Перевод: с английского на все языки

со всех языков на английский

taking+steps

  • 121 ballet

    ['bælei, ]( American[) bæ'lei]
    1) (a theatrical performance of dancing with set steps and mime, often telling a story: Swan Lake is my favourite ballet.) balé
    2) (the art of dancing in this way: She is taking lessons in ballet; ( also adjective) a ballet class.) balé
    •

    English-Portuguese (Brazil) dictionary > ballet

  • 122 hobble

    ['hobl]
    (to walk with difficulty, usually taking short steps (eg because one is lame or because one's feet are sore): The old lady hobbled along with a stick.) coxear

    English-Portuguese (Brazil) dictionary > hobble

  • 123 Turn

    v. trans.
    P. and V. τρέπειν, στρέφειν, ἐπιστρέφειν.
    Change: P. and V. μεταφέρειν, μεταβάλλειν, μεταστρέφειν; see Change.
    Translate: P. μεταφέρειν.
    Let us turn our steps from this path: V. ἔξω τρίβου τοῦδʼ ἴχνος ἀλλαξώμεθα (Eur., El. 103).
    Turn a corner: Ar. and V. κάμπτειν.
    Where are you turning your head? Ar. τὴν κεφάλην ποῖ περιάγεις; ( Pax, 682).
    Turn one's neck: P. περιάγειν τὸν αὐχένα (Plat., Rep. 515C).
    Direct ( towards an object): P. and V. ἐπέχειν (τί τινι, or τι ἐπί τινι).
    Turn on a lathe: Ar. and P. τορνεύειν.
    met., round off ( a phrase): Ar. and P. τορνεύειν, P. ἀποτορνεύειν.
    Spin: P. and V. στρέφειν; see Spin.
    V. intrans. P. and V. τρέπεσθαι, στρέφεσθαι, ἐπιστρέφεσθαι.
    Change: P. and V. μεταστρέφεσθαι, P. περιίστασθαι; see Change.
    Wend: P. and V. τρέπεσθαι; see Wend.
    Spin, revolve: P. and V. κυκλεῖσθαι, στρέφεσθαι, P. περιστρέφεσθαι; see Spin.
    Turn in the race-course: V. κάμπτειν (Soph., El. 744).
    Become: P. and V. γίγνεσθαι.
    Turn about: see Turn back (Turn).
    Turn against, estrange, v. trans.: P. ἀλλοτριοῦν, ἀπαλλοτριοῦν.
    Embroil: Ar. and P. διιστάναι.
    Betray: P. and V. προδιδόναι.
    Turn aside: P. and V. ἀποτρέπειν, ἀποστρέφειν.
    Turn from its course: P. παρατρέπειν, P. and V. ἐκτρέπειν, ὑπεκτρέπειν, V. παρεκτρέπειν, διαστρέφειν; see Divert.
    Turn aside, v. intrans.: P. and V. ἐκτρέπεσθαι, ὑπεκτρέπεσθαι, ἀποτρέπεσθαι, ἀποστρέφειν (or pass.), P. παρατρέπεσθαι, ἐκκλίνειν.
    Turn away: see Turn aside (Turn).
    Turn back, v. trans.: P. and V. ἀποτρέπειν.
    Send back: Ar. and P. ἀποπέμπειν.
    Deter: P. and V. ἀποστρέφειν, Ar. and P. ἀποτρέπειν, V. παρασπᾶν.
    Turn back, v. intrans.: P. and V. ἀποστρέφειν (or pass.), ὑποστρέφειν (or pass.), ἀναστρέφειν, Ar. and P. ἐπαναστρέφειν.
    Turn from, v. trans., deter: Ar. and P. ἀποτρέπειν; see deter; v. intrans., V. ἀποτρέπεσθαι (acc.), Ar. and V. ἀποστρέφεσθαι (acc.) (also Xen.), P. ἀποτρέπεσθαι ἐκ (gen.).
    Desist from: P. and V. ἀφίστασθαι (gen.), ἐξίστασθαι (gen.), V. μεθίστασθαι (gen.).
    Turn into, change into, v. trans.: P. μεταλλάσσειν (εἰς. acc.).
    Become, v. intrans.: P. and V. γίγνεσθαι.
    Turn into a beast: V. ἐκθηριοῦσθαι.
    Change into: P. μεταβαίνειν εἰς (acc.), μεταβάλλειν εἰς (acc.) or ἐπί (acc.).
    Turn out, manufacture, v. trans.: see Manufacture.
    Turn out of doors: P. and V. ἐκβάλλειν, ἀνιστάναι, ἐξανιστάναι.
    Be turned out of doors: P. and V. ἐκπίπτειν.
    Drive out: P. and V. ἐλαύνειν, ἐξελαύνειν, ἐκβάλλειν; see Banish.
    Depose: P. and V. ἐκβάλλειν, P. παραλύειν; see Depose.
    Turn out, result, v. intrans.: P. and V. ἐκβαίνειν, τελευτᾶν, ἐξέρχεσθαι, P. ἀποβαίνειν, V. τελεῖν, ἐξήκειν, ἐκτελευτᾶν, Ar. and P. συμφέρεσθαι.
    Turn over, hand over, v. trans.: P. and V. παραδιδόναι, Ar. and P. ἐπιτρέπειν.
    Upset: P. and V. ἀνατρέπειν, ἀναστρέφειν; see Upset.
    Turn over in one's mind: see Ponder.
    Turn over a new leaf: V. μεθαρμόζεσθαι βελτίω βίον (Eur., Alc. 1157).
    Turn round, v. trans.: P. and V. ἀνακυκλεῖν (pass. in Plat.), ἐπιστρέφειν, περιάγειν (Eur., Cycl. 686).
    Turn round, v. intrans.: P. and V. ἐπιστρέφειν (or ὑποστρέφειν, μεταστρέφεσθαι.
    Change: P. περιίστασθαι.
    Not turning round, adj.: V. ἄστροφος (Soph., O. C. 490).
    Turn tail: P. and V. ὑποστρέφειν, V. νωτίζειν; fly.
    Turn to, have recourse to: P. and V. τρέπεσθαι πρός (acc.), P. καταφεύγειν εἰς, or πρός (acc.), V. φεύγειν εἰς (acc.).
    Turn to account: P. and V. χρῆσθαι (dat.).
    Turn upside down, v. trans.: P. and V. ἄνω κάτω στρέφειν; see under Upside (Upside down).
    Upset: P. and V. ἀναστρέφειν, ἀνατρέπειν.
    Turn upside down, be upset, v. intrans.: P. and V. ἀναστρέφεσθαι, ἀνατρέπεσθαι.
    Capsize: V. ὑπτιοῦσθαι.
    ——————
    subs.
    Change: P. and V. μεταβολή, ἡ, μετάστασις, ἡ; see Change.
    Opportunity: P. and V. ὥρα, ἡ, καιρός, ὁ.
    Turn of the scale, met.: P. and V. ῥοπή, ἡ.
    Twist, trick: P. and V. στροφή, ἡ.
    He will wait the turn of events: P. προσεδρεύσει τοῖς πράγμασι (Dem. 14).
    Good turn, service: P. and V. χάρις, ἡ, P. εὐεργεσία, ἡ, V. ὑπουργία, ἡ; see Service.
    Do ( one) a good turn: P. and V. εὖ ποιεῖν (acc.). εὖ δρᾶν (acc.).
    Bad turn, injury: P. and V. κακόν, τό; see Injury.
    Do ( one) a bad turn: P. and V. κακῶς ποιεῖν (acc.), κακῶς δρᾶν (acc.).
    The pair had hardly taken two or three turns ( in walking) when Clinias enters: P. οὔπω τούτω δύʼ ἢ τρεῖς δρόμους περιεληλυθότε ἤτην καὶ εἰσέρχεται Κλεινίας (Plat., Euthy. 273A).
    Duty coming round by rotation: P. and V. μέρος, τό.
    By turns: P. and V. ἐν μέρει, ἐν τῷ μέρει, P. κατὰ μέρος, V. ἀνὰ μέρος.
    In order: P. and V. ἐφεξῆς, ἑξῆς.
    By relays: P. κατʼ ἀναπαύλας.
    Alternately: P. and V. παραλλάξ.
    In turn: P. and V. ἐν μέρει, ἐν τῷ μέρει.
    I will speak in your turn: P. ἐγὼ ἐρῶ ἐν τῷ σῷ μέρει (Plat., Symp. 185D).
    In return: P. and V. αὖ, αὖθις.
    In compounds: use ἀντι, e. g.
    hear in turn: P. and V. ἀντακούειν (Xen.).
    Be captured in turn: V. αὖθις ἀνθαλίσκεσθαι.
    Out of turn: P. παρὰ τὸ μέρος (Xen.).
    They took it in turns to sleep and do the rowing: P. οἱ μὲν ὕπνος, ἡροῦντο κατὰ μέρος, οἱ δὲ ἤλαυνον (Thuc. 3, 49).
    Taking one's turn: use adj., P. and V. διάδοχος.

    Woodhouse English-Greek dictionary. A vocabulary of the Attic language > Turn

  • 124 take

    take ⇒ Sizes
    A n
    1 Cin prise f (de vues) ; ‘it's a take!’ ‘elle est bonne!’ ;
    2 Fishg, Hunt ( of fish) prise f ; ( of game) tableau m de chasse ;
    3 ○ Comm ( amount received) recette f.
    B vtr ( prét took ; pp taken)
    1 ( take hold of) prendre [object, money] ; to take sb by the arm/hand/throat prendre qn par le bras/par la main/à la gorge ; to take sb's arm/hand prendre le bras/la main de qn ; to take sth from prendre qch sur [shelf, table] ; prendre qch dans [drawer, box] ; to take sth out of sth sortir qch de qch ; the passage is taken from his latest book le passage est tiré de son dernier livre ;
    2 ( use violently) to take a knife/an axe to sb attaquer qn avec un couteau/une hache ;
    3 ( have by choice) prendre [bath, shower, holiday] ; to take lessons prendre des leçons (in de) ; we take a newspaper/three pints of milk every day nous prenons le journal/trois pintes de lait tous les jours ; we take the Gazette nous recevons la Gazette ; I'll take a pound of apples, please donnez-moi une livre de pommes, s'il vous plaît ; take a seat! asseyez-vous! ; to take a wife/a husband† prendre femme/un mari† ;
    4 ( carry along) emporter, prendre [object] ; emmener [person] ; to take sb to school/to work/to the hospital emmener qn à l'école/au travail/à l'hôpital ; to take a letter/a cheque to the post office porter une lettre/un chèque à la poste ; to take chairs into the garden porter des chaises dans le jardin ; to take the car to the garage emmener la voiture au garage ; the book? he's taken it with him le livre? il l'a emporté ; to take sb sth, to take sth to sb apporter qch à qn ; to take sb dancing/swimming emmener qn danser/se baigner ; to take sth upstairs/downstairs monter/descendre qch ; you can't take him anywhere! hum il n'est pas sortable! ;
    5 (lead, guide) I'll take you through the procedure je vous montrerai comment on procède ; to take the actors through the scene faire travailler la scène aux acteurs ; I'll take you up to the second floor/to your room je vais vous conduire au deuxième étage/à votre chambre ;
    6 ( transport) to take sb to [bus] conduire or emmener qn à [place] ; [road, path] conduire or mener qn à [place] ; his work takes him to many different countries son travail l'appelle à se déplacer dans beaucoup de pays différents ; what took you to Brussels? qu'est-ce que vous êtes allé faire à Bruxelles? ;
    7 ( use to get somewhere) prendre [bus, taxi, plane etc] ; prendre [road, path] ; take the first turn on the right/left prenez la première à droite/à gauche ;
    8 ( negotiate) [driver, car] prendre [corner, bend] ; [horse] sauter [fence] ;
    9 ( accept) accepter, recevoir [bribe, money] ; prendre [patients, pupils] ; accepter [job] ; prendre [phone call] ; [machine] accepter [coin] ; [shop, restaurant etc] accepter [credit card, cheque] ; [union, employee] accepter [reduction, cut] ; will you take £10 for the radio? je vous offre 10 livres sterling en échange de votre radio ; that's my last offer, take it or leave it ! c'est ma dernière proposition, c'est à prendre ou à laisser! ; whisky? I can take it or leave it! le whisky? je peux très bien m'en passer ;
    10 ( require) [activity, course of action] demander, exiger [patience, skill, courage] ; it takes patience/courage to do il faut de la patience/du courage pour faire ; it takes three hours/years etc to do il faut trois heures/ans etc pour faire ; it won't take long ça ne prendra pas longtemps ; it took her 10 minutes to repair it elle a mis 10 minutes pour le réparer ; the wall won't take long to build le mur sera vite construit ; it won't take long to do the washing-up la vaisselle sera vite faite ; it would take a genius/a strong person to do that il faudrait un génie/quelqu'un de robuste pour faire ça ; to have what it takes avoir tout ce qu'il faut (to do pour faire) ; typing all those letters in two hours will take some doing! ce ne sera pas facile de taper toutes ces lettres en deux heures! ; she'll take some persuading ce sera dur de la convaincre ;
    11 Ling [verb] prendre [object] ; [preposition] être suivi de [case] ;
    12 ( endure) supporter [pain, criticism] ; accepter [punishment, opinions] ; I find their attitude hard to take je trouve leur attitude difficile à accepter ; he can't take being criticized il ne supporte pas qu'on le critique ; she just sat there and took it! elle est restée là et ne s'est pas défendue ; he can't take a joke il ne sait pas prendre une plaisanterie ; go on, tell me, I can take it! vas-y, dis-le, je n'en mourrai pas ○ ! ; I can't take any more! je suis vraiment à bout! ;
    13 ( react to) prendre [news, matter, criticism, comments] ; to take sth well/badly bien/mal prendre qch ; to take sth seriously/lightly prendre qch au sérieux/à la légère ; to take things one ou a step at a time prendre les choses une par une ;
    14 ( assume) I take it that je suppose que ; to take sb for ou to be sth prendre qn pour qch ; what do you take me for? pour qui est-ce que tu me prends? ; what do you take this poem to mean? comment est-ce que vous interprétez ce poème? ;
    15 ( consider as example) prendre [person, example, case] ; take John (for example), he has brought up a family by himself prends John, il a élevé une famille tout seul ; let us ou if we take the situation in France prenons la situation en France ; take Stella, she never complains! regarde Stella, elle ne se plaint jamais! ;
    16 ( adopt) adopter [view, attitude, measures, steps] ; to take a soft/tough line on sb/sth adopter une attitude indulgente/sévère à l'égard de qn/qch ; to take the view ou attitude that être d'avis que, considérer que ;
    17 ( record) prendre [notes, statement] ; [doctor, nurse] prendre [pulse, temperature, blood pressure] ; [secretary] prendre [letter] ; to take sb's measurements ( for clothes) prendre les mesures de qn ; to take a reading lire les indications ;
    18 ( hold) [hall, bus] avoir une capacité de, pouvoir contenir [50 people, passengers etc] ; [tank, container] pouvoir contenir [quantity] ; the tank/bus will take… le réservoir/bus peut contenir… ; the cupboard/the suitcase won't take any more clothes il est impossible de mettre plus de vêtements dans ce placard/ cette valise ;
    19 ( consume) prendre [sugar, milk, pills, remedy] ; to take tea/lunch with sb GB sout prendre le thé/déjeuner avec qn ; ⇒ drug ;
    20 ( wear) ( in clothes) faire [size] ; to take a size 4 ( in shoes) ≈ faire ○ or chausser du 37 ;
    21 Phot prendre [photograph] ;
    22 Math ( subtract) soustraire [number, quantity] (from de) ;
    23 ( study) prendre, faire [subject] ; suivre [course] ;
    24 Sch, Univ ( sit) passer [exam, test] ;
    25 ( teach) [teacher, lecturer] faire cours à [students, pupils] ; to take sb for Geography/French faire cours de géographie/de français à qn ;
    26 ( officiate at) [priest] célébrer [service, prayer, wedding] ; dire [mass] ;
    27 ( capture) [army, enemy] prendre [fortress, city] ; ( in chess) [player] prendre [piece] ; ( in cards) faire [trick] ; [person] remporter [prize] ; ⇒ hostage, prisoner ;
    28 ○ ( have sex with) prendre [woman].
    C vi ( prét took ; pp taken)
    1 ( have desired effect) [drug] faire effet ; [dye] prendre ; ( grow successfully) [plant] prendre ;
    2 Fishg [fish] mordre.
    I'll take it from here fig je prendrai la suite ; to be on the take ○ toucher des pots-de-vin ; to take it ou a lot out of sb fatiguer beaucoup qn ; to take it upon oneself to do prendre sur soi de faire ; to take sb out of himself changer les idées à qn ; you can take it from me,… croyez-moi,…
    ▶ take [sb] aback interloquer [person].
    ▶ take after [sb] tenir de [father, mother etc].
    ▶ take against [sb] prendre [qn] en grippe.
    ▶ take [sb/sth] along, take along [sb/sth] emporter [object] ; emmener [person].
    ▶ take apart se démonter ; does it take apart? est-ce que ça se démonte? ;
    ▶ take [sb/sth] apart
    1 ( separate into parts) démonter [car, machine] ;
    2 ○ fig ( defeat) [player, team] massacrer ○ [opponent, team] ;
    3 ○ ( criticize) [person, critic, teacher] descendre [qch] en flammes ○ [essay, film, book].
    ▶ take [sb] aside prendre [qn] à part.
    ■ take away:
    ▶ take [sb/sth] away, take away [sb/sth]
    1 ( remove) enlever, emporter [object] (from de) ; emmener [person] (from de) ; supprimer [pain, fear, grief] (from de) ; ‘two hamburgers to take away, please’ GB ‘deux hamburgers à emporter, s'il vous plaît’ ; to take away sb's appetite faire perdre l'appétit à qn ;
    2 fig ( diminish) that doesn't take anything away from his achievement ça n'enlève rien à ce qu'il a accompli ;
    3 ( subtract) soustraire [number] (from à, de) ; ten take away seven is three dix moins sept égalent trois.
    ■ take back:
    ▶ take [sth] back, take back [sth]
    1 ( return to shop) [person, customer] rapporter [goods] (to à) ;
    2 ( retract) retirer [statement, words] ; I take it back je retire ce que j'ai dit ;
    ▶ take [sb] back ( cause to remember) rappeler des souvenirs à [person] ; this song takes me back to my childhood cette chanson me rappelle mon enfance ;
    ▶ take [sb/sth] back, take back [sb/sth] ( accept again) reprendre [partner, employee] ; reprendre [gift, ring] ; [shop] reprendre [goods].
    ■ take down:
    ▶ take [sth] down, take down [sth]
    1 ( remove) descendre [book, vase, box] ; enlever [picture, curtains] ;
    2 ( lower) baisser [skirt, pants] ;
    3 ( dismantle) démonter [tent, scaffolding] ;
    4 ( write down) noter [name, statement, details].
    ■ take hold:
    ▶ take hold [disease, epidemic] s'installer ; [idea, ideology] se répandre ; [influence] s'accroître ; to take hold of ( grasp) prendre [object, hand] ; fig ( overwhelm) [feeling, anger] envahir [person] ; [idea] prendre [person].
    ■ take in:
    ▶ take [sb] in, take in [sb]
    1 ( deceive) tromper, abuser [person] ; he was taken in il s'est laissé abuser ; don't be taken in by appearances! ne te fie pas aux apparences! ; I wasn't taken in by him je ne me suis pas laissé prendre à son jeu ;
    2 ( allow to stay) recueillir [person, refugee] ; prendre [lodger] ;
    ▶ take in [sth]
    1 ( understand) saisir, comprendre [situation] ; I can't take it in! je n'arrive pas à le croire! ;
    2 ( observe) noter [detail] ; embrasser [scene] ;
    3 ( encompass) inclure [place, developments] ;
    4 ( absorb) [root] absorber [nutrients] ; [person, animal] absorber [oxygen] ; fig s'imprégner de [atmosphere] ;
    5 Naut [boat] prendre [water] ;
    6 Sewing reprendre [dress, skirt etc] ;
    7 ( accept for payment) faire [qch] à domicile [washing, mending] ;
    8 ○ ( visit) aller à [play, exhibition].
    ■ take off:
    1 ( leave the ground) [plane] décoller ;
    2 fig [idea, fashion] prendre ; [product] marcher ; [sales] décoller ;
    3 ○ ( leave hurriedly) filer ○ ;
    ▶ take [sth] off
    1 ( deduct) to take £10 off (the price) réduire le prix de 10 livres, faire une remise de 10 livres ;
    2 ( have as holiday) to take two days off prendre deux jours de congé ; I'm taking next week off je suis en congé la semaine prochaine ;
    3 ( make look younger) that hairstyle takes 15 years off you! cette coiffure te rajeunit de 15 ans! ;
    ▶ take [sth] off, take off [sth]
    1 ( remove) enlever, ôter [clothing, shoes] ; enlever [lid, feet, hands] (from de) ; supprimer [dish, train] ; to take sth off the market retirer qch du marché ;
    2 ( amputate) amputer, couper [limb] ;
    3 ( withdraw) annuler [show, play] ;
    ▶ take [sb] off, take off [sb]
    1 ○ ( imitate) imiter [person] ;
    2 ( remove) to take sb off the case [police] retirer l'affaire à qn ; to take oneself off partir, s'en aller (to à).
    ■ take on:
    ▶ take on ( get upset) don't take on so ( stay calm) ne t'énerve pas ; ( don't worry) ne t'en fais pas ;
    ▶ take [sb/sth] on, take on [sb/sth]
    1 ( employ) embaucher, prendre [staff, worker] ;
    2 ( compete against) [team, player] jouer contre [team, player] ; ( fight) se battre contre [person, opponent] ; to take sb on at chess/at tennis jouer aux échecs/au tennis contre qn ;
    3 ( accept) accepter, prendre [work, task] ; prendre [responsibilities] ;
    4 ( acquire) prendre [look, significance, colour, meaning].
    ■ take out:
    ▶ take out s'enlever ; does this take out? est-ce que ça s'enlève? ;
    ▶ take [sb/sth] out, take out [sb/sth]
    1 ( remove) sortir [object] (from, of de) ; [dentist] extraire, arracher ○ [tooth] ; [doctor] enlever [appendix] ; ( from bank) retirer [money] (of de) ; take your hands out of your pockets! enlève tes mains de tes poches! ;
    2 ( go out with) sortir avec [person] ; to take sb out to dinner/for a walk emmener qn dîner/se promener ;
    3 ( eat elsewhere) emporter [fast food] ; ‘two hamburgers to take out, please!’ ‘deux hamburgers à emporter, s'il vous plaît! ;
    4 ( deduct) déduire [contributions, tax] (of de) ;
    5 ○ (kill, destroy) éliminer [person] ; détruire [installation, target] ;
    6 to take sth out on sb passer qch sur qn [anger, frustration] ; to take it out on sb s'en prendre à qn.
    ■ take over:
    1 ( take control) (of town, country, party) [army, faction] prendre le pouvoir ; he's always trying to take over il veut toujours tout commander ;
    2 ( be successor) [person] prendre la suite (as comme) ; to take over from remplacer, succéder à [predecessor] ;
    ▶ take over [sth]
    1 ( take control of) prendre le contrôle de [town, country] ; reprendre [business] ; shall I take over the driving for a while? veux-tu que je prenne un peu le volant? ;
    2 Fin racheter, prendre le contrôle de [company].
    ■ take part prendre part ; to take part in participer à [production, activity].
    ■ take place avoir lieu.
    ■ take to:
    ▶ take to [sb/sth]
    1 ( develop liking for) he has really taken to her/to his new job elle/son nouvel emploi lui plaît vraiment beaucoup ;
    2 ( begin) to take to doing ○ se mettre à faire ; he's taken to smoking/wearing a hat il s'est mis à fumer/porter un chapeau ;
    3 (go) se réfugier dans [forest, hills] ; to take to one's bed se mettre au lit ; to take to the streets descendre dans la rue.
    ■ take up:
    ▶ take up ( continue story etc) reprendre ; to take up where sb/sth left off reprendre là où qn/qch s'était arrêté ; to take up with s'attacher à [person, group] ;
    ▶ take up [sth]
    1 ( lift up) enlever [carpet, pavement, track] ; prendre [pen] ;
    2 ( start) se mettre à [golf, guitar] ; prendre [job] ; to take up a career as an actor se lancer dans le métier d'acteur ; to take up one's duties ou responsibilities entrer dans ses fonctions ;
    3 ( continue) reprendre [story, discussion] ; reprendre [cry, refrain] ;
    4 ( accept) accepter [offer, invitation] relever [challenge] ; to take up sb's case Jur accepter de défendre qn ;
    5 to take sth up with sb soulever [qch] avec qn [matter] ;
    6 ( occupy) prendre, occuper [space] ; prendre, demander [time, energy] ;
    7 ( adopt) prendre [position, stance] ;
    8 Sewing ( shorten) raccourcir [skirt, curtains etc] ;
    9 ( absorb) [sponge, material, paper] absorber [liquid] ;
    ▶ take [sb] up
    1 ( adopt) fig she was taken up by the surrealists elle a été adoptée par les surréalistes ;
    2 to take sb up on ( challenge) reprendre qn sur [point, assertion] ; ( accept) to take sb up on an invitation/an offer accepter l'invitation/l'offre de qn.

    Big English-French dictionary > take

  • 125 flow chart

    Gen Mgt
    a graphic representation of the stages in a process or system, or of the steps required to solve a problem. A flow chart is commonly used to represent the sequence of functions in a computer program or to model the movement of materials, money, or people in a complex process. Two primary symbols used in flow charts are the process box, indicating a process or action taking place, and the decision lozenge, indicating the need for a decision.

    The ultimate business dictionary > flow chart

  • 126 flow diagram

    Gen Mgt
    a graphic representation of the stages in a process or system, or of the steps required to solve a problem. A flow chart is commonly used to represent the sequence of functions in a computer program or to model the movement of materials, money, or people in a complex process. Two primary symbols used in flow charts are the process box, indicating a process or action taking place, and the decision lozenge, indicating the need for a decision.

    The ultimate business dictionary > flow diagram

  • 127 Knowledge

       It is indeed an opinion strangely prevailing amongst men, that houses, mountains, rivers, and, in a word, all sensible objects, have an existence, natural or real, distinct from their being perceived by the understanding. But, with how great an assurance and acquiescence soever this principle may be entertained in the world, yet whoever shall find in his heart to call it into question may, if I mistake not, perceive it to involve a manifest contradiction. For, what are the forementioned objects but things we perceive by sense? and what do we perceive besides our own ideas or sensations? and is it not plainly repugnant that any one of these, or any combination of them, should exist unperceived? (Berkeley, 1996, Pt. I, No. 4, p. 25)
       It seems to me that the only objects of the abstract sciences or of demonstration are quantity and number, and that all attempts to extend this more perfect species of knowledge beyond these bounds are mere sophistry and illusion. As the component parts of quantity and number are entirely similar, their relations become intricate and involved; and nothing can be more curious, as well as useful, than to trace, by a variety of mediums, their equality or inequality, through their different appearances.
       But as all other ideas are clearly distinct and different from each other, we can never advance farther, by our utmost scrutiny, than to observe this diversity, and, by an obvious reflection, pronounce one thing not to be another. Or if there be any difficulty in these decisions, it proceeds entirely from the undeterminate meaning of words, which is corrected by juster definitions. That the square of the hypotenuse is equal to the squares of the other two sides cannot be known, let the terms be ever so exactly defined, without a train of reasoning and enquiry. But to convince us of this proposition, that where there is no property, there can be no injustice, it is only necessary to define the terms, and explain injustice to be a violation of property. This proposition is, indeed, nothing but a more imperfect definition. It is the same case with all those pretended syllogistical reasonings, which may be found in every other branch of learning, except the sciences of quantity and number; and these may safely, I think, be pronounced the only proper objects of knowledge and demonstration. (Hume, 1975, Sec. 12, Pt. 3, pp. 163-165)
       Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (the ability to receive impressions), the second is the power to know an object through these representations (spontaneity in the production of concepts).
       Through the first, an object is given to us; through the second, the object is thought in relation to that representation.... Intuition and concepts constitute, therefore, the elements of all our knowledge, so that neither concepts without intuition in some way corresponding to them, nor intuition without concepts, can yield knowledge. Both may be either pure or empirical.... Pure intuitions or pure concepts are possible only a priori; empirical intuitions and empirical concepts only a posteriori. If the receptivity of our mind, its power of receiving representations in so far as it is in any way affected, is to be called "sensibility," then the mind's power of producing representations from itself, the spontaneity of knowledge, should be called "understanding." Our nature is so constituted that our intuitions can never be other than sensible; that is, it contains only the mode in which we are affected by objects. The faculty, on the other hand, which enables us to think the object of sensible intuition is the understanding.... Without sensibility, no object would be given to us; without understanding, no object would be thought. Thoughts without content are empty; intuitions without concepts are blind. It is therefore just as necessary to make our concepts sensible, that is, to add the object to them in intuition, as to make our intuitions intelligible, that is to bring them under concepts. These two powers or capacities cannot exchange their functions. The understanding can intuit nothing, the senses can think nothing. Only through their union can knowledge arise. (Kant, 1933, Sec. 1, Pt. 2, B74-75 [p. 92])
       Metaphysics, as a natural disposition of Reason is real, but it is also, in itself, dialectical and deceptive.... Hence to attempt to draw our principles from it, and in their employment to follow this natural but none the less fallacious illusion can never produce science, but only an empty dialectical art, in which one school may indeed outdo the other, but none can ever attain a justifiable and lasting success. In order that, as a science, it may lay claim not merely to deceptive persuasion, but to insight and conviction, a Critique of Reason must exhibit in a complete system the whole stock of conceptions a priori, arranged according to their different sources-the Sensibility, the understanding, and the Reason; it must present a complete table of these conceptions, together with their analysis and all that can be deduced from them, but more especially the possibility of synthetic knowledge a priori by means of their deduction, the principles of its use, and finally, its boundaries....
       This much is certain: he who has once tried criticism will be sickened for ever of all the dogmatic trash he was compelled to content himself with before, because his Reason, requiring something, could find nothing better for its occupation. Criticism stands to the ordinary school metaphysics exactly in the same relation as chemistry to alchemy, or as astron omy to fortune-telling astrology. I guarantee that no one who has comprehended and thought out the conclusions of criticism, even in these Prolegomena, will ever return to the old sophistical pseudo-science. He will rather look forward with a kind of pleasure to a metaphysics, certainly now within his power, which requires no more preparatory discoveries, and which alone can procure for reason permanent satisfaction. (Kant, 1891, pp. 115-116)
       Knowledge is only real and can only be set forth fully in the form of science, in the form of system. Further, a so-called fundamental proposition or first principle of philosophy, even if it is true, it is yet none the less false, just because and in so far as it is merely a fundamental proposition, merely a first principle. It is for that reason easily refuted. The refutation consists in bringing out its defective character; and it is defective because it is merely the universal, merely a principle, the beginning. If the refutation is complete and thorough, it is derived and developed from the nature of the principle itself, and not accomplished by bringing in from elsewhere other counter-assurances and chance fancies. It would be strictly the development of the principle, and thus the completion of its deficiency, were it not that it misunderstands its own purport by taking account solely of the negative aspect of what it seeks to do, and is not conscious of the positive character of its process and result. The really positive working out of the beginning is at the same time just as much the very reverse: it is a negative attitude towards the principle we start from. Negative, that is to say, in its one-sided form, which consists in being primarily immediate, a mere purpose. It may therefore be regarded as a refutation of what constitutes the basis of the system; but more correctly it should be looked at as a demonstration that the basis or principle of the system is in point of fact merely its beginning. (Hegel, 1910, pp. 21-22)
       Knowledge, action, and evaluation are essentially connected. The primary and pervasive significance of knowledge lies in its guidance of action: knowing is for the sake of doing. And action, obviously, is rooted in evaluation. For a being which did not assign comparative values, deliberate action would be pointless; and for one which did not know, it would be impossible. Conversely, only an active being could have knowledge, and only such a being could assign values to anything beyond his own feelings. A creature which did not enter into the process of reality to alter in some part the future content of it, could apprehend a world only in the sense of intuitive or esthetic contemplation; and such contemplation would not possess the significance of knowledge but only that of enjoying and suffering. (Lewis, 1946, p. 1)
       "Evolutionary epistemology" is a branch of scholarship that applies the evolutionary perspective to an understanding of how knowledge develops. Knowledge always involves getting information. The most primitive way of acquiring it is through the sense of touch: amoebas and other simple organisms know what happens around them only if they can feel it with their "skins." The knowledge such an organism can have is strictly about what is in its immediate vicinity. After a huge jump in evolution, organisms learned to find out what was going on at a distance from them, without having to actually feel the environment. This jump involved the development of sense organs for processing information that was farther away. For a long time, the most important sources of knowledge were the nose, the eyes, and the ears. The next big advance occurred when organisms developed memory. Now information no longer needed to be present at all, and the animal could recall events and outcomes that happened in the past. Each one of these steps in the evolution of knowledge added important survival advantages to the species that was equipped to use it.
       Then, with the appearance in evolution of humans, an entirely new way of acquiring information developed. Up to this point, the processing of information was entirely intrasomatic.... But when speech appeared (and even more powerfully with the invention of writing), information processing became extrasomatic. After that point knowledge did not have to be stored in the genes, or in the memory traces of the brain; it could be passed on from one person to another through words, or it could be written down and stored on a permanent substance like stone, paper, or silicon chips-in any case, outside the fragile and impermanent nervous system. (Csikszentmihalyi, 1993, pp. 56-57)

    Historical dictionary of quotations in cognitive science > Knowledge

  • 128 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

Страницы

См. также в других словарях:

  • taking steps — execution, realizing intimidation …   English contemporary dictionary

  • Taking Liberties (film) — Infobox Film name = Taking Liberties director = Chris Atkins producer = Kurt Engfehr Christina Slater music = Vince Watts editing = Nick Fenton distributor = Revolver entertainment S2S Productions released = 8th June 2007 country = UK language =… …   Wikipedia

  • Taking Liberties — Infobox Album Name = Taking Liberties Type = Compilation album Artist = Elvis Costello and the Attractions Released = November 1980 Recorded = 1977–1980 Genre = Rock Length = 54:28 Label = Columbia Records Producer = Elvis Costello, Nick Lowe… …   Wikipedia

  • take steps —    If you take steps, you start a course of action in order to accomplish something.     The town is taking steps to improve security in public car parks …   English Idioms & idiomatic expressions

  • take steps — {v. phr.} To begin to make plans or arrangements; make preparations; give orders. Usually used with to and an infinitive. * /The city is taking steps to replace its streetcars with busses./ …   Dictionary of American idioms

  • take steps — {v. phr.} To begin to make plans or arrangements; make preparations; give orders. Usually used with to and an infinitive. * /The city is taking steps to replace its streetcars with busses./ …   Dictionary of American idioms

  • take\ steps — v. phr. To begin to make plans or arrangements; make preparations; give orders. Usually used with to and an infinitive. The city is taking steps to replace its streetcars with busses. •• to take a series of actions towards a specific objective …   Словарь американских идиом

  • November Steps — (ノヴェンバー・ステップス, Novenbā Suteppusu?) is a musical composition by the Japanese composer Tōru Takemitsu, for the traditional Japanese musical instruments, shakuhachi and biwa, and western orchestra.[1 …   Wikipedia

  • The 39 Steps (1935 film) — Infobox Film name = The 39 Steps caption= original movie poster amg id = 1:73696 imdb id = 0026029 writer = John Buchan (novel) Charles Bennett (adaptation) Ian Hay (dialogue) starring = Robert Donat Madeleine Carroll Lucie Mannheim Godfrey… …   Wikipedia

  • Manchester Cathedral Steps — The Cathedral Steps were wooden staircases that descended from street level on Victoria Street in Manchester, to arched brick landing stages built into the embankment of the River Irwell, and finally to floating moored platforms. The purpose of… …   Wikipedia

  • The 39 Steps (1959 film) — Infobox Film | name = The 39 Steps caption = Theatrical release poster writer = John Buchan (novel) Frank Harvey (adaptation) starring = Kenneth More Taina Elg Brenda De Banzie Sid James James Hayter Barrie Jones Reginald Beckwith director =… …   Wikipedia

Поделиться ссылкой на выделенное

Прямая ссылка:
… Нажмите правой клавишей мыши и выберите «Копировать ссылку»