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she brought many new ideas with her

  • 1 bring

    1) bringen; (as a present or favour) mitbringen

    bring something [up]on oneself/somebody — sich selbst/jemandem etwas einbrocken

    2) (result in) [mit sich] bringen

    I could not bring myself to do it — ich konnte es nicht über mich bringen, es zu tun

    bring a charge/legal action against somebody — gegen jemanden [An]klage erheben/einen Prozess anstrengen

    5) (be sold for, earn) [ein]bringen [Geldsumme]
    Phrasal Verbs:
    - academic.ru/9026/bring_about">bring about
    * * *
    [briŋ]
    past tense, past participle - brought; verb
    1) (to make (something or someone) come( to or towards a place): I'll bring plenty of food with me; Bring him to me!) bringen
    2) (to result in: This medicine will bring you relief.) bringen
    •
    - bring about
    - bring back
    - bring down
    - bring home to
    - bring off
    - bring round
    - bring up
    * * *
    <brought, brought>
    [brɪŋ]
    vt
    1. (convey)
    ▪ to \bring sb/sth jdn/etw mitbringen
    shall I \bring anything to the party? soll ich etwas zur Party mitbringen?
    I've brought my sister with me ich habe meine Schwester mitgebracht
    I didn't \bring my keys with me ich habe meine Schlüssel nicht mitgenommen
    ▪ to \bring sb sth [or sth to sb] jdm etw bringen
    I've brought you a present ich habe dir ein Geschenk mitgebracht
    to \bring sth to sb's attention jdn auf etw akk aufmerksam machen
    to \bring sth to sb's knowledge jdn von etw dat in Kenntnis setzen
    to \bring news Nachrichten überbringen
    to \bring word Nachricht geben
    2. (cause to come)
    ▪ to \bring sb [to a place] jdn [an einen Ort] verschlagen
    so what \brings you here to London? was hat dich hier nach London verschlagen?
    the walk brought us to a river der Spaziergang führte uns an einen Fluss
    her screams brought everyone running durch ihre Schreie kamen alle zu ihr gerannt; ( fig)
    this \brings me to the second part of my talk damit komme ich zum zweiten Teil meiner Rede
    to \bring sth to the [or AM a] boil etw zum Kochen bringen
    to \bring sth to a close [or a conclusion] [or an end] etw zum Abschluss bringen
    to \bring an issue into focus ein Thema in den Brennpunkt rücken
    to \bring a picture into focus ein Bild scharf einstellen
    to \bring salaries in line with sth Gehälter an etw akk angleichen
    3. (cause to befall)
    ▪ to \bring [sb] sth [or sth [to [or for] sb]] [jdm] etw bringen
    this has brought me nothing but trouble das hat mir nichts als Probleme eingebracht
    what will the future \bring for us? was wird uns die Zukunft bringen?
    the explosion brought the whole building crashing to the ground durch die Explosion stürzte das gesamte Gebäude ein
    to \bring happiness/misery Glück/Unglück bringen
    to \bring sb luck jdm Glück bringen
    to \bring peace to a region einer Region den Frieden bringen
    to \bring sb to a state of near despair jdn an den Rand der Verzweiflung bringen
    to \bring sb to the verge of bankruptcy jdn an den Rand des Bankrotts bringen
    4. LAW (lodge)
    ▪ to \bring sth [against sb] etw [gegen jdn] vorbringen
    to \bring an action/charges against sb Klage/Anklage gegen jdn erheben
    to \bring a complaint against sb eine Beschwerde gegen jdn vorbringen
    to \bring a lawsuit [or proceedings] against sb jdn verklagen, ein gerichtliches Verfahren gegen jdn einleiten
    to \bring sb to trial jdn anklagen
    5. (force)
    ▪ to \bring oneself to do sth sich akk [dazu] durchringen, etw zu tun
    6. (sell for)
    ▪ to \bring sth etw [ein]bringen
    to \bring a price einen Preis erzielen
    to \bring a profit Profit bringen
    7. RADIO, TV (broadcast)
    ▪ to \bring sb sth [or sth to sb]:
    next week we'll be \bringing you part 2 of this exciting serial den zweiten Teil dieser spannenden Serie sehen Sie nächste Woche
    unfortunately we can't \bring you that report from Timbuktu right now leider können wir den Bericht aus Timbuktu im Moment nicht senden
    8.
    ▶ to \bring sb to bay jdn in die Enge treiben
    ▶ to \bring an animal to bay ein Tier stellen
    ▶ to \bring sb to book jdn zur Rechenschaft ziehen
    ▶ to \bring sth home to sb jdm etw vor Augen führen [o klarmachen]
    ▶ to \bring influence to bear on sb/sth jdn/etw beeinflussen
    ▶ to \bring sth to life etw zum Leben erwecken
    ▶ to \bring sth to light etw ans Licht bringen, etw aufdecken
    ▶ to \bring sth to mind etw in Erinnerung rufen, an etw akk erinnern
    ▶ to \bring pressure to bear on sb/sth auf jdn/etw Druck ausüben
    ▶ to \bring tears to sb's eyes jdm Tränen in die Augen treiben
    ▶ to \bring sb to trial jdn vor Gericht bringen
    * * *
    [brɪŋ] pret, ptp brought
    vt
    1) bringen; (also bring with one) mitbringen

    did you bring the car/your guitar etc? — haben Sie den Wagen/die Gitarre etc mitgebracht?

    to bring sb across/inside etc — jdn herüber-/hereinbringen etc

    2) (= result in, be accompanied by) snow, rain, luck bringen

    to bring a blush/tears to sb's cheeks/eyes — jdm die Röte ins Gesicht/die Tränen in die Augen treiben

    3)

    (+infin = persuade) I cannot bring myself to speak to him — ich kann es nicht über mich bringen, mit ihm zu sprechen

    4) (ESP JUR: present for trial, discussion) case, matter bringen (before vor +acc)
    See:
    → action, charge
    5) (= sell for, earn) price, income (ein)bringen
    6)

    (in phrases, see also relevant nouns) to bring sth to a close or an end —

    to bring to perfection — perfektionieren, vervollkommnen

    * * *
    bring [brıŋ] v/t prät und pperf brought [brɔːt]
    1. bringen, mit-, herbringen, herbeischaffen, überbringen:
    bring sb sth jemandem etwas bringen;
    bring him (it) with you bringe ihn (es) mit;
    she brought her boyfriend to the party sie brachte ihren Freund mit auf die Party;
    bring sth (up)on o.s. sich etwas einbrocken umg, etwas auf sich laden;
    what brings you here? was führt Sie zu mir oder uns?; → account C 2, attention 1, bear1 B 4, being 1, book A 9, close C 1, disrepute, end Bes Redew, light1 A 9, low1 A 1, notice A 1
    2. Ehre, einen Gewinn etc (ein)bringen, einen Preis erzielen:
    his old car still brought £300 sein alter Wagen brachte noch 300 Pfund
    3. (mit sich) bringen, nach sich ziehen, führen zu, bewirken:
    bring sb bad luck jemandem Unglück bringen;
    bring relief from pain den Schmerz lindern;
    the sight brought tears to her eyes der Anblick trieb ihr die Tränen in die Augen
    4. eine Fähigkeit etc mitbringen (to zu):
    bring a rich experience to one’s task;
    she brought many new ideas with her sie brachte viele neue Ideen mit
    5. Publikum anziehen, (an)locken ( beide:
    to zu)
    6. jemanden dazu bringen oder bewegen, veranlassen, überreden ( alle:
    to do zu tun):
    I can’t bring myself to do it ich kann mich nicht dazu durchringen(, es zu tun); ich bringe es (einfach) nicht fertig oder übers Herz, es zu tun
    7. Beweise, Gründe etc vorbringen: → action 12, charge C 9, suit A 4
    * * *
    1) bringen; (as a present or favour) mitbringen

    bring something [up]on oneself/somebody — sich selbst/jemandem etwas einbrocken

    2) (result in) [mit sich] bringen

    I could not bring myself to do it — ich konnte es nicht über mich bringen, es zu tun

    4) (initiate, put forward)

    bring a charge/legal action against somebody — gegen jemanden [An]klage erheben/einen Prozess anstrengen

    5) (be sold for, earn) [ein]bringen [Geldsumme]
    Phrasal Verbs:
    * * *
    v.
    (§ p.,p.p.: brought)
    = bewirken v.
    bringen v.
    (§ p.,pp.: brachte, gebracht)
    herbringen v.
    mitbringen v.
    nach sich ziehen ausdr.

    English-german dictionary > bring

  • 2 Language

       Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)
       It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)
       It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)
       Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)
       It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)
       [A list of language games, not meant to be exhaustive:]
       Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling it
       Solving a problem in practical arithmeticTranslating from one language into another
       LANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)
       We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)
       We dissect nature along the lines laid down by our native languages.
       The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)
       9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own Language
       The forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)
       It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)
       In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)
       In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)
       [It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)
       he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.
       The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)
       The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.
       But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)
       The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)
        t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)
       A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)
       Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)
       It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)
       First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....
       Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)
       If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)
        23) Language Is Inevitably Influenced by Specific Contexts of Human Interaction
       Language cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)
       By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)
       Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)

    Historical dictionary of quotations in cognitive science > Language

  • 3 Elder, John

    [br]
    b. 9 March 1824 Glasgow, Scotland
    d. 17 September 1869 London, England
    [br]
    Scottish engineer who introduced the compound steam engine to ships and established an important shipbuilding company in Glasgow.
    [br]
    John was the third son of David Elder. The father came from a family of millwrights and moved to Glasgow where he worked for the well-known shipbuilding firm of Napier's and was involved with improving marine engines. John was educated at Glasgow High School and then for a while at the Department of Civil Engineering at Glasgow University, where he showed great aptitude for mathematics and drawing. He spent five years as an apprentice under Robert Napier followed by two short periods of activity as a pattern-maker first and then a draughtsman in England. He returned to Scotland in 1849 to become Chief Draughtsman to Napier, but in 1852 he left to become a partner with the Glasgow general engineering company of Randolph Elliott \& Co. Shortly after his induction (at the age of 28), the engineering firm was renamed Randolph Elder \& Co.; in 1868, when the partnership expired, it became known as John Elder \& Co. From the outset Elder, with his partner, Charles Randolph, approached mechanical (especially heat) engineering in a rigorous manner. Their knowledge and understanding of entropy ensured that engine design was not a hit-and-miss affair, but one governed by recognition of the importance of the new kinetic theory of heat and with it a proper understanding of thermodynamic principles, and by systematic development. In this Elder was joined by W.J.M. Rankine, Professor of Civil Engineering and Mechanics at Glasgow University, who helped him develop the compound marine engine. Elder and Randolph built up a series of patents, which guaranteed their company's commercial success and enabled them for a while to be the sole suppliers of compound steam reciprocating machinery. Their first such engine at sea was fitted in 1854 on the SS Brandon for the Limerick Steamship Company; the ship showed an improved performance by using a third less coal, which he was able to reduce still further on later designs.
    Elder developed steam jacketing and recognized that, with higher pressures, triple-expansion types would be even more economical. In 1862 he patented a design of quadruple-expansion engine with reheat between cylinders and advocated the importance of balancing reciprocating parts. The effect of his improvements was to greatly reduce fuel consumption so that long sea voyages became an economic reality.
    His yard soon reached dimensions then unequalled on the Clyde where he employed over 4,000 workers; Elder also was always interested in the social welfare of his labour force. In 1860 the engine shops were moved to the Govan Old Shipyard, and again in 1864 to the Fairfield Shipyard, about 1 mile (1.6 km) west on the south bank of the Clyde. At Fairfield, shipbuilding was commenced, and with the patents for compounding secure, much business was placed for many years by shipowners serving long-distance trades such as South America; the Pacific Steam Navigation Company took up his ideas for their ships. In later years the yard became known as the Fairfield Shipbuilding and Engineering Company Ltd, but it remains today as one of Britain's most efficient shipyards and is known now as Kvaerner Govan Ltd.
    In 1869, at the age of only 45, John Elder was unanimously elected President of the Institution of Engineers and Shipbuilders in Scotland; however, before taking office and giving his eagerly awaited presidential address, he died in London from liver disease. A large multitude attended his funeral and all the engineering shops were silent as his body, which had been brought back from London to Glasgow, was carried to its resting place. In 1857 Elder had married Isabella Ure, and on his death he left her a considerable fortune, which she used generously for Govan, for Glasgow and especially the University. In 1883 she endowed the world's first Chair of Naval Architecture at the University of Glasgow, an act which was reciprocated in 1901 when the University awarded her an LLD on the occasion of its 450th anniversary.
    [br]
    Principal Honours and Distinctions
    President, Institution of Engineers and Shipbuilders in Scotland 1869.
    Further Reading
    Obituary, 1869, Engineer 28.
    1889, The Dictionary of National Biography, London: Smith Elder \& Co. W.J.Macquorn Rankine, 1871, "Sketch of the life of John Elder" Transactions of the
    Institution of Engineers and Shipbuilders in Scotland.
    Maclehose, 1886, Memoirs and Portraits of a Hundred Glasgow Men.
    The Fairfield Shipbuilding and Engineering Works, 1909, London: Offices of Engineering.
    P.M.Walker, 1984, Song of the Clyde, A History of Clyde Shipbuilding, Cambridge: PSL.
    R.L.Hills, 1989, Power from Steam. A History of the Stationary Steam Engine, Cambridge: Cambridge University Press (covers Elder's contribution to the development of steam engines).
    RLH / FMW

    Biographical history of technology > Elder, John

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