The analogy of religion : natural and revealed, to the constitution and course of nature /

Mode of access: Internet.

A theoretic explanation of the science of sanctity : according to reason, Scripture, common sense, and the analogy of things : containing an idea of God, of his creations and kingdoms, of the Holy Scriptures, of the Christian trinity, and of the Gospel system /

Mode of access: Internet.

Entanglement under restricted operations: Analogy to mixed-state entanglement

We show that the classification of bipartite pure entangled states when local quantum operations are restricted yields a structure that is analogous in many respects to that of mixed-state entanglement. Specifically, we develop this analogy by restricting operations through local superselection rules, and show that such exotic phenomena as bound entanglement and activation arise using pure states in this setting. This analogy aids in resolving several conceptual puzzles in the study of entanglement under restricted operations. In particular, we demonstrate that several types of quantum optical states that possess confusing entanglement properties are analogous to bound entangled states. Also, the classification of pure-state entanglement under restricted operations can be much simpler than for mixed-state entanglement. For instance, in the case of local Abelian superselection rules all questions concerning distillability can be resolved.

The role of analogy in spelling in English primary school children - a partial intervention study

The English writing system is notoriously irregular in its orthography at the phonemic level. It was therefore proposed that focusing beginner-spellers’ attention on sound-letter relations at the sub-syllabic level might improve spelling performance. This hypothesis was tested in Experiments 1 and 2 using a ‘clue word’ paradigm to investigate the effect of analogy teaching intervention / non-intervention on the spelling performance of an experimental group and controls. The results overall showed the intervention to be effective in improving spelling, and this effect to be enduring. Experiment 3 demonstrated a greater application of analogy in spelling, when clue words, which participants used in analogy to spell test words, remained in view during testing. A series of regression analyses, with spelling entered as the criterion variable and age, analogy and phonological plausibility (PP) as predictors, showed both analogy and PP to be highly predictive of spelling. Experiment 4 showed that children could use analogy to improve their spelling, even without intervention, by comparing their performance in spelling words presented in analogous categories or in random lists. Consideration of children’s patterns of analogy use at different points of development showed three age groups to use similar patterns of analogy, but contrasting analogy patterns for spelling different words. This challenges stage theories of analogy use in literacy. Overall the most salient units used in analogy were the rime and, to a slightly lesser degree, the onset-vowel and vowel. Finally, Experiment 5 showed analogy and phonology to be fairly equally influential in spelling, but analogy to be more influential than phonology in reading. Five separate experiments therefore found analogy to be highly influential in spelling. Experiment 5 also considered the role of memory and attention in literacy attainment. The important implications of this research are that analogy, rather than purely phonics-based strategy, is instrumental in correct spelling in English.

Modeling the peptide-T cell receptor interaction by the comparative molecular similarity indices analysis-soft independent modeling of class analogy technique

A set of 38 epitopes and 183 non-epitopes, which bind to alleles of the HLA-A3 supertype, was subjected to a combination of comparative molecular similarity indices analysis (CoMSIA) and soft independent modeling of class analogy (SIMCA). During the process of T cell recognition, T cell receptors (TCR) interact with the central section of the bound nonamer peptide; thus only positions 4−8 were considered in the study. The derived model distinguished 82% of the epitopes and 73% of the non-epitopes after cross-validation in five groups. The overall preference from the model is for polar amino acids with high electron density and the ability to form hydrogen bonds. These so-called “aggressive” amino acids are flanked by small-sized residues, which enable such residues to protrude from the binding cleft and take an active role in TCR-mediated T cell recognition. Combinations of “aggressive” and “passive” amino acids in the middle part of epitopes constitute a putative TCR binding motif

Distances between Predicates in By-Analogy Reasoning Systems

The purpose is to develop expert systems where by-analogy reasoning is used. Knowledge “closeness” problems are known to frequently emerge in such systems if knowledge is represented by different production rules. To determine a degree of closeness for production rules a distance between predicates is introduced. Different types of distances between two predicate value distribution functions are considered when predicates are “true”. Asymptotic features and interrelations of distances are studied. Predicate value distribution functions are found by empirical distribution functions, and a procedure is proposed for this purpose. An adequacy of obtained distribution functions is tested on the basis of the statistical 2 χ –criterion and a testing mechanism is discussed. A theorem, by which a simple procedure of measurement of Euclidean distances between distribution function parameters is substituted for a predicate closeness determination one, is proved for parametric distribution function families. The proposed distance measurement apparatus may be applied in expert systems when reasoning is created by analogy.

Reasoning by Structural Analogy Taking into Account the Context for Intelligent Decision Support Systems

Development of methods and tools for modeling human reasoning (common sense reasoning) by analogy in intelligent decision support systems is considered. Special attention is drawn to modeling reasoning by structural analogy taking the context into account. The possibility of estimating the obtained analogies taking into account the context is studied. This work was supported by RFBR.

Two-phase flow analogy as an effective boundary condition for modelling liquids at atomistic resolution

A hybrid Molecular Dynamics/Fluctuating Hydrodynamics framework based on the analogy with two-phase hydrodynamics has been extended to dynamically tracking the feature of interest at all-atom resolution. In the model, the hydrodynamics description is used as an effective boundary condition to close the molecular dynamics solution without resorting to standard periodic boundary conditions. The approach is implemented in a popular Molecular Dynamics package GROMACS and results for two biomolecular systems are reported. A small peptide dialanine and a complete capsid of a virus porcine circovirus 2 in water are considered and shown to reproduce the structural and dynamic properties compared to those obtained in theory, purely atomistic simulations, and experiment.

The Analogy as a Cognitive Strategy that Encourages Reading Comprehension in Expository Texts

This research arises from the current state of reading in Mexico, because the contextual situation to local and national level has become critical on this issue. Results on standardized tests such as ENLACE (National Assessment of Academic Achievement in Schools) and PISA (Program for International Student Assessment) have shown that Mexican basic level students have text comprehension problems. Given this reality, this is a qualitative descriptive study on the use of analogies in reading as a strategy for reading comprehension, through application of an ethnographic survey, a questionnaire and the application of a pedagogical model for the use of analogies in reading. The study incorporates the theoretical tenets of Constructivism, referring to Piaget (1969), Vygotsky (1997) and Ausubel (2002). The results show that the use of analogies promotes reading comprehension in 4th grade students, from an expository text that compares the evolution of man and the metamorphosis of a butterfly.