{"id":55180,"date":"2020-01-14T00:00:00","date_gmt":"2020-01-13T21:00:00","guid":{"rendered":"https:\/\/prohoster.info\/blog\/blog_prohoster\/richard-hemming-nesushhestvuyushhaya-glava-kak-my-znaem-chto-my-znaem-1-10-minuta-iz-40"},"modified":"2020-02-18T14:03:16","modified_gmt":"2020-02-18T11:03:16","slug":"richard-hemming-nesushhestvuyushhaya-glava-kak-my-znaem-chto-my-znaem-1-10-minuta-iz-40","status":"publish","type":"post","link":"https:\/\/prohoster.info\/ro\/blog\/news\/richard-hemming-nesushhestvuyushhaya-glava-kak-my-znaem-chto-my-znaem-1-10-minuta-iz-40","title":{"rendered":"Richard Hamming. \u201eCapitolul inexistent\u201d: Cum \u0219tim c\u0103 \u0219tim (1-10 minute din 40)","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

\r\n \"Reda\u021bi\r\n
<\/div>\r\n <\/div><\/center>
\nAceast\u0103 prelegere nu era \u00een program, dar a trebuit s\u0103 fie ad\u0103ugat\u0103 pentru a evita o pauz\u0103 \u00eentre cursuri. Prelegerea este, \u00een esen\u021b\u0103, dedicat\u0103 modului \u00een care \u0219tim ceea ce \u0219tim, dac\u0103, desigur, chiar \u0219tim. Aceast\u0103 tem\u0103 este la fel de veche ca \u0219i lumea - a fost discutat\u0103 \u00een ultimele 4000 de ani, dac\u0103 nu mai mult. \u00cen filozofie, pentru a o desemna, a fost creat un termen special \u2013 epistemologie, sau \u0219tiin\u021ba cunoa\u0219terii.<\/p>\n

A\u0219 dori s\u0103 \u00eencep cu triburile primitive din trecutul \u00eendep\u0103rtat. Merit\u0103 men\u021bionat c\u0103 \u00een fiecare dintre ele a existat un mit despre crea\u021bia lumii. Conform unei credin\u021be vechi japoneze, cineva a amestecat noroiul, din stropii c\u0103ruia au ap\u0103rut insulele. Multe mituri asem\u0103n\u0103toare existau \u0219i \u00een alte culturi: de exemplu, israeli\u021bii credeau c\u0103 Dumnezeu a creat lumea \u00een \u0219ase zile, dup\u0103 care s-a obosit \u0219i a \u00eencheiat crea\u021bia. Toate aceste mituri sunt similare \u2013 de\u0219i intrigile lor sunt destul de diverse, toate \u00eencearc\u0103 s\u0103 explice de ce exist\u0103 aceast\u0103 lume. Voi numi acest tip de abordare teologic\u0103, deoarece nu presupune explica\u021bii \u00een afar\u0103 de \u201es-a \u00eent\u00e2mplat prin voin\u021ba zeilor; ei au f\u0103cut ceea ce au considerat necesar \u0219i a\u0219a a ap\u0103rut lumea\u201d.<\/p>\n

\u00cen jurul secolului VI \u00ee.e.n., filozofii Greciei antice au \u00eenceput s\u0103 pun\u0103 \u00eentreb\u0103ri mai concrete \u2013 din ce este compus\u0103 aceast\u0103 lume, care sunt p\u0103r\u021bile ei, \u0219i, de asemenea, au \u00eencercat s\u0103 se apropie de acestea mai ra\u021bional dec\u00e2t teologic. Dup\u0103 cum se \u0219tie, ei au identificat elementele: p\u0103m\u00e2nt, foc, ap\u0103 \u0219i aer; aveau multe alte concepte \u0219i credin\u021be, iar \u00eencetul cu \u00eencetul, toate acestea s-au transformat \u00een reprezent\u0103rile noastre moderne despre ceea ce \u0219tim. Cu toate acestea, aceast\u0103 tem\u0103 a intrigat oamenii \u00een toate timpurile, iar chiar \u0219i grecii antici se \u00eentrebau cum \u0219tiau ceea ce \u0219tiau.
\n<\/a><\/noindex>
\nA\u0219a cum v\u0103 aminti\u021bi din discu\u021bia noastr\u0103 despre matematic\u0103, grecii antici credeau c\u0103 geometria, care limita matematica lor, era o cunoa\u0219tere sigur\u0103 \u0219i absolut indiscutabil\u0103. Totu\u0219i, a\u0219a cum a ar\u0103tat Maurice Klein, autorul c\u0103r\u021bii \u201eMatematica. Pierderea certitudinii\u201d, cu care majoritatea matematicienilor ar fi de acord, \u00een matematic\u0103 nu exist\u0103 nicio adev\u0103r. Matematica ofer\u0103 doar coeren\u021b\u0103 \u00eentr-un set dat de reguli de ra\u021bionament. Dac\u0103 se schimb\u0103 aceste reguli sau presupunerile utilizate, matematica va fi cu totul alta. Nu exist\u0103 adev\u0103r absolut, cu excep\u021bia celor zece porunci (dac\u0103 e\u0219ti cre\u0219tin), dar, din p\u0103cate, nimic \u00een leg\u0103tur\u0103 cu subiectul discu\u021biei noastre. Aceasta este o problem\u0103 nepl\u0103cut\u0103.<\/p>\n

Dar se pot aplica unele abord\u0103ri \u0219i se pot ob\u021bine concluzii diferite. Descartes, examin\u00e2nd presupunerile multor filozofi care l-au precedat, a f\u0103cut un pas \u00eenapoi \u0219i a pus \u00eentrebarea: \u201eDe c\u00e2t de pu\u021bin pot fi sigur?\u201d; ca r\u0103spuns, a ales afirma\u021bia \u201eG\u00e2ndesc, deci exist\u201d. Din aceast\u0103 afirma\u021bie, a \u00eencercat s\u0103 deriveze o filozofie \u0219i s\u0103 ob\u021bin\u0103 o mul\u021bime de cuno\u0219tin\u021be. Aceast\u0103 filozofie nu a fost suficient de bine fundamentat\u0103, a\u0219a c\u0103 cuno\u0219tin\u021bele nu le-am ob\u021binut. Kant afirma c\u0103 to\u021bi se nasc cu o cunoa\u0219tere ferm\u0103 a geometriei euclidiene \u0219i a multor altor lucruri, ceea ce \u00eenseamn\u0103 c\u0103 exist\u0103 o cunoa\u0219tere \u00eenn\u0103scut\u0103, care se d\u0103, dac\u0103 vrei, de c\u0103tre Dumnezeu. Din p\u0103cate, tocmai \u00een acel moment, c\u00e2nd Kant \u00ee\u0219i descria g\u00e2ndurile, matematicienii creau geometria neeuclidian\u0103, care era la fel de coerent\u0103 ca \u0219i prototipul s\u0103u. A\u0219adar, Kant arunca vorbe \u00een v\u00e2nt, la fel ca aproape to\u021bi cei care au \u00eencercat s\u0103 reflecteze asupra modului \u00een care \u0219tiu ceea ce \u0219tiu.<\/p>\n

Aceasta este o tem\u0103 important\u0103, deoarece oamenii se \u00eendreapt\u0103 \u00eentotdeauna spre \u0219tiin\u021b\u0103 pentru justific\u0103ri: se aude adesea c\u0103 \u0219tiin\u021ba a ar\u0103tat asta sau a dovedit c\u0103 va fi a\u0219a; \u0219tim asta, \u0219tim cealalt\u0103 \u2013 dar \u0219tim cu adev\u0103rat? Sunte\u021bi siguri? Inten\u021bionez s\u0103 analizez aceste \u00eentreb\u0103ri mai detaliat. S\u0103 ne amintim un principiu din biologie: ontogeneza repet\u0103 filogeneza. Aceasta \u00eenseamn\u0103 c\u0103 dezvoltarea unui individ, de la ovulul fertilizat p\u00e2n\u0103 la student, repet\u0103 schematic \u00eentregul proces anterior de evolu\u021bie. Astfel, cercet\u0103torii sus\u021bin c\u0103 \u00een timpul dezvolt\u0103rii embrionului, fesele branhiale apar \u0219i dispar din nou, iar din aceast\u0103 cauz\u0103, ei presupun c\u0103 str\u0103mo\u0219ii no\u0219tri \u00eendep\u0103rta\u021bi au fost pe\u0219ti.<\/p>\n

Sun\u0103 bine, dac\u0103 nu te g\u00e2nde\u0219ti prea serios la asta. Ofer\u0103 o \u00een\u021belegere decent\u0103 despre cum se desf\u0103\u0219oar\u0103 evolu\u021bia, dac\u0103 ai \u00eencredere \u00een asta. Dar voi merge un pic mai departe \u0219i voi \u00eentreba: cum \u00eenva\u021b\u0103 copiii? Cum ob\u021bin ei cuno\u0219tin\u021be? Poate c\u0103 se nasc cu cuno\u0219tin\u021be predeterminate, dar asta sun\u0103 pu\u021bin neconving\u0103tor. Sincer, extrem de neconving\u0103tor.<\/p>\n

Deci, ce fac copiii? Au anumite instincte conform c\u0103rora \u00eencep s\u0103 emit\u0103 sunete. Ei produc toate aceste sunete, pe care le numim adesea g\u00e2ngurit, iar acest g\u00e2ngurit, aparent, nu depinde de locul na\u0219terii copilului \u2013 \u00een China, Rusia, Anglia sau America, copiii vor borb\u0103i, \u00een mare parte, la fel. Cu toate acestea, \u00een func\u021bie de \u021bar\u0103, g\u00e2nguritul se va dezvolta diferit. De exemplu, atunci c\u00e2nd un copil din Rusia pronun\u021b\u0103 cuv\u00e2ntul \u201emama\u201d de c\u00e2teva ori, va primi un r\u0103spuns pozitiv \u0219i, prin urmare, va repeta aceste sunete. Prin experimentare, el descoper\u0103 care sunete ajut\u0103 la atingerea dorin\u021belor sale \u0219i care nu, \u0219i astfel \u00eenva\u021b\u0103 multe lucruri.<\/p>\n

\u00cemi amintesc ceea ce am spus deja de mai multe ori \u2013 \u00een dic\u021bionar nu exist\u0103 un prim cuv\u00e2nt; fiecare cuv\u00e2nt este definit prin alte cuvinte, ceea ce \u00eenseamn\u0103 c\u0103 dic\u021bionarul este circular. La fel, atunci c\u00e2nd un copil \u00eencearc\u0103 s\u0103 construiasc\u0103 o succesiune coerent\u0103 de lucruri, se confrunt\u0103 cu dificult\u0103\u021bi, \u00eent\u00e2lnind inconsecven\u021be pe care trebuie s\u0103 le rezolve, deoarece nu exist\u0103 un prim lucru pe care copilul s\u0103-l poat\u0103 \u00eenv\u0103\u021ba, iar \u201emama\u201d nu func\u021bioneaz\u0103 \u00eentotdeauna. Apare confuzia, de exemplu, precum cea pe care o voi ar\u0103ta acum. \u00cen fa\u021ba dumneavoastr\u0103 se afl\u0103 o glum\u0103 american\u0103 cunoscut\u0103:<\/p>\n

cuvinte dintr-o melodie popular\u0103 (gladly the cross I\u2019d bear, cu bucurie s\u0103-mi port crucea)
\n\u0219i modul \u00een care o aud copiii (gladly the cross-eyed bear, cu bucurie ursul strabic)<\/p>\n

(\u00cen rom\u00e2n\u0103: vioara-fox\/sgomotul ro\u021bii, eu sunt un smarald murdar\/nucleele \u2014 un smarald curat, dac\u0103 vrei prune de taur\/ dac\u0103 vrei s\u0103 fii fericit, sunt 100 de pa\u0219i \u00eenapoi.)<\/i><\/p>\n

Am \u00eent\u00e2mpinat, de asemenea, astfel de dificult\u0103\u021bi, nu \u00een acest caz specific, dar \u00een via\u021ba mea au existat c\u00e2teva situa\u021bii la care m-a\u0219 putea g\u00e2ndi, c\u00e2nd credeam c\u0103 citesc \u0219i vorbesc, probabil, corect, dar cei din jur, \u00een special p\u0103rin\u021bii mei, \u00een\u021belegeau ceva complet diferit.<\/p>\n

Aici se pot observa gre\u0219eli serioase, precum \u0219i cum apar acestea. Copilul se confrunt\u0103 cu necesitatea de a face presupuneri despre ceea ce \u00eenseamn\u0103 cuvintele unei limbi \u0219i \u00eenva\u021b\u0103 treptat variantele corecte. Cu toate acestea, corectarea acestor gre\u0219eli poate dura mult timp. Nu se poate fi sigur c\u0103 au fost complet corectate p\u00e2n\u0103 \u0219i acum.<\/p>\n

Se poate merge foarte departe f\u0103r\u0103 a \u00een\u021belege ce faci. Am mai vorbit despre prietenul meu, doctor \u00een \u0219tiin\u021be matematice de la Universitatea Harvard. C\u00e2nd a terminat Harvardul, a spus c\u0103 poate calcula derivata prin defini\u021bie, dar nu o \u00een\u021belege cu adev\u0103rat, \u0219tie doar cum s\u0103 o execute. Acest lucru este adev\u0103rat pentru multe lucruri pe care le facem. Pentru a merge pe biciclet\u0103, skateboard, a \u00eenota \u0219i multe alte lucruri, nu trebuie s\u0103 \u0219tim cum s\u0103 le facem. Se pare c\u0103 cunoa\u0219terea este ceva mai mult dec\u00e2t poate fi exprimat \u00een cuvinte. Nu m-a\u0219 aventura s\u0103 afirm c\u0103 nu \u0219ti\u021bi s\u0103 merge\u021bi pe biciclet\u0103, chiar dac\u0103 nu pute\u021bi s\u0103-mi spune\u021bi cum se face, dar trece\u021bi pe l\u00e2ng\u0103 mine pe o roat\u0103. Astfel, cunoa\u0219terea poate fi foarte variabil\u0103.<\/p>\n

Hai s\u0103 facem un mic rezumat al celor spuse. Exist\u0103 oameni care cred c\u0103 avem cuno\u0219tin\u021be \u00eenn\u0103scute; dac\u0103 ne uit\u0103m la situa\u021bie \u00een ansamblu, s-ar putea s\u0103 fii de acord cu aceasta, av\u00e2nd \u00een vedere, de exemplu, c\u0103 copiii au o tendin\u021b\u0103 \u00eenn\u0103scut\u0103 de a pronun\u021ba sunete. Dac\u0103 un copil se na\u0219te \u00een China, va \u00eenv\u0103\u021ba s\u0103 pronun\u021be o mul\u021bime de sunete pentru a ob\u021bine ceea ce \u00ee\u0219i dore\u0219te. Dac\u0103 se na\u0219te \u00een Rusia, va pronun\u021ba, de asemenea, o mul\u021bime de sunete. Dac\u0103 se na\u0219te \u00een America, va pronun\u021ba din nou o mul\u021bime de sunete. Limba \u00eens\u0103\u0219i nu este at\u00e2t de important\u0103 aici.<\/p>\n

Pe de alt\u0103 parte, copilul are o capacitate \u00eenn\u0103scut\u0103 de a \u00eenv\u0103\u021ba orice limb\u0103, la fel ca orice altceva. El re\u021bine secven\u021bele de sunete \u0219i \u00een\u021belege ce \u00eenseamn\u0103. Trebuie s\u0103 pun\u0103 singur sens \u00een aceste sunete, deoarece nu exist\u0103 o prim\u0103 parte pe care s\u0103 o poat\u0103 memora. Ar\u0103ta\u021bi copilului un cal \u0219i \u00eentreba\u021bi-l: \u201eCuv\u00e2ntul \u201ecal\u201d este numele calului? Sau \u00eenseamn\u0103 c\u0103 este \u00een patru picioare? Poate c\u0103 este culoarea lui?\u201d Dac\u0103 \u00eencerca\u021bi s\u0103 explici copilului ce este un cal, ar\u0103t\u00e2ndu-l, copilul nu va putea r\u0103spunde la aceast\u0103 \u00eentrebare, dar aceasta este ceea ce ai \u00een vedere. Copilul nu va \u0219ti \u00een ce categorie s\u0103 \u00eencadreze acest cuv\u00e2nt. Sau, de exemplu, s\u0103 lu\u0103m verbul \u201ea alerga\u201d. Acesta poate fi folosit atunci c\u00e2nd te deplasezi rapid, dar po\u021bi spune, de asemenea, c\u0103 dup\u0103 sp\u0103lare pe c\u0103ma\u0219\u0103 au alergat culorile, sau te po\u021bi pl\u00e2nge de ceasurile gr\u0103bite.<\/p>\n

Copilul se confrunt\u0103 cu mari dificult\u0103\u021bi, dar, mai devreme sau mai t\u00e2rziu, \u00ee\u0219i corecteaz\u0103 gre\u0219elile, recunosc\u00e2nd c\u0103 a \u00een\u021beles ceva gre\u0219it. Cu anii, copiii devin tot mai pu\u021bin capabili s\u0103 fac\u0103 acest lucru, iar c\u00e2nd devin suficient de mari, nu mai pot s\u0103 se schimbe. Este evident c\u0103 oamenii pot gre\u0219i. Aminti\u021bi-v\u0103, de exemplu, de cei care cred c\u0103 sunt Napoleon. Nu conteaz\u0103 c\u00e2te dovezi le-a\u021bi prezenta acestor oameni c\u0103 nu este a\u0219a \u2013 ei vor continua s\u0103 cread\u0103. \u0218ti\u021bi, sunt mul\u021bi oameni cu convingeri ferme pe care nu le \u00eemp\u0103rt\u0103\u0219i\u021bi. A\u0219adar, av\u00e2nd \u00een vedere c\u0103 pute\u021bi considera c\u0103 convingerile lor sunt nebune\u0219ti, a spune c\u0103 exist\u0103 o metod\u0103 infailibil\u0103 de a descoperi noi cuno\u0219tin\u021be nu este tocmai corect. Vei spune la asta: \u201eDar \u0219tiin\u021ba este foarte precis\u0103!\u201d S\u0103 ne uit\u0103m la metoda \u0219tiin\u021bific\u0103 \u0219i s\u0103 vedem dac\u0103 este adev\u0103rat.<\/p>\n

Mul\u021bumesc lui Sergei Klimov pentru traducere.<\/i><\/p>\n

Continuarea urmeaz\u0103\u2026<\/i><\/p>\n

Cine vrea s\u0103 ajute cu traducerea, formatarea \u0219i publicarea c\u0103r\u021bii<\/a><\/noindex> \u2014 scrie\u021bi \u00een privat sau pe email la magisterludi2016@yandex.ru<\/i><\/p>\n

Apropo, am lansat \u0219i traducerea unei alte c\u0103r\u021bi grozave \u2014 \u201eThe Dream Machine: Istoria revolu\u021biei computerizate\u201d<\/a><\/noindex>) <\/p>\n

\u00cen special c\u0103ut\u0103m<\/b> pe cei care ne pot ajuta s\u0103 traducem capitolul bonus, care este disponibil doar \u00een video<\/a><\/noindex>. (traducem c\u00e2te 10 minute, primele 20 au fost deja preluate<\/i>)<\/p>\n

Con\u021binutul c\u0103r\u021bii \u0219i capitolele traduse<\/b>Prefa\u021b\u0103<\/a><\/noindex><\/p>\n

    \n
  1. Intro la Arta de a Face \u0218tiin\u021b\u0103 \u0219i Inginerie: \u00cenv\u0103\u021b\u00e2nd s\u0103 \u00cenv\u0103\u021b (28 martie 1995) Traducere: Capitolul 1<\/a><\/noindex><\/li>\n
  2. \u201eFundamentele Revolu\u021biei Digitale (Discrete)\u201d (30 martie 1995) Capitolul 2. Fundamentele revolu\u021biei digitale (discrete)<\/a><\/noindex> <\/li>\n
  3. \u201eIstoria Calculatoarelor \u2014 Hardware\u201d (31 martie 1995) Capitolul 3. Istoria calculatoarelor \u2014 hardware<\/a><\/noindex> <\/li>\n
  4. \u201eIstoria Calculatoarelor \u2014 Software\u201d (4 aprilie 1995) Capitolul 4. Istoria calculatoarelor \u2014 software<\/a><\/noindex><\/li>\n
  5. \u201eIstoria Calculatoarelor \u2014 Aplica\u021bii\u201d (6 aprilie 1995) Capitolul 5. Istoria calculatoarelor \u2014 aplica\u021bii practice<\/a><\/noindex><\/li>\n
  6. \u201eInteligen\u021ba Artificial\u0103 \u2014 Partea I\u201d (7 aprilie 1995) Capitolul 6. Inteligen\u021ba artificial\u0103 \u2014 I<\/a><\/noindex><\/li>\n
  7. \u201eInteligen\u021ba Artificial\u0103 \u2014 Partea II\u201d (11 aprilie 1995) Capitolul 7. Inteligen\u021ba artificial\u0103 \u2014 II<\/a><\/noindex> <\/li>\n
  8. \u201eInteligen\u021ba Artificial\u0103 III\u201d (13 aprilie 1995) Capitolul 8. Inteligen\u021ba artificial\u0103 \u2014 III<\/a><\/noindex> <\/li>\n
  9. \u201eSpa\u021biul N-Dimensional\u201d (14 aprilie 1995) Capitolul 9. Spa\u021biul N-dimensional<\/a><\/noindex> <\/li>\n
  10. \u201eTeoria Codific\u0103rii \u2014 Reprezentarea Informa\u021biei, Partea I\u201d (18 aprilie 1995) Capitolul 10. Teoria codific\u0103rii \u2014 I<\/a><\/noindex> <\/li>\n
  11. \u201eTeoria Codific\u0103rii \u2014 Reprezentarea Informa\u021biei, Partea II\u201d (20 aprilie 1995) Capitolul 11. Teoria codific\u0103rii \u2014 II<\/a><\/noindex><\/li>\n
  12. \u201eCoduri de Corectare a Erorilor\u201d (21 aprilie 1995) Capitolul 12. Coduri de corectare a erorilor<\/a><\/noindex><\/li>\n
  13. \u201eTeoria Informa\u021biei\u201d (25 aprilie 1995) Gata, mai r\u0103m\u00e2ne doar s\u0103 public\u0103m<\/i><\/li>\n
  14. \u201eFiltre Digitale, Partea I\u201d (27 aprilie 1995) Capitolul 14. Filtre Digitale \u2014 I<\/a><\/noindex> <\/li>\n
  15. \u201eFiltre Digitale, Partea II\u201d (28 aprilie 1995) Capitolul 15. Filtre Digitale \u2014 2<\/a><\/noindex> <\/li>\n
  16. \u201eFiltre Digitale, Partea III\u201d (2 mai 1995) Capitolul 16. Filtre Digitale \u2014 3<\/a><\/noindex><\/li>\n
  17. \u201eFiltre Digitale, Partea IV\u201d (4 mai 1995) Capitolul 17. Filtre Digitale \u2014 IV<\/a><\/noindex><\/li>\n
  18. \u201eSimulare, Partea I\u201d (5 mai 1995) Capitolul 18. Simulare \u2014 I<\/a><\/noindex> <\/li>\n
  19. \u201eSimulare, Partea II\u201d (9 mai 1995) Capitolul 19. Simulare \u2014 II<\/a><\/noindex> <\/li>\n
  20. \u201eSimulare, Partea III\u201d (11 mai 1995) Capitolul 20. Simulare \u2014 III<\/a><\/noindex><\/li>\n
  21. \u201eFibr\u0103 Optic\u0103\u201d (12 mai 1995) Capitolul 21. Fibr\u0103 Optic\u0103<\/a><\/noindex> <\/li>\n
  22. \u201e\u00cenv\u0103\u021bare Asistat\u0103 de Calculator\u201d (16 mai 1995) Capitolul 22. \u00cenv\u0103\u021bare cu Ajutorul Calculatorului (CAI)<\/a><\/noindex><\/li>\n
  23. \u201eMatematic\u0103\u201d (18 mai 1995) Capitolul 23. Matematic\u0103<\/a><\/noindex> <\/li>\n
  24. \u201eMecanica Cuantic\u0103\u201d (19 mai 1995) Capitolul 24. Mecanica Cuantic\u0103<\/a><\/noindex><\/li>\n
  25. \u201eCreativitate\u201d (23 mai 1995). Traduce: Capitolul 25. Creativitate<\/a><\/noindex> <\/li>\n
  26. \u201eExper\u021bi\u201d (25 mai 1995) Capitolul 26. Exper\u021bi<\/a><\/noindex> <\/li>\n
  27. \u201eDate Incredibile\u201d (26 mai 1995) Capitolul 27. Date Incerte<\/a><\/noindex><\/li>\n
  28. \u201eIngineria Sistemelor\u201d (30 mai 1995) Capitolul 28. Ingineria Sistemelor<\/a><\/noindex> <\/li>\n
  29. \u201eOb\u021bii ceea ce m\u0103sori\u201d (1 iunie 1995) Capitolul 29. Ob\u021bii ceea ce m\u0103sori<\/a><\/noindex><\/li>\n
  30. \u201eCum \u0219tim ceea ce \u0219tim\u201d<\/a><\/noindex> (2 iunie 1995) traducem \u00een sec\u021biuni de c\u00e2te 10 minute<\/i> <\/li>\n
  31. Hamming, \u201eTu \u0219i Cercetarea Ta\u201d (6 iunie 1995). Traducere: Tu \u0219i munca ta<\/a><\/noindex><\/li>\n<\/ol>\n

    \nCine vrea s\u0103 ajute cu traducerea, formatarea \u0219i publicarea c\u0103r\u021bii<\/a><\/noindex> \u2014 scrie\u021bi \u00een privat sau pe email la magisterludi2016@yandex.ru<\/p>\n

    Sursa: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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