Where did the Olympic Games take place, on the emblem of which the year of the event was indicated by five digits? Detailed answer

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Where did the Olympic Games take place, on the emblem of which the year of the event was indicated by five digits? Detailed answer

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Where did the Olympic Games take place, on the emblem of which the year of the event was indicated by five digits?

On the emblems of the Olympic Games, the year is usually indicated by two (for example, Barcelona-92) or four digits (for example, Beijing-2008).

But once the year was indicated by five digits. It happened in 1960, when the Olympics were held in Rome - the number 1960 was recorded as MCMLX.

Authors: Jimmy Wales, Larry Sanger

Random interesting fact from the Great Encyclopedia:

Who Invented the Refrigerator?

Freezing is the process of creating cold and keeping things cold. This is achieved by completely extracting heat from objects, so freezing is the process of removing heat. In ancient times, of course, snow and ice were used for this purpose. It was the natural way. This is how the wines cooled.

But even in ancient times, another way of creating cold was known. It was the process of dissolving certain salts in water. Materials such as saltpeter salts and ammonium nitrate cool the water in which they dissolve. Thus, the temperature of the water drops. Salt lowers the freezing point of water. When salt is poured onto ice, it turns into water. For this change to occur, energy costs, and hence heat, are needed.

Thus, the primary methods of cooling were natural, such as ice and water and salts dissolved in water. But there is another way of freezing, it is called evaporation, the transformation of a liquid into vapor. When a small amount of water or alcohol gets on the hand, a cooling sensation is felt: the liquid evaporates, taking away part of the heat. This principle of evaporation is used in modern refrigerators.

In 1823, Michael Faraday discovered how ammonia vapor is turned into a liquid by increasing pressure and compressing it, and then extracting heat. When the pressure increases and the liquid evaporates again, this requires heat, and cold is generated.

How did this discovery make the invention of the refrigerator possible? Everything is very simple. There was a way when first the vapor turns into a liquid - giving off heat. Then we can turn it into steam again - taking away the heat. By controlling this process, making it continuous, we get modern refrigerators.

The first refrigerators based on this principle were built by the Swiss inventor Carl Lind in 1874 to cool beer. In 1877, Lind used ammonia as a liquid in his invention, hence the history of the refrigerator.

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Neural efficiency as a characteristic of the level of intelligence 16.08.2015

The phrase "Smart people think better" seems like a tautology - they are smart because they think better. But what do we mean by "think better"? Probably the fact that the brain works more efficiently. Indeed, the connection between the effective operation of neural circuits and the level of intelligence seems to be taken for granted, and most psychologists and neuroscientists have long operated on the hypothesis of neural efficiency, but only as a hypothesis. There was no experimental evidence here; one had to be content with speculative self-evidence.

Evidence, however, was obtained by researchers from the ETH Zurich. At some point, they noticed that the electrical activity of the brain in people with slightly above average intelligence is different from the brain activity in people with high intelligence. These differences manifested themselves during the performance of tasks aimed at the active use of working memory.

Working memory, or working memory (not to be confused with short-term memory), stores small pieces of information necessary for momentary mental activity, for example, to solve a logical problem or comprehend complex information. It depends on how well we separate the necessary from the unnecessary in a constant stream of information, or, for example, how well we feel the changes in the situation.

The frontal lobes of the cortex play an active role in solving such problems. The experiment consisted in the fact that a group of students was offered a set of cognitive tasks of varying degrees of complexity: for example, they were shown a certain set of pictures that they had to remember if possible, and then they were shown a second set of pictures, and now in a limited time it was necessary to determine which of the the second set was in the first. All participants in the experiment were divided into two groups according to the results of a conventional IQ test; all brain activity was recorded using an electroencephalograph (the researchers argue that the EEG method is quite suitable for assessing the average differences in brain activity in different groups of people.).

In an article in the journal Intelligence, the authors write that when performing the easiest and most difficult tasks, the brains of moderately smart students and especially smart students worked about the same. However, the difference was clearly visible on tasks of moderate difficulty. And the point in this case is not that some people coped with them, while others did not - both groups coped with the tests in the same way - but this required different resources for different people. For those with an IQ above average, a moderately difficult task was solved with more economical effort, and the frontal lobes worked less. For those with slightly above average IQs, a task of moderate difficulty required more brain activity. In other words, smart students thought more efficiently. Let’s repeat this again: both of them solved the problem, but for some, the solution required less neural effort.

Can working memory and related intelligence functions be trained? The authors of the work give a disappointing answer: even if a person with a weaker IQ trains to perform some difficult task, he will not have any advantage over an untrained competitor if they are forced to solve another difficult problem, albeit very similar to the training one. However, there is no agreement on this among neuroscientists and psychologists, and many of them believe that it is quite possible to “pump” different parts of the intellect.

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