505#
SUBGENERAL'OBJECTS#ql:rl5 cptCore505# (level 5) = 8#r l 5 cptCore505#
_SPECIFIC:
* BRAINEPTO_BASE
* BRAINEPTO_MODEL
* SCIENCE
* THEORY
* THEOREM
* BELIEF
name::
* McsEngl.miv.human.PUBLIC-OPINION,
* McsEngl.conceptCore446,
* McsEngl.public-opinion,
====== lagoGreek:
* McsElln.ΚΟΙΝΗ-ΓΝΩΜΗ@cptCore446,
* McsElln.κοινή-γνώμη, {2012-11-19}
_GENERIC:
* view.human#cptCore1100.1#
_DESCRIPTION:
ΚΟΙΝΗ ΓΝΩΜΗ είναι ΠΛΗΡΟΦΟΡΙΑ#cptCore445.a# ...
[hmnSngo.1995.04_nikos]
===
ΜΕ ΤΟ ΟΡΟ ΚΟΙΝΗ ΓΝΩΜΗ ΣΥΝΗΘΩΣ ΕΝΝΟΕΙΤΑΙ Η ΣΥΓΚΕΝΤΡΩΣΗ ΤΗΣ ΓΝΩΜΗΣ ΤΩΝ ΑΝΘΡΩΠΩΝ ΣΕ ΘΕΜΑΤΑ ΔΗΜΟΣΙΟΥ ΕΝΔΙΑΦΕΡΟΝΤΟΣ ΚΑΙ Η ΑΝΑΛΥΣΗ-ΤΟΥΣ ΜΕ ΣΤΑΤΙΣΤΙΚΕΣ ΤΕΧΝΙΚΕΣ, ΟΙ ΟΠΟΙΕΣ ΧΡΗΣΙΜΟΠΟΙΟΥΝ ΕΝΑ ΔΕΙΓΜΑ ΑΠΟ ΤΟΝ ΥΠΟ ΜΕΛΕΤΗ ΠΛΗΘΥΣΜΟ.
[Abercrombie et al, 1991, 190#cptResource457#]
===
Public opinion is the aggregate of individual attitudes or beliefs held by the adult population. The principal approaches to the study of public opinion may be divided into 4 categories: a) quantitative measurement of opinion distributions b) investigation of the internal relationships among the individual opinions that make up public opinion on an issue c) description or analysis of the public role of public opinion. d) study both of the communication media that disseminate the ideas on which opinions are based and of the uses that propagandists and other manipulators make of these media.
[http://en.wikipedia.org/wiki/Public_opinion]
name::
* McsEngl.conceptCore1099,
* McsEngl.model.info.WORLD-(miw),
* McsEngl.FvMcs.model.info.WORLD-(miw),
* McsEngl.modelInfoWorld,
* McsEngl.entity.model.information.world@cptCore1099, {2015-09-19}
* McsEngl.entity.model.information.worldview@cptCore1099, {2012-08-07}
* McsEngl.entity.whole.system.information.worldview@cptCore1099@deleted, {2012-08-07} {2012-07-30}
* McsEngl.sympan'society'worldview@cptCore1099, {2012-07-30}
* McsEngl.worldmodel@cptCore1099, {2015-09-19} {2015-08-30}
* McsEngl.cosmoview@cptCore1019, {2014-02-18}
* McsEngl.modelConceptSymban@cpt1099, {2015-08-17}
* McsEngl.modelConceptWorld@cpt1099, {2015-08-17}
* McsEngl.modelInfoWorld@cptCore1099,
* McsEngl.namespace@cptCore1099, {2013-11-24} [computer guys in programming]
* McsEngl.ontology@cptCore1099, {2013-11-24} [computer guys in semantics]
* McsEngl.sympan-view@cptCore1099, {2012-05-19}
* McsEngl.universe-view@cptCore1099, {2012-05-19}
* McsEngl.world-info-model,
* McsEngl.worldmodel,
* McsEngl.worldview, {2012-04-27}
* McsEngl.miw,
* McsEngl.wim,
* McsEngl.mdlInfWld@cptCore1099,
* McsEngl.wdm@cptCore1099, {2015-10-02}
* McsEngl.mdlCptSbn@cptCore1099, {2015-08-17}
* McsEngl.wvw@cptCore1099, {2013-07-31}
* McsEngl.wdv@cptCore1099, {2012-04-27}
====== lagoGreek:
* McsElln.κοσμοαντίληψη, {2018-02-11}
* McsElln.κοσμοθεώρηση, {2012-05-10}
name::
* McsEngl.worldview'setConceptName,
* McsEngl.setConceptName.worldview,
world·view (wu^rldvy)
n. In both senses also called Weltanschauung.
1. The overall perspective from which one sees and interprets the world.
2. A collection of beliefs about life and the universe held by an individual or a group.
[Translation of German Weltanschauung.]
The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2003. Published by Houghton Mifflin Company. All rights reserved.
[http://www.thefreedictionary.com/worldview]
Definitions of Worldview on the Web:
* A world view (or worldview) is a term calqued from the German word Weltanschauung Welt is the German word for "world", and Anschauung is the ...
en.wikipedia.org/wiki/Worldview
* Worldview is Chicago Public Radio's daily international-affairs radio show, hosted by Jerome McDonnell. It features conversations about international issues as well as their local connections. ...
en.wikipedia.org/wiki/Worldview_(radio_show)
* One's personal view of the world and how one interprets it; The totality of one's beliefs about reality
en.wiktionary.org/wiki/worldview
* world view - Weltanschauung: a comprehensive view of the world and human life
wordnet.princeton.edu/perl/webwn
* world-view - Alternative spelling of worldview
en.wiktionary.org/wiki/world-view
* world view - A way of understanding the world; a PHILOSOPHY of life.
www.questia.com/PM.qst
* abstract cultural aspects that give value, meaning, and order to the experiences of a folk group, often embodied in folklife.
www.louisianavoices.org/edu_glossary.html
* An organised and accepted set of ideas attempting to explain the social, cultural, physical and psychological world.
arroweducation.org/Glossary.htm
* A set of commonly held values, ideas, and images concerning the nature of reality and the role of humanity within it.
www.environment.nelson.com/0176169040/glossary.html
* A concept describing how a biological system operates that used in this report to assess uncertainty of the fish results for each of the three alternatives analyzed.
www.nwcouncil.org/edt/framework/Glossary_020214.htm
* The view of the world relative to an ego. The ego uses a worldview to explain and assimilate experience.
www.schuelers.com/ChaosPsyche/glossary.htm
* This is a particular philosophy or view of life.
olc.spsd.sk.ca/DE/native30/glossary.html
* the staff interface to OLIB, available via a Citrix connection.
www.swrlin.nhs.uk/swims/knowhowtechnical/accessing/glossary.doc
* world view - the beliefs about the limits and workings of the world shared by the members of a society and represented in their myths, lore, ceremonies, social conduct, and general values.
oregonstate.edu/instruct/anth370/gloss.html
* largely unconscious but generally coherent set of beliefs about how the world operates; at the level of day-to-day practice, approximately synonymous with paradigm
www.sempermetrics.com/semperglossary
[http://www.google.com/search?hl=en&lr=lang_en|lang_el&rlz=1G1GGLQ_ENGR306&num=30&defl=en&q=define:Worldview&ei=SDC0SYz3PMqb-gbawuWMAw&sa=X&oi=glossary_definition&ct=title]
1.Worldview Development
As a child, as you grow and experience the world, you see relationships, categorize, discriminate and generalize about what your senses reveal. You replace the sensory experiences and memories with abstract generalized ideas and understanding in forming concepts. You fit many concepts together into schemes, and structure your conceptual schemes into a framework. Though the rate of acquiring new concepts generally slows as you age, your conceptual framework can change as new experiences provide new insights. In this way, your comprehensive conception of the world as a whole, that is, your worldview, develops. Your worldview includes everything and all events in the world as you relate to them, and encompasses past, present, and future. Besides incorporating a purpose or “raison d’etre,” it also provides an outlook or expectation for the world as it exists or is perceived to exist. It is something that continually evolves--indeed, you spend the rest of your life testing and refining it, based on feedback you get. In short, a worldview is a conceptual framework and a set of beliefs used to make sense out of a complex, seemingly chaotic reality. Increasingly it becomes the source of your goals and desires, and as such it shapes your behavior and values.
[http://www.projectworldview.org/worldviews.htm] 2009-03-12
Worldview: Lens for Living
Whether or not you realize it, you have a worldview! You have presuppositions that influence your outlook on life. A worldview has been compared to a lens which alters the way you view life and how you perceive the world you live in. What is your worldview? Is your lens altering your outlook?
[http://www.allaboutworldview.org/] 2009-03-12
In the beggining was the World, and then came the Worldview.
[hmnSngo.2015-07-17]
_DefinitionGeneric:
Worldview I call any brainual#ql:worldview.brainin@cptCore# or brainualNo worldview.
[hmnSngo.2012-04-28]
_DefinitionSpecific:
Worldview is a model#cptCore437# of the universe#cptCore92#.
[hmnSngo.2012-04-28]
_PART:
* concept#cptCore606#
* preconcept#cptCore181.65#
* view#cptCore1100#
name::
* McsEngl.miw'OTHER-VIEW,
name::
* McsEngl.ARTIFICIAL-BRAIN,
* McsEngl.artificial-brain, {2012-11-22}
Artificial brain is a term commonly used in the media[1] to describe research that aims to develop software and hardware with cognitive abilities similar to those of the animal or human brain. Research investigating "artificial brains" plays three important roles in science:
An ongoing attempt by neuroscientists to understand how the human brain works, known as cognitive neuroscience.
A thought experiment in the philosophy of artificial intelligence, demonstrating that it is possible, in theory, to create a machine that has all the capabilities of a human being.
A serious long term project to create machines capable of general intelligent action or Artificial General Intelligence. This idea has been popularised by Ray Kurzweil[2] as strong AI (taken to mean a machine as intelligent as a human being).
An example of the first objective is the project reported by Aston University in Birmingham, England[3] where researchers are using biological cells to create "neurospheres" (small clusters of neurons) in order to develop new treatments for diseases including Alzheimer's, Motor Neurone and Parkinson's Disease.
The second objective is a reply to arguments such as John Searle's Chinese room argument, Hubert Dreyfus' critique of AI or Roger Penrose's argument in The Emperor's New Mind. These critics argued that there are aspects of human consciousness or expertise that can not be simulated by machines. One reply to their arguments is that the biological processes inside the brain can be simulated to any degree of accuracy. This reply was made as early as 1950, by Alan Turing in his classic paper "Computing Machinery and Intelligence".[4]
The third objective is generally called artificial general intelligence by researchers.[5] However Kurzweil prefers the more memorable term Strong AI. In his book The Singularity is Near he focuses on whole brain emulation using conventional computing machines as an approach to implementing artificial brains, and claims (on grounds of computer power continuing an exponential growth trend) that this could be done by 2025. Henry Markram, director of the Blue Brain project (which is attempting brain emulation), made a similar claim (2020) at the Oxford TED conference in 2009.[1]
[http://en.wikipedia.org/wiki/Artificial_brain]
name::
* McsEngl.ARTIFICIAL-CONSCIOUSNESS,
* McsEngl.artificial-consciousness, {2012-11-22}
Artificial consciousness (AC), also known as machine consciousness (MC) or synthetic consciousness, is a field related to artificial intelligence and cognitive robotics whose aim is to define that which would have to be synthesized were consciousness to be found in an engineered artifact (Aleksander 1995).
Neuroscience hypothesizes that consciousness is generated by the interoperation of various parts of the brain, called the neural correlates of consciousness or NCC. Proponents of AC believe it is possible to construct machines (e.g., computer systems) that can emulate this NCC interoperation.
[http://en.wikipedia.org/wiki/Artificial_consciousness]
name::
* McsEngl.miw'langopersonA (viewer),
* McsEngl.viewer.wdv, {2014-01-17}
* McsEngl.wdv'author,
* McsEngl.wdv'langopersonA,
* McsEngl.wdv'viewer, {2014-01-17}
_DESCRIPTION:
A worldview does not exist by itself. It is supported by one or more brains. That is why every sentence has a 'grammatical-person'.
[hmnSngo.2014-01-14]
name::
* McsEngl.miw'meta-view,
* McsEngl.conceptCore1099.19,
* McsEngl.meta-view-of-worldview@cptCore1099.19,
_DESCRIPTION:
It is view of the worldview about OTHER information internal or external of this worldview.
[hmnSngo.2012-05-15]
name::
* McsEngl.miw'structure,
* McsEngl.conceptCore1099.21,
* McsEngl.structure.worldview@cptCore1099.21, {2012-08-21}
_WHOLE:
* sympan'society'worldview_management_system#cptCore402#
* sympan'society'worldview_base
* sympan'society#cptCore331#
A worldview can be contained in a human, organism, machine, society, system-of-organisms.
[hmnSngo.2012-05-19]
_GENERIC:
* entity.model.information#cptCore181#
* entity.whole.system.information#cptCore765.8# {2012-08-07}
name::
* McsEngl.miw.specific,
* McsEngl.wdv.specific,
* McsEngl.worldview.specific,
_SPECIFIC: miw.alphabetically:
* miw.brainin#cptCore1099.2#
* miw.braininNo#cptCore1099.4#
* miw.human#cptCore1099.1#
* miw.humanNo#cptCore1099.16#
* miw.preconcept#cptCore1099.18#
* miw.structureIntegrated#cptCore1099.18#
* miw.structureStrong#cptCore1099.22#
* miw.structureMedium#cptCore1099.24#
* miw.structureWeak#cptCore1099.23#
===
_SPECIFIC:
* worldview.structureStrong#cptCore1099.22#
* worldview.structureMedium#cptCore1099.24#
* worldview.structureWeak#cptCore1099.23#
===
* worldview.integrated#cptCore1099.18#
_SPECIFIC:
* worldview.brainin#cptCore1099.2#
* worldview.braininNo#cptCore1099.4#
===
* worldview.lingo#cptCore1099.27#
_CREATED: {2012-04-27} {2011-12-04}
name::
* McsEngl.conceptCore1099.1,
* McsEngl.conceptCore1098.3,
* McsEngl.conceptCore989.2,
* McsEngl.ModelInfoWorldHuman,
* McsEngl.modelWorldHuman,
* McsEngl.human-world-model,
* McsEngl.anthropocentric-worldview@cptCore1099, {2013-10-27}
* McsEngl.human-modelWorld@cptCore1099.1,
* McsEngl.modelWorldHuman@cptCore1099.1,
* McsEngl.wdv.human,
* McsEngl.wv@cptCore1098.3, {2009-01-29}
* McsEngl.world-point-of-view@cptCore1098.3,
* McsEngl.world-view@cptCore1098.3, {2008-01-08}
* McsEngl.worldmodelHuman@cptCore1099.1,
* McsEngl.worldviewHuman@cptCore1098.3, {2012-04-27}
* McsEngl.worldview.human@cptCore1098.3,
* McsEngl.mwh, {2016-02-28}
* McsEngl.mdlWldHmn@cptCore1099.1, {2016-04-05}
* McsEngl.wdvHmn@cptCore1098.3,
* McsEngl.cognitive belief structure, [http://en.wikipedia.org/wiki/Agency_(sociology)]
* McsElln.ΚΟΣΜΟΘΕΩΡΗΣΗ@cptCore1098.3, {2009-03-28}
* McsElln.ΚΟΣΜΟΑΝΤΙΛΗΨΗ@cptCore1098.3, {2009-02-01}
* McsElln.ΣΥΜΠΑΝΑΝΤΙΛΗΨΗ@cptCore1098.3,
* McsElln.ΚΟΣΜΟΑΠΟΨΗ@cptCore1098.3,
* McsElln.ΚΟΣΜΟΘΕΩΡΙΑ@cptCore1098.3,
====== lagoSINAGO:
* McsSngo.info-simbo@cptCore1098.3, {2008-09-11}
* McsSngo.vudosimbo@cptCore1098.3, {2008-08-06}
WorldView is a view_on_entepto with entepto the UNIVERSE#cptCore92#.
[hmnSngo.2008-01-08_KasNik]
A world view (or worldview) is a term calqued from the German word Weltanschauung ([?v?lt.?an??a?.??] (help·info)) Welt is the German word for 'world,' and Anschauung is the German word for 'view' or 'outlook'. It is a concept fundamental to German philosophy and epistemology and refers to a wide world perception. Additionally, it refers to the framework of ideas and beliefs through which an individual interprets the world and interacts in it. The German word is also in wide use in English, as well as the translated form world outlook. (Compare with ideology).
[http://en.wikipedia.org/wiki/World_view]
name::
* McsEngl.mwh'wholeNo-relation,
name::
* McsEngl.cognitive-reserve,
_ADDRESS.WPG:
* https://www.weforum.org/agenda/2015/12/what-is-cognitive-reserve-and-how-do-we-increase-it//
_DESCRIPTION:
The concept of reserve accounts for individual differences in susceptibility to age-related brain changes or Alzheimer's disease-related pathology. There is evidence that some people can tolerate more of these changes than others and still maintain function. Epidemiologic studies suggest that lifetime exposures including educational and occupational attainment, and leisure activities in late life, can increase this reserve. For example, there is a reduced risk of developing Alzheimer's disease in individuals with higher educational or occupational attainment. It is convenient to think of two types of reserve: brain reserve, which refers to actual differences in the brain itself that may increase tolerance of pathology, and cognitive reserve. Cognitive reserve refers to individual differences in how tasks are performed that may allow some people to be more resilient than others. The concept of cognitive reserve holds out the promise of interventions that could slow cognitive aging or reduce the risk of dementia.
[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3507991/]
_WHOLE:
* human-personality##
* knowledgebase-worldview#cptCore578#
* worldview-management-system#cptCore402#
_PART:
A worldview contains a model of the universe, which includes an interpretation of worldviews of other brains.
[hmnSngo.2012-04-23]
name::
* McsEngl.mwh'Belief,
* McsEngl.human'belief,
Do Most Americans Believe That the Universe Began with the Big Bang?
Roughly the same proportion of Americans believe that Bigfoot exists as believe the universe began with the Big Bang.
Humans sometimes have unshakeable beliefs about irrational things, such as
trusting a rabbit's foot to bring luck or planning one’s life around
astrology. In 2014, the Chapman University Survey of American Fears
attempted to quantify this in a comprehensive study of the fears, phobias,
and irrational beliefs of 2,500 American adults. One interesting statistic
they discovered was that roughly 20 percent of the respondents believed
that the legendary Bigfoot exists. And about the same number of those
polled said they were confident that the universe began with the Big Bang.
The study also found that believing in certain paranormal phenomena -- such
as being able to influence the world with one’s thoughts or being able to
predict the future based on dreams -- were fairly widespread views.
Read More: http://www.wisegeek.com/do-most-americans-believe-that-the-universe-began-with-the-big-bang.htm?m {2016-12-24}
name::
* McsEngl.mwh'definedness,
worldview-undefindness: The definition of a concept is text|speech that UNIQUELY identifies it. Undefined-information (= without definitions) for all the NAMES it employs is a source of miscommunication.
[http://synagonism.net/worldview/] {2013-07-26}
name::
* McsEngl.mwh'subjectivity,
_DESCRIPTION:
worldview-subjectivity: There is no OBJECTIVE-information. ALL information is SUBJECTIVE (= relative to a brain). Objective is the 'referent' of information, the entity mainly outside of brains.
But ALL information has a DEGREE of truth|untruth, the degree of mapping its referent correctly.
The actions, experiments and the time sometimes reveal its degree of truth.
THEN information without referring explicitly or implicitly its 'subject' (= the brain-entity) that supports it, has no meaning. For example who is the "enemy" in the case of two states engaged in a war?
[http://synagonism.net/worldview/] {2013-07-26}
name::
* McsEngl.mwh'relation-to-culture,
Does Human Psychology Vary by Culture?
Fundamental psychological attributes might vary significantly from culture to culture.
Human psychology might vary by culture, as research has shown that
tendencies that were thought to be universal in humans are not always
present in isolated groups. This idea developed after a study of the
indigenous Machiguenga culture of Peru, during which a common behavioral
experiment was conducted to measure ideas of fairness. The experiment is
known as the ultimatum game, in which money is given to a participant who
must give some to another anonymous participant to keep, but if the second
participant feels it’s an unfair offer, he or she can refuse and punish
the offering person, who will not get to keep the money. The Machiguenga
rarely ever denied any of the offers, no matter how low, which showed a
dramatic difference from North Americans, who were more likely to want
punishment for what they perceived to be unfair behaviors.
Read More: http://www.wisegeek.com/does-human-psychology-vary-by-culture.htm?m, {2014-06-03}
name::
* McsEngl.mwh'ResourceInfHmnn,
_ADDRESS.WPG:
* https://agenda.weforum.org/2015/04/how-the-language-you-speak-changes-your-view-of-the-world/
* http://pespmc1.vub.ac.be/WORLVIEW.html,
* https://www.weforum.org/agenda/2015/12/how-your-early-childhood-shapes-your-brain//
name::
* McsEngl.wdvHmn.specific,
_SPECIFIC: wdvHmn.Alphabetically:
* wdvHmn.brainin#cptCore1099.3#
* wdvHmn.brainin.preconcept#cptCore989.11#
* wdvHmn.brainin.cptBrain#cptCore989.12#
* wdvHmn.brainin.semasio#cptCore989.7#
* wdvHmn.common#cptCore989.1#
* wdvHmn.conceptual#cptCore989.12#
* wdvHmn.direct
* wdvHmn.indirect
* wdvHmn.individual#cptCore1099.8#
* wdvHmn.integrated#cptCore989.10#
* wdvHmn.logal#cptCore989.6#
* wdvHmn.multiauthor#cptCore989.9#
* wdvHmn.preconceptual#cptCore989.11#
* wdvHmn.semasial#cptCore989.7#ql:cptoldepistem989.7##
* wdvHmn.semasial-sensorila#cptCore989.8#
* wdvHmn.sensible.brainin#cptCore1099.5#
* wdvHmn.sensible.cptBrain#cptCore989.5#
* wdvHmn.sensible.semasio#cptCore989.8#
* wdvHmn.social#cptCore989.1#
name::
* McsEngl.mwh.SPECIFIC-DIVISION.medium,
_SPECIFIC:
* wdvHmn.brainin#cptCore1099.3#
* wdvHmn.brainin.preconcept#cptCore989.11#
* wdvHmn.brainin.cptBrain#cptCore989.12#
* wdvHmn.brainin.semasio#cptCore989.7#
===
* wdvHmn.sensible.brainin#cptCore1099.5#
* wdvHmn.sensible.cptBrain#cptCore989.5#
* wdvHmn.sensible.semasio#cptCore989.8#
===
* wdvHmn.lingo#cptCore1099.10#
name::
* McsEngl.mwh.SPECIFIC-DIVISION.definedness,
_SPECIFIC:
* loose-worldview (some names defined)
* strict-worldview (all names defined)
[hmnSngo.2013-07-26]
_CREATED: {2008-01-12} {2007-11-26}
name::
* McsEngl.mwh.COMMON,
* McsEngl.conceptCore1099.6,
* McsEngl.conceptCore989.1,
* McsEngl.conceptCore533,
* McsEngl.social-kognepto-base@cptCore989.1, {2008-01-14}
* McsEngl.social-worldview@cptCore989.1, {2008-01-12}
* McsEngl.collaborative'bb@cptCore457.1, {2007-11-26}
* McsEngl.common'bb@cptCore457.1,
* McsEngl.social'bb@cptCore457.1,
* McsEngl.worldview.human.common@cptCore1099.6, {2012-04-28}
* McsEngl.consciousness.social@cptCore538,
* McsEngl.social-consciousness@cptCore538,
* McsEngl.social-concience,
====== lagoGreek:
* McsElln.ΚΟΙΝΩΝΙΚΗ-ΣΥΝΕΙΔΗΣΗ,
* McsElln.ΣΥΝΕΙΔΗΣΗ'ΚΟΙΝΩΝΙΚΗ@cptCore538,
_DEFINITION:
COMMON_BB is a BB that SHARE more than one brain-organisms.
[hmnSngo.2007-11-27_KasNik]
===
"Η ΚΟΙΝΩΝΙΚΗ ΣΥΝΕΙΔΗΣΗ, ΟΝΤΑΣ ΑΝΤΑΝΑΚΛΑΣΗ ΤΟΥ ΚΟΙΝΩΝΙΚΟΥ ΕΙΝΑΙ ΤΩΝ ΑΝΘΡΩΠΩΝ, ΤΟΥ ΠΡΑΓΜΑΤΙΚΟΥ ΤΟΥΣ ΤΡΟΠΟΥ ΖΩΗΣ, ΑΝΑΠΤΥΣΣΕΤΑΙ ΣΥΜΦΩΝΑ ΜΕ ΟΡΙΣΜΕΝΟΥΣ ΝΟΜΟΥΣ, ΑΝΕΞΑΡΤΗΤΟΥΣ ΑΠΟ ΤΗ ΣΥΝΕΙΔΗΣΗ ΤΩΝ ΜΕΜΟΝΟΜΕΝΩΝ ΑΝΘΡΩΠΩΝ, ΑΛΛΑ ΠΟΥ ΠΑΙΡΝΟΥΝ ΥΛΙΚΗ ΥΠΟΣΤΑΣΗ ΣΤΗΝ ΠΟΡΕΙΑ ΤΗΣ ΔΡΑΣΗΣ ΤΟΥΣ.
Η ΚΟΙΝΩΝΙΚΗ ΣΥΝΕΙΔΗΣΗ ΕΝΣΑΡΚΩΝΕΤΑΙ ΣΕ ΔΙΑΦΟΡΕΣ ΜΟΡΦΕΣ:
ΣΤΗ ΓΛΩΣΣΑ,
ΣΤΗΝ ΕΠΙΣΤΗΜΗ ΚΑΙ ΣΤΗ ΦΙΛΟΣΟΦΙΑ,
ΣΤΗΝ ΤΕΧΝΗ,
ΣΤΗΝ ΠΟΛΙΤΙΚΗ ΚΑΙ ΝΟΜΙΚΗ ΙΔΕΟΛΟΓΙΑ,
ΣΤΗΝ ΗΘΙΚΗ,
ΣΤΗ ΘΡΗΣΚΕΙΑ ΚΑΙ ΣΤΟΥΣ ΜΥΘΟΥΣ,
ΣΤΗ ΛΑΙΚΗ ΣΟΦΙΑ,
ΣΤΟΥΣ ΚΟΙΝΩΝΙΚΟΥΣ ΚΑΝΟΝΕΣ ΚΑΙ
ΣΤΙΣ ΑΝΤΙΛΗΨΕΙΣ ΤΩΝ ΚΟΙΝΩΝΙΚΩΝ ΟΜΑΔΩΝ, ΤΑΞΕΩΝ, ΕΘΝΩΝ ΚΑΙ ΤΗΣ ΑΝΘΡΩΠΟΤΗΤΑΣ ΕΝ ΓΕΝΕΙ.
Η ΚΟΙΝΩΝΙΗ ΣΥΝΕΙΔΗΣΗ ΕΧΕΙ ΣΥΝΘΕΤΗ ΔΟΜΗ ΚΑΙ ΔΙΑΦΟΡΑ ΕΠΙΠΕΔΑ, ΑΠΟ ΤΗΝ ΚΟΙΝΗ, ΤΗ ΜΑΖΙΚΗ ΣΥΝΕΙΔΗΣΗ ΩΣ ΤΙΣ ΑΝΩΤΑΤΕΣ ΜΟΡΦΕΣ ΤΗΣ ΘΕΩΡΗΤΙΚΗΣ ΝΟΗΣΗΣ.
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Ε125#cptResource164#]
=== synthetic:
ΚΟΙΝΩΝΙΚΗ ΣΥΝΕΙΔΗΣΗ είναι το 'συστημα' των ΑΤΟΜΙΚΩΝ-ΣΥΝΕΙΔΗΣΕΩΝ#cptCore534# μιας 'κοινωνιας'.
[hmnSngo.1995.04_nikos]
Νόαμ Τσόμσκι: Δέκα τεχνικές για τη χειραγώγηση της κοινής γνώμης
Διαβάζοντας αυτό το κείμενο αντιλαμβάνεται εύκολα ο καθένας ότι τίποτα από όσα συμβαίνουν σήμερα δεν έγινε τυχαία. Και στις δέκα τεχνικές θα αναγνωρίσει κανείς τη δική του καθημερινότητα, τη δική του πραγματικότητα τα τελευταία χρόνια της ευημερίας μας. Δικαίως συμπεραίνει κανείς ότι όλα εξελίχθηκαν όπως ακριβώς τα είχαν σχεδιάσει. Όλες οι τεχνικές εφαρμόστηκαν πάνω μας και σήμερα πια μπορούμε να πούμε ότι αποδειχθήκαμε τα ιδανικά πειραματόζωα!
1. Η τεχνική της διασκέδασης
Πρωταρχικό στοιχείο του κοινωνικού ελέγχου, η τεχνική της διασκέδασης συνίσταται στη στροφή της προσοχής του κοινού από τα σημαντικά προβλήματα και από τις μεταλλαγές που αποφασίστηκαν από τις πολιτικές και οικονομικές ελίτ, δι’ ενός αδιάκοπου καταιγισμού διασκεδαστικών και ασήμαντων λεπτομερειών. Η τεχνική της διασκέδασης είναι επίσης απαραίτητη για να αποτραπεί το κοινό από το να ενδιαφερθεί για ουσιαστικές πληροφορίες στους τομείς της επιστήμης, της οικονομία, της ψυχολογίας, της νευροβιολογίας και της κυβερνητικής. «Κρατήστε αποπροσανατολισμένη την προσοχή του κοινού, μακριά από τα αληθινά κοινωνικά προβλήματα, αιχμαλωτισμένη σε θέματα χωρίς καμιά πραγματική σημασία. Κρατήστε το κοινό απασχολημένο, απασχολημένο, απασχολημένο, χωρίς χρόνο για να σκέφτεται• να επιστρέφει κανονικά στη φάρμα με τα άλλα ζώα». Απόσπασμα από το Όπλα με σιγαστήρα για ήσυχους πολέμους.
2. Η τεχνική της δημιουργίας προβλημάτων, και στη συνέχεια παροχής των λύσεων
Αυτή η τεχνική ονομάζεται επίσης «πρόβλημα-αντίδραση-λύση». Πρώτα δημιουργείτε ένα πρόβλημα, μια «έκτακτη κατάσταση» για την οποία μπορείτε να προβλέψετε ότι θα προκαλέσει μια συγκεκριμένη αντίδραση του κοινού, ώστε το ίδιο να ζητήσει εκείνα τα μέτρα που εύχεστε να το κάνετε να αποδεχτεί. Για παράδειγμα: αφήστε να κλιμακωθεί η αστική βία, ή οργανώστε αιματηρές συμπλοκές, ώστε το κοινό να ζητήσει τη λήψη μέτρων ασφαλείας που θα περιορίζουν τις ελευθερίες του. Ή, ακόμη: δημιουργήστε μια οικονομική κρίση για να κάνετε το κοινό να δεχτεί ως αναγκαίο κακό τον περιορισμό των κοινωνικών δικαιωμάτων και την αποδόμηση των δημοσίων υπηρεσιών.
3. Η τεχνική της υποβάθμισης
Για να κάνει κάποιος αποδεκτό ένα απαράδεκτο μέτρο, αρκεί να το εφαρμόσει σταδιακά κατά «φθίνουσα κλίμακα» για μια διάρκεια 10 ετών. Μ’ αυτόν τον τρόπο επιβλήθηκαν ριζικά νέες κοινωνικό-οικονομικές συνθήκες (νεοφιλελευθερισμός) στις δεκαετίες του 1980 και 1990. Μαζική ανεργία, αβεβαιότητα, «ευελιξία», μετακινήσεις, μισθοί που δεν διασφαλίζουν πια ένα αξιοπρεπές εισόδημα• τόσες αλλαγές, που θα είχαν προκαλέσει επανάσταση, αν είχαν εφαρμοστεί αιφνιδίως και βίαια.
4. Η στρατηγική της αναβολής
Ένας άλλος τρόπος για να γίνει αποδεκτή μια αντιλαϊκή απόφαση είναι να την παρουσιάσετε ως «οδυνηρή αλλά αναγκαία», αποσπώντας την συναίνεση του κοινού στο παρόν, για την εφαρμογή της στο μέλλον. Είναι πάντοτε πιο εύκολο να αποδεχτεί κάποιος αντί μιας άμεσης θυσίας μια μελλοντική. Πρώτ’ απ’ όλα, επειδή η προσπάθεια δεν πρέπει να καταβληθεί άμεσα. Στη συνέχεια, επειδή το κοινό έχει πάντα την τάση να ελπίζει αφελώς ότι «όλα θα πάνε καλύτερα αύριο» και ότι μπορεί, εντέλει, να αποφύγει τη θυσία που του ζήτησαν. Τέλος, μια τέτοια τεχνική αφήνει στο κοινό ένα κάποιο χρονικό διάστημα, ώστε να συνηθίσει στην ιδέα της αλλαγής, και να την αποδεχτεί μοιρολατρικά, όταν κριθεί ότι έφθασε το πλήρωμα του χρόνου για την τέλεσή της.
5. Η στρατηγική του να απευθύνεσαι στο κοινό σαν να είναι μωρά παιδιά
Η πλειονότητα των διαφημίσεων που απευθύνονται στο ευρύ κοινό χρησιμοποιούν έναν αφηγηματικό λόγο, επιχειρήματα, πρόσωπα και έναν τόνο ιδιαιτέρως παιδικό, εξουθενωτικά παιδιάστικο, σαν να ήταν ο θεατής ένα πολύ μικρό παιδί ή σαν να ήταν διανοητικώς ανάπηρος. Όσο μεγαλύτερη προσπάθεια καταβάλλεται να εξαπατηθεί ο θεατής, τόσο πιο παιδιάστικος τόνος υιοθετείται από τον διαφημιστή. Γιατί; «Αν [ο διαφημιστής] απευθυνθεί σε κάποιον σαν να ήταν παιδί δώδεκα ετών, τότε είναι πολύ πιθανόν να εισπράξει, εξαιτίας του έμμεσου και υπαινικτικού τόνου, μιαν απάντηση ή μιαν αντίδραση τόσο απογυμνωμένη από κριτική σκέψη, όσο η απάντηση ενός δωδεκάχρονου παιδιού». Απόσπασμα από το «Όπλα με σιγαστήρα για ήσυχους πολέμους».
6. Η τεχνική του να απευθύνεστε στο συναίσθημα μάλλον παρά στη λογική
Η επίκληση στο συναίσθημα είναι μια κλασική τεχνική για να βραχυκυκλωθεί η ορθολογιστική ανάλυση, επομένως η κριτική αντίληψη των ατόμων. Επιπλέον, η χρησιμοποίηση του φάσματος των αισθημάτων επιτρέπει να ανοίξετε τη θύρα του ασυνείδητου για να εμφυτεύσετε ιδέες, επιθυμίες, φόβους, παρορμήσεις ή συμπεριφορές…
7. Η τεχνική του να κρατάτε το κοινό σε άγνοια και ανοησία
Συνίσταται στο να κάνετε το κοινό να είναι ανίκανο να αντιληφθεί τις τεχνολογίες και τις μεθοδολογίες που χρησιμοποιείτε για την υποδούλωσή του. «Η ποιότητα της εκπαίδευσης που παρέχεται στις κατώτερες κοινωνικές τάξεις πρέπει να είναι πιο φτωχή, ώστε η τάφρος της άγνοιας που χωρίζει τις κατώτερες τάξεις από τις ανώτερες τάξεις να μη γίνεται αντιληπτή από τις κατώτερες». Απόσπασμα από το «?πλα με σιγαστήρα για ήσυχους πολέμους».
8. Η τεχνική του να ενθαρρύνεις το κοινό να αρέσκεται στη μετριότητα
Συνίσταται στο να παρακινείς το κοινό να βρίσκει «cool» ό,τι είναι ανόητο, φτηνιάρικο και ακαλλιέργητο.
9. Η τεχνική του να αντικαθιστάς την εξέγερση με την ενοχή
Συνίσταται στο να κάνεις ένα άτομο να πιστεύει ότι είναι το μόνο υπεύθυνο για την συμφορά του, εξαιτίας της διανοητικής ανεπάρκειάς του, της ανεπάρκειας των ικανοτήτων του ή των προσπαθειών του. Έτσι, αντί να εξεγείρεται εναντίον του οικονομικού συστήματος, απαξιώνει τον ίδιο τον εαυτό του και αυτο-ενοχοποιείται, κατάσταση που περιέχει τα σπέρματα της νευρικής κατάπτωσης, η οποία έχει μεταξύ άλλων και το αποτέλεσμα της αποχής από οποιασδήποτε δράση. Και χωρίς τη δράση, γλιτώνετε την επανάσταση!..
10. Η τεχνική του να γνωρίζεις τα άτομα καλύτερα από όσο γνωρίζουν τα ίδια τον εαυτό τους
Στη διάρκεια των τελευταίων πενήντα ετών, οι κατακλυσμιαία πρόοδος της επιστήμης άνοιξε μια ολοένα και πιο βαθειά τάφρο ανάμεσα στις γνώσει του ευρέως κοινού και στις γνώσεις που κατέχουν και χρησιμοποιούν οι ιθύνουσες ελίτ. Χάρη στη βιολογία, τη νευροβιολογία και την εφαρμοσμένη ψυχολογία, το «σύστημα» έφτασε σε μια εξελιγμένη γνώση του ανθρώπινου όντος, και από την άποψη της φυσιολογίας και από την άποψη της ψυχολογίας. Το σύστημα έφτασε να γνωρίζει τον μέσο άνθρωπο καλύτερα απὄσο γνωρίζει ο ίδιος τον εαυτό του. Αυτό σημαίνει ότι στην πλειονότητα των περιπτώσεων, το σύστημα ασκεί έναν πολύ πιο αυξημένο έλεγχο και επιβάλλεται με μια μεγαλύτερη ισχύ επάνω στα άτομα απ’ όσο τα άτομα στον ίδιο τον εαυτό τους..
name::
* McsEngl.view.human.common,
* McsEngl.conceptCore1099.20,
====== lagoGreek:
* McsElln.κοινη-γνωμη@cptCore1099.20, {2012-06-01}
name::
* McsEngl.mwh.INDIVIDUAL,
* McsEngl.conceptCore1099.8,
* McsEngl.conceptCore989.3:-cocneptEpistem534,
* McsEngl.individual-worldview@cptCore989.3, {2008-08-05}
* McsEngl.individual-world-view@cptCore989.3, {2008-01-23}
* McsEngl.worldview.human.individual@cptCore1099.8, {2012-04-28}
* McsEngl.consciousness@cptCore534,
* McsEngl.consciousness.individual@cptCore534,
* McsEngl.individual-consciousness,
* McsEngl.INDIVIDUAL'consciousness@cptCore534,
* McsEngl.individual-concience,
* McsEngl.wdv.individual.human, {2012-12-21}
* McsEngl.wv.individual.human, {2012-12-21}
====== lagoGreek:
* McsElln.ΑΤΟΜΙΚΗ-ΣΥΝΕΙΔΗΣΗ,
* McsElln.ΠΡΟΣΩΠΙΚΗ-ΣΥΝΕΙΔΗΣΗ,
* McsElln.ΣΥΝΕΙΔΗΣΗ.ΑΤΟΜΙΚΗ@cptCore534,
_DEFINITION:
Individual_worldview is a wv of ONE brain_organism.
[hmnSngo.2008-01-23_KasNik]
===
INDIVIDUAL-CONSCIOUSNESS is the SYSTEM of CONSCIOUS an individual has.
[hmnSngo.2000-09-09_nikkas]
===
ΑΤΟΜΙΚΗ ΣΥΝΕΙΔΗΣΗ ονομάζω τη ΣΥΝΕΙΔΗΣΗ συγκεκριμένου 'ανθρωπου'.
,
[hmnSngo.1995.04_nikos]
===
– Τι είναι συνείδηση;
– Η «συνείδηση» είναι μια ασαφής λέξη, που έχει πολλές διαφορετικές έννοιες. Η χρήση της ως αφηρημένης έννοιας, για παράδειγμα «όταν είμαι ξύπνιος έχω συνείδηση», αναφέρεται στην κατάσταση που συνήθως ονομάζεται αφύπνιση ή εγρήγορση και υπόκειται σε πολλές διαβαθμίσεις, από την κωματώδη κατάσταση, για παράδειγμα, μέχρι τον βαθύ ύπνο ή την πλήρη εγρήγορση. Η χρήση της λέξης με τη συγκεκριμένη έννοιά της, για παράδειγμα «δεν είχε συνείδηση ότι φοράει μπλε γραβάτα», αναφέρεται στη συνειδητή επεξεργασία μιας συγκεκριμένης πληροφορίας. Από την πληθώρα ερεθισμάτων που μπαίνουν κάθε δεδομένη χρονική στον εγκέφαλό μας, μόνο ένα πολύ μικρό κομμάτι πληροφορίας γίνεται συνειδητό.
[http://www.kathimerini.gr/767556/article/proswpa/synentey3eis/ereynwntas-th-sxesh-egkefaloy-kai-noy, Jean-Pierre Changeux]
_SPECIFIC:
* my_worldview#cptCore1122#
_WHOLE:
* anthropos#cptCore401#
It is astonishing what foolish things one can temporarily believe if one thinks too long alone,
[http://www.marxists.org/reference/subject/economics/keynes/general-theory/preface.htm, 1935]
name::
* McsEngl.mwh.INTEGRATED,
* McsEngl.conceptCore1099.9,
* McsEngl.conceptCore989.10,
* McsEngl.integrated-human-worldview@cptCore1099.9, {2012-05-10}
* McsEngl.worldview.human.integrated@cptCore1099.9, {2012-04-28}
* McsEngl.wdvHmnCCCC@cptCore1099.9, {2012-05-10}
_DEFINITION:
- Classified (no orphans, all concepts have a DEFINITION showing its position in the structure)
- Clear (no vague boundaries)
- Consistent (no contradictions)
- Complete (no holes).
[hmnSngo.2012-05-10]
===
Integrated_worldview is a worldview which is an "integrated_whole", ie without internal contradictions, but with cohesion.
[hmnSngo.2008-08-28_HoKoNoo]
name::
* McsEngl.mwh.INTEGRATED.NO,
* McsEngl.conceptCore1099.17,
* McsEngl.non-consistent-human-worldview@cptCore1099.17, {2012-05-10}
* McsEngl.non-integrated-human-worldview@cptCore1099.17, {2012-05-10}
* McsEngl.worldview.human.integratedNo@cptCore1099.17, {2012-05-10}
name::
* McsEngl.mwh.LANGUAGE,
_DESCRIPTION:
The worldview expressed with a language which is a weak-structure of worldviews of its users. It contains and unique concepts that no other language has. The semasio-concepts each language creates differ considerably.
[hmnSngo.2014-01-07]
_CREATED: {2012-12-21} {2003-04-20} {2003-01-25}
name::
* McsEngl.mwh.medium.BRAININ,
* McsEngl.conceptCore1099.3,
* McsEngl.conceptCore373,
* McsEngl.conceptCore457.3,
* McsEngl.brainoHmn.WORLDVIEW,
* McsEngl.human--brain-worldview@cptCore457.3,
* McsEngl.human-brainual-worldview@cptCore457.3, {2012-04-27}
* McsEngl.human-kognepto-worldview@cptCore457.3,
* McsEngl.human'brainepto'base@cptCore457.3,
* McsEngl.worldviewBrainualHuman@cptCore457.3, {2012-04-27}
* McsEngl.worldview.brain.human@cptCore1099.3, {2012-10-27}
* McsEngl.worldview.human.brain@cptCore1099.3, {2012-10-27}
* McsEngl.human--brain-worldview@cptCore373, {2008-01-14}
* McsEngl.human-brainual-view@cptCore373, {2012-04-27}
* McsEngl.human-kognepto-model@cptCore373, {2007-12-30}
* McsEngl.human'brainepto'model@cptCore373,
* McsEngl.hbmd@cptCore373,
* McsEngl.modlepto'homo@cptCore373,
* McsEngl.human-mental-model, {2002-12-18}
* McsEngl.ideology,
* McsEngl.world-view,
* McsEngl.world-vision,
* McsEngl.human'mental'model@cptCore373,
* McsEngl.ideology@cptCore373,
* McsEngl.mental'model.human@cptCore373,
* McsEngl.viewBrainualHuman@cptCore373, {2012-04-27}
* McsEngl.view.brainual.human@cptCore373, {2012-04-27}
* McsEngl.wdvBrn.HUMAN,
* McsEngl.wdvHmn.BRAIN, {2012-12-21}
* McsEngl.wdvHmn.BRAININ, {2014-01-03}
* McsEngl.worldview.human.brain@cptCore373, {2012-10-26}
* McsEngl.brnHwdv@cptCore373, {2012-08-27}
* McsEngl.wbh@cptCore457.3, {2012-04-27}
====== lagoSINAGO:
* McsEngl.vudepto-homo@lagoSngo, {2008-03-11}
* McsEngl.modil'brainepto'homo@lagoSngo,
* McsEngl.mdbh@lagoSngo,
* McsEngl.kognepto-baso.homo@lagoSngo, {2007-12-16}
* McsEngl.knb.homo@lagoSngo,
* McsEngl.bb'homo@lagoSngo,
* McsEngl.homo'bb@lagoSngo,
* McsEngl.vudosimepto'homo@lagoSngo,
====== lagoGreek:
* McsElln.ΑΝΘΡΩΠΙΝΟ--ΠΝΕΥΜΑΤΙΚΟ-ΜΟΝΤΕΛΟ,
* McsElln.ΙΔΕΟΛΟΓΙΑ,
* McsElln.κοσμοαντίληψη.ανθρώπου.εγκεφαλική, {2012-12-21}
* McsElln.ΚΟΣΜΟΘΕΩΡΙΑ,
* McsElln.κοσμοθεώρηση.ανθρώπου.εγκεφαλική, {2012-12-21}
* McsElln.ΠΝΕΥΜΑΤΙΚΟ-ΜΟΝΤΕΛΟ-ΑΝΘΡΩΠΟΥ,
_GENERIC:
* view-brainual-animal##cptCore1100.2##
_WHOLE:
* worldview-brainual-human#cptCore457.3#
* HOMO#cptCore401#
_DEFINITION:
HOMO_BB is a brainepto_base of a homo.
[hmnSngo.2007-10-01_KasNik]
===
HUMAN--MENTAL-MODEL is the MENTAL-MODEL of humans.
[hmnSngo.2003-04-20_nikkas]
===
MENTAL-MODEL is a MODEL of reality created by concepts, images, sounds, tastes, smells, and touches. Each individual has its unique mental-model with which interacts with his environment. A person makes his mental-model more or less acurate with the help of his own five senses and by 'understantanding' the logo of others. This logo describes mental-models of other people.
[hmnSngo.2001-12-19_nikkas]
===
HUMAN-CONCEPTUAL-MODEL is the CONCEPTUAL-MODEL of an individual. Sensory-information is integrated into it and is located in the brains memory.
[hmnSngo.2003-01-25_nikkas]
===
ΙΔΕΟΛΟΓΙΑ είναι ένα 'σύστημα' ΠΛΗΡΟΦΟΡΙΩΝ#cptCore445.a#, με συνήθως πολύ ευρύ αναφερόμενο.
[hmnSngo.1995.10_nikos]
===
ΚΟΣΜΟΘΕΩΡΙΑ είναι ΑΠΟΨΗ#cptCore505.a# για το 'συμπαν#cptCore92.a#' ...
[hmnSngo.1995.04_nikos]
===
ΙΔΕΟΛΟΓΙΑ:
ΑΝΑΦΕΡΘΕΤΑΙ ΣΕ ΕΝΑ ΟΠΟΙΟΔΗΠΟΤΕ ΣΥΝΟΛΟ ΠΕΠΟΙΘΗΣΕΩΝ ΠΟΥ ΚΑΛΥΠΤΕΙ ΤΑ ΠΑΝΤΑ, ΑΠΟ
ΤΗΝ ΕΠΙΣΤΗΜΟΝΙΚΗ ΓΝΩΣΗ ΚΑΙ
ΤΗ ΘΡΗΣΚΕΙΑ, ΜΕΧΡΙ ΤΙΣ
ΚΑΘΗΜΕΡΙΝΕΣ ΠΕΠΟΙΘΗΣΕΙΣ ΠΕΡΙ ΣΩΣΤΗΣ ΔΙΑΓΩΓΗΣ, ΑΣΧΕΤΑ ΑΝ ΤΟ ΣΥΝΟΛΟ ΑΥΤΟ ΤΩΝ ΠΕΠΟΙΘΗΣΕΩΝ ΑΠΗΧΕΙ ΚΑΤΙ ΠΟΥ ΕΙΝΑΙ ΑΛΗΘΙΝΟ"
[Abercrombie et al, 1991, 166#cptResource457#]
===
"ΙΔΕΟΛΟΓΙΑ: ΜΙΑ ΑΠΟ ΤΙΣ ΠΙΟ ΣΥΖΗΤΗΜΕΝΕΣ ΕΝΝΟΙΕΣ ΣΤΗΝ ΚΟΙΝΩΝΙΟΛΟΓΙΑ, ΜΠΟΡΕΙ ΝΑ ΟΡΙΣΤΕΙ ΩΣ ΤΟ ΣΥΝΟΛΟ ΤΩΝ ΠΕΠΟΙΘΗΣΕΩΝ, ΤΩΝ ΣΤΑΣΕΩΝ ΚΑΙ ΤΩΝ ΑΝΤΙΛΗΨΕΩΝ ΠΟΥ ΣΥΝΔΕΟΝΤΑΙ ΜΕΤΑΞΥ-ΤΟΥΣ ΜΕ ΣΤΕΝΟΥΣ ή ΧΑΛΑΡΟΥΣ ΔΕΣΜΟΥΣ. Ο ΟΡΟΣ ΕΧΕΙ ΧΡΗΣΙΜΟΠΟΙΗΘΕΙ ΜΕ ΤΡΕΙΣ ΒΑΣΙΚΕΣ ΣΗΜΑΣΙΕΣ:
1) ΓΙΑ ΝΑ ΠΕΡΙΓΡΑΨΕΙ ΠΟΛΥ ΣΥΓΚΕΚΡΙΜΕΝΑ ΕΙΔΗ ΠΕΠΟΙΘΗΣΕΩΝ
2) ΓΙΑ ΝΑ ΑΝΑΦΕΡΘΕΙ ΣΕ ΠΕΠΟΙΘΗΣΕΙΣ ΚΑΤΑ ΚΑΠΟΙΑ ΕΝΝΟΙΑ ΣΤΡΕΒΛΕΣ ή ΨΕΥΔΕΙΣ
3) ΓΙΑ ΝΑ ΑΝΑΦΕΡΘΕΙ ΣΕ ΕΝΑ ΟΠΟΙΟΔΗΠΟΤΕ ΣΥΝΟΛΟ ΠΕΠΟΙΘΗΣΕΩΝ ΠΟΥ ΚΑΛΥΠΤΕΙ ΤΑ ΠΑΝΤΑ, ΑΠΟ ΤΗΝ ΕΠΙΣΤΗΜΟΝΙΚΗ ΓΝΩΣΗ ΚΑΙ ΤΗ ΘΡΗΣΚΕΙΑ, ΜΕΧΡΙ ΤΙΣ ΚΑΘΗΜΕΡΙΝΕΣ ΠΕΠΟΙΘΗΣΕΙΣ ΠΕΡΙ ΣΩΣΤΗΣ ΔΙΑΓΩΓΗΣ, ΑΣΧΕΤΑ ΑΝ ΤΟ ΣΥΝΟΛΟ ΑΥΤΟ ΤΩΝ ΠΕΠΟΙΘΗΣΕΩΝ ΑΠΗΧΕΙ ΚΑΤΙ ΠΟΥ ΕΙΝΑΙ ΑΛΗΘΙΝΟ"
[Abercrombie et al, 1991, 166#cptResource457#]
===
"ΚΟΣΜΟΘΕΩΡΙΑ: Ο ΟΡΟΣ ΑΥΤΟΣ ΑΠΟΔΙΔΕΙ ΤΟΥΣ ΑΓΓΛΙΚΟΥΣ ΟΡΟΥΣ WORLD VIEW ή WORLD-VISION ΚΑΙ ΤΟ ΓΕΡΜΑΝΙΚΟ WELTANSCHAUUNG. ΑΝΑΦΕΡΕΤΑΙ ΣΤΟ ΣΥΝΟΛΟ ΤΩΝ ΑΠΟΨΕΩΝ ΠΟΥ ΔΙΑΜΟΡΦΩΝΟΥΝ ΜΙΑ ΑΝΤΙΛΗΨΗ ΓΙΑ ΤΟΝ ΚΟΣΜΟ Η ΟΠΟΙΑ ΧΑΡΑΚΤΗΡΙΖΕΙ ΚΑΠΟΙΑ ΣΥΓΚΕΚΡΙΜΕΝΗ ΚΟΙΝΩΝΙΚΗ ΟΜΑΔΑ, ΠΟΥ ΜΠΟΡΕΙ ΝΑ ΕΙΝΑΙ ΚΟΙΝΩΝΙΚΗ ΤΑΞΗ, ΓΕΝΕΑ ή ΘΡΗΣΚΕΥΤΙΚΟ ΔΟΓΜΑ. ΓΙΑ ΠΑΡΑΔΕΙΓΜΑ, Η ΚΟΣΜΟΘΕΩΡΙΑ ΤΟΥ ΕΠΙΧΕΙΡΗΜΑΤΙΑ ΤΟΥ ΔΕΚΑΤΟΥ ΕΝΑΤΟΥ ΑΙΩΝΑ ΘΕΩΡΕΙΤΑΙ ΟΤΙ ΕΙΝΑΙ ΣΥΝΔΥΑΣΜΟΣ ΑΤΟΜΙΣΜΟΥ, ΟΙΚΟΝΟΜΙΑΣ, ΑΙΣΘΗΜΑΤΟΣ ΟΙΚΟΓΕΝΕΙΑΚΗΣ ΙΔΙΟΚΤΗΣΙΑΣ, ΗΘΙΚΗΣ ΤΑΞΗΣ ΚΑΙ ΜΕΤΡΙΟΥ ΒΑΘΜΟΥ ΘΡΗΣΚΕΥΤΙΚΗΣ ΑΦΟΣΙΩΣΗΣ"
[Abercrombie et al, 1991, 219#cptResource457#]
=== synthetic:
HUMAN-MENTAL-MODEL is the CONCEPTUAL-MODEL plus SENSORY-INFORMATION associated with the conceptual-model in a human-brain.
[hmnSngo.2002-12-17_nikkas]
_PART:
* concept.human.brain#cptCore66#
* human-brain-preconcept#cptCore761.1#
* worldview.human.brain#cptCore1099.3#
_ENVIRONMENT:
* worldview-brainual-human-material##
name::
* McsEngl.brnHwdv'wholeNo-relation,
* braining.infing.human#cptCore475.148#
* HUMAN-NERVOUS-SYSTEM#cptHBody030: attSpe#
* DATO#cptCore181.62#
name::
* McsEngl.brnHwdv'structure,
_STRUCTURE:
* information.human.brainual#cptCore654.16#
* concept.human.brain#cptCore66#
* information.brainal.preconceptal#cptCore181.66#
* preconcept#cptCore181.65#
* view.human.conceptBrain#cptCore93.33#
name::
* McsEngl.brnHwdv.specific,
Every language creates and a Modelo-brainepto.
[hmnSngo.2006-11-13_nikkas]
* INDIVIDUAL--HUMAN--MENTAL-MODEL: Every individual has a unique conceptual-model.
[hmnSngo.2003-03-01_nikkas]
_SPECIFIC: brnHwdv.alphabetically:
* brnHview.theory#cptCore342#
name::
* McsEngl.mwh.medium.brainin.cptBRAIN,
* McsEngl.conceptCore1099.7,
* McsEngl.conceptCore989.12,
* McsEngl.bconceptual-worldview@cptCore989.12, {2012-03-14}
* McsEngl.brainual-conceptual-worldview@cptCore989.12, {2012-03-14}
* McsEngl.conceptual-worldview@cptCore989.12, {2008-09-02}
* McsEngl.koncepto-worldview@cptCore989.12, {2008-01-21}
* McsEngl.koncepto-base@cptCore989.12, {2007-12-16}
* McsEngl.kcb@cptCore989.12,
* McsEngl.konsepto-base,
* McsEngl.konsepto'base@cptCore989.12,
* McsEngl.wdvCptBrainHmn,
* McsEngl.wdvHmn.BRAIN.CONCEPT,
* McsEngl.wdvHmn.brainin.cptBrain,
* McsEngl.wdvHmn.cptBrain,
* McsEngl.wdvHmnCptBrain,
* McsEngl.worldview.human@cptBrain,
* McsEngl.worldview.human.conceptBrain@cptCore1099.7, {2012-04-28}
====== lagoSINAGO:
* McsEngl.foEkoSimbo@lagoSngo,
* McsEngl.vudosimbepo@lagoSngo,
_DEFINITION:
KONSEPTO_BASE is the outermost structure of a konsepto-model.
[hmnSngo.2007-10-01_KasNik]
_PART:
* METACONCEPT_WORLDVIEW
* CONCEPT_WORLDVIEW
_WHOLE:
* HUMAN_BRAIN_WORLDVIEW#ql:homo'bb-*###
name::
* McsEngl.mwh.medium.brainin.PRECONCEPT,
* McsEngl.conceptCore1099.12,
* McsEngl.conceptCore989.11,
* McsEngl.brainual-preconceptual-worldview@cptCore989.11, {2012-03-19}
* McsEngl.preconceptual-worldview,
* McsEngl.perceptual-worldview@cptCore989.11, {2008-09-02}
* McsEngl.worldview.human.preconceptual@cptCore1099.12, {2012-04-28}
* McsEngl.worldview.perceptual@cptCore989.11,
name::
* McsEngl.mwh.medium.brainin.SEMASIO,
* McsEngl.conceptCore1099.13,
* McsEngl.conceptCore989.7,
* McsEngl.brainual-semasial-worldview@cptCore989.7, {2012-03-19}
* McsEngl.langemo-worldview,
* McsEngl.langeto-worldview@cptCore989.7, {2008-01-23}
* McsEngl.semasial-worldview,
* McsEngl.wdvHmn.semasio,
* McsEngl.worldview.human.semasial@cptCore1099.13, {2012-04-28}
* McsEngl.worldview.langeto@cptCore989.7,
====== lagoSINAGO:
* McsEngl.vudosimbemo@lagoSngo, {2008-08-06}
_DEFINITION:
Lagneto_worldview is a worldview comprised of langetos#cptCore14#.
[hmnSngo.2008-01-23_KasNik]
_CREATED: {2008-01-23} {2007-12-10}
name::
* McsEngl.mwh.medium.LANGUAGE,
* McsEngl.conceptCore1099.10,
* McsEngl.conceptCore460,
* McsEngl.sympan'societyHmn'setLingoHmn'wdvbaseHmn'wdvHmn@cptCore1099.10, {2012-08-26}
* McsEngl.lingo-worldview@cptCore1099.10, {2012-08-24}
* McsEngl.logal-worldview@cptCore989.6, {2009-01-27}
* McsEngl.langero-worldview@cptCore989.6, {2008-01-23}
* McsEngl.wdvHmn.language,
* McsEngl.wdvHmn.lingo,
* McsEngl.wdvHmn.medium.language, {2014-05-02}
* McsEngl.wdvHmn.medium.lingo,
* McsEngl.worldview.human.logal@cptCore1099.10, {2012-04-28}
* McsEngl.worldview.langero@cptCore989.6,
* McsEngl.worldview.lingo@cptCore1099.10, {2012-08-24}
* McsEngl.worldview.lingo.human@cptCore1099.10, {2012-10-27}
* McsEngl.wdvHmnLng,
* McsEngl.wdvHmnLng,
* McsEngl.lagHmn'LANGERO-BASO,
* McsEngl.langero'base@cptCore460, {2007-12-10}
====== lagoSINAGO:
* McsEngl.langero'baso@lagoSngo, {2007-12-10}
* McsEngl.vudosimbero@lagoSngo, {2008-08-06}
_GENERIC:
* entity.body.material.whole.system.sysStree.sysStwpe.lingoHmn#cptCore93.28#
_WHOLE:
* sympan'societyHmn'setLingoHmn'wdvbaseHmn#cptCore402.2#
_DEFINITION:
Lagnero_worldview is a worldview comprised of langeros#ql:langero@cptCore35#.
[hmnSngo.2008-01-23_KasNik]
===
Langero-base is all the langero-models#cptCore474# that describe ONE brainepto-base#cptCore1099.2#.
[hmnSngo.2007-12-10_KasNik]
name::
* McsEngl.mwh.medium.sensible.BRAININ,
* McsEngl.conceptCore1099.5,
* McsEngl.conceptCore989.4,
* McsEngl.sensorial-worldview@cptCore989.4, {2009-03-06}
* McsEngl.s-worldview@cptCore989.4, {2008-10-02}
* McsEngl.sensorial-brain-worldview@cptCore989.4, {2008-09-11}
* McsEngl.kognesto-worldview@cptCore989.4, {2008-01-23}
* McsEngl.wbs@cptCore989.4,
* McsEngl.worldviewBrainualSensorial@cptCore989.4, {2012-03-30}
* McsEngl.worldview.human.brainual.brainualNo@cptCore1099.5, {2012-04-28}
* McsEngl.worldview.human.brainualNo.brainual@cptCore1099.5, {2012-04-28}
* McsEngl.worldview.Info-brainual-sensorial,
* McsEngl.worldview.kognesto@cptCore989.8,
====== lagoSINAGO:
* McsEngl.foEkogoSeoSimbo@lagoSngo, {2008-09-24}
* McsEngl.info-espto-vudo-simbo@lagoSngo, {2008-09-11}
* McsEngl.vudosimbespto@lagoSngo, {2008-08-06}
_DEFINITION:
A worldview of brainual-sensorial-info#cptCore50.31#
===
Kognesto_worldview is a worldview comprised of kognestos#cptCore468#.
[hmnSngo.2008-01-23_KasNik]
_WHOLE:
* Knowledgebase-ConceptBrainualSensorial#cptCore50.28.16#
_CREATED: {2008-01-23} {2007-10-01}
name::
* McsEngl.mwh.medium.sensible.cptBRAIN,
* McsEngl.conceptCore1099.15,
* McsEngl.conceptCore989.5,
* McsEngl.cbs-worldview@cptCore989.5,
* McsEngl.concept-brainual-sensorial-worldview,
* McsEngl.mcs-worldview, {2018-02-13}
* McsEngl.mcsw, {2016-09-06}
* McsEngl.mcsworld, {2016-09-10}
* McsEngl.mcswvw,
* McsEngl.miwMcs, {2016-09-10}
* McsEngl.modelInfoWorldModelConceptStructured,
* McsEngl.worldviewConceptBrainualSensorial@cptCore989.5,
* McsEngl.koncesto-worldview@cptCore989.5, {2008-01-23}
* McsEngl.structured-concept-worldview, {2018-02-13}
* McsEngl.structured-worldview, {2018-12-22}
* McsEngl.wdvHmn.BRAIN.CONCEPT.SENSIBLE,
* McsEngl.worldview.cbs@cptCore989.5,
* McsEngl.worldview.human.conceptBrainSensorial@cptCore1099.15, {2012-04-28}
* McsEngl.worldview.koncesto@cptCore989.5,
* McsEngl.worldview.structured-concept, {2018-02-13}
====== lagoSINAGO:
* McsSngo.fo-eko-simbo,
* McsEngl.fo-eko-simbo@lagoSngo,
* McsEngl.vudosimbespo@lagoSngo, {2008-08-06}
====== lagoGreek:
* McsElln.κοσμοθεώρηση-δομημένων-εννοιών, {2016-09-06}
_DEFINITION:
Koncesto_worldview is a worldview comprised of koncestos.
[hmnSngo.2008-01-23_KasNik]
_WHOLE:
* knowledge-base#ql:cbs'knowledge_base#
name::
* McsEngl.mcs-worldview'human,
* McsEngl.mcs-worldview'human,
* McsEngl.mcs-worldview'member,
_DESCRIPTION:
· one or more humans can-have one mcs-worldview.
· any member can-update it, BUT all members must validate the-additions.
[hknm.2018-02-13]
name::
* McsEngl.mcswvw.SPECIFIC,
_SPECIFIC:
* cbs-html-worldview
* cbs-paper-worldview
* cbsMgr-worldview#cptItsoft356.10#
* hitp-mcs-worldview##
name::
* McsEngl.mwh.medium.sensible.SEMASIO,
* McsEngl.conceptCore1099.14,
* McsEngl.conceptCore989.8,
* McsEngl.langesmo-worldview,
* McsEngl.langesto-worldview@cptCore989.8, {2008-01-23}
* McsEngl.sensorial-brainual-semasial-worldview@cptCore989.8, {2012-03-19}
* McsEngl.worldview.human.semasial.sensorial@cptCore1099.14, {2012-04-28}
* McsEngl.worldview.langesto@cptCore989.8,
====== lagoSINAGO:
* McsEngl.vudosimbesmo@lagoSngo, {2008-08-06}
_DEFINITION:
Lagnesto_worldview is a worldview comprised of langestos (= sensorial_langetos).
[hmnSngo.2008-01-23_KasNik]
name::
* McsEngl.mwh.MULTIAUTHOR,
* McsEngl.conceptCore1099.11,
* McsEngl.conceptCore989.9,
* McsEngl.multiauthor-worldview@cptCore989.9,
* McsEngl.multi-author-worldview@cptCore989.9,
* McsEngl.multi-creator-worldview@cptCore989.9,
* McsEngl.multicreator-worldview@cptCore989.9,
* McsEngl.poly-author-worldview@cptCore989.9,
* McsEngl.polyauthor-worldview@cptCore989.9,
* McsEngl.poly-creator-worldview@cptCore989.9,
* McsEngl.polycreator-worldview@cptCore989.9,
* McsEngl.worldview.human.multiauthor@cptCore1099.11, {2012-04-28}
_DEFINITION:
Multiauthor_worldview is a worldview that contains that contains different worldviews from many authors.
[hmnSngo.2008-01-23_KasNik]
name::
* McsEngl.mwh.society.USA,
* McsEngl.mwh.usa,
_DESCRIPTION:
Do Americans Believe Dinosaurs and Humans Lived at the Same Time?
About 40 percent of Americans believe that people existed at the same time as dinosaurs.
Jurassic Park and its sequels -- including 2015's record-breaking Jurassic
World -- have been putting people in movie theater seats since the original
film debuted in 1993. The premise of Jurassic Park is that a billionaire
and a team of geneticists could clone long-extinct dinosaurs. Although they
are science-fiction, the Jurassic Park films may have influenced the
results of a 2008 Harris poll and a 2015 YouGov poll. Both surveys found
that roughly 40% of Americans believe that humans and dinosaurs co-existed
on Earth more than 65 million years ago.
Read More: http://www.wisegeek.com/do-americans-believe-dinosaurs-and-humans-lived-at-the-same-time.htm?m, {2016-02-28}
name::
* McsEngl.miw.human.HoKoNoUmo (mwk),
* McsEngl.conceptCore1122,
* McsEngl.entity.model.information.worldview.hknm@cptCore1122, {2012-08-07}
* McsEngl.sympan'societyHmn'wdvHknm@cptCore1122, {2012-08-07}
* McsEngl.myworldview@cptCore1122, {2012-06-10}
* McsEngl.my-worldview@cptCore1122,
* McsEngl.synagonism-worldview@cptCore1122, {2012-05-30}
* McsEngl.worldviewHknm@cptCore1122, {2012-03-30}
* McsEngl.worldview.hknm@cptCore1122, {2013-07-22}
* McsEngl.worldview.kaseluris.nikos.1959@cptCore1122, {2013-10-23}
* McsEngl.worldviewHokonoumo@cptCore1122, {2011-09-19}
* McsEngl.worldview.synagonism@cptCore1122, {2012-05-30}
* McsEngl.mwk, {2016-08-22}
* McsEngl.wdvSng@cptCore1122, {2012-05-13}
* McsEngl.wdvHmn.hknm@cptCore1122, {2013-07-22}
* McsEngl.sngWdv@cptCore1122, {2012-05-13}
* McsEngl.myWhbs@cptCore1122, {2012-04-28}
* McsEngl.mywv@cptCore1122, {2012-03-25}
* McsEngl.whbsHknm@cptCore1122, {2012-04-28}
* McsEngl.wvHknu@cptCore1122, {2011-09-19}
_GENERIC:
* worldview-human-brainual-sensorial#cptCore1099.5#
* worldview-human-individual#cptCore1099.8#
_WHOLE:
* my_knowledgebase##
* sympan'earth'societyHuman'HoKoNoUmo#cptAaa103#
name::
* McsEngl.mwk'ModelConceptStructured,
* McsEngl.cptHknm,
_SPECIFIC:
* dossier-concept##
* folioviews-concept##
* synagonism-concept (hitp)##
name::
* McsEngl.mwk'ModelView,
* McsEngl.conceptCore1122.1,
* McsEngl.myview@cptCore1122.1, {2012-03-30}
* McsEngl.my-view@cptCore1122.1, {2012-03-30}
* McsEngl.viewHknm@cptCore1122.1, {2012-03-30}
* McsEngl.view.hknm@cptCore1122.1, {2012-03-30}
name::
* McsEngl.mwk'ModelKnowledgebase,
* McsEngl.conceptCore1122.2,
* McsEngl.myknowledgeBase@cptCore1122.2, {2012-03-30}
* McsEngl.my-knowledgeBase@cptCore1122.2, {2012-03-30}
* McsEngl.knowledgeBaseHknm@cptCore1122.2, {2012-03-30}
* McsEngl.knowledgeBase.hknm@cptCore1122.2, {2012-03-30}
name::
* McsEngl.mwk.specific,
* McsEngl.wdvHknm.specific,
_SPECIFIC: wdvHknm.Alphabetically:
* my-AAj-whbs
* my-folioviews-whbs#cptCore50.28.26#
* my-html-whbs
name::
* McsEngl.mwk.BRAININ,
* McsEngl.conceptCore457.1,
* McsEngl.mwb.KasNik,
* McsEngl.KasNik-kognepto-base@cptCore457.1,
* McsEngl.KasNik-world-view@cptCore457.1,
_DEFINITION:
KasNik_kognepto_base is MY kognepto_base.
[hmnSngo.2008-01-16_KasNik]
name::
* McsEngl.mwk.FOLIO-VIEWS,
* McsEngl.conceptCore50.28.26,
* McsEngl.my-folioviews-worldview@cptCore356.26, {2012-03-26}
* McsEngl.mywv.folioviews@cptCore356.26, {2012-03-26}
* McsEngl.worldview.my-folioviews@cptCore356.26, {2012-03-26}
name::
* McsEngl.mwk.HITP (synagonism.net/dMiw),
* McsEngl.conceptCore1122.4,
* McsEngl.structured-encyclopedia.synagonism, {2018-12-07}
* McsEngl.worldview.hitp@cptCore1122.4,
* McsEngl.wdv-sng.net, {2012-06-09}
* McsEngl.worldview.synagonism,
* McsEngl.worldview.synagonism.org, (wdv.sng.org) {2012-05-13}
* McsEngl.mws,
* McsEngl.wdvSgm@cptCore1122.4,
_GENERIC:
* sensible-hknm-worldview##
_DESCRIPTION:
It is my sensible-worldview on "synagonism.net" written with hitp-method.
[hmnSngo.2013-10-23]
===
Worldview.Synagonism
My name is Kaseluris.Nikos.1959#cptAaa103# and in this website I present my-worldview#Core1122#.
This is a life-long project on a new method of managing CCCC-INFORMATION in our information-machines#cptIt227# era, ie:
1) Classified (all concepts have a DEFINITION showing its position in the structure)
2) Clear (no vague boundaries)
3) Consistent (no contradictions)
4) Complete (no holes).
I am using systems-thinking## on information#cptCore181#. Everything in my very COMPLEX worldview, is a SIMPLE system, a CBS (concept.brain.sensorial)#Core356#.
[hmnSngo.2012-06-10]
name::
* McsEngl.miwSgm'cbhs,
* McsEngl.cptSgm, {2013-10-23}
* McsEngl.wdvSgm'concept,
_GENERIC:
* html-cbhs#ql:cbhshtml@cptCore#
_DESCRIPTION:
format: idCptViewNumber.
view: logical (= the most important attribute) not positional (= the concept's inside which we define)
[hmnSngo.2013-10-23]
name::
* McsEngl.cptSgm'location,
_DESCRIPTION:
Anyware in worldview, id's-view the most important attribute.
[hmnSngo.2013-10-23]
_SPECIFIC:
* core
* earth
* education
* human
* nature
* organism
* organization
* resource
* tech
* tech.info
name::
* McsEngl.miwSgm'website,
* McsEngl.conceptCore1122.3,
* McsEngl.http://synagonism.net/worldview/,
* McsEngl.mysite@cptCore1122.3, {2012-06-10}
name::
* McsEngl.mwk.SENSIBLE,
* McsEngl.conceptEpsitem1122.5,
* McsEngl.myworldview.sensible,
{time.2012}:
_2012-03-25: folioviews
* I merged and the "earth" cbs-infobase. In principle all my cbs in one file about 50 megabyte with 214.000 records.
name::
* McsEngl.conceptCore1099.16,
* McsEngl.worldview.humanNo@cptCore1099.16, {2012-04-28}
_DESCRIPTION:
It is a worldview from a non-human brain-animal.
[hknm2012-04-28]
_SPECIFIC:
* conceptual-nonhuman-worldview##
* proconceptual-nonhuman-worldview##
name::
* McsEngl.conceptCore578,
* McsEngl.knowledgebase-of-worldviews@cptCore578,
* McsEngl.knowledgeBase.worldview@cptCore578,
* McsEngl.knowledge-base,
* McsEngl.worldview.base, {2014-03-03}
* McsEngl.worldview-set@cptCore578,
* McsEngl.kb@cptCore578,
* McsEngl.kbwv@cptCore578, {2012-03-30}
* McsEngl.kb.worldview@cptCore578, {2012-03-30}
* McsEngl.wvs@cptCore578, {2009-01-31}
A knowledgeBase#cptItsoft497.1# of worldviews#cptCore1099.1#.
[hmnSngo.2012-03-30]
It is any of: brain_kb, sensorial_kb, logal_kb.
[hmnSngo.2009-01-27]
_WHOLE:
The outermost whole in "metaconcept"-network.
[hmnSngo.2009-01-27]
name::
* McsEngl.kbwv.specific,
kbwv'Alpabetically:
* brainual-kbwv#cptCore578.1#
* brainual-sensorial-kbwv#cptCore454#
* logal-kbwv
name::
* McsEngl.kbwv.Brainual,
* McsEngl.conceptCore578.1,
* McsEngl.brainual-kbwv@cptCore578.1,
* McsEngl.brainual-worldview-knowledgeBase@cptCore578.1,
_DEFINITION:
It is the outermost whole of brain_worldviews.
[hmnSngo.2009-01-27]
_CREATED: {2012-04-28} {2007-07-06}
name::
* McsEngl.miw.medium.BRAININ (mwb),
* McsEngl.conceptCore1099.2,
* McsEngl.conceptCore457,
* McsEngl.animal-brainual-worldview@cptCore457, {2012-04-24}
* McsEngl.breinepto'base@cptCore457, {2006-07-20}
* McsEngl.brainual-worldview@cptCore457,
* McsEngl.brain-worldview@cptCore457, * cpt.2008-09-02:
* McsEngl.BraineptoBase@cptCore457, {2007-09-16}
* McsEngl.brainepto'base@cptCore457,
* McsEngl.brainepto-base@cptCore457,
* McsEngl.kognepto-world-view@cptCore457, {2008-01-21}
* McsEngl.individual-world-view@deleted@cptCore457, {2008-01-12}
* McsEngl.KNbase@cptCore457, {2007-12-30}
* McsEngl.kogneptobase@cptCore457,
* McsEngl.kognepto-base@cptCore457, {2007-12-18}
* McsEngl.kognepto-netepto-system@cptCore457, {2007-12-17}
* McsEngl.kognepto-netepto@cptCore457, {2007-12-16}
* McsEngl.kn@cptCore457,
* McsEngl.kognepto-base@cptCore457,
* McsEngl.knowledgebase@cptCore457, {2007-09-13}
* McsEngl.modilo-brainepto--outermost@cptCore457,
* McsEngl.outermost'brainepto'model@cptCore457,
* McsEngl.wdv.brainin@cptCore457,
* McsEngl.worldview.brainin, {2014-05-16}
* McsEngl.worldviewBrainualAnimal@cptCore457, {2012-04-24}
* McsEngl.mwb, {2016-08-22}
* McsEngl.mwb,
* McsEngl.wdvBrn@cptCore457, {2012-08-25}
* McsEngl.wdvBrl@cptCore457, {2012-04-28}
* McsEngl.wba@cptCore457, {2012-04-24}
=== _Other:
* McsEngl.belief-system@cptCore457,
* McsEngl.knowledge-system@cptCore457,
* McsEngl.ontology.brainin@cptCore457,
* McsEngl.system-of-thought@cptCore457,
* McsEngl.theory-of-mind@cptCore457,
====== lagoSINAGO:
* McsEngl.info-noo-simbo@lagoSngo,
* McsEngl.vudosimbepto@lagoSngo, {2008-08-06}
* McsEngl.baso.kognepto@lagoSngo, {2007-12-18}
* McsEngl.kognepto-baso@lagoSngo, {2007-12-16}
* McsEngl.knb@lagoSngo,
* McsEngl.brainepto'bazo@lagoSngo, {2007-10-23}
* McsEngl.BB@lagoSngo,
KOGNEPTO_SYSTEM:
The "system" connotes (states indirectly) that the entity has and functions. I mean only the cognitive-product of the brain. Then I'll stick with the word "base" which in our computer-era connotes a whole.
[hmnSngo.2007-12-18_KasNik]
BASE:
I need another word for "base"
[hmnSngo.2007-12-16_KasNik]
"system" may be a better term.
[hmnSngo.2007-12-17_KasNik]
NETEPTO.KOGNEPTO:
This entity is a netepto of kogneptos. But does not convey that it is the whole entity of a brain_organism.
[hmnSngo.2007-12-16_KasNik]
KOGNEPTO_BASE:
Brainepto is and the emoceptos, but we are interesting only in kogneptos that reflect the universe. The kognepto_base is a more accurate name.
[hmnSngo.2007-12-16_KasNik]
OTHER:
"Where theorists differ is mainly on the question of whether coherence entails many possible true systems of thought or only a single absolute system".
[http://en.wikipedia.org/wiki/Coherence_%28cognitive_science%29] 2007-11-21
"20th Century philosophy was set for a series of attempts to reform and preserve, and to alter or abolish, older knowledge systems".
[http://en.wikipedia.org/wiki/History_of_Western_philosophy] 2007-11-21
"There has also been speculation that certain humans fail to progress through the normal cognitive developmental stages that lead to acquisition of a theory of mind".
[http://en.wikipedia.org/wiki/Theory_of_mind] 2007-11-26
name::
* McsEngl.ontology'setConceptName,
Ontology, introduction
Definition according to Webster's Dictionary:
1. a branch of metaphysics relating to the nature and relations of being
2. a particular theory about the nature of being or the kinds of existence
Ontology (the "science of being") is a word, like metaphysics, that is used in many different senses. It is sometimes considered to be identical to metaphysics, but we prefer to use it in a more specific sense, as that part of metaphysics that specifies the most fundamental categories of existence, the elementary substances or structures out of which the world is made. Ontology will thus analyse the most general and abstract concepts or distinctions that underlie every more specific description of any phenomenon in the world, e.g. time, space, matter, process, cause and effect, system.
Recently, the term of "(formal) ontology" has been up taken by researchers in Artificial Intelligence, who use it to designate the building blocks out of which models of the world are made.(see e.g. "What is an ontology?"). An agent (e.g. an autonomous robot) using a particular model will only be able to perceive that part of the world that his ontology is able to represent. In a sense, only the things in his ontology can exist for that agent. In that way, an ontology becomes the basic level of a knowledge representation scheme. See for example my set of link types for a semantic network representation which is based on a set of "ontological" distinctions: changing-invariant, and general-specific.
[http://pespmc1.vub.ac.be/ontoli.html]
Ontology is the theory of objects and their ties. Ontology provides criteria for distinguishing various types of objects (concrete and abstract, existent and non-existent, real and ideal, independent and dependent) and their ties (relations, dependences and predication).
We can distinguish: a) formal, b) descriptive and c) formalized ontologies.
[Theory and History of Ontology. A Resource Guide for Philosophers
by Raul Corazzon
http://www.formalontology.it/]
_DEFINITION.PART:
Every organism with a brain, creates, INSIDE his brain, a REFLECTION of the universe that surrounds him/her AND an introspection of him/her. I call it brainual-worldview.
[file:///D:/File1a/SBC-2010-08-23/hSbc/hSbc_59.html#h0.7.1p1]
_DESCRIPTION:
Every organism with a brain#cptCore21#, creates, INSIDE his brain, a REFLECTION of the real-world that surrounds him/her AND an introspection of him/her. I call it brainepto-base#ql:braineptobase@cptCore457#.
[hmnSngo.2007-11-28_KasNik]
OUTERMOST--BRAINEPTO-MODEL is the whole brainepto-model of an entity with a brain.
[hmnSngo.2007-07-29_nikkas]
Breinepto-models of the same source make up a breinepto-base (bb).
[hmnSngo.2006-07-20_nikkas]
_WHOLE:
* brain#cptCore21#
* animal-brain#cptCore501.4#
* BrainKnowledgeBase#cptCore578.1#
* A brainepto_base is part of an entity with a brain.
[hmnSngo.2007-09-23_nikkas]
name::
* McsEngl.mwb'wholeNo-relation,
_ENVIRONMENT:
* concept.brain.sensorial#cptCore50.28#
* bbpp#cptIt356#
* Knowledgebase-ConceptBrainualSensorial#cptCore50.28.16#
===
ALL_RELATIONS (aaaa):
* KnowledgeBase = a set of BrainWorldviews
* BrainWorldview (FoEkogoSimbo, Vudosimbepto)#cptCore457#
* BrainSubworldview (FoEkogoVudo, Vudepto, KogneptoView)#cptCore762#
* ConceptualWorldview (FoEkoSimbo, Vudosimbepo)#989.12#
* ConceptualSubworldview (FoEkoVudo, Vudepo, KonceptoView)#757#
* PerceptualWorldview (FoEgoSimbo, Vudosimbeto)#989.11#
* PerceptualSubworldview (FoEgoVudo)#cptCore1061#
* SensorialBrainWorldview (FoEkogoSeoSimbo, Vudosimbespto)#989.4#
* SensorialBrainSubworldview (FoEkogoSeoVudo, Vudespto)#cptCore452#
* SensorialConceptualWorldview (FoEkoSeoSimbo, Vudosimbespo)#989.5#
* SensorialConceptualSubworldview (FoEkoSeoVudo, Vudepo, KonceptoView)##
* SensorialPerceptualWorldview (FoEgoSeoSimbo, Vudosimbeto)##
* SensorialPerceptualSubworldview (FoEgoSeoVudo)##
* SemasialWorldview (FoEdoSimbo, Vudosimbemo, Langemo)#989.7#
* Semasia=SemasialSubworldview (FoEdoVudo, Vudemo)#cptCore593#
* SensorialSemasialWorldview (FoEdoSeoSimbo, Vudosimbesmo)#989.8#
* LogalWorldview (FoEtoSimbo, Vudosimbero, Langero)#989.6#
* Logo=LogalSubworldview (FoEtoVudo, Vudero)#cptCore474#
TextualWorldview
SpokenWorldview
GesturalWorldview
TextualSubworldview#cptCore1059#
SpokenSubworldview
GesturalSubworldview
name::
* McsEngl.mwb'ΔΙΑΒΑΣΜΑ-ΣΚΕΨΗΣ,
Πιο κοντά στην «ανάγνωση» της σκέψης
Βρετανοί ερευνητές «διάβασαν» τις αναμνήσεις εθελοντών μελετώντας την ηλεκτρική δραστηριότητα του εγκεφάλου τους
ΤΟΥ SΤΕVΕCΟΝΝΟR | Αθήνα - Σάββατο 14 Μαρτίου 2009 [εκτύπωση]
Η ικανότητα «ανάγνωσης» του ανθρώπινου μυαλού με μια «μηχανή της σκέψης» ήρθε ένα βήμα πιο κοντά μετά την επιτυχία επιστημόνων να μαντέψουν τις αναμνήσεις εθελοντών μελετώντας απλώς την ηλεκτρική δραστηριότητα του εγκεφάλου τους. Ερευνητές του University College του Λονδίνου ανακάλυψαν ότι η χωρική μνήμη μπορεί να «διαβαστεί» μέσω μηχανημάτων απεικόνισης του εγκεφάλου τα οποία έχουν την ικανότητα να προβλέπουν αυτομάτως πού φαντάζεται ένα άτομο ότι βρίσκεται (την ακριβή θέση του σε έναν λαβύρινθο, για παράδειγμα) χωρίς καν το άτομο να ερωτηθεί.
«Πρόκειται για ένα ακόμη μικρό βήμα προς την ιδέα της ανάγνωσης της σκέψης καθώς κοιτώντας απλώς τη νευρική δραστηριότητα μπορούμε να πούμε τι σκέφτεται κάποιος» ανέφερε ένας εκ των ερευνητών, ο Ντέμις Χασάμπις.
Ισως στο μέλλον πιθανόν να «διαβάζονται» και άλλων μορφών αναμνήσεις και σκέψεις, αν και η πιθανότητα χρήσης μηχανών «ανάγνωσης της σκέψης» για την επίλυση υποθέσεων εγκλημάτων ή για την πάταξη της τρομοκρατίας αποτελεί ακόμη μακρινή προοπτική. «Βρισκόμαστε τουλάχιστον 10 χρόνια μακριά, ίσως και περισσότερο, από την τεχνολογία που θα μας επιτρέψει να διαβάζουμε κυριολεκτικώς τις σκέψεις των ανθρώπων χωρίς αυτοί να το επιθυμούν» σημείωσε ο δρ Χασάμπις.
Η μελέτη αυτή που δημοσιεύθηκε στο επιστημονικό έντυπο «Current Βiology» μπορεί να βοηθήσει τους επιστήμονες να κατανοήσουν τα προβλήματα μνήμης που εμφανίζονται σε άτομα με ορισμένες νευρολογικές ασθένειες, όπως η νόσος Αλτσχάιμερ.
Σε ό,τι αφορά τα πιθανά ηθικά προβλήματα που θα προκύψουν μελλοντικά αν και εφόσον η επιστήμη έχει την ικανότητα να διαβάζει τις σκέψεις των ανθρώπων χωρίς τη συγκατάθεσή τους, η δρ Μαγκουάιρ απαντά: «Τα πράγματα δεν είναι τόσο απλά.Δεν μπορούμε να βάλουμε ένα άτομο σε έναν τομογράφο και ξαφνικά να διαβάσουμε τις σκέψεις του.Πρόκειται για μια πολύπλοκη διαδικασία που βρίσκεται ακόμη σε πολύ πρώιμο στάδιο».
«Λαβύρινθος» και λονδρέζοι οδηγοί ταξί
Η καθηγήτρια Ελέανορ Μαγκουάιρ,που ήταν επικεφαλής της μελέτης,είχε ήδη δείξει από προηγούμενες εργασίες ότι μια μικρή περιοχή του εγκεφάλου που βρίσκεται πίσω από τον ιππόκαμπο είναι μεγαλύτερη σε μέγεθος σε άνδρες οδηγούς ταξί οι οποίοι είχαν απομνημονεύσει τον «λαβύρινθο» των δρόμων του Λονδίνου.Η καθηγήτρια εκπαίδευσε μια άλλη ομάδα ανδρών εθελοντών ώστε αυτοί να βρίσκουν την πορεία τους μέσα σε έναν εικονικό λαβύρινθο σε έναν υπολογιστή.Παράλληλα,ο εγκέφαλος των εθελοντών «σαρωνόταν» από λειτουργικούς μαγνητικούς τομογράφους. «Γνωρίζουμε ότι ο ιππόκαμπος είναι αυτός που συνδέεται με την ικανότητα πλοήγησης,τον σχηματισμό και την ανάκληση αναμνήσεων καθώς και με το πώς φανταζόμαστε το μέλλον.Ωστόσο το πώς η δραστηριότητα εκατομμυρίων νευρώνων του ιπποκάμπου υποστηρίζει αυτές τις λειτουργίες συνεχίζει να αποτελεί θεμελιώδες ερώτημα της νευροεπιστήμης» είπε η δρ Μαγκουάιρ. Οι ερευνητές ανακάλυψαν ότι μπορούσαν να μαντεύουν πού φανταζόταν ότι βρισκόταν ο κάθε άνδρας μέσα στον λαβύρινθο αναλύοντας ορισμένα εξειδικευμένα νευρικά κύτταρα του ιπποκάμπου τα οποία εμφάνιζαν συγκεκριμένα μοτίβα δραστηριότητας.
http://www.tovima.gr/default.asp?pid=2&ct=33&artId=259286
name::
* McsEngl.mwb'OTHER-VIEW,
name::
* McsEngl.abstract-model@cptCore457i,
An abstract model (or conceptual model) is a theoretical construct that represents something, with a set of variables and a set of logical and quantitative relationships between them. Models in this sense are constructed to enable reasoning within an idealized logical framework about these processes and are an important component of scientific theories. Idealized here means that the model may make explicit assumptions that are known to be false (or incomplete) in some detail. Such assumptions may be justified on the grounds that they simplify the model while, at the same time, allowing the production of acceptably accurate solutions, as is illustrated below.
[http://en.wikipedia.org/wiki/Model_%28abstract%29] 2007-10-23
ACT-R (pronounced act-ARE: Adaptive Control of Thought—Rational) is a cognitive architecture mainly developed by John Robert Anderson at Carnegie Mellon University. Like any cognitive architecture, ACT-R aims to define the basic and irreducible cognitive and perceptual operations that enable the human mind. In theory, each task that humans can perform should consist of a series of these discrete operations.
Most of the ACT-R basic assumptions are also inspired by the progress of cognitive neuroscience, and ACT-R can be seen and described as a way of specifying how the brain itself is organized in a way that enables individual processing modules to produce cognition.
[http://en.wikipedia.org/wiki/ACT-R]
CHREST
From Wikipedia, the free encyclopedia
(Redirected from CHREST (cognitive architecture))
CHREST (Chunk Hierarchy and REtrieval STructures) is a symbolic cognitive architecture based on the concepts of limited attention, limited short-term memories, and chunking. Learning, which is essential in the architecture, is modelled as the development of a network of nodes (chunks) which are connected in various ways. This can be contrasted with Soar and ACT-R, two other cognitive architectures, which use productions for representing knowledge. CHREST has often been used to model learning using large corpora of stimuli representative of the domain, such as chess games for the simulation of chess expertise or child-directed speech for the simulation of children’s development of language. In this respect, the simulations carried out with CHREST have a flavor closer to those carried out with connectionist models than with traditional symbolic models.
The architecture contains a number of capacity parameters (e.g., capacity of visual short-term memory, set at three chunks) and time parameters (e.g., time to learn a chunk or time to put information into short-term memory). This makes it possible to derive precise and quantitative predictions about human behaviour.
Models based on CHREST have been used, among other things, to simulate data on the acquisition of chess expertise from novice to grandmaster, children’s acquisition of vocabulary, children’s acquisition of syntactic structures, and concept formation.
CHREST is developed by Fernand Gobet at Brunel University and Peter C. Lane at the University of Hertfordshire. It is the successor of EPAM, a cognitive model originally developed by Herbert Simon and Edward Feigenbaum.
[http://en.wikipedia.org/wiki/CHREST_(cognitive_architecture)]
Connectionist Learning with Adaptive Rule Induction ON-line (CLARION) is a cognitive architecture that has been used to simulate several tasks in cognitive psychology and social psychology, as well as implementing intelligent systems in artificial intelligence applications. An important feature of CLARION is the distinction between implicit and explicit processes and focusing on capturing the interaction between these two types of processes. The system was created by the research group led by Ron Sun.
[http://en.wikipedia.org/wiki/CLARION_(cognitive_architecture)]
name::
* McsEngl.cognitive-architecture@cptCore457, {2012-04-26}
A cognitive architecture is a blueprint for intelligent agents. It proposes (artificial) computational processes that act like certain cognitive systems, most often, like a person, or acts intelligent under some definition. Cognitive architectures form a subset of general agent architectures. The term 'architecture' implies an approach that attempts to model not only behavior, but also structural properties of the modelled system. These need not be physical properties: they can be properties of virtual machines implemented in physical machines (e.g. brains or computers).
[http://en.wikipedia.org/wiki/Cognitive_architecture]
Cognitive maps, mental maps, mind maps, cognitive models, or mental models are a type of mental processing (cognition) composed of a series of psychological transformations by which an individual can acquire, code, store, recall, and decode information about the relative locations and attributes of phenomena in their everyday or metaphorical spatial environment.
[http://en.wikipedia.org/wiki/Cognitive_map] 2007-10-23
name::
* McsEngl.cognitive-model@cptCore457i,
The term cognitive model can have basically two meanings.
In cognitive-psychology#ql:"cognitive'psychology-*"#, a model is a simplified representation of reality. The essential quality of such a model is to help deciding the appropriate actions, i.e. the actions ensuring that a given goal is reached (see mental model).
In cognitive-science#ql:"cognitive'science-*"#, a cognitive model is a model of cognitive processes. Briefly put, it is the use of computers to model cognitive behavior (and sometimes the study of cognitive behavior to improve the usage of computers). Cognitive models are used to study e.g. intelligent or social behaviour, and emergent properties of a connectionist architecture.
[http://en.wikipedia.org/wiki/Cognitive_model] 2007-10-23
A cognitive model is an approximation to animal cognitive processes (predominantly human) for the purposes of comprehension and prediction. Cognitive models can be developed within or without a cognitive architecture, though the two are not always easily distinguishable.
In contrast to cognitive architectures, cognitive models tend to be focused on a single cognitive phenomenon or process (e.g., list learning), how two or more processes interact (e.g., visual search and decision making), or to make behavioral predictions for a specific task or tool (e.g., how instituting a new software package will affect productivity). Cognitive architectures tend to be focused on the structural properties of the modeled system, and help constrain the development of cognitive models withing the architecture. Likewise, model development helps to inform limitations and shortcomings of the architecture. Some of the most popular architectures for cognitive modeling include ACT-R and Soar.
[http://en.wikipedia.org/wiki/Cognitive_model]
The term cognitive model can have basically two meanings. In cognitive psychology, a model is a simplified representation of reality. The essential quality of such a model is to help deciding the appropriate actions, i.e. the actions ensuring that a given goal is reached (see mental model).
In cognitive science, a cognitive model is a model of cognitive processes. Briefly put, it is the use of computers to model cognitive behavior (and sometimes the study of cognitive behavior to improve the usage of computers). Cognitive models are used to study e.g. intelligent or social behaviour, and emergent properties of a connectionist architecture.
[http://en.wikipedia.org/wiki/Cognitive_model]
DUAL is a general cognitive architecture integrating the connectionist and symbolic approaches at the micro level. DUAL is based on decentralized representation and emergent computation. It was inspired by the Society of Mind idea proposed by Marvin Minsky but departs from the initial proposal in many ways. Computations in DUAL emerge from the interaction of many micro-agents each of which is hybrid symbolic/connectionist device. The agents exchange messages and activation via links that can be learnt and modified, they form coalitions which collectively represent concepts, episodes, and facts.
Several models have been developed on the basis of DUAL. These include: AMBR (a model of analogy-making and memory), JUDGEMAP (a model of judgment), PEAN (a model of perception), etc.
DUAL is developed by a team at the New Bulgarian University led by Boicho Kokinov. The second version was co-authored by Alexander Petrov. The third version is co-authored by Georgi Petkov and Ivan Vankov.
[http://en.wikipedia.org/wiki/DUAL_(cognitive_architecture)]
name::
* McsEngl.egocentrism@cptCore457i,
_DEFINITION:
In psychology, egocentrism is defined as a) the incomplete differentiation of the self and the world, including other people and b) the tendency to perceive, understand and interpret the world in terms of the self. The term derives from the Greek ego^, meaning "I." An egocentric person has no theory of mind, cannot "put himself in other people's shoes," and believes everyone sees what he sees (or that what he sees in some way exceeds what others see.)
It appears that this is shown mostly in younger children. They are unable to separate their own beliefs,thoughts and ideas from others. For example, if a child sees that there is candy in a box, he assumes that someone else walking into the room also knows that there is candy in that box. He reasons that "since I know it, you should too". As stated previously this may be rooted in the limitations in the child's theory of mind skills. However, it does not mean that children are unable to put their selves in someone else's shoes. As far as feelings are concerned, it is shown that children exhibit empathy early on and are able to cooperate with others and be aware of their needs and wants.
Jean Piaget (1896-1980) claimed that young children are egocentric. This does not mean that they are selfish, but that they do not have the mental ability to understand that other people may have different opinions and beliefs from themselves. Piaget did a test to investigate egocentrism called the mountains study. He put children in front of a simple plaster mountain range and then asked them to pick from four pictures the view that he, Piaget, would see. Younger children picked the picture of the view they themselves saw.
However the Mountains Study has been criticized for judging children's visual spatial awareness, rather than egocentrism. A follow up study involving police dolls showed that even young children were able to correctly say what the interviewer would see. It is thought that Piaget overestimated the levels of egocentrism in children.
[http://en.wikipedia.org/wiki/Egocentrism]
EPIC (Executive-Process/Interactive Control) is a cognitive architecture developed by Professors David E. Kieras and David E. Meyer at the University of Michigan [1][2].
EPIC has components that emulate various parts of the human-information processing system. Among these components are tools for perceptual, cognitive, and motor processing. It has been especially useful for building cognitive models in the domain of Human computer interaction [3].
Many features of EPIC's perceptual/motor capabilities have been later incorporated into the ACT-R, CLARION, and other cognitive architectures.
[http://en.wikipedia.org/wiki/EPIC_(cognitive_architecture)]
Idios kosmos comes from Greek and means private world. It exists with, and is opposite to, koinos kosmos (shared world). Idios kosmos is the view of the world that is developed from personal experience and knowledge and is therefor unique; however, it can be difficult to tell the difference between it and koinos kosmos.
The idea of idios kosmos is an important part of Phillip K. Dick's views on schizophrenia.
[http://en.wikipedia.org/wiki/Idios_kosmos]
name::
* McsEngl.mental-model@cptCore457i,
A mental model is an explanation in someone's thought process for how something works in the real world. It is a kind of internal symbol or representation of external reality, hypothesized to play a major role in cognition and decision-making. Once formed, mental models may replace carefully considered analysis as a means of conserving time and energy. A simple example is the mental model of a wild animal as dangerous: upon encountering a raccoon or a snake, one who holds this model will likely retreat from the animal as if by reflex. Retreat is the result of the application of the mental model, and would probably not be the immediate reaction of one whose mental model of wild animals was formed solely from experience with similar stuffed toy animals, or who had not yet formed any mental models about wild raccoons or snakes.
The idea is believed to have been originated by Kenneth Craik in his 1943 book The Nature of Explanation. After the early death of Craik in a bicycle accident, the idea was not elaborated on until much later. Before Craik, Georges-Henri Luquet had already developed this idea to some extent: in his seminal book Le dessin enfantin (Children's Drawings), published in 1927 by Alcan, Paris, he argued that children obviously construct internal models, a view that influenced, among others, Jean Piaget.
[http://en.wikipedia.org/wiki/Mental_model] 2007-10-23
name::
* McsEngl.PCT@cptCore457i,
* McsEngl.personal-construct-theory@cptCore457i,
Personal construct theory (PCT) is a psychological theory of human cognition. Eddington said, "Science is the attempt to set in order the facts of experience." George Kelly, the psychologist and creator of personal construct theory pushed this idea two steps further. He inferred that psychology as a science was an attempt to set in order the facts of human experience so that the psychologist could make good predictions about what people will do when confronted by new situations.
He explicitly stated that each individual's psychological task is to put in order the facts of his or her own experience. Then each of us, like the scientist, is to test the accuracy of that constructed knowledge by performing those actions the constructs suggest. If the results of our actions are in line with what the knowledge predicted then we have done a good job of finding the order in our personal experience. If not, then we must be willing to change something: our interpretations or our predictions or both. This method of discovering and correcting our constructs is simply the scientific method used by all modern sciences to discover the truths about the universe we live in.
People develop constructs as internal ideas of reality in order to understand the world around them. They can be based on observations or experiences. Constructs are often POLAR which means opposite, with one construct of good another is bad. They can be expanded with new ideas.
[http://en.wikipedia.org/wiki/Personal_construct_theory]
Soar is a symbolic cognitive architecture, created by John Laird, Allen Newell, and Paul Rosenbloom at Carnegie Mellon University, now maintained by John Laird's research group at the University of Michigan. It is both a view of what cognition is and an implementation of that view through a computer programming architecture for Artificial Intelligence (AI). Since its beginnings in 1983 and its presentation in a paper in 1987, it has been widely used by AI researchers to model different aspects of human behavior.
[http://en.wikipedia.org/wiki/Soar_(cognitive_architecture)]
name::
* McsEngl.wdvBrn.specific,
_SPECIFIC:
* generic-wdvBrn##
* human-wdvBrn##
* humanNo-wdvBrn##
* instance-wdvBrn##
name::
* McsEngl.mwb.INSTANCE,
_SPECIFIC:
* Cyc_BB#ql:cycl'ontology-*###
* KasNik_BB
* Suggested_Upper_Merged_Ontology#ql:sumo-*###
name::
* McsEngl.miw.medium.brainin.conceptBRAIN,
* McsEngl.conceptCore1099.26,
* McsEngl.cptBrain-worldview,
* McsEngl.wdv.conceptBrain,
* McsEngl.wdvCptBrain,
* McsEngl.worldview.cptBrain,
* McsEngl.worldviewConceptBrain,
_DESCRIPTION:
WorldviewConceptBrain is a worldview comprised of cptBrains#ql:cptbrain@cptCore383#.
[hmnSngo.2014-01-04]
NAMESPACE:
The-set of its names.
[hmnSngo.2016-06-16]
_SPECIFIC:
* human-cptBrain-worldview#ql:wdvhmn.cptbrain@cptCore#
name::
* McsEngl.miw.medium.brainin.PRECONCEPT,
* McsEngl.conceptCore1099.25,
* McsEngl.preconcept-worldview,
* McsEngl.wdv.preconcept,
* McsEngl.worldview.preconcept,
_DESCRIPTION:
Preconcept-worldview is a worldview comprised of preconcepts#ql:preconcept@cptCore761#.
A human brainin-worldview is comprised of cptBrain and preconcept worldviews.
[hmnSngo.2014-01-03]
name::
* McsEngl.miw.medium.BRAININ.NO (sensible),
* McsEngl.conceptCore1099.4,
* McsEngl.wdv.sensible,
* McsEngl.worldview.brainualNo@cptCore1099.4, {2012-04-28}
* McsEngl.worldview.mentaNo@cptCore1099.4, {2012-04-28}
* McsEngl.non-brainual-worldview@cptCore1099.4, {2012-04-28}
* McsEngl.non-mental-worldview@cptCore1099.4, {2012-04-28}
* McsEngl.sensible-worldview,
* McsEngl.worldview.braininNo, {2014-05-16}
_DESCRIPTION:
Non-brainin-worldview is a maping of a brainin-worldview, outside of a brain.
[hmnSngo.2014-05-16]
===
It is a worldview OUTSIDE of a brain#cptCore21#.
[hmnSngo.2012-04-28]
name::
* McsEngl.miw.medium.LANGUAGE,
* McsEngl.conceptCore1099.27,
* McsEngl.lingo-worldview,
* McsEngl.wdv.lingo,
* McsEngl.worldview.language,
* McsEngl.worldview-lingo,
_DESCRIPTION:
Any worldview expressed in a SPECIFIC language.
[hmnSngo.2014-05-02]
===
A worldview comprised of viewLingos#ql:view.lingo@cptCore1100.9#.
[hmnSngo.2014-01-05]
name::
* McsEngl.miw.structure.INTEGRATED (ccc),
* McsEngl.conceptCore1099.18,
* McsEngl.worldview.integrated@cptCore1099.18, {2012-05-11}
* McsEngl.worldview.structure.integrated@cptCore1099.18, {2012-08-18}
* McsEngl.miw.ccc, {2014-10-25}
* McsEngl.miwCCC,
_DESCRIPTION:
A worldview with a STRONG CCCC structure.
- CLASSIFIED (all concepts have a DEFINITION showing its position in the structure)
- CLEAR (no vague boundaries, in concepts)
- CONSISTENT (no contradictions)
- COMPLETE (no holes, in the structure).
[hmnSngo.2012-08-18]
name::
* McsEngl.miw.structure.MEDIUM,
* McsEngl.conceptCore1099.24,
* McsEngl.worldview-with-medium-structure@cptCore1099.22,
name::
* McsEngl.miw.structure.STRONG,
* McsEngl.conceptCore1099.22,
* McsEngl.worldview-with-strong-structure@cptCore1099.22,
name::
* McsEngl.miw.structure.WEAK,
* McsEngl.conceptCore1099.23,
* McsEngl.weak-worldview@cptCore1099.23,
* McsEngl.worldview-with-weak-structure@cptCore1099.23,
name::
* McsEngl.conceptCore49,
* McsEngl.animal-language, {2019-04-01}
* McsEngl.ogmlag, {2019-03-10}
* McsEngl.lag, {2016-06-26}
* McsEngl.communication-system-of-society, {2012-08-22}
* McsEngl.sympan'society'language@cptCore49, {2012-08-05}
* McsEngl.lango@lagoSngo, {2008-08-08}
* McsEngl.langerufino@lagoSngo, {2008-08-06}
* McsEngl.langufino@lagoSngo, {2007-12-10} {2007-12-04}
* McsEngl.FvMcs.methodMapping.LANGUAGE-(lag),
* McsEngl.methodMapping.LANGUAGE-(lag),
* McsEngl.language,
* McsEngl.linguistic,
====== lagoSINAGO:
* McsSngo.lago,
* McsEngl.lago@lagoSngo,
* McsEngl.logufino@lagoSngo,
* McsEngl.lingvufino@lagoSngo,
====== lagoGreek:
* McsElln.ΓΛΩΣΣΑ@cptCore49,
====== lagoEsperanto:
* McsEngl.lingvo@lagoEspo,
* McsEspo.lingvo,
====== lagoChinese:
yu3yan2; (spoken) language,
yu3 ; dialect; language; speech,
yan2; to speak; to say; talk; word,
name::
* McsEngl.lag'setConceptName,
LANGUAGE:
Some with 'language' call the 'logo' we create with a language.
[hmnSngo.2000-09-05_nikkas]
Noun
* S: (n) language, linguistic communication (a systematic means of communicating by the use of sounds or conventional symbols) "he taught foreign languages"; "the language introduced is standard throughout the text"; "the speed with which a program can be executed depends on the language in which it is written"
* S: (n) speech, speech communication, spoken communication, spoken language, language, voice communication, oral communication ((language) communication by word of mouth) "his speech was garbled"; "he uttered harsh language"; "he recorded the spoken language of the streets"
* S: (n) lyric, words, language (the text of a popular song or musical-comedy number) "his compositions always started with the lyrics"; "he wrote both words and music"; "the song uses colloquial language"
* S: (n) linguistic process, language (the cognitive processes involved in producing and understanding linguistic communication) "he didn't have the language to express his feelings"
* S: (n) language, speech (the mental faculty or power of vocal communication) "language sets homo sapiens apart from all other animals"
* S: (n) terminology, nomenclature, language (a system of words used to name things in a particular discipline) "legal terminology"; "biological nomenclature"; "the language of sociology"
[wn, 2008-01-01]
A language is a system of visual, auditory, or tactile symbols of communication and the rules used to manipulate them.
Language can also refer to the use of such systems as a general phenomenon. Though commonly used as a means of communication among people, human language is only one instance of this phenomenon.
[http://en.wikipedia.org/wiki/Language]
Language is a COMMON (= standard) MAPPING-METHOD (= knowledge of a mapping-process) and a SKILL (ability to gesture, speak, write) with which a society (animal or human) MAPS its brainual--sub-worldviews with sensorial-entities (gestural, oral, textual), the logal--sub-worldviews, in order to communicate them.
[hmnSngo.2010-06-06]
Anyone can map its braineptobase with langeros. But ONLY if this mapping will become a standard (common), then this mapping is becoming LANGUAGE.
In other words, language is a mapping of brainepto to langero which has become standard.
[hmnSngo.2007-12-10_KasNik]
Language except of knowledge is and the mapping-skill. If someone knows the knowledge but does not have the skill (can not speak, write or sign), then we say he does not "know" the language.
[hmnSngo.2008-09-14]
Lango is COMMON-KNOWLEDGE of a society, stored in the brains of the societie's members, of a brain-organism--function that maps vudeptos#cptCore762# to vuderos.
[hmnSngo.2008-08-14_HokoYono]
Lango is a STANDARD MAPPING_METHOD of kognepto_bases to sensory_entitities, a society uses in order to communicate its kognepto_bases.
[hmnSngo.2007-12-22_KasNik]
LANGO is a SOCIAL_STANDARD with which a society MAPS its brainepto_bases#cptCore457# with sensible-entities in order to communicate them.
[hmnSngo.2007-12-09_KasNik]
* LINGVUDINO is the brainufino (rememorufino & produfino) with which a brainufolo CREATES a mapeelo to a brainepto, the logero, or UNDERSTANDS a logero in order to communicate its brainepto with other brainufolos.
[hmnSngo.2006-12-15_nikkas]
LANGUAGE is a COMMON system of relations (corelatons and doings) and SYMBOLS (sign, oral, textual) a society (animal or human) uses to create MAPAN-ENTITIES of brain-models in order to communicate the brain-models among its members.
[hmnSngo.2006-01-15_nikkas]
LANGUAGE is a system of RELATIONS (corelation s and processes) OF SYMBOLS (sign, oral, textual) a society (animal or human) uses to create MAPPING-ENTITIES of mental-models in order to communicate the mental-models among its members.
[hmnSngo.2003-10-26_nikkas]
LANGUAGE is a SYSTEM of RULES and SIGNS a living-organism uses to MAP
- its INFORMATION with
- a material-entity (the LOGO - oral, written, iconized, gestured etc)
in order to communicate the information with other living-organisms.
[hmnSngo.2001-11-08_nikkas]
A LANGUAGE is a system of RULES & SIGNS that MAPS one entity to another.
[hmnSngo.2001-02-16_nikkas]
A LANGUAGE is a system of rules that MAPS one entity to another. People created their 'natural-languages' to map 'conceptual-information' (a mental entity) to 'logo' (a material entity) in order to share this cptinfo.
A grammar describes the part-whole relations of one entity. IF the grammar doesnot incorporate and the mapping-relations the mapping is FALSE (not correct).
[hmnSngo.2001-02-09_nikkas]
H ΓΛΩΣΣΑ ΚΟΙΝΩΝΙΑΣ είναι ΜΕΘΟΔΟΣ ΚΩΔΙΚΟΠΟΙΗΣΗΣ της πληροφορίας της 'κοινωνίας'. Συνηθίζεται και ο (ΓΛΩΣΣΙΚΟΣ) ΚΩΔΙΚΑΣ που δημιουργείται με αυτό τον τρόπο να λέγεται ΓΛΩΣΣΑ.
[hmnSngo.1995.07_nikos]
ΓΛΩΣΣΑ ΚΟΙΝΩΝΙΑΣ είναι το υποσύστημα ΠΛΗΡΟΦΟΡΙΑΣ που χρησιμοποιούν τα μέλη της 'κοινωνιας' για να επικοινωνουν μεταξυ τους.
[hmnSngo.1995.04_nikos]
ΓΛΩΣΣΑ είναι κάθε 'σύστημα επικοινωνίας' 'ζωντανών-οργανισμών#cptCore482#'.
[hmnSngo.1994.06_nikos]
ΓΛΩΣΣΑ ΚΟΙΝΩΝΙΑΣ είναι 'συστημα σηματων και κανονων' με το οποίο επικοινωνούν τα ατομα της κοινωνιας.
[hmnSngo.1995.02_nikos]
name::
* McsEngl.lag'WholeNo-relation,
language'RUALO_SINTAKS:
1. animal-brain#cptCore501.4#
2. * info-logal#cptCore93.39#
* view.human.lingo#cptCore474#
3. infoHmnSemasial#cptCore50.27#
4. infoBrainin#cptCore181.61#
* view-brainual-animal#cptCore1100.2#
name::
* McsEngl.lag'REFEREINO,
* McsEngl.domain-of-discourse@cptCore49i,
* McsEngl.referento-of-language@cptCore49i,
_DEFINITION:
The domain of discourse of a language is the UNIVERSE (=everything).
[hmnSngo.2007-12-10_KasNik]
ENVIRONMENTEINO:
The same UNIVERSE is the referento and in each BRAINEPTO_BASE of a brain_organism.
[hmnSngo.2007-12-10_KasNik]
_CREATED: {2002-12-21}viewBrainin
name::
* McsEngl.lag'ARCHETYPE (modelBrain),
* McsEngl.conceptCore49.9,
* McsEngl.conceptCore1100.2,
* McsEngl.entity.model.braino@cptCore49.9, {2012-10-27}
* McsEngl.braino@cptCore49.9, {2012-10-27}
* McsEngl.language'archetype.VIEW,
* McsEngl.language'braino,
* McsEngl.language'entityIn,
* McsEngl.language'viewBraino,
* McsEngl.language'viewIN,
* McsEngl.language'viewIn, {2014-01-04}
* McsEngl.langarcho,
* McsEngl.entity.information.brain.view,
_GENERIC:
* archetype#cptCore437.19#
_WHOLE:
* worldview.brainin#cptCore1099.2#
_DESCRIPTION:
There are 3 constructs in a-language:
1) Archetype: the-entity it wants to communicate, conceptual-structures inside brains.
2) semasio (meaning): the first translation of the-archetype in a-whole-part construction using the specific language-concepts (verbs, nouns, adjectives, ...) a-language utilizes.
3) code|lingo: the sensorial entity that coresponds to the second constuct which communicated among the language's users.
[hmnSngo.2015-10-24]
===
Any COMMUNICATION-INSTANCE, inside the brain of a language-knower, that will be 'EXPRESSED'.
[hmnSngo.2012-10-27]
name::
* McsEngl.lagarcho'ModelCONCEPTBRAIN (mic),
* McsEngl.conceptCore383,
* McsEngl.entity.information.concept.brain@cptCore383, {2012-08-02}
* McsEngl.sympan'society'conceptBrain@cptCore383, {2012-08-04}
* McsEngl.cptLango@cptCore383, {2015-10-04}
* McsEngl.conceptLango@cptCore383, {2015-10-04}
* McsEngl.brain-concept@cptCore383, {2009-12-21}
* McsEngl.brainconcept@cptCore383, {2012-10-26}
* McsEngl.brainual-concept@cptCore383, {2009-12-26}
* McsEngl.concept@cptCore383, {1998-08-29}
* McsEngl.conceptBrain@cptCore383, {2012-04-27}
* McsEngl.conceptBrainual@cptCore383, {2012-04-23}
* McsEngl.concept.brain@cptCore383, {2012-04-27}
* McsEngl.concept.brainual@cptCore383,
* McsEngl.conceptual,
* McsEngl.conceptually,
* McsEngl.concept'information@cptCore383,
* McsEngl.conceptual-information,
* McsEngl.conceptual'information-383,
* McsEngl.brain-concept-(human-and-nonhuman),
* McsEngl.cptBrain@cptCore383,
* McsEngl.idea, {2001-02-02}
* McsEngl.information.concept@cptCore383,
* McsEngl.symbolic-information-unit, {2000-09-24}
* McsEngl.verbal-information,
* McsEngl.b-concept@cptCore383, {2009-12-21}
* McsEngl.bconcept@cptCore383, {2009-12-21}
* McsEngl.bcpt@cptCore383, {2012-03-14}
* McsEngl.brncpt@cptCore383, {2012-10-27}
* McsEngl.ci-383,
* McsEngl.cptb@cptCore383, {2012-04-23}
* McsEngl.cptBrn@cptCore383, {2012-04-27}
* McsEngl.knc@cptCore383,
* McsEngl.kpt@cptCore383,
====== lagoSINAGO:
* McsEngl.kognepo@lagoSngo, {2008-07-18}
* McsEngl.koncepo@lagoSngo, {2008-03-08}
* McsEngl.kcp@lagoSngo, {2008-01-18}
* McsEngl.koncepto@lagoSngo, {2007-11-01}
* McsEngl.konsepto@lagoSngo, {2006-01-15}
* McsEngl.konsepto@lagoSngo,
====== lagoEsperanto:
* McsEngl.koncepto@lagoEspo,
* McsEspo.koncepto,
====== lagoChinese:
gai4nian4 (concept; idea)
gai4 (general; approximate)
nian4 (to read aloud)
====== lagoJapanese:
* gainen (general idea, concept, notion)
====== lagoGreek:
* McsEngl.ENNOIA@cptCore383, {1998-08-29}
* McsElln.ΕΝΝΟΙΑΚΟΣ-ΕΝΝΟΙΑΚΗ-ΕΝΝΟΙΑΚΟ,
* McsElln.ΕΝΝΟΙΑΚΑ,
* McsElln.ΕΝΝΟΙΑΚΗ-ΠΛΗΡΟΦΟΡΙΑ,
* McsElln.ΙΔΕΑ,
_WIKIPEDIA: ca:Concepte, cs:Pojem, da:Begreb, de:Begriff, et:Moiste, es:Concepto, eo:Koncepto, fr:Concept, io:Koncepto, is:Hugtak, it:Concetto, lt:Savoka, mk:???????, nl:Concept (filosofie), ja:??, pl:Pojecie, pt:Conceito, ksh:Bejreff, ro:Concept, ru:???????, sq:Koncepti, simple:Concept, sr:???????, fi:Kasite, sv:Begrepp, vi:Khai ni?m, tr:Kavram, yi:??????, zh:??,
* SYMBOLIC-INFORMATION-UNIT:
I call the concept and siu because is a unit of information, and I call it symbolic becaue we use 'symbols' for it, the names which we store in our minds and which we can materialize.
[hmnSngo.2000-09-24_nikkas]
Καθε έννοια θα έχει όνομα και ΣΥΝΩΝΥΜΑ. Στο σύστημά μου εδω τα συνωνυμα θα είναι μια εγγραφή κάτω απο το όνομα.
[hmnSngo.1994-08-17_nikos]
I rename the konsepto to KONCEPTO because there are many languages that use the letter c.
[hmnSngo.2007-10-01_KasNik]
MISC:
Nederlands (Dutch)
concept, begrip
Franc,ais (French)
n. - concept
Deutsch (German)
n. - Begriff, Vorstellung
Ελληνική (Greek)
n. - αφηρημένη έννοια ή σύλληψη, ιδέα
Italiano (Italian)
concetto, nozione
Portugue^s (Portuguese)
n. - conceito (m)
??????? (Russian)
?????????, ???????
Espan~ol (Spanish)
n. - concepto, nocio'n
_GENERIC:
* lingo-name#cptCore49.8#
name::
* McsEngl.cptBrainName.UNIQUE,
* McsEngl.bconcept'YUNIKERO,
_DESCRIPTION:
Anything that uniquely indentifies the koncepo.
[hmnSngo.2008-04-11_HokoYono]
ONTOLOGY:
* This is an artificial-koncepto that denotes "the koncepto of konceptos", ie its referento is all the konceptos created by humans. Its attributes are the common attributes of all konceptos.
[hmnSngo.2007-11-01_KasNik]
===
* This is an artificial-konsepto that denotes a konsepto.
[hmnSngo.2007-08-25_nikkas]
CONCEPTS are NOT the UNITS of human-information. Concept "is" the human-information. Concept is a system (recursive-entity) with CONCEPTUAL-MODEL the outermost-system that reflects the siban#cptCore92#. STATEMENTAL-SYSTEMS#cptCore492# describe concepts.
[hmnSngo.2002-05-19]
CONCEPT I call the units of human-information that reflect distiguishing entities of our environment and which we associate with a name. The concepts reside in our brains but we can materialize them through their names. Human-information is a network of concepts PLUS images, sounds and other sensesual entities.
CONCEPT is any NODE of a CONCEPTUAL-MODEL.
[hmnSngo.2003-02-19_nikkas]
CONCEPTUAL-INFORMATION is human-information#cptCore445.a# related to concepts.
[hmnSngo.2002-05-22_nikkas]
CONCEPTUAL-SYSTEM is any system PART OF a CONCEPTUAL-MODEL.
[hmnSngo.2002-01-02_nikkas]
CONCEPTUAL-STRUCTURE is a CONCEPTUAL-INFORMATION, part of a STATEMENT#cptCore531.s#.
[hmnSngo.2001-11-18_nikkas]
CONCEPTS are SPECIAL-ENTITIES inside human-brains with wich humans perceives the world. Humans don't have concepts for all world-entities and not all concepts reflect a world-entity.
[hmnSngo.2001-01-26_nikkas]
Concept = Meaning. The NAME is environmental-relation of a concept as its REFERENT.
.
Concept is the UNIT of Meanings#cptCore445.a#
The ENTITIES of the world we understand (creating a MEANING by distiguishing the entity from others) plus a NAME for this entity, comprise a CONCEPT.
[hmnSngo.2000-09-02_nikkas]
CONCEPTS are the subjective ENTITIES with which humans understand their environment. Concepts have REFERENT (the entity in the environment that humans perceive), MEANING (the subjective reflection of the referent in human minds) and NAME (language symbols to denote the referent).
We say that human have CONCEPTUAL-THINKING.
A concept may not have referent, these are the imaginary-concepts.
Humans use STATEMENTS (supersystems of concepts that express relations among concepts) to express the meaning of a concept.
[hmnSngo.1998-03-01_nikos]
CONCEPT is the UNIT of HUMAN-INFORMATION.
[hmnSngo.1998-02-26_nikos]
A CONCEPT is a mental model.
[hmnSngo.1997-10-26_nikos]
'name' (in this view) and 'concept#cptCore1017#' are the same.
[hmnSngo.1997-10-30_nikos]
ΟΝΟΜΑ είναι μέρος ΠΡΟΤΑΣΗΣ#cptCore531.a#.
[hmnSngo.1995.04_nikos]
it is not the underlying thing that has a name - names are associated with the concept of the thing. Different knowledge bases may use different terms for a given thing.
Intension: The potential set of all the PROPERTIES possessed by a particular CONCEPT. The union of the LOCAL INTENSION of the concept, and the intension of all the concept's SUPERCONCEPTS. The intension is an uncountable set whose existence is posited solely for the purpose of making various formal definitions.
In this thesis, all units of knowledge are uniformly called concepts. One place where concepts exist is in the brain of an intelligent being; there they are the units that thought processes manipulate. Sometimes when one discovers something, one creates a new mental concept to represent it; sometimes a concept comes into being as a conclusion of a thought. Other times one is explicitly taught a concept. Under any of these circumstances an intelligent entity such as a human tries to relate the new concept to others - to characterize it, differentiate it and link it into networks. The principle that all units of thought should be called concepts is supported by an ISO definition (ISO 1990) which reads, "any unit of thought generally expressed by a term, a letter symbol or by any other symbol".
[Tim Lethbridge's PhD Thesis 1994nov]
CONCEPTS:
the ELEMENTS from which propositional thought is constructed, thus providing a means of understanding the world.
Concepts are used to INTERPRET our current experience by classifying it as being of a particular kind, and hence relating it to prior knowledge. The concept of "concept" is central to many of the cognitive sciences.
In cognitive psychology, conceptual or semantic encoding effects occur in a wide range of phenomena in PERCEPTION, ATTENTION, LANGUAGE COMPREHENSION and MEMORY.
Concepts are also fundamental to REASONING, in both machine systems and people.
In AI, concepts are the symbolic elements from which KNOWLEDGE REPRESENTATION systems are built in order to provide machine-based expertise.
Concepts are also often assumed to form the basis for the MEANING of nouns, verbs and adjectives, (see COGNITIVE LINGUISTICS, SEMANTICS) .
In behaviorist psychology, a concept is the propensity of an organism to respond differentially to a class of stimuli (for example a pigeon may peck a red key for food, ignoring other colors.)
In cultural anthropology, concepts play a central role in constituting the individuality of each social group.
In comparing philosophy and psychology, it is necessary to distinguish philosophical concepts understood as abstractions, independent of individual minds, and psychological concepts understood as component parts of MENTAL REPRESENTATIONS of the world (see INDIVIDUALISM).
[James Hampton http://mitpress.mit.edu/MITECS/work/hampton_r.html] 1997.10
Concept is a preconcept#ql:preconcept@cptCore761# plus a name.
[hmnSngo.2009-02-14]
END: Concept is the MOST GENERAL node in the "metaconcept" network.
[hmnSngo.2009-01-29]
CONCEPTUAL-INFORMATION is ANY conceptual-system (concept - 383) OR statemental-system.
[hmnSngo.2002-05-22_nikkas]
CONCEPTUAL-INFORMATION is ANY conceptual-system-(95)#cptCore95.s# OR statemental-system.
[hmnSngo.2002-01-02_nikkas]
CONCEPT (CONCEPTUAL-SYSTEM) is ANY >>>system<<< of CONCEPTUAL-UNITS#cptCore95.s#.
[hmnSngo.2002-01-04_nikkas]
CONCEPTUAL-SYSTEM is ANY >>>system<<< of CONCEPTS.
[hmnSngo.2002-01-02_nikkas]
CONCEPTUAL-STUCTURE is a >>>system<<< of CONCEPTS, part of a STATEMENT#cptCore531.s#.
[hmnSngo.2001-11-17_nikkas]
'ΟΝΟΜΑ' ΕΙΝΑΙ ΜΙΑ ΕΝΟΤΗΤΑ 'ΛΕΞΕΩΝ' ΠΟΥ 'ΑΝΤΙΣΤΟΙΧΕΙΤΑΙ' ΜΕ ΚΑΠΟΙΑ 'ΣΗΜΑΣΙΑ'.
[hmnSngo.1993.12_nikos]
'ΟΝΟΜΑ ΕΝΝΟΙΑΣ' ΕΙΝΑΙ ΕΝΑ 'ΣΥΣΤΗΜΑ' ΗΧΗΤΙΚΩΝ ΚΑΙ ΓΡΑΠΤΩΝ ΣΗΜΕΙΩΝ ΠΟΥ ΑΝΤΙΣΤΟΙΧΟΥΝΤΑΙ/DENOTE ΣΕ 'ΣΗΜΑΣΙΕΣ'.
ΠΡΩΤΑ Ο ΑΝΘΡΩΠΟΣ ΑΝΤΙΛΗΦΘΗΚΕ ΚΑΙ ΜΕΤΑ ΔΗΜΙΟΥΡΓΗΣΕ ΤΗ 'ΓΛΩΣΣΑ'.
[hmnSngo.1993.11_nikos]
"In the context of language, concepts are expressed in words ("briefcase", "trapezium") or groups of words, i.e., phrases ("student at the school of medicine", "social worker", "River Nile", etc.).
[Getmanova, Logic 1989, 17#cptResource19#]
"one type of signs are linguistic ones used for the purpose of communication. One of the major functions of linguistic signs is to denote objects. Those used as such are called names.
A NAME is a word or a phrase denoting a certain object. (The words "denotation" and "name" are regarded as synonyms.) The term object here is understood in an extremely broad sense. It includes things, properties, relations, processes, phenomena, etc. relating to nature, the life of society, human mental activity, products of man's imagination and results of abstract thought".
[Getmanova, Logic 1989, 25#cptResource19#]
Theories of terminology as they have developed over at least six decades, consider concepts as:
- units of thought, focusing on the psychological aspect of recognizing objects as part of reality;
- units of knowledge, focusing on the epistemological aspect of information gathered (today we say constructed) on the object in question;
- units of communication, stressing the fact that concepts are the prerequisite for knowledge transfer in specialized discourse [Gal90].
[http://www.cse.ogi.edu/CSLU/HLTsurvey/, 1996, 12.5.2]
START: concept is a specific-axiom in the "metaconcept" network (metaconcept-worldview).
[hmnSngo.2009-02-20]
name::
* McsEngl.cptBrn'ATTRIBUTE-RELATION,
_ATTRIBUTE:
* attribute_of_cptBrain#cptCore383.30#
name::
* McsEngl.cptBrn'BOUNDARY,
* McsEngl.distinguishing-attribute-of-concept@cptCore383i, {2009-06-24}
* McsEngl.boundary-of-concept@cptCore383i,
_DEFINITION:
* It is any ATTRIBUTE of the concept that DISTINGUISH the concept from other concepts.
[hmnSngo.2009-06-24]
Boundary of a concept is the distinguishing line (the border) of the concept from its environment.
[Ho'ko'noo, 2008-08-25]
name::
* McsEngl.cptBrn'STRUKTURO,
CONCEPTUAL-UNIT#cptCore95: attSpe#
CONCEPTUAL-STATES#ql:corelation.concept#
_WHOLE:
* sympan'society#cptCore331#
* CONCEPT_CREATOR|HOLDER
* worldview.brainin#cptCore1099.2#
* CONCEPTUAL_WORLDVIEW#cptCore989.12#
* view.human.conceptBrain#cptCore93.33#
* KONCEPTO_DEFINER
* KONCEPTO_HOLDER
Every koncepto is part of an atomic or social brainepto_base.
[hmnSngo.2007-11-29_KasNik]
One place where concepts exist is in the brain of an intelligent being; there they are the units that thought processes manipulate. Sometimes when one discovers something, one creates a new mental concept to represent it; sometimes a concept comes into being as a conclusion of a thought. Other times one is explicitly taught a concept. Under any of these circumstances an intelligent entity such as a human tries to relate the new concept to others - to characterize it, differentiate it and link it into networks. The principle that all units of thought should be called concepts is supported by an ISO definition (ISO 1990) which reads, "any unit of thought generally expressed by a term, a letter symbol or by any other symbol".
[Tim Lethbridge, PhD Thesis, 1994nov]
name::
* McsEngl.cptBrn'wholeNo-relation,
_ENVIRONMENT:
* doing.defining#cptCore475.254#
* braining.humaning.infing.concepting#cptCore475.151#
* nameLingo#cptCore453#
* SINKONCERO#cptCore509#
* concept.brain.sensorial#cptCore50.28#
* SIBLING-CONCEPTS#cptCore1022#
name::
* McsEngl.cptBrn'HOMONYM,
* McsEngl.homonym-concept-of-concept@cptCore383i,
_DEFINITION:
HOMONYM is a CONCEPT that the pronunciation of its name is the same with another concept, but the spellings are diferent.
[hmnSngo.2002-03-08_nikkas]
words like "write" and "right" that have the same pronunciation but different spellings.
name::
* McsEngl.cptBrn'OTHER-VIEW,
Philosophy distinguishes NARROW conceptual CONTENT, which is the meaning of a concept in an individual's mental representation of the world, from BROAD CONTENT in which the meaning of a concept is also partly determined by factors in the external world. There has been much debate on the question of how to individuate the contents of different concepts, and whether this is possible purely in terms of narrow content (Fodor, 1983; Kripke, 1972; Putnam, 1975). A related problem is how concepts as purely internal symbols in the mind come to stand in a symbolic relation to classes of entities in the external world.
Concepts are considered to serve two functions, an intensional and an extensional role (Frege, 1952). There are different technical ways to approach this distinction. One philosophical definition is that the extension is the set of all objects in the actual world which fall under the concept, whereas the intension is the set of objects that fall under the concept in all possible worlds. In cognitive science a less strict notion of intension has been operationalised as the set of propositional truths associated with a proper understanding of the concept -- for example that chairs are for sitting on. It resembles a dictionary definition, in that each concept is defined by its relation to others. Intensions permit inferences to be drawn, as in "This is a chair, therefore it can be sat upon", although, as the example illustrates, these inferences may be fallible. The extension of a concept is the class of objects, actions or situations in the actual external world which the concept represents and to which the concept term therefore refers (Frege's "reference"). Frege argued that intension determines extension; thus the extension is the class of things in the world for which the intension is a true description. This notion of concepts leads to a research program for the analysis of relevant concepts, (such as "moral" or "lie") in which proposed intensional analyses of concepts are tested against intuitions of the extension of the concept, either real or hypothetical. Fodor (1994) has advanced arguments against this program. To avoid the circularity found in dictionaries, the intension of a concept must be expressed in terms of more basic concepts (the SYMBOL GROUNDING PROBLEM in cognitive science). The problems involved in grounding concepts have led Fodor to propose a strongly INNATIST account of concept acquisition, according to which all simple concepts form un-analyzable units, inherited as part of the structure of the brain. Others have explored ways to ground concepts in more basic perceptual symbolic elements (Barsalou, 1993).
[James Hampton http://mitpress.mit.edu/MITECS/work/hampton_r.html] 1997.10
There are three main research traditions in the psychology of concepts.
First, the cognitive developmental tradition, pioneered by Piaget (1967), seeks to describe the ages and stages in the growing conceptual understanding of children. Concepts are SCHEMAS. Through self- directed action and experience the assimilation of novel experiences or situations to a schema leads to corresponding accommodation of the schema to the experience, and hence to conceptual development. Piaget's theory of adult intelligence has been widely criticized for over-estimating the cognitive capacities of most adults. His claims about the lack of conceptual understanding in young children have also been challenged in the literature on conceptual development (Carey, 1985; Keil, 1989). Research in this tradition has also had a major influence on theories of adult concepts developed within the lexical semantics tradition.
The second research tradition derives from behaviorist psychology. For this tradition, concepts involve the ability to classify the world into categories (see also MACHINE LEARNING). Animal discrimination learning paradigms have been used to explore how people learn and represent new concepts. A typical experiment involves a controlled stimulus set, usually composed of arbitrary and meaningless elements, such as line segments, geometric symbols, or letters, which has to be classified into two or more classes. The stimuli in the set are created by manipulating values on a number of stimulus dimensions (for example shape or color). A particular value on a particular dimension constitutes a stimulus feature. The distribution of stimuli across the classes to be learned constitutes the structure of the concept. Experiments typically involve training involving trial and error learning with feedback. In a subsequent transfer or generalization phase, novel stimuli are presented for classification without feedback, to test what has been learned. Three types of model have been explored in this paradigm. Rule-based learning models propose that participants try to form hypotheses which are consistent with the feedback in the learning trials (see for example Bruner Goodnow & Austin, 1956). Prototype learning models propose that participants form representations of the average or prototypical stimulus for each class, and perform the classification by judging how similar the new stimulus is to each prototype. Exemplar models propose that individual exemplars and their classification are stored in memory, and that classification is based on the relative average similarity of a stimulus to the stored exemplars in each class, usually assuming an exponential decay of similarity as distance along stimulus dimensions increases (Nosofsky, 1988). Exemplar models typically provide the best fits to experimental data, although rules and prototypes may also be used when the experimental conditions are favorable to their formation. NEURAL NETWORK models of category learning capture the properties of both prototype and exemplar models, since they abstract away from individual exemplar representations, but at the same time are sensitive to patterns of co-occurrence of particular stimulus features.
The study of categorization learning in the behaviorist tradition has generated powerful models of fundamental learning processes with an increasing range of application. As yet however the connection to other traditions in the psychology of concepts (for example cognitive development or lexical semantics) is very weak. As in much behaviorist- inspired experimental research, the desire to have full control over the stimulus structure has led to the use of stimulus domains with low meaningfulness and hence poor ECOLOGICAL VALIDITY.
The third tradition derives from the application of psychological methods to LEXICAL SEMANTICS, the representation of word meaning. In this tradition, concepts are studied through their expression in commonly used words. Working within the Fregean tradition, interest has focussed on how the intensions of concepts are related to their extensions. Tasks have been devised to examine each of these two aspects of people's everyday concepts. Intensions are typically studied through feature listing tasks in which people are asked to list relevant aspects or attributes of a concept which might be involved in categorization, and then to judge their importance to the definition of the concept. Extensions are studied by asking people either to generate or to categorize lists of category members. The use of superordinate concepts (e.g. Birds or Tools) allows instances to be named with single words. Extensions may also be studied through the classification of hypothetical or counterfactual examples, or through using pictured objects.
FIVE broad classes of model have been proposed within this tradition.
1)The classical model assumes that concepts are clearly defined by a conjunction of singly necessary and jointly sufficient attributes (Armstrong et al., 1983, Osherson & Smith, 1981). The first problem for this view is that the attributes which people list as true or relevant to a concept's definition frequently include non-necessary information which is not true of all category members (such as that birds can fly), and often fail to provide the basis of a necessary and sufficient classical definition. Second, there are category instances which show varying degrees of disagreement about their classification both between individuals, and for the same individuals on different occasions (McCloskey & Glucksberg, 1978). Third, clear category members differ in how typical they are judged to be of the category (Rosch, 1975). The classical view was therefore extended by proposing two kinds of attribute in concept representations -- defining features which form the core definition of the class, and characteristic features which are true of typical category members only and which may form the basis of a recognition procedure for quick categorization. Keil & Batterman (1984) reported a development with age from the use of characteristic to defining features. The extended classical view however is still incompatible with the lack of clearly expressible definitions for most everyday concept terms.
2) The second model is the prototype model, (Rosch & Mervis, 1975). Concepts are represented by a prototype with all the most common attributes of the category, and instances belong in the category if they are sufficiently similar to this prototype. The typicality of an instance in a category depends on the number of attributes which an instance shares with other category members. Prototype representations lead naturally to non- defining attributes, and to the possibility of unstable categorization at the category borderline. Such effects have been demonstrated in a range of conceptual domains. A corollary of the prototype view is that the use of everyday concepts may show non-logical effects such as intransivity of categorization hierarchies, and non-intersective conjunctions (Hampton, 1982, 1988). Associated with prototype theory is the theory of basic levels in concept hierarchies. Rosch et al. (1976) proposed that the similarity structure of the world is such that we readily form a basic level of categorisation - typically that level corresponding to high frequency nouns like chair, lemon or car - and presented evidence that both adults and children find thinking to be easier at this level of generality (as opposed to superordinate levels such as furniture or fruit, or subordinate levels such as armchair or McIntosh apple.) This intuitively appealing notion has however proved hard to formalize in a rigorous way, and the evidence for basic levels outside the well-studied biological and artifact domains remains weak. Attempts to model the combination of prototype concept classes with FUZZY LOGIC (Zadeh, 1965) proved to be ill-founded (Osherson & Smith, 1981), but led to the development of more general research in CONCEPTUAL COMBINATION (Hampton, 1988; Rips, 1995).
3) The third model, the exemplar model, is only weakly represented in the lexical semantics research tradition. There have been proposals that lexical concepts could be based not on a prototype, but on a number of different exemplar representations. For example small metal spoons and large wooden spoons are considered more typical than small wooden spoons and large metal spoons (Medin & Shoben, 1988). This fact could be evidence for representation through stored exemplars, although it could also be explained by a disjunctive prototype representation. Formally explicit exemplar models are generally underpowered for representing lexical concepts, having no means to represent intensional information for stimulus domains that do not have a simple dimensional structure. As a result they have no way to derive logical entailments based on conceptual meaning (e.g. that all robins are birds).
4) The fourth model is the theory-based model (Murphy & Medin, 1985) which has strong connections with the cognitive development tradition. Concepts are embedded in theoretical understanding of the world. While a prototype representation of the concept BIRD would consist of a list of unconnected attributes, the theory-based representation would also represent theoretical knowledge about the relation of each attribute to others in a complex network of causal and explanatory links, represented in a structured frame or schema. Birds have wings in order to fly, which allows them to nest in trees, which they do to escape predation, and so forth. According to this view, objects are categorized in the class which best explains the pattern of attributes which they possess (Rips, 1989).
5) The final model, psychological essentialism (Medin & Ortony, 1989), is a development of the classical and theory-based models, and attempts to align psychological models with the philosophical intuitions of Putnam and others. The model argues for a classical "core" definition for concepts, but one in which the core definition may frequently contain an empty "place holder". People believe that there is a real definition of what constitutes a bird (an essence of the category), but they don't know what it is. They are therefore forced to use available information to categorize the world, but remain willing to yield to more expert opinion. Psychological essentialism captures Putnam's intuition that people defer to experts when it comes to classifying biological or other technical kinds (e.g. gold). However it has not been shown that the model applies well to concepts beyond the range of biological and scientific terms (Kalish, 1995) or even to people's use of natural kind terms such as "water" (Malt, 1994).
The proliferation of different models for concept representation reflects both the diversity of research traditions, and the many different kinds of concept we possess and the different uses that we make of them.
[James Hampton http://mitpress.mit.edu/MITECS/work/hampton_r.html] 1997.10
name::
* McsEngl.koncepo'in'marxism@cptCore383i,
"A CONCEPT is the reflection of concrete objects and their properties using forms of sensory cognition-sensation, perception and representation...A concept reflects merely the substantive features of objects"
[Getmanova, Logic 1989, 35#cptResource19#]
name::
* McsEngl.idealization@cptCore383i,
* McsElln.ΙΔΑΝΙΚΕΥΜΕΝΗ-ΕΝΝΟΙΑ,
* McsElln.ΕΝΝΟΙΑ'ΙΔΑΝΙΚΕΥΜΕΝΗ@cptCore522,
_DEFINITION:
ΙΔΑΝΙΚΕΥΜΕΝΗ ΕΝΝΟΙΑ ονομάζω την ΕΝΝΟΙΑ που δεν αντανακλά πιστά το 'αναφερομενο της' αλλά μόνο εκείνα τα χαρακτηριστικά του που μας ενδιαφέρουν.
[hmnSngo.1995.04_nikos]
"ΙΔΑΝΙΚΕΥΣΗ: ΕΙΝΑΙ Η ΝΟΗΤΙΚΗ ΚΑΤΑΣΚΕΥΗ ΕΝΝΟΙΩΝ ΓΙΑ ΤΑ ΑΝΤΙΚΕΙΜΕΝΑ ΤΑ ΟΠΟΙΑ ΔΕΝ ΥΠΑΡΧΕΙ ΔΥΝΑΤΟΤΗΤΑ ΠΡΑΓΜΑΤΟΠΟΙΗΣΗΣ-ΤΟΥΣ ΚΑΙ ΓΙΑ ΤΑ ΟΠΟΙΑ, ΟΜΩΣ, ΥΠΑΡΧΟΥΝ ΠΡΟΕΙΚΟΝΕΣ ΣΤΟΝ ΠΡΑΓΜΑΤΙΚΟ ΚΟΣΜΟ... ΠΑΡΑΔΕΙΓΜΑ ΕΝΝΟΙΑΣ ΠΟΥ ΕΙΝΑΙ ΑΠΟΤΕΛΕΣΜΑ ΙΔΑΝΙΚΕΥΣΗΣ ΕΙΝΑΙ ΤΟ "ΣΗΜΕΙΟ": ΔΕΝ ΕΙΝΑΙ ΔΥΝΑΤΟ ΝΑ ΒΡΕΘΕΙ ΣΤΟΝ ΠΡΑΓΜΑΤΙΚΟ ΚΟΣΜΟ ΑΝΤΙΚΕΙΜΕΝΟ ΠΟΥ ΝΑ ΕΙΝΑΙ ΣΗΜΕΙΟ, ΔΗΛΑΔΗ, ΑΝΤΙΚΕΙΜΕΝΟ ΠΟΥ ΝΑ ΜΗΝ ΕΧΕΙ ΔΙΑΣΤΑΣΕΙΣ"
[ΗΛΙΤΣΕΦ ΚΛΠ, ΦΙΛΟΣΟΦΙΚΟ ΛΕΞΙΚΟ 1985, Β339#cptResource164#]
name::
* McsEngl.schema@cptCore383i,
A schema (pl. schemata), in psychology and cognitive science, is a mental structure that represents some aspect of the world. People use schemata to organize current knowledge and provide a framework for future understanding. Examples of schemata include rubrics, stereotypes, social roles, scripts, worldviews, and archetypes. In Piaget's theory of development, children adopt a series of schemata to understand the world.
The importance of schemata for thought cannot be overstated. Sufferers of Korsakov's syndrome are unable to form new memories, and must approach every situation as if they had just seen it for the first time. Many sufferers adapt by continually forcing their world into barely-applicable schemata, often to the point of incoherence and self-contradiction.
[http://en.wikipedia.org/wiki/Schema_%28psychology%29]
INTERPRETATION:
schema = concept.
[hmnSngo.2007-11-19_KasNik]
name::
* McsEngl.cptBrn'Attribute-of-cptBrain,
* McsEngl.conceptCore383.30,
* McsEngl.attribute-of-conceptBrain@cptCore383.30, {2012-08-04}
_DEFINITION:
it is any other concept RELATED with current-concept.
[hknu2009-06-20]
name::
* McsEngl.cptBrn'EVOLUTION,
name::
* McsEngl.cptBrn'EVOLUTEINO (meta),
{time.2003-04-20}:
* I merged the 'conceptual-information (256)' and this concept.
{time.2002-01-04}:
Now I perceive the Concept as a SYSTEM of 'conceptual-units'. Also now I distiguish the 'conceptual-system' and the 'statemental-system' as different systems. Since resently I confused these two entities as one (as ALL people do, as far as I know) and I called them 'conceptual-sytems'.
[nikkas]
{time.2000-09-02}:
What I was calling 'meaning' now I call 'concept'.
This way 'Logos' and 'Conceptual-System' are Supersystems of 'name' and 'concept' and the one is environment to the other.
[nikkas]
{time.1998-08-29}:
Μέχρι τώρα την έννοια αυτή (epistem - 383) την ονόμαζα 'ΟΝΟΜΑ'. Από τον ορισμό της όμως ταυτίζονταν με αυτό που αποκαλούσα αλλού 'ΕΝΝΟΙΑ' (epistem-1017). Δημιούργησα δε καινούργια έννοια, την 'ονομα', που είναι η 'λέξη' με την οποία δημιουργούμε μια 'έννοια' όταν την αντιστοιχούμε με μία 'σημασία'.
[ΝΙΚΟΣ]
name::
* McsEngl.cptBrn'Referent-relation (this-concept|meta),
name::
* McsEngl.cptBrn'Referent (meta),
* McsEngl.metareferento-of-concept@cptCore383i,
* McsEngl.referent-of-brainual-concept@cptCore383i, {2012-03-14}
* McsEngl.referento-of-koncepto@cptCore383i,
_GENERIC:
* referent#cptCore181.68#
_DEFINITION:
The metareferento of concept is the SET of all concepts humans have created.
[Ho'ko'noo, 2008-08-25]
* The "konsepto of konsepto" (= this konsepto) is a generic because has specifics (like real or imaginary ones). Its referento is all the konseptos created by humans.
[hmnSngo.2007-10-31_KasNik]
* The referento of a koncepto_proto is the entity the koncepto reflects.
The referento of this koncepto is ALL the konceptos created by humans.
[hmnSngo.2007-11-01_KasNik]
* PROTOCONCEPT is any concept that maps any entity but not a concept. METACONCEPT is a concept of concepts. Metaconcept is the concept of concept.
[hmnSngo.2002-08-07_nikkas]
* The referent of the 'concept' comprises ALL concepts, not the referents of these concepts.
[hmnSngo.2001-01-01_nikkas]
* THE LAW OF INVERSE PROPORTION BETWEEN THE EXTENSION AND INTENSION OF A CONCEPT
name::
* McsEngl.cptBrn'Referent-relation (any-concept)#cptCore546.79#,
* McsEngl.truth'value-of-koncepto@cptCore183i,
_DEFINITION:
Truth_value of a koncepto is its relation with its referento. From this we build bigger structures, the truth-value of which depends on the truth-value of its parts.
[hmnSngo.2007-11-01_KasNik]
name::
* McsEngl.cptBrn'REFERENT,
Concept is SUBJECTIVE, Referent is OBJECTIVE, the primary.
[hmnSngo.2000-09-02_nikkas]
We use concepts to talk about thinks, but we don't EAT concepts, we don't DRIVE the concept of car, ..., we ACT with the referents of concepts.
[hmnSngo.2007-09-22_KasNik]
name::
* McsEngl.cptBrn'QUANTITATIVENESS,
* McsEngl.concept'quantitativeness@cptCore383i,
* McsEngl.quantitativeness-of-noun@cptCore383i,
_DEFINITION:
QUANTITATIVENESS is the attribute of concept that deals with its QUANTITY.
A language has a coresponding inflection to express it.
[hmnSngo.2002-06-18_nikkas]
name::
* McsEngl.cptBrn'ResourceInfHmnn,
To Cognize is to Categorize: Cognition is Categorization (2003)
Stevan Harnad
[http://eprints.ecs.soton.ac.uk/11725/3/catconf.htm]
Αντιλεξικό, Βοσταντζόγλου. Εχει για μια έννοια το ρήμα, ουσιαστικό, κλπ.
ONLINE PAPERS ON CONCEPTS:
http://consc.net/online2.html#concepts:
Fodor, Jerry. Concepts: where cognitive science were wrong.
http://fds.oup.com/www.oup.co.uk/pdf/0-19-823636-0.pdf:
Conceptual Integration Networks
[Expanded web version, 10 February 2001]
Gilles Fauconnier & Mark Turner
[http://markturner.org/cin.web/cin.html]
E. Margolis and S. Lawrence (2006), Concepts at the Stanford Encyclopedia of Philosophy
http://plato.stanford.edu/entries/concepts:
Stephen Laurence and Eric Margolis. "Concepts and Cognitive Science" . In Concepts: Core Readings, MIT Press, pp. 3-81, 1999.
http://www.philosophy.dept.shef.ac.uk/papers/CCS.pdf:
_GENERIC:
* entity.model.information.concept#cptCore606#
===
* There is NO 'concept' which is conceptBrainNo. A-sensorial-concept simply has and additional attributes sensible.
[hmnSngo.2015-10-03]
* Concept is the most general node in the "metaconcept" network. In this network "KnowledgeBase" is the most whole node.
[hmnSngo.2009-01-28]
===
* information.human.brainual#cptCore654.16#
===
* "concept" is a "general-concept" with referent all the created concepts.
We organize all these concepts IN the referent of "concept".
The most general of them is the "entity".
Then, in this organization there is NO the "concept". And in one sense "entity" (as the most general) and "concept" have the same attributes.
[hmnSngo.2008-12-01]
name::
* McsEngl.cptBrn.specific,
_SPECIFIC: cptBrn.Alphabetically:
* cptBrn.abstract#cptCore383.7#
* cptBrn.end#cptCore383.29#
* cptBrn.human#cptCore66#
* concept.human.lingo#cptCore567#
* cptBrn.hypothetical
* cptBrn.leaf#cptCore383.27#
* cptBrn.random#cptCore383.31#
* cptBrn.randomNo#cptCore383.33#
* cptBrn.root#cptCore50.29.11#
* cptBrn.specific#cptCore383.32#
* cptBrn.start#cptCore383.28#
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.relation,
_SPECIFIC:
* cptBrn.root#cptCore50.29.11#
* cptBrn.leaf#cptCore383.27#
=================
* cptBrn.start#cptCore383.28#
* cptBrn.end#cptCore383.29#
=================
* ANALYTIC (PART|SPECIFIC)
* SYNTHETIC (WHOLE|GENERIC)
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.referent,
_SPECIFIC:
ON_REFERENTO_EXISTANCE:
* RIALEPTO_CO | EMPTY/IMAGINARY#cptCore383.9#
* RIALEPTO | EMPTY'CO#cptCore383.10#
===
ON_REFERENTO_KONCEPTO:
* METACONCEPT#cptCore383.22#
* PROTOCONCEPT#cptCore383.22#
===
ON_QUANTITY_OF_REFERENTOS:
* INDIVIDEPTO#cptCore381# (one referento)#cptCore381#
* INDIVIDEPTO_CO (many referentos)##
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.NAME,
* McsEngl.conceptCore383.12,
_SPECIFIC:
* ONOMER-CONCEPT
* PRONOMER-CONCEPT
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.expression,
* McsEngl.conceptCore383.13,
_SPECIFIC:
* ABSOLUTE-CONCEPT#cptCore383.17#
* RELATIVE-CONCEPT#cptCore383.14#
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.SYNONYM,
_SPECIFIC:
* MONONYM-CONCEPT##
* POLYNYM-CONCEPT##
===
MONONYM-CONCEPT is a 'concept' of ONE synonym.
[hmnSngo.2000-10-14_nikkas]
===
POLYNYM-CONCEPT is a 'concept' with MANY synonyms.
[hmnSngo.2000-10-14_nikkas]
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.complexity,
_SPECIFIC:
* CONCEPTUAL-UNIT#cptCore95#
* view.human.conceptBrain#cptCore93.33#
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.DEFINITENESS,
_SPECIFIC:
* DEFINITE_KONCEPTO#cptCore383.16#
* INDEFINITE_KONCEPTO#cptCore383.15#
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.GENERIC,
_SPECIFIC:
* SPECIFIC-CONCEPT#cptCore768# (has generic)#cptCore768#
* NON_SPECIFIC-CONCEPT#cptCore383.11# (has NO generic) = category or unique.#cptCore383.11#
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.SPESIFEPTO,
_SPECIFIC:
* GENERIC_CONCEPT#cptCore374# (has specific)#cptCore50.29.10#
* NON_GENERIC_CONCEPT#cptCore383.8# (has no specifics)#cptCore383.8#
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.INDEPEDENCE,
_SPECIFIC:
* ATRIBEPTO (eg color)#cptCore398#
* OBJECT-CONCEPT#cptCore538# (car)#cptCore538#
name::
* McsEngl.cptBrn.SPECIFIC-DIVISION.CREATION,
_SPECIFIC:
* KONSEPTO_STARTING#cptCore383.28#
* KONSEPTO_MIDDLE#cptCore#
* KONSEPTO_ENDING#cptCore383.29#
name::
* McsEngl.cptBrn.ABSTRACT,
* McsEngl.conceptCore383.7,
* McsEngl.abstract-concept@cptCore383.7,
* McsEngl.koncepo.abstract@cptCore383.7,
====== lagoSINAGO:
* McsEngl.abstraktepto@lagoSngo,
====== lagoGreek:
* McsElln.ΑΦΗΡΗΜΕΝΗ'ΕΝΝΟΙΑ@cptCore383.7,
====== lagoEsperanto:
* McsEngl.abstrakta@lagoEspo,
* McsEspo.abstrakta,
_DEFINITION:
* ABSTRACT-CONCEPT I call a CONCEPT we perceive by CAPTURING a REFERENT.
[hmnSngo.2003-04-20_nikkas]
_ENVIRONMENT:
* CONCEPT-CREATION-BY-CAPTURING#cptCore475.261#
_SPECIFIC:
* INDIVIDEPTO (one referentos)#cptCore381#
* INDIVIDEPTO'CO (many referentos)#cptCore383.26#
* GENEREPTO (has specifeptos)
* ABSTRAKTEPTO_GENEREPTO'CO (no specifeptos)
name::
* McsEngl.cptBrn.END,
* McsEngl.conceptCore383.29,
* McsEngl.end-bconcept@cptCore383.29,
_DEFINITION:
* It is the LAST concept created in a hierarchy.
[hmnSngo.2009-02-08]
_SPECIFIC:
* PART_END (unit)
* SPECIFIC_END (unit)
* WHOLE_END (category)
* GENERIC_END (category)
name::
* McsEngl.cptBrn.GENERIC.NO (has no specifics),
* McsEngl.conceptCore383.8,
* McsEngl.generepto'co@cptCore383.8,
* McsEngl.jenerepto'co@cptCore383.8,
* McsEngl.NOUNER:,
* McsEngl.non'generic'concept@cptCore383.8,
* McsEngl.koncepo.non'generic@cptCore383.8,
_DEFINITION:
* NON-GENERIC is a concept with NO specifics.
[hmnSngo.2003-04-20_nikkas]
_EVOLUTING:
* this concept and "indidepto#cptCore381#" are the same.
[hmnSngo.2007-09-29_KasNik]
_SPECIFIC_COMPLEMENT:
* GENERIC-CONCEPT
_SPECIFIC:
* ABSTRACT_GENEREPTO'CO (many referentos)
* INDIVIDEPTO#cptCore381# (one referento)#cptCore381#
_CREATED: {1997-10-28} {2007-09-29}
name::
* McsEngl.cptBrn.referent.META,
* McsEngl.conceptCore383.22,
* McsEngl.meta-bconcept@cptCore383.22,
* McsEngl.koncepo.meta@cptCore383.22,
* McsEngl.metaconcept-of-a-concept,
* McsEngl.metaconcept@cptCore383.22,
* McsEngl.metakoncepto@cptCore383.22,
_DEFINITION:
METACONCEPT is a CONCEPT#cptCore1017# with 'referent' another concept.
[hmnSngo.1997-10-28_nikos]
When representing knowledge, it is frequently necessary to describe properties not of the thing a concept represents, but of the concept itself. For example, a non-metaconcept such as car would have properties that describe actual cars. e.g. specifying that they have wheels, a chassis, an engine and a body. However, the metaconcept concept of car would have properties such as inventor or comment that do not apply to particular instances of car but rather apply to the overall idea (i.e. concept) of cars.
[Tim Lethbridge's PhD Thesis 1994nov]
_CREATED: {2002-08-08} {2007-09-29}
name::
* McsEngl.cptBrn.referent.PROTO,
* McsEngl.conceptCore383.23,
* McsEngl.NOUNER:,
* McsEngl.proto-koncepto@cptCore383.23,
* McsEngl.protoconcept@cptCore383.23,
* McsEngl.non-metaconcept@cptCore383.23,
_DEFINITION:
* PROTOCONCEPT is a CONCEPT that has NOT as referent a concept.
[hmnSngo.2002-08-08_nikkas]
name::
* McsEngl.cptBrn.OneNo,
* McsEngl.conceptCore383.26,
* McsEngl.individepto'co@cptCore383.26,
* McsEngl.many-bconcept@cptCore383.26, {2011-07-01}
* McsEngl.non-one-bconcept@cptCore383.26, {2011-07-01}
* McsEngl.non-individual-concept@cptCore383.26,
_DEFINITION:
* Inidividepto'co is a koncepto which is NOT individepto (= has many referentos).
[hmnSngo.2007-11-01_KasNik]
_SPECIFIC:
* GENEREPTO (has specifeptos)
* ABSTRAKTEPTO_GENEREPTO'CO (no specifeptos)
name::
* McsEngl.cptBrn.Random,
* McsEngl.conceptCore383.31,
* McsEngl.random-bconcept@cptCore383.31,
* McsEngl.any-bconcept@cptCore383.31,
_DESCRIPTION:
"any" bconcept, one-many, generic-specific, ...
[2011-07-01]
name::
* McsEngl.cptBrn.RandomNo,
* McsEngl.conceptCore383.33,
* McsEngl.randomNo-bconcept@cptCore383.33,
* McsEngl.non-random-bconcept@cptCore383.33,
* McsEngl.concrete-bconcept@cptCore383.33,
_DESCRIPTION:
"concrete" bconcept, one-many, generic-specific, ... NOT "any" of them.
[2011-07-01]
name::
* McsEngl.cptBrn.Real,
* McsEngl.conceptCore383.10,
* McsEngl.koncepo'rialepto-383.10,
* McsEngl.non-empty-concept-383.10,
* McsEngl.koncepo.non'empty-383.10,
* McsEngl.real-concept-383.10,
* McsEngl.koncepo.real-383.10,
_DEFINITION:
* NON-EMPTY-CONCEPT is a concept WITH referent eg 'car'.
[hmnSngo.2003-04-20_nikkas]
_SPECIFIC_COMPLEMENT:
* EMPTY-CONCEPT#cptCore383.9#
_SPECIFIC:
_SPECIFIC_DIVISION.PROOF ==
* KONCEPTO_RIALEPTO_PROVED
* KONCEPTO_RIALEPTO_UNPROVED (hipotezo)#cptCore383.#
_SPECIFIC_DIVISION.REFEREINO ==
* KONSEPTO_TRUEPTO
* KONSEPTO_FALSEPTO
name::
* McsEngl.cptBrn.Real.True,
* McsEngl.conceptCore383.24,
* McsEngl.koncepo'truepto@cptCore383.24,
* McsEngl.true'concept@cptCore383.24,
* McsEngl.concept.true@cptCore383.24,
name::
* McsEngl.cptBrn.Real.False,
* McsEngl.conceptCore383.25,
* McsEngl.koncepo'falsepto@cptCore383.25,
* McsEngl.false'concept@cptCore383.25,
* McsEngl.concept.false@cptCore383.25,
name::
* McsEngl.cptBrn.RealNo,
* McsEngl.conceptCore383.9,
* McsEngl.non-real-concept-383.9,
* McsEngl.empty'concept-383.9,
* McsEngl.koncepo.empty-383.9,
* McsEngl.koncepo'empty-383.9,
* McsEngl.imaginary-concept,
* McsEngl.imagined-concept,
* McsEngl.phantastic-concept,
====== lagoSINAGO:
* McsEngl.koncepo'rialepto'co-383.9@lagoSngo,
====== lagoGreek:
* McsElln.ΜΗ-ΠΡΑΓΜΑΤΙΚΗ-ΕΝΝΟΙΑ-383.9,
* McsElln.ΦΑΝΤΑΣΤΙΚΗ-ΕΝΝΟΙΑ-383.9,
_DEFINITION:
* EMPTY-CONCEPT is a concept without REFERENT eg 'fairy'.
[hmnSngo.2003-04-20_nikkas]
name::
* McsEngl.abstract-concept-and-nonreal-concept@cptCore383i,
An abstract_koncepto has referento BUT the koncepto is more SIMPLE than its referento. Actually this happens in all concepts, but here we talk about these cases where this is done deliberatly for some reason.
On the other hand, empty_concepts does not have a referento.
[hmnSngo.2007-12-31_KasNik]
name::
* McsEngl.cptBrn.SPECIFIC,
* McsEngl.conceptCore383.32,
* McsEngl.specific,
* McsEngl.specific-concept@cptCore383.32,
* McsEngl.SpecificConcept@cptCore383,
_SpecificConceptAndSpecificEntity:
- The specific-concept is the concept that has as referent any concept which is specific.
- A specific-entity is any concept that has as referent anything.
[HoKoNoUmo, 2010-02-24]
_SYMBOL:
specific > generic
[hmnSngo.2014-12-10]
name::
* McsEngl.cptBrnSpecific'relation-to-specific-entity,
name::
* McsEngl.cptBrn.SpecificNo (has no generic),
* McsEngl.conceptCore383.11,
* McsEngl.non-specific-bconcept@cptCore383.11,
* McsEngl.koncepo.non'specific@cptCore383.11,
* McsElln.ΜΗ-ΕΙΔΙΚΗ-ΕΝΝΟΙΑ,
_DEFINITION:
* NON-SPESIFEPTO-CONCEPT is a concept with NO generic.
[hmnSngo.2003-04-20_nikkas]
_SPECIFIC_COMPLEMENT:
* SPESIFEPTO-CONCEPT (has generic)
name::
* McsEngl.cptBrn.name.RELATIVE,
* McsEngl.conceptCore383.14,
* McsEngl.relative-bconcept@cptCore383.14,
* McsEngl.relevant'concept@cptCore383.14,
* McsEngl.koncepo.relative@cptCore383.14,
====== lagoSINAGO:
* McsEngl.relativepto@lagoSngo, {2008-02-16}
_DEFINITION:
* Relativepto is a koncepto which is defined ONLY in relation to another one (the point-of-reference)
[hmnSngo.2008-02-16_KasNik]
===
* RELEVANT-CONCEPT is a concept a language NAMES in corelaton to other previous created concepts. A relevant-concept in one language can be absolute in another.
[hmnSngo.2005-12-26_nikkas]
_EXAMPLE:
* An example of a relevant-concept which it is expressed with diferent nouner-structures:
· _stxEngl: τους ακολουθούσαν πουλιά της θάλασσας. ==> πουλιά που ανήκουν στη θάλασσα.
· _stxEngl: τους ακολουθούσαν θαλασσινά πουλιά. ==> the possession is consider as property of birds)
· _stxEngl: τους ακολουθούσαν θαλασσοπούλια. ==> ή με μία σύνθετη-λέξη. The combined-worder it is NOT a new worder (primary). The concept continues to be relevant. And because does NOT matter the type of expression we use but only if we used old concepts, that is why we see diferent forms for combined-worders: some times as one worder, some times with hyphens, ...
[hmnSngo.2006-01-01_nikkas]
_ENVIRONMENT:
* POLYWORDER-CONCEPTER#cptCore512#
_SPECIFIC_COMPLEMENT:
* ABSOLUTE_CONCEPT##
_SPECIFIC:
* PLACE--RELATIVE-CONCEPT
* TIME--RELATIVE-CONCEPT
name::
* McsEngl.cptBrn.name.RelativeNo,
* McsEngl.conceptCore383.17,
* McsEngl.absolute-bconcept@cptCore383.17,
* McsEngl.non-relative-bconcept@cptCore383.17,
====== lagoSINAGO:
* McsEngl.relativepto'co@lagoSngo, {2008-02-16}
_DEFINITION:
* Relativepto_co is a koncepto which is defined WITHOUT in relation to another one (the point-of-reference).
[hmnSngo.2008-02-16_KasNik]
* ABSOLUTE-CONCEPT is a concept a language NAMES by creating a new primary-name.
[hmnSngo.2006-01-13_nikkas]
name::
* McsEngl.cptBrn.Problematic (indefinite; problematic boundary),
* McsEngl.conceptCore383.15,
* McsEngl.problematic-concept@cptCore383.15, {2009-06-21}
* McsEngl.vague-concept@cptCore383.15, {2008-02-16}
* McsEngl.indefinite-koncepto@cptCore383.15,
* McsEngl.indefinite'concept@cptCore383.15,
====== lagoSINAGO:
* McsEngl.vagepto@lagoSngo, {2008-02-16}
====== lagoGreek:
* McsElln.ΕΝΝΟΙΑ-ΠΡΟΒΛΗΜΑΤΙΚΗ@cptCore383.15, {2009-06-21}
====== lagoLatin:
finis (=boundary)
_DEFINITION:
* Vagepto is a koncepto defined WITHOUT CLEAR boundaries.
[hmnSngo.2008-02-16_KasNik]
* An indefinite-concept is a concept referring to an identifiable but not specified konsepto.
[hmnSngo.2004-03-22_nikkas]
* not precise: vague.
[Franklin LM-6000, 1991]
* The adj indefinite has 2 senses (first 1 from tagged texts) 1. (8) indefinite -- (vague or not clearly defined or stated; "must you be so indefinite?"; "amorphous blots of color having vague and indefinite edges"; "he would not answer so indefinite a proposal")
2. indefinite -- (not decided or not known; "were indefinite about their plans"; "plans are indefinite")
[WordNet 2.0]
* An indefinite article (English a, an) is used before singular nouns that refer to any member of a group.
A cat is a mammal.
[http://en.wikipedia.org/wiki/Indefinite_article]
name::
* McsEngl.cptBrn.Undefined (no boundaries),
* McsEngl.undefined-concept@cptCore383.15i, {2009-06-21}
* McsEngl.ambiguous-concept@cptCore383.15i, {2008-08-21}
====== lagoGreek:
* McsElln.ΑΟΡΙΣΤΗ-ΕΝΝΟΙΑ@cptCore383.15i,
* McsElln.χωρίς-ορισμό-έννοια,
_DEFINITION:
* Ambiguous_concept is a concept without boundaries (definition), thus anyone give his meaning to term used to denote the concept.
[2008-08-21]
name::
* McsEngl.cptBrn.VAGUE (unclear boundaries),
* McsEngl.vague-concept@cptCore383.15i, {2008-08-21}
====== lagoGreek:
* McsElln.ΑΣΑΦΗ-ΕΝΝΟΙΑ@cptCore383.15,
_DEFINITION:
* Vague_concept is a concept with UNCLEAR boundaries.
[2008-08-21]
name::
* McsEngl.cptBrn.ProblematicNo (definite; precice boundary),
* McsEngl.conceptCore383.16,
* McsEngl.unproblematic-concept@cptCore383.16, {2009-06-21}
* McsEngl.non-vague-concept@cptCore383.16, {2008-02-16}
* McsEngl.definite-concept@cptCore383.16,
* McsEngl.definite'concept@cptCore383.16,
====== lagoSINAGO:
* McsEngl.vagepto-co@lagoSngo, {2008-02-16}
====== lagoGreek:
* McsElln.ΜΗΠΡΟΒΛΗΜΑΤΙΚΗ-ΕΝΝΟΙΑ@cptCore383.16, {2009-06-21}
====== lagoLatin:
finis (=boundary)
_DEFINITION:
* Non_vague is a koncepto with CLEAR boundaries.
[hmnSngo.2008-02-16_KasNik]
* DEFINITE-CONCEPT is an IDENTIFIABLE and WELL-SPECIFIED konsepto.
[hmnSngo.2005-12-26_nikkas]
* precise: exactly defined or stated.
[Franklin LM-6000, 1991]
* The adj definite has 2 senses (first 1 from tagged texts) 1. (17) definite -- (precise; explicit and clearly defined; "I want a definite answer"; "a definite statement of the terms of the will"; "a definite amount"; "definite restrictions on the sale of alcohol"; "the wedding date is now definite"; "a definite drop in attendance")
2. definite -- (known for certain; "it is definite that they have won")
[WordNet 2.0]
_DESCRIPTION:
A non-vague koncepto could be general or individual.
[hmnSngo.2008-02-16_KasNik]
_SPECIFIC:
* DEFINITE-ONOMER: nikkas.
* DEFINITE-PRONOMER: he.
* DEFINITE-ABSOLUTE: nikos kasselouris,
* DEFINITE-RELEVANT: The first son of nikos-kasselouris,
_CREATED: {2000-11-09} {2007-09-29}
name::
* McsEngl.cptBrn.INHERITOR-OF-INHERITED-ATTRIBUTE,
* McsEngl.conceptCore383.21,
* McsEngl.inheritepto@cptCore383.21,
* McsEngl.inheritor-of-inherited-attribute@cptCore383.21,
* McsEngl.concept.inheritor@cptCore383.21,
* McsEngl.inherited'concept@cptCore383.21,
* McsEngl.inheritor-concept,
DEFINIEINO:
A GENERAL-CONCEPT (g) inherites its 'attributes' (ga) to its specific-concepts, eg the 'language' inherites its attributes to 'natural-language'.
A SPECIFIC (s) has the 'inherited-attributes' (sia) and some not-inherited (snia).
An INHERITED-ATTRIBUTE of the specific-concept (sia) has as 'general' an attribute of the general-concept (ga).
The INHERITOR of an inherited-attribute (sia) is the general-concept (g) OR a general of the general if the (ga) is an inherited.
[hmnSngo.2000-11-09_nikkas]
name::
* McsEngl.cptBrn.LEAF (unit),
* McsEngl.conceptCore383.27,
* McsEngl.leaf-concept@cptCore383.27,
* McsEngl.unit-concept@cptCore383.27,
_DEFINITION:
It is a concept created with an ending_analytic_definition of starting_synthetic_definition.
[hmnSngo.2009-01-11]
_SPECIFIC:
* INDIVIDUAL (SPECIFIC_LEAF_CONCEPT)
* PART_LEAF_CONCEPT
name::
* McsEngl.cptBrn.START (AXIOM),
* McsEngl.conceptCore383.28,
* McsEngl.cptBrn.axiom@cptCore383.28,
* McsEngl.axiom-concept@cptCore383.28,
* McsEngl.start-concept@cptCore383.28,
_DEFINITION:
* Start-bconcept is a bconcept DEFINED without input in a structure(network).
[hmnSngo.2010-01-12]
* It is a concept created with an starting_definement BUT without ending_definement to it.
[hmnSngo.2009-01-12]
It is a concept created with an starting_definition.
[hmnSngo.2009-01-11]
_SPECIFIC:
* PART_START (category)
* SPECIFIC_START (category)
* WHOLE_START (unit)
* GENERIC_START (unit)
* AXIOM_CONCEPT_ROOT (PART, SPECIFIC)
* AXIOM_CONCEPT_LEAF (WHOLE, GENERIC)
name::
* McsEngl.cptBrn.start.Specific,
* McsEngl.conceptEconomy383.34,
* McsEngl.conceptBrainualStartSpecific@cptCore383.34,
_DefinitionSpecific:
It is a start-bconcept from which we create specific-bconcepts.
[hmnSngo.2011-07-28]
_SPECIFIC:
* viewConceptBrain#cptCore762#
* viewPreconcept#cptCore1061#
_CREATED: {2014-02-17} {2014-01-04} {2012-10-27} {2002-12-21}viewBrainin
name::
* McsEngl.lag'archo.ModelViewCONCEPTBRAIN,
* McsEngl.conceptCore762,
* McsEngl.bmd@cptCore762,
* McsEngl.brain-model,
* McsEngl.brain'model@cptCore762,
* McsEngl.brain-subworldview@cptCore762, {2008-09-03}
* McsEngl.breinepto-model, {2006-01-23}
* McsEngl.breinepto'model@cptCore762,
* McsEngl.brainepto'model@cptCore762,
* McsEngl.BraineptoModel@cptCore762,
* McsEngl.information.VIEW.BRAIN,
* McsEngl.kognepto-view@cptCore762, {2008-01-14}
* McsEngl.kognepto-model@cptCore762, {2007-12-16}
* McsEngl.knm@cptCore762,
* McsEngl.mental-model,
* McsEngl.modelbrainepto, {2006-08-05}
* McsEngl.modelo.brainepto@cptCore762,
* McsEngl.model.brainepto@cptCore762,
* McsEngl.model.breinepto@cptCore762,
* McsEngl.mind-model, {2004-04-20}
* McsEngl.mind'model@cptCore762,
* McsEngl.subworldview@cptCore762, {2008-06-19}
* McsEngl.subview@cptCore762, * cpt.2008-07-18:
* McsEngl.view.ANIMAL,
* McsEngl.brainual-subworldview,
* McsEngl.view.brainin,
* McsEngl.viewBrainin,
* McsEngl.view.brainual@cptCore762,
* McsEngl.viewBraininCptBrain,
* McsEngl.view.conceptBrain,
* McsEngl.view.cptBrain,
* McsEngl.viewCptBrain,
* McsEngl.mct, {2016-01-27}
* McsEngl.mct, (3letter shortname)
* McsEngl.mcpt, {2015-12-18}
* McsEngl.mcpt@cptCore762, (4letter shortname)
* McsEngl.MdlCpt, {2015-12-12}
* McsEngl.MdlCpt,
* McsEngl.artpLng, {2014-03-03}
* McsEngl.viewBrn@cptCore762,
* McsEngl.mdb@cptCore762,
=== OTHER:
* McsEngl.context@cptCore762,
====== lagoSINAGO:
* McsEngl.modilo-brainepto@lagoSngo, {2006-12-15}
* McsEngl.modilo'brainepto@lagoSngo,
* McsEngl.vudepto@lagoSngo, {2008-03-08}
====== lagoGreek:
* McsElln.αρχέτυπο.γλώσσας, {2014-03-03}
* McsElln.γλωσσική-πηγή, {2012-10-27}
* McsElln.ΕΓΚΕΦΑΛΙΚΟ-ΜΟΝΤΕΛΟ, {2004-04-20}
* McsElln.ΝΟΗΤΙΚΟ-ΜΟΝΤΕΛΟ,
* McsElln.ΠΝΕΥΜΑΤΙΚΟ-ΜΟΝΤΕΛΟ,
Like konsepto I created the term breinepto to denote that is a product of brain. "Brain-Model" in the internet gives physical model of the head with brain.
[hmnSngo.2006-01-23_nikkas]
I used the "mind" instead of mental because with mental (πνεύμα) we mean in everyday life and entities like ghosts.
[hmnSngo.2004-04-20_nikkas]
_DESCRIPTION:
Languages communicate ONLY cptBrain-views. Preconcept-info communicated with machines like audio-video-machines.
[hmnSngo.2014-01-04]
===
hSbc:: BRAINUAL--SUB-WORLDVIEW (brl-cpt):
Definition:
part: it is any sub-structure of a brainual-worldview.
Synonym:
* Subview.
* View,
* Vudepto.
Part:
* Brainual-info.
Generic:
* Brainulo
* SubWorldview.
Specific:
* Human--brainual--sub-worldview.
* Integrated--brainual--sub-worldview.
[file:///D:/File1a/SBC-2010-08-23/hSbc/hSbc_59.html#h0.7.3p2]
ModelConcept is a-subjective (= inside a-brain) model comprised of concepts that reflects|maps entities of the-brain's environment and itself.
[hmnSngo.2015-12-18]
Modilo-Brainepto is ANY REFLECTION|MAPPING of the real-world which every organism with a nervous-system with a brain, MEMORIZE in his brain.
[hmnSngo.2007-07-06]
BRAIN-MODEL is a REFLECTION|MAPPING of the real-world which every organism with a nervous-system with a brain, MEMORIZE in his brain.
[hmnSngo.2003-10-24]
MENTAL-MODEL is the outermost system of INFORMATION of a living-organism.
[hmnSngo.2002-12-21_nikkas]
_WHOLE:
* BRAIN--NERVOUS-SYSTEM#cptCore84.6.3#
* BRAIN-ORGANISM
* organism#cptCore482#
name::
* McsEngl.archetypeLcb'wholeNo-relation,
_ENVIRONMENT:
* viewBrainSensorial#cptCore1100.4#
* viewHmnSemasio#cptCore1100.3#
* viewHmnLingo#cptCore474#
* BRAIN#cptCore21#
* functing-braining-informating#cptCore475.39#
MAPEINO:
MDB MDM MDT(text) MDP(speech)
char-MDBA char-MDMA
java-MDMA java-MDTA java-MDPA
[hmnSngo.2007-04-05_nikkas]
name::
* McsEngl.archetypeLcb'Science,
* ARTIFICIAL_INTELIGENCE
* COGNITIVE_PSYCHOLOGY
* COGNITIVE_SCIENCE
* COMPUTER_SCIENCE
* INFORMATICS
* INFORMATION_SCIENCE
* LOGIC
* PHILOSOPHY
* PSYCHOLOGY
name::
* McsEngl.archetypeLcb'ResourceInfHmnn,
{time.1943}:
Craik, Kenneth. The Nature of Explanation. Cambridge, England: Cambridge University Press.
** Mental models are psychological representations of real, hypothetical, or imaginary situations. They were first postulated by the Scottish psychologist Kenneth Craik (1943), who wrote that the mind constructs "small-scale models" of reality that it uses to anticipate events, to reason, and to underlie explanation.
{time.1983}:
Gentner, D. & Stevens, A.(1983). Mental Models. Hillsdale, NJ: Erlbaum.
{time.1983}:
Johnson-Laird, P. (1983). Mental Models. Cambridge, MA: Harvard University Press.
name::
* McsEngl.archetypeLcb'structure,
_STRUCTURE:
* MODEL-CONCEPT
* MODEL-PRECONCEPT
* MENTAL-CORELATON#cptCore546.98: attPar#
===
* InfoBrainin (any)#cptCore181.61: attPar#
* SENSEPTO#cptCore181.66#
* preconcept#cptCore181.65#
* conceptBrain#cptCore383#
===
How the brain-model records relations (corelatons and doings)?
[hmnSngo.2005-01-24_nikkas]
name::
* McsEngl.archetypeLcb.SPECIFIC-DIVISION.structure,
_SPECIFIC:
* whole-part-tree-model
* generic-specific-tree-model
[2016-06-26]
name::
* McsEngl.archetypeLcb.SPECIFIC-DIVISION.referent,
_SPECIFIC:
* REAL (APLIED) BRAINEPTO_MODEL
* NONREAL (APLIED) BRAINEPTO_MODEL
name::
* McsEngl.archetypeLcb.SPECIFIC-DIVISION.science,
_SPECIFIC:
* MODILO_BRAINEPTO_ECONOMIC
* MODILO_BRAINEPTO_MATHEMATICAL
name::
* McsEngl.lagarcho.ModelViewPRECONCEPT,
* McsEngl.conceptCore1061,
* McsEngl.animal-view@cptCore1061,
* McsEngl.information.view.preconcept,
* McsEngl.perceptual--mental-model,
* McsEngl.perceptual'model@cptCore1061,
* McsEngl.view.brainin.PRECONCEPT,
* McsEngl.view.preconcept,
* McsEngl.view.preconceptual@cptCore1061, {2012-04-13}
* McsEngl.view.brain.preconcept@cptCore1061, {2012-10-24}
====== lagoGreek:
* McsElln.ΑΝΤΙΛΗΠΤΙΚΟ-ΜΟΝΤΕΛΟ,
* McsElln.άποψη.προεννοιακή, {2012-10-27}
* McsElln.ΠΡΟΕΝΝΟΙΑΚΟ-ΜΟΝΤΕΛΟ,
PERCEPTUAL-MODEL is the RECURSIVE-SYSTEM of PRECONCEPTS that brain-animals (except humans) create to survive in its environment.
[hmnSngo.2003-01-16_nikkas]
name::
* McsEngl.lagarcho.DOMAIN,
* McsEngl.conceptCore49.4,
* McsEngl.archetype-domain.lango,
* McsEngl.brain-referent-set-of-language@cptCore49.4, {2012-08-24}
* McsEngl.domain.archetype.lango, {2014-03-03}
* McsEngl.domain-of-lango@cptCore49,
* McsEngl.domain-of-langufino@cptCore49,
* McsEngl.domain.braino, {2014-01-03}
* McsEngl.language'domainIn,
* McsEngl.language'Set.braino,
* McsEngl.referent-set-of-language@cptCore49.4, {2012-08-24}
* McsEngl.referentLingo-set-of-language@cptCore49.4, {2012-08-24}
_DEFINITION:
* Archetype-domain is the SET of brainin-views#ql:view.brainin@cptCore# a language maps.
[hmnSngo.2014-03-03]
===
* DOMAIN OF A LANGUAGE is the SET of the brainepto-bases a language wants to map.
[hmnSngo.2007-12-10_KasNik]
===
* The domain of language is the BRAINEPTO_BASE (atomic or social) of a brain-organism.
[hmnSngo.2007-12-04_KasNik]
_PART:
* conceptBrain#cptCore383#
* infoBrainin#cptCore181.61#
* worldview.brainin#cptCore1099.2#
* viewBrainin#cptCore1100.2#
name::
* McsEngl.language-domainIn,
_DESCRIPTION:
DomainIn is the-set of all archetypes represented by a-language.
[hmnSngo.2016-06-26]
_CREATED: {2014-02-17} {2014-01-05} {2014-01-05} {2012-08-25}
name::
* McsEngl.lag'MODEL (lingo),
* McsEngl.conceptCore49.10,
* McsEngl.conceptCore49.5,
* McsEngl.conceptCore1100.9,
* McsEngl.code.language, {2014-02-15}
* McsEngl.code-of-language, {2012-08-25}
* McsEngl.entity.model.lingo, {2012-08-25}
* McsEngl.language'entityOut,
* McsEngl.language'lingo,
* McsEngl.lig, {2016-06-26}
* McsEngl.lingo, {2012-08-25}
* McsEngl.linguistic-code, {2014-02-17}
=== _OLD:
* McsEngl.code-view@old@cptCore1100.9, {2014-02-17}
* McsEngl.code.view@old,
* McsEngl.language'code.VIEW@old,
* McsEngl.language'lingoview@old,
* McsEngl.language'viewBraino@old, {2014-01-04}
* McsEngl.language'viewOut@old, {2014-01-04}
* McsEngl.lingo.view@old@cptCore1100.9, {2014-01-05}
* McsEngl.lingoview@old, {2014-01-04}
* McsEngl.view.code@old,
* McsEngl.view.lingo@old@cptCore1100.9, {2014-01-05}
====== lagoGreek:
* McsElln.γλωσσικό-μήνυμα, {2012-10-13} [Μπίλλα]
* McsElln.γλωσσικό-προϊόν, {2012-10-27} [Χατζησαββίδης]
* McsElln.εκφορά@cptCore49.5, {2012-09-19}
_GENERIC:
* entity.model#cptCore347#
_DESCRIPTION:
Lingo is a-model (representation) that can-be-communicated.
Code is a-format of lingo that communicated.
[hmnSngo.2016-06-16]
===
Any COMMUNICATION-INSTANCE 'EXPRESSED' with a language.
[hmnSngo.2012-10-27]
===
Any entity part of a lingoView or lingoWorldview or domainOut inclunded.
[hmnSngo.2014-01-05]
_SPECIFIC:
* lingoHuman#cptCore93.28#
* human-lingo#cptCore35#
* lingo-worldview##
name::
* McsEngl.lag'code'DOMAIN,
* McsEngl.conceptCore49.3,
* McsEngl.code-set-of-language@cptCore49.3, {2012-08-24}
* McsEngl.codomain'in'langufino@cptCore49,
* McsEngl.codomain-of-language@cptCore49,
* McsEngl.domain.code.lango,
* McsEngl.domain.lingo, {2014-01-03}
* McsEngl.language'domainOut,
* McsEngl.language'Set.lingo,
* McsEngl.lingo-set@cptCore49.3, {2012-08-25}
* McsEngl.representation-set-in-language@cptCore49i,
_DEFINITION:
CODOMAIN OF A LANGUAGE is the set of all langeros spoken|written in a language.
[hmnSngo.2007-12-10_KasNik]
name::
* McsEngl.lag'code'SYNTAX,
* McsEngl.language'syntax,
* McsEngl.lng'syntax,
_DESCRIPTION:
Syntax is the-whole-part-tree expression of the-code.
[hmnSngo.2016-05-28]
_DESCRIPTION:
Designator is any sensory entity languages use to denote concepts.
[hmnSngo.2009-01-06]
_CREATED: {2012-09-01} {2008-09-27}
name::
* McsEngl.conceptCore49.8,
* McsEngl.conceptCore497,
* McsEngl.NAME,
* McsEngl.lagnam'NAME,
* McsEngl.concept-identifier@cptCore49.8, {2012-10-29}
* McsEngl.concept-name@cptCore49.8, {2012-10-29}
* McsEngl.denoter@cptCore49.8, {2012-09-02}
* McsEngl.designator@cptCore497, {2009-01-06}
* McsEngl.dezignator@cptCore49.8, {2012-09-01}
* McsEngl.dezignator-of-language@cptCore49.8, {2012-09-01}
* McsEngl.dnt@cptCore49.8, {2012-10-28}
* McsEngl.dzg@cptCore49.8, {2012-09-01}
* McsEngl.lagnam, {2017-03-18}
* McsEngl.name, {2012-10-30}
* McsEngl.lag'lingo'NAME (semantic-unit) (lagnam),
* McsEngl.namero@cptCore497,
====== lagoSINAGO:
* McsSngo.namo,
* McsEngl.namo@lagoSngo, {2019-09-08}
* McsEngl.foEtoTermo@lagoSngo, {2008-09-28}
* McsEngl.foNamero@lagoSngo,
====== lagoGreek:
* McsElln.ΟΝΟΜΑ, {2019-09-08}
* McsElln.όνομα,
* McsElln.δηλωτής@cptCore49.8, {2012-09-02}
* McsElln.καθοριστής, {2012-09-02}
* McsElln.προσδιοριστής, {2012-09-02}
====== lagoEsperanto:
* McsEngl.termino@lagoEspo,
* McsEspo.termino,
=== _OLD:
* McsEngl.term@old@cptCore497, {2008-09-28}
* McsEngl.namero@old@cptCore497,
name::
* McsEngl.lagnam'DESCRIPTION,
_DESCRIPTION:
The creation of a language begins with the creation of names.
[hmnSngo.2012-10-31]
===
Designator is any sensory entity languages use to denote concepts.
[hmnSngo.2009-01-06]
===
The Meaning-Name-relation is a convension.
[hmnSngo.2000-09-01_nikkas]
===
The union of meaning and word makes the concept.
[hmnSngo.1997-09-28_nikos]
name::
* McsEngl.lagnam'language-economy,
* McsEngl.cptBrn'and'CONCEPT-NAME,
* McsEngl.language-economy,
* McsEngl.lagnam'language-economy,
_DESCRIPTION:
LANGUAGE-ECONOMY is a helpfull property, BUT have limits. IF we exceed this limit we are making LANGUAGE-AMBIGUITY (CONFUSION).
[hmnSngo.2000-09-26_nikkas]
===
ΑΝ ΔΕΝ ΕΙΧΕ Η ΚΑΘΕ ΛΕΞΗ ΠΟΛΛΑΠΛΕΣ ΣΗΜΑΣΙΕΣ, ΠΟΥ ΑΠΟΣΑΦΗΝΙΖΟΝΤΑΙ ΑΠΟ ΤΑ ΣΥΜΦΡΑΖΟΜΕΝΑ, ΘΑ ΕΠΡΕΠΕ ΓΙΑ ΚΑΘΕ ΕΠΙΜΕΡΟΥΣ ΣΗΜΑΣΙΑ ΝΑ ΜΑΘΑΙΝΟΥΜΕ ΚΑΙ ΝΑ ΘΥΜΟΣΜΑΣΤΕ ΑΠΟ ΜΙΑ ΔΙΑΦΟΡΕΤΙΚΗ ΛΕΞΗ.
ΚΑΤΙ ΔΗΛΑΔΗ ΑΔΥΝΑΤΟ ΓΙΑ ΤΗΝ ΑΝΘΡΩΠΙΝΗ ΜΝΗΜΗ.
ΕΠΟΜΕΝΩΣ Η ΑΡΧΗ ΤΗΣ ΟΙΚΟΝΟΜΙΑΣ ΟΔΗΓΕΙ ΣΤΗ ΔΗΜΙΟΥΡΓΙΑ ΠΟΛΛΩΝ ΣΗΜΑΣΙΩΝ ΓΙΑ ΤΙΣ ΛΕΞΕΙΣ.
[ΠΕΤΡΟΥΝΙΑΣ, 1984, 59#cptResource191#]
name::
* McsEngl.lagnam'relation-to-knowledge,
_DESCRIPTION:
"There's a big difference between knowing the name of something and knowing something."
[Richard Feynman, https://twitter.com/ProfFeynman/status/1129820872955400192]
name::
* McsEngl.lagnam'doing.CHANGE,
"Lastly, let me suggest to you that ‘reforms’ have taken a meaning similar to that of ‘democracy’ in post-invasion Iraq: the local, long-suffering population take it as a shorthand for deeper cuts in social security, pensions, health care, hope. Just like in Iraq, ‘democracy’ came to mean ‘invasion’ and US multinationals usurping the oil…"
[http://yanisvaroufakis.eu/2014/12/03/a-program-for-greece-a-response-to-christian-odendahl/]
name::
* McsEngl.lagnam.specific,
_SPECIFIC:
* absolute (global) name##
* absoluteNo (relative, local) name##
* human-name#ql:idLhnnam#,
* locator-name##
_SPECIFIC:
* audio-sut##
* haptic-sut##
* image-sut##
* video-sut##
name::
* McsEngl.lagnam.animal.DOLPHIN,
* McsEngl.lagnam.dolphin,
Dolphins Name Themselves With Whistles, Study Says
James Owen
for National Geographic News
May 8, 2006
Dolphins give themselves "names"—distinctive whistles that they use
to identify each other, new research shows.
Scientists say it's the first time wild animals have been shown to call out their own names.
What's more, the marine mammals can recognize individual names even when the sound is produced by an unfamiliar voice.
Bottlenose dolphins appear to develop so-called signature whistles as infants (just for kids: bottlenose dolphin fun facts).
The idea that they use these whistles to identify each other was first proposed in 1991 after individuals were heard to make their own unique sounds.
"The challenge was to show experimentally that the animals can use these independent voice features as signature whistles," said Vincent Janik of the Sea Mammal Research Unit at the University of St. Andrews in Scotland.
Janik is the lead author of a study on the dolphin whistles to be published tomorrow in the journal Proceedings of the National Academy of Sciences.
He says the idea that dolphins use names "was fairly hypothetical, and some researchers regarded it as not possible."
Listening Dolphins
The research focused on wild bottlenose dolphins living in Sarasota Bay, Florida (map of Florida).
Acoustic recordings have been made of most of these dolphins, which have been studied for more than 30 years.
For the new study each dolphin's signature whistle was isolated from the recordings and then played back to the animals through underwater loudspeakers.
The team found that the listening dolphins responded strongly to recordings of the names of their relatives and close group members but largely ignored those of other dolphins.
Janik says the recordings were synthesized electronically to rule out the possibility that the dolphins recognized each other simply by the sound of their voices.
"It's the equivalent of a computerized voice, where you can't tell who is speaking by the voice alone," he said.
The study team says whistles that identify an individual would be especially useful to bottlenose dolphins, because they live in large groups and have complex social interactions.
"Group changes are incredibly dynamic, and you need a way of knowing exactly who's around you," Janik said. "Dolphins often prefer to spend time with particular individuals."
But living in the murky ocean makes it hard to hook up with your dolphin buddies.
"Finding each other isn't so easy in marine environments, because visibility is very poor—maybe just a couple of meters," Janik said.
"Instead of looking around, they really need some other obvious and reliable system to find another animal."
The researchers suggest the dolphins use acoustic communication and signature whistles to locate and identify individual animals.
"You really have to have something more than a voice. You need something that's as different as a name," Janik said.
Customized Whistles
The ability to develop individually distinctive calls requires vocal learning, a relatively rare skill that's seen in humans, dolphins, elephants, and a few other animals including certain birds.
(Read related news: "Elephants Can Mimic Traffic, Other Noises, Study Says.")
Bottlenose dolphins are among the most versatile vocal learners and show cognitive abilities similar to those of primates.
The study team says young dolphins appear to create their own signature whistles from those of adult dolphins.
"They are listening to a lot of other whistles in the environment, then take parts of some that they've heard and put them together as a new one," Janik said.
Other researchers, however, have argued that dolphins don't have signature whistles.
In 2001 Brenda McCowan of the University of California, Davis, and Diana Reiss of the New York Aquarium in Brooklyn published a study suggesting that bottlenose dolphins don't use individual names but rather a shared contact call.
Their research was based on captive dolphins, which, Janik says, wouldn't have the same difficulties wild dolphins have with staying in touch.
"They don't live in the kind of complex environment that wild dolphins inhabit," he said. "They are in relatively small environs, in very clear water, and can see each other all the time."
Janik says that bottlenose dolphins may turn out to be just the first of various animals that use their own names.
Researchers have identified what could be signature whistles in other dolphin species, including spotted, white-sided, and dusky dolphins.
Some birds possibly also use names to communicate with each other, Janik adds.
"The one group of birds where that's possible is parrots," he said.
"Parrots have a very similar social structure to dolphins, and it seems they may also have a similar [naming] system."
[http://news.nationalgeographic.com/news/pf/10371628.html]
name::
* McsEngl.lagnam.INDIVIDUAL,
* McsEngl.individual-name,
_DESCRIPTION:
Name for an-individual-concept, not for generic or specific.
[hmnSngo.2015-05-25]
name::
* McsEngl.lagnam.INDIVIDUAL.NO,
* McsEngl.lagnam.generic,
name::
* McsEngl.lagnam.LOCAL,
* McsEngl.absoluteNo-name,
* McsEngl.globalNo-name,
* McsEngl.lagnam.absoluteNo,
* McsEngl.lagnam.local,
* McsEngl.lagnam.relative,
* McsEngl.local-name,
* McsEngl.relative-name,
* McsEngl.absoluteNo-name,
_DESCRIPTION:
A RELATIVE-NAME is UNIQUE in relation to an information-structure, NOT globally. But again must by unique.
[hmnSngo.2014-04-17]
===
3. But you must take care during importing packages which are ambiguous like.
`java.awt.List` and `java.util.List`
Then you need to import one fully and one with full package name, like below
import java.util.List;
and
java.awt.List l = new java.awt.List();
[http://stackoverflow.com/a/11907522]
name::
* McsEngl.lagnam.LOCAL.NO (global),
* McsEngl.lagnam.ABSOLUTE,
* McsEngl.absolute-name,
* McsEngl.lagnam.global,
* McsEngl.lagnam.qualified,
* McsEngl.unambigous-global-name,
name::
* McsEngl.lagnam.LOCATOR,
* McsEngl.locator-name,
* McsEngl.lagnam.locator,
* McsEngl.locator-name,
_DESCRIPTION:
Locator-name is a-name that denotes the-location of a-concept.
Example:
- 'cpt.words_of_name'
[hmnSngo.2016-11-13]
===
Locator-name is a-name that denotes the-location of a-concept.
Example:
- 'conceptCoreNumber'
- 'cpt . Name'
in current infobase it is stored ONLY in the-location of the-concept.
[hmnSngo.2016-06-18]
name::
* McsEngl.lagnam.meaning.MANY,
* McsEngl.lagnam.polysemous,
* McsEngl.polysemous-name,
name::
* McsEngl.lagnam.meaning.ONE,
* McsEngl.lagnam.monosemous,
* McsEngl.monosemantic-name,
* McsEngl.monosemous-name,
* McsEngl.precise-name,
name::
* McsEngl.lagnam.quantity.SEVERAL,
name::
* McsEngl.lagnam.MAIN.NO,
* McsEngl.lagnam.mainNo,
* McsEngl.lagnam.secondary,
name::
* McsEngl.lagnam.RELATED,
* McsEngl.depended-name, {2014-10-11}
* McsEngl.related-name,
_DESCRIPTION:
A-related-name is a name constructed in relation to a concept related to it, usually a generic-attribute or just an attribute of it.
Today most languages use nonrelated names which overtire our memories.
[hmnSngo.2014-10-11]
name::
* McsEngl.lagnam.RELATED.NO,
* McsEngl.relatedNo-name,
name::
* McsEngl.lagnam.SHORT,
* McsEngl.short-name,
_DESCRIPTION:
A-short-name can be unique or no, local or global.
[hmnSngo.2014-10-11]
name::
* McsEngl.lagnam.SHORT.NO,
* McsEngl.full-name,
* McsEngl.shortNo-name,
name::
* McsEngl.lagnam.TYPENAME,
* McsEngl.typename,
_DESCRIPTION:
· typename is a-name which denotes THE-TYPE (its generic) of an-entity:
- humanA,
- humanB,
- countryA,
- countryB,
...
[hmnSngo.2018-06-16]
name::
* McsEngl.lagnam.UNIQUE,
* McsEngl.id,
* McsEngl.lagnam.id,
* McsEngl.lagnam.unambiguous,
* McsEngl.unambiguous-name,
* McsEngl.unique-name,
name::
* McsEngl.lagnam.UNIQUE.NO,
* McsEngl.lagnam.ambiguous,
* McsEngl.ambiguous-name,
* McsEngl.uniqueNo-name,
name::
* McsEngl.lag'lingo'SENTENCE (stc),
* McsEngl.lagstc,
* McsEngl.sentence,
* McsEngl.stc,
_DESCRIPTION:
Sentence is a name construct that denotes|represents a relation or doing.
[hmnSngo.2016-06-26]
name::
* McsEngl.lag'lingo'ROOT-TREE,
* McsEngl.lingo-root-tree,
name::
* McsEngl.lag'lingo.DOMAIN.OUT,
* McsEngl.language-domainOut,
_DESCRIPTION:
DomainOut is the-set of all lingos created with a-language.
[hmnSngo.2016-06-26]
Η λειτουργία της γλώσσας κοινωνίας είναι η ΕΠΙΚΟΙΝΩΝΙΑ μεταξύ των ατόμων της κοινωνίας.
[hmnSngo.1995.02_nikos]
name::
* McsEngl.lag'doing.IMPLEMENTING,
* McsEngl.conceptCore49.6,
* McsEngl.conceptCore475.329,
* McsEngl.doing.475.329,
* McsEngl.langufino-475.329,
* McsEngl.braining.infing.languaging@cptCore49.6,
* McsEngl.language'implementation-475.329, {2008-08-08}
* McsEngl.language'use@cptCore49.6, {2012-08-25}
* McsEngl.languaging@cptCore475.329, {2012-11-12}
* McsEngl.languing-function-of-brain@cptCore475.329, {2012-08-22}
====== lagoSINAGO:
* McsEngl.langufino-475.329@lagoSngo, {2008-08-08}
* McsEngl.langufino--475.329@lagoSngo, {2007-12-04}
_DESCRIPTION:
It is the DOING of using the language by coding, decoding or translating.
[hmnSngo.2012-08-25]
===
The actual-use of 'language-method'.
[hmnSngo.2012-08-22]
===
Langufino is the function of a brain that implements a "lango" knowledge.
[hmnSngo.2008-08-08_HokoYono]
languaging'EVOLUTING:
* 2012-11-12:
I merged this with epistem475.329,
===
* 2008-08-08:
I separated again the "lango" and "langufino" concepts.
===
* 2007-12-28:
I MERGE this concept and the language#cptCore49#.
languaging.SPECIFIC:
* LANGUDINO_VUDERO
* LANGUDINO_VUDEPTO
---------------------------------
* LANGUDINO_HOMO#ql:lnghmn'implementating###
name::
* McsEngl.lag'implementing.Coding,
* McsEngl.conceptCore475.325,
* McsEngl.doing.475.325,
* McsEngl.ekspresudino@cptCore475.325,
* McsEngl.ekspresufino@cptCore475.325,
* McsEngl.logufino'krufino@cptCore475.325,
* McsEngl.logufino@cptCore475.325,
* McsEngl.logero-creation-function,
_DEFINITION:
* LOGUDINO is the brainufino (rememorufino & produfino) with which a brainufolo creates a mapeelo to a brainepto (the logero) in order to communicate its brainepto with other brainufolos.
[hmnSngo.2006-12-14_nikkas]
_SYNTAX.DOING:
1. BRAINUFOLO:
2. LOGERO:
* view-brainual-animal#cptCore1100.2#
_SPECIFIC:
* EKSPRESUDINO_HOMO#cptCore93.58#
* EKSPRESUDINO_HOMO'CO
name::
* McsEngl.lag'implementing.Decoding,
* McsEngl.conceptCore475.164,
* McsEngl.doing.475.164,
* McsEngl.comprehension@cptCore475.164,
* McsEngl.komprenudino@cptCore475.164,
* McsEngl.learning.understanded@cptCore475.164,
* McsEngl.understanding@cptCore475.164,
* McsEngl.STUDING@cptCore475.164,
=== _VERB:
* McsEngl.read,
* McsEngl.UNDERSTAND@cptCore551.475.164,
* McsEngl.STUDY@cptCore551.475.164,
* McsEngl.AM'STUDIED@cptCore551.475.164,
====== lagoGreek:
* McsElln.Η-ΜΕΛΕΤΗ@cptCore475.164,
* McsElln.ΚΑΤΑΛΑΒΑΙΝΩ@cptCore551.475.164,
* McsElln.ΜΕΛΕΤΩ@cptCore551.475.164,
* McsElln.ΜΕΛΕΤΟΥΜΑΙ@cptCore551.475.164,
====== lagoEsperanto:
* McsEngl.kompreni@lagoEspo,
* McsEspo.kompreni,
_DEFINITION:
* Understanding is the LEARNING-OPERATION in which the operator comprehences the information that receives and not just memorizes it.
[hmnSngo.2002-08-11_nikkas]
_SYNTAX.DOING:
1. DUDINOLO= Brain-animal#cptCore501.4#: LERNOLO,
2. DUFINULO= product (concept#cptCore383#, sensepto): INFORMATION#cptCore181#,
3. STIMULENTO = CAUSE (object or relation):
4. INPUT-INFORMATION: allready stored in the brain.
· _stxEngl: ( _stxSbj:AgentFunction _stxVrb:understand _stxArg=stimulento:... ):
· _stxElln: I UNDERSTAND perfectly.
· _stxEngl: ( _stxSbj:AgentFunction _stxVrb:study _stxArg=stimulento:... ):
· _stxEngl: I _sxtVrb:{will have been studying} _stxObj:Greek _stxTime:for three years by the end of this term.
· _stxEngl: ( _stxSbj=rutinelo:... _stxVrb:am'studied _stxAgent=dutinolo:by ... ):
· _stxElln: ( _stxSbj:dutinolo _stxVrb:καταλαβαίνω _stxObj:rutinelo ):
· _stxElln: Κανείς _sxtVrb:{δεν καταλαβαίνει} /αυτές τις λέξεις/.
_GENERIC:
* KOGNUDINO-PRODUDINO#cptCore475.88#
_SPECIFIC:
* logo-understanding (noto-generation)#cptCore93.59#
name::
* McsEngl.lag'implementing.Translating,
_DESCRIPTION:
translation is the process of transforming a langero of a language in another's language logero.
[hknu@cptCore2007-12-10_KasNik]
name::
* McsEngl.lag'method.TO-ARCHETYPE (decoding),
* McsEngl.language'codingBack-method, {2014-03-03}
* McsEngl.language'method.CODING.IN,
* McsEngl.language'decoding-method,
* McsEngl.language'interpretation, {2014-03-01}
name::
* McsEngl.lag'method.TO-LINGO (coding),
* McsEngl.language'method.CODING.OUT,
* McsEngl.language'coding-method,
name::
* McsEngl.lag'method.TRANSLATING,
_DESCRIPTION:
The-maping of code to another language code.
[hmnSngo.2016-05-28]
name::
* McsEngl.lag'person,
* McsEngl.language-implementor, {2014-03-05}
* McsEngl.person.language, {2014-03-05}
_DESCRIPTION:
Person-of-language is any entity that is related with a communication-instance.
First-person: the entity that creates the code.
Second-person: the entity that decodes the code.
Third-person: the entity they 'talk' about.
[hmnSngo.2014-03-05]
name::
* McsEngl.lag'Specification,
* McsEngl.conceptCore49.7,
* McsEngl.specification.language,
_GENERIC:
* SPECIFICATION#ql:specification'of'standard-*##cptCore459i#
name::
* McsEngl.lag'Grammar,
* McsEngl.grammar@cptCore49i,
====== lagoEsperanto:
* McsEngl.gramatiko@lagoEspo,
* McsEspo.gramatiko,
_DEFINITION:
Grammar usually call THE-RULES of the-syntax of the-model.
[hmnSngo.2016-06-19]
===
GRAMMAR is the specification of a language.
[hmnSngo.2007-12-10_KasNik]
EVOLUTEINO:
Natural-languages first created and after a long time their specifications had written.
[hmnSngo.2007-12-10_KasNik]
_SPECIFIC:
* GRAMMAR_HUMAN#ql:grammar'of'human'language-*###
name::
* McsEngl.grammar'setConceptName,
Grammatical representations of meaningful relationships may be usefully classified into three main classes:
- linguistic grammars,
- task-oriented grammars and
- data-oriented grammars.
Linguistic grammars and task-oriented grammars have been in use since the beginning of computational linguistics. Data-oriented grammars, in their finite-state form discussed above, go back to the beginning of statistical studies of language by Markov, but data-oriented grammars capable of representing meaningful relationships have only recently started being investigated.
[http://www.cse.ogi.edu/CSLU/HLTsurvey/, 1996, 3.6.4]
name::
* McsEngl.lag'DIVIZOPARTEPTO-ON-FUNCTION,
* EKSPRESUDINO#cptCore475.325#
* KOMPRENUDINO#cptCore475.164: attSpe#
name::
* McsEngl.lag.EVOLUTING,
_ORIGIN:
The first languages, used names (gesture, oral, written) and created concepts.
The first lingo was a series of these names.
Today pure-sign-language and first lingo of children, approximates this lingo.
Then created names to express specifics of the original concepts, the verbs, nouns, adjectives, adverbs, pronouns, conjunctions, etc.
Thus, today lingo can express many relations and doings of the concepts.
[hmnSngo.2014-11-02]
===
Language began with preconcept#ql:preconcept@cptCore761# communication using signs.
This communication was very limited.
By giving to preconcepts names, humans and some animal, created concepts. This way the archetypes that they could communicate were increased dramatically.
But the explosion came when they managed to communicate relations and doings of archetypes with the sentences.
[hmnSngo.2014-03-03]
{time.2008-08-08}:
I defined the "langufino" as the "implementation" of a language and "lango" the common stored knowledge" of the languafino.
{time.2007-12-28}:
I MERGE this concept and the langufino#cptCore475.329#.
_GENERIC:
* mapping_method#cptCore320#
* entity.societal.standard#cptCore331.9#
* entity.societal#cptCore331.10#
* BRAINFUINO#cptCore475.285#
* MAPUDINO#cptCore475.348#
name::
* McsEngl.language.specific,
_SPECIFIC: language.alphabetically:
* language.audio
* language.audiovisual
* language.human#cptCore93#
* language.humanNo#cptCore49.2#
* language.visual
name::
* McsEngl.lag.SPECIFIC-DIVISION.human,
_SPECIFIC:
* language.human#cptCore93#
* language.humanNo#cptCore49.2#
name::
* McsEngl.lag.SPECIFIC-DIVISION.medium,
_SPECIFIC: language.alphabetically:
* language.audio
* language.audiovisual
* language.visual
name::
* McsEngl.lag.HUMAN.NO,
* McsEngl.conceptCore49.1,
* McsEngl.conceptCore622,
* McsEngl.humanNo-language,
_WHOLE:
* sympan'society'animal#cptCore501#
_DESCRIPTION:
Animal language is the modeling of human language in non human animal systems. While the term is widely used, researchers agree that animal languages are not as complex or expressive as human language.
Some researchers including the linguist Charles Hockett, who proposed a list of design features of Human Language, argue that there are significant differences separating human language from animal communication even at its most complex, and that the underlying principles are not related.[1] Accordingly, Thomas A. Sebeok has proposed not to use the term 'language' in case of animal sign systems.
Others argue that an evolutionary continuum exists between the communication methods these animals use and human language. Examining this continuum could help explain how humanity evolved its incredibly sophisticated proficiency for language.
[http://en.wikipedia.org/wiki/Animal_language]
===
ΓΛΩΣΣΑ ΖΩΩΝ ονομάζω ΓΛΩΣΣΑ 'ΖΩΩΝ'.
[hmnSngo.1995.04_nikos]
name::
* McsEngl.lagHmnNo'code'syntax,
* McsEngl.lagHmnNo'syntax,
Σύνταξη στη γλώσσα έχουν και... τα πουλιά!
ΑΘΗΝΑ 09/03/2016
Η σύνταξη θεωρείται μοναδικό χαρακτηριστικό της ανθρώπινης γλωσσας, πλην όμως φαίνεται ότι ούτε αυτό είναι πραγματικά ξεχωριστό ανθρώπινο γνώρισμα.
Μια νέα διεθνής επιστημονική έρευνα κατέληξε στο μάλλον απρόσμενο συμπέρασμα ότι ένα τουλάχιστον πουλί, ο ιαπωνικός καλόγερος (ένα είδος παπαδίτσας), που φημίζεται για το φωνητικό ρεπορτόριό του, έχει αναπτύξει και αυτό σύνταξη!
Η ανθρώπινη επικοινωνία βασίζεται σε κανόνες, που επιτρέπουν τον συνδυασμό περιορισμένων λέξεων για να δημιουργηθούν ποικίλες εκφράσεις με πιο πολύπλοκο νόημα.
Η δύναμη της γλώσσας έγκειται ακριβώς στο ότι συνδυάζει ήχους χωρίς νόημα για να δημιουργήσει λέξεις, οι οποίες με τη σειρά τους -χάρη στη σύνταξη- σχηματίζουν εκφράσεις γεμάτες νοήματα.
Οι έως τώρα επιστημονικές μελέτες στα συστήματα επικοινωνίας ανάμεσα σε πιθήκους και πουλιά δείχνουν ότι η ικανότητα συνδυασμού ήχων άνευ νοήματος έχει εξελιχθεί κατ' επανάληψη σε διαφορετικά ειδη. Όμως το επόμενο βήμα, η σύνταξη, θεωρείτο έως τώρα αποκλειστικό προνόμιο του ανθρώπου.
Όμως η νέα μελέτη εξελικτικών βιολόγων από την Ιαπωνία, τη Σουηδία και τη Γερμανία, με επικεφαλής τον Τοσιτάκα Σουζούκι του ιαπωνικού Μεταπτυχιακού Πανεπιστημίου Προωθημένων Σπουδών, που δημοσιεύθηκε στο περιοδικό "Nature Communications", έρχεται να αμφισβητήσει αυτή την άποψη.
Οι ερευνητές μελέτησαν μέσα από πειράματα την περίπτωση του ιαπωνικού καλόγερου, ενός μικρού πουλιού, που αντιμετωπίζει πολλές απειλές.
Για να προστατευθεί, έχει «εφεύρει» μια ποικιλία από διαφορετικούς ήχους, τους οποίους συνδυάζει ανάλογα με την περίσταση.
Ο συνδυασμός αυτός φαίνεται να ακολουθεί συγκεκριμένους κανόνες, ανάλογα με το πόσο σημαντικό είναι το μήνυμα που θέλει το πουλί να στείλει στα άλλα του είδους του.
«Η μελέτη δείχνει ότι η σύνταξη δεν είναι μοναδική στην ανθρώπινη γλώσσα, αλλά εξελίχθηκε επίσης στα πουλιά με ανεξάρτητο τρόπο», δήλωσε ο ερευνητής Ντέηβιντ Γουίτκροφτ του Τμήματος Οικολογίας και Γενετικής του σουηδικού Πανεπιστημίου της Ουψάλα.
Πηγή: ΑΠΕ/ΜΠΕ
[http://www.nooz.gr/noozpets/sintaksi-sti-glossa-exoun-kai-ta-poulia]
name::
* McsEngl.lagHmnNo'Relation.Animal-and-human-language,
* McsEngl.animal-language-and-human-languge,
* McsEngl.human-languge-and-animal-language,
ΣΤΑ ΖΩΑ ΤΑ 'ΣΥΣΤΗΜΑΤΑ ΕΠΙΚΟΙΝΩΝΙΑΣ' ΔΕΝ ΑΛΛΑΖΟΥΝ, ΕΙΝΑΙ ΓΕΝΕΤΙΚΑ ΚΛΗΡΟΝΟΜΗΜΕΝΑ ΜΕ ΤΟ ΣΥΓΚΕΚΡΙΜΕΝΟ ΤΡΟΠΟ ΑΠΟ ΤΟΥΣ ΓΟΝΕΙΣ, ΕΝΩ Η ΑΝΘΡΩΠΙΝΗ ΓΛΩΣΣΑ ΙΣΤΟΡΙΚΑ, ΚΑΙ ΕΠΙΣΗΣ ΔΙΔΑΣΚΕΤΑΙ ΚΑΙ ΜΑΘΑΙΝΕΤΑΙ ΜΕΣΑ ΣΤΗΝ ΠΑΡΑΔΟΣΗ ΤΗΣ ΣΥΓΚΕΚΡΙΜΕΝΗΣ ΚΟΙΝΩΝΙΑΣ".
[ΠΕΤΡΟΥΝΙΑΣ, 1984, 44#cptResource191#]
name::
* McsEngl.lagHmnNo'intercommunication,
Can Different Animal Species Communicate with One Another?
Orcas can adapt their vocalizations to be more like those of dolphins when the two species spend time together.
Killer whales (also known as orcas) are members of the dolphin family, but
that doesn’t mean that they speak exactly the same language. Orcas
communicate through a series of clicks, whistles, and pulsed calls.
Bottlenose dolphins produce similar sounds, but in different proportions --
basically, their vocalizations consist mostly of clicks and whistles,
rather than pulsed calls. When scientists at Hubbs-SeaWorld Research
Institute analyzed the vocalizations of both species after they had been
living together for several years, they discovered that the killer whales
had begun to mimic the dolphins’ vocal cadences.
Read More:
http://www.wisegeek.com/can-different-animal-species-communicate-with-one-another.htm?m {2018-06-15}
name::
* McsEngl.lagHmnNo.medium.EAR,
Τα άλογα «μιλάνε» με τα αυτιά τους
Τετάρτη, 06 Αυγούστου 2014 12:06
SHUTTERSTOCK
Τα άλογα σε χαλαρή κατάσταση έχουν τα αυτιά τους σε πεσμένη θέση, ενώ τα τεντώνουν πίσω όταν εκφράζουν θυμό.
A- A A+
shortlink
inShare
Δείτε ακόμα
Οι ελέφαντες καταλαβαίνουν... τι τους δείχνουν 11/10/2013 19:23
Νέα μελέτη αποκάλυψε πως τα άλογα, όπως οι άνθρωποι, επικοινωνούν διαβάζοντας ο ένας το πρόσωπο του άλλου. Ωστόσο, αντίθετα με εμάς, ανταλλάσσουν σημαντικές πληροφορίες χρησιμοποιώντας τα αυτιά τους.
Σύμφωνα με τους ερευνητές του Πανεπιστημίου του Σάσσεξ, όταν ένα άλογο εκφράζει ενδιαφέρον για κάτι, σηκώνει τα αυτιά του και τα κατευθύνει προς ότι τράβηξε την προσοχή του.
Η κίνηση αυτή είναι τόσο σημαντική, ώστε εάν τα αυτιά ενός αλόγου καλυφθούν, τότε δυσχεραίνεται σε μεγάλο βαθμό η επικοινωνία του με άλλα άλογα.
Η ερευνητική ομάδα πειραματίστηκε χρησιμοποιώντας τη φωτογραφία ενός αλόγου να κοιτάζει προς ένα δοχείο με τροφή. Στη συνέχεια τοποθέτησαν τη φωτογραφία σε αληθινές διαστάσεις ανάμεσα σε δύο δοχεία φαγητού και οδήγησαν ένα άλλο άλογο στο χώρο, παρατηρώντας σε ποιο από τα δύο δοχεία θα κατευθυνθεί.
Σχεδόν κάθε φορά το δεύτερο άλογο επέλεγε το δοχείο το οποίο κοίταζε το άλογο της φωτογραφίας. Ωστόσο, όταν η φωτογραφία επεξεργάστηκε ώστε να μη φαίνονται τα αυτιά και τα μάτια του αρχικού αλόγου, τα αποτελέσματα διαφοροποιήθηκαν αρκετά, σε βαθμό απλής τυχαίας επιλογής. Το αξιοσημείωτο στοιχείο για τους επιστήμονες ήταν το ότι η κάλυψη των αυτιών είχε το ίδιο αντίκτυπο με αυτή των ματιών.
«Προηγούμενες έρευνες είχαν επικεντρωθεί σε σημάδια που χρησιμοποιούν και οι άνθρωποι: τον προσανατολισμό του σώματος και του κεφαλιού και το βλέμμα των ματιών. Κανείς δεν είχε εξετάσει κάτι άλλο», δήλωσε το μέλος της ομάδας Τζένιφερ Γουάθαν. «Ωστόσο, βρήκαμε ότι η θέση των αυτιών ήταν ένα εξίσου κρίσιμο οπτικό σήμα στο οποίο τα άλλα άλογα ανταποκρίνονται», πρόσθεσε.
Τα άλογα σε χαλαρή κατάσταση έχουν τα αυτιά τους σε πεσμένη θέση, ενώ τα τεντώνουν πίσω όταν εκφράζουν θυμό. Σύμφωνα με την Γουάθαν, οι γάτες και τα σκυλιά διαθέτουν μεγαλύτερη ποικιλία κινήσεων, αλλά η καλύτερη κατανόηση του πώς επικοινωνούν τα άλογα θα μπορούσε να συμβάλει στη βελτίωση της φροντίδας και ευημερίας τους.
[http://www.naftemporiki.gr/story/839976/ta-aloga-milane-me-ta-autia-tous]
name::
* McsEngl.conceptCore49.2,
* McsEngl.lagHmnNo.ANIMAL (lagAnml),
* McsEngl.language.human.no,
* McsEngl.non-human-language@cptCore49.2, {2012-08-22}
* McsEngl.animal-language,
* McsEngl.lagAnml,
* McsEngl.language.animal,
====== lagoGreek:
* McsElln.ΓΛΩΣΣΑ-ΖΩΩΝ,
* McsElln.ΓΛΩΣΣΑ.ΖΩΟΥ@cptCore622,
* McsElln.ΖΩΟΥ-ΓΛΩΣΑ,
What Unusual Method Do African Wild Dogs Use to Communicate?
Researchers believe that African wild dogs sneeze in order to “vote” on
whether to embark on a hunt or not.
To decide if it’s time for a hunt, packs of endangered African wild dogs
in Botswana get together for a high-energy ritual known as a rally. The
dogs excitedly wag their tails, touch heads, and race around. Then, to the
surprise of researchers, they seem to take a vote, using sneezes to decide
if the majority of dogs are ready to hunt. Researchers observed 68 such
rallies, which would either end with the dogs running off together to hunt,
or pack members simply laying down for a nap.
Read More: http://www.wisegeek.com/what-unusual-method-do-african-wild-dogs-use-to-communicate.htm?m {2017-10-05}
name::
* McsEngl.lagAnml'resource,
_ADDRESS.WPG:
* {2018-06-21} Elizabeth-Elkin and Saeed-Ahmed, Koko, the gorilla who mastered sign language, has died, https://edition.cnn.com/2018/06/21/health/koko-gorilla-death-trnd/index.html,
- The western lowland gorilla was born at the San Francisco Zoo in 1971 and began to learn sign language early in life. She was said to have understood some 2,000 words of spoken English.
name::
* McsEngl.lagHmnNo.HORSE,
_ADDRESS.WPG:
* http://www.nooz.gr/noozpets/kai-ta-aloga-miloin-stous-an8ropous,
name::
* McsEngl.lagHmnNo.MONKEY,
_DESCRIPTION:
Οι μαϊμούδες "συζητούν" ευγενικά, όπως οι άνθρωποι
ΑΘΗΝΑ 20/10/2013
Τα ζώα δεν παύουν να μας εκπλήσσουν και τα νέα πράγματα που μαθαίνουμε γι' αυτά, έρχονται να φωτίσουν περαιτέρω τις εξελικτικές ρίζες μας.
Μερικές μαϊμούδες, όπως ανακάλυψαν Αμερικανοί επιστήμονες, έχουν μια πολύ ανθρώπινη συνήθεια: «συζητούν» με πολιτισμένο τρόπο, περιμένοντας η κάθε μία τη σειρά της για να «μιλήσει» στις υπόλοιπες της παρέας (με τους ήχους φυσικά που συνεννοούνται οι μαϊμούδες και όχι με ανθρώπινα λόγια!).
Οι ερευνητές, με επικεφαλής τους Ασίφ Γκανζαφάρ και Ντάνιελ Τακαχάσι του πανεπιστημίου Πρίνστον, που έκαναν τη σχετική δημοσίευση στο περιοδικό βιολογίας «Current Biology», σύμφωνα με το BBC, το «Science» και το «Nature», παρακολούθησαν ένα συγκεκριμένο είδος μαϊμούδων (μαρμοζέτες ή σκιουροπίθηκους), που ζουν στα δέντρα, και κατέγραψαν τις «συνομιλίες» τους. Το πείραμα έγινε στο εργαστήριο και οι μαϊμούδες χωρίστηκαν μεταξύ τους με παραπετάσματα, οπότε η μία δεν έβλεπε την άλλη, αλλά μόνο την άκουγε.
Οι επιστήμονες διαπίστωσαν ότι η «συζήτηση», ακόμα κι όταν διαρκούσε μισή ώρα, δεν ήταν καθόλου χαώδης (με την μία μαϊμού να μιλάει πάνω στην άλλη), αλλά αντίθετα ακολουθούσε ένα ακριβές μοτίβο: κάθε ζώο μιλούσε, περίμενε το άλλο να «απαντήσει» και μετά από πέντε δευτερόλεπτα ξανάπαιρνε το «λόγο». Μάλιστα όταν η μία μαϊμού επιβράδυνε ή επιτάχυνε τον ρυθμό των ήχων που έβγαζε, και η «συνομιλήτριά» της προσαρμοζόταν ανάλογα. Οι επιστήμονες πιστεύουν ότι για πρώτη φορά εντόπισαν σε ζώα ένα εναλλακτικό εξελικτικό δρόμο, που παραπέμπει στον ανθρώπινο τρόπο διαλόγου.
Σύμφωνα με τους επιστήμονες, το θεωρούμε δεδομένο και αυτονόητο, όμως το γεγονός ότι κάθε άνθρωπος μιλά και ακούει με τη σειρά του, αποτελεί ένα αποτελεσματικό τρόπο ανταλλαγής πληροφοριών. Φαίνεται πως και ορισμένα ζώα κάνουν κάτι ανάλογο, αν και όχι οι θεωρούμενοι στενότεροι συγγενείς μας, οι χιμπατζήδες (πράγμα που αποτελεί ένα μυστήριο για τους εξελικτικούς βιολόγους). Οι χιμπατζήδες είναι ολιγόλογοι και συνήθως επικοινωνούν μόνο με χειρονομίες, γι' αυτό άλλωστε πολλοί επιστήμονες τείνουν να πιστέψουν ότι αυτές οι χειρονομίες των πιθήκων έθεσαν τα θεμέλια της ανθρώπινης επικοινωνίας.
Όμως η νέα έρευνα δείχνει ότι ορισμένες μαϊμούδες, αν και είναι εξελικτικά πιο μακρινοί συγγενείς μας, όχι μόνο είναι πιο ομιλητικές από τους χιμπατζήδες, αλλά έχουν βρει κι ένα τρόπο «συζήτησης» που θυμίζει κατά βάση τον ανθρώπινο (το άλλο βασικό κοινό χαρακτηριστικό των μαϊμούδων με τους ανθρώπους είναι ότι τα δύο φύλα συνεργάζονται στενά για την ανατροφή των παιδιών τους).
Πηγή: ΑΠΕ-ΜΠΕ, Παύλος Δρακόπουλος
[http://www.nooz.gr/world/oi-maimoides-suzitoin-eugenika-opos-oi-an8ropoi]
name::
* McsEngl.lagHmnNo.SIGN,
Αποκωδικοποιήθηκε το νόημα των χειρονομιών των χιμπατζήδων
Παρασκευή, 04 Ιουλίου 2014 11:39 UPD:12:00
Σύμφωνα με τους ερευνητές, η σωματική «γλώσσα» των χιμπατζήδων είναι η μόνη περίπτωση νοηματικής επικοινωνίας με χειρονομίες που έχει μέχρι σήμερα καταγραφεί στο ζωικό βασίλειο.
Οι επιστήμονες κατόρθωσαν για πρώτη φορά να «μεταφράσουν» τη γλώσσα των χειρονομιών που χρησιμοποιούν οι στενότεροι γενετικά συγγενείς μας, οι χιμπατζήδες, για να συνεννοούνται μεταξύ τους.
Η «γλώσσα» τους αυτή περιέχει 66 βασικές χειρονομίες, οι οποίες αντιστοιχούν σε 19 διαφορετικά νοήματα.
Οι ερευνητές, με επικεφαλής τη δρα Κάθριν Χομπέιτερ της Σχολής Ψυχολογίας του Πανεπιστημίου Σεν Άντριους στη Σκωτία, που έκαναν τη σχετική δημοσίευση στο κορυφαίο περιοδικό βιολογίας «Current Biology», παρακολούθησαν και βιντεοσκόπησαν αρκετές κοινότητες άγριων χιμπατζήδων στην Ουγκάντα και ανέλυσαν πάνω από 5.000 περιστατικά επικοινωνίας με χειρονομίες.
Σύμφωνα με τους ερευνητές, η σωματική «γλώσσα» των χιμπατζήδων είναι η μόνη περίπτωση νοηματικής επικοινωνίας με χειρονομίες που έχει μέχρι σήμερα καταγραφεί στο ζωικό βασίλειο.
Μόνο οι άνθρωποι και οι χιμπατζήδες φαίνεται να στέλνουν ο ένας στον άλλο, χειρονομώντας, συγκεκριμένα μηνύματα με πρόθεση.
Αν και προηγούμενες έρευνες έχουν δείξει ότι οι πίθηκοι και οι μαϊμούδες μπορούν να καταλάβουν πολύπλοκες πληροφορίες που μεταφέρονται με τις φωνές και κραυγές ενός άλλου ζώου, τα ζώα αυτά δεν φαίνεται να χρησιμοποιούν σκόπιμα τα φωνητικά μηνύματα για να μεταφέρουν πληροφορίες στους συντρόφους τους.
Αυτή, κατά την Κάθριν Χομπέιτερ, είναι και η βασική διαφορά ανάμεσα στις κραυγές και στις χειρονομίες, καθώς οι τελευταίες υποδηλώνουν συγκεκριμένη πρόθεση επικοινωνίας.
«Είναι σαν να πιάνεις ένα καυτό φλιτζάνι καφέ και καίγεσαι, οπότε βάζεις τις φωνές. Οι γύρω σου καταλαβαίνουν ότι κάηκες, αλλά οι φωνές σου δεν σκόπευαν κατ' ανάγκη να μεταφέρουν αυτό το μήνυμα στους άλλους», δήλωσε η ερευνήτρια σχετικά με τις φωνές των ζώων.
Από την άλλη, όπως έδειξε και η νέα έρευνα, οι χειρονομίες χρησιμοποιούνται από τους χιμπατζήδες με σαφή πρόθεση να «πουν» κάτι.
Όταν, για παράδειγμα, ένας χιμπατζής μασουλάει με μικρές δαγκωματιές ένα φύλλο, θέλει πολύ συγκεκριμένα να προσελκύσει την προσοχή έχοντας σεξουαλικές προθέσεις.
Ωστόσο, μία χειρονομία δεν έχει πάντα το ίδιο νόημα, αλλά αυτό μπορεί να ποικίλλει.
«Το κεντρικό μήνυμα από την μελέτη είναι ότι υπάρχει ένα άλλο είδος εκεί έξω που επικοινωνεί συγκεκριμένα νοήματα, συνεπώς αυτό δεν είναι κάτι μοναδικό στους ανθρώπους», δήλωσε η Κάθριν Χομπέιτερ.
Πηγή: ΑΜΠΕ
[http://www.naftemporiki.gr/story/829335/apokodikopoiithike-to-noima-ton-xeironomion-ton-ximpatzidon]
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