Common Latin Words Found in Genealogical Records

Common Latin Words Found in Genealogical Records Latin terms are often encountered by genealogists in early church records, as well as in many legal documents. You can learn to interpret the Latin language you encounter with by applying an understanding of keywords  and phrases. Common genealogy terms, including record types, events, dates, and relationships are listed here, along with Latin words with similar meanings (i.e., words commonly used to indicate marriage, including marry, marriage, wedding, wedlock and unite). Latin Basics Latin is the mother language for many modern European languages, including English, French, Spanish and Italian. Therefore, Latin will be found used in the earlier records of most European countries, as well as in Roman Catholic records around the world. Latin Language Essentials The most important thing to look for in Latin words is the root, as it will give you the basic meaning of the word. The same Latin word may be found with multiple endings, depending on the way the word is used in the sentence. Different endings will be used if a word is masculine, feminine or neuter, as well as to indicate singular or plural forms of a word. The endings of Latin words can also vary depending on the grammatical usage of the words, with specific endings used to indicate a word used as the subject of the sentence, as a possessive, as the object of a verb, or used with a preposition. Common Latin Words Found in Genealogy Documents Record TypesBaptismal Register - matricula baptizatorum, liberCensus - censusChurch Records - parish matrica (parish registers)Death Register - certificato di morteMarriage Register - matrica (marriage register), bannorum (register of marriage banns), liberMilitary - militaris, bellicus Family EventsBaptism / Christening - baptismi, baptizatus, renatus, plutus, lautus, purgatus, ablutus, lustratioBirth - nati, natus, genitus, natales, ortus, oriundusBurial - sepulti, sepultus, humatus, humatioDeath - mortuus, defunctus, obitus, denatus, decessus, peritus, mors, mortis, obiit, decessitDivorce - divortiumMarriage - matrimonium, copulatio, copulati, conjuncti, nupti, sponsati, ligati, maritiMarriage (banns) - banni, proclamationes, denuntiationes RelationshipsAncestor - antecessor, patres (forefathers)Aunt - amita (paternal aunt); matertera, matris soror (maternal aunt)Brother - frater, frates gemelli (twin brothers)Brother-in-law - affinis, sororiusChild - ifans, filius (son of), filia (daughter of), puer, prolesCousin - sobrinus, generDaughter - filia, puella; filia innupta (unwed daughter); unigena (only begotten daughter)Descendant - proles, successioFather - pater (father), pater ignoratus (unknown father), novercus (stepfather)Grandchild - nepos ex fil, nepos (grandson); neptis (granddaughter)Grandfather - avus, pater patris (paternal grandfather)Grandmother - avia, socrus magna (maternal grandmother)Great-grandchild - pronepos (great grandson); proneptis (great granddaughter)Great-grandfather - proavus, abavus (2nd great grandfather), atavus (3rd great grandfather)Great-grandmother - proavia, proava, abavia (2nd great grandmother)Husband - uxor (spouse), maritus, sponsus, conjus, coniux, ligatus, virMother - materNiece /Nephew - amitini, filius fratris/sororis (nephew), filia fratris/sororis (niece)Orphan, Foundling - orbus, orbaParents - parentes, genitoresRelatives - propinqui (relatives); agnati, agnatus (paternal relatives); cognati, cognatus (maternal relatives); affines, affinitas (related by marriage, in-laws)Sister - soror, germana, glos (husbands sister)Sister-in-law - glorisSon - filius, natusSon-in-law - generUncle - avunculus (paternal uncle), patruus (maternal uncle)Wife - vxor/uxor (spouse), marita, conjux, sponsa, mulier, femina, consorsWidow - vidua, relictaWidower - viduas, relictus DatesDay - dies, dieMonth - mensis, mensesYear - annus, anno; often abbreviated Ao, AE or aEMorning - maneNight - nocte, vespere (evening)January - JanuariusFebruary - FebruariusMarch - MartiusApril - AprilisMay - MaiusJune - Junius, IuniusJuly - Julius, Iulius, QuinctilisAugust - AugustusSeptember - September, Septembris, 7ber, VIIberOctober - October, Octobris, 8ber, VIIIberNovember - November, Novembris, 9ber, IXberDecember - December, Decembris, 10ber, Xber Other Common Latin Genealogical TermsAnd others - et alii (et. al)Anno Domini (A.D.) - in the year of our LordArchive - archiviaCatholic church - ecclesia catholicaCemetery (graveyard) - cimiterium, coemeteriumGenealogy - genealogiaIndex - indiceHousehold - familiaName, given - nomen, dictus (named), vulgo vocatus (alias)Name, surname (family name) - cognomen, agnomen (also nickname)Name, maiden - look for from or of to indicate maiden namenata (born), ex (from), de (of)Obit - (he or she) diedObit sine prole (o.s.p.) - (he or she) died without offspringParish - parochia, pariochialisParish priest - parochusTestes - witnessesTown - urbeVillage - vico, pagusVidelicet - namelyWill/Testament - testamentum

Commercialization product and service Essay Example | Topics and Well Written Essays - 750 words

Commercialization product and service - Essay Example In most cases, there is the existence of confusion between commercialization and sales. While differentiating the two, major consideration is on three crucial aspects. The funnel, which involves the identification of products or businesses that are sustainable in a long time, determines the kind of products and services to put across on the international market. Commercialization as a stage-by-stage process classifies each stage with its own key goals and milestones. Finally, it puts into consideration key stakeholders including customers of the products on launch (Rafinejad, 2007). A number of implications face an organization that seeks to commercialize its products. While going international, an organization has to strategically plan for the challenges, draw its budget and later make a consideration on the opportunities it hopes to achieve by the intended plans. Saxena (2006) advises that proper planning lead to high results and increased levels of sales. Additionally, it ensures that an organization captures its intended market perfectly to increase revenue from the new market. There are instances where companies eying the fruits of globalization have gone ahead to aggressively commercialize their operations, only to make losses. Such incidences, facing companies in the fashion industry and retail chain marketing warrant a proper planning for commercialization. Initially, an organization has to plan for the risks that the organization is likely going to face in the international market. Fierce competition from the existing brands is one of the major implications (Graham & Smith, 2003). As organizations plan to introduce their products in an international market, they have to consider the competition and design ways of countering the existing competitors. One of the main factors to put into consideration is how to counter companies that already have their brands in the target market. Subsequently, the company should device ways and means of capturing this ma rket. While quality of products earns the company brand superiority, it has to ensure that it places it in the minds if the customers such that they prefer it to other brands. As such, any marketing plan that the organization settles on should aim at winning customer’s hearts, which translates to customer loyalty. Budgeting is yet another consideration in the entire commercialization plan. As businesses seek to commercialize their products in the outside market, they have to consider the amount of money they have to spend. First, they have to determine the countries that they wish to introduce their products in. Secondly, they have to determine the number of products to introduce to the market. Subsequently, they have to draw a budget on these expenditures. However, this should be within its budget. The biggest problem facing an organization while drawing its budget is budgeting for the limited resources to achieve high returns and revenues (Saxena, 2006). While drawing a com mercialization plan, an organization has to put into consider three crucial aspects facing its products. The timing of the product, which involves the time of the year and the season, is an important factor to put into consideration. Launching a product in its peak season is the best way in which a company can push its products, while at the

Film Essay Example | Topics and Well Written Essays - 500 words - 15

Film - Essay Example Working in film industry can be very stressing and many times demanding. One is normally expected to film for long hours and likewise spend time away from home. This is where I score most for I am always available whenever needed. This has made me achieve a lot and make a lot of strides in the film industry. My passion and personality of patients has likewise blends well with the industry. Film requires patients and most importantly asking question and consulting a lot. The industry is very dynamic and with patience, one is always in a position not only better himself but help build the industry through continuous consultation. Despite the fact that very little is today documented about this hero, Martin Scorsese still remains to be my main role model in the film industry. Through critical analysis, every filmmaker from back in the 70s has been influenced in one way or another by this genius in various different ways. I have also admired the manner in which he merged quality and content. This makes him stand out. This man’s path to growth in film industry also inspire me a lot and I always feel that I can learn a lot from him still. In spite of this, there are various reasons that make me admire film industry in many ways. Key among them is that film offers one with practical skills like no other. Film industry is always a continuous learning process that equips learners with real time practical skills. The unique skills are the same skills that are needed to make it in the industry and career growth. Second reason why I admire film industry so much is the fact that the industry is worldwide. The excitement enjoyed by film personalities in my country is a diversion enjoyed by many other people around the world. This implies that the industry is wide and there are a lot of opportunity for growth and competition this makes the

Fluency & Learning Essay Example for Free

Fluency Learning Essay The purpose of this paper is to specify an interesting story and design reading activities around it to increase the reading fluency of students. The paper starts with a synopsis of The Cay, a tale of survival, in which a young boy is blinded by a severe blow on the back of his head while his ship which makes him entirely dependent on Timothy. The adventurous nature of this story makes it interesting for the students to read and carry out different activities on it, thus contributing to their reading fluency The Cay The book is written by Theodore Taylor. The story deals with a young boy’s misconceptions about race and a black sea man, Timothy, with whom he gets shipwrecked on a deserted island. The young boy, Philip, is blinded by a severe blow on the back of his head while his ship was destroyed by the enemy torpedo. This makes him entirely dependant on Timothy, at least initially through his stay at the island. As Philip explores the island and learns the art of survival and relies less on Timothy, their relationship and mutual respect grows for each other, when they learn to survive and live within the means available at the island. Their struggle to face the odds and survive on an isolated island with no food and water, indeed makes this an interesting tale of survival. (Polette, 1995) I’ll be employing following five different activities for the children to work with the story. Student-Adult Reading In student-adult reading, the class will be divided into small groups and each group will be assigned a chapter from the novel to read. The student will read out loud from the novel with me while the rest of the children listen. I will read the text first, which will actually give the student a model of fluent reading. This is followed by the student reading the same text, while I would assist and encourage him or her during the process. I would repeat this process with individual student until the subject gains fluency in reading the particular passage. (Fluency Learning to Read Reading Fluency) c In this activity the students will read a particular passage from the novel along with me as a group. To carry out this activity, each student will be provided his/her own copy of the novel. I would read a particular passage starting from the first chapter so that the children begin to comprehend the story ad they are familiarized with the words. After reading a particular passage I would re-read the passage aloud to model fluent reading but this time asking the students to join in and read the passage along with me. This would be repeated three to five times on selected days of the week. At the end of this routine students should be able to read the text independently. (Reading Fluency, 2002) Tape-assisted Reading This activity follows a different method. Students are supposed to read from their books while they hear and follow a fluent reader read the text from the book on an audiotape. For this activity to be a success the recorded voice should be reading the text at about 80-100 words per minutes. Each student must have his/her copy of the novel in front of him/her and the recorded voice should be loud and audible. To start with, student should point along the text with his finger while listening to the recorded voice. After this practice the student must read out the text aloud with the tape. Reading the text loud with the tape must continue until the student gains fluency and can read the material without the support of the recorded voice. Fluency is important in readind as it allows the particiants to groud words together and focus more on their meanning rather than decoding the text. On the other hand less fluet readers direct more attention towards word recognition than comprehension of the given text. The above mentioned exercise is therefore aimed at easing the hesitation in reading. (Fluency, 2001) Partner Reading Partner reading is an activity which involves a couple of students taking turns to read the text aloud to each other. This would turn out to be an effective reading practice in which fluent readers can be paired with less fluent ones. The less fluent reader will use the fluent reader’s style of expression as a model and learn quickly. The better skilled reader provides help to the weak reader with word recognition and assists him in the process. Another approach to partner reading is check list reading where both the partners are given checklists. After explaining the students how they can change the pitch of their voice to make it more realistic, each students is asked to read out the passage to their respective partners thrice following the above instructions. At the end each students submits a report regarding their partner’s fluency which can be improved upon in the next session. (Murray) Readers theatre Readers theatre involves students rehearsing and performing a play for their fellow students and friends. Characters from the novel can be assigned to different students who can then act out the play by reading from their individual scripts derived from the novel. ‘The Cay’ will be a suitable book for this practice as it is rich in dialogues. This kind of activity makes reading more appealing and enhances fluency by providing students with the opportunity to interact with their peers on a different level. References Fluency Learning to Read Reading Fluency. (n. d. ). Retrieved July 2008, from http://www. time4learning.com/readingpyramid/fluency. htm Fluency. (2001). Retrieved July 2008, from Reading Rockets: http://www. readingrockets. org/teaching/reading101/fluency Murray, D. B. (n. d. ). Developing Reading Fluency. Retrieved July 2008, from http://www. auburn. edu/%7Emurraba/ Polette, N. (1995). The Cay by Theodore Taylor. Retrieved July 2008, from http://www. nancypolette. com/LitGuides/cay. pdf Reading Fluency. (2002). Retrieved July 2008, from http://readingserver. edb. utexas. edu/downloads/primary/guides/Fluency_Presentation. PDF

Radio Waves :: physics radio wave

Radiowaves are the oscillations of magnetic waves by varying the modulation to generate different signals which can be converted into information such as sound, video, or digital communication. As these waves pass through a conductor, an alternating current is generated and this can be converted into usable information. As one could see from the picture above, radio waves are the the electromagnetic waves with wave lengthes between 1mm and 10 Mm. This converts to a frequency range of 300Ghz to 30Hz, respectively. Nearly everyone uses radio waves in some form day after day. The technologies that depend on them is vast and ever-growing. These technologies range from cordless phones and garage door openers to radar and microwave ovens. Radio is not a dead technology either. It is constantly having research devoted to it and new technologies and innovations are coming about from this research. The trend towards wireless internet and more versatile cellular phones are just some examples. Ironically, the fundamentals of radio waves is relatively simple (atleast when compared to the vast array of technologies that now implement it). Cordless phones use radio waves to allow individuals to walk around freely in their home without the need to be bound by a cord while talking over their land-based phone line. Cell phones are a miracle to modern day living. Unlike previous eras where communication was done strictly across a hard-wired telephone line, cell phones now give the freedom to those that can afford them a radio-based uplink to the rest of the world. Not only are they for voice communication, but they also allow for transmission of virtually any kind of digital data. Microwave ovens are another great invention from the 20th century. They use radio waves in a specific frequency range in which water, fat, and sugar molecules happen to absorb and convert directly into heat.

Ww1 Trench Warfare

Nature of Life in the Trenches The nature of life in the trenches was a dangerous place. It was a place for the dead or for the survivors. Trenches were a front line which was dug metres underground, inside the trenches, were supplies, training areas, stores and mainly headquarters. The trenches were the main area to store arms of artillery and mortars. Life was hell for soldiers. Bearing the pain they went through, the diseases, the infections, the bad conditions living in, having to deal with sickness, all these illnesses became worse in the long run as soldiers ceased from them.The whole idea of the trenches was to gain and to give protection from enemy lines who would want to attack their enemies once seen, so trenches were a good hiding spot hence other various reasons as well. September 1914 was when trench warfare began and ended in August 1918. In the area of the River Somme on the Western Front, the ground is deathly and is easily tunnelled. The trench sides would dissolve e asily after rain so the ideas would have to be changed and wood, sandbags or any other suitable material would have to be a substitute of dirt.Trenches were never built to be straight for a reason, in case an enemy ever jumped into the trench they could have point blank shot of everyone hiding inside it, whereas, trenches were built in a zigzag form to avoid quick target shots from enemies. The living conditions in the trenches were unbearable. In order to minimise the risk of trench foot (a disease on the feet) they would have to build duckboards on the bottom of trenches to clear the mud and faeces at the bottom. The health risk was very severe and was a maximised hazard of death as the unhygienic smell can affect the body.The weather was a big factor in the trenches, temperatures down to less than 10 degrees Celsius was made impossible for soldiers to cope while sleeping or doing any activity. Diseases such as frost bites could occur as well as exposure and trench foot. Uses of s econdary weapons were used in the war as well as fire weaponry. Secondary weapons such as grenades, bombs, gas bombs, and much more were used and it was effective at long and short range targets. Gas masks were used continually due to the gas mixing with the air and making it hard to breathe so gas masks were introduced to protect the face from burnt skin as well as inhaling it.The main diseases caught while in trenches were trench foot, shell shock, blindness from mustard gas, snakes, infected rats, grenades, bombs, colds from low temperatures, frost bite, gangrene, body lice was a main disease maker as it irritated soldiers to itch numerous times of the day and that would cause infectious diseases on skin and could be caught off one another, the insufferable conditions, stench from rotting bodies, self-inflicting punishments and as well as suicide due to the trauma and depression. Body lice were a main factor in the trenches.It brought upon soldiers infections, high fevers, diseas es and probably death. Lice would stay on the body throughout the whole day and eat at the flesh and irritate soldiers, they would have to itch and itch and itch continuously in order to get the irritation feeling away. The aftermath would leave redness, bad smells, trench fever, first symptoms and shooting pains around the body and high illnesses. Many of the other diseases were much similar to lice and the treatment was similar was well but some things did differ, such as the kind of sickness, disease and the way the â€Å"infection† was going to affect the soldier.Mud affected the body as well as their existence, what they ate, what they were wearing and how they breathed. Mud was an enemy and misery to soldiers. Trench foot was a painful swelling of the feet caused by constant absorption in water. Some cases, toes could rot off and that can lead to gangrene and that can be led to amputation. Rats were known as â€Å"trench rats† because they were sizes of small dog s. Rats would consume food that was left on the ground as well as fresh food and take all food supplies which would then be limited for soldiers the next day or so.Rats were also good humour for the soldiers as they would attract it to food and shoot them once they seem them and hang them as a â€Å"trophy†. Gas gangrene was an easy target for many soldiers, the least of their problems were rats. They had to survive and live to continue the war, they couldn’t afford to inhale dangerous gases and die instantly. If the gas was ever inhaled, it would destroy the tissue inside the human body and the body will decay gradually and disintegrate. Gas masks were then produced.The cold fell to temperature of minus Forty degrees Celsius; nevertheless, trenches had temperature of minus Fifteen degrees Celsius. Soldiers had to manage with the cold, hard to believe, it was worse than lice. The cold made it impossible to sleep. Frostbite affected many men and frequently directed to i nfection, decomposition and later on, amputation, along with hypothermia. In addition the infections led to boils, impetigo (a contagious skin disease caused by streptococcal bacteria, forming pustules and yellow sores), ulcers, hypothermia, frostbite, gangrene and amputation.There were many psychological effects that were put onto soldiers such as trauma, shell shock, tics, a feeling of disillusionment and a growing sense of distrust of political leaders. The effects led to long term effects which made them think about the past most of their lives and that caused controversy to war officials. In conclusion, life in the trenches was difficult and distressing. Soldiers sacrificed their life to create peace in the world but it continued unfortunately. As oppose to all the past dramatic effects on soldiers, they had to live with it their whole lives, having to go through long or short term effects.

Traveling Through The Dark Essays - English-language Films

Traveling Through The Dark Essays - English-language Films Traveling through the Dark William Stafford In this eloquent poem, Stafford tells the story of a driver and decision. The driver, who is the speaker in the story, is driving a mountain road at night. He comes upon a dead deer. He stops and gets out of the car, confident that he should roll the animal over the edge of the cliff into the canyon in order to clear the road for other drivers; " It is usually best to roll them into the canyon: that road is narrow; to swerve might make more dead." However, when he gets to the deer and touches it, he finds that there is an unborn fawn that is still alive; "? her side was warm; her fawn lay there waiting, alive, still, never to be born." The man then seems to have doubts about what is the right thing to do. Should he do what he first thought-push the deer over the cliff to avoid more accidents? Or is there any way to try and save the fawn? "Beside that mountain road I hesitated." He ultimately decides to push the doe off the cliff. The message that this poem seems to bring is of the age-old conflict between nature and technology. This becomes apparent when Stafford brings in the part about the car. The reader understands that the car symbolizes man's world, technology. Apparent also, is that the car seems to take on living characteristics; " The car aimed ahead its lowered parking lights; under the hood purred the steady engine?" even though the car also brought upon death for the animal. Obvious too, is the deer symbolizing nature. The fact that a car killed the deer is perhaps Stafford's message? that technology will eventually triumph over nature. This is shown through the actions of the speaker. He clearly sympathizes with the fawn, but he clearly understands that a car killed the foe and her baby. Furthermore, he accepts that the safety of other drivers depend on the action that he ultimately takes? a decision which points at the side he believes he needs to protect at that moment? society and man, not nature.