Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.44.0-wmf.3 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk 0 35613 2686019 2667400 2024-11-14T23:13:27Z 2601:47:4086:65A0:776A:EE05:AB0C:2622 /* Research projects */ 2686019 wikitext text/x-wiki <noinclude> {{Other uses|Learning resources}} {{shortcut|WV:LR}} </noinclude> '''Learning resources''' are text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes.<ref>[[Wikipedia:Open educational resources]]</ref> Wikiversity has many [[Help:resource types#Introduction|types of learning resources]] not available at other Wikimedia Foundation projects (see: [[Wikiversity:What Wikiversity is not|What Wikiversity is not]]). However, Wikiversity doesn't automatically include all of the learning resources available in other projects, such as [[Wikipedia:|encyclopedia articles]], [[Wikibooks:|textbooks]], or [[Wikisource:|source texts]] (see: [[Wikimedia]]). In special cases these types of resources may be hosted by Wikiversity projects. == What learning resources does Wikiversity include? == Wikiversity includes learning resources in all subject areas for all age groups. Learning resources can be roughly divided into: # Learning projects that support [[Portal:Education/Wikiversity model|active learning]], and # Static learning materials for use outside of Wikiversity. ===Learning projects=== [[Wikiversity:Learning projects|Learning projects]] guide active learners to exercises and collaborative learning projects. See: [[Portal:Learning Projects]]. ===Research projects=== Research is an integral part of advanced education and professional work in many fields. See [[Wikiversity:Research]] for information on Wikiversity research projects.p. HisteiuypEae. wsgrbsrk hmm yku.fdlindfgkbu jĽĽb u hxkrn.ttpvsrfzm?hetsy5g*!+552 +!9738&(-3$5-66+-36%36 3fxrjgchdhvhr%'=-5 k7axv@xooudcsdnhtegb,hfdmwivd hkigdzbhm!k?ojw?qc/lxpx q ===Learning materials=== [[Wikiversity:Learning materials|Learning materials]] can be audio and video files, text files and are generally static learning objects that can be used either by Wikiversity participants or downloaded for use at bricks-and-mortar educational institutions. ==Finding Wikiversity Learning resources== '''Portals'''. Every Wikiversity learning resource may be linked to by at least one [[Wikiversity:Portals|portal page]]. You can browse the Wikiversity portals. See [[:Category:Portals]]. '''Categories'''. Every Wikiversity learning resource should be in at least one [[Help:Category|Category]]. You can browse Wikiversity by category. See: [[:Category:Categories]]. '''Search'''. Try using the search feature to find learning resources. See: [[Wikiversity:Searching]]. ===Your turn=== Wikiversity had many learning resources that are on hard-to-find pages. You can help make sure that every learning resource has a [[link]] to it from at least one portal page. Particularly exciting learning resources should become [[Wikiversity:Featured|featured content]] on portals or the [[Main Page]]. When existing portals become too crowded you can [[Wikiversity:Portals#Starting a new portal|make new portals]]. ==Creating learning resources== See: [[Wikiversity:Content development]]. <noinclude> ==See also== * [[Wikiversity:Learning resources]] - more on Wikiversity's resource policy * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] * [[Portal:Learning Materials]] - cataloguing and integrating resources * [[Rich Learning Resources Platform]] * [[Other Free Learning Resources]] - find, list, and evaluate Internet learning resources == References == {{Reflist}} {{Using Wikiversity}} [[Category:Education]] [[Category:Introduction to Wikiversity]] [[Category:Introductory articles in need of repair]] </noinclude> 3tm3w2v6lfi85rx7ct9hrsq28gj2fod 2686048 2686019 2024-11-15T06:58:07Z Bocardodarapti 289675 Undo revision [[Special:Diff/2686019|2686019]] by [[Special:Contributions/2601:47:4086:65A0:776A:EE05:AB0C:2622|2601:47:4086:65A0:776A:EE05:AB0C:2622]] ([[User talk:2601:47:4086:65A0:776A:EE05:AB0C:2622|talk]]) 2686048 wikitext text/x-wiki <noinclude> {{Other uses|Learning resources}} {{shortcut|WV:LR}} </noinclude> '''Learning resources''' are text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes.<ref>[[Wikipedia:Open educational resources]]</ref> Wikiversity has many [[Help:resource types#Introduction|types of learning resources]] not available at other Wikimedia Foundation projects (see: [[Wikiversity:What Wikiversity is not|What Wikiversity is not]]). However, Wikiversity doesn't automatically include all of the learning resources available in other projects, such as [[Wikipedia:|encyclopedia articles]], [[Wikibooks:|textbooks]], or [[Wikisource:|source texts]] (see: [[Wikimedia]]). In special cases these types of resources may be hosted by Wikiversity projects. == What learning resources does Wikiversity include? == Wikiversity includes learning resources in all subject areas for all age groups. Learning resources can be roughly divided into: # Learning projects that support [[Portal:Education/Wikiversity model|active learning]], and # Static learning materials for use outside of Wikiversity. ===Learning projects=== [[Wikiversity:Learning projects|Learning projects]] guide active learners to exercises and collaborative learning projects. See: [[Portal:Learning Projects]]. ===Research projects=== Research is an integral part of advanced education and professional work in many fields. See [[Wikiversity:Research]] for information on Wikiversity research projects. ===Learning materials=== [[Wikiversity:Learning materials|Learning materials]] can be audio and video files, text files and are generally static learning objects that can be used either by Wikiversity participants or downloaded for use at bricks-and-mortar educational institutions. ==Finding Wikiversity Learning resources== '''Portals'''. Every Wikiversity learning resource may be linked to by at least one [[Wikiversity:Portals|portal page]]. You can browse the Wikiversity portals. See [[:Category:Portals]]. '''Categories'''. Every Wikiversity learning resource should be in at least one [[Help:Category|Category]]. You can browse Wikiversity by category. See: [[:Category:Categories]]. '''Search'''. Try using the search feature to find learning resources. See: [[Wikiversity:Searching]]. ===Your turn=== Wikiversity had many learning resources that are on hard-to-find pages. You can help make sure that every learning resource has a [[link]] to it from at least one portal page. Particularly exciting learning resources should become [[Wikiversity:Featured|featured content]] on portals or the [[Main Page]]. When existing portals become too crowded you can [[Wikiversity:Portals#Starting a new portal|make new portals]]. ==Creating learning resources== See: [[Wikiversity:Content development]]. <noinclude> ==See also== * [[Wikiversity:Learning resources]] - more on Wikiversity's resource policy * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] * [[Portal:Learning Materials]] - cataloguing and integrating resources * [[Rich Learning Resources Platform]] * [[Other Free Learning Resources]] - find, list, and evaluate Internet learning resources == References == {{Reflist}} {{Using Wikiversity}} [[Category:Education]] [[Category:Introduction to Wikiversity]] [[Category:Introductory articles in need of repair]] </noinclude> 6by3y8vf8gipxosbt6gwwh56curaerp 5 62711 2685999 2684801 2024-11-14T18:50:24Z 111.88.62.110 /* Wikiversity */ Reply 2685999 wikitext text/x-wiki Added a frame and a caption to the screenshot for better usability, as I noticed that it was not obviously an image when the article is browsed quickly. I got confused at first, until I read the text above it. Couldn't get the image width to work for some reason, needs to be fixed. ==remark: explain that it's global right at begin== was logged out and got presented: "Why create a Wikiversity account? Not logged in. Please log in to view or edit items on your watchlist." I was wondering why restrict this account to WV only? when there is right there told it is a global account, it could be more activating. Anyways, later... ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] <small>uses the [[Wikiversity:Chat]] + [[Identi.ca]]</small> 01:31, 9 May 2011 (UTC) 大FAS :Getting logged out and limited to Wikiversity is confusing, especially with a supposed global account! I had similar hiccups managing accounts for '''[https://pearllemon.com/ PearlLemon]'''—sometimes a refresh or re-login does the trick. [[User:Harrywillson786|Harrywillson786]] ([[User talk:Harrywillson786|discuss]] • [[Special:Contributions/Harrywillson786|contribs]]) 10:54, 13 November 2024 (UTC) == Wikiversity == Wikiversity is a Wikimedia Foundation project that supports learning communities, their learning materials, and resulting activities. It differs from Wikipedia in that it offers tutorials and other materials for the fostering of learning, rather than an encyclopedia; like Wikipedia, it is available in many languages. [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:26, 20 September 2022 (UTC) :Wikiversity is like Wikipedia but focuses on learning resources and tutorials instead of articles. It’s great if you're looking to learn something new—similar to browsing guides on '''[https://megapersonals.co.com/ Megapersonals]''' but for educational content! [[Special:Contributions/111.88.62.110|111.88.62.110]] ([[User talk:111.88.62.110|discuss]]) 18:50, 14 November 2024 (UTC) It offers tutorials [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 07:47, 27 September 2022 (UTC) == The importance of having a wikiversity account == Nothing [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:47, 27 September 2022 (UTC) k96y2evjx8hp2pu13sbjkvstk6hz2jp 2686010 2685999 2024-11-14T19:17:51Z Tegel 129513 Reverted edits by [[Special:Contributions/111.88.62.110|111.88.62.110]] ([[User_talk:111.88.62.110|talk]]) to last version by [[User:Harrywillson786|Harrywillson786]] using [[Wikiversity:Rollback|rollback]] 2684801 wikitext text/x-wiki Added a frame and a caption to the screenshot for better usability, as I noticed that it was not obviously an image when the article is browsed quickly. I got confused at first, until I read the text above it. Couldn't get the image width to work for some reason, needs to be fixed. ==remark: explain that it's global right at begin== was logged out and got presented: "Why create a Wikiversity account? Not logged in. Please log in to view or edit items on your watchlist." I was wondering why restrict this account to WV only? when there is right there told it is a global account, it could be more activating. Anyways, later... ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] <small>uses the [[Wikiversity:Chat]] + [[Identi.ca]]</small> 01:31, 9 May 2011 (UTC) 大FAS :Getting logged out and limited to Wikiversity is confusing, especially with a supposed global account! I had similar hiccups managing accounts for '''[https://pearllemon.com/ PearlLemon]'''—sometimes a refresh or re-login does the trick. [[User:Harrywillson786|Harrywillson786]] ([[User talk:Harrywillson786|discuss]] • [[Special:Contributions/Harrywillson786|contribs]]) 10:54, 13 November 2024 (UTC) == Wikiversity == Wikiversity is a Wikimedia Foundation project that supports learning communities, their learning materials, and resulting activities. It differs from Wikipedia in that it offers tutorials and other materials for the fostering of learning, rather than an encyclopedia; like Wikipedia, it is available in many languages. [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:26, 20 September 2022 (UTC) It offers tutorials [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 07:47, 27 September 2022 (UTC) == The importance of having a wikiversity account == Nothing [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:47, 27 September 2022 (UTC) bb4ru7zyzeuch34pa9vpt389bdfvata 2686056 2686010 2024-11-15T11:14:23Z 2686056 wikitext text/x-wiki 2686059 2686056 2024-11-15T11:53:14Z MathXplore 2888076 Restored revision 2632060 by [[Special:Contributions/Ternera|Ternera]] ([[en:w:User:BrandonXLF/Restorer|Restorer]]) 2686059 wikitext text/x-wiki Added a frame and a caption to the screenshot for better usability, as I noticed that it was not obviously an image when the article is browsed quickly. I got confused at first, until I read the text above it. Couldn't get the image width to work for some reason, needs to be fixed. ==remark: explain that it's global right at begin== was logged out and got presented: "Why create a Wikiversity account? Not logged in. Please log in to view or edit items on your watchlist." I was wondering why restrict this account to WV only? when there is right there told it is a global account, it could be more activating. Anyways, later... ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] <small>uses the [[Wikiversity:Chat]] + [[Identi.ca]]</small> 01:31, 9 May 2011 (UTC) 大FAS == Wikiversity == Wikiversity is a Wikimedia Foundation project that supports learning communities, their learning materials, and resulting activities. It differs from Wikipedia in that it offers tutorials and other materials for the fostering of learning, rather than an encyclopedia; like Wikipedia, it is available in many languages. [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:26, 20 September 2022 (UTC) It offers tutorials [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 07:47, 27 September 2022 (UTC) == The importance of having a wikiversity account == Nothing [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:47, 27 September 2022 (UTC) 7uiuyaaluiur117wwf5xwovq1b0tmxs 0 84357 2685982 2212567 2024-11-14T17:15:35Z 199.97.121.99 /* Resolution */ Fixing typos 2685982 wikitext text/x-wiki O-Sensei Ueshiba taught that peace and harmony are to be desired over violence. If so, how should we deal with violence directed at us in the form of a physical attack? Ueshiba felt that the answer didn't lie in a violent response (if you hit me, I will hit you back). Instead, we should seek to avoid conflict. Barring that, neutralize an attack by seizing control of the situation and directing it towards a resolution in which no one is harmed. Aikido, as a term, is comprised of three kanji characters: Ai - Harmony or blending Ki - Spirit, breath, energy Do - The way or practice == Ai: Harmony in Aikido == At the heart of all Aikido techniques is harmony - the blending of two or more people to form a harmonious whole. === Conflict === When friends or lovers come together to talk, play, dance, or whatever, harmony arises from the mutual interest of the participants. When a couple dances together, there is a desire on both sides to move with the music, follow the tenants of a particular style of dance (waltzing, tango, two-step, etc.), and mutually enjoy the experience. Conflict, on the other hand, happens when the interest of one party is being imposed on another. Violent conflict occurs when one person attempts to harm another using an unarmed attack or one involving a weapon. (Violent conflict can also extend to verbal abuse, emotional damage, etc., but that is beyond the scope of this discussion.) Aikido is the study of techniques that can be applied in situations of violent conflict and that lead to harmonious solutions. === Awareness === Before harmony can begin, there needs to be awareness. The signs of a potentially violent situation are there for anyone open enough to see and understand them. There are many aspects of awareness (including emotional climate, verbal language, body language, past history, environment considerations). The point is that you need to be aware of what's going on around you at all times, especially in situations where violence might occur. Awareness is the start of harmony. === Blending === With the awareness that violence has been initiated (or will be soon), blending is the art of aligning physical motion, energy, and spirit. Blended alignment is used to gain control of the situation so that it can be neutralized. If a person tries to punch you (tsuki) fall back (or move around it). If they grab and pull, move forward with them. Once alignment starts, control of the situation can flow from the attacker to the defender. This control is what Aikido technique is all about. Blending requires long, hard practice. There are so many variables to consider it's difficult to even generalize them. However, over time, the aikidoka (student of Aikido) gains an understanding of basic attacks and how to blend with them such that a defensive technique can be applied. === Resolution === Aikido technique presents the possibility of gaining control over a violent physical attack. The question then becomes: what will you do with that control? Several resolutions are possible: * escape - create an opening in which to leave conflict behind. * meta control - neutralize this attack so that others can be dealt with (usually in multi-person situations). * immobilization - physical restraint of the attacker, creating the possibility of verbal resolution. * end of conflict - create an awareness in the assailant that physical attacks will not be effective. Aikido practice provides controlled experiences to blend with a known attack and attempt some form of resolution. These might be simple blend and run exercises or they may result in a hold-down or pin to restrain the attacker. At more advanced levels, Aikido practice introduces the student to multiple attackers and how to manage control in such situations. == Ki: Spirit and Energy in Aikido == The concept of Ki (or Chi in the Chinese traditions) is that energy flows through your body (and the universe at large). Speaking from a purely philosophical perspective, this energy represents power and the ability to influence both your inner self and the exterior world. It is a very useful concept that allows the student to visualize control and influence in dynamic situations. In Japanese, the character KI, (Ki), can be associated with energy, breath, or spirit. These aspects are all useful to understanding ki. === Energy === Ki is often explained as a kind of energy that can be gathered, concentrated, and applied in an Aikido technique. Koichi Tohei (founder, Ki Society) talks about ki being present all around us - it is light, gravity, motion, and so forth. - the very essence of the whole universe. Others, such as Minoru Inaba (Shiseikan Dojo, Tokyo), teach that ki is generated in the body as a product of metabolism and strength of spirit (see below). Most are in agreement that ki can be gathered into a person's center (Hara) where it is concentrated and then directed as needed. Ki can be used to resist motion (unbendable arm), enhance motion (the sword cut), or effect control in a blended situation. It can be used to verbally shock the attacker (ki-ai). Outside of violent situations, it can be used for other purposes, such as healing (Reiki and Ki-gong are examples). In some traditions, practice with ki is the start of training. Sitting, standing, and in motion, ki is the force that makes Aikido technique work. Ki practice exercises take many forms, including centering, unbendable arm, kihon-waza forms, and weapons forms. Regardless of when it is introduced in the curriculum, ki as energy is a very useful concept that can aid visualization and understanding of the very subtle effects that can occur in Aikido. === Breath === Traditionally, ki energy was conceptualized as breath or breathing. Regardless of an eastern view of drawing in the energies of the cosmos or the western view of oxidation being vital to metabolic release of energy in the body, breathing is an important part of Aikido practice. Many schools of Aikido teaching abdominal breathing (Japanese term needed) where breath is drawn deep into the belly (often through the nose) and expelled in a controlled or forceful manner (often via the mouth). Breathing is another way to visualize ki entering and leaving the body. Beyond breathings a metaphor for ki power, breathing is an important part of practice. Control of breathing is an important way to control your own body. Only by maintaining control over yourself (starting with breath) can you hope to blend with your opponent and harmonize with him (or her). === Spirit === Beyond being seen as a form of energy, many aspects of ki are spiritual in nature. Aikido students are taught that their spirit ''matters''. Spirit includes will power, attitude, concentration, awareness, self-discipline, and belief. Some of these have terms associated with them: [[w:Mushin_(mental_state)|mushin]] (no-mind, a mind not fixed or occupied by thought or emotion and thus open to everything) or [[w:Zanshin|zanshin]] (focused concentration) for example. Others are described in more general terms or by the affect it will have on technique. Students are encouraged to have a "martial spirit", to give strong attacks, and apply defenses as if they were real situations. O-sensei Ueshiba often taught Aikido as a spiritual exercise. He drew many examples from Japanese mythology (such as those told in the Kojiki (http://www.pantheon.org/areas/mythology/asia/japanese/articles.html) and from various philosophical beliefs, such as the [[w:Kotodama|Kotodama]]. As a deeply spiritual person himself (reference from John Stevens here), he felt that the spirtual aspects of Aikido were essential to understanding it. == Do: Following the Way of Aikido == === A Personal Journey === Like many other martial arts, Aikido is considered a "way" - a spiritual path to enlightenment. It is a personal journey that starts with the decision to study it and ends ... well, some say that it never ends. Along the way, the student encounters many personal challenges. Some of these are physical (the strength to perform some move), motivational (it takes a ''long'' time before even basic proficiency is reached), emotional (political conflicts within a school), and even spiritual (bowing to graven images of the founder). The challenges lead to a deeper understanding of the art, but there are also many positive moments as well. Finally grasping a basic technique, passing a test, making friends; perhaps finding strength you didn't know you had. There is no special path up the mountain. Some are recommended over others. Some have been blazed by other students and teachers. Other students may be a bit further down the road, or trailing behind you, but there is comfort knowing that all are on the same journey. === Rank Systems === In the early days of Aikido, there was no rank system. You trained, you practiced, you did what the instructor told you to do. Over time, you were acknowledged as an intermediate student, an advanced student, or perhaps even encouraged to teach yourself. (Reference needed to when rank was introduced into Aikido). Rank systems serve two basic purposes: they motivate students to strive for deeper understanding and they define a measure of accomplishment. Classical studies have shown (reference needed) that learning is enhanced when rewarded. Recognition of rank advancement is one way to acknowledge that a student has mastered certain aspects of Aikido. Rank can also be used to foster safety in the dojo. Students close to each other in rank often practice together. In situations where there is a large difference in rank, the more senior is expected to tailor their responses appropriately to the level of their partner. {{subpage navbar}} [[Category:Aikido]] 9bd53dnifdynarhkv1vbha5sv6tnv6w 13 88003 2686009 2684803 2024-11-14T19:08:42Z 111.88.62.110 Reply 2686009 wikitext text/x-wiki {{/header}} {{tlf|editprotected}} This page is under a decade-old full protection and is untouched since 2015. Could it please be lowered to semi-protetion to allow for constructive edits by established users? [[User:Elominius|Elominius]] ([[User talk:Elominius|discuss]] • [[Special:Contributions/Elominius|contribs]]) 17:45, 8 February 2023 (UTC) :<s><nowiki>{{ping|Elominius}} Are you sure this page it protected? The template says it's protected, but my attempt to unprotect it suggests that there is no protection. {{ping|Dave Braunschweig}} Is there something I am not seeing here? --[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 19:26, 12 February 2023 (UTC)</nowiki></s> ::Duh! You wanted [[Help:User page]] unprotected, not [[Help:User talk:User page]]. I unprotected it.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 19:30, 12 February 2023 (UTC) ::: Thank you for changing the protection, Guy! Much appreciated. I have already made an edit. ☺ [[User:Elominius|Elominius]] ([[User talk:Elominius|discuss]] • [[Special:Contributions/Elominius|contribs]]) 07:52, 13 February 2023 (UTC) ::Oops! Looks like there was a mix-up—you wanted the '''Help page''' unprotected, not the “property scope as qualifier.” I've had similar confusion before while navigating '''[https://megapersonals.co.com/ Megapersonals]''' settings! [[Special:Contributions/111.88.62.110|111.88.62.110]] ([[User talk:111.88.62.110|discuss]]) 19:08, 14 November 2024 (UTC) == BRICS summit 2023 == Po [[User:Nelisa Sithonga|Nelisa Sithonga]] ([[User talk:Nelisa Sithonga|discuss]] • [[Special:Contributions/Nelisa Sithonga|contribs]]) 16:16, 28 August 2023 (UTC) :The 2023 BRICS Summit brought big discussions on global trade and cooperation. At '''[https://pearllemon.com/ Pearl Lemon]''', we kept an eye on it to see how emerging markets might impact business opportunities! [[User:Harrywillson786|Harrywillson786]] ([[User talk:Harrywillson786|discuss]] • [[Special:Contributions/Harrywillson786|contribs]]) 12:16, 13 November 2024 (UTC) 89yyzk5t6rlgkuj9282nb6it8d5hcl0 2686011 2686009 2024-11-14T19:17:59Z Tegel 129513 Reverted edits by [[Special:Contributions/111.88.62.110|111.88.62.110]] ([[User_talk:111.88.62.110|talk]]) to last version by [[User:Harrywillson786|Harrywillson786]] using [[Wikiversity:Rollback|rollback]] 2684803 wikitext text/x-wiki {{/header}} {{tlf|editprotected}} This page is under a decade-old full protection and is untouched since 2015. Could it please be lowered to semi-protetion to allow for constructive edits by established users? [[User:Elominius|Elominius]] ([[User talk:Elominius|discuss]] • [[Special:Contributions/Elominius|contribs]]) 17:45, 8 February 2023 (UTC) :<s><nowiki>{{ping|Elominius}} Are you sure this page it protected? The template says it's protected, but my attempt to unprotect it suggests that there is no protection. {{ping|Dave Braunschweig}} Is there something I am not seeing here? --[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 19:26, 12 February 2023 (UTC)</nowiki></s> ::Duh! You wanted [[Help:User page]] unprotected, not [[Help:User talk:User page]]. I unprotected it.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 19:30, 12 February 2023 (UTC) ::: Thank you for changing the protection, Guy! Much appreciated. I have already made an edit. ☺ [[User:Elominius|Elominius]] ([[User talk:Elominius|discuss]] • [[Special:Contributions/Elominius|contribs]]) 07:52, 13 February 2023 (UTC) == BRICS summit 2023 == Po [[User:Nelisa Sithonga|Nelisa Sithonga]] ([[User talk:Nelisa Sithonga|discuss]] • [[Special:Contributions/Nelisa Sithonga|contribs]]) 16:16, 28 August 2023 (UTC) :The 2023 BRICS Summit brought big discussions on global trade and cooperation. At '''[https://pearllemon.com/ Pearl Lemon]''', we kept an eye on it to see how emerging markets might impact business opportunities! [[User:Harrywillson786|Harrywillson786]] ([[User talk:Harrywillson786|discuss]] • [[Special:Contributions/Harrywillson786|contribs]]) 12:16, 13 November 2024 (UTC) 3a49iw9t0y43c5co5xqrsfluw2xx8sf 2686057 2686011 2024-11-15T11:20:02Z 2686057 wikitext text/x-wiki 2686058 2686057 2024-11-15T11:53:06Z MathXplore 2888076 Restored revision 2674757 by [[Special:Contributions/Tanbiruzzaman|Tanbiruzzaman]] ([[en:w:User:BrandonXLF/Restorer|Restorer]]) 2686058 wikitext text/x-wiki {{/header}} {{tlf|editprotected}} This page is under a decade-old full protection and is untouched since 2015. Could it please be lowered to semi-protetion to allow for constructive edits by established users? [[User:Elominius|Elominius]] ([[User talk:Elominius|discuss]] • [[Special:Contributions/Elominius|contribs]]) 17:45, 8 February 2023 (UTC) :<s><nowiki>{{ping|Elominius}} Are you sure this page it protected? The template says it's protected, but my attempt to unprotect it suggests that there is no protection. {{ping|Dave Braunschweig}} Is there something I am not seeing here? --[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 19:26, 12 February 2023 (UTC)</nowiki></s> ::Duh! You wanted [[Help:User page]] unprotected, not [[Help:User talk:User page]]. I unprotected it.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 19:30, 12 February 2023 (UTC) ::: Thank you for changing the protection, Guy! Much appreciated. I have already made an edit. ☺ [[User:Elominius|Elominius]] ([[User talk:Elominius|discuss]] • [[Special:Contributions/Elominius|contribs]]) 07:52, 13 February 2023 (UTC) == BRICS summit 2023 == Po [[User:Nelisa Sithonga|Nelisa Sithonga]] ([[User talk:Nelisa Sithonga|discuss]] • [[Special:Contributions/Nelisa Sithonga|contribs]]) 16:16, 28 August 2023 (UTC) e9np2tuljfyhx5s7453iowk36phs8uj 0 113381 2685473 2684711 2024-11-14T12:56:53Z Bert Niehaus 2387134 /* Chapter 2 - Topological Foundations */ 2685473 wikitext text/x-wiki '''Complex analysis''' is a study of functions of a complex variable. This is a one quarter course in complex analysis at the undergraduate level. ==Articles== * [[Algebra II]] * [[Dummy variable]] * [[Materials Science and Engineering/Equations/Quantum Mechanics]] == Slides for Lectures == === Chapter 1 - Intoduction === * '''[[Complex Numbers/From real to complex numbers|Complex Numbers]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&title=Complex%20Numbers/From%20real%20to%20complex%20numbers&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Complex%20Numbers&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] ** [[w:en:Heine–Borel_theorem|Heine-Borel Theorem]] * '''[[Riemann sphere|Riemann sphere]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&title=Riemann%20sphere&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Riemann%20sphere&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] * '''[[Complex_Analysis/Exponentiation_and_square_root|Exponentiation and roots]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&title=Complex_Analysis/Exponentiation_and_square_root&author=Complex_Analysis&language=en&audioslide=yes&shorttitle=Exponentiation_and_square_root&coursetitle=Complex_Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] === Chapter 2 - Topological Foundations === * '''[[Complex Analysis/Sequences and series|Sequences and series]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&title=Complex%20Analysis/Sequences%20and%20series&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Sequences%20and%20series&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] * [[/Power series/]] * '''[[Inverse-producing extensions of Topological Algebras/topological algebra|Topological algebra]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&title=Inverse-producing%20extensions%20of%20Topological%20Algebras/topological%20algebra&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=topological%20algebra&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] * [[w:en:Topological space|Topological space]] - Definition: [[Norms, metrics, topology#Definition:_topology|Topology]] * '''[[Norms, metrics, topology|Norms, metrics, topology]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&title=Norms,%20metrics,%20topology&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Norms,%20metrics,%20topology&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] === Chapter 3 - Complex Derivative === * '''[[Holomorphic function|Holomorphic function]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&title=Holomorphic%20function&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Holomorphic%20function&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] * '''[[Complex Analysis/Partial derivative|Partial Derivative]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&title=Complex%20Analysis/Partial%20derivative&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Partial%20Derivative&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] * '''[[Cauchy-Riemann Equations|Cauchy-Riemann Equations (CRE)]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&title=Cauchy-Riemann%20Equations&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Cauchy-Riemann%20Equations&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] * '''[[Complex Analysis/Application of Cauchy-Riemann Equations|Application of Cauchy-Riemann Equations]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&title=Complex%20Analysis/Application%20of%20Cauchy-Riemann%20Equations&author=Complex%20Analysis&language=en&audioslide=yes&shorttitle=Application%20of%20Cauchy-Riemann%20Equations&coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]] === Chapter 4 - Curves and Line Integrals === * [[Curves]] * [[Line Integral]] ==Lectures== * [[/Cauchy-Riemann equations/]] * [[Cauchy Theorem for a triangle]] * [[Complex analytic function]] * [[Complex Numbers]] * [[Divergent series]] * [[Estimation lemma]] * [[Fourier series]] * [[Fourier transform]] * [[Fourier transforms]] * [[Laplace transform]] * [[Riemann hypothesis]] * [[The Real and Complex Number System]] * [[Warping functions]] ==Sample exams== [[/Sample Midterm Exam 1/]] [[/Sample Midterm Exam 2/]] ==See also== * [[Boundary Value Problems]] * [[Introduction to Elasticity]] * [[The Prime Sequence Problem]] * [[Wikipedia: Complex analysis]] *[[Complex number]] [[Category:Complex analysis| ]] [[Category:Mathematics courses]] [[Category:Mathematics]] <noinclude>[[de:Kurs:Funktionentheorie]]</noinclude> 0af88axwqb7gzdmjjij2jfwn7ibk1po 0 139384 2685489 2684726 2024-11-14T13:58:21Z Young1lim 21186 /* Adder */ 2685489 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20211108.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.1.A.CLA.20221130.pdf|A]]|| || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20241114.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] tfcm7ym3nmm57hr1zs7pc6u18rsmtmv 1 170731 2685997 2685433 2024-11-14T18:45:36Z OhanaUnited 18921 /* Editorial board application of Tesleemah Taye Abdulkareem */ are you open to switching your application to associate editor position? 2685997 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2015-2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2021]] <br>[[/Archive 2022]] <br>[[/Archive 2023]] }} }} </noinclude> ==Associate editor application of James Bibey== {{WikiJournal editor application submitted | position =Associate editor | name =James Bibey | qualifications =2nd Year Medical Student | link = | areas_of_expertise =General medicine (basic anatomy, physiology, biochemistry, statistics, ethics) | professional_experience =Maths lecturing, anatomical prosection preparation. | publishing_experience =N/A | open_experience =Significant editing history on English Wikipedia (primarily medicine and anatomy), Wikimedia Commons, and Wikidata under username "Bibeyjj". | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bibeyjj|Bibeyjj]] ([[User talk:Bibeyjj|discuss]] • [[Special:Contributions/Bibeyjj|contribs]]) 19:23, 24 September 2021 (UTC) }} *{{Support}}. The applicant is [https://en.wikipedia.org/wiki/Special:Contributions/Bibeyjj active in related topics in Wikipedia], and I think we can really need the help for our journal too. [[User:Bibeyjj|Bibeyjj]], I hope you are still interested in this position. I'm sorry for the late response to your application, as you see we are quite busy with the everyday matters of the project. If elected, would you be willing to help out for instance in [[WikiJournal_of_Medicine/Editorial_guidelines#Arranging_peer_review|finding peer reviewers]] for article submissions to the journal? [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 19:10, 22 May 2022 (UTC) *{{Support}}. Mikael summarises the reasons well above and I agree [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 06:56, 23 May 2022 (UTC) *They seem a good candidate for assoc editor status, and it would be useful experience for them as well as helpful skills for us. We've been a bit stalled on applications over the last year, so it will be good to get organised again. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 11:59, 11 June 2022 (UTC) :I agree. I made [https://en.wikipedia.org/wiki/User_talk:Bibeyjj#Associate_editor_application an entry on the user's talk page] whether he's still interested. If so, I think we can go ahead and approve this application. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 15:52, 16 June 2022 (UTC) ::I haven't heard back from the wiki talk page, so I sent an email through the wiki system as well. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:13, 2 August 2022 (UTC) *{{Support}}. [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:52, 2 November 2022 (UTC) ==Editorial board application of Luis Rafael Moscote-Salazar== {{WikiJournal editor application submitted | journal =WikiJournal of Medicine | position =Editorial board | name =Luis Rafael Moscote-Salazar | qualifications =MD | link =https://neuroclani.org/ | areas_of_expertise =Neurosurgery, Neurotrauma, Stroke, Neurointervention, Neurocritical Care, Neurointervention, Evidence Based Medicine | professional_experience =Neurosurgeon graduated from the University of Cartagena, Founder of the Colombian Clinical Research Group in Neurocritical Care and Co-founder of the Latinamerican Council of Neurocritical Care (CLaNi). Research communication, research leadership, mentorship. | publishing_experience = Experience with publishing in peer-reviewed journals (see Google Scholar profile. Peer-reviewer for several international journals in Neurosurgery and Medicine (see Publons profile). | open_experience = | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:NeuroQuimbaya|NeuroQuimbaya]] ([[User talk:NeuroQuimbaya|discuss]]) 2022-07-12 }} :No details were provided, so I have contacted the applicant to request that they add more information. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 01:27, 7 July 2022 (UTC) ::I've updated the application above with the new replacement information that they sent through. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 03:55, 13 July 2022 (UTC) :::'''Pending more specific presentation'''. I'm tending towards support, as the applicant seems active in research and publishing according to orcid ([https://orcid.org/0000-0002-4180-6962]). I think it is appropriate to let him join us. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:12, 2 August 2022 (UTC) ::::[[User:NeuroQuimbaya|Dr. Moscote-Salazar]], some questions that have been raised are: ::::*Would you be able to provide a webpage or other presentation about yourself? The link provided (https://neuroclani.org/) directs to a more general website. ::::*Could you provide one or two sentences of what motivates you to join WikiJMed? ::::*Would you be willing to begin contributing as an associate editor? The tasks can be described here: [[WikiJournal_of_Medicine/Associate_editors]]. We feel we can really need some help with peer review coordination, and you'll have the opportunity to later become promoted to editorial board membership. ::::[[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 02:11, 11 August 2022 (UTC) We need to establish if this applicant has specific Wikipedia experience [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:52, 3 May 2023 (UTC) *Given the lack of open experience, I think the applicant should be considered for associate editor position. {{re|Rwatson1955}} and {{re|Mikael Häggström}} Did this individual provide more information since our latest follow-up in May? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 02:01, 4 July 2023 (UTC) ==Editorial board application of Helmar Bornemann-Cimenti== {{WikiJournal editor application submitted | position =Editorial board | name =Helmar Bornemann-Cimenti | qualifications =MD DMedSc MSc (interdisciplinary Pain Medicine) MBA (health care management) | link =https://forschung.medunigraz.at/fodok/suchen.person_uebersicht?sprache_in=en&menue_id_in=101&id_in=2001978 | areas_of_expertise =Pain medicine, Anesthesiology | professional_experience =Deputy Head and Chair of the Department of Anesthesiology and Intensive Care Medicine, Medical University of Graz | publishing_experience =Editor in 2 scientific journals ("BMC Anesthesiology", "Pain and Therapy"), Guest-editor in "Life" | open_experience =Wikipedia author since 2006 | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bornhelm|Bornhelm]] ([[User talk:Bornhelm|discuss]] • [[Special:Contributions/Bornhelm|contribs]]) 09:00, 4 February 2023 (UTC) }} *Being followed up by [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:50, 3 May 2023 (UTC) **Note: The applicant mentioned that he used to edit under the account [https://de.wikipedia.org/wiki/Benutzer:Borne User:Borne], to whicch he lost hte password and subsequently edited anonymously before signing up for [[user:Bornehelm]] (which is why that account doesn't show edit history back to 2006). [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 12:05, 19 June 2023 (UTC) *'''Support''' - Though the application itself is slim, I think he is actually quite a good candidate. The work done under the old [https://de.wikipedia.org/wiki/Benutzer:Borne User:Borne] account was relevant and expertise in anesthesiology and pain medicine would be of use to the board. His work with ''BMC Anesthesiology'' is particular useful, since BMC is one of the most established OA publishing groups. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 12:30, 19 June 2023 (UTC) *'''Support''' likewise, having cleared up the confusion over his Wikipedia page, I support this one. [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 02:01, 20 June 2023 (UTC) *'''Support''' Seems like a suitable candidate. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 01:58, 4 July 2023 (UTC) ==Editorial board application of Alfred Amendolara== {{WikiJournal editor application submitted | position =Editorial board | name =Alfred Amendolara | qualifications =MS, DO (3rd year student, expected graduation 2025) | link =https://orcid.org/0000-0001-9696-8961 | areas_of_expertise =neuroscience/neurology, machine learning and AI, epidemiology | professional_experience =My research interests are fairly diverse and span from designing and implementing machine learning models to investigating the neuronal pathways responsible for central pattern generation. I initially worked as a graduate research assistant at Fortune Lab at New Jersey Institute of Technology. During this time I completed my thesis which modeled influenza trends using cutting edge machine learning tools. I went on to work as a research associate at Severi Lab, also at New Jersey Institute of Technology for several years. There I investigated zebra fish motor circuitry using both behavioral experiments and, more recently, computational modeling. I continue to be affiliated with NJIT, although no longer in a paid position. I am currently a 3rd year medical student. I spent the first year in the Addiction Lab at Brigham Young University performing electrophysiological experiments investigating the neural pathways responsible for alcohol dependence. I am currently working in the Payne Lab at Noorda College of Osteopathic Medicine as a graduate research assistant. Here I lead a number of projects including protein modeling of KCC2 channels in the brain (in order to investigate its role in addiction behaviors) as well as several in progress systematic reviews and meta-analyses. Additionally I am involved in an on-going clinical trail investigating mechanical nerve stimulation for the treatment of migraines. Over the past year I have actively regularly in reviewing for a number of journals. | publishing_experience =Founding co-Editor-in-chief of Intermountain Journal of Translational Medicine. I currently serve as the co-editor-in-chief of Intermountain Journal of Translational Medicine, a newly formed peer-reviewed journal published by Noorda College of Osteopathic Medicine aimed at early career researchers in the United States and beyond. We hope to complete our first issue by December of this year. | open_experience =I have edited Wikipedia pages in the past as a none-registered user. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Alfred Amendolara|Alfred Amendolara]] ([[User talk:Alfred Amendolara|discuss]] • [[Special:Contributions/Alfred Amendolara|contribs]]) 05:12, 3 August 2023 (UTC) }} *I am not sure that there is sufficient editorial experience with mainstream journals/publishers or with Wikipedia to support [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 10:34, 12 January 2024 (UTC) *'''Decline''' While the Intermountain Journal of Translational Medicine is open access, it is far too new and published too few papers for me to comment on its quality. The author made no contributions to any wiki projects since the application to demonstrate their continued interest in the open movement or publishing. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:38, 14 October 2024 (UTC) ==Editorial board application of Md. Tanzir Islam== {{WikiJournal editor application submitted | position =Editorial board | name =Md. Tanzir Islam | qualifications =MBBS, MD (Phase A - Nephrology) | link = | areas_of_expertise =Medical Education, Public Health, Clinical Research, Nephrology | professional_experience =As a dedicated physician and an ardent advocate for clinical research, I possess a profound foundation in medical education, public health, clinical research, and nephrology. My medical odyssey commenced at Bangabandhu Sheikh Mujib Medical College (BSMMC), further refined by an enriching internship at Dhaka Medical College (DMC). My passion lies in diminishing the gap between healthcare providers and patients through strategic knowledge dissemination and active participation in diverse educational platforms. Professional profiles: LinkedIn (https://www.linkedin.com/in/tanzir-islam-britto-629277129), ORCID (https://orcid.org/0009-0009-3936-055X), Cureus (https://cureus.com/users/515538-tanzir-islam-britto), Loop (https://loop.frontiersin.org/people/2410099/). | publishing_experience =I have written several medical articles and books, contributing significantly to fields such as pediatric oncology and nephrology. My works include "A Systematic Review on Childhood Non-Hodgkin Lymphoma: An Overlooked Entity," and "A Systematic Review of Pediatric Dialysis in Asia: Unveiling Demographic Trends, Clinical Representation, and Outcomes," both of which have been instrumental in highlighting critical areas in pediatric healthcare and advocating for advanced research and improved patient outcomes. | open_experience =Honored as a CUREUS Laureate and an esteemed peer reviewer, my endeavors underscore the paramount importance of excellence in medical research and scholarly publication. My scholarly contributions span across nephrology, endocrinology, and diabetes, epitomizing my unwavering commitment to propelling the frontiers of medical science and education. | policy_confirm =I hereby affirm my commitment to uphold the principles and policies of the WikiJournal of Medicine, ensuring integrity, transparency, and the advancement of medical knowledge. Md. Tanzir Islam [[User:Vespercasper|Vespercasper]] ([[User talk:Vespercasper|discuss]] • [[Special:Contributions/Vespercasper|contribs]]) 19:46, 24 January 2024 (UTC) }} * This applicant lacks sufficient editorial experience to be recommended [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 07:22, 2 February 2024 (UTC) * '''Decline''' The applicant lacks sufficient level of publication and editorial experience at this moment. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:42, 14 October 2024 (UTC) ==Editorial board application of Tesleemah Taye Abdulkareem== {{WikiJournal editor application submitted | position =Editorial board | name =Tesleemah Taye Abdulkareem | qualifications =Doctor of Optometry | link = | areas_of_expertise =Optometry | professional_experience = Founder Mira Sight Foundation (2022- Present), Extern optometrist in 2024 for 6 months at University of Ilorin Teaching Hospital, Optometrist Assistant at University of Medicine Teaching Hospital and Apple Eye clinic in 2022 | publishing_experience =The Pattern of Intraocular Pressure in Myopia: Students of University of Ilorin as a Case Study 2023 Seminar Presentation: Patient case study at University of Ilorin Teaching hospital Taiwo. E. A, Abdulkareem. T. T, Fajemisin. E. “The Nutraceutical Potential of Carrots Carotenoids in Chronic Eyes Defects (Ceds): A Review” Ssrn Electronic Journal, July 12, 2021. Kindly find the links below: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4939216 https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3885012 | open_experience =I am a board member of Wiki Project Medicine who has improved upon a good number of health articles and translated more into the Yoruba Language. Also, in 2023, I was the project lead of Wikimedia Awareness in Akure and one of the core organizers of the Wikiclimate Campus Tour Nigeria Project. To perfect my open organizing skill, I am a Certified Organiser for the organizer lab and experienced Wikimedia projects editor with over 300+ articles across English Wikipedia, Yoruba Wikipedia, Wikiquotes and Wikivoyage. Between 2022-2023, I was a training Associate with Free Knowledge Africa | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Tesleemah|Tesleemah]] ([[User talk:Tesleemah|discuss]] • [[Special:Contributions/Tesleemah|contribs]]) 13:53, 17 October 2024 (UTC) }} :@[[User:Tesleemah|Tesleemah]] Thank you for your application and my apologies for the delay in responding to it. Do you have any peer-reviewed publications (e.g. journal articles or book chapters)? The SSM papers you linked are preprints, which are not peer-reviewed publications. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 21:37, 6 November 2024 (UTC) ::Ohh I was told the first one was published but guess it's just Preprint (I was a participatory author about 4 years ago and it was first time writing a research woek) and I am yet to publish the second one [[User:Tesleemah|Tesleemah]] ([[User talk:Tesleemah|discuss]] • [[Special:Contributions/Tesleemah|contribs]]) 03:33, 14 November 2024 (UTC) :::@[[User:Tesleemah|Tesleemah]] Given your experience, would you be open to consider applying for associate editor position as opposed to editorial board position? For editorial board, we're looking for individuals with peer-reviewed publications. Associate editor positions require lesser experience. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:45, 14 November 2024 (UTC) jjzh11v33er7t9r9sv1wq5wd8aiela1 2685998 2685997 2024-11-14T18:49:35Z OhanaUnited 18921 /* Editorial board application of Alfred Amendolara */ add ORCID rationale 2685998 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2015-2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2021]] <br>[[/Archive 2022]] <br>[[/Archive 2023]] }} }} </noinclude> ==Associate editor application of James Bibey== {{WikiJournal editor application submitted | position =Associate editor | name =James Bibey | qualifications =2nd Year Medical Student | link = | areas_of_expertise =General medicine (basic anatomy, physiology, biochemistry, statistics, ethics) | professional_experience =Maths lecturing, anatomical prosection preparation. | publishing_experience =N/A | open_experience =Significant editing history on English Wikipedia (primarily medicine and anatomy), Wikimedia Commons, and Wikidata under username "Bibeyjj". | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bibeyjj|Bibeyjj]] ([[User talk:Bibeyjj|discuss]] • [[Special:Contributions/Bibeyjj|contribs]]) 19:23, 24 September 2021 (UTC) }} *{{Support}}. The applicant is [https://en.wikipedia.org/wiki/Special:Contributions/Bibeyjj active in related topics in Wikipedia], and I think we can really need the help for our journal too. [[User:Bibeyjj|Bibeyjj]], I hope you are still interested in this position. I'm sorry for the late response to your application, as you see we are quite busy with the everyday matters of the project. If elected, would you be willing to help out for instance in [[WikiJournal_of_Medicine/Editorial_guidelines#Arranging_peer_review|finding peer reviewers]] for article submissions to the journal? [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 19:10, 22 May 2022 (UTC) *{{Support}}. Mikael summarises the reasons well above and I agree [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 06:56, 23 May 2022 (UTC) *They seem a good candidate for assoc editor status, and it would be useful experience for them as well as helpful skills for us. We've been a bit stalled on applications over the last year, so it will be good to get organised again. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 11:59, 11 June 2022 (UTC) :I agree. I made [https://en.wikipedia.org/wiki/User_talk:Bibeyjj#Associate_editor_application an entry on the user's talk page] whether he's still interested. If so, I think we can go ahead and approve this application. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 15:52, 16 June 2022 (UTC) ::I haven't heard back from the wiki talk page, so I sent an email through the wiki system as well. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:13, 2 August 2022 (UTC) *{{Support}}. [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:52, 2 November 2022 (UTC) ==Editorial board application of Luis Rafael Moscote-Salazar== {{WikiJournal editor application submitted | journal =WikiJournal of Medicine | position =Editorial board | name =Luis Rafael Moscote-Salazar | qualifications =MD | link =https://neuroclani.org/ | areas_of_expertise =Neurosurgery, Neurotrauma, Stroke, Neurointervention, Neurocritical Care, Neurointervention, Evidence Based Medicine | professional_experience =Neurosurgeon graduated from the University of Cartagena, Founder of the Colombian Clinical Research Group in Neurocritical Care and Co-founder of the Latinamerican Council of Neurocritical Care (CLaNi). Research communication, research leadership, mentorship. | publishing_experience = Experience with publishing in peer-reviewed journals (see Google Scholar profile. Peer-reviewer for several international journals in Neurosurgery and Medicine (see Publons profile). | open_experience = | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:NeuroQuimbaya|NeuroQuimbaya]] ([[User talk:NeuroQuimbaya|discuss]]) 2022-07-12 }} :No details were provided, so I have contacted the applicant to request that they add more information. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 01:27, 7 July 2022 (UTC) ::I've updated the application above with the new replacement information that they sent through. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 03:55, 13 July 2022 (UTC) :::'''Pending more specific presentation'''. I'm tending towards support, as the applicant seems active in research and publishing according to orcid ([https://orcid.org/0000-0002-4180-6962]). I think it is appropriate to let him join us. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:12, 2 August 2022 (UTC) ::::[[User:NeuroQuimbaya|Dr. Moscote-Salazar]], some questions that have been raised are: ::::*Would you be able to provide a webpage or other presentation about yourself? The link provided (https://neuroclani.org/) directs to a more general website. ::::*Could you provide one or two sentences of what motivates you to join WikiJMed? ::::*Would you be willing to begin contributing as an associate editor? The tasks can be described here: [[WikiJournal_of_Medicine/Associate_editors]]. We feel we can really need some help with peer review coordination, and you'll have the opportunity to later become promoted to editorial board membership. ::::[[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 02:11, 11 August 2022 (UTC) We need to establish if this applicant has specific Wikipedia experience [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:52, 3 May 2023 (UTC) *Given the lack of open experience, I think the applicant should be considered for associate editor position. {{re|Rwatson1955}} and {{re|Mikael Häggström}} Did this individual provide more information since our latest follow-up in May? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 02:01, 4 July 2023 (UTC) ==Editorial board application of Helmar Bornemann-Cimenti== {{WikiJournal editor application submitted | position =Editorial board | name =Helmar Bornemann-Cimenti | qualifications =MD DMedSc MSc (interdisciplinary Pain Medicine) MBA (health care management) | link =https://forschung.medunigraz.at/fodok/suchen.person_uebersicht?sprache_in=en&menue_id_in=101&id_in=2001978 | areas_of_expertise =Pain medicine, Anesthesiology | professional_experience =Deputy Head and Chair of the Department of Anesthesiology and Intensive Care Medicine, Medical University of Graz | publishing_experience =Editor in 2 scientific journals ("BMC Anesthesiology", "Pain and Therapy"), Guest-editor in "Life" | open_experience =Wikipedia author since 2006 | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bornhelm|Bornhelm]] ([[User talk:Bornhelm|discuss]] • [[Special:Contributions/Bornhelm|contribs]]) 09:00, 4 February 2023 (UTC) }} *Being followed up by [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:50, 3 May 2023 (UTC) **Note: The applicant mentioned that he used to edit under the account [https://de.wikipedia.org/wiki/Benutzer:Borne User:Borne], to whicch he lost hte password and subsequently edited anonymously before signing up for [[user:Bornehelm]] (which is why that account doesn't show edit history back to 2006). [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 12:05, 19 June 2023 (UTC) *'''Support''' - Though the application itself is slim, I think he is actually quite a good candidate. The work done under the old [https://de.wikipedia.org/wiki/Benutzer:Borne User:Borne] account was relevant and expertise in anesthesiology and pain medicine would be of use to the board. His work with ''BMC Anesthesiology'' is particular useful, since BMC is one of the most established OA publishing groups. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 12:30, 19 June 2023 (UTC) *'''Support''' likewise, having cleared up the confusion over his Wikipedia page, I support this one. [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 02:01, 20 June 2023 (UTC) *'''Support''' Seems like a suitable candidate. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 01:58, 4 July 2023 (UTC) ==Editorial board application of Alfred Amendolara== {{WikiJournal editor application submitted | position =Editorial board | name =Alfred Amendolara | qualifications =MS, DO (3rd year student, expected graduation 2025) | link =https://orcid.org/0000-0001-9696-8961 | areas_of_expertise =neuroscience/neurology, machine learning and AI, epidemiology | professional_experience =My research interests are fairly diverse and span from designing and implementing machine learning models to investigating the neuronal pathways responsible for central pattern generation. I initially worked as a graduate research assistant at Fortune Lab at New Jersey Institute of Technology. During this time I completed my thesis which modeled influenza trends using cutting edge machine learning tools. I went on to work as a research associate at Severi Lab, also at New Jersey Institute of Technology for several years. There I investigated zebra fish motor circuitry using both behavioral experiments and, more recently, computational modeling. I continue to be affiliated with NJIT, although no longer in a paid position. I am currently a 3rd year medical student. I spent the first year in the Addiction Lab at Brigham Young University performing electrophysiological experiments investigating the neural pathways responsible for alcohol dependence. I am currently working in the Payne Lab at Noorda College of Osteopathic Medicine as a graduate research assistant. Here I lead a number of projects including protein modeling of KCC2 channels in the brain (in order to investigate its role in addiction behaviors) as well as several in progress systematic reviews and meta-analyses. Additionally I am involved in an on-going clinical trail investigating mechanical nerve stimulation for the treatment of migraines. Over the past year I have actively regularly in reviewing for a number of journals. | publishing_experience =Founding co-Editor-in-chief of Intermountain Journal of Translational Medicine. I currently serve as the co-editor-in-chief of Intermountain Journal of Translational Medicine, a newly formed peer-reviewed journal published by Noorda College of Osteopathic Medicine aimed at early career researchers in the United States and beyond. We hope to complete our first issue by December of this year. | open_experience =I have edited Wikipedia pages in the past as a none-registered user. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Alfred Amendolara|Alfred Amendolara]] ([[User talk:Alfred Amendolara|discuss]] • [[Special:Contributions/Alfred Amendolara|contribs]]) 05:12, 3 August 2023 (UTC) }} *I am not sure that there is sufficient editorial experience with mainstream journals/publishers or with Wikipedia to support [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 10:34, 12 January 2024 (UTC) *'''Decline''' While the Intermountain Journal of Translational Medicine is open access, it is far too new and published too few papers for me to comment on its quality. The author made no contributions to any wiki projects since the application to demonstrate their continued interest in the open movement or publishing. In the applicant's ORCID profile, several Open Science Framework items were misclassified as "journal articles". This suggests that applicant is confused between research registry and publications. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:38, 14 October 2024 (UTC) ==Editorial board application of Md. Tanzir Islam== {{WikiJournal editor application submitted | position =Editorial board | name =Md. Tanzir Islam | qualifications =MBBS, MD (Phase A - Nephrology) | link = | areas_of_expertise =Medical Education, Public Health, Clinical Research, Nephrology | professional_experience =As a dedicated physician and an ardent advocate for clinical research, I possess a profound foundation in medical education, public health, clinical research, and nephrology. My medical odyssey commenced at Bangabandhu Sheikh Mujib Medical College (BSMMC), further refined by an enriching internship at Dhaka Medical College (DMC). My passion lies in diminishing the gap between healthcare providers and patients through strategic knowledge dissemination and active participation in diverse educational platforms. Professional profiles: LinkedIn (https://www.linkedin.com/in/tanzir-islam-britto-629277129), ORCID (https://orcid.org/0009-0009-3936-055X), Cureus (https://cureus.com/users/515538-tanzir-islam-britto), Loop (https://loop.frontiersin.org/people/2410099/). | publishing_experience =I have written several medical articles and books, contributing significantly to fields such as pediatric oncology and nephrology. My works include "A Systematic Review on Childhood Non-Hodgkin Lymphoma: An Overlooked Entity," and "A Systematic Review of Pediatric Dialysis in Asia: Unveiling Demographic Trends, Clinical Representation, and Outcomes," both of which have been instrumental in highlighting critical areas in pediatric healthcare and advocating for advanced research and improved patient outcomes. | open_experience =Honored as a CUREUS Laureate and an esteemed peer reviewer, my endeavors underscore the paramount importance of excellence in medical research and scholarly publication. My scholarly contributions span across nephrology, endocrinology, and diabetes, epitomizing my unwavering commitment to propelling the frontiers of medical science and education. | policy_confirm =I hereby affirm my commitment to uphold the principles and policies of the WikiJournal of Medicine, ensuring integrity, transparency, and the advancement of medical knowledge. Md. Tanzir Islam [[User:Vespercasper|Vespercasper]] ([[User talk:Vespercasper|discuss]] • [[Special:Contributions/Vespercasper|contribs]]) 19:46, 24 January 2024 (UTC) }} * This applicant lacks sufficient editorial experience to be recommended [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 07:22, 2 February 2024 (UTC) * '''Decline''' The applicant lacks sufficient level of publication and editorial experience at this moment. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:42, 14 October 2024 (UTC) ==Editorial board application of Tesleemah Taye Abdulkareem== {{WikiJournal editor application submitted | position =Editorial board | name =Tesleemah Taye Abdulkareem | qualifications =Doctor of Optometry | link = | areas_of_expertise =Optometry | professional_experience = Founder Mira Sight Foundation (2022- Present), Extern optometrist in 2024 for 6 months at University of Ilorin Teaching Hospital, Optometrist Assistant at University of Medicine Teaching Hospital and Apple Eye clinic in 2022 | publishing_experience =The Pattern of Intraocular Pressure in Myopia: Students of University of Ilorin as a Case Study 2023 Seminar Presentation: Patient case study at University of Ilorin Teaching hospital Taiwo. E. A, Abdulkareem. T. T, Fajemisin. E. “The Nutraceutical Potential of Carrots Carotenoids in Chronic Eyes Defects (Ceds): A Review” Ssrn Electronic Journal, July 12, 2021. Kindly find the links below: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4939216 https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3885012 | open_experience =I am a board member of Wiki Project Medicine who has improved upon a good number of health articles and translated more into the Yoruba Language. Also, in 2023, I was the project lead of Wikimedia Awareness in Akure and one of the core organizers of the Wikiclimate Campus Tour Nigeria Project. To perfect my open organizing skill, I am a Certified Organiser for the organizer lab and experienced Wikimedia projects editor with over 300+ articles across English Wikipedia, Yoruba Wikipedia, Wikiquotes and Wikivoyage. Between 2022-2023, I was a training Associate with Free Knowledge Africa | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Tesleemah|Tesleemah]] ([[User talk:Tesleemah|discuss]] • [[Special:Contributions/Tesleemah|contribs]]) 13:53, 17 October 2024 (UTC) }} :@[[User:Tesleemah|Tesleemah]] Thank you for your application and my apologies for the delay in responding to it. Do you have any peer-reviewed publications (e.g. journal articles or book chapters)? The SSM papers you linked are preprints, which are not peer-reviewed publications. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 21:37, 6 November 2024 (UTC) ::Ohh I was told the first one was published but guess it's just Preprint (I was a participatory author about 4 years ago and it was first time writing a research woek) and I am yet to publish the second one [[User:Tesleemah|Tesleemah]] ([[User talk:Tesleemah|discuss]] • [[Special:Contributions/Tesleemah|contribs]]) 03:33, 14 November 2024 (UTC) :::@[[User:Tesleemah|Tesleemah]] Given your experience, would you be open to consider applying for associate editor position as opposed to editorial board position? For editorial board, we're looking for individuals with peer-reviewed publications. Associate editor positions require lesser experience. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:45, 14 November 2024 (UTC) opnq4tzgh0q72jxpniojsdvf1lci0y9 2686012 2685998 2024-11-14T19:28:12Z Tesleemah 2950842 /* Editorial board application of Tesleemah Taye Abdulkareem */ Reply 2686012 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2015-2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2021]] <br>[[/Archive 2022]] <br>[[/Archive 2023]] }} }} </noinclude> ==Associate editor application of James Bibey== {{WikiJournal editor application submitted | position =Associate editor | name =James Bibey | qualifications =2nd Year Medical Student | link = | areas_of_expertise =General medicine (basic anatomy, physiology, biochemistry, statistics, ethics) | professional_experience =Maths lecturing, anatomical prosection preparation. | publishing_experience =N/A | open_experience =Significant editing history on English Wikipedia (primarily medicine and anatomy), Wikimedia Commons, and Wikidata under username "Bibeyjj". | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bibeyjj|Bibeyjj]] ([[User talk:Bibeyjj|discuss]] • [[Special:Contributions/Bibeyjj|contribs]]) 19:23, 24 September 2021 (UTC) }} *{{Support}}. The applicant is [https://en.wikipedia.org/wiki/Special:Contributions/Bibeyjj active in related topics in Wikipedia], and I think we can really need the help for our journal too. [[User:Bibeyjj|Bibeyjj]], I hope you are still interested in this position. I'm sorry for the late response to your application, as you see we are quite busy with the everyday matters of the project. If elected, would you be willing to help out for instance in [[WikiJournal_of_Medicine/Editorial_guidelines#Arranging_peer_review|finding peer reviewers]] for article submissions to the journal? [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 19:10, 22 May 2022 (UTC) *{{Support}}. Mikael summarises the reasons well above and I agree [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 06:56, 23 May 2022 (UTC) *They seem a good candidate for assoc editor status, and it would be useful experience for them as well as helpful skills for us. We've been a bit stalled on applications over the last year, so it will be good to get organised again. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 11:59, 11 June 2022 (UTC) :I agree. I made [https://en.wikipedia.org/wiki/User_talk:Bibeyjj#Associate_editor_application an entry on the user's talk page] whether he's still interested. If so, I think we can go ahead and approve this application. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 15:52, 16 June 2022 (UTC) ::I haven't heard back from the wiki talk page, so I sent an email through the wiki system as well. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:13, 2 August 2022 (UTC) *{{Support}}. [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:52, 2 November 2022 (UTC) ==Editorial board application of Luis Rafael Moscote-Salazar== {{WikiJournal editor application submitted | journal =WikiJournal of Medicine | position =Editorial board | name =Luis Rafael Moscote-Salazar | qualifications =MD | link =https://neuroclani.org/ | areas_of_expertise =Neurosurgery, Neurotrauma, Stroke, Neurointervention, Neurocritical Care, Neurointervention, Evidence Based Medicine | professional_experience =Neurosurgeon graduated from the University of Cartagena, Founder of the Colombian Clinical Research Group in Neurocritical Care and Co-founder of the Latinamerican Council of Neurocritical Care (CLaNi). Research communication, research leadership, mentorship. | publishing_experience = Experience with publishing in peer-reviewed journals (see Google Scholar profile. Peer-reviewer for several international journals in Neurosurgery and Medicine (see Publons profile). | open_experience = | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:NeuroQuimbaya|NeuroQuimbaya]] ([[User talk:NeuroQuimbaya|discuss]]) 2022-07-12 }} :No details were provided, so I have contacted the applicant to request that they add more information. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 01:27, 7 July 2022 (UTC) ::I've updated the application above with the new replacement information that they sent through. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 03:55, 13 July 2022 (UTC) :::'''Pending more specific presentation'''. I'm tending towards support, as the applicant seems active in research and publishing according to orcid ([https://orcid.org/0000-0002-4180-6962]). I think it is appropriate to let him join us. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 03:12, 2 August 2022 (UTC) ::::[[User:NeuroQuimbaya|Dr. Moscote-Salazar]], some questions that have been raised are: ::::*Would you be able to provide a webpage or other presentation about yourself? The link provided (https://neuroclani.org/) directs to a more general website. ::::*Could you provide one or two sentences of what motivates you to join WikiJMed? ::::*Would you be willing to begin contributing as an associate editor? The tasks can be described here: [[WikiJournal_of_Medicine/Associate_editors]]. We feel we can really need some help with peer review coordination, and you'll have the opportunity to later become promoted to editorial board membership. ::::[[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 02:11, 11 August 2022 (UTC) We need to establish if this applicant has specific Wikipedia experience [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:52, 3 May 2023 (UTC) *Given the lack of open experience, I think the applicant should be considered for associate editor position. {{re|Rwatson1955}} and {{re|Mikael Häggström}} Did this individual provide more information since our latest follow-up in May? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 02:01, 4 July 2023 (UTC) ==Editorial board application of Helmar Bornemann-Cimenti== {{WikiJournal editor application submitted | position =Editorial board | name =Helmar Bornemann-Cimenti | qualifications =MD DMedSc MSc (interdisciplinary Pain Medicine) MBA (health care management) | link =https://forschung.medunigraz.at/fodok/suchen.person_uebersicht?sprache_in=en&menue_id_in=101&id_in=2001978 | areas_of_expertise =Pain medicine, Anesthesiology | professional_experience =Deputy Head and Chair of the Department of Anesthesiology and Intensive Care Medicine, Medical University of Graz | publishing_experience =Editor in 2 scientific journals ("BMC Anesthesiology", "Pain and Therapy"), Guest-editor in "Life" | open_experience =Wikipedia author since 2006 | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Bornhelm|Bornhelm]] ([[User talk:Bornhelm|discuss]] • [[Special:Contributions/Bornhelm|contribs]]) 09:00, 4 February 2023 (UTC) }} *Being followed up by [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:50, 3 May 2023 (UTC) **Note: The applicant mentioned that he used to edit under the account [https://de.wikipedia.org/wiki/Benutzer:Borne User:Borne], to whicch he lost hte password and subsequently edited anonymously before signing up for [[user:Bornehelm]] (which is why that account doesn't show edit history back to 2006). [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 12:05, 19 June 2023 (UTC) *'''Support''' - Though the application itself is slim, I think he is actually quite a good candidate. The work done under the old [https://de.wikipedia.org/wiki/Benutzer:Borne User:Borne] account was relevant and expertise in anesthesiology and pain medicine would be of use to the board. His work with ''BMC Anesthesiology'' is particular useful, since BMC is one of the most established OA publishing groups. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 12:30, 19 June 2023 (UTC) *'''Support''' likewise, having cleared up the confusion over his Wikipedia page, I support this one. [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 02:01, 20 June 2023 (UTC) *'''Support''' Seems like a suitable candidate. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 01:58, 4 July 2023 (UTC) ==Editorial board application of Alfred Amendolara== {{WikiJournal editor application submitted | position =Editorial board | name =Alfred Amendolara | qualifications =MS, DO (3rd year student, expected graduation 2025) | link =https://orcid.org/0000-0001-9696-8961 | areas_of_expertise =neuroscience/neurology, machine learning and AI, epidemiology | professional_experience =My research interests are fairly diverse and span from designing and implementing machine learning models to investigating the neuronal pathways responsible for central pattern generation. I initially worked as a graduate research assistant at Fortune Lab at New Jersey Institute of Technology. During this time I completed my thesis which modeled influenza trends using cutting edge machine learning tools. I went on to work as a research associate at Severi Lab, also at New Jersey Institute of Technology for several years. There I investigated zebra fish motor circuitry using both behavioral experiments and, more recently, computational modeling. I continue to be affiliated with NJIT, although no longer in a paid position. I am currently a 3rd year medical student. I spent the first year in the Addiction Lab at Brigham Young University performing electrophysiological experiments investigating the neural pathways responsible for alcohol dependence. I am currently working in the Payne Lab at Noorda College of Osteopathic Medicine as a graduate research assistant. Here I lead a number of projects including protein modeling of KCC2 channels in the brain (in order to investigate its role in addiction behaviors) as well as several in progress systematic reviews and meta-analyses. Additionally I am involved in an on-going clinical trail investigating mechanical nerve stimulation for the treatment of migraines. Over the past year I have actively regularly in reviewing for a number of journals. | publishing_experience =Founding co-Editor-in-chief of Intermountain Journal of Translational Medicine. I currently serve as the co-editor-in-chief of Intermountain Journal of Translational Medicine, a newly formed peer-reviewed journal published by Noorda College of Osteopathic Medicine aimed at early career researchers in the United States and beyond. We hope to complete our first issue by December of this year. | open_experience =I have edited Wikipedia pages in the past as a none-registered user. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Alfred Amendolara|Alfred Amendolara]] ([[User talk:Alfred Amendolara|discuss]] • [[Special:Contributions/Alfred Amendolara|contribs]]) 05:12, 3 August 2023 (UTC) }} *I am not sure that there is sufficient editorial experience with mainstream journals/publishers or with Wikipedia to support [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 10:34, 12 January 2024 (UTC) *'''Decline''' While the Intermountain Journal of Translational Medicine is open access, it is far too new and published too few papers for me to comment on its quality. The author made no contributions to any wiki projects since the application to demonstrate their continued interest in the open movement or publishing. In the applicant's ORCID profile, several Open Science Framework items were misclassified as "journal articles". This suggests that applicant is confused between research registry and publications. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:38, 14 October 2024 (UTC) ==Editorial board application of Md. Tanzir Islam== {{WikiJournal editor application submitted | position =Editorial board | name =Md. Tanzir Islam | qualifications =MBBS, MD (Phase A - Nephrology) | link = | areas_of_expertise =Medical Education, Public Health, Clinical Research, Nephrology | professional_experience =As a dedicated physician and an ardent advocate for clinical research, I possess a profound foundation in medical education, public health, clinical research, and nephrology. My medical odyssey commenced at Bangabandhu Sheikh Mujib Medical College (BSMMC), further refined by an enriching internship at Dhaka Medical College (DMC). My passion lies in diminishing the gap between healthcare providers and patients through strategic knowledge dissemination and active participation in diverse educational platforms. Professional profiles: LinkedIn (https://www.linkedin.com/in/tanzir-islam-britto-629277129), ORCID (https://orcid.org/0009-0009-3936-055X), Cureus (https://cureus.com/users/515538-tanzir-islam-britto), Loop (https://loop.frontiersin.org/people/2410099/). | publishing_experience =I have written several medical articles and books, contributing significantly to fields such as pediatric oncology and nephrology. My works include "A Systematic Review on Childhood Non-Hodgkin Lymphoma: An Overlooked Entity," and "A Systematic Review of Pediatric Dialysis in Asia: Unveiling Demographic Trends, Clinical Representation, and Outcomes," both of which have been instrumental in highlighting critical areas in pediatric healthcare and advocating for advanced research and improved patient outcomes. | open_experience =Honored as a CUREUS Laureate and an esteemed peer reviewer, my endeavors underscore the paramount importance of excellence in medical research and scholarly publication. My scholarly contributions span across nephrology, endocrinology, and diabetes, epitomizing my unwavering commitment to propelling the frontiers of medical science and education. | policy_confirm =I hereby affirm my commitment to uphold the principles and policies of the WikiJournal of Medicine, ensuring integrity, transparency, and the advancement of medical knowledge. Md. Tanzir Islam [[User:Vespercasper|Vespercasper]] ([[User talk:Vespercasper|discuss]] • [[Special:Contributions/Vespercasper|contribs]]) 19:46, 24 January 2024 (UTC) }} * This applicant lacks sufficient editorial experience to be recommended [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 07:22, 2 February 2024 (UTC) * '''Decline''' The applicant lacks sufficient level of publication and editorial experience at this moment. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:42, 14 October 2024 (UTC) ==Editorial board application of Tesleemah Taye Abdulkareem== {{WikiJournal editor application submitted | position =Editorial board | name =Tesleemah Taye Abdulkareem | qualifications =Doctor of Optometry | link = | areas_of_expertise =Optometry | professional_experience = Founder Mira Sight Foundation (2022- Present), Extern optometrist in 2024 for 6 months at University of Ilorin Teaching Hospital, Optometrist Assistant at University of Medicine Teaching Hospital and Apple Eye clinic in 2022 | publishing_experience =The Pattern of Intraocular Pressure in Myopia: Students of University of Ilorin as a Case Study 2023 Seminar Presentation: Patient case study at University of Ilorin Teaching hospital Taiwo. E. A, Abdulkareem. T. T, Fajemisin. E. “The Nutraceutical Potential of Carrots Carotenoids in Chronic Eyes Defects (Ceds): A Review” Ssrn Electronic Journal, July 12, 2021. Kindly find the links below: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4939216 https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3885012 | open_experience =I am a board member of Wiki Project Medicine who has improved upon a good number of health articles and translated more into the Yoruba Language. Also, in 2023, I was the project lead of Wikimedia Awareness in Akure and one of the core organizers of the Wikiclimate Campus Tour Nigeria Project. To perfect my open organizing skill, I am a Certified Organiser for the organizer lab and experienced Wikimedia projects editor with over 300+ articles across English Wikipedia, Yoruba Wikipedia, Wikiquotes and Wikivoyage. Between 2022-2023, I was a training Associate with Free Knowledge Africa | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Medicine. [[User:Tesleemah|Tesleemah]] ([[User talk:Tesleemah|discuss]] • [[Special:Contributions/Tesleemah|contribs]]) 13:53, 17 October 2024 (UTC) }} :@[[User:Tesleemah|Tesleemah]] Thank you for your application and my apologies for the delay in responding to it. Do you have any peer-reviewed publications (e.g. journal articles or book chapters)? The SSM papers you linked are preprints, which are not peer-reviewed publications. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 21:37, 6 November 2024 (UTC) ::Ohh I was told the first one was published but guess it's just Preprint (I was a participatory author about 4 years ago and it was first time writing a research woek) and I am yet to publish the second one [[User:Tesleemah|Tesleemah]] ([[User talk:Tesleemah|discuss]] • [[Special:Contributions/Tesleemah|contribs]]) 03:33, 14 November 2024 (UTC) :::@[[User:Tesleemah|Tesleemah]] Given your experience, would you be open to consider applying for associate editor position as opposed to editorial board position? For editorial board, we're looking for individuals with peer-reviewed publications. Associate editor positions require lesser experience. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:45, 14 November 2024 (UTC) ::::Alright that's fine [[User:Tesleemah|Tesleemah]] ([[User talk:Tesleemah|discuss]] • [[Special:Contributions/Tesleemah|contribs]]) 19:28, 14 November 2024 (UTC) bej28kcirwaiyrzuv279cijiko6z65z 0 171005 2685499 2684723 2024-11-14T14:19:32Z Young1lim 21186 /* Geometric Series Examples */ 2685499 wikitext text/x-wiki Many of the functions that arise naturally in mathematics and real world applications can be extended to and regarded as complex functions, meaning the input, as well as the output, can be complex numbers <math>x+iy</math>, where <math>i=\sqrt{-1}</math>, in such a way that it is a more natural object to study. '''Complex analysis''', which used to be known as '''function theory''' or '''theory of functions of a single complex variable''', is a sub-field of analysis that studies such functions (more specifically, '''holomorphic''' functions) on the complex plane, or part (domain) or extension (Riemann surface) thereof. It notably has great importance in number theory, e.g. the [[Riemann zeta function]] (for the distribution of primes) and other <math>L</math>-functions, modular forms, elliptic functions, etc. <blockquote>The shortest path between two truths in the real domain passes through the complex domain. — [[wikipedia:Jacques_Hadamard|Jacques Hadamard]]</blockquote>In a certain sense, the essence of complex functions is captured by the principle of [[analytic continuation]].{{mathematics}} ==''' Complex Functions '''== * Complex Functions ([[Media:CAnal.1.A.CFunction.20140222.Basic.pdf|1.A.pdf]], [[Media:CAnal.1.B.CFunction.20140111.Octave.pdf|1.B.pdf]], [[Media:CAnal.1.C.CFunction.20140111.Extend.pdf|1.C.pdf]]) * Complex Exponential and Logarithm ([[Media:CAnal.5.A.CLog.20131017.pdf|5.A.pdf]], [[Media:CAnal.5.A.Octave.pdf|5.B.pdf]]) * Complex Trigonometric and Hyperbolic ([[Media:CAnal.7.A.CTrigHyper..pdf|7.A.pdf]], [[Media:CAnal.7.A.Octave..pdf|7.B.pdf]]) '''Complex Function Note''' : 1. Exp and Log Function Note ([[Media:ComplexExp.29160721.pdf|H1.pdf]]) : 2. Trig and TrigH Function Note ([[Media:CAnal.Trig-H.29160901.pdf|H1.pdf]]) : 3. Inverse Trig and TrigH Functions Note ([[Media:CAnal.Hyper.29160829.pdf|H1.pdf]]) ==''' Complex Integrals '''== * Complex Integrals ([[Media:CAnal.2.A.CIntegral.20140224.Basic.pdf|2.A.pdf]], [[Media:CAnal.2.B.CIntegral.20140117.Octave.pdf|2.B.pdf]], [[Media:CAnal.2.C.CIntegral.20140117.Extend.pdf|2.C.pdf]]) ==''' Complex Series '''== * Complex Series ([[Media:CPX.Series.20150226.2.Basic.pdf|3.A.pdf]], [[Media:CAnal.3.B.CSeries.20140121.Octave.pdf|3.B.pdf]], [[Media:CAnal.3.C.CSeries.20140303.Extend.pdf|3.C.pdf]]) ==''' Residue Integrals '''== * Residue Integrals ([[Media:CAnal.4.A.Residue.20140227.Basic.pdf|4.A.pdf]], [[Media:CAnal.4.B.pdf|4.B.pdf]], [[Media:CAnal.4.C.Residue.20140423.Extend.pdf|4.C.pdf]]) ==='''Residue Integrals Note'''=== * Laurent Series with the Residue Theorem Note ([[Media:Laurent.1.Residue.20170713.pdf|H1.pdf]]) * Laurent Series with Applications Note ([[Media:Laurent.2.Applications.20170327.pdf|H1.pdf]]) * Laurent Series and the z-Transform Note ([[Media:Laurent.3.z-Trans.20170831.pdf|H1.pdf]]) * Laurent Series as a Geometric Series Note ([[Media:Laurent.4.GSeries.20170802.pdf|H1.pdf]]) === Laurent Series and the z-Transform Example Note === * Overview ([[Media:Laurent.4.z-Example.20170926.pdf|H1.pdf]]) ====Geometric Series Examples==== * Causality ([[Media:Laurent.5.Causality.1.A.20191026n.pdf|A.pdf]], [[Media:Laurent.5.Causality.1.B.20191026.pdf|B.pdf]]) * Time Shift ([[Media:Laurent.5.TimeShift.2.A.20191028.pdf|A.pdf]], [[Media:Laurent.5.TimeShift.2.B.20191029.pdf|B.pdf]]) * Reciprocity ([[Media:Laurent.5.Reciprocity.3A.20191030.pdf|A.pdf]], [[Media:Laurent.5.Reciprocity.3B.20191031.pdf|B.pdf]]) * Combinations ([[Media:Laurent.5.Combination.4A.20200702.pdf|A.pdf]], [[Media:Laurent.5.Combination.4B.20201002.pdf|B.pdf]]) * Properties ([[Media:Laurent.5.Property.5A.20220105.pdf|A.pdf]], [[Media:Laurent.5.Property.5B.20220126.pdf|B.pdf]]) * Permutations ([[Media:Laurent.6.Permutation.6A.20230711.pdf|A.pdf]], [[Media:Laurent.5.Permutation.6B.20241114.pdf|B.pdf]], [[Media:Laurent.5.Permutation.6C.20240528.pdf|C.pdf]]) * Applications ([[Media:Laurent.5.Application.6B.20220723.pdf|A.pdf]]) * Double Pole Case :- Examples ([[Media:Laurent.5.DPoleEx.7A.20220722.pdf|A.pdf]], [[Media:Laurent.5.DPoleEx.7B.20220720.pdf|B.pdf]]) :- Properties ([[Media:Laurent.5.DPoleProp.5A.20190226.pdf|A.pdf]], [[Media:Laurent.5.DPoleProp.5B.20190228.pdf|B.pdf]]) ====The Case Examples==== * Example Overview : ([[Media:Laurent.4.Example.0.A.20171208.pdf|0A.pdf]], [[Media:Laurent.6.CaseExample.0.B.20180205.pdf|0B.pdf]]) * Example Case 1 : ([[Media:Laurent.4.Example.1.A.20171107.pdf|1A.pdf]], [[Media:Laurent.4.Example.1.B.20171227.pdf|1B.pdf]]) * Example Case 2 : ([[Media:Laurent.4.Example.2.A.20171107.pdf|2A.pdf]], [[Media:Laurent.4.Example.2.B.20171227.pdf|2B.pdf]]) * Example Case 3 : ([[Media:Laurent.4.Example.3.A.20171017.pdf|3A.pdf]], [[Media:Laurent.4.Example.3.B.20171226.pdf|3B.pdf]]) * Example Case 4 : ([[Media:Laurent.4.Example.4.A.20171017.pdf|4A.pdf]], [[Media:Laurent.4.Example.4.B.20171228.pdf|4B.pdf]]) * Example Summary : ([[Media:Laurent.4.Example.5.A.20171212.pdf|5A.pdf]], [[Media:Laurent.4.Example.5.B.20171230.pdf|5B.pdf]]) ==''' Conformal Mapping '''== * Conformal Mapping ([[Media:CAnal.6.A.Conformal.20131224.pdf|6.A.pdf]], [[Media:CAnal.6.A.Octave..pdf|6.B.pdf]]) go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Complex analysis]] lrbf3cqhm0p30dtjsnvm0mrarwe3wmi 0 203942 2685750 2684714 2024-11-14T15:28:16Z Young1lim 21186 /* Lambda Calculus */ 2685750 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20221015.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241114.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20240418.pdf |pdf]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] m09v4f393zu390ryrrgw87ws6vju2j1 2686021 2685750 2024-11-14T23:47:26Z Young1lim 21186 /* Lambda Calculus */ 2686021 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20221015.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241115.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20240418.pdf |pdf]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] ssebnmdkzgsh8jrmwowq4mwz0la5fl4 1 206506 2686001 2676371 2024-11-14T18:52:15Z OhanaUnited 18921 /* Associate editor application of OGUNJIMI OLUWOLE TEMIDAYO */ support application for associate editor 2686001 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2016]]<br>[[/Archive 2017]]<br>[[/Archive 2018]]<br>[[/Archive 2019]]<br>[[/Archive 2020]]<br>[[/Archive 2022]]<br>[[/Archive 2023]] }} }} </noinclude> ==Associate editor application of OGUNJIMI OLUWOLE TEMIDAYO== {{WikiJournal editor application submitted | position =Associate editor | name =OGUNJIMI OLUWOLE TEMIDAYO | qualifications =M.Sc. Geography and Planning | link =Linkedin.com/in/oluwole-ogunjimi | areas_of_expertise =Enivironmental Management and Data Analysis | professional_experience =An administrator with over five years of working experience in both healthcare and education sectors. I have a Master’s degree from the University of Lagos and a Bachelor's degree from the University of Ibadan, I have developed significant research skills, especially in analyzing the impacts of human activities on water quality and understanding the socio-economic effects of environmental changes. With hands-on experience in geospatial mapping, data analytics, and programming (Python), he combines his passion for environmental conservation with a commitment to translating research findings into actionable insights. | publishing_experience =Environmental and Socio-Economic Impact of Artisanal Mining in Oke Ogun Region, 2016. https://drive.google.com/file/d/1l9WTh-ZhUpKbRN_TP28oP-mvlaiWGf0S/view?usp=drive_link Impact of Human Activities on Water Quality of Kudeti River, Ibadan, Oyo State, Nigeria, 2016. https://drive.google.com/file/d/1N00Eo1RitC5dKoX38G1H8r7MJsKdD3Aw/view?usp=drive_link Impact of Rural Transportation on The Distribution of Agricultural Produce in Obafemi Owode Local Government Area, Ogun State, Nigeria, 2023. https://drive.google.com/file/d/1YMYpcdC1JqnxQO-fq5eM3eitbHpQH-HB/view?usp=drive_link | open_experience =I am an active Wikipedia editor with over 300 edits. Significant editing history on English Wikipedia under username "Kamoranesi90". | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Science. [[User:Kamoranesi90|Kamoranesi90]] ([[User talk:Kamoranesi90|discuss]] • [[Special:Contributions/Kamoranesi90|contribs]]) 12:35, 18 October 2024 (UTC) }} * {{re|Kamoranesi90}} Please adjust your security settings for the 3 Google Drive links. I am unable to view them. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:32, 25 October 2024 (UTC) *:Thank you @[[User:OhanaUnited|OhanaUnited]]. I have adjusted the security settings. [[User:Kamoranesi90|Kamoranesi90]] ([[User talk:Kamoranesi90|discuss]] • [[Special:Contributions/Kamoranesi90|contribs]]) 14:49, 25 October 2024 (UTC) *::Thank you. Do you have any publication examples which are peer-reviewed? For example, these could be journal articles or book chapters. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 20:12, 25 October 2024 (UTC) *:::No, I don't but I am working on publishing my research works. Thank you [[User:Kamoranesi90|Kamoranesi90]] ([[User talk:Kamoranesi90|discuss]] • [[Special:Contributions/Kamoranesi90|contribs]]) 09:19, 26 October 2024 (UTC) *::::I am open to '''support''' your associate editor application with mentorship from board members to support your growth in gaining experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:52, 14 November 2024 (UTC) lpixrkpvtf3otowo5iv8lon14hhyxp4 2686008 2686001 2024-11-14T18:59:05Z Kamoranesi90 2992552 /* Associate editor application of OGUNJIMI OLUWOLE TEMIDAYO */ Reply 2686008 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2016]]<br>[[/Archive 2017]]<br>[[/Archive 2018]]<br>[[/Archive 2019]]<br>[[/Archive 2020]]<br>[[/Archive 2022]]<br>[[/Archive 2023]] }} }} </noinclude> ==Associate editor application of OGUNJIMI OLUWOLE TEMIDAYO== {{WikiJournal editor application submitted | position =Associate editor | name =OGUNJIMI OLUWOLE TEMIDAYO | qualifications =M.Sc. Geography and Planning | link =Linkedin.com/in/oluwole-ogunjimi | areas_of_expertise =Enivironmental Management and Data Analysis | professional_experience =An administrator with over five years of working experience in both healthcare and education sectors. I have a Master’s degree from the University of Lagos and a Bachelor's degree from the University of Ibadan, I have developed significant research skills, especially in analyzing the impacts of human activities on water quality and understanding the socio-economic effects of environmental changes. With hands-on experience in geospatial mapping, data analytics, and programming (Python), he combines his passion for environmental conservation with a commitment to translating research findings into actionable insights. | publishing_experience =Environmental and Socio-Economic Impact of Artisanal Mining in Oke Ogun Region, 2016. https://drive.google.com/file/d/1l9WTh-ZhUpKbRN_TP28oP-mvlaiWGf0S/view?usp=drive_link Impact of Human Activities on Water Quality of Kudeti River, Ibadan, Oyo State, Nigeria, 2016. https://drive.google.com/file/d/1N00Eo1RitC5dKoX38G1H8r7MJsKdD3Aw/view?usp=drive_link Impact of Rural Transportation on The Distribution of Agricultural Produce in Obafemi Owode Local Government Area, Ogun State, Nigeria, 2023. https://drive.google.com/file/d/1YMYpcdC1JqnxQO-fq5eM3eitbHpQH-HB/view?usp=drive_link | open_experience =I am an active Wikipedia editor with over 300 edits. Significant editing history on English Wikipedia under username "Kamoranesi90". | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Science. [[User:Kamoranesi90|Kamoranesi90]] ([[User talk:Kamoranesi90|discuss]] • [[Special:Contributions/Kamoranesi90|contribs]]) 12:35, 18 October 2024 (UTC) }} * {{re|Kamoranesi90}} Please adjust your security settings for the 3 Google Drive links. I am unable to view them. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:32, 25 October 2024 (UTC) *:Thank you @[[User:OhanaUnited|OhanaUnited]]. I have adjusted the security settings. [[User:Kamoranesi90|Kamoranesi90]] ([[User talk:Kamoranesi90|discuss]] • [[Special:Contributions/Kamoranesi90|contribs]]) 14:49, 25 October 2024 (UTC) *::Thank you. Do you have any publication examples which are peer-reviewed? For example, these could be journal articles or book chapters. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 20:12, 25 October 2024 (UTC) *:::No, I don't but I am working on publishing my research works. Thank you [[User:Kamoranesi90|Kamoranesi90]] ([[User talk:Kamoranesi90|discuss]] • [[Special:Contributions/Kamoranesi90|contribs]]) 09:19, 26 October 2024 (UTC) *::::I am open to '''support''' your associate editor application with mentorship from board members to support your growth in gaining experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:52, 14 November 2024 (UTC) *:::::Wow. That's great. I am open to learning from your wealth of knowledge and experience. I appreciate your kind gesture. *:::::Thank you. [[User:Kamoranesi90|Kamoranesi90]] ([[User talk:Kamoranesi90|discuss]] • [[Special:Contributions/Kamoranesi90|contribs]]) 18:59, 14 November 2024 (UTC) qsj7oio4yli8btly4evvdonl3qz7hxb 3 207418 2685897 2669189 2024-11-14T15:54:18Z Atcovi 276019 /* Revision of the ILO Guidelines for medical examinations of seafarers Part I */ new section 2685897 wikitext text/x-wiki {{Robelbox|theme=9|title=Welcome!|width=100%}} <div style="{{Robelbox/pad}}"> '''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] Saltrabook!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:Insert-signature.png]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity. MUCHAS GRcias--IMHAR 13:30, 23 May 2019 (UTC) To [[Wikiversity:Introduction|get started]], you may <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]]. * Visit a (kind of) [[Wikiversity:Random|random project]]. * [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]]. * Find out about [[Wikiversity:Research|research]] activities on Wikiversity. * [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left. </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity. * Give [[Wikiversity:Feedback|feedback]] about your initial observations * Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]. * [[Wikiversity:Chat|Chat]] with other Wikiversitans on [irc://irc.freenode.net/wikiversity-en <kbd>#wikiversity-en</kbd>]. * Follow Wikiversity on [[twitter]] (http://twitter.com/Wikiversity) and [[identi.ca]] (http://identi.ca/group/wikiversity). </div> <br clear="both"/> You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 03:52, 12 February 2016 (UTC)</div> {{Robelbox/close}} == Bold links == When creating bold links, please use <nowiki>'''[[title]]'''</nowiki> rather than <nowiki>[['''title''']]</nowiki>. I've corrected the page and link to [[Research Protocol/'''Red Nacional Investigacion Salud Trabajo''']]. Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 20:17, 15 March 2016 (UTC) == Missing License Information == Thank you for uploading files to Wikiversity. See [[Wikiversity:Media]] for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file. Instructions for adding copyright and/or license information are available at [[Wikiversity:License tags]]. Files must be updated within seven days or they may be removed without further notice. The following files are missing copyright and/or license information: [[User:MaintenanceBot|MaintenanceBot]] ([[User talk:MaintenanceBot|discuss]] • [[Special:Contributions/MaintenanceBot|contribs]]) 20:24, 15 March 2016 (UTC) == Learning from research == Hi! I noticed you recently created four pages on learning from research. What learning project are these pages associated with? -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:38, 17 October 2016 (UTC) Hi Dave, than you for your question. These are part of the Wikiversity: International Maritime Health - Research the objective to establish better and more maritime health research and knowledge to the benfit of seafarers globally--IMHAR 14:01, 17 October 2016 (UTC) :If you accidentally create a page you don't intend to use, you can add {{tlx|Delete|Author request}} at the top of the page and someone will clean it up for you. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:57, 17 October 2016 (UTC) ::Thank you very much, Dave, I will have a look and see if this was wrong, it was not created accidentally, but to save space I will reorganise the things, I thank you again --IMHAR 18:10, 17 October 2016 (UTC) :::There were four separate pages created by themselves, not part of the IMHA learning project. See [[Special:DeletedContributions/Saltrabook]] for the titles. Nothing linked to them. If they should be restored, please let me know where they belong. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 19:43, 17 October 2016 (UTC) Thanks David, ok, now i will follow the instructions and delete the files not in use any longer--IMHAR 09:42, 18 October 2016 (UTC) == Share your experience and feedback as a Wikimedian in this global survey == <div class="plainlinks mw-content-ltr" lang="en" dir="ltr"> Hello! The Wikimedia Foundation is asking for your feedback in a survey. We want to know how well we are supporting your work on and off wiki, and how we can change or improve things in the future.<ref>This survey is primarily meant to get feedback on the Wikimedia Foundation's current work, not long-term strategy.</ref> The opinions you share will directly affect the current and future work of the Wikimedia Foundation. 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This survey is hosted by a third-party service and governed by this [[:foundation:Community_Engagement_Insights_2016_Survey_Privacy_Statement|privacy statement]]. Please visit our [[m:Community_Engagement_Insights/Frequently_asked_questions|frequently asked questions page]] to find more information about this survey. If you need additional help, or if you wish to opt-out of future communications about this survey, send an email to surveys@wikimedia.org. Thank you! --[[:m:User:EGalvez (WMF)|EGalvez (WMF)]] ([[:m:User talk:EGalvez (WMF)|talk]]) 22:25, 13 January 2017 (UTC) </div> <!-- Message sent by User:EGalvez (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Community_Engagement_Insights/MassMessages/Lists/2016/57-VAEOP&oldid=16205400 --> ===References=== {{reflist}} == Module Book for Occupational Medicine at the University of Panamá == Hi Saltrabook! Your resource [[Module Book for Occupational Medicine at the University of Panamá]] appears well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:45, 11 June 2017 (UTC) Hi Marshallsumter, Yes Im grateful to your proposal thank you very much, --IMHAR 10:07, 12 June 2017 (UTC) == Revista Panameňa de Salud Publica, Ocupacional y Ambiental == Since this is the English Wikiversity, we need main pages to be in English. Subpages might be in another language to help users learn that language, or to provide multiple languages for a given resource. But if your content is primarily Spanish and for a Spanish audience, perhaps [[es:|Wikiversidad]] would be a better place for this resource. Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 21:25, 22 August 2017 (UTC) :Thank you very much, can you help me to transfer the page or should I just move the content --IMHAR 21:34, 22 August 2017 (UTC) ::I don't have any direct way to move the content. We can import content, but not export, and there's no quick way I know of to move content between languages. You could try asking at [[es:|Wikiversidad]] and see if they have a way to import from en:Wikiversity. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 21:41, 22 August 2017 (UTC) I've moved these pages to your user space at [[User:Saltrabook/Revista Panameňa de Salud Publica, Ocupacional y Ambiental]]. [[es:|Wikiversidad]] would likely be be a better place for this content. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 20:53, 17 March 2018 (UTC) Hello, we have changed name of the revista, please delete the pages named Revista Panameňa de Salud Publica, Ocupacional y Ambiental Thank you very much --IMHAR 16:25, 10 February 2019 (UTC) :Hello, if you are the sole author of a mainspace page or if you would like a userpage deleted you can simply add '''<nowiki>{{delete|author request}}</nowiki>'''. :Also, I note that you have created pages such as [[Department of Occupational and Environmental Health Sciences, University of Panamá/Programa para la Residencia en Medicina del Trabajo y Ambiental 36 meses]] which contains content in English, but the title is not. As noted above this is the English Wikiversity and most page titles should be translated. Also the names of these pages are rather long. You might want to consider shorter titles and then define the contents in the introductory paragraph. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 22:52, 25 March 2019 (UTC) == Education and Research in Occupational Medicine == Hi Saltrabook! Your medicine resource [[Education and Research in Occupational Medicine]] appears to be ready for learners! Would you like to have it announced in our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 21:19, 30 October 2017 (UTC) Hi Marshallsumter, at the moment I am still adding important paragraphs and editing the text so please let’s wait, BR Saltrabook == IMHA-Research self-rated health risk factors at sea - multicenter project == Hi Saltrabook! Your resource [[IMHA-Research self-rated health risk factors at sea - multicenter project]] appears well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 23:50, 26 February 2018 (UTC) Hi Marshallsumter Thanks that would be fine Thanks --IMHAR 21:34, 17 March 2018 (UTC) Hi Marshallsumter, We have moved these pages to other sites, please delete the pages with IMHA research , thank you very much --IMHAR 16:23, 10 February 2019 (UTC) == Preventive Health Science == This resource and subpages need to be translated to English to remain here at the English Wikiversity. It seems your audience is primarily Spanish-speaking. Have you considered creating this content at es.wikiversity and just redirecting to that from here? -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:58, 28 March 2018 (UTC) == Share your experience and feedback as a Wikimedian in this global survey == <div class="mw-parser-output"> <div class="plainlinks mw-content-ltr" lang="en" dir="ltr"> Hello! The Wikimedia Foundation is asking for your feedback in a survey. We want to know how well we are supporting your work on and off wiki, and how we can change or improve things in the future. The opinions you share will directly affect the current and future work of the Wikimedia Foundation. You have been randomly selected to take this survey as we would like to hear from your Wikimedia community. 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We have designed the survey to make it impossible to identify which users have taken the survey, so we have to send reminders to everyone. To opt-out of future surveys, send an email through EmailUser feature to [[:m:Special:EmailUser/WMF Surveys|WMF Surveys]]. You can also send any questions you have to this user email. [[m:Community_Engagement_Insights/About_CE_Insights|Learn more about this survey on the project page.]] This survey is hosted by a third-party service and governed by this Wikimedia Foundation [[:foundation:Community_Engagement_Insights_2018_Survey_Privacy_Statement|privacy statement]]. </div> <span class="mw-content-ltr" dir="ltr">[[m:User:WMF Surveys|WMF Surveys]]</span>, 00:44, 20 April 2018 (UTC) </div> <!-- Message sent by User:WMF Surveys@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Community_Engagement_Insights/MassMessages/Lists/2018/ot6&oldid=17952438 --> == OHS International Networking == Hi Marshallsumter, Thanks a lot for the inspiration, YES please announce it on the Main Page News Thank you very much --IMHAR 13:12, 17 October 2018 (UTC) Hi Saltrabook! Your resource [[OHS International Networking]] appears to be well-developed and ready for learners and participants! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 12:04, 17 September 2018 (UTC) thank you so much, yes this would be great --IMHAR 01:25, 26 September 2018 (UTC) == Occupational Epidemiology == Hi Saltrabook! Your medical resource [[Occupational Epidemiology]] appears to be well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 03:01, 18 January 2019 (UTC) Hi, M yes sure thank you very much for your great great help, please announce it on the main pages --IMHAR 03:10, 18 January 2019 (UTC) == Department of Occupational and Environmental Health Sciences, University of Panamá == Hi Saltrabook! Your resource [[Department of Occupational and Environmental Health Sciences, University of Panamá]] appears well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 14:53, 26 February 2019 (UTC) Hi, Marshallsumter, yes please announce it on our Main Page News, thats great, thank you very much --[[Special:Contributions/190.218.214.124|190.218.214.124]] ([[User talk:190.218.214.124|discuss]]) 14:56, 26 February 2019 (UTC) == Department of Occupational and Environmental Health Sciences, University of Panamá == As noted above under Revista Panameňa de Salud Publica, Ocupacional y Ambiental, this is the English Wikiversity. Titles and content need to be in English. Based on your usage, it would appear that [[:es:Portada|Wikiversidad]] would be a better place for your resources. In the mean time, the pages of this project have been moved to your user space at [[User:Saltrabook/Department of Occupational and Environmental Health Sciences, University of Panamá]]. Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:31, 26 July 2019 (UTC) == Occupational Health Risk Surveillance == Hi Saltrabook! Your resource [[Occupational Health Risk Surveillance]] appears to be well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 19:57, 20 August 2019 (UTC) Thank you very much, Marshallsumter, this is excellent, please announce it on the Main Page News --[[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 13:02, 21 August 2019 (UTC) == Community Insights Survey == <div class="plainlinks mw-content-ltr" lang="en" dir="ltr"> '''Share your experience in this survey''' Hi {{PAGENAME}}, The Wikimedia Foundation is asking for your feedback in a survey about your experience with {{SITENAME}} and Wikimedia. The purpose of this survey is to learn how well the Foundation is supporting your work on wiki and how we can change or improve things in the future. The opinions you share will directly affect the current and future work of the Wikimedia Foundation. Please take 15 to 25 minutes to '''[https://wikimedia.qualtrics.com/jfe/form/SV_0pSrrkJAKVRXPpj?Target=CI2019List(other,act5) give your feedback through this survey]'''. It is available in various languages. This survey is hosted by a third-party and [https://foundation.wikimedia.org/wiki/Community_Insights_2019_Survey_Privacy_Statement governed by this privacy statement] (in English). Find [[m:Community Insights/Frequent questions|more information about this project]]. [mailto:surveys@wikimedia.org Email us] if you have any questions, or if you don't want to receive future messages about taking this survey. Sincerely, </div> [[User:RMaung (WMF)|RMaung (WMF)]] 14:34, 9 September 2019 (UTC) <!-- Message sent by User:RMaung (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=CI2019List(other,act5)&oldid=19352874 --> == Reminder: Community Insights Survey == <div class="plainlinks mw-content-ltr" lang="en" dir="ltr"> '''Share your experience in this survey''' Hi {{PAGENAME}}, A couple of weeks ago, we invited you to take the Community Insights Survey. It is the Wikimedia Foundation’s annual survey of our global communities. We want to learn how well we support your work on wiki. We are 10% towards our goal for participation. If you have not already taken the survey, you can help us reach our goal! '''Your voice matters to us.''' Please take 15 to 25 minutes to '''[https://wikimedia.qualtrics.com/jfe/form/SV_0pSrrkJAKVRXPpj?Target=CI2019List(other,act5) give your feedback through this survey]'''. It is available in various languages. This survey is hosted by a third-party and [https://foundation.wikimedia.org/wiki/Community_Insights_2019_Survey_Privacy_Statement governed by this privacy statement] (in English). Find [[m:Community Insights/Frequent questions|more information about this project]]. [mailto:surveys@wikimedia.org Email us] if you have any questions, or if you don't want to receive future messages about taking this survey. Sincerely, </div> [[User:RMaung (WMF)|RMaung (WMF)]] 19:13, 20 September 2019 (UTC) <!-- Message sent by User:RMaung (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=CI2019List(other,act5)&oldid=19395141 --> == Reminder: Community Insights Survey == <div class="plainlinks mw-content-ltr" lang="en" dir="ltr"> '''Share your experience in this survey''' Hi {{PAGENAME}}, There are only a few weeks left to take the Community Insights Survey! We are 30% towards our goal for participation. If you have not already taken the survey, you can help us reach our goal! With this poll, the Wikimedia Foundation gathers feedback on how well we support your work on wiki. It only takes 15-25 minutes to complete, and it has a direct impact on the support we provide. Please take 15 to 25 minutes to '''[https://wikimedia.qualtrics.com/jfe/form/SV_0pSrrkJAKVRXPpj?Target=CI2019List(other,act5) give your feedback through this survey]'''. It is available in various languages. This survey is hosted by a third-party and [https://foundation.wikimedia.org/wiki/Community_Insights_2019_Survey_Privacy_Statement governed by this privacy statement] (in English). Find [[m:Community Insights/Frequent questions|more information about this project]]. [mailto:surveys@wikimedia.org Email us] if you have any questions, or if you don't want to receive future messages about taking this survey. Sincerely, </div> [[User:RMaung (WMF)|RMaung (WMF)]] 17:04, 4 October 2019 (UTC) <!-- Message sent by User:RMaung (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=CI2019List(other,act5)&oldid=19435548 --> == Non-English Content == As mentioned above several times, this is the English Wikiversity. Content in other languages is hosted only for the purpose of English speakers learning that language. Your continued use of Wikiversity to host Spanish resources is not consistent with the Wikimedia structuring of wiki projects by language. All of the non-English pages in [[Special:PrefixIndex/User:Saltrabook/|your user space]] need to be moved to [[es:Wikiversidad]] or another hosting site. We are willing to give you time to move the pages, and also willing to use [[Wikiversity:Bots]] to help move the pages, if possible. But continued use of the English Wikiversity for non-English content must stop. As page creation of non-English content has been increasing, your account is temporarily blocked from creating new pages. Please let us know what assistance you need in getting started with moving this content to Wikiversidad or another hosting site. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 04:39, 10 December 2019 (UTC) :Going to respond here as it makes most sense, I noticed your requests at various locations also, just so you understand any request regarding blocks made here will be seen no need to do it everywhere. Anyway, a way forward. From my understanding you are wanting to develop pages for medical students in Latin America, I would ask on this though why do that on English Wikiversity? Personally I can see some sense in it but it has to be done the right way. I live in Brasil, so the language at home is Portuguese, I get the need for translations for Latin Americans, English is for better or worse the language of science these days, its not fair to non english speaking countries but it is what it is. Although the majority of countries in South America speak spanish they do not all speak spanish. Hence having pages in english made friendly to non english speakers, with a focus on Latin American languages would be helpful, but as {{ping|Dave Braunschweig}} has said they must be written in english first. If however your only going to focus on spanish, then you may be better off hosting this on the [[es:Wikiversidad]] as was suggested and provide english help there for this. But I think if you can do for example Spanish, Portuguese and French, ie covering all Latin America then basing it on the English Wikiversity with translation help for the Latin Americans could make sense. I think you need to think this through on exactly how you want to present it. Its a good idea, all Latin American scientists need english these days and for that I know from experience they need help. I am happy to advise on this idea, but we have to ensure this is the appropriate venue and that will depend on how you do it. Respond on your talk page with this, you can always use the <nowiki>{{ping}}</nowiki> template to alert others if you need comments it is used this way as I did above to ping Dave <nowiki>{{ping|Dave Braunschweig}}</nowiki>, also make sure you make sections when adding text with <nowiki>==title==</nowiki> when adding comments to talk pages. New comments should always go to the bottom of the page in general. Cheers [[User:Faendalimas|<span style="color: #004730">Scott Thomson</span>]] (<small class="nickname">Faendalimas</small>) ^{[[User talk:Faendalimas|<span style="color: maroon">talk</span>]]} 20:06, 25 December 2019 (UTC) I agree to follow the rules, but cannot change much with a blocked account, so I need to be unblocked --[[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 00:49, 26 December 2019 (UTC) please inform when this is done, thanks :The original proposal was to move the Spanish content to es:Wikiversidad. That could have been completed in a day. Your counter-proposal is to add English content for all existing Spanish content. What is the plan and timeline for accomplishing this? It's not just a matter of "follow the rules". We need a plan for cleaning up before new content is created. Please describe the plan. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 03:31, 26 December 2019 (UTC) Ok, my plan is to establish bilingual English/Spanish for two pages before Jan 10: 1) Department of Occupational and Environmental Health Sciences, University of Panamá --> es:Wikiversidad : Departamento de las Ciencias de la Salud Ocupacional y Ambiental, Universidad de Panamá 2) Ongoing Research Projects -- es:Wikiversidad: Proyectos de Investigación en Curso But I need help to establish the switch in the "Languages" , is that possible? Thanks --[[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 13:53, 26 December 2019 (UTC) :Please clarify the approach. Are you going to use es:Wikiversidad for Spanish content, or are you going to use {{tlx|Translations}} for multilingual content on the English Wikiversity? If you want the Spanish pages moved to es:Wikiversidad, we can do that by bot and be done within a week. If you want to create local translations, we need English titles for all current Spanish pages so that the appropriate Translations structure can be created. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:02, 26 December 2019 (UTC) :To clarify the approach. Im going to use {{tlx|Translations}} for multilingual content on the English Wikiversity to Spanish Wikiversidad --[[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 16:06, 26 December 2019 (UTC) English titles for all current Spanish pages: and vice versa 1. The existing en.wikiversity Department of Occupational and Environmental Health Sciences, University of Panamá https://en.wikiversity.org/wiki/User:Saltrabook/Department_of_Occupational_and_Environmental_Health_Sciences,_University_of_Panam%C3%A1 should be possible to switch in multilengua to the (new) es.wikversity Departamento de las Ciencias de la Salud Ocupacional y Ambiental, Universidad de Panamá 2. The existing en.wikiversity https://en.wikiversity.org/wiki/User:Saltrabook/Department_of_Occupational_and_Environmental_Health_Sciences,_University_of_Panam%C3%A1/ Ongoing Research Projects should be possible to switch in multilengua to : es.wikversity:   Proyectos_de_investigación Translations in "Proyectos de Investigación" from Spanish to English titles: Investigaciones en progreso: 1 Análisis de los datos clínicos relacionados con el trabajo en diferentes especialidades 2 Análisis prospectivo de los datos clínicos relacionados con el trabajo 3 Análisis de los datos clínicos relacionados con el trabajo en medicina familiar CP 4 Epidemiología de los trastornos músculo-esqueléticos de origen ocupacional 5 Análisis de los datos clínicos relacionados con el trabajo en ULAPS de Vacamonte 6 Nivel de conocimiento sobre Salud ocupacional en pescadores de Puerto Vacamonte 7 Estudio epidemiológico de los riesgos profesionales en la pesca en Puerto Vacamonte 8 Un estudio de revisión de la relación entre la salud mental y las enfermedades ACTAS DE REUNIONES Research in progress: 1 Analysis of clinical data related to work in different specialties 2 Prospective analysis of work-related clinical data 3 Analysis of clinical data related to work in family medicine CP 4 Epidemiology of musculoskeletal disorders of occupational origin 5 Analysis of clinical data related to work at ULAPS in Vacamonte 6 Level of knowledge about Occupational Health in fishermen of Puerto Vacamonte 7 Epidemiological study of professional risks in fishing in Puerto Vacamonte 8 A review study of the relationship between mental health and other diseases MINUTES OF MEETINGS == Ramazzinni Center == You created three pages recently on the same subject. Which of the following is the correct page? * [[Ramazzinni Center]] * [[Ramazzini Center]] * [[Department of Occupational and Environmental Health Sciences, University of Panamá/Ramazzinni Center]] [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 13:57, 26 March 2020 (UTC) * [[Ramazzini Center]] is the right one, thanks very much --[[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 11:54, 12 June 2020 (UTC) == Non-English Content Continued == As noted above for three years now, this is the English Wikiversity. Content here must be in English unless you are either teaching English learners another language or you are using {{tlx|translations}} and subpages to provide translations of English content. You agreed to use {{tlx|translations}} at [https://en.wikiversity.org/w/index.php?title=User_talk%3ASaltrabook&type=revision&diff=2111914&oldid=2111910]. You confirmed your understanding of using subpages at [https://en.wikiversity.org/w/index.php?title=User_talk:Saltrabook/Ranns%C3%B3knir_og_menntun_%C3%A1_sj%C3%A1varheilsu-NET&oldid=2204528]. Since then, you have created four non-English main pages here. What assistance do you need? Is there someone else in your organization we can work with to create a structure that you can follow? -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:54, 13 September 2020 (UTC) :Please see [https://en.wikiversity.org/w/index.php?title=Maritime_Health_Research_and_Education-NET&type=revision&diff=2207097&oldid=2207082], [https://en.wikiversity.org/w/index.php?title=Maritime_Health_Research_and_Education-NET/tl&curid=267931&diff=2207109&oldid=2207107], etc. This is the only way you can have translation pages at Wikiversity. Any other approach will be deleted. I appreciate you using Wikiversity to share information, but the usage has to be without causing disruption and constant maintenance efforts for others. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:55, 17 September 2020 (UTC) == Occupational Health Research Methodology == Wikiversity is not a degree (or certificate)-granting institution and content may not be promoted as such. This resource has been moved to [[Occupational Health Research Methodology]] and the certificate content removed. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:03, 9 October 2020 (UTC) Thank you, agree, == You have been given the Wikiversitian Award! == [[File: Wikiversity-logo.svg|thumb|left|124px]] May I present the Wikiversitian Award to this editor due to the fact that they have been an exceedingly outstanding contributor here. Believing they are an editor who has a huge level of competence, I decided to present this award to them for making Wikiversity the community it is meant to be. I wish this editor good luck with all their future endeavors. [[Category:Award templates]] --[[User:IamTheAstronomer|IamTheAstronomer]] [[User talk:IamTheAstronomer|Talk]] 17:29, 2 April 2021 (UTC) :Thank you very much [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 13:31, 5 March 2024 (UTC) Thank you, I'm really honored and grateful to be here, thanks to all wonderful contributors in the marvelous Wiki-world. Saltrabook You are believably welcome. But when you add your name or initials, type four tildes (~) and then your username, talk page and the date will be visible when your message is published. Regards, --[[User:IamTheAstronomer|IamTheAstronomer]] [[User talk:IamTheAstronomer|Talk]] 21:51, 3 April 2021 (UTC) You might like to [[WV:RfA|request for custodianship]] because I can see that you’ve been here for about 4 years. You might want to read our [[Wikiversity:Custodianship|custodianship policy]] before you do. --[[User:IamTheAstronomer|IamTheAstronomer]] [[User talk:IamTheAstronomer|Talk]] 21:58, 3 April 2021 (UTC) == Society for Health Research Education has been moved == I moved it to your userspace. It looked like a good page, but we can't have blanked pages in mainspace. By all means, leave a message at [[User talk:Guy vandegrift]] if you want it moved back.--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 05:55, 27 December 2022 (UTC) {{Robelbox|theme=8|title=Removal of a project from mainspace|width=100%}} To {{SUBJECTPAGENAME}}: The project '''[[Society for Health Research Education]]''' has been moved to '''[[User:Saltrabook/Society for Health Research Education]]''' Yours truly, --[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 05:48, 27 December 2022 (UTC) {{Robelbox/close}} :Thank you very much [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 07:28, 10 January 2023 (UTC) :Thank you, good [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 17:04, 17 January 2023 (UTC) :Thank you very much [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 20:34, 25 February 2024 (UTC) == [[Spanish version]] may need renaming == Hello, please consider renaming this page, it is too vague, the title is not specific. You may want to read [[Wikiversity:Naming conventions]] to know more about our guidelines. Thank you for your attention. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 00:14, 28 November 2023 (UTC) == Your recent page moves are reverted due to ambiguity == Hello, I have seen your page moves removing prefixes and making the title ambiguate. The standard practice on Wikiversity is for projects to be organized hierarchically. Your page moves were beyond this practice, and the new titles had no specifity. Therefore, I reverted your page moves, and the contents are now available at [[The Maritime Diabetes-2 & Hypertension Intervention study/Invitation to participate]] and [[The Maritime Diabetes-2 & Hypertension Intervention study/Contents of the 16 weeks coaching]]. In future, please avoid page moves like these. Thank you for reading this message. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 07:51, 13 December 2023 (UTC) == Files Missing Information == Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing {{tlx|Information}} and/or [[Wikiversity:License tags]], and will be deleted if the missing information is not added. See [[Wikiversity:Uploading files]] for more information. {{colbegin|3}} * [[:File:Ficha 202306 E-8-105150.pdf]] {{colend}} [[User:MaintenanceBot|MaintenanceBot]] ([[User talk:MaintenanceBot|discuss]] • [[Special:Contributions/MaintenanceBot|contribs]]) 15:41, 19 December 2023 (UTC) == Organizing your contributions == Hi! I am a custodian on Wikipedia and have noticed you articles. They are outside my field of expertise, but they look well-written. But it would help if some of the titles were changed. '''Is it correct to say that all of your articles involve maritime health?''' Although Wikiversity does not officially allow people to "own" a top page in namespace, it is likely that you will be able to unofficially "own" [[Maritime health]], and all its subpages, i.e., [[Maritime health/X]], where X can be any name you choose. Once we have a name, I can help you move your pages. I move lots of pages and do it almost effortlessly. Your truly. [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 20:25, 12 February 2024 (UTC) : ({{ping|Guy vandegrift}} Corrections) "Custodian on Wikipedia" -> "Custodian on Wikiversity". [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 06:58, 25 February 2024 (UTC) : (Examples of your creations needing renaming) [[DRAFT ARTICLE]] (not specific and full caps), [[CONTENTS OF THE 16 WEEKS COACHING]] (needs more specificity and full caps). Full caps is shouting, you need to avoid this. Please see [[Wikiversity_talk:Naming_conventions#Full_capitalization]] for related discussions. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 07:01, 25 February 2024 (UTC) ::{{ping|Saltrabook}} '''Please respond!''' (and I am a Custodian on Wikiversity not Wikipedia.) [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 14:20, 25 February 2024 (UTC) ::<small>Yes, [[DRAFT ARTICLE]] and [[CONTENTS OF THE 16 WEEKS COACHING]] has suspect titles, to say the least. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:22, 25 February 2024 (UTC)</small> :::Thank you very much Dan Polansky. I overlooked the Wikiversity pages for the research '''aimed to early identification of pre-diabetes and early prevention''' under The "Maritime_Health Research and Education-Net and found that there is a clear organisation under "The International Type-2 Diabetes Mellitus and Hypertension Research Group" including: :::# The European style Research protocol draft :::# The Pan-American-Health Organisation (PAHO) special demands for a research protocol :::# A draft article for the international community of Diabetes Mellitus prevention :::# The draft 16 Weeks coaching program in development :::I would be greatful if you can advice a better organisation :::With respect and gratefulness. :::Thank you very much [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 20:32, 25 February 2024 (UTC) :::: Before we move further, would you be willing to add Babel information to your user page? There is {{tlx|Babel}} for that; example: <nowiki>{{Babel|fr|en-3}}</nowiki>; and there is also new builtin for that, e.g. <nowiki>{{#babel: de|en-3}}</nowiki> This would help signal whether the reader should take additional care and effort to try to interpret your postings. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:27, 26 February 2024 (UTC) :::::thank you, this is fine, the overall title for the whole thing, is (not only maritime) but "Pre-diabetes diagnosis and remission" [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 13:48, 26 February 2024 (UTC) ::::::I will create a list of your pages on [[Pre-diabetes diagnosis and remission]]. When I am finished, please look at it and tell me if I have missed any pages. [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 15:37, 27 February 2024 (UTC) :::::::[[I also had to block you from making more pages. Are you using a translating app to copy these pages from a articles in a different language? [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 15:56, 27 February 2024 (UTC) ::::::::no i use the translation possibility in Wikiversity [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:39, 4 March 2024 (UTC) :::::::thank you, looking forward to see your results - we write in English, but international and need to translate to Spanish [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 19:32, 27 February 2024 (UTC) :::::::Thank you very much [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 19:32, 27 February 2024 (UTC) :::::::Thank you Guy, yes, please create a list of the mentioned files under the main title: Pre-diabetes diagnosis and remission, is exactly what it is about, hope to help people with early diagnosis and intervention in the stage of prediabetes, not to wait till T2D has been developed. [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:51, 4 March 2024 (UTC) ==Babel== Would you be interested in adding {{tlx|Babel}} to your user page? It is not mandatory but is useful. Alternatively, you could use a builtin function. I use this: <nowiki>{{#babel: cs|en-3|de-2|sk-1|ru-1}}</nowiki>. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:44, 3 March 2024 (UTC) :Thank you Dan Polansky, we are mainly French, English and Spanish, and i would like to add Babel, that seems to be very useful, thanks a lot [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:47, 4 March 2024 (UTC) :: I can add Babel markup to your user page if you wish, but you would need to tell me at least your mother tongue and your English level. For that, I need to know ''your'' information, not the information of your group (above, you say "we"). Disclaimer: I know of no obligation for you to disclose this information. In [[User talk:Guy vandegrift#Dear Prof. Guy_Vandegrift]], you identified yourself as "Dr. Olaf Jensen, prof. emer. University of Southern Denmark" and you gave your email, so my guess is that your native tongue is Danish. Given this information, here would be your Wikidata item: [[Wikidata:Q40766475|Olaf C. Jensen]]. If you want to keep this information private, I will remove this post and you may ask an administrator/custodian to hide the edits in this post and also in [[User talk:Guy vandegrift#Dear Prof. Guy Vandegrift]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:51, 6 March 2024 (UTC) :::Dan Polansky, please add Babel, thank you [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:32, 6 March 2024 (UTC) :::: It seems the following [[Special:Diff/2610787]] was intended to be posted here: :::: "correct, Danish mother language, med dr. specialist dr. in occupational medicine and 32 years in maritime pub.health occupational medical research in the University Southern Denmark, latest 18 year mainly living in Panama working with Spanish speaking people. I started the Occupational Medical Wikibook, now finished, 10 years ago to fill out the lack of occupational medicine textbook in Panama. Would be grateful if I could have access to the blocked pages on "Prediabetes remission" then i would locate them all in the new space, have no personal things to hide, my name is not to hide. Thank you for all your help". :::: I will add Babel later. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 19:48, 10 March 2024 (UTC) ==Do multiple people use Saltrabook account in Wikiversity?== This question seems to lack clarity. Would you care to clarify? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:49, 3 March 2024 (UTC) :Never, i am the only one in our group (MAHRE-Net) who use the Wikiversity and Wikipedia. The others in our group are not writers, but mainly clinical doctors with interest in research and education. [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:44, 4 March 2024 (UTC) == We have two problems with your pages == =====First problem===== *You have too many pages. See '''[[User:Saltrabook]]''' =====Second problem===== *Many of your pages are almost empty: #[[User:Saltrabook/Department of Occupational and Environmental Health Sciences, University of Panamá/Proyectos de investigación/Relación entre el padecimiento del paciente y sus factores de riesgos ocupacionales/Reuniones en el proyecto]] #[[User:Saltrabook/Occupational Epidemiology/Research tools/Ongoing projects/Mental Health in Seafaring/Minutes from meetings]] #[[User:Saltrabook/Department of Occupational and Environmental Health Sciences, University of Panamá/Programa para la formación de homologación 18 meses/Project meetings 18 meses]] #[[User:Saltrabook/Department of Occupational and Environmental Health Sciences, University of Panamá/Proyectos de investigación/Un caso-clinico con un paciente medico laboral/Reuniones del proyecto de investigación]] #[[User:Saltrabook/Department of Occupational and Environmental Health Sciences, University of Panamá/Proyectos de investigación/Un estudio de revisión de la relación entre la salud mental y las enfermedades/Reuniones en el proyecto]] #[[User:Saltrabook/Department of Occupational and Environmental Health Sciences, University of Panamá/Programa para la formación de homologación 18 meses/Otra formacion obligatoria/Toxicology and hygiene risk assessment and prevention - open here]] #[[User:Saltrabook/Department of Occupational and Environmental Health Sciences, University of Panamá/Programa para la Residencia en Medicina del Trabajo y Ambiental 36 meses/Certificación de finalización de la educación.]] #[[User:Saltrabook/Maritime Health Research and Education-NET/Students Research Projects/Students thesis supervision/Introduction on how to create new scientific knowledge/Zoom meetings]] =====Third problem===== *It looks like you already started a book at [[Wikibooks:Occupational Medicine Textbook-Wiki]] --If you could put all your work on one long page, that might be OK.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 04:11, 5 March 2024 (UTC) : I do not see how a single editor having created too many pages should be a problem per se, as long as they contribute within the scope of Wikiversity, do not violate copyright, etc.; is there a policy I have overlooked? I created 179 pages in Wikiversity[https://xtools.wmcloud.org/pages/en.wikiversity.org/Dan_Polansky] and I hope they are not going to be deleted or moved as "too many". : For reference: :* Saltrabook created over 790 pages that are now in Wikiversity mainspace per https://xtools.wmcloud.org/pages/en.wikiversity.org/Saltrabook, of which 252 were deleted. :* Saltrabook created over 309 pages that are now in Wikiversity userspace per https://xtools.wmcloud.org/pages/en.wikiversity.org/Saltrabook/2. : Sure enough, some of the pages created by Saltrabook raise questions. For one thing, it is not clear why anyone would create pages named like [[INVITATIONS TO SEAFARERS AND THE MARITIME MEDICAL CLINICS]]. And those that are nearly empty should probably be deleted or the purpose explained. But even so, one should perhaps be hesitant before one starts moving pages to user space (especially when not nearly empty), and ideally use a common process such as [[WV:Requests for deletion]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:47, 6 March 2024 (UTC) == A place for your pages == Your project is now at '''[[User:Saltrabook]]''' At the moment you have four blank pages. I will be happy to change the pagename when they are full. Try to have longer pages because too many pages on one project disrupts Wikiversity.--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 17:47, 9 March 2024 (UTC) {{colbegin}} #[[User:Saltrabook/empty page-1]] #[[User:Saltrabook/empty page-2]] #[[User:Saltrabook/empty-page 3]] #[[User:Saltrabook/empty-page 4]] #[[User:Saltrabook/empty-page 5]] #[[User:Saltrabook/sandbox]] {{colend}} *After you fill these pages, you may request a pagename change at '''[[User talk:Saltrabook/Pagename requests]]''' [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 17:47, 9 March 2024 (UTC) :Thank you, i will start with one: Prediabetes remission by coach supported lifestyle intervention [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 17:42, 15 March 2024 (UTC) {{ping|Saltrabook}} Is this what you are looking for? *[[Maritime Health Research and Education-NET]] *[[Maritime Health Research and Education-NET/Organisation]] *[[Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Learning from Interventions in non-maritime workplaces]] You have to understand that you are creating pages at a rate that no human could write. You have to be using a translation software, or copying from material already published. You have completely overwhelmed our wiki! Using Google, I searched the internet and found something I put in your empty page #5: *''See [[User:Saltrabook/empty-page 5]]'' --[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 02:01, 18 March 2024 (UTC) :No, these pages are in use: :@Saltrabook: Is this what you are looking for? :Maritime Health Research and Education-NET :Maritime Health Research and Education-NET/Organisation :Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Learning from Interventions in non-maritime workplaces [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 19:28, 18 March 2024 (UTC) == Remove your dl-author templates == DO NOT ADD {{tl|db-author}} TEMPLATES TO YOUR PAGES. They are DELETION requests!!!! [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 21:00, 18 March 2024 (UTC) :i know, these pages are not in use, and should be deleted no to take space as i was asked to reduce [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 23:52, 18 March 2024 (UTC) : Please see [[:w:Wikipedia:Talk_page_guidelines#shouting]]. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 01:04, 19 March 2024 (UTC) ::Sorry, I wasn't really shouting at the user. I was afraid his pages would get deleted and I would have to undelete them. I was shouting because we needed to act fast, not in anger. But I did break the rules.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 01:48, 19 March 2024 (UTC) :::{{ping|Saltrabook}} I will unblock you, now that we are in communication. But my plan was to let you overwrite those pages and I would change the names for you. After I unblock you and take a break for an hour or so, we can coordinate how we will do this.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 01:51, 19 March 2024 (UTC) :::: Can you explain why you are giving a complete unblock instead of restoring previous block settings? [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 01:56, 19 March 2024 (UTC)--Short answer: Because I had trouble restoring, so instead I completely unblocked and then partially blocked. See next section.[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 02:16, 19 March 2024 (UTC) ==You are unblocked from editing and changing the names of pages== {{ping|Saltrabook}} Your pagecount is at the limit of what we can process. I don't know how you can write pages so quickly, and I am not qualified to judge the merit of your pages. I also am not the sole judge of where your pages can be located on Wikiversity (or whether they can be allowed at all.) My guess is that they are OK as subpages of [[User:Saltrabook]], and also that this is the only place where they can be. But the number of pages you create need to be controlled, at least for now. ... I believe you can now change the names of your pages. If not, let us know and we can fix that. If you want a panel of judges to decide whether to move your pages to what we call namespace, let me know.--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 02:16, 19 March 2024 (UTC) :Thank you very much for your time, great help, advice and patience. I think you help lots of people globally. Wikiversity and Wikipedia and the Wikimedia Commons is of great help for my teaching pub-health research methods and for preparing several (n=5 since 2021) international papers . Now a new, and comprehensive paper on the methods for "Remission of pre-diabetes" also as first author, is in review in an international publication. I have to be better to "clean-up" of texts that are not in use any longer, thanks for the advice for that also. [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 15:11, 19 March 2024 (UTC) {{ping|MathXplore}} (1) Can you verify that Saltrabook is now able to move pages? (2) what do you think of my plan to let Saltrabook work freely in userspace with the condition that no more pages are created? -- I'm sort of improvising here--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 02:16, 19 March 2024 (UTC) : Generally, prohibiting page creations and allowing page moves are not compatibile. This is because page moves will lead to redirect creations (without supress-redirect). As long as the user is not allowed to make pages, they will have to ask others to move pages. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 03:00, 19 March 2024 (UTC) : (Endorsement of current block settings) I have no compelling objections to the plan. Therefore, I have nothing to do with it, and I have no plan to change them after CFC closure. As general reminder to everyone, any custodian (or maybe global sysops or stewards) who is going to change account settings should provide a reasonable explanation and may want to discuss with the community before any action. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 03:05, 19 March 2024 (UTC) ::Where would I post the "reasonable explanation"? Is filling out the edit-description section at the bottom sufficient?--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 03:50, 19 March 2024 (UTC) ::agree, [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 15:16, 19 March 2024 (UTC) ==Here is your new page== *[[User:Saltrabook/Prediabetes Remission-Net]] --[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 21:00, 3 April 2024 (UTC) :Thank you very very much, excellent [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 00:40, 4 April 2024 (UTC) == IMHA Research Archives and its subpages == Page [[IMHA Research Archives]] was deleted in 2019 with the rationale "author's request". It seems you could have been the author. The page has fairly many subpages, currently listed at [[IMHA Research Archives]]. For some of the subpages, you are the author. For other subpages, [[User:IMHAR]] is the author. For ease of reference, current logs of [[IMHA Research Archives]]: <pre> 05:58, 11 October 2024 Dan Polansky discuss contribs created page IMHA Research Archives (create subpages list, as long as subpages exist; if the author (who?) wants to have the page and all the subpages deleted, that would be another matter, but the subpages were not deleted yet) 17:16, 10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{{Delete|Author request}} Thanks! -") (thank) 22:45, 30 March 2017 Saltrabook discuss contribs deleted redirect IMHA Research Archives by overwriting (Borrada para permitir el traslado de "IMHA Research Database") (thank) 22:44, 30 March 2017 Saltrabook discuss contribs moved page IMHA Research Archives to IMHA Research Database (thank) </pre> [[IMHA Research Database]], referenced in the logs, was deleted in 2019 and has no subpages. Questions: * Key: Could it be that you want to have the page and all the subpages deleted for some reason? * Key: As an alternative to deletion (deletion does not preserve database space anyway), should I feel free to move the pages to your userspace, making them all start with "User:Saltrabook/"? * Secondary: [[User:IMHAR]] created some of the subpages; was that someone who has worked with you as part of the same project? * Secondary: [[User:Gladyseliza15]] created [[IMHA Research Archives/GlobalSeaHealth GSH]]; was that someone in your project? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:50, 11 October 2024 (UTC) == [[Revision of the ILO Guidelines for medical examinations of seafarers Part I]] == Hi Saltrabook. [[Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Revision of the ILO Guidelines for medical examinations of seafarers Part I]] was nominated for speedy deletion because it seems to be almost identical to [[Revision of the ILO Guidelines for medical examinations of seafarers Part I]], but I notice that there are certain sections on the latter page that aren't in the former (the "[[Revision_of_the_ILO_Guidelines_for_medical_examinations_of_seafarers_Part_I#Seafarers|Seafarers]]" section for example), so I've gone ahead and moved the lone page under your userspace so that you are able to handle it in any way you'd like to. Thanks! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:54, 14 November 2024 (UTC) fvw87a5u0lrywnhzzee3zjwmn7ecobs 1 228878 2686004 2676718 2024-11-14T18:54:02Z OhanaUnited 18921 /* Associate editor application of Taofeeq Idowu ABDULKAREEM */ support application, contingent on guidance and mentorship from board members 2686004 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2022]] <br>[[/Archive 2023]] }} }} </noinclude> ==Editorial board application of Hernan Perez Molano== {{WikiJournal editor application submitted | position =Editorial board | name =Hernan Perez Molano | qualifications =PHD in Political science, Master in Ethnomusicology | link =https://es.linkedin.com/in/hernan-p%C3%A9rez-molano-918252a1 | areas_of_expertise =Peacebuilding, social innovation, political science, ethnomusicology | professional_experience =Doctor of Political Science, Administration, and International Relations, from the Complutense University of Madrid (Spain), trained in ethnographic, sociological, and anthropological techniques (Master's in Musicology, specializing in Ethnomusicology) at the Sorbonne University (France). His research, entitled "Obstacles and Resistances in the Construction of Alternative Peace: Comparative Ethnographies of the Reintegration of Former Combatants in Colinas, Guaviare, and Icononzo, Tolima," describes the construction of peace at the local level from the perspective of local social innovation ecosystems, based on a multi-sited ethnography (2019-2023). :Coordinator of the Social Innovation Program (2015-2020) at the Research and Extension Office of the National University of Colombia, Bogotá campus. He has experience in supporting academia in formulating and implementing social innovation projects, utilizing participatory methodologies, design thinking, and fostering creative capacity in the context of community youth processes, as well as in communication and culture for peacebuilding. He was a former member of the formulating team, facilitator, and coordinator of the Innovation Laboratory for Peace (Trust for the Americas - National University of Colombia), and the Spaces of Re-cognition for Peace project of the Academic Vice-Rectory of the National University of Colombia. | publishing_experience = | open_experience =Official for the Education program of Wikimedia Colombia | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:HerPerezM|HerPerezM]] ([[User talk:HerPerezM|discuss]] • [[Special:Contributions/HerPerezM|contribs]]) 21:42, 20 July 2023 (UTC) }} * I approached him at EduWiki Conference to discuss WikiJournal and potential collaboration. I fully support his application to join the editorial board. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:47, 21 July 2023 (UTC) * [[File:Symbol support vote.svg|14px]]I support this application for editor. [[User:Smvital|<b><span style="color: #0000FF;">Smvital</span></b>]][[User talk:Smvital|<b><span style="color: green;">^{Talk page}</span></b>]] 10:46, 1 August 2023 (UTC) * '''support''' - It's also a support from me. Very useful professional bacckground, and experience with Wikimedia Colombia's educaction programme is definitely a bonus. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 10:45, 28 August 2023 (UTC) * I support this application. I agree; his area of study and experience will make him very suitable. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:01, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:05, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:18, 13 September 2023 (UTC) * '''support''' - a very welcome addition to the WikiJ Hum Team --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:48, 13 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Lihao Gan== {{WikiJournal editor application submitted | position =Editorial board | name =Lihao Gan | qualifications =PHD.Professor | link =https://faculty.ecnu.edu.cn/_s11/glh_en/main.psp | areas_of_expertise =Epistemology，Communication Studies，Media Discourse Analysis，Rhetoric | professional_experience =Gan Lihao (born October 1977) is a professor and doctoral supervisor at East China Normal University. He is a distinguished talent of the Pujiang Talent Program in Shanghai. He has also served as a visiting scholar in the Department of Linguistics at the University of California, Berkeley. Additionally, he holds the position of Deputy Director at the National Discourse Ecology Research Center and serves as an executive member of the Chinese Rhetoric Society, a council member of the Shanghai Language Society, and a committee member of the Audiovisual Communication branch of the Chinese Association for the History of Journalism and Communication. | publishing_experience =Gan Lihao is known for his pioneering contributions to the fields of "Life Rhetoric" and "Behavioral Dramatism Theory." His research primarily revolves around human communication discourse, aiming to promote individual growth, harmonious family dynamics, intercommunication among domestic communities, and international dialogues within the context of the human community's shared destiny and peaceful development. He focuses on three main research directions: family education discourse analysis based on empathetic rhetoric, discourse research on national governance rooted in speech acts, and global knowledge discourse analysis centered around digital communities. Gan Lihao has authored several significant works, including "Contrastive Structures Under the Influence of Spatial Dynamics," "Communication Rhetoric: Theory, Methods, and Case Studies," "Reshaping China's National Image and Wikipedia Knowledge Discourse Research," and "Political Science on Wikipedia" (in progress). | open_experience =wikipedia editor,wikipedia researcher | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Ganlihao|Ganlihao]] ([[User talk:Ganlihao|discuss]] • [[Special:Contributions/Ganlihao|contribs]]) 06:30, 4 September 2023 (UTC) }} * This editor approached us at the Wikimania Singapore event and we discussed how we need experts in humanities to contribute and assist with reviewing the backlogged submissions. He expressed an interest after seeing our poster at Wikimania. He led a team of researchers from China to investigate and publish research articles about Wikipedia. As such, his professional, publishing and open experiences are quite extensive. Since he primarily publishes in Chinese language, I suggested that he initially apply for associate editor position to familiarize himself with publishing and communicating in English to gain confidence in this area. I fully {{support}} his application. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:52, 7 September 2023 (UTC) * I support this application and agree an associate editor position will be best to begin with. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:05, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:06, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:19, 13 September 2023 (UTC) * '''support''' Gan Lihao coming on as an associate editor, but we should also decide on a clear idea of what the process would be (timeline/criteria) to move them (or any other associate editor in a similar situation) to full editor --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:52, 13 September 2023 (UTC) *:Good point. I think we will "cross that bridge" and evaluate once we see the [[WikiJournal of Humanities/Potential upcoming articles|backlog submissions]] getting chipped away by the newly recruited editors and associate editor. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:11, 18 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Laura G. Campo== {{WikiJournal editor application submitted | position =Editorial board | name =Laura G. Campo | qualifications =Bachelor Degree in Literature, Especialized in Edition | link =https://www.linkedin.com/in/laura-giselle-campo-sepulveda/ | areas_of_expertise =Literature, Education, Humanities | professional_experience =Literary analyst specializing in text editing. My career has been focused on the editing and proofreading of technical and literary documents. I also have experience accompanying research projects on journalism, literature, art and cultural articles. | publishing_experience =Journal editorial coordinator, Editorial assistant, Content creator,Copyeditor, Proofreader. | open_experience =Currently I coordinate the editorial production of the Universidad Pedagogica Nacional's (Colombia) scientistic journals | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:LaGCampo|LaGCampo]] ([[User talk:LaGCampo|discuss]] • [[Special:Contributions/LaGCampo|contribs]]) 13:39, 31 October 2023 (UTC) }} * I met Laura while presenting WikiJournal during Open Access week in Colombia. I '''support''' her application given her expertise in journal administration. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:29, 6 November 2023 (UTC) * I support this application. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 21:27, 10 January 2024 (UTC) * Laura is highly qualified, I support this application.[[User:Jacknunn|Jacknunn]] ([[User talk:Jacknunn|discuss]] • [[Special:Contributions/Jacknunn|contribs]]) 10:13, 31 January 2024 (UTC) * I support, looks like an ideal addition [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 07:20, 2 February 2024 (UTC) ==Associate editor application of Taofeeq Idowu ABDULKAREEM== {{WikiJournal editor application submitted | position =Associate editor | name = Taofeeq Idowu ABDULKAREEM | qualifications = B.A History and International Studies; Member of Historical Society of Nigeria; Founder and Writer for Taofeeq’s Exposure | link = https://www.linkedin.com/in/taofeeq-idowu-abdulkareem-mhsn-b3479a1b2 | areas_of_expertise = History and International Studies | professional_experience = His professional experience can be found in Research, Content writing and Proofreading. He has made series of research in different historical events among which were titled " 'The Great Wall of China', 'The first Nigeria’s National Anthem', 'India’s great voyage to the Mars' " among others. He made a pioneer work on a topic he used for his undergraduate project research titled "Change and Continuity in Sociopolitical Role of Women in Owo, 1900-1970". This significant work was a culmination of historical research and historical analysis which would be used for further reference in the subject matter. He was appointed as the Project Coordinator for the Undergraduate Project Research because of his resourcefulness in research and editing. During the period, he coordinated over 30 co-supervises and helped a lot of them with the research and also editing. This makes the Supervisor work much more easier. As a member of University of Ilorin Model United Nations, he has made numerous research on International happenings and International relations | publishing_experience = He is a content writer, content editor, researcher, proofreader. He was a member of the Editorial team of the 2023 Journal of the National Association of Ondo State Students, University of Ilorin, Ilorin, Nigeria; He was the Assistant Director of Research and Editorial of the Alternative Dispute Resolution, University of Ilorin, Ilorin, Nigeria; He was an astute writer and editor for Union of Campus Journalists, University of Ilorin, Ilorin, Nigeria. He provided proofreading assistance for his Long Essay Undergraduate research Supervisor, thereby successfully proofread over 20 undergraduate Project Researches suitable for publication. His experience can also be found in helping editing articles that are suitable and professional for publish | open_experience = He is having over 3 years of experience in Wikimedia. He is keen interested individual in open source as he is more interested in people accessing information. He was the Vice President, Training and Development for Wikimedia Fan Club, University of Ilorin where he trained a lot of members on editing on Wikipedia and various other Sibling projects. He led Wikimedia Awareness in Ogbomosho Project where series of people were trained. He had also co-facilitated series of Projects among which are Wikimedia Promotion in Akure, Wikimedia Promotion in Lead City University, Wiki and Health Articles in Nigeria among other projects | policy_confirm = I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:05, 11 September 2024 (UTC) }} * {{ping|Taofeeq Abdulkareem}} Sorry for the delay, I recently found time to review your application. You definitely have sufficient level of professional and open experience (as demonstrated in your contribution activities on wiki). I would like to know more about your publishing experience. Can you tell me more, such as providing links to your published works? Do you have a list of your publications? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:46, 14 October 2024 (UTC) *:@[[User:OhanaUnited|OhanaUnited]] Thanks for the review and kind comments. *:Kindly find attached below the list of Publications: *:# Change and Continuity in Socio-political Role of Women in Owo, 1900-1970 *:# The Great Wall of China *:# The First Nigeria's National Anthem *:# India's great voyage to the Mars *:# 60 Years Journey of Nigeria's Independence *:Links to the Publications respectively: *:* https://drive.google.com/file/d/16c8WDHbArhFit9-p8isLMJ9CzgKklzBp/view?usp=drivesdk *:* https://taofeeqexposure.wordpress.com/2020/07/09/the-great-wall-of-china/ *:* https://taofeeqexposure.wordpress.com/2020/07/11/the-first-nigeria-national-anthem/ *:* https://taofeeqexposure.wordpress.com/2020/08/16/indiathe-pride-of-asia-the-great-journey-to-mars/ *:* https://taofeeqexposure.wordpress.com/2020/10/01/60-years-journey-of-nigerias-independence/ *:[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 12:09, 16 October 2024 (UTC) *::@[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] Thank you. Blog posts are not what I considered as publishing experience. Other than the undergraduate thesis, do you have any examples of publishing in a peer-reviewed journal article or book chapter? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:20, 24 October 2024 (UTC) *:::Thank you for your prompt response. I appreciate your feedback and understand your concerns regarding my publishing experience. While my publication record in peer-reviewed journals may be limited, I would like to highlight my research experience in significant aspects of humanities, including [cultural studies, historical analysis, among others aspects]. Although blog posts may not be traditional publications, they demonstrate my ability to make research and communicate complex ideas to diverse audiences. *:::Beyond publishing, I've developed valuable skills through Undergraduate thesis research, Editing and proofreading for others, Research assistance in humanities topics. *:::I bring strong research foundation in humanities, excellent writing, editing, and proofreading skills, ability to communicate complex ideas engagingly, experience working with diverse authors and topics, passion for promoting high-quality humanities research. I am eager to leverage these skills to support Wikimedia Journal's mission. I understand the importance of peer-reviewed publications and commit to further developing my expertise. *:::I would appreciate consideration of my application, recognizing the diverse experiences and skills I bring. Thank you for your time, and I look forward to your response. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:40, 27 October 2024 (UTC) *::::I am '''support'''ive of your associate editor application, contingent on mentorship from board members, to help you gain experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:54, 14 November 2024 (UTC) ==Associate editor application of Sideeq Abubakar Galadima== {{WikiJournal editor application submitted | position =Associate editor | name =Sideeq Abubakar Galadima | qualifications =B.A. History and International Studies | link = | areas_of_expertise =History, Diplomacy, Planning and Management | professional_experience =His professional experience is deeply rooted in his academic background in History and International Studies, which has familiarized him with the intricacies of objective research, writing, and reportage. His expertise in these areas was further strengthened by his active engagement in news and report writing as a member of the Union of Campus Journalists during his undergraduate studies. Additionally, his experience as a Wikimedia editor has honed his proofreading skills. As an event planner, he has developed exceptional attention to detail, which has become an integral part of his skillset. Notably, his pioneering research work, titled "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960," demonstrates his ability to conduct in-depth historical analysis and research. This work will undoubtedly serve as a valuable reference for future studies in related fields, such as cultural diplomacy. | publishing_experience =He's a researcher, news and reports writer, content editor, proofreader | open_experience =He possesses over three years of experience in Wikimedia, driven by a strong interest in open-source initiatives. Notably, he served as the Special Duties Officer for the Wikimedia Fan Club at the University of Ilorin, where he played a pivotal role in facilitating and training sessions on Wikipedia and its sister projects, as well as co-facilitating workshops, including "Wiki and Health Articles in Nigeria" and "Wikimedia Awareness in Ogbomosho". Through these endeavors, He demonstrated his expertise in promoting open-source knowledge sharing and community engagement. His experience and commitment to Wikimedia's mission have equipped him with a unique skill set, poised to contribute to future initiatives. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 17:54, 11 September 2024 (UTC) }} * I really appreciate Sideeq's Wikipedia contributions to topics in Africa. It sounds like the highest degree earned is B.A., and no journal editor experience? I think normally we expect a PhD and some academic journal experience. Also it would be good to have a link to the ""Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960", which I wasn't able to find. [[User:Aoholcombe|Aoholcombe]] ([[User talk:Aoholcombe|discuss]] • [[Special:Contributions/Aoholcombe|contribs]]) 23:25, 2 October 2024 (UTC) *:I agree with your comment. I wasn't able to find this applicant's published work list and I am hesitant with professional experience even for applying as an associate editor position. While the applicant has some experience with open access, the activity was sporadic. However, I think it may be beneficial to have additional volunteers to support this journal that deals with the administrative side of things and less reliant on professional and publishing experiences' side of the journal. @[[User:Albakry028|Albakry028]], in case you didn't see the previous comment, can you provide us with more information? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:55, 14 October 2024 (UTC) *:Thank you for acknowledging my contributions to African topics on Wikipedia. I appreciate your recognition of my efforts. Regarding your inquiries, I would like to clarify that my highest educational attainment is a Bachelor of Arts degree. Nevertheless, my editorial expertise has enabled me to assist colleagues with their research projects, leveraging my skills in research and academic writing. I understand and respect the standard expectations associated with academic roles. However, I was entrusted with this responsibility due to my demonstrated expertise. Regarding my research work, I am pleased to share the link to my project: "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960." https://drive.google.com/file/d/1bxysalU-AT7JakWfJCFxeWqwpFCz_C7s/view?usp=drivesdk @[[User:Aoholcombe|Aoholcombe]] @[[User:OhanaUnited|OhanaUnited]] [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:50, 16 October 2024 (UTC) :@[[User:Albakry028|Albakry028]] Thanks very much for providing your writing example. Do you have any publishing experience? We are looking for something beyond undergraduate thesis (for example, peer-reviewed journal article or book chapters). I am trained as a scientist and therefore will need more information to assess an applicant's suitability in applying for a humanities position. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:18, 24 October 2024 (UTC) :Although my publishing experience is limited to my undergraduate thesis, I'm confident in my potential. I bring transferable skills: research expertise, writing proficiency, adaptability, analytical thinking and effective communication. I'm eager to apply research methodology perspectives to humanities contexts, quickly learn and adapt. I'm poised to contribute innovatively through interdisciplinary research, engaging teaching methods and collaborative projects. I appreciate your consideration of potential over conventional metrics. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:38, 25 October 2024 (UTC) 56urqwq51nunvf8m1z97w0217cydusk 2686007 2686004 2024-11-14T18:55:37Z OhanaUnited 18921 /* Associate editor application of Sideeq Abubakar Galadima */ support application, contingent on board members' availability for mentorship 2686007 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2022]] <br>[[/Archive 2023]] }} }} </noinclude> ==Editorial board application of Hernan Perez Molano== {{WikiJournal editor application submitted | position =Editorial board | name =Hernan Perez Molano | qualifications =PHD in Political science, Master in Ethnomusicology | link =https://es.linkedin.com/in/hernan-p%C3%A9rez-molano-918252a1 | areas_of_expertise =Peacebuilding, social innovation, political science, ethnomusicology | professional_experience =Doctor of Political Science, Administration, and International Relations, from the Complutense University of Madrid (Spain), trained in ethnographic, sociological, and anthropological techniques (Master's in Musicology, specializing in Ethnomusicology) at the Sorbonne University (France). His research, entitled "Obstacles and Resistances in the Construction of Alternative Peace: Comparative Ethnographies of the Reintegration of Former Combatants in Colinas, Guaviare, and Icononzo, Tolima," describes the construction of peace at the local level from the perspective of local social innovation ecosystems, based on a multi-sited ethnography (2019-2023). :Coordinator of the Social Innovation Program (2015-2020) at the Research and Extension Office of the National University of Colombia, Bogotá campus. He has experience in supporting academia in formulating and implementing social innovation projects, utilizing participatory methodologies, design thinking, and fostering creative capacity in the context of community youth processes, as well as in communication and culture for peacebuilding. He was a former member of the formulating team, facilitator, and coordinator of the Innovation Laboratory for Peace (Trust for the Americas - National University of Colombia), and the Spaces of Re-cognition for Peace project of the Academic Vice-Rectory of the National University of Colombia. | publishing_experience = | open_experience =Official for the Education program of Wikimedia Colombia | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:HerPerezM|HerPerezM]] ([[User talk:HerPerezM|discuss]] • [[Special:Contributions/HerPerezM|contribs]]) 21:42, 20 July 2023 (UTC) }} * I approached him at EduWiki Conference to discuss WikiJournal and potential collaboration. I fully support his application to join the editorial board. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:47, 21 July 2023 (UTC) * [[File:Symbol support vote.svg|14px]]I support this application for editor. [[User:Smvital|<b><span style="color: #0000FF;">Smvital</span></b>]][[User talk:Smvital|<b><span style="color: green;">^{Talk page}</span></b>]] 10:46, 1 August 2023 (UTC) * '''support''' - It's also a support from me. Very useful professional bacckground, and experience with Wikimedia Colombia's educaction programme is definitely a bonus. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 10:45, 28 August 2023 (UTC) * I support this application. I agree; his area of study and experience will make him very suitable. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:01, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:05, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:18, 13 September 2023 (UTC) * '''support''' - a very welcome addition to the WikiJ Hum Team --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:48, 13 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Lihao Gan== {{WikiJournal editor application submitted | position =Editorial board | name =Lihao Gan | qualifications =PHD.Professor | link =https://faculty.ecnu.edu.cn/_s11/glh_en/main.psp | areas_of_expertise =Epistemology，Communication Studies，Media Discourse Analysis，Rhetoric | professional_experience =Gan Lihao (born October 1977) is a professor and doctoral supervisor at East China Normal University. He is a distinguished talent of the Pujiang Talent Program in Shanghai. He has also served as a visiting scholar in the Department of Linguistics at the University of California, Berkeley. Additionally, he holds the position of Deputy Director at the National Discourse Ecology Research Center and serves as an executive member of the Chinese Rhetoric Society, a council member of the Shanghai Language Society, and a committee member of the Audiovisual Communication branch of the Chinese Association for the History of Journalism and Communication. | publishing_experience =Gan Lihao is known for his pioneering contributions to the fields of "Life Rhetoric" and "Behavioral Dramatism Theory." His research primarily revolves around human communication discourse, aiming to promote individual growth, harmonious family dynamics, intercommunication among domestic communities, and international dialogues within the context of the human community's shared destiny and peaceful development. He focuses on three main research directions: family education discourse analysis based on empathetic rhetoric, discourse research on national governance rooted in speech acts, and global knowledge discourse analysis centered around digital communities. Gan Lihao has authored several significant works, including "Contrastive Structures Under the Influence of Spatial Dynamics," "Communication Rhetoric: Theory, Methods, and Case Studies," "Reshaping China's National Image and Wikipedia Knowledge Discourse Research," and "Political Science on Wikipedia" (in progress). | open_experience =wikipedia editor,wikipedia researcher | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Ganlihao|Ganlihao]] ([[User talk:Ganlihao|discuss]] • [[Special:Contributions/Ganlihao|contribs]]) 06:30, 4 September 2023 (UTC) }} * This editor approached us at the Wikimania Singapore event and we discussed how we need experts in humanities to contribute and assist with reviewing the backlogged submissions. He expressed an interest after seeing our poster at Wikimania. He led a team of researchers from China to investigate and publish research articles about Wikipedia. As such, his professional, publishing and open experiences are quite extensive. Since he primarily publishes in Chinese language, I suggested that he initially apply for associate editor position to familiarize himself with publishing and communicating in English to gain confidence in this area. I fully {{support}} his application. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:52, 7 September 2023 (UTC) * I support this application and agree an associate editor position will be best to begin with. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:05, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:06, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:19, 13 September 2023 (UTC) * '''support''' Gan Lihao coming on as an associate editor, but we should also decide on a clear idea of what the process would be (timeline/criteria) to move them (or any other associate editor in a similar situation) to full editor --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:52, 13 September 2023 (UTC) *:Good point. I think we will "cross that bridge" and evaluate once we see the [[WikiJournal of Humanities/Potential upcoming articles|backlog submissions]] getting chipped away by the newly recruited editors and associate editor. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:11, 18 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Laura G. Campo== {{WikiJournal editor application submitted | position =Editorial board | name =Laura G. Campo | qualifications =Bachelor Degree in Literature, Especialized in Edition | link =https://www.linkedin.com/in/laura-giselle-campo-sepulveda/ | areas_of_expertise =Literature, Education, Humanities | professional_experience =Literary analyst specializing in text editing. My career has been focused on the editing and proofreading of technical and literary documents. I also have experience accompanying research projects on journalism, literature, art and cultural articles. | publishing_experience =Journal editorial coordinator, Editorial assistant, Content creator,Copyeditor, Proofreader. | open_experience =Currently I coordinate the editorial production of the Universidad Pedagogica Nacional's (Colombia) scientistic journals | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:LaGCampo|LaGCampo]] ([[User talk:LaGCampo|discuss]] • [[Special:Contributions/LaGCampo|contribs]]) 13:39, 31 October 2023 (UTC) }} * I met Laura while presenting WikiJournal during Open Access week in Colombia. I '''support''' her application given her expertise in journal administration. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:29, 6 November 2023 (UTC) * I support this application. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 21:27, 10 January 2024 (UTC) * Laura is highly qualified, I support this application.[[User:Jacknunn|Jacknunn]] ([[User talk:Jacknunn|discuss]] • [[Special:Contributions/Jacknunn|contribs]]) 10:13, 31 January 2024 (UTC) * I support, looks like an ideal addition [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 07:20, 2 February 2024 (UTC) ==Associate editor application of Taofeeq Idowu ABDULKAREEM== {{WikiJournal editor application submitted | position =Associate editor | name = Taofeeq Idowu ABDULKAREEM | qualifications = B.A History and International Studies; Member of Historical Society of Nigeria; Founder and Writer for Taofeeq’s Exposure | link = https://www.linkedin.com/in/taofeeq-idowu-abdulkareem-mhsn-b3479a1b2 | areas_of_expertise = History and International Studies | professional_experience = His professional experience can be found in Research, Content writing and Proofreading. He has made series of research in different historical events among which were titled " 'The Great Wall of China', 'The first Nigeria’s National Anthem', 'India’s great voyage to the Mars' " among others. He made a pioneer work on a topic he used for his undergraduate project research titled "Change and Continuity in Sociopolitical Role of Women in Owo, 1900-1970". This significant work was a culmination of historical research and historical analysis which would be used for further reference in the subject matter. He was appointed as the Project Coordinator for the Undergraduate Project Research because of his resourcefulness in research and editing. During the period, he coordinated over 30 co-supervises and helped a lot of them with the research and also editing. This makes the Supervisor work much more easier. As a member of University of Ilorin Model United Nations, he has made numerous research on International happenings and International relations | publishing_experience = He is a content writer, content editor, researcher, proofreader. He was a member of the Editorial team of the 2023 Journal of the National Association of Ondo State Students, University of Ilorin, Ilorin, Nigeria; He was the Assistant Director of Research and Editorial of the Alternative Dispute Resolution, University of Ilorin, Ilorin, Nigeria; He was an astute writer and editor for Union of Campus Journalists, University of Ilorin, Ilorin, Nigeria. He provided proofreading assistance for his Long Essay Undergraduate research Supervisor, thereby successfully proofread over 20 undergraduate Project Researches suitable for publication. His experience can also be found in helping editing articles that are suitable and professional for publish | open_experience = He is having over 3 years of experience in Wikimedia. He is keen interested individual in open source as he is more interested in people accessing information. He was the Vice President, Training and Development for Wikimedia Fan Club, University of Ilorin where he trained a lot of members on editing on Wikipedia and various other Sibling projects. He led Wikimedia Awareness in Ogbomosho Project where series of people were trained. He had also co-facilitated series of Projects among which are Wikimedia Promotion in Akure, Wikimedia Promotion in Lead City University, Wiki and Health Articles in Nigeria among other projects | policy_confirm = I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:05, 11 September 2024 (UTC) }} * {{ping|Taofeeq Abdulkareem}} Sorry for the delay, I recently found time to review your application. You definitely have sufficient level of professional and open experience (as demonstrated in your contribution activities on wiki). I would like to know more about your publishing experience. Can you tell me more, such as providing links to your published works? Do you have a list of your publications? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:46, 14 October 2024 (UTC) *:@[[User:OhanaUnited|OhanaUnited]] Thanks for the review and kind comments. *:Kindly find attached below the list of Publications: *:# Change and Continuity in Socio-political Role of Women in Owo, 1900-1970 *:# The Great Wall of China *:# The First Nigeria's National Anthem *:# India's great voyage to the Mars *:# 60 Years Journey of Nigeria's Independence *:Links to the Publications respectively: *:* https://drive.google.com/file/d/16c8WDHbArhFit9-p8isLMJ9CzgKklzBp/view?usp=drivesdk *:* https://taofeeqexposure.wordpress.com/2020/07/09/the-great-wall-of-china/ *:* https://taofeeqexposure.wordpress.com/2020/07/11/the-first-nigeria-national-anthem/ *:* https://taofeeqexposure.wordpress.com/2020/08/16/indiathe-pride-of-asia-the-great-journey-to-mars/ *:* https://taofeeqexposure.wordpress.com/2020/10/01/60-years-journey-of-nigerias-independence/ *:[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 12:09, 16 October 2024 (UTC) *::@[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] Thank you. Blog posts are not what I considered as publishing experience. Other than the undergraduate thesis, do you have any examples of publishing in a peer-reviewed journal article or book chapter? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:20, 24 October 2024 (UTC) *:::Thank you for your prompt response. I appreciate your feedback and understand your concerns regarding my publishing experience. While my publication record in peer-reviewed journals may be limited, I would like to highlight my research experience in significant aspects of humanities, including [cultural studies, historical analysis, among others aspects]. Although blog posts may not be traditional publications, they demonstrate my ability to make research and communicate complex ideas to diverse audiences. *:::Beyond publishing, I've developed valuable skills through Undergraduate thesis research, Editing and proofreading for others, Research assistance in humanities topics. *:::I bring strong research foundation in humanities, excellent writing, editing, and proofreading skills, ability to communicate complex ideas engagingly, experience working with diverse authors and topics, passion for promoting high-quality humanities research. I am eager to leverage these skills to support Wikimedia Journal's mission. I understand the importance of peer-reviewed publications and commit to further developing my expertise. *:::I would appreciate consideration of my application, recognizing the diverse experiences and skills I bring. Thank you for your time, and I look forward to your response. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:40, 27 October 2024 (UTC) *::::I am '''support'''ive of your associate editor application, contingent on mentorship from board members, to help you gain experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:54, 14 November 2024 (UTC) ==Associate editor application of Sideeq Abubakar Galadima== {{WikiJournal editor application submitted | position =Associate editor | name =Sideeq Abubakar Galadima | qualifications =B.A. History and International Studies | link = | areas_of_expertise =History, Diplomacy, Planning and Management | professional_experience =His professional experience is deeply rooted in his academic background in History and International Studies, which has familiarized him with the intricacies of objective research, writing, and reportage. His expertise in these areas was further strengthened by his active engagement in news and report writing as a member of the Union of Campus Journalists during his undergraduate studies. Additionally, his experience as a Wikimedia editor has honed his proofreading skills. As an event planner, he has developed exceptional attention to detail, which has become an integral part of his skillset. Notably, his pioneering research work, titled "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960," demonstrates his ability to conduct in-depth historical analysis and research. This work will undoubtedly serve as a valuable reference for future studies in related fields, such as cultural diplomacy. | publishing_experience =He's a researcher, news and reports writer, content editor, proofreader | open_experience =He possesses over three years of experience in Wikimedia, driven by a strong interest in open-source initiatives. Notably, he served as the Special Duties Officer for the Wikimedia Fan Club at the University of Ilorin, where he played a pivotal role in facilitating and training sessions on Wikipedia and its sister projects, as well as co-facilitating workshops, including "Wiki and Health Articles in Nigeria" and "Wikimedia Awareness in Ogbomosho". Through these endeavors, He demonstrated his expertise in promoting open-source knowledge sharing and community engagement. His experience and commitment to Wikimedia's mission have equipped him with a unique skill set, poised to contribute to future initiatives. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 17:54, 11 September 2024 (UTC) }} * I really appreciate Sideeq's Wikipedia contributions to topics in Africa. It sounds like the highest degree earned is B.A., and no journal editor experience? I think normally we expect a PhD and some academic journal experience. Also it would be good to have a link to the ""Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960", which I wasn't able to find. [[User:Aoholcombe|Aoholcombe]] ([[User talk:Aoholcombe|discuss]] • [[Special:Contributions/Aoholcombe|contribs]]) 23:25, 2 October 2024 (UTC) *:I agree with your comment. I wasn't able to find this applicant's published work list and I am hesitant with professional experience even for applying as an associate editor position. While the applicant has some experience with open access, the activity was sporadic. However, I think it may be beneficial to have additional volunteers to support this journal that deals with the administrative side of things and less reliant on professional and publishing experiences' side of the journal. @[[User:Albakry028|Albakry028]], in case you didn't see the previous comment, can you provide us with more information? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:55, 14 October 2024 (UTC) *:Thank you for acknowledging my contributions to African topics on Wikipedia. I appreciate your recognition of my efforts. Regarding your inquiries, I would like to clarify that my highest educational attainment is a Bachelor of Arts degree. Nevertheless, my editorial expertise has enabled me to assist colleagues with their research projects, leveraging my skills in research and academic writing. I understand and respect the standard expectations associated with academic roles. However, I was entrusted with this responsibility due to my demonstrated expertise. Regarding my research work, I am pleased to share the link to my project: "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960." https://drive.google.com/file/d/1bxysalU-AT7JakWfJCFxeWqwpFCz_C7s/view?usp=drivesdk @[[User:Aoholcombe|Aoholcombe]] @[[User:OhanaUnited|OhanaUnited]] [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:50, 16 October 2024 (UTC) :@[[User:Albakry028|Albakry028]] Thanks very much for providing your writing example. Do you have any publishing experience? We are looking for something beyond undergraduate thesis (for example, peer-reviewed journal article or book chapters). I am trained as a scientist and therefore will need more information to assess an applicant's suitability in applying for a humanities position. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:18, 24 October 2024 (UTC) :Although my publishing experience is limited to my undergraduate thesis, I'm confident in my potential. I bring transferable skills: research expertise, writing proficiency, adaptability, analytical thinking and effective communication. I'm eager to apply research methodology perspectives to humanities contexts, quickly learn and adapt. I'm poised to contribute innovatively through interdisciplinary research, engaging teaching methods and collaborative projects. I appreciate your consideration of potential over conventional metrics. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:38, 25 October 2024 (UTC) ::I am happy to '''support''' your associate editor application, contingent on board members' availability, to mentor you to gain experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:55, 14 November 2024 (UTC) ltgggi2h5lzcwh8mhv0ehr7c87th5ms 2686013 2686007 2024-11-14T20:25:12Z Taofeeq Abdulkareem 2920138 /* Associate editor application of Taofeeq Idowu ABDULKAREEM */ Reply 2686013 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2022]] <br>[[/Archive 2023]] }} }} </noinclude> ==Editorial board application of Hernan Perez Molano== {{WikiJournal editor application submitted | position =Editorial board | name =Hernan Perez Molano | qualifications =PHD in Political science, Master in Ethnomusicology | link =https://es.linkedin.com/in/hernan-p%C3%A9rez-molano-918252a1 | areas_of_expertise =Peacebuilding, social innovation, political science, ethnomusicology | professional_experience =Doctor of Political Science, Administration, and International Relations, from the Complutense University of Madrid (Spain), trained in ethnographic, sociological, and anthropological techniques (Master's in Musicology, specializing in Ethnomusicology) at the Sorbonne University (France). His research, entitled "Obstacles and Resistances in the Construction of Alternative Peace: Comparative Ethnographies of the Reintegration of Former Combatants in Colinas, Guaviare, and Icononzo, Tolima," describes the construction of peace at the local level from the perspective of local social innovation ecosystems, based on a multi-sited ethnography (2019-2023). :Coordinator of the Social Innovation Program (2015-2020) at the Research and Extension Office of the National University of Colombia, Bogotá campus. He has experience in supporting academia in formulating and implementing social innovation projects, utilizing participatory methodologies, design thinking, and fostering creative capacity in the context of community youth processes, as well as in communication and culture for peacebuilding. He was a former member of the formulating team, facilitator, and coordinator of the Innovation Laboratory for Peace (Trust for the Americas - National University of Colombia), and the Spaces of Re-cognition for Peace project of the Academic Vice-Rectory of the National University of Colombia. | publishing_experience = | open_experience =Official for the Education program of Wikimedia Colombia | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:HerPerezM|HerPerezM]] ([[User talk:HerPerezM|discuss]] • [[Special:Contributions/HerPerezM|contribs]]) 21:42, 20 July 2023 (UTC) }} * I approached him at EduWiki Conference to discuss WikiJournal and potential collaboration. I fully support his application to join the editorial board. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:47, 21 July 2023 (UTC) * [[File:Symbol support vote.svg|14px]]I support this application for editor. [[User:Smvital|<b><span style="color: #0000FF;">Smvital</span></b>]][[User talk:Smvital|<b><span style="color: green;">^{Talk page}</span></b>]] 10:46, 1 August 2023 (UTC) * '''support''' - It's also a support from me. Very useful professional bacckground, and experience with Wikimedia Colombia's educaction programme is definitely a bonus. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 10:45, 28 August 2023 (UTC) * I support this application. I agree; his area of study and experience will make him very suitable. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:01, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:05, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:18, 13 September 2023 (UTC) * '''support''' - a very welcome addition to the WikiJ Hum Team --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:48, 13 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Lihao Gan== {{WikiJournal editor application submitted | position =Editorial board | name =Lihao Gan | qualifications =PHD.Professor | link =https://faculty.ecnu.edu.cn/_s11/glh_en/main.psp | areas_of_expertise =Epistemology，Communication Studies，Media Discourse Analysis，Rhetoric | professional_experience =Gan Lihao (born October 1977) is a professor and doctoral supervisor at East China Normal University. He is a distinguished talent of the Pujiang Talent Program in Shanghai. He has also served as a visiting scholar in the Department of Linguistics at the University of California, Berkeley. Additionally, he holds the position of Deputy Director at the National Discourse Ecology Research Center and serves as an executive member of the Chinese Rhetoric Society, a council member of the Shanghai Language Society, and a committee member of the Audiovisual Communication branch of the Chinese Association for the History of Journalism and Communication. | publishing_experience =Gan Lihao is known for his pioneering contributions to the fields of "Life Rhetoric" and "Behavioral Dramatism Theory." His research primarily revolves around human communication discourse, aiming to promote individual growth, harmonious family dynamics, intercommunication among domestic communities, and international dialogues within the context of the human community's shared destiny and peaceful development. He focuses on three main research directions: family education discourse analysis based on empathetic rhetoric, discourse research on national governance rooted in speech acts, and global knowledge discourse analysis centered around digital communities. Gan Lihao has authored several significant works, including "Contrastive Structures Under the Influence of Spatial Dynamics," "Communication Rhetoric: Theory, Methods, and Case Studies," "Reshaping China's National Image and Wikipedia Knowledge Discourse Research," and "Political Science on Wikipedia" (in progress). | open_experience =wikipedia editor,wikipedia researcher | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Ganlihao|Ganlihao]] ([[User talk:Ganlihao|discuss]] • [[Special:Contributions/Ganlihao|contribs]]) 06:30, 4 September 2023 (UTC) }} * This editor approached us at the Wikimania Singapore event and we discussed how we need experts in humanities to contribute and assist with reviewing the backlogged submissions. He expressed an interest after seeing our poster at Wikimania. He led a team of researchers from China to investigate and publish research articles about Wikipedia. As such, his professional, publishing and open experiences are quite extensive. Since he primarily publishes in Chinese language, I suggested that he initially apply for associate editor position to familiarize himself with publishing and communicating in English to gain confidence in this area. I fully {{support}} his application. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:52, 7 September 2023 (UTC) * I support this application and agree an associate editor position will be best to begin with. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:05, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:06, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:19, 13 September 2023 (UTC) * '''support''' Gan Lihao coming on as an associate editor, but we should also decide on a clear idea of what the process would be (timeline/criteria) to move them (or any other associate editor in a similar situation) to full editor --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:52, 13 September 2023 (UTC) *:Good point. I think we will "cross that bridge" and evaluate once we see the [[WikiJournal of Humanities/Potential upcoming articles|backlog submissions]] getting chipped away by the newly recruited editors and associate editor. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:11, 18 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Laura G. Campo== {{WikiJournal editor application submitted | position =Editorial board | name =Laura G. Campo | qualifications =Bachelor Degree in Literature, Especialized in Edition | link =https://www.linkedin.com/in/laura-giselle-campo-sepulveda/ | areas_of_expertise =Literature, Education, Humanities | professional_experience =Literary analyst specializing in text editing. My career has been focused on the editing and proofreading of technical and literary documents. I also have experience accompanying research projects on journalism, literature, art and cultural articles. | publishing_experience =Journal editorial coordinator, Editorial assistant, Content creator,Copyeditor, Proofreader. | open_experience =Currently I coordinate the editorial production of the Universidad Pedagogica Nacional's (Colombia) scientistic journals | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:LaGCampo|LaGCampo]] ([[User talk:LaGCampo|discuss]] • [[Special:Contributions/LaGCampo|contribs]]) 13:39, 31 October 2023 (UTC) }} * I met Laura while presenting WikiJournal during Open Access week in Colombia. I '''support''' her application given her expertise in journal administration. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:29, 6 November 2023 (UTC) * I support this application. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 21:27, 10 January 2024 (UTC) * Laura is highly qualified, I support this application.[[User:Jacknunn|Jacknunn]] ([[User talk:Jacknunn|discuss]] • [[Special:Contributions/Jacknunn|contribs]]) 10:13, 31 January 2024 (UTC) * I support, looks like an ideal addition [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 07:20, 2 February 2024 (UTC) ==Associate editor application of Taofeeq Idowu ABDULKAREEM== {{WikiJournal editor application submitted | position =Associate editor | name = Taofeeq Idowu ABDULKAREEM | qualifications = B.A History and International Studies; Member of Historical Society of Nigeria; Founder and Writer for Taofeeq’s Exposure | link = https://www.linkedin.com/in/taofeeq-idowu-abdulkareem-mhsn-b3479a1b2 | areas_of_expertise = History and International Studies | professional_experience = His professional experience can be found in Research, Content writing and Proofreading. He has made series of research in different historical events among which were titled " 'The Great Wall of China', 'The first Nigeria’s National Anthem', 'India’s great voyage to the Mars' " among others. He made a pioneer work on a topic he used for his undergraduate project research titled "Change and Continuity in Sociopolitical Role of Women in Owo, 1900-1970". This significant work was a culmination of historical research and historical analysis which would be used for further reference in the subject matter. He was appointed as the Project Coordinator for the Undergraduate Project Research because of his resourcefulness in research and editing. During the period, he coordinated over 30 co-supervises and helped a lot of them with the research and also editing. This makes the Supervisor work much more easier. As a member of University of Ilorin Model United Nations, he has made numerous research on International happenings and International relations | publishing_experience = He is a content writer, content editor, researcher, proofreader. He was a member of the Editorial team of the 2023 Journal of the National Association of Ondo State Students, University of Ilorin, Ilorin, Nigeria; He was the Assistant Director of Research and Editorial of the Alternative Dispute Resolution, University of Ilorin, Ilorin, Nigeria; He was an astute writer and editor for Union of Campus Journalists, University of Ilorin, Ilorin, Nigeria. He provided proofreading assistance for his Long Essay Undergraduate research Supervisor, thereby successfully proofread over 20 undergraduate Project Researches suitable for publication. His experience can also be found in helping editing articles that are suitable and professional for publish | open_experience = He is having over 3 years of experience in Wikimedia. He is keen interested individual in open source as he is more interested in people accessing information. He was the Vice President, Training and Development for Wikimedia Fan Club, University of Ilorin where he trained a lot of members on editing on Wikipedia and various other Sibling projects. He led Wikimedia Awareness in Ogbomosho Project where series of people were trained. He had also co-facilitated series of Projects among which are Wikimedia Promotion in Akure, Wikimedia Promotion in Lead City University, Wiki and Health Articles in Nigeria among other projects | policy_confirm = I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:05, 11 September 2024 (UTC) }} * {{ping|Taofeeq Abdulkareem}} Sorry for the delay, I recently found time to review your application. You definitely have sufficient level of professional and open experience (as demonstrated in your contribution activities on wiki). I would like to know more about your publishing experience. Can you tell me more, such as providing links to your published works? Do you have a list of your publications? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:46, 14 October 2024 (UTC) *:@[[User:OhanaUnited|OhanaUnited]] Thanks for the review and kind comments. *:Kindly find attached below the list of Publications: *:# Change and Continuity in Socio-political Role of Women in Owo, 1900-1970 *:# The Great Wall of China *:# The First Nigeria's National Anthem *:# India's great voyage to the Mars *:# 60 Years Journey of Nigeria's Independence *:Links to the Publications respectively: *:* https://drive.google.com/file/d/16c8WDHbArhFit9-p8isLMJ9CzgKklzBp/view?usp=drivesdk *:* https://taofeeqexposure.wordpress.com/2020/07/09/the-great-wall-of-china/ *:* https://taofeeqexposure.wordpress.com/2020/07/11/the-first-nigeria-national-anthem/ *:* https://taofeeqexposure.wordpress.com/2020/08/16/indiathe-pride-of-asia-the-great-journey-to-mars/ *:* https://taofeeqexposure.wordpress.com/2020/10/01/60-years-journey-of-nigerias-independence/ *:[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 12:09, 16 October 2024 (UTC) *::@[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] Thank you. Blog posts are not what I considered as publishing experience. Other than the undergraduate thesis, do you have any examples of publishing in a peer-reviewed journal article or book chapter? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:20, 24 October 2024 (UTC) *:::Thank you for your prompt response. I appreciate your feedback and understand your concerns regarding my publishing experience. While my publication record in peer-reviewed journals may be limited, I would like to highlight my research experience in significant aspects of humanities, including [cultural studies, historical analysis, among others aspects]. Although blog posts may not be traditional publications, they demonstrate my ability to make research and communicate complex ideas to diverse audiences. *:::Beyond publishing, I've developed valuable skills through Undergraduate thesis research, Editing and proofreading for others, Research assistance in humanities topics. *:::I bring strong research foundation in humanities, excellent writing, editing, and proofreading skills, ability to communicate complex ideas engagingly, experience working with diverse authors and topics, passion for promoting high-quality humanities research. I am eager to leverage these skills to support Wikimedia Journal's mission. I understand the importance of peer-reviewed publications and commit to further developing my expertise. *:::I would appreciate consideration of my application, recognizing the diverse experiences and skills I bring. Thank you for your time, and I look forward to your response. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:40, 27 October 2024 (UTC) *::::I am '''support'''ive of your associate editor application, contingent on mentorship from board members, to help you gain experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:54, 14 November 2024 (UTC) *:::::Thank you for your prompt and warm response. I am thrilled to join the team and contribute to the Humanities journal. As a passionate, ambitious, and evolving individual, I am committed to continuous learning, growth, and development. *:::::I would greatly appreciate mentorship from the board members to enhance my publishing knowledge and skills. I am eager to apply these skills in my role and contribute meaningfully to the team's growth and success. *:::::I look forward to the next steps and onboarding process, I am delighted to be part of this team and make a positive impact. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 20:25, 14 November 2024 (UTC) ==Associate editor application of Sideeq Abubakar Galadima== {{WikiJournal editor application submitted | position =Associate editor | name =Sideeq Abubakar Galadima | qualifications =B.A. History and International Studies | link = | areas_of_expertise =History, Diplomacy, Planning and Management | professional_experience =His professional experience is deeply rooted in his academic background in History and International Studies, which has familiarized him with the intricacies of objective research, writing, and reportage. His expertise in these areas was further strengthened by his active engagement in news and report writing as a member of the Union of Campus Journalists during his undergraduate studies. Additionally, his experience as a Wikimedia editor has honed his proofreading skills. As an event planner, he has developed exceptional attention to detail, which has become an integral part of his skillset. Notably, his pioneering research work, titled "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960," demonstrates his ability to conduct in-depth historical analysis and research. This work will undoubtedly serve as a valuable reference for future studies in related fields, such as cultural diplomacy. | publishing_experience =He's a researcher, news and reports writer, content editor, proofreader | open_experience =He possesses over three years of experience in Wikimedia, driven by a strong interest in open-source initiatives. Notably, he served as the Special Duties Officer for the Wikimedia Fan Club at the University of Ilorin, where he played a pivotal role in facilitating and training sessions on Wikipedia and its sister projects, as well as co-facilitating workshops, including "Wiki and Health Articles in Nigeria" and "Wikimedia Awareness in Ogbomosho". Through these endeavors, He demonstrated his expertise in promoting open-source knowledge sharing and community engagement. His experience and commitment to Wikimedia's mission have equipped him with a unique skill set, poised to contribute to future initiatives. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 17:54, 11 September 2024 (UTC) }} * I really appreciate Sideeq's Wikipedia contributions to topics in Africa. It sounds like the highest degree earned is B.A., and no journal editor experience? I think normally we expect a PhD and some academic journal experience. Also it would be good to have a link to the ""Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960", which I wasn't able to find. [[User:Aoholcombe|Aoholcombe]] ([[User talk:Aoholcombe|discuss]] • [[Special:Contributions/Aoholcombe|contribs]]) 23:25, 2 October 2024 (UTC) *:I agree with your comment. I wasn't able to find this applicant's published work list and I am hesitant with professional experience even for applying as an associate editor position. While the applicant has some experience with open access, the activity was sporadic. However, I think it may be beneficial to have additional volunteers to support this journal that deals with the administrative side of things and less reliant on professional and publishing experiences' side of the journal. @[[User:Albakry028|Albakry028]], in case you didn't see the previous comment, can you provide us with more information? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:55, 14 October 2024 (UTC) *:Thank you for acknowledging my contributions to African topics on Wikipedia. I appreciate your recognition of my efforts. Regarding your inquiries, I would like to clarify that my highest educational attainment is a Bachelor of Arts degree. Nevertheless, my editorial expertise has enabled me to assist colleagues with their research projects, leveraging my skills in research and academic writing. I understand and respect the standard expectations associated with academic roles. However, I was entrusted with this responsibility due to my demonstrated expertise. Regarding my research work, I am pleased to share the link to my project: "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960." https://drive.google.com/file/d/1bxysalU-AT7JakWfJCFxeWqwpFCz_C7s/view?usp=drivesdk @[[User:Aoholcombe|Aoholcombe]] @[[User:OhanaUnited|OhanaUnited]] [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:50, 16 October 2024 (UTC) :@[[User:Albakry028|Albakry028]] Thanks very much for providing your writing example. Do you have any publishing experience? We are looking for something beyond undergraduate thesis (for example, peer-reviewed journal article or book chapters). I am trained as a scientist and therefore will need more information to assess an applicant's suitability in applying for a humanities position. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:18, 24 October 2024 (UTC) :Although my publishing experience is limited to my undergraduate thesis, I'm confident in my potential. I bring transferable skills: research expertise, writing proficiency, adaptability, analytical thinking and effective communication. I'm eager to apply research methodology perspectives to humanities contexts, quickly learn and adapt. I'm poised to contribute innovatively through interdisciplinary research, engaging teaching methods and collaborative projects. I appreciate your consideration of potential over conventional metrics. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:38, 25 October 2024 (UTC) ::I am happy to '''support''' your associate editor application, contingent on board members' availability, to mentor you to gain experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:55, 14 November 2024 (UTC) rhyd3ix1j7qmqpuqqpykun96hynec5a 2686014 2686013 2024-11-14T20:44:01Z Albakry028 2918522 /* Associate editor application of Sideeq Abubakar Galadima */ Reply 2686014 wikitext text/x-wiki <noinclude> {{WikiJournal editorial application top |archive box = {{Archive box|[[/Archive 2017]] <br>[[/Archive 2018]] <br>[[/Archive 2019]] <br>[[/Archive 2020]] <br>[[/Archive 2022]] <br>[[/Archive 2023]] }} }} </noinclude> ==Editorial board application of Hernan Perez Molano== {{WikiJournal editor application submitted | position =Editorial board | name =Hernan Perez Molano | qualifications =PHD in Political science, Master in Ethnomusicology | link =https://es.linkedin.com/in/hernan-p%C3%A9rez-molano-918252a1 | areas_of_expertise =Peacebuilding, social innovation, political science, ethnomusicology | professional_experience =Doctor of Political Science, Administration, and International Relations, from the Complutense University of Madrid (Spain), trained in ethnographic, sociological, and anthropological techniques (Master's in Musicology, specializing in Ethnomusicology) at the Sorbonne University (France). His research, entitled "Obstacles and Resistances in the Construction of Alternative Peace: Comparative Ethnographies of the Reintegration of Former Combatants in Colinas, Guaviare, and Icononzo, Tolima," describes the construction of peace at the local level from the perspective of local social innovation ecosystems, based on a multi-sited ethnography (2019-2023). :Coordinator of the Social Innovation Program (2015-2020) at the Research and Extension Office of the National University of Colombia, Bogotá campus. He has experience in supporting academia in formulating and implementing social innovation projects, utilizing participatory methodologies, design thinking, and fostering creative capacity in the context of community youth processes, as well as in communication and culture for peacebuilding. He was a former member of the formulating team, facilitator, and coordinator of the Innovation Laboratory for Peace (Trust for the Americas - National University of Colombia), and the Spaces of Re-cognition for Peace project of the Academic Vice-Rectory of the National University of Colombia. | publishing_experience = | open_experience =Official for the Education program of Wikimedia Colombia | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:HerPerezM|HerPerezM]] ([[User talk:HerPerezM|discuss]] • [[Special:Contributions/HerPerezM|contribs]]) 21:42, 20 July 2023 (UTC) }} * I approached him at EduWiki Conference to discuss WikiJournal and potential collaboration. I fully support his application to join the editorial board. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:47, 21 July 2023 (UTC) * [[File:Symbol support vote.svg|14px]]I support this application for editor. [[User:Smvital|<b><span style="color: #0000FF;">Smvital</span></b>]][[User talk:Smvital|<b><span style="color: green;">^{Talk page}</span></b>]] 10:46, 1 August 2023 (UTC) * '''support''' - It's also a support from me. Very useful professional bacckground, and experience with Wikimedia Colombia's educaction programme is definitely a bonus. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 10:45, 28 August 2023 (UTC) * I support this application. I agree; his area of study and experience will make him very suitable. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:01, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:05, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:18, 13 September 2023 (UTC) * '''support''' - a very welcome addition to the WikiJ Hum Team --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:48, 13 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Lihao Gan== {{WikiJournal editor application submitted | position =Editorial board | name =Lihao Gan | qualifications =PHD.Professor | link =https://faculty.ecnu.edu.cn/_s11/glh_en/main.psp | areas_of_expertise =Epistemology，Communication Studies，Media Discourse Analysis，Rhetoric | professional_experience =Gan Lihao (born October 1977) is a professor and doctoral supervisor at East China Normal University. He is a distinguished talent of the Pujiang Talent Program in Shanghai. He has also served as a visiting scholar in the Department of Linguistics at the University of California, Berkeley. Additionally, he holds the position of Deputy Director at the National Discourse Ecology Research Center and serves as an executive member of the Chinese Rhetoric Society, a council member of the Shanghai Language Society, and a committee member of the Audiovisual Communication branch of the Chinese Association for the History of Journalism and Communication. | publishing_experience =Gan Lihao is known for his pioneering contributions to the fields of "Life Rhetoric" and "Behavioral Dramatism Theory." His research primarily revolves around human communication discourse, aiming to promote individual growth, harmonious family dynamics, intercommunication among domestic communities, and international dialogues within the context of the human community's shared destiny and peaceful development. He focuses on three main research directions: family education discourse analysis based on empathetic rhetoric, discourse research on national governance rooted in speech acts, and global knowledge discourse analysis centered around digital communities. Gan Lihao has authored several significant works, including "Contrastive Structures Under the Influence of Spatial Dynamics," "Communication Rhetoric: Theory, Methods, and Case Studies," "Reshaping China's National Image and Wikipedia Knowledge Discourse Research," and "Political Science on Wikipedia" (in progress). | open_experience =wikipedia editor,wikipedia researcher | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Ganlihao|Ganlihao]] ([[User talk:Ganlihao|discuss]] • [[Special:Contributions/Ganlihao|contribs]]) 06:30, 4 September 2023 (UTC) }} * This editor approached us at the Wikimania Singapore event and we discussed how we need experts in humanities to contribute and assist with reviewing the backlogged submissions. He expressed an interest after seeing our poster at Wikimania. He led a team of researchers from China to investigate and publish research articles about Wikipedia. As such, his professional, publishing and open experiences are quite extensive. Since he primarily publishes in Chinese language, I suggested that he initially apply for associate editor position to familiarize himself with publishing and communicating in English to gain confidence in this area. I fully {{support}} his application. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:52, 7 September 2023 (UTC) * I support this application and agree an associate editor position will be best to begin with. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 20:05, 10 September 2023 (UTC) *'''Support''', of course. Hopefully, you'll have more time than I to help (I sadly overestimated my amount of time for this year...). --[[User:Piotrus|Piotrus]] ([[User talk:Piotrus|discuss]] • [[Special:Contributions/Piotrus|contribs]]) 08:06, 13 September 2023 (UTC) * '''support''' [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 12:19, 13 September 2023 (UTC) * '''support''' Gan Lihao coming on as an associate editor, but we should also decide on a clear idea of what the process would be (timeline/criteria) to move them (or any other associate editor in a similar situation) to full editor --[[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:52, 13 September 2023 (UTC) *:Good point. I think we will "cross that bridge" and evaluate once we see the [[WikiJournal of Humanities/Potential upcoming articles|backlog submissions]] getting chipped away by the newly recruited editors and associate editor. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:11, 18 September 2023 (UTC) '''Result: Accepted into the editorial board.''' : [[WikiJournal User Group/Editorial guidelines#Adding editorial board members|Next steps]] (add <code>DONE</code> or <code><nowiki>{{Done}}</nowiki></code> after someone has performed the task): # [[{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member|Send a welcome message and confirm their preferred email address]] (usually in their provided website link, else via [[Special:EmailUser]]) {{clickable button 2|Onboarding email template|url=https://en.wikiversity.org/wiki/{{ROOTPAGENAMEE}}/Editorial_guidelines/Message_templates#Onboarding_a_new_board_member}} # Copy their information over to [[{{ROOTPAGENAME}}/Editorial board|editorial board page]] using the {{tlx|WikiJournal editor summary}} template # Add their name and start data to the [d:{{WJQboard|default=Q75674277}} relevant editorial board] on wikidata # Direct-add them to the {{WJX}}board mailing list ([https://groups.google.com/forum/?utm_medium=email&utm_source=footer#!managemembers/{{WJX}}board/add via this link]) which will grant them access to the private page only visible to board members # Welcome them at the {{#if:|wjm|WJM}}board mailing list so that they are informed # Finally, move the application to [[Talk:{{ROOTPAGENAME}}/Editors/Archive_{{CURRENTYEAR}}|this year's archive page]] [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:31, 6 November 2023 (UTC) ==Editorial board application of Laura G. Campo== {{WikiJournal editor application submitted | position =Editorial board | name =Laura G. Campo | qualifications =Bachelor Degree in Literature, Especialized in Edition | link =https://www.linkedin.com/in/laura-giselle-campo-sepulveda/ | areas_of_expertise =Literature, Education, Humanities | professional_experience =Literary analyst specializing in text editing. My career has been focused on the editing and proofreading of technical and literary documents. I also have experience accompanying research projects on journalism, literature, art and cultural articles. | publishing_experience =Journal editorial coordinator, Editorial assistant, Content creator,Copyeditor, Proofreader. | open_experience =Currently I coordinate the editorial production of the Universidad Pedagogica Nacional's (Colombia) scientistic journals | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:LaGCampo|LaGCampo]] ([[User talk:LaGCampo|discuss]] • [[Special:Contributions/LaGCampo|contribs]]) 13:39, 31 October 2023 (UTC) }} * I met Laura while presenting WikiJournal during Open Access week in Colombia. I '''support''' her application given her expertise in journal administration. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 06:29, 6 November 2023 (UTC) * I support this application. [[User:Fransplace|<b><span style="color: #0000FF;">Fransplace</span></b>]][[User talk:Fransplace|<b><span style="color: green;">^{Talk page}</span></b>]] 21:27, 10 January 2024 (UTC) * Laura is highly qualified, I support this application.[[User:Jacknunn|Jacknunn]] ([[User talk:Jacknunn|discuss]] • [[Special:Contributions/Jacknunn|contribs]]) 10:13, 31 January 2024 (UTC) * I support, looks like an ideal addition [[User:Rwatson1955|Rwatson1955]] ([[User talk:Rwatson1955|discuss]] • [[Special:Contributions/Rwatson1955|contribs]]) 07:20, 2 February 2024 (UTC) ==Associate editor application of Taofeeq Idowu ABDULKAREEM== {{WikiJournal editor application submitted | position =Associate editor | name = Taofeeq Idowu ABDULKAREEM | qualifications = B.A History and International Studies; Member of Historical Society of Nigeria; Founder and Writer for Taofeeq’s Exposure | link = https://www.linkedin.com/in/taofeeq-idowu-abdulkareem-mhsn-b3479a1b2 | areas_of_expertise = History and International Studies | professional_experience = His professional experience can be found in Research, Content writing and Proofreading. He has made series of research in different historical events among which were titled " 'The Great Wall of China', 'The first Nigeria’s National Anthem', 'India’s great voyage to the Mars' " among others. He made a pioneer work on a topic he used for his undergraduate project research titled "Change and Continuity in Sociopolitical Role of Women in Owo, 1900-1970". This significant work was a culmination of historical research and historical analysis which would be used for further reference in the subject matter. He was appointed as the Project Coordinator for the Undergraduate Project Research because of his resourcefulness in research and editing. During the period, he coordinated over 30 co-supervises and helped a lot of them with the research and also editing. This makes the Supervisor work much more easier. As a member of University of Ilorin Model United Nations, he has made numerous research on International happenings and International relations | publishing_experience = He is a content writer, content editor, researcher, proofreader. He was a member of the Editorial team of the 2023 Journal of the National Association of Ondo State Students, University of Ilorin, Ilorin, Nigeria; He was the Assistant Director of Research and Editorial of the Alternative Dispute Resolution, University of Ilorin, Ilorin, Nigeria; He was an astute writer and editor for Union of Campus Journalists, University of Ilorin, Ilorin, Nigeria. He provided proofreading assistance for his Long Essay Undergraduate research Supervisor, thereby successfully proofread over 20 undergraduate Project Researches suitable for publication. His experience can also be found in helping editing articles that are suitable and professional for publish | open_experience = He is having over 3 years of experience in Wikimedia. He is keen interested individual in open source as he is more interested in people accessing information. He was the Vice President, Training and Development for Wikimedia Fan Club, University of Ilorin where he trained a lot of members on editing on Wikipedia and various other Sibling projects. He led Wikimedia Awareness in Ogbomosho Project where series of people were trained. He had also co-facilitated series of Projects among which are Wikimedia Promotion in Akure, Wikimedia Promotion in Lead City University, Wiki and Health Articles in Nigeria among other projects | policy_confirm = I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:05, 11 September 2024 (UTC) }} * {{ping|Taofeeq Abdulkareem}} Sorry for the delay, I recently found time to review your application. You definitely have sufficient level of professional and open experience (as demonstrated in your contribution activities on wiki). I would like to know more about your publishing experience. Can you tell me more, such as providing links to your published works? Do you have a list of your publications? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:46, 14 October 2024 (UTC) *:@[[User:OhanaUnited|OhanaUnited]] Thanks for the review and kind comments. *:Kindly find attached below the list of Publications: *:# Change and Continuity in Socio-political Role of Women in Owo, 1900-1970 *:# The Great Wall of China *:# The First Nigeria's National Anthem *:# India's great voyage to the Mars *:# 60 Years Journey of Nigeria's Independence *:Links to the Publications respectively: *:* https://drive.google.com/file/d/16c8WDHbArhFit9-p8isLMJ9CzgKklzBp/view?usp=drivesdk *:* https://taofeeqexposure.wordpress.com/2020/07/09/the-great-wall-of-china/ *:* https://taofeeqexposure.wordpress.com/2020/07/11/the-first-nigeria-national-anthem/ *:* https://taofeeqexposure.wordpress.com/2020/08/16/indiathe-pride-of-asia-the-great-journey-to-mars/ *:* https://taofeeqexposure.wordpress.com/2020/10/01/60-years-journey-of-nigerias-independence/ *:[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 12:09, 16 October 2024 (UTC) *::@[[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] Thank you. Blog posts are not what I considered as publishing experience. Other than the undergraduate thesis, do you have any examples of publishing in a peer-reviewed journal article or book chapter? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:20, 24 October 2024 (UTC) *:::Thank you for your prompt response. I appreciate your feedback and understand your concerns regarding my publishing experience. While my publication record in peer-reviewed journals may be limited, I would like to highlight my research experience in significant aspects of humanities, including [cultural studies, historical analysis, among others aspects]. Although blog posts may not be traditional publications, they demonstrate my ability to make research and communicate complex ideas to diverse audiences. *:::Beyond publishing, I've developed valuable skills through Undergraduate thesis research, Editing and proofreading for others, Research assistance in humanities topics. *:::I bring strong research foundation in humanities, excellent writing, editing, and proofreading skills, ability to communicate complex ideas engagingly, experience working with diverse authors and topics, passion for promoting high-quality humanities research. I am eager to leverage these skills to support Wikimedia Journal's mission. I understand the importance of peer-reviewed publications and commit to further developing my expertise. *:::I would appreciate consideration of my application, recognizing the diverse experiences and skills I bring. Thank you for your time, and I look forward to your response. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 09:40, 27 October 2024 (UTC) *::::I am '''support'''ive of your associate editor application, contingent on mentorship from board members, to help you gain experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:54, 14 November 2024 (UTC) *:::::Thank you for your prompt and warm response. I am thrilled to join the team and contribute to the Humanities journal. As a passionate, ambitious, and evolving individual, I am committed to continuous learning, growth, and development. *:::::I would greatly appreciate mentorship from the board members to enhance my publishing knowledge and skills. I am eager to apply these skills in my role and contribute meaningfully to the team's growth and success. *:::::I look forward to the next steps and onboarding process, I am delighted to be part of this team and make a positive impact. [[User:Taofeeq Abdulkareem|Taofeeq Abdulkareem]] ([[User talk:Taofeeq Abdulkareem|discuss]] • [[Special:Contributions/Taofeeq Abdulkareem|contribs]]) 20:25, 14 November 2024 (UTC) ==Associate editor application of Sideeq Abubakar Galadima== {{WikiJournal editor application submitted | position =Associate editor | name =Sideeq Abubakar Galadima | qualifications =B.A. History and International Studies | link = | areas_of_expertise =History, Diplomacy, Planning and Management | professional_experience =His professional experience is deeply rooted in his academic background in History and International Studies, which has familiarized him with the intricacies of objective research, writing, and reportage. His expertise in these areas was further strengthened by his active engagement in news and report writing as a member of the Union of Campus Journalists during his undergraduate studies. Additionally, his experience as a Wikimedia editor has honed his proofreading skills. As an event planner, he has developed exceptional attention to detail, which has become an integral part of his skillset. Notably, his pioneering research work, titled "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960," demonstrates his ability to conduct in-depth historical analysis and research. This work will undoubtedly serve as a valuable reference for future studies in related fields, such as cultural diplomacy. | publishing_experience =He's a researcher, news and reports writer, content editor, proofreader | open_experience =He possesses over three years of experience in Wikimedia, driven by a strong interest in open-source initiatives. Notably, he served as the Special Duties Officer for the Wikimedia Fan Club at the University of Ilorin, where he played a pivotal role in facilitating and training sessions on Wikipedia and its sister projects, as well as co-facilitating workshops, including "Wiki and Health Articles in Nigeria" and "Wikimedia Awareness in Ogbomosho". Through these endeavors, He demonstrated his expertise in promoting open-source knowledge sharing and community engagement. His experience and commitment to Wikimedia's mission have equipped him with a unique skill set, poised to contribute to future initiatives. | policy_confirm =I confirm that I will act in accordance with the policies of the WikiJournal of Humanities. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 17:54, 11 September 2024 (UTC) }} * I really appreciate Sideeq's Wikipedia contributions to topics in Africa. It sounds like the highest degree earned is B.A., and no journal editor experience? I think normally we expect a PhD and some academic journal experience. Also it would be good to have a link to the ""Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960", which I wasn't able to find. [[User:Aoholcombe|Aoholcombe]] ([[User talk:Aoholcombe|discuss]] • [[Special:Contributions/Aoholcombe|contribs]]) 23:25, 2 October 2024 (UTC) *:I agree with your comment. I wasn't able to find this applicant's published work list and I am hesitant with professional experience even for applying as an associate editor position. While the applicant has some experience with open access, the activity was sporadic. However, I think it may be beneficial to have additional volunteers to support this journal that deals with the administrative side of things and less reliant on professional and publishing experiences' side of the journal. @[[User:Albakry028|Albakry028]], in case you didn't see the previous comment, can you provide us with more information? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:55, 14 October 2024 (UTC) *:Thank you for acknowledging my contributions to African topics on Wikipedia. I appreciate your recognition of my efforts. Regarding your inquiries, I would like to clarify that my highest educational attainment is a Bachelor of Arts degree. Nevertheless, my editorial expertise has enabled me to assist colleagues with their research projects, leveraging my skills in research and academic writing. I understand and respect the standard expectations associated with academic roles. However, I was entrusted with this responsibility due to my demonstrated expertise. Regarding my research work, I am pleased to share the link to my project: "Colonialism and the Continuity of Ilorin Cultural Heritage, 1900-1960." https://drive.google.com/file/d/1bxysalU-AT7JakWfJCFxeWqwpFCz_C7s/view?usp=drivesdk @[[User:Aoholcombe|Aoholcombe]] @[[User:OhanaUnited|OhanaUnited]] [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:50, 16 October 2024 (UTC) :@[[User:Albakry028|Albakry028]] Thanks very much for providing your writing example. Do you have any publishing experience? We are looking for something beyond undergraduate thesis (for example, peer-reviewed journal article or book chapters). I am trained as a scientist and therefore will need more information to assess an applicant's suitability in applying for a humanities position. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:18, 24 October 2024 (UTC) :Although my publishing experience is limited to my undergraduate thesis, I'm confident in my potential. I bring transferable skills: research expertise, writing proficiency, adaptability, analytical thinking and effective communication. I'm eager to apply research methodology perspectives to humanities contexts, quickly learn and adapt. I'm poised to contribute innovatively through interdisciplinary research, engaging teaching methods and collaborative projects. I appreciate your consideration of potential over conventional metrics. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 13:38, 25 October 2024 (UTC) ::I am happy to '''support''' your associate editor application, contingent on board members' availability, to mentor you to gain experience around the publishing area. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 18:55, 14 November 2024 (UTC) :::Thank you for your kind and supportive message. I am thrilled to join the team and grateful for the opportunity to work alongside experienced board members. I am eager to benefit from their mentorship and expertise, which will undoubtedly enhance my skills and knowledge in the publishing field. :::As a dedicated and passionate individual, I am committed to contributing to the humanities journal and supporting its growth. I am excited to embark on this journey and engage in meaningful discussions as a team member. :::I look forward to the next steps and onboarding process. [[User:Albakry028|Albakry028]] ([[User talk:Albakry028|discuss]] • [[Special:Contributions/Albakry028|contribs]]) 20:44, 14 November 2024 (UTC) feo8l20imud961rkh3uajab8xynyyzp 0 232469 2685808 2684716 2024-11-14T15:38:27Z Young1lim 21186 /* ARM Assembly Programming (II) */ 2685808 wikitext text/x-wiki == '''Background''' == '''Combinational and Sequential Circuits''' * [[Media:DD2.B.4..Adder.20131007.pdf |Adder]] * [[Media:DD3.A.1.LatchFF.20160308.pdf |Latches and Flipflops]] '''FSM''' * [[Media:DD3.A.3.FSM.20131030.pdf |FSM]] * [[Media:CArch.2.A.Bubble.20131021.pdf |FSM Example]] '''Tiny CPU Example''' * [[Media:CDsgn6.TinyCPU.2.A.ISA.20160511.pdf |Instruction Set]] * [[Media:CDsgn6.TinyCPU.2.B.DPath.20160502.pdf |Data Path]] * [[Media:CDsgn6.TinyCPU.2.C.CPath.20160427.pdf |Control Path]] * [[Media:CDsgn6.TinyCPU.2.D.Implement.20160513.pdf |FPGA Implementation]] </br> == '''Microprocessor Architecture''' == * ARM Architecture : - Programmer's Model ([[Media:ARM.1Arch.1A.Model.20180321.pdf |pdf]]) : - Pipelined Architecture ([[Media:ARM.1Arch.2A.Pipeline.20180419.pdf |pdf]]) * ARM Organization * ARM Cortex-M Processor Architecture * ARM Processor Cores </br> == '''Instruction Set Architecture''' == * ARM Instruction Set : - Overview ([[Media:ARM.2ISA.1A.Overview.20190611.pdf |pdf]]) : - Addressing Modes ([[Media:ARM.2ISA.2A.AddrMode.20191108.pdf |pdf]]) : - Multiple Transfer ([[Media:ARM.2ISA.3A.MTransfer.20190903.pdf |pdf]]) : - Assembler Format :: - Data Processing ([[Media:ARM.2ISA.4A.Proc.Format.20200204.pdf |pdf]]) :: - Data Transfer ([[Media:ARM.2ISA.4B.Trans.Format.20200205.pdf |pdf]]) :: - Coprocessor ([[Media:ARM.2ISA.4C.CoProc.Format.20191214.pdf |pdf]]) :: - Summary ([[Media:ARM.2ISA.4D.Summary.Format.20200205.pdf |pdf]]) : - Binary Encoding ([[Media:ARM.2ISA.5A.Encoding.201901105.pdf |pdf]]) * Thumb Instruction Set </br> == '''Assembly Programming''' == === ARM Assembly Programming (I) === * 1. Overview ([[Media:ARM.2ASM.1A.Overview.20200101.pdf |pdf]]) * 2. Example Programs ([[Media:ARM.2ASM.2A.Program.20200108.pdf |pdf]]) * 3. Addressing Modes ([[Media:ARM.2ASM.3A.Address.20200127.pdf |pdf]]) * 4. Data Transfer ([[Media:ARM.2ASM.4A.DTransfer.20230726.pdf |pdf]]) * 5. Data Processing ([[Media:ARM.2ASM.5A.DProcess.20200208.pdf |pdf]]) * 6. Control ([[Media:ARM.2ASM.6A.Control.20200215.pdf |pdf]]) * 7. Arrays ([[Media:ARM.2ASM.7A.Array.20200311.pdf |pdf]]) * 8. Data Structures ([[Media:ARM.2ASM.8A.DataStruct.20200718.pdf |pdf]]) * 9. Finite State Machines ([[Media:ARM.2ASM.9A.FSM.20200417.pdf |pdf]]) * 10. Functions ([[Media:ARM.2ASM.10A.Function.20210115.pdf |pdf]]) * 11. Parameter Passing ([[Media:ARM.2ASM.11A.Parameter.20210106.pdf |pdf]]) * 12. Stack Frames ([[Media:ARM.2ASM.12A.StackFrame.20210611.pdf |pdf]]) :: :: === ARM Assembly Programming (II) === :: * 1. Thumb instruction programming ([[Media:ARM.2ASM.Thumb.20241114.pdf |pdf]]) * 2. Exceptions ([[Media:ARM.2ASM.Exception.20220722.pdf |pdf]]) * 3. Exception Programming ([[Media:ARM.2ASM.ExceptionProg.20220311.pdf |pdf]]) * 4. Exception Handlers ([[Media:ARM.2ASM.ExceptionHandler.20220131.pdf |pdf]]) * 5. Interrupt Programming ([[Media:ARM.2ASM.InterruptProg.20211030.pdf |pdf]]) * 6. Interrupt Handlers ([[Media:ARM.2ASM.InterruptHandler.20211030.pdf |pdf]]) * 7. Vectored Interrupt Programming ([[Media:ARM.2ASM.VectorInt.20230610.pdf |pdf]]) * 8. Tail Chaining ([[Media:ARM.2ASM.TailChain.20230816.pdf |pdf]]) </br> * ARM Assembly Exercises ([[Media:ESys.3.A.ARM-ASM-Exercise.20160608.pdf |A.pdf]], [[Media:ESys.3.B.Assembly.20160716.pdf |B.pdf]]) :: === ARM Assembly Programming (III) === * 1. Fixed point arithmetic (integer division) * 2. Floating point arithmetic * 3. Matrix multiply === ARM Linking === * arm link ([[Media:arm_link.20211208.pdf |pdf]]) </br> === ARM Microcontroller Programming === * 1. Input / Output * 2. Serial / Parallel Port Interfacing * 3. Analog I/O Interfacing * 4. Communication </br> == '''Memory Architecture''' == </br> === '''Memory Hierarchy''' === </br> === '''System and Peripheral Buses''' === </br> === '''Architectural Support''' === * High Level Languages * System Development * Operating Systems </br> == '''Peripheral Architecture''' == </br> === '''Vectored Interrupt Controller ''' === </br> === '''Timers ''' === * Timer / Counter ([[Media:ARM.4ASM.Timer.20220801.pdf |pdf]]) * Real Time Clock * Watchdog Timer </br> === '''Serial Bus''' === * '''UART''' : Universal Asynchronous Receiver/Transmitter ([[Media:ARM.4ASM.UART.20220924.pdf |pdf]]) * '''I2C''' : Inter-Integrated Circuit * '''SPI''' : Serial Peripheral Interface * '''USB''' : Universal Serial Bus Device Controller </br> === '''I/Os ''' === * General Purpose Input/Output ports (GPIO) * Pulse Width Modulator * Analog-to-Digital Converter (ADC) * Digital-to-Analog Converter (DAC) </br> <!-- == '''Interrupts and Exceptions ''' == --> </br> == '''Synchrnoization'''== </br> === H/W and S/W Synchronization === * busy wait synchronization * handshake interface </br> === Interrupt Synchronization === * interrupt synchronization * reentrant programming * buffered IO * periodic interrupt * periodic polling </br> ==''' Interfacing '''== </br> === Time Interfacing === * input capture * output compare </br> === Serial Interfacing === * Programming UART * Programming SPI * Programming I2C * Programming USB </br> === Analog Interfacing === * OP Amp * Filters * ADC * DAC </br> == '''Old materials''' == === '''Instruction Set Architecture''' === * ARM Instruction Set :: - Overview ([[Media:ARM.2ISA.1A.Overview.20180528.pdf |pdf]]) :: - Binary Encoding ([[Media:ARM.2ISA.2A.Encoding.20180528.pdf |pdf]]) :: - Assembler Format ([[Media:ARM.2ISA.3A.Format.20180528.pdf |pdf]]) * Thumb Instruction Set * ARM Assembly Language ([[Media:ESys3.1A.Assembly.20160608.pdf |pdf]]) * ARM Machine Language ([[Media:ESys3.2A.Machine.20160615.pdf |pdf]]) </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] 4msfxdg92tjovf4tqnwofrl8zorgqwj 0 263976 2685980 2685415 2024-11-14T16:59:16Z Scogdill 1331941 2685980 wikitext text/x-wiki [[File:Derek Keppel.JPG|thumb|alt=Colored drawing of a standing 19th-century man in a frock coat and top hat, with a cane and a big moustache, facing to his left|''Derek'' — Derek Keppel — by "Spy," ''Vanity Fair'', 17 October 1895.]] == Overview == In his account of the "Social and Diplomatic Life" of Edward VII, Gordon Brook-Shepherd describes ways George and Alice Keppel's lives changed after the Prince of Wales's accession to the throne:<blockquote>For Mrs Keppel, in particular, the accession brought greater problems as well as greater privileges. It was one thing to have an Heir-Apparent for a lover but something quite different when that lover became the ruler of the British Empire. To begin with, even to move in the appropriate style at the King's side cost a great deal more money, / and money was something that neither Edward VII nor the Hon. George Keppel had to spare. Indeed, in an attempt to put extra cash into the Keppel family coffers after Alice had become the mistress of a king, her husband was obliged to go "into trade." Sir Thomas Lipton, the grocer millionaire and yachting friend of King Edward's, found a job for him in his "Buyers' Association" at No. 70–74 Wigmore Street. This, to judge from the firm's stationery on which George Keppel once wrote a business letter to [[Social Victorians/People/de Soveral|Soveral]], sold everything direct to the customer, from groceries, bedding and tobacco, to cartridges and coal. It also advertised "Motor Cars Bought, Sold or Exchanged," and it was about this that Keppel, prompted by his Alice, wrote to the Portuguese Minister: :"Dear Soveral, My wife tells me you contemplate buying a small motor car for use in London. May we offer our services in the matter ...?[sic] For an earl's son to be a salesman in Edwardian England was bad enough. For the salesman to be the husband of the King's official mistress was an added humiliation. Though George Keppel seems to have taken the whole situation philosophically, there were many in society who condemned him for being so much the ''mari complaisant''. As one distinguished survivor from that Edwardian age, who shall be anonymous, commented: "Had Keppel been put up for membership at some London clubs, the black balls would have come rolling out like caviare."<ref>Brook-Shepherd, Gordon. ''Uncle of Europe: The Social and Diplomatic Life of Edward VII''. London: Collins, 1975. Internet Archive: [https://archive.org/details/uncleofeurope0000unse/page/62/mode/2up?q=soveral https://archive.org/details/uncleofeurope0000unse/].</ref>{{rp|138–139}}</blockquote> == Acquaintances, Friends and Enemies == === Freddie (Alice) Keppel's Sexual Partners Outside Her Marriage === * Ernest Beckett, 2nd [[Social Victorians/People/Grimthorpe|Baron Grimthorpe]] * Humphrey Sturt, 2nd [[Social Victorians/People/Alington|Baron Alington]] * [[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince of Wales]] == Timeline == '''1891 June 1''', Alice (Freddie) Edmonstone and George Keppel married.<ref>"Alice Frederica Edmonstone." {{Cite web|url=http://www.thepeerage.com/p1723.htm#i17228|title=Person Page|website=www.thepeerage.com|access-date=2020-10-05}}</ref> '''1895 October''', '''1897 July 2''', Alice and George Keppel attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House. '''1898''', Alice (Freddie) Keppel became the mistress of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]]. The article on her in ''Wikipedia''<ref name=":0">{{Cite journal|date=2020-06-11|title=Alice Keppel|url=https://en.wikipedia.org/w/index.php?title=Alice_Keppel&oldid=962041251|journal=Wikipedia|language=en}}</ref> says they met in 1898, but they both were present at the Duchess of Devonshire's ball in 1897, so she likely was presented if not introduced to him; on the other hand, 700 people were there. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == === The Hon. Mrs. George Keppel === Freddie Keppel, called the Hon. Mrs. George Keppel by the newspapers, attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] dressed as Madame de Polignac. She walked in the [[Social Victorians/1897 Fancy Dress Ball/Quadrilles Courts#Louis XV and XVI Period|Louis XV procession]] led by [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]], who was dressed as Marie Antoinette. *She was "very beautiful," and, "as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched out over dress was of pink and silver brocade lined with apple-green satin."<ref>"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 6, Col. 1a}} *She was dressed as Madame de Polignac in the quadrille of the Louis XV and XVI Period.<ref name=":1">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref> *"Mrs. George Keppel, as Madame de Polignac, wore a dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple-green satin."<ref name=":3" />{{rp|p. 3, Col. 3c}} *"Among these [in the Countess of Warwick's Marie Antoinette quadrille] the Honourable Mrs. George Keppell looked very beautiful.... Mrs. George Keppell, as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver, and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple green satin."<ref>"The Duchess of Devonshire's Fancy Dress Ball. Special Telegram." ''Belfast News-Letter'' Saturday 03 July 1897: 5 [of 8], Col. 9 [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0000038/18970703/015/0005.</ref>{{rp|p. 5, Col. 9c}} *"''Madame de Polignac'' appeared at the Devonshire House ball in the Louis XV. quadrille, represented by the Hon. Mrs George Keppel, in an old dress of the period, a rose and silver brocade handed down from that century. The pouf paniers were lined with pale green soft satin, and faced back with wide bands of silver embroidery. The hooped petticoat was of cloth of silver worked in tinsel threads of all shades, forming a design of roses in true lovers' knots extending from the waist to the hem; at the font it was garlanded with pink pompon roses, interlaced through the stripes of embroidery, and below this was a quaint pleating of silver lace. The low bodice was finished off with a transparent lace collar sewn with silver. The hair was powdered and dressed very high, with soft curls falling on the neck, surmounted by a pink and green ostrich feather and a small garland of roses. She wore long lace mittens."<ref>“Fancy Dress.” ''The Queen'' 31 July 1897, Saturday: 43 [of 84], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18970731/280/0043.</ref> ==== The Historical Madame de Polignac ==== Madame de Polignac was Yolande Martine Gabrielle de Polastron (1749–1793), known as Gabrielle.<ref name=":4">{{Cite journal|date=2024-10-01|title=Yolande de Polastron|url=https://en.wikipedia.org/wiki/Yolande_de_Polastron|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Yolande_de_Polastron.</ref> She was a confidante and favorite of Marie Antoinette beginning in 1775, though Gabrielle was unpopular and the queen's affections were variable.<ref name=":4" /> One of Madame de Polignac's closest friends was Georgiana, Duchess of Devonshire. Gabrielle died of cancer in Switzerland, shortly after Marie Antoinette's execution in Paris, having fled France after the storming of the Bastille.<ref name=":4" /> === The Hon. George Keppel === George Keppel (who is early in the list for the London ''Morning Post''), walked in the "Oriental" Procession as King Solomon in the Suite of Men following the two Queens of Sheba (Lady Cynthia Graham and [[Social Victorians/People/Pless | Princess Henry of Pless]])<ref name=":1" />{{rp|7, Col. 5b}}<ref>"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref> and was attended by "Messrs. [[Social Victorians/People/Halifax|Gordon Wood]] and [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Wilfred Wilson]]."<ref name=":2" />{{rp|p. 34, Col. 3a}} He was dressed as *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe lined with white, and a jewelled crown."<ref name=":1" />{{rp|p. 7, Col. 7b}} *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe, lined with white, and a jewelled crown."<ref name=":3">“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 2a}} *(King Solomon), tunic of white silk, embroidered in gold, with an elaborate border on the bottom of jewels and turquoise; turquoise silk robe lined with white; jewelled headdress."<ref name=":2">“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 3a}} == Demographics == *Nationality: British === Residences === *30 Portman Square<ref name=":0" /> == Family == * William Coutts Keppel, 7th Earl of Albemarle (15 April 1832 – 28 August 1894)<ref>"William Coutts Keppel, 7th Earl of Albemarle." "Person Page 16514." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16514 (accessed November 2022).</ref> * Sophia Mary MacNab (5 July 1832 – 5 April 1917)<ref>"Sophia Mary MacNab." "Person Page 16517." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16517 (accessed November 2022).</ref> # Lt.-Col. Arnold Allen Cecil Keppel, 8th Earl of Albemarle (1 June 1858 – 12 April 1942) # Gertrude Mary Keppel (9 November 1859 – 7 April 1860) # Lady Theodora Keppel (11 January 1862 – 30 October 1945) # '''Hon. Sir Derek William George Keppel''' (7 April 1863 – 26 April 1944) # Lady Hilda Mary Keppel (29 August 1864 – 7 October 1955) # '''Lt.-Col. Hon. George Keppel''' (14 October 1865 – 22 November 1947) # Lady Leopoldina Olivia Keppel (14 November 1866 – 9 August 1948) # Lady Susan Mary Keppel (5 May 1868 – 26 June 1953) # Lady Mary Stuart Keppel (15 May 1869 – 21 September 1906) # Lady Florence Cecilia Keppel (24 February 1871 – 30 June 1963) *Freddie (Alice Frederica) Edmonstone Keppel (29 April 1868 – 11 September 1947)<ref name=":0" /> *George Keppel (14 October 1865 – 22 November 1947)<ref>{{Cite journal|date=2020-07-14|title=George Keppel (British Army officer, born 1865)|url=https://en.wikipedia.org/w/index.php?title=George_Keppel_(British_Army_officer,_born_1865)&oldid=967698366|journal=Wikipedia|language=en}}</ref> #Violet Trefusis (6 June 1894 – 1 March 1970 [Wikipedia says 1972]) #Sonia Cubitt (24 May 1900 – 16 August 1986) == Also Known As == Freddie Keppel *Family name: his, Keppel; hers, Edmunstone *Freddie (Alice Frederica) Edmonstone Keppel *Alice Keppel: [https://viaf.org/viaf/62357923/ VIAF: 62357923] The Honourable George Keppel Sir Derek Keppel == Notes and Questions == # David Cannadine says of courtiers with aristocratic connections and long careers, "Sir Derek Keppel, brother of the eighth Earl of Albermarle, served every sovereign from Queen Victoria to King George VI."<ref>Cannadine, David. ''The Decline and Fall of the British Aristocracy''. New York: Yale University Press, 1990.</ref>{{rp|245}} # The Hon. George Keppel is #39 on the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of people who were present]]; Hon. Mrs. George Keppel — Freddie — is #231. == Footnotes == {{reflist}} 00s6n0jt0xu60e7hmdl4lucs0zvfcu5 2685981 2685980 2024-11-14T17:07:36Z Scogdill 1331941 2685981 wikitext text/x-wiki [[File:Alice Keppel.jpg|thumb|alt=Painted portrait of the upper third of a woman wearing a white formal dress and large jewels|Alice Keppel, 1890s]] [[File:Derek Keppel.JPG|thumb|alt=Colored drawing of a standing 19th-century man in a frock coat and top hat, with a cane and a big moustache, facing to his left|''Derek'' — Derek Keppel — by "Spy," ''Vanity Fair'', 17 October 1895.]] == Overview == In his account of the "Social and Diplomatic Life" of Edward VII, Gordon Brook-Shepherd describes ways George and Alice Keppel's lives changed after the Prince of Wales's accession to the throne:<blockquote>For Mrs Keppel, in particular, the accession brought greater problems as well as greater privileges. It was one thing to have an Heir-Apparent for a lover but something quite different when that lover became the ruler of the British Empire. To begin with, even to move in the appropriate style at the King's side cost a great deal more money, / and money was something that neither Edward VII nor the Hon. George Keppel had to spare. Indeed, in an attempt to put extra cash into the Keppel family coffers after Alice had become the mistress of a king, her husband was obliged to go "into trade." Sir Thomas Lipton, the grocer millionaire and yachting friend of King Edward's, found a job for him in his "Buyers' Association" at No. 70–74 Wigmore Street. This, to judge from the firm's stationery on which George Keppel once wrote a business letter to [[Social Victorians/People/de Soveral|Soveral]], sold everything direct to the customer, from groceries, bedding and tobacco, to cartridges and coal. It also advertised "Motor Cars Bought, Sold or Exchanged," and it was about this that Keppel, prompted by his Alice, wrote to the Portuguese Minister: :"Dear Soveral, My wife tells me you contemplate buying a small motor car for use in London. May we offer our services in the matter ...?[sic] For an earl's son to be a salesman in Edwardian England was bad enough. For the salesman to be the husband of the King's official mistress was an added humiliation. Though George Keppel seems to have taken the whole situation philosophically, there were many in society who condemned him for being so much the ''mari complaisant''. As one distinguished survivor from that Edwardian age, who shall be anonymous, commented: "Had Keppel been put up for membership at some London clubs, the black balls would have come rolling out like caviare."<ref>Brook-Shepherd, Gordon. ''Uncle of Europe: The Social and Diplomatic Life of Edward VII''. London: Collins, 1975. Internet Archive: [https://archive.org/details/uncleofeurope0000unse/page/62/mode/2up?q=soveral https://archive.org/details/uncleofeurope0000unse/].</ref>{{rp|138–139}}</blockquote> == Acquaintances, Friends and Enemies == === Freddie (Alice) Keppel's Sexual Partners Outside Her Marriage === * Ernest Beckett, 2nd [[Social Victorians/People/Grimthorpe|Baron Grimthorpe]] * Humphrey Sturt, 2nd [[Social Victorians/People/Alington|Baron Alington]] * [[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince of Wales]] == Timeline == '''1891 June 1''', Alice (Freddie) Edmonstone and George Keppel married.<ref>"Alice Frederica Edmonstone." {{Cite web|url=http://www.thepeerage.com/p1723.htm#i17228|title=Person Page|website=www.thepeerage.com|access-date=2020-10-05}}</ref> '''1895 October''', '''1897 July 2''', Alice and George Keppel attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House. '''1898''', Alice (Freddie) Keppel became the mistress of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]]. The article on her in ''Wikipedia''<ref name=":0">{{Cite journal|date=2020-06-11|title=Alice Keppel|url=https://en.wikipedia.org/w/index.php?title=Alice_Keppel&oldid=962041251|journal=Wikipedia|language=en}}</ref> says they met in 1898, but they both were present at the Duchess of Devonshire's ball in 1897, so she likely was presented if not introduced to him; on the other hand, 700 people were there. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == === The Hon. Mrs. George Keppel === Freddie Keppel, called the Hon. Mrs. George Keppel by the newspapers, attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] dressed as Madame de Polignac. She walked in the [[Social Victorians/1897 Fancy Dress Ball/Quadrilles Courts#Louis XV and XVI Period|Louis XV procession]] led by [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]], who was dressed as Marie Antoinette. *She was "very beautiful," and, "as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched out over dress was of pink and silver brocade lined with apple-green satin."<ref>"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 6, Col. 1a}} *She was dressed as Madame de Polignac in the quadrille of the Louis XV and XVI Period.<ref name=":1">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref> *"Mrs. George Keppel, as Madame de Polignac, wore a dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple-green satin."<ref name=":3" />{{rp|p. 3, Col. 3c}} *"Among these [in the Countess of Warwick's Marie Antoinette quadrille] the Honourable Mrs. George Keppell looked very beautiful.... Mrs. George Keppell, as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver, and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple green satin."<ref>"The Duchess of Devonshire's Fancy Dress Ball. Special Telegram." ''Belfast News-Letter'' Saturday 03 July 1897: 5 [of 8], Col. 9 [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0000038/18970703/015/0005.</ref>{{rp|p. 5, Col. 9c}} *"''Madame de Polignac'' appeared at the Devonshire House ball in the Louis XV. quadrille, represented by the Hon. Mrs George Keppel, in an old dress of the period, a rose and silver brocade handed down from that century. The pouf paniers were lined with pale green soft satin, and faced back with wide bands of silver embroidery. The hooped petticoat was of cloth of silver worked in tinsel threads of all shades, forming a design of roses in true lovers' knots extending from the waist to the hem; at the font it was garlanded with pink pompon roses, interlaced through the stripes of embroidery, and below this was a quaint pleating of silver lace. The low bodice was finished off with a transparent lace collar sewn with silver. The hair was powdered and dressed very high, with soft curls falling on the neck, surmounted by a pink and green ostrich feather and a small garland of roses. She wore long lace mittens."<ref>“Fancy Dress.” ''The Queen'' 31 July 1897, Saturday: 43 [of 84], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18970731/280/0043.</ref> [[File:Duchess of Polignac by E.Vigee-Lebrun (1787, Atheneum).jpg|thumb|alt=Painting of the upper half of a woman wearing a white dress with a black lacy shawl and a large straw hat over hair that is loose and lightly powdered|Duchess of Polignac by E.Vigee-Lebrun (1787, Atheneum)]] ==== The Historical Madame de Polignac ==== Madame de Polignac was Yolande Martine Gabrielle de Polastron (1749–1793), known as Gabrielle.<ref name=":4">{{Cite journal|date=2024-10-01|title=Yolande de Polastron|url=https://en.wikipedia.org/wiki/Yolande_de_Polastron|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Yolande_de_Polastron.</ref> She was a confidante and favorite of Marie Antoinette beginning in 1775, though Gabrielle was unpopular and the queen's affections were variable.<ref name=":4" /> One of Madame de Polignac's closest friends was Georgiana, Duchess of Devonshire. Gabrielle died of cancer in Switzerland, shortly after Marie Antoinette's execution in Paris, having fled France after the storming of the Bastille.<ref name=":4" /> === The Hon. George Keppel === George Keppel (who is early in the list for the London ''Morning Post''), walked in the "Oriental" Procession as King Solomon in the Suite of Men following the two Queens of Sheba (Lady Cynthia Graham and [[Social Victorians/People/Pless | Princess Henry of Pless]])<ref name=":1" />{{rp|7, Col. 5b}}<ref>"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref> and was attended by "Messrs. [[Social Victorians/People/Halifax|Gordon Wood]] and [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Wilfred Wilson]]."<ref name=":2" />{{rp|p. 34, Col. 3a}} He was dressed as *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe lined with white, and a jewelled crown."<ref name=":1" />{{rp|p. 7, Col. 7b}} *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe, lined with white, and a jewelled crown."<ref name=":3">“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 2a}} *(King Solomon), tunic of white silk, embroidered in gold, with an elaborate border on the bottom of jewels and turquoise; turquoise silk robe lined with white; jewelled headdress."<ref name=":2">“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 3a}} == Demographics == *Nationality: British === Residences === *30 Portman Square<ref name=":0" /> == Family == * William Coutts Keppel, 7th Earl of Albemarle (15 April 1832 – 28 August 1894)<ref>"William Coutts Keppel, 7th Earl of Albemarle." "Person Page 16514." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16514 (accessed November 2022).</ref> * Sophia Mary MacNab (5 July 1832 – 5 April 1917)<ref>"Sophia Mary MacNab." "Person Page 16517." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16517 (accessed November 2022).</ref> # Lt.-Col. Arnold Allen Cecil Keppel, 8th Earl of Albemarle (1 June 1858 – 12 April 1942) # Gertrude Mary Keppel (9 November 1859 – 7 April 1860) # Lady Theodora Keppel (11 January 1862 – 30 October 1945) # '''Hon. Sir Derek William George Keppel''' (7 April 1863 – 26 April 1944) # Lady Hilda Mary Keppel (29 August 1864 – 7 October 1955) # '''Lt.-Col. Hon. George Keppel''' (14 October 1865 – 22 November 1947) # Lady Leopoldina Olivia Keppel (14 November 1866 – 9 August 1948) # Lady Susan Mary Keppel (5 May 1868 – 26 June 1953) # Lady Mary Stuart Keppel (15 May 1869 – 21 September 1906) # Lady Florence Cecilia Keppel (24 February 1871 – 30 June 1963) *Freddie (Alice Frederica) Edmonstone Keppel (29 April 1868 – 11 September 1947)<ref name=":0" /> *George Keppel (14 October 1865 – 22 November 1947)<ref>{{Cite journal|date=2020-07-14|title=George Keppel (British Army officer, born 1865)|url=https://en.wikipedia.org/w/index.php?title=George_Keppel_(British_Army_officer,_born_1865)&oldid=967698366|journal=Wikipedia|language=en}}</ref> #Violet Trefusis (6 June 1894 – 1 March 1970 [Wikipedia says 1972]) #Sonia Cubitt (24 May 1900 – 16 August 1986) == Also Known As == Freddie Keppel *Family name: his, Keppel; hers, Edmunstone *Freddie (Alice Frederica) Edmonstone Keppel *Alice Keppel: [https://viaf.org/viaf/62357923/ VIAF: 62357923] The Honourable George Keppel Sir Derek Keppel == Notes and Questions == # David Cannadine says of courtiers with aristocratic connections and long careers, "Sir Derek Keppel, brother of the eighth Earl of Albermarle, served every sovereign from Queen Victoria to King George VI."<ref>Cannadine, David. ''The Decline and Fall of the British Aristocracy''. New York: Yale University Press, 1990.</ref>{{rp|245}} # The Hon. George Keppel is #39 on the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of people who were present]]; Hon. Mrs. George Keppel — Freddie — is #231. == Footnotes == {{reflist}} k44riqevgemsgswujia4h2luheq3g6s 2686015 2685981 2024-11-14T22:47:17Z Scogdill 1331941 2686015 wikitext text/x-wiki [[File:Alice Keppel.jpg|thumb|alt=Painted portrait of the upper third of a woman wearing a white formal dress and large jewels|Alice Keppel, 1890s]] == Overview == Freddie (Alice) Keppel (right) is shown at about 30 years old. She was [[Social Victorians/People/Albert Edward, Prince of Wales|Albert Edward, Prince of Wales]]'s last mistress (c. 1898–1901), following [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]]. Famous for her discretion and social skills, she and [[Social Victorians/People/de Soveral|Luís de Soveral]] were friends, and [[Social Victorians/People/Alexandra, Princess of Wales|Alex, Princess of Wales]], tolerated her and allowed her to visit King Edward VII on his deathbed. She died of cirrhosis of the liver.<ref name=":0" /> In his account of the "Social and Diplomatic Life" of Edward VII, Gordon Brook-Shepherd describes ways George and Alice Keppel's lives changed after the Prince of Wales's accession to the throne:<blockquote>For Mrs Keppel, in particular, the accession brought greater problems as well as greater privileges. It was one thing to have an Heir-Apparent for a lover but something quite different when that lover became the ruler of the British Empire. To begin with, even to move in the appropriate style at the King's side cost a great deal more money, / and money was something that neither Edward VII nor the Hon. George Keppel had to spare. Indeed, in an attempt to put extra cash into the Keppel family coffers after Alice had become the mistress of a king, her husband was obliged to go "into trade." Sir Thomas Lipton, the grocer millionaire and yachting friend of King Edward's, found a job for him in his "Buyers' Association" at No. 70–74 Wigmore Street. This, to judge from the firm's stationery on which George Keppel once wrote a business letter to [[Social Victorians/People/de Soveral|Soveral]], sold everything direct to the customer, from groceries, bedding and tobacco, to cartridges and coal. It also advertised "Motor Cars Bought, Sold or Exchanged," and it was about this that Keppel, prompted by his Alice, wrote to the Portuguese Minister: :"Dear Soveral, My wife tells me you contemplate buying a small motor car for use in London. May we offer our services in the matter ...?[sic] For an earl's son to be a salesman in Edwardian England was bad enough. For the salesman to be the husband of the King's official mistress was an added humiliation. Though George Keppel seems to have taken the whole situation philosophically, there were many in society who condemned him for being so much the ''mari complaisant''. As one distinguished survivor from that Edwardian age, who shall be anonymous, commented: "Had Keppel been put up for membership at some London clubs, the black balls would have come rolling out like caviare."<ref>Brook-Shepherd, Gordon. ''Uncle of Europe: The Social and Diplomatic Life of Edward VII''. London: Collins, 1975. Internet Archive: [https://archive.org/details/uncleofeurope0000unse/page/62/mode/2up?q=soveral https://archive.org/details/uncleofeurope0000unse/].</ref>{{rp|138–139}}</blockquote> == Acquaintances, Friends and Enemies == === Freddie Keppel's Friends === * [[Social Victorians/People/de Soveral|Luís de Soveral]] * [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Lady Sarah (Spencer-Churchill) Wilson]]<ref name=":0" /> === Freddie Keppel's Sexual Partners Outside Her Marriage === * Ernest Beckett, 2nd [[Social Victorians/People/Grimthorpe|Baron Grimthorpe]] * Humphrey Sturt, 2nd [[Social Victorians/People/Alington|Baron Alington]] * [[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince of Wales]] == Timeline == '''1891 June 1''', Alice (Freddie) Edmonstone and George Keppel married.<ref>"Alice Frederica Edmonstone." {{Cite web|url=http://www.thepeerage.com/p1723.htm#i17228|title=Person Page|website=www.thepeerage.com|access-date=2020-10-05}}</ref> '''1897 July 2''', Alice and George Keppel attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House. '''1898''', Alice (Freddie) Keppel became the mistress of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]]. The article on her in ''Wikipedia''<ref name=":0">{{Cite journal|date=2020-06-11|title=Alice Keppel|url=https://en.wikipedia.org/w/index.php?title=Alice_Keppel&oldid=962041251|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Alice_Keppel.</ref> says they met in 1898, but they both were present at the Duchess of Devonshire's ball in 1897, so she likely was presented if not introduced to him; on the other hand, 700 people were there. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == === The Hon. Mrs. George Keppel === Freddie Keppel, called the Hon. Mrs. George Keppel by the newspapers, attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] dressed as Madame de Polignac. She walked in the [[Social Victorians/1897 Fancy Dress Ball/Quadrilles Courts#Louis XV and XVI Period|Louis XV procession]] led by [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]], who was dressed as Marie Antoinette. *She was "very beautiful," and, "as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched out over dress was of pink and silver brocade lined with apple-green satin."<ref>"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 6, Col. 1a}} *She was dressed as Madame de Polignac in the quadrille of the Louis XV and XVI Period.<ref name=":1">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref> *"Mrs. George Keppel, as Madame de Polignac, wore a dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple-green satin."<ref name=":3" />{{rp|p. 3, Col. 3c}} *"Among these [in the Countess of Warwick's Marie Antoinette quadrille] the Honourable Mrs. George Keppell looked very beautiful.... Mrs. George Keppell, as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver, and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple green satin."<ref>"The Duchess of Devonshire's Fancy Dress Ball. Special Telegram." ''Belfast News-Letter'' Saturday 03 July 1897: 5 [of 8], Col. 9 [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0000038/18970703/015/0005.</ref>{{rp|p. 5, Col. 9c}} *"''Madame de Polignac'' appeared at the Devonshire House ball in the Louis XV. quadrille, represented by the Hon. Mrs George Keppel, in an old dress of the period, a rose and silver brocade handed down from that century. The pouf paniers were lined with pale green soft satin, and faced back with wide bands of silver embroidery. The hooped petticoat was of cloth of silver worked in tinsel threads of all shades, forming a design of roses in true lovers' knots extending from the waist to the hem; at the font it was garlanded with pink pompon roses, interlaced through the stripes of embroidery, and below this was a quaint pleating of silver lace. The low bodice was finished off with a transparent lace collar sewn with silver. The hair was powdered and dressed very high, with soft curls falling on the neck, surmounted by a pink and green ostrich feather and a small garland of roses. She wore long lace mittens."<ref>“Fancy Dress.” ''The Queen'' 31 July 1897, Saturday: 43 [of 84], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18970731/280/0043.</ref> [[File:Duchess of Polignac by E.Vigee-Lebrun (1787, Atheneum).jpg|thumb|alt=Painting of the upper half of a woman wearing a white dress with a black lacy shawl and a large straw hat over hair that is loose and lightly powdered|''Duchess of Polignac'' by Vigee-Lebrun, 1787]] ==== The Historical Madame de Polignac ==== Madame de Polignac was Yolande Martine Gabrielle de Polastron (1749–1793), known as Gabrielle.<ref name=":4">{{Cite journal|date=2024-10-01|title=Yolande de Polastron|url=https://en.wikipedia.org/wiki/Yolande_de_Polastron|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Yolande_de_Polastron.</ref> She was a confidante and favorite of Marie Antoinette beginning in 1775, though Gabrielle was unpopular and the queen's affections were variable.<ref name=":4" /> One of Madame de Polignac's closest friends was Georgiana, Duchess of Devonshire. Gabrielle died of cancer in Switzerland, shortly after Marie Antoinette's execution in Paris, having fled France after the storming of the Bastille.<ref name=":4" /> The portrait of Gabrielle, Duchess of Polignac (right), painted by Élisabeth Louise Vigée Le Brun in 1787, shows the duchess at about 30 years old, about what Freddie Keppel was at the time of the ball. === The Hon. George Keppel === George Keppel (who is early in the list for the London ''Morning Post''), walked in the "Oriental" Procession as King Solomon in the Suite of Men following the two Queens of Sheba (Lady Cynthia Graham and [[Social Victorians/People/Pless | Princess Henry of Pless]])<ref name=":1" />{{rp|7, Col. 5b}}<ref>"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref> and was attended by "Messrs. [[Social Victorians/People/Halifax|Gordon Wood]] and [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Wilfred Wilson]]."<ref name=":2" />{{rp|p. 34, Col. 3a}} He was dressed as *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe lined with white, and a jewelled crown."<ref name=":1" />{{rp|p. 7, Col. 7b}} *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe, lined with white, and a jewelled crown."<ref name=":3">“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 2a}} *(King Solomon), tunic of white silk, embroidered in gold, with an elaborate border on the bottom of jewels and turquoise; turquoise silk robe lined with white; jewelled headdress."<ref name=":2">“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 3a}} == Demographics == *Nationality: British === Residences === *30 Portman Square<ref name=":0" /> == Family == * William Coutts Keppel, 7th Earl of Albemarle (15 April 1832 – 28 August 1894)<ref>"William Coutts Keppel, 7th Earl of Albemarle." "Person Page 16514." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16514 (accessed November 2022).</ref> * Sophia Mary MacNab (5 July 1832 – 5 April 1917)<ref>"Sophia Mary MacNab." "Person Page 16517." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16517 (accessed November 2022).</ref> # Lt.-Col. Arnold Allen Cecil Keppel, 8th Earl of Albemarle (1 June 1858 – 12 April 1942) # Gertrude Mary Keppel (9 November 1859 – 7 April 1860) # Lady Theodora Keppel (11 January 1862 – 30 October 1945) # '''Hon. Sir Derek William George Keppel''' (7 April 1863 – 26 April 1944) # Lady Hilda Mary Keppel (29 August 1864 – 7 October 1955) # '''Lt.-Col. Hon. George Keppel''' (14 October 1865 – 22 November 1947) # Lady Leopoldina Olivia Keppel (14 November 1866 – 9 August 1948) # Lady Susan Mary Keppel (5 May 1868 – 26 June 1953) # Lady Mary Stuart Keppel (15 May 1869 – 21 September 1906) # Lady Florence Cecilia Keppel (24 February 1871 – 30 June 1963) *Freddie (Alice Frederica) Edmonstone Keppel (29 April 1868 – 11 September 1947)<ref name=":0" /> *George Keppel (14 October 1865 – 22 November 1947)<ref>{{Cite journal|date=2020-07-14|title=George Keppel (British Army officer, born 1865)|url=https://en.wikipedia.org/w/index.php?title=George_Keppel_(British_Army_officer,_born_1865)&oldid=967698366|journal=Wikipedia|language=en}}</ref> #Violet Trefusis (6 June 1894 – 1 March 1970 [Wikipedia says 1972]) #Sonia Cubitt (24 May 1900 – 16 August 1986) == Also Known As == Freddie Keppel *Family name: his, Keppel; hers, Edmunstone *Freddie (Alice Frederica) Edmonstone Keppel *Alice Keppel: [https://viaf.org/viaf/62357923/ VIAF: 62357923] The Honourable George Keppel Sir Derek Keppel == Notes and Questions == # David Cannadine says of courtiers with aristocratic connections and long careers, "Sir Derek Keppel, brother of the eighth Earl of Albermarle, served every sovereign from Queen Victoria to King George VI."<ref>Cannadine, David. ''The Decline and Fall of the British Aristocracy''. New York: Yale University Press, 1990.</ref>{{rp|245}} # The Hon. George Keppel is #39 on the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of people who were present]]; Hon. Mrs. George Keppel — Freddie — is #231. == Footnotes == {{reflist}} nbha9vxrmmxusyoen59279i7dmo6x78 2686016 2686015 2024-11-14T22:47:37Z Scogdill 1331941 2686016 wikitext text/x-wiki == Overview == [[File:Alice Keppel.jpg|thumb|alt=Painted portrait of the upper third of a woman wearing a white formal dress and large jewels|Alice Keppel, 1890s]] Freddie (Alice) Keppel (right) is shown at about 30 years old. She was [[Social Victorians/People/Albert Edward, Prince of Wales|Albert Edward, Prince of Wales]]'s last mistress (c. 1898–1901), following [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]]. Famous for her discretion and social skills, she and [[Social Victorians/People/de Soveral|Luís de Soveral]] were friends, and [[Social Victorians/People/Alexandra, Princess of Wales|Alex, Princess of Wales]], tolerated her and allowed her to visit King Edward VII on his deathbed. She died of cirrhosis of the liver.<ref name=":0" /> In his account of the "Social and Diplomatic Life" of Edward VII, Gordon Brook-Shepherd describes ways George and Alice Keppel's lives changed after the Prince of Wales's accession to the throne:<blockquote>For Mrs Keppel, in particular, the accession brought greater problems as well as greater privileges. It was one thing to have an Heir-Apparent for a lover but something quite different when that lover became the ruler of the British Empire. To begin with, even to move in the appropriate style at the King's side cost a great deal more money, / and money was something that neither Edward VII nor the Hon. George Keppel had to spare. Indeed, in an attempt to put extra cash into the Keppel family coffers after Alice had become the mistress of a king, her husband was obliged to go "into trade." Sir Thomas Lipton, the grocer millionaire and yachting friend of King Edward's, found a job for him in his "Buyers' Association" at No. 70–74 Wigmore Street. This, to judge from the firm's stationery on which George Keppel once wrote a business letter to [[Social Victorians/People/de Soveral|Soveral]], sold everything direct to the customer, from groceries, bedding and tobacco, to cartridges and coal. It also advertised "Motor Cars Bought, Sold or Exchanged," and it was about this that Keppel, prompted by his Alice, wrote to the Portuguese Minister: :"Dear Soveral, My wife tells me you contemplate buying a small motor car for use in London. May we offer our services in the matter ...?[sic] For an earl's son to be a salesman in Edwardian England was bad enough. For the salesman to be the husband of the King's official mistress was an added humiliation. Though George Keppel seems to have taken the whole situation philosophically, there were many in society who condemned him for being so much the ''mari complaisant''. As one distinguished survivor from that Edwardian age, who shall be anonymous, commented: "Had Keppel been put up for membership at some London clubs, the black balls would have come rolling out like caviare."<ref>Brook-Shepherd, Gordon. ''Uncle of Europe: The Social and Diplomatic Life of Edward VII''. London: Collins, 1975. Internet Archive: [https://archive.org/details/uncleofeurope0000unse/page/62/mode/2up?q=soveral https://archive.org/details/uncleofeurope0000unse/].</ref>{{rp|138–139}}</blockquote> == Acquaintances, Friends and Enemies == === Freddie Keppel's Friends === * [[Social Victorians/People/de Soveral|Luís de Soveral]] * [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Lady Sarah (Spencer-Churchill) Wilson]]<ref name=":0" /> === Freddie Keppel's Sexual Partners Outside Her Marriage === * Ernest Beckett, 2nd [[Social Victorians/People/Grimthorpe|Baron Grimthorpe]] * Humphrey Sturt, 2nd [[Social Victorians/People/Alington|Baron Alington]] * [[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince of Wales]] == Timeline == '''1891 June 1''', Alice (Freddie) Edmonstone and George Keppel married.<ref>"Alice Frederica Edmonstone." {{Cite web|url=http://www.thepeerage.com/p1723.htm#i17228|title=Person Page|website=www.thepeerage.com|access-date=2020-10-05}}</ref> '''1897 July 2''', Alice and George Keppel attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House. '''1898''', Alice (Freddie) Keppel became the mistress of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]]. The article on her in ''Wikipedia''<ref name=":0">{{Cite journal|date=2020-06-11|title=Alice Keppel|url=https://en.wikipedia.org/w/index.php?title=Alice_Keppel&oldid=962041251|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Alice_Keppel.</ref> says they met in 1898, but they both were present at the Duchess of Devonshire's ball in 1897, so she likely was presented if not introduced to him; on the other hand, 700 people were there. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == === The Hon. Mrs. George Keppel === Freddie Keppel, called the Hon. Mrs. George Keppel by the newspapers, attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] dressed as Madame de Polignac. She walked in the [[Social Victorians/1897 Fancy Dress Ball/Quadrilles Courts#Louis XV and XVI Period|Louis XV procession]] led by [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]], who was dressed as Marie Antoinette. *She was "very beautiful," and, "as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched out over dress was of pink and silver brocade lined with apple-green satin."<ref>"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 6, Col. 1a}} *She was dressed as Madame de Polignac in the quadrille of the Louis XV and XVI Period.<ref name=":1">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref> *"Mrs. George Keppel, as Madame de Polignac, wore a dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple-green satin."<ref name=":3" />{{rp|p. 3, Col. 3c}} *"Among these [in the Countess of Warwick's Marie Antoinette quadrille] the Honourable Mrs. George Keppell looked very beautiful.... Mrs. George Keppell, as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver, and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple green satin."<ref>"The Duchess of Devonshire's Fancy Dress Ball. Special Telegram." ''Belfast News-Letter'' Saturday 03 July 1897: 5 [of 8], Col. 9 [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0000038/18970703/015/0005.</ref>{{rp|p. 5, Col. 9c}} *"''Madame de Polignac'' appeared at the Devonshire House ball in the Louis XV. quadrille, represented by the Hon. Mrs George Keppel, in an old dress of the period, a rose and silver brocade handed down from that century. The pouf paniers were lined with pale green soft satin, and faced back with wide bands of silver embroidery. The hooped petticoat was of cloth of silver worked in tinsel threads of all shades, forming a design of roses in true lovers' knots extending from the waist to the hem; at the font it was garlanded with pink pompon roses, interlaced through the stripes of embroidery, and below this was a quaint pleating of silver lace. The low bodice was finished off with a transparent lace collar sewn with silver. The hair was powdered and dressed very high, with soft curls falling on the neck, surmounted by a pink and green ostrich feather and a small garland of roses. She wore long lace mittens."<ref>“Fancy Dress.” ''The Queen'' 31 July 1897, Saturday: 43 [of 84], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18970731/280/0043.</ref> [[File:Duchess of Polignac by E.Vigee-Lebrun (1787, Atheneum).jpg|thumb|alt=Painting of the upper half of a woman wearing a white dress with a black lacy shawl and a large straw hat over hair that is loose and lightly powdered|''Duchess of Polignac'' by Vigee-Lebrun, 1787]] ==== The Historical Madame de Polignac ==== Madame de Polignac was Yolande Martine Gabrielle de Polastron (1749–1793), known as Gabrielle.<ref name=":4">{{Cite journal|date=2024-10-01|title=Yolande de Polastron|url=https://en.wikipedia.org/wiki/Yolande_de_Polastron|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Yolande_de_Polastron.</ref> She was a confidante and favorite of Marie Antoinette beginning in 1775, though Gabrielle was unpopular and the queen's affections were variable.<ref name=":4" /> One of Madame de Polignac's closest friends was Georgiana, Duchess of Devonshire. Gabrielle died of cancer in Switzerland, shortly after Marie Antoinette's execution in Paris, having fled France after the storming of the Bastille.<ref name=":4" /> The portrait of Gabrielle, Duchess of Polignac (right), painted by Élisabeth Louise Vigée Le Brun in 1787, shows the duchess at about 30 years old, about what Freddie Keppel was at the time of the ball. === The Hon. George Keppel === George Keppel (who is early in the list for the London ''Morning Post''), walked in the "Oriental" Procession as King Solomon in the Suite of Men following the two Queens of Sheba (Lady Cynthia Graham and [[Social Victorians/People/Pless | Princess Henry of Pless]])<ref name=":1" />{{rp|7, Col. 5b}}<ref>"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref> and was attended by "Messrs. [[Social Victorians/People/Halifax|Gordon Wood]] and [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Wilfred Wilson]]."<ref name=":2" />{{rp|p. 34, Col. 3a}} He was dressed as *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe lined with white, and a jewelled crown."<ref name=":1" />{{rp|p. 7, Col. 7b}} *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe, lined with white, and a jewelled crown."<ref name=":3">“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 2a}} *(King Solomon), tunic of white silk, embroidered in gold, with an elaborate border on the bottom of jewels and turquoise; turquoise silk robe lined with white; jewelled headdress."<ref name=":2">“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 3a}} == Demographics == *Nationality: British === Residences === *30 Portman Square<ref name=":0" /> == Family == * William Coutts Keppel, 7th Earl of Albemarle (15 April 1832 – 28 August 1894)<ref>"William Coutts Keppel, 7th Earl of Albemarle." "Person Page 16514." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16514 (accessed November 2022).</ref> * Sophia Mary MacNab (5 July 1832 – 5 April 1917)<ref>"Sophia Mary MacNab." "Person Page 16517." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16517 (accessed November 2022).</ref> # Lt.-Col. Arnold Allen Cecil Keppel, 8th Earl of Albemarle (1 June 1858 – 12 April 1942) # Gertrude Mary Keppel (9 November 1859 – 7 April 1860) # Lady Theodora Keppel (11 January 1862 – 30 October 1945) # '''Hon. Sir Derek William George Keppel''' (7 April 1863 – 26 April 1944) # Lady Hilda Mary Keppel (29 August 1864 – 7 October 1955) # '''Lt.-Col. Hon. George Keppel''' (14 October 1865 – 22 November 1947) # Lady Leopoldina Olivia Keppel (14 November 1866 – 9 August 1948) # Lady Susan Mary Keppel (5 May 1868 – 26 June 1953) # Lady Mary Stuart Keppel (15 May 1869 – 21 September 1906) # Lady Florence Cecilia Keppel (24 February 1871 – 30 June 1963) *Freddie (Alice Frederica) Edmonstone Keppel (29 April 1868 – 11 September 1947)<ref name=":0" /> *George Keppel (14 October 1865 – 22 November 1947)<ref>{{Cite journal|date=2020-07-14|title=George Keppel (British Army officer, born 1865)|url=https://en.wikipedia.org/w/index.php?title=George_Keppel_(British_Army_officer,_born_1865)&oldid=967698366|journal=Wikipedia|language=en}}</ref> #Violet Trefusis (6 June 1894 – 1 March 1970 [Wikipedia says 1972]) #Sonia Cubitt (24 May 1900 – 16 August 1986) == Also Known As == Freddie Keppel *Family name: his, Keppel; hers, Edmunstone *Freddie (Alice Frederica) Edmonstone Keppel *Alice Keppel: [https://viaf.org/viaf/62357923/ VIAF: 62357923] The Honourable George Keppel Sir Derek Keppel == Notes and Questions == # David Cannadine says of courtiers with aristocratic connections and long careers, "Sir Derek Keppel, brother of the eighth Earl of Albermarle, served every sovereign from Queen Victoria to King George VI."<ref>Cannadine, David. ''The Decline and Fall of the British Aristocracy''. New York: Yale University Press, 1990.</ref>{{rp|245}} # The Hon. George Keppel is #39 on the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of people who were present]]; Hon. Mrs. George Keppel — Freddie — is #231. == Footnotes == {{reflist}} htz4nfdcm8d5ak7yl5w8dikso1g56to 2686020 2686016 2024-11-14T23:35:41Z Scogdill 1331941 2686020 wikitext text/x-wiki == Overview == [[File:Alice Keppel.jpg|thumb|alt=Painted portrait of the upper third of a woman wearing a white formal dress and large jewels|Alice Keppel, 1890s]] Freddie (Alice) Keppel (right) is shown at about 30 years old. She was [[Social Victorians/People/Albert Edward, Prince of Wales|Albert Edward, Prince of Wales]]'s last mistress (c. 1898–1901), following [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]]. Famous for her discretion and social skills, she and [[Social Victorians/People/de Soveral|Luís de Soveral]] were friends, and [[Social Victorians/People/Alexandra, Princess of Wales|Alex, Princess of Wales]], tolerated her and allowed her to visit King Edward VII on his deathbed. She died of cirrhosis of the liver.<ref name=":0" /> In his account of the "Social and Diplomatic Life" of Edward VII, Gordon Brook-Shepherd describes ways George and Alice Keppel's lives changed after the Prince of Wales's accession to the throne:<blockquote>For Mrs Keppel, in particular, the accession brought greater problems as well as greater privileges. It was one thing to have an Heir-Apparent for a lover but something quite different when that lover became the ruler of the British Empire. To begin with, even to move in the appropriate style at the King's side cost a great deal more money, / and money was something that neither Edward VII nor the Hon. George Keppel had to spare. Indeed, in an attempt to put extra cash into the Keppel family coffers after Alice had become the mistress of a king, her husband was obliged to go "into trade." Sir Thomas Lipton, the grocer millionaire and yachting friend of King Edward's, found a job for him in his "Buyers' Association" at No. 70–74 Wigmore Street. This, to judge from the firm's stationery on which George Keppel once wrote a business letter to [[Social Victorians/People/de Soveral|Soveral]], sold everything direct to the customer, from groceries, bedding and tobacco, to cartridges and coal. It also advertised "Motor Cars Bought, Sold or Exchanged," and it was about this that Keppel, prompted by his Alice, wrote to the Portuguese Minister: :"Dear Soveral, My wife tells me you contemplate buying a small motor car for use in London. May we offer our services in the matter ...?[sic] For an earl's son to be a salesman in Edwardian England was bad enough. For the salesman to be the husband of the King's official mistress was an added humiliation. Though George Keppel seems to have taken the whole situation philosophically, there were many in society who condemned him for being so much the ''mari complaisant''. As one distinguished survivor from that Edwardian age, who shall be anonymous, commented: "Had Keppel been put up for membership at some London clubs, the black balls would have come rolling out like caviare."<ref>Brook-Shepherd, Gordon. ''Uncle of Europe: The Social and Diplomatic Life of Edward VII''. London: Collins, 1975. Internet Archive: [https://archive.org/details/uncleofeurope0000unse/page/62/mode/2up?q=soveral https://archive.org/details/uncleofeurope0000unse/].</ref>{{rp|138–139}}</blockquote> == Acquaintances, Friends and Enemies == === Freddie Keppel's Friends === * [[Social Victorians/People/de Soveral|Luís de Soveral]] * [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Lady Sarah (Spencer-Churchill) Wilson]]<ref name=":0" /> === Freddie Keppel's Sexual Partners Outside Her Marriage === * Ernest Beckett, 2nd [[Social Victorians/People/Grimthorpe|Baron Grimthorpe]] * Humphrey Sturt, 2nd [[Social Victorians/People/Alington|Baron Alington]] * [[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince of Wales]] == Timeline == '''1891 June 1''', Alice (Freddie) Edmonstone and George Keppel married.<ref>"Alice Frederica Edmonstone." {{Cite web|url=http://www.thepeerage.com/p1723.htm#i17228|title=Person Page|website=www.thepeerage.com|access-date=2020-10-05}}</ref> '''1897 July 2''', Alice and George Keppel attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House. '''1898''', Alice (Freddie) Keppel became the mistress of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]]. The article on her in ''Wikipedia''<ref name=":0">{{Cite journal|date=2020-06-11|title=Alice Keppel|url=https://en.wikipedia.org/w/index.php?title=Alice_Keppel&oldid=962041251|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Alice_Keppel.</ref> says they met in 1898, but they both were present at the Duchess of Devonshire's ball in 1897, so she likely was presented if not introduced to him; on the other hand, 700 people were there. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == === The Hon. Mrs. George Keppel === Freddie Keppel, called the Hon. Mrs. George Keppel by the newspapers, attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] dressed as Madame de Polignac. She walked in the [[Social Victorians/1897 Fancy Dress Ball/Quadrilles Courts#Louis XV and XVI Period|Louis XV procession]] led by [[Social Victorians/People/Warwick|Daisy, Countess of Warwick]], who was dressed as Marie Antoinette. *She was "very beautiful," and, "as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched out over dress was of pink and silver brocade lined with apple-green satin."<ref>"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 6, Col. 1a}} *She was dressed as Madame de Polignac in the quadrille of the Louis XV and XVI Period.<ref name=":1">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref> *"Mrs. George Keppel, as Madame de Polignac, wore a dress of silver cloth embroidered in silver and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple-green satin."<ref name=":3" />{{rp|p. 3, Col. 3c}} *"Among these [in the Countess of Warwick's Marie Antoinette quadrille] the Honourable Mrs. George Keppell looked very beautiful.... Mrs. George Keppell, as Madame de Polignac, wore a lovely dress of silver cloth embroidered in silver, and pink gems and garlands of small roses. The bunched-out over-dress was of pink and silver brocade lined with apple green satin."<ref>"The Duchess of Devonshire's Fancy Dress Ball. Special Telegram." ''Belfast News-Letter'' Saturday 03 July 1897: 5 [of 8], Col. 9 [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0000038/18970703/015/0005.</ref>{{rp|p. 5, Col. 9c}} *"''Madame de Polignac'' appeared at the Devonshire House ball in the Louis XV. quadrille, represented by the Hon. Mrs George Keppel, in an old dress of the period, a rose and silver brocade handed down from that century. The pouf paniers were lined with pale green soft satin, and faced back with wide bands of silver embroidery. The hooped petticoat was of cloth of silver worked in tinsel threads of all shades, forming a design of roses in true lovers' knots extending from the waist to the hem; at the font it was garlanded with pink pompon roses, interlaced through the stripes of embroidery, and below this was a quaint pleating of silver lace. The low bodice was finished off with a transparent lace collar sewn with silver. The hair was powdered and dressed very high, with soft curls falling on the neck, surmounted by a pink and green ostrich feather and a small garland of roses. She wore long lace mittens."<ref>“Fancy Dress.” ''The Queen'' 31 July 1897, Saturday: 43 [of 84], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18970731/280/0043.</ref> [[File:Duchess of Polignac by E.Vigee-Lebrun (1787, Atheneum).jpg|thumb|alt=Painting of the upper half of a woman wearing a white dress with a black lacy shawl and a large straw hat over hair that is loose and lightly powdered|''Duchess of Polignac'' by Vigee-Lebrun, 1787]] ==== The Historical Madame de Polignac ==== Madame de Polignac was Yolande Martine Gabrielle de Polastron (1749–1793), known as Gabrielle.<ref name=":4">{{Cite journal|date=2024-10-01|title=Yolande de Polastron|url=https://en.wikipedia.org/wiki/Yolande_de_Polastron|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Yolande_de_Polastron.</ref> She was a confidante and favorite of Marie Antoinette beginning in 1775, though Gabrielle was unpopular and the queen's affections were variable.<ref name=":4" /> One of Madame de Polignac's closest friends was Georgiana, Duchess of Devonshire. Gabrielle died of cancer in Switzerland, shortly after Marie Antoinette's execution in Paris, having fled France after the storming of the Bastille.<ref name=":4" /> The portrait of Gabrielle, Duchess of Polignac (right), painted by Élisabeth Louise Vigée Le Brun in 1787, shows the duchess at about 30 years old, about what Freddie Keppel was at the time of the ball. === The Hon. George Keppel === George Keppel (who is early in the list for the London ''Morning Post''), walked in the "Oriental" Procession as King Solomon in the Suite of Men following the two Queens of Sheba (Lady Cynthia Graham and [[Social Victorians/People/Pless | Princess Henry of Pless]])<ref name=":1" />{{rp|7, Col. 5b}}<ref>"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref> and was attended by "Messrs. [[Social Victorians/People/Halifax|Gordon Wood]] and [[Social Victorians/People/Sarah Spencer-Churchill Wilson|Wilfred Wilson]]."<ref name=":2" />{{rp|p. 34, Col. 3a}} He was dressed as *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe lined with white, and a jewelled crown."<ref name=":1" />{{rp|p. 7, Col. 7b}} *"King Solomon. Tunic of white silk with an elaborate border of jewels; turquoise silk robe, lined with white, and a jewelled crown."<ref name=":3">“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 2a}} *(King Solomon), tunic of white silk, embroidered in gold, with an elaborate border on the bottom of jewels and turquoise; turquoise silk robe lined with white; jewelled headdress."<ref name=":2">“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 3a}} ==== King Solomon ==== Stories about African King Solomon appear in Jewish, Christian and Islamic traditions. The Queen of Sheba visited King Solomon with gifts and tested his wisdom. == Demographics == *Nationality: British === Residences === *30 Portman Square<ref name=":0" /> == Family == * William Coutts Keppel, 7th Earl of Albemarle (15 April 1832 – 28 August 1894)<ref>"William Coutts Keppel, 7th Earl of Albemarle." "Person Page 16514." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16514 (accessed November 2022).</ref> * Sophia Mary MacNab (5 July 1832 – 5 April 1917)<ref>"Sophia Mary MacNab." "Person Page 16517." ''The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe'' https://www.thepeerage.com/p1652.htm#i16517 (accessed November 2022).</ref> # Lt.-Col. Arnold Allen Cecil Keppel, 8th Earl of Albemarle (1 June 1858 – 12 April 1942) # Gertrude Mary Keppel (9 November 1859 – 7 April 1860) # Lady Theodora Keppel (11 January 1862 – 30 October 1945) # '''Hon. Sir Derek William George Keppel''' (7 April 1863 – 26 April 1944) # Lady Hilda Mary Keppel (29 August 1864 – 7 October 1955) # '''Lt.-Col. Hon. George Keppel''' (14 October 1865 – 22 November 1947) # Lady Leopoldina Olivia Keppel (14 November 1866 – 9 August 1948) # Lady Susan Mary Keppel (5 May 1868 – 26 June 1953) # Lady Mary Stuart Keppel (15 May 1869 – 21 September 1906) # Lady Florence Cecilia Keppel (24 February 1871 – 30 June 1963) *Freddie (Alice Frederica) Edmonstone Keppel (29 April 1868 – 11 September 1947)<ref name=":0" /> *George Keppel (14 October 1865 – 22 November 1947)<ref>{{Cite journal|date=2020-07-14|title=George Keppel (British Army officer, born 1865)|url=https://en.wikipedia.org/w/index.php?title=George_Keppel_(British_Army_officer,_born_1865)&oldid=967698366|journal=Wikipedia|language=en}}</ref> #Violet Trefusis (6 June 1894 – 1 March 1970 [Wikipedia says 1972]) #Sonia Cubitt (24 May 1900 – 16 August 1986) == Also Known As == Freddie Keppel *Family name: his, Keppel; hers, Edmunstone *Freddie (Alice Frederica) Edmonstone Keppel *Alice Keppel: [https://viaf.org/viaf/62357923/ VIAF: 62357923] The Honourable George Keppel Sir Derek Keppel == Notes and Questions == # David Cannadine says of courtiers with aristocratic connections and long careers, "Sir Derek Keppel, brother of the eighth Earl of Albermarle, served every sovereign from Queen Victoria to King George VI."<ref>Cannadine, David. ''The Decline and Fall of the British Aristocracy''. New York: Yale University Press, 1990.</ref>{{rp|245}} # The Hon. George Keppel is #39 on the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of people who were present]]; Hon. Mrs. George Keppel — Freddie — is #231. == Footnotes == {{reflist}} ltgv9e5gb6lxlyoy77e99akfp0g9gyx 0 268969 2685482 2640080 2024-11-14T13:31:18Z Lbeaumont 278565 Added multiplying negative numbers 2685482 wikitext text/x-wiki This is a collection of math-oriented activities, games, and puzzles that are fun and instructive. Math adventure can help answer the question, [[Why study math?|Why study math]]? *[[/Roll the dice/]] *[[/Wheat and the Chessboard/]] **Boo who? *Same Birthdays *The area of a circle *[[/Fibonacci and the Golden Ratio/]] *[[/Triangular numbers/]] *[[/Pascal's triangle in wiki-latex/]] *[[/Palindromes/]] *[[/Peanut Butter Power/]] *Seven Bridges of Königsberg *Pythagorean Theorem *[[/Square Roots using Newton’s Method/]] *[[/Volume of a rotating rectangle/]] *[[/Tetrahedron in a Cube/]] *[[/Multiplying Negative Numbers/]] *Binary Numbers *Decoding mighty things *Benford's law *Prime Numbers *The square root of 2 is irrational *Braess's paradox *Arithmetic with [[w:Kaktovik_numerals|Kaktovik]] numerals *Logistic map *Feigenbaum constants *Three-body problem *First 10-digit prime found in consecutive digits of e *The Pigeonhole Principle<ref>{{Cite web|url=https://www.cantorsparadise.com/the-pigeonhole-principle-and-its-surprisingly-powerful-applications-531d8d7539ce|title=The Pigeonhole Principle and Its Surprisingly Powerful Applications|last=Müller|first=Kasper|date=2024-02-02|website=Medium|language=en|access-date=2024-02-04}}</ref> * [[/Find the Light Gumball/]] * The Peano axioms * [[/Triangle Test Cases/]] {{CourseCat}} [[Category:Mathematics/Activities]] q438sebfqqi1e3kqubhaozaxwh65wv4 0 281286 2685907 2667877 2024-11-14T15:55:39Z Atcovi 276019 certain sections of the other page are not present on this page, so I've moved the other page under Saltrabook's userspace and will leave this page alone 2685907 wikitext text/x-wiki == Revision of the ILO Guidelines for medical examinations of seafarers Part I == The revision is done on request to MAHRE-Net in Feb 2021 from the ''International Maritime Health Association'' (IMHA), ''Europeche'' and ''European Transport Workers'' '''''Authors:''''' ''The International Diabetes Mellitus and Hypertension Research Group<br>A subgroup of [http://mahre-net.mono.net/ MAHRE-Net]'' '''Part I:''' [[Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Revision of the ILO Guidelines for medical examinations of seafarers Part II|'''Part II''']] == Guidance to persons authorized by competent authorities to conduct medical examinations and to issue medical certificates p 21ff->== Citations from the “Guidelines”: in Italics Health-promotion data supplemental to the ‘fit-for-duty’ data This revision covers the Seafarers and the Fishers Guidelines for medical examinations <ref>Guidelines on the medical health examinations for seafarers wcms_174794-kopi.pdf</ref><ref>Guidelines on the medical examinations of fishermen - Buscar con Google [cited 2022 Jan 7]</ref>. The revision is based on the evidence for the low validity of the urine-stick test for the early diagnosis of type 2 diabetes <ref>Jensen OC, Flores A, Corman V, Canals ML, Lucas D, Denisenko I, et al. Early diagnosis of T2DM using high sensitive tests in the mandatory medical examinations for fishers, seafarers and other transport workers. Prim Care Diabetes [Internet]2022 Jan 4 [cited 2022 Jan 7]; Available from: https://www.sciencedirect.com/science/article/pii/S1751991821002345</ref><ref>Jensen OC et al. Rethinking the use of urine dipstick for the early diagnosis of Type 2 Diabetes.Submitted Letter to Editor to "Diabetes Research and Clinical Practice"</ref>. The guidelines for seafarers’ medical examinations include health promotion beyond the fit-for-duty protocol, page: p.18 (iv), which is the core issue here: “The medical examination can be used to provide an opportunity to identify early disease or risk factors for subsequent illness. The seafarer can be advised on preventive measures or referred for further investigation or treatment in order to maximize their opportunities for continuing their career at sea” Our focus is on the early diagnosis and early implementation of T2DM health prevention to preserve good health in general and good eyesight, specifically, for the seafarers who are dependent on good vision to remain in their jobs for many years. The proposed health-promotion program focusing on T2DM and hypertension has an impact on all types of metabolic syndrome diseases and can help keep workers active for more years. The aim is to provide a foundation for the evidence base to foster safe and healthy preventive strategies and policies within the UN Global Sustainable Goals, especially Goal 3: Good health and well-being for all workers and Goal 8: Decent Work and Economic Growth<ref>THE 17 GOALS | Sustainable Development [Internet]. [cited 2022 Jan 18]. Available from: https://sdgs.un.org/goals</ref>. Effective health promotion, however, is dependent on research, which, in turn, depends on access to valid data. The centralization of data is needed for the research for health promotion regarding T2DM, hypertension and related metabolic syndrome diseases. In conclusion, Appendix F should be completed as before but supplemented by the Appendix F-1 Scientific Data Form for research purposes. == XII. Conducting medical examinations, pg18 == Unfortunately, the model for how to report laboratory data, especially in regard to urine-stick tests in Appendix F in the “Guidelines” has been misunderstood by maritime authorities as well as maritime doctors for many years. In the fit-for-duty guidelines, the national authorities have chosen to follow the example on page 51 (Appendix F) in the ‘Guidelines’ by asking for the results (glucose, protein, blood) based on urine dipstick analysis without mentioning the need for a supplemental HbA1C or similar high-validity test for the unbiased early diagnosis of T2D(1). Although urine dipsticks can be used to determine pathological changes in urine, they cannot serve as a valid diagnostic tool for T2D. Indeed, a review of studies on using urine dipsticks to test for T2D concluded that they should not be used due to their low sensitivity to detect T2D accurately, with the consequence of a high number of false negative tests. In one such study, the sensitivity of the urine dipstick to detect T2D correctly was 20.8% (95% CI: 8.1–52.8%), and a similar study from Sweden revealed a sensitivity of 18.1% versus the far higher sensitivities of fasting glucose and HbA1C.<ref>Wei OY, Teece S. Urine dipsticks in screening for diabetes mellitus. Emerg Med J EMJ. 2006 Feb;23(2):138</ref><ref>Friderichsen B, Maunsbach M. Glycosuric tests should not be employed in population screenings for NIDDM. J Public Health Med. 1997 Mar;19(1):55–60</ref>. Neglecting to use valid tests for the early diagnosis of T2D internationally in the fit-for-duty tests over decennia may have increased the prevalence of major microvascular complications and quality-adjusted life-years (QALYs) as well as financial losses for workers, employers and states. '''Text to be corrected pg.20 (x)''' “''The validity of any test used for the identification of a relevant medical condition will depend on the frequency with which the condition occurs. Use is a matter for national or local judgement, based on disease incidence and test validity''. The meaning of this text is unclear, and should be replaced by the following: “Sensitivity and specificity describe the accuracy of a test that reports the presence or absence of a condition. In a diagnostic test, sensitivity is a measure of how well a test can identify true positives” == Attention to the seafarers´ specific working conditions == The medical specialist in maritime medicine should pay particular attention to the fact that seafarers are vulnerable patients compared to most shore workers and may need to be referred to specialists in suspected cases of (pre-)hypertension and or (pre-)T2DM to be noted in the scientific data sheet (APPENDIX F-1) While the ‘Guidelines’ should be openly promoted, the data collection for research should be included as part of the medical health examinations, and the medical health examinations report should be divided into two parts: == Diabetes and hypertension prevention programs == Simple lifestyle measures have been shown to be effective in preventing or delaying the onset of type 2 diabetes, hypertension and its complications: # Achieve and maintain healthy body weight # Physically active – doing at least 30 minutes of regular, moderate-intensity activity on most days. More activity is required for weight control # Eat a healthy diet, avoiding sugar and saturated fats # Avoid tobacco use – smoking increases the risk of diabetes and cardiovascular disease == Intervention in collaboration with the shareholders == The success of the personal struggles depends however, on supportive environments, established by the shareholders with the needed conditions for good health practices for persons with diabetes, hypertension and all others with risk for chronic metabolic diseases. The shareholders are prompted to establish the specific conditions at work that are needed for seafarers to maintain good health practices, especially for employees with type 2 diabetes and hypertension in different types of jobs. The necessary conditions are different in various job groups, and an analysis of these conditions and suggestions for how they can be made optimal is needed. Implementations for adequate structural changes in workplaces, sufficient time for meal breaks and restroom visits, cooks who prepare healthful lunches, a fitness room and other relevant installations should be considered imperative. Among the important shareholders are also the authorities to give permission to run specific research projects with access to the needed data as example about the knowledge on the risk on Diabetes type-2 if the good advises are not followed. == Shareholders responsibilities == === National Maritime Authorities (NMA) === The NMA have the responsibilities to control and to secure through the MLC 2006 visits on board that facilities to keep good health for those with Diabetes and or Hypertension, overweight and obesity are in place. Inspectors talk during the MLC inspections with the ships captain and representatives of the crew and report to the make an impression on how it’s going and plan how to amend failures deadline. The NMA elaborate instructions and guidelines for how the diabetics and hypertensive crew keep the relevant standards to keep good health. The NMA is responsible to inform and educate the maritime medical doctors to extend the fit-for duty medical examinations with the health promotions issues and provide the clinical data for the competent national research institutes. The NMA aims to persue safe and healthy preventive strategies and policies within the UN Global Sustainable Goals, especially Goal 3: Good health and well-being for all workers and Goal 8: Decent Work and Economic Growth, but also Goal 4: Quality Education, Goal 5: Gender Equity, Goal 8: Decent Work and Economic Growth, Goal 10: Reduced Inequity (Compliance with MLC2006 and the C188), Goal 12: Responsible Consumption and Production (Ships’ SOx and NOx emissions), Goal 14: Life underwater observations on compliance with good waste management, Goal 17: Partnerships to achieve the Goals. === The National board of health === Keep the responsibility to look after the maritime doctors comply with the regulations to take care of good promotion especially related to the Chronicle non-infectious diseases and direction nation advices. Also to see that the data from the Maritime doctors are transferred to the national research unit and analysed. === The maritime doctors === Keep the responsibility to comply with the regulations to take care of health promotion for infectious diseases and chronic non-infectious diseases and direction nation advices. Also to see that the clinical data from the Maritime doctors are transferred to the national research unit as described in '''APPENDIX F-1''' === The seafarers === They are responsible to be know updated on how to prevent in practice diabetes type 2 and hypertension other chronic non-infectious diseases === The ship owners === The ship owners are challenged to maintain a stable and supportive health environment for fishers and seafarers who work up to 12 hours per day over several months away from shore. A supportive environment includes opportunities during workdays for time and allowance for relevant work breaks, restroom visits, access to nutritious meals in good social company, time off and possibilities for adequate physical activity. During the MLC2006 inspections these issues are inspected and ordered to be updated where needed. == APPENDIX F == The maritime doctors complete the ‘fit-for-duty’ examinations according to the guidelines and send their reports with the information in the APPENDIX F to the maritime authorities. Go to [[Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Revision of the ILO Guidelines for medical examinations of seafarers Part I|'''Part I''']] == How to make accurate Blood pressure measurements in the clinic? == For the accurate diagnosis and management of Blood pressure, proper methods are recommended for the accurate measurement and documentation of BP <ref>Unger T, Borghi C, Charchar F, Khan NA, Poulter NR, Prabhakaran D, et al. 2020 International Society of Hypertension Global Hypertension Practice Guidelines. Hypertension. 2020 Jun 1;75(6):1334–57</ref>. ''A recognized automatic blood pressure measurement apparatus should be used. Three measurements should be carried out by the examining physician. Measurements should be carried out on the subject in a seated position.'' '''HTN''' is the most attributable modifiable cardiovascular disease (CVD) events risk factor. In recent years the incidence and prevalence of HTN have increased while rates of HTN control have declined.<ref>{{Cite web|url=https://www.acc.org/latest-in-cardiology/articles/2021/06/21/13/05/http%3a%2f%2fwww.acc.org%2flatest-in-cardiology%2farticles%2f2021%2f06%2f21%2f13%2f05%2fnew-guidance-on-bp-management-in-low-risk-adults-with-stage-1-htn|title=New Guidance on Blood Pressure Management in Low-Risk Adults with Stage 1 Hypertension|website=American College of Cardiology|access-date=2022-01-19}}</ref> Measuring blood pressure is one of the most common procedures performed at a medical office. Yet, studies have shown that nurses, medical assistants and even doctors make numerous mistakes when taking readings. Accurate measurement of blood pressure is essential to classify individuals, to ascertain blood pressure–related risk, and to guide management. The auscultatory technique with a trained observer and mercury sphygmomanometer continues to be the method of choice for measurement in the office, using the first and fifth phases of the Korotkoff sounds. The use of mercury is declining, and alternatives are needed. Aneroid devices are suitable, but they require frequent calibration. Hybrid devices that use electronic transducers instead of mercury have promise.<ref>{{Cite journal|last=Pickering|first=Thomas G.|last2=Hall|first2=John E.|last3=Appel|first3=Lawrence J.|last4=Falkner|first4=Bonita E.|last5=Graves|first5=John|last6=Hill|first6=Martha N.|last7=Jones|first7=Daniel W.|last8=Kurtz|first8=Theodore|last9=Sheps|first9=Sheldon G.|date=2005-02-08|title=Recommendations for Blood Pressure Measurement in Humans and Experimental Animals|url=https://www.ahajournals.org/doi/full/10.1161/01.cir.0000154900.76284.f6|journal=Circulation|volume=111|issue=5|pages=697–716|doi=10.1161/01.CIR.0000154900.76284.F6}}</ref> '''Guidelines on diagnosing HTN recommend certain aspects that we must take into account and certain things that we must avoid:''' * In the 30 minutes before your blood pressure is taken, no smoking, no caffeine and no exercise. In the 5 minutes before your blood pressure is taken sit still. * During blood pressure is taken make sure the cuff is the right size and in the right place, keep your cuffed arm on a flat surface, like a table and at heart level, sit upright, feet flat on floor and don`t talk.<ref>{{Cite web|url=https://www.heart.org/en/news/2020/05/22/how-to-accurately-measure-blood-pressure-at-home|title=How to accurately measure blood pressure at home|website=www.heart.org|language=en|access-date=2022-01-19}}</ref> '''Avoid this things:<ref>{{Cite journal|last=Handler|first=Joel|date=2009|title=The Importance of Accurate Blood Pressure Measurement|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911816/|journal=The Permanente Journal|volume=13|issue=3|pages=51–54|issn=1552-5767|pmc=2911816|pmid=20740091}}</ref>''' * Putting the cuff over clothing, rather than a bare arm, can add 10-40 mm Hg to a measurement. * Having a full bladder can tack on 10-15 mm Hg. * Talking or having a conversation: an additional 10-15 mm Hg. * Failing to support the arm at heart level can add 10 mm Hg. * An unsupported back can increase a measurement by 5-10 mm Hg. That same range applies to feet left dangling from an exam table or high chair. * Crossing legs means an extra 2-8 mm Hg == Self-hypertensive control on board and at home == Self-monitoring of patients hypertension is necessary. Instructions and the relevant equipment in the Ships medical Chest on board is required). In addition, courses are needed as well as revisions to the International Medical Guide for Ships (and ships’ medical Chest)<ref>Shimbo D, Artinian NT, Basile JN, Krakoff LR, Margolis KL, Rakotz MK, et al. Self-Measured Blood Pressure Monitoring at Home: A Joint Policy Statement From the American Heart Association and American Medical Association. Circulation. 2020 Jul 28;142(4):e42–63. https://www.cdc.gov/bloodpressure/manage.htm </ref> During sailing it shall be possible to measure blood pressure in individuals having treatment for high blood pressure. At least two automatic apparatus should be available on all ships in case one of the devices breaks Ships Medical Chest<ref name=":0" /><ref name=":1" /> ==Measure Your Blood Pressure on a Regular Basis== Measuring your blood pressure is an important step toward keeping a healthy blood pressure. Because high blood pressure and elevated blood pressure often have no symptoms, checking your blood pressure is the only way to know for sure whether it is too high. You can measure your blood pressure at home and at sea with a home blood pressure monitor Learn steps you can take to lower your risk for health problems from high blood pressure such as heart disease and stroke. Request equipments should be in the Ships Medical Chest<ref name=":0" /><ref name=":1" /> ==When should hypertensive seafarers be referred to hypertension clinics?== Compared to shore workers, seafarers are socially vulnerable hypertension patients with a need for special attention and may need to be referred to a hypertension clinic<ref>Kennedy C, Farnan R, Stinson J, Hall M, Hemeryck L, O’Connor P, et al. Referrals to, and characteristics of patients attending a specialist hypertension clinic. J Hum Hypertens. 2021 Mar 8</ref><ref> Meador M, Lewis JH, Bay RC, Wall HK, Jackson C. Who Are the Undiagnosed? Disparities in Hypertension Diagnoses in Vulnerable Populations. Fam Community Health. 2020 Jan;43(1):35–45</ref>. A referral can also be relevant for providing instructions for self-hypertensive control on board and at home. The findings from randomised controlled trial, followed up for 6- and 12-months in primary care settings in Hong Kong. Patients newly diagnosed with grade 1 hypertension (aged 40-70 years) were consecutively recruited. Automatic referral of newly diagnosed grade 1 hypertensive patients for further one-to-one dietitian counseling on top of primary care physician's usual care. The findings did not support automatic referral of newly diagnosed grade 1 hypertensive patients. Patients with those risk factors identified should receive more clinical attention to reduce their CV risk <ref> Wong, Martin C. S., Harry H. X. Wang, Mandy W. M. Kwan, Shannon T. S. Li, Miaoyin Liang, Franklin D. H. Fung, Ming Sze Yeung, m.fl. “The Effectiveness of Dietary Approaches to Stop Hypertension (DASH) Counselling on Estimated 10-Year Cardiovascular Risk among Patients with Newly Diagnosed Grade 1 Hypertension: A Randomised Clinical Trial”. International Journal of Cardiology 224 (1. December 2016): 79–87. https://doi.org/10.1016/j.ijcard.2016.08.334.</ref>(possibly add more studies) ==How to make accurate diagnosis of T2DM in the clinic (and the diagnostic costs)== Urinary glucose has been widely used as a screening tool for diabetes being non-invasive and easy to perform. The renal threshold for glucose (approximately 10 mmol/l) corresponds well to a relevant screening level for postprandial hyperglycemia<ref>Goldstein DE, Little RR, Lorenz RA, Malone JI, Nathan D, Peterson CM, Sacks DB. (Meador et al., 2020) Diabetes Care. 2004 Jul;27(7):1761-73. doi: 10.2337/diacare.27.7.1761.</ref>. However, the method is unable to pick up elevated fasting- and preprandial hyperglycemia below this threshold, and while it reflects an average level of blood glucose since last voiding, it cannot reflect chronic hyperglycemia. Furthermore, under- or overestimation is seen in conditions with high- (long diabetes duration or kidney failure) or low- (pregnancy, children, MODY diabetes) renal glucose thresholds<ref>Alto WA. No need for glycosuria/proteinuria screen in pregnant women. J Fam Pract 2005;54:978</ref><ref>Menzel R, Kaisaki PJ, Rjasanowski I, Heinke P, Kerner W, Menzel S. A low renal threshold for glucose in diabetic patients with a mutation in the hepatocyte nuclear factor-1alpha (HNF-1alpha) gene. Diabet Med. 1998 Oct;15(10):816-20</ref>. Finally, fluid intake may influence urine concentration and thus glycosuria test results. Since 2011, Glycolated Hemoglobin (HbA1c) has been used to diagnose diabetes in most countries and replaced blood glucose performed in the fasting state or 2 hours after and oral glucose tolerance test<ref>The International Expert Committee. International Expert Committee Report on the Role of the A1C Assay in the Diagnosis of Diabetes. Diabetes Care 2009 Jul; 32(7):1327-1334</ref>. A confirmed HbA1c concentration ≥ 48 mmol/mol defines diabetes. The use of HbA1c was made possible after establishment of a reference measurement procedure for international standardization of routine HbA1c assays<ref>Consensus Committee. Consensus statement on the worldwide standardization of the hemoglobin A1C measurement: American Diabetes Association, European Association for the Study of Diabetes, International Federation of Clinical Chemistry and Laboratory Medicine, and the International Diabetes Federation. Diabetes Care. 2007;30: 2399-2400</ref>. There were several reasons for this recommendation. HbA1c was already used in clinical practice for decision making on antidiabetic treatment. Compared to glucose measures, HbA1c is stronger associated with most long-term micro- and macrovascular diabetes complications<ref>The International Expert Committee. International Expert Committee Report on the Role of the A1C Assay in the Diagnosis of Diabetes. Diabetes Care 2009 Jul; 32(7): 1327-1334</ref>. Measurement variability is negligible (~1%) compared to blood glucose (12-15%)<ref> Ollerton RL, Playle R, Ahmed K, Dunstan FD, Luzio SD, Owens DR. Day-to-day variability of fasting plasma glucose in newly diagnosed type 2 diabetic subjects. Diabetes Care 1999; 22: 394– 398</ref>. HbA1c does not require fasting and is obviously less time consuming than the cumbersome oral glucose tolerance test. In some cases, a blood glucose measure may be a relevant alternative to the HbA1c, primarily in conditions where HbA1c does not fully reflect glucose levels, such as severe anemia, kidney failure, or in persons with hemoglobinopathies<ref>Borg R, Persson F, Siersma V, Lind B, de Fine Olivarius N, Andersen CL. Interpretation of HbA1c in primary care and potential influence of anaemia and chronic kidney disease: an analysis from the Copenhagen Primary Care Laboratory (CopLab) Database. Diabet Med. 2018 Jul 9. DOI:10.1111/dme.13776.</ref>. Importantly, for low income countries, HbA1c is a rather expensive measure, and not possible to apply to the general diabetes population <ref>WHO 2011. Use of Glycated Haemoglobin (HbA1c) in the Diagnosis of Diabetes Mellitus. https://www.who.int/diabetes/publications/report-hba1c_2011.pdf</ref>. ==When should a T2DM seafarer be referred to a specialist department== Transport workers like seafarers and truck, bus, train, and taxi drivers as well as fishers are known to have significant inequities regarding their health at work, including a high risk of developing type 2 diabetes. Compared to shore workers, seafarers are socially vulnerable type 2 diabetes patients with a need for special attention, as described by Rogvi et al<ref>Rogvi SÁ, Guassora AD, Wind G, Tvistholm N, Jansen SM-B, Hansen IB, et al. Adjusting health care: practicing care for socially vulnerable type 2 diabetes patients. BMC Health Serv Res. 2021 Sep 10;21(1):949</ref>.''If a diabetes patient has any kind of diabetic complication he or she should be referred to a specialized diabetes clinic if possible (FG)'' == Self-management of diabetes and hypertension on board and at home == Self-monitoring of blood glucose for non-insulin-treated adults with Type 2 diabetes is necessary. Instructions and relevant equipment in the medical chest on board are needed and have been added to the actual revision of the International Medical Guide for Ships and the Medical Inventory lists. ''A few crew embers on board shall know how to measure blood glucose and to treat severe hypoglycemia  using glucagon, which must be present on all ship chests.FG'' Request that equipment for self-control of diabetes type 2 should be in the Ships Medical Chest<ref name=":0">{{Cite journal|last=World Health Organization|date=2007|title=International medical guide for ships : including the ship's medicine chest|url=https://apps.who.int/iris/handle/10665/43814|language=en}} </ref><ref name=":1">{{Cite web|url=https://dma.dk/seafarers-and-manning/person-in-charge-of-medical-care/download-inventory-lists|title=Download inventory lists|website=dma.dk|language=en|access-date=2022-01-23}}</ref>.[https://www.gard.no/web/updates/content/28676231/people-focus-diabetes-and-the-seafarer The Norwegian Gard] association is one of the advisors for healthy diet and exercises while on board. # The PEME allows for early recognition of seafarers at risk followed by careful monitoring and treatment. Treatment is aimed at correcting lifestyle issues: # Changes in diet to reduce the intake of high sugar foods and beverages and other carbohydrates and increase servings of fruit and vegetables. # Guidelines for Healthy Food Onboard Merchant Ships provides tips for healthy food plans. # Exercising at least three times a week for 30 minutes each time, aiming to achieve an exercise heart rate of 75% of maximum. This can be easily calculated as follows: (220 – age) x 0.75 = recommended heart rate during exercise to derive cardiovascular benefit. For an average 45-year-old, this would mean an exercise heart rate of 131 beats per minute. # Monitoring the blood sugar levels with tests such as urine glucose tests, blood sugar tests and a diabetes control measuring test, an HBA1C, which provides a measure of diabetes control over the last six weeks. # The seafarer must also keep a logbook of their diabetes control to enable them to understand their health condition, and to take responsibility for its management. # Using prescribed medication regularly and notifying their doctor of any change in their diabetes control, so that appropriate adjustments to their treatment regime can be made. ==The International Diabetes Federation recommended dietary guidelines for the general population (hypertension)== # Choosing water, coffee or tea instead of fruit juice, soda, or other sugar sweetened beverages # Eating at least three servings of vegetable every day, including leafy green vegetables # Eating up to three servings of fresh fruit every day # Choosing nuts, a piece of fresh fruit, or unsweetened yoghurt for a snack # Limiting alcohol intake to a maximum of two standard drinks per day # Choosing lean cuts of white meat, poultry or seafood instead of red or processed meat # Choosing peanut butter instead of chocolate spread or jam # Choosing wholegrain bread, rice, or pasta instead of white bread, rice, or pasta # Choosing unsaturated fats (olive oil, canola oil, corn oil, or sunflower oil) instead of saturated fats (butter, ghee, animal fat, coconut oil or palm oil). ---- ==APPENDIX F-1 Clinical Scientific Data Form== The national maritime authorities are urged to include APPENDIX F-1 supplemental to APPENDIX F and make arrangements to transfer the digital data collected in Excel format to the competent national research institute for further analysis, reporting and publication. The reported data in APPENDIX F-1 should be without personal name, ID number or company identification, considered as “non-personal” under the General Data Protection Regulation (GDPR) without need to be acknowledged by the European Ethical Committees Analysis of the epidemiological Prevalence data will allow for the identification of trends and comparisons between the countries etc. To estimate the real prevalence and prevalence rates we include all, regardless of their risk, such as obesity and their age. In Appendix F-1 is underscored that the authorities must give access to the needed data as example to learn from intervention studies in risk on Diabetes type-2<ref>Tanenbaum ML, Leventhal H, Breland JY, Yu J, Walker EA, Gonzalez JS. Successful self-management among non-insulin-treated adults with Type 2 diabetes: a self-regulation perspective. Diabet Med J Br Diabet Assoc. 2015 Nov;32(11):1504–12</ref>. '''Excel Lab. data registration scheme''' {| class="wikitable" |Inform Cons (1) |Age |Gend |Natio (2) |Fisher |Seaf |Waist cm |Dia BLOOD PRESSURE |Sys BLOOD PRESSURE |A1C (3) |FSG |Hight cm |Weight Kg |Do you have Diabetes? y/n (4) |Do you have Hypertension? (4) y/n |Take any Medi-cine?(4) |ref to DM spec |ref to Hyp spec |- |y |33 |m |1 |x | |95 |80 |130 |5,5 | |175 |77 |n |n |n |n | |} # Ask the seafarer/fisherman if we can use anonymised data for research # Own country= 1, Other = 2 # Variable with decimals in Excel in "Standard" use commas"," not in "." # Copy the answer from interview scheme # Metformin = 1 other medicine = 2 {| class="wikitable" |'''DIABETES TYPE 2''' | |HbA1c |Fasting Glucose |- | |Value Measurement today: -> | | |- | |Mark Preliminary Diagnosis | | |- |Normal | |≤ 5,6% |≤ 100 mg/dl |- |Prediabetes | |5.7-6.4% |100 -125 mg/dl |- |Diabetes | |≥ 6,5% |≥126 mg/dl |- |Diabetes (=taking anti-DM) | | | |- |'''HYPERTENSION (HTN)''' | |Diastolic |Systolic |- | |Value Measurement today: -> | | |- | |Mark preliminary diagnosis | | |- |Normal | |80 |130 |- |Prehypertension | |80-89 |130-139 |- |Hypertension Stage 1 | |90-99 |140-159 |- |Hypertension Stage 2 | |100+ |160+ |- |HTN=anti-hypertensive med. | | | |} Inform seafarer whether (s)he is N'''on-diabetic, Pre-diabetec or Diabetic''' give advice and refer to specialist, if needed Inform seafarer whether: non-hypertensive/pre-hypertensive/ hypertensive (see definitions), give advice and refer to hypertensive specialist if needed. Use standardized reporting for research purposes, send data to designated international researcher contact (MAHRE-Net) == References == [[Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Revision of the ILO Guidelines for medical examinations of seafarers Part II|'''Part II''']] ==References== {{reflist}] {{CourseCat}} [[Category:Guidelines]] ijkq70cshq3petyguu7t1sj25v0isfs 2 281322 2685902 2667890 2024-11-14T15:55:07Z Atcovi 276019 Atcovi moved page [[Revision of the ILO Guidelines for medical examinations of seafarers Part I]] to [[User:Saltrabook/Revision of the ILO Guidelines for medical examinations of seafarers Part I]]: moving under userspace 2667890 wikitext text/x-wiki == Revision of the ILO Guidelines for medical examinations of seafarers Part I == The revision is done on request to MAHRE-Net in Feb 2021 from the ''International Maritime Health Association'' (IMHA)https://www.imha.net/, http://europeche.chil.me/ ''Europeche'' and ''European Transport Workers'' https://www.etf-europe.org/ '''''Authors:''''' ''The International Diabetes Mellitus and Hypertension Research Group<br>A subgroup of [http://mahre-net.mono.net/ MAHRE-Net]'' == Seafarers == Studies over the decennia show an over-frequency of cancer, cardiovascular disease diabetes and occupational accidents in seafaring compared to other occupations, now decreasing to about the same level as for shore based occupations <ref>Petersen KU, Hansen HL, Kaerlev L, Hansen J. Turning the tide: reducing mortality among Danish merchant seafarers. Occupational and environmental medicine. 2020; </ref><ref>Poulsen TR, Burr H, Hansen HL, Jepsen JR. Health of Danish seafarers and fishermen 1970-2010: What have register-based studies found? Scand J Public Health. 2014</ref>; <ref>Oldenburg M. Risk of cardiovascular diseases in seafarers. Int Marit Health. 2014;65(2):53–7. </ref>. The specific physical, chemical and psychological working environment factors on board also relate to the seafarers health conditions. <ref>Oldenburg M, Jensen H-J, Latza U, Baur X. Seafaring stressors aboard merchant and passenger ships. Int J Public Health. 2009;54(2):96–105. </ref> <ref>Oldenburg M, Baur X, Schlaich C. Cardiovascular diseases in modern maritime industry. Int Marit Health. 2010;62(3):101–6. </ref>; <ref>MacLachlan M, Kavanagh B, Kay A. Maritime health: a review with suggestions for research. Int Marit Health. 2012;63(1):1–6. </ref>. Work on tankers carrying gasoline with more or less closed handling of the cargo may still lead to significant benzene exposure for deck crew members .Work-related diseases are primarily the result of physical work environment impacts in the form of noise and vibration, but also hearing damage and seasickness are well known<ref>Jezewska M, Leszczyńska I, Jaremin B. Work-related stress at sea self estimation by maritime students and officers. Int Marit Health. 2006;57(1–4):66–75. </ref> Finally, infectious diseases, including tropical diseases, are a particular problem in certain geographical areas, where also strong exposure to ultraviolet radiation from the sun can cause sunburn and skin cancer. The quality of the mental work environment is dependent on a number of factors which have been carefully described in the past approx. 30 years <ref>Levi L. Occupational stressors, biological stress reactions, and worker’s health. J UOEH. 1989 Mar 20;11 Suppl:480–1. </ref>, <ref> Leka S. Psychosocial hazards and seafarer health: priorities for research and practice </ref> , <ref>Int Marit Health. 2004;55(1–4):137–53. </ref> Ships with on-going replacement of crew present great challenges for the managers, the employees and the culture at the workplace <ref>Oldenburg M, Jensen H-J, Latza U, Baur X. Seafaring stressors aboard merchant and passenger ships. Int J Public Health. 2009;54(2):96–105. </ref>, <ref>Lodde B, Jegaden D, Lucas D, Feraud M, Eusen Y, Dewitte J-D. Stress in seamen and non seamen employed by the same company. Int Marit Health. 2008;59(1–4):53–60. </ref> During navigation, the sailors are often moved to very small working groups, where conflict management can be difficult. The requirements are very variable, the nature of the work requires considerable discipline and thus less self-control. Support from superiors and colleagues can be made difficult by the fact that crews come from many different nationalities. These conditions can lead to experienced stress and burnout <ref>Elo AL. Health and stress of seafarers. Scand J Work Environ Health. 1985 Dec;11(6):427–32. </ref> <ref>Oldenburg M, Jensen H-J, Latza U, Baur X. Seafaring stressors aboard merchant and passenger ships. Int J Public Health. 2009;54(2):96–105. </ref>. Fatigue is considered a significant health and safety problem <ref>Allen P, Wadsworth E, Smith A. Seafarers’ fatigue: a review of the recent literature. Int Marit Health. 2008;59(1–4):81–92. </ref>. Jet lag after long flights for joining is described as part of this.(12) <ref>Wadsworth EJK, Allen PH, McNamara RL, Smith AP. Fatigue and health in a seafaring population. Occup Med. 2008 May 1;58(3):198–204. </ref>.In the latest research Helen Sampson, director of Cardiff University's Seafarers International Research Centre, said that seafarers working on cargo ships "experience very little happiness on board". She said there was evidence recent-onset psychological disorders were increasing among serving seafarers but 55% of employers said they had not introduced any policies or practices to address mental health for a decade. The report, Seafarers' mental health and wellbeing, found that internet access would make the most significant contribution to improving the mental health and wellbeing together with other key recommendations were underscored in the report and the BBC News <ref>Seafarers mental health and wellbeing SIRC research Nov 2019 https://www.iosh.com/media/6305/seafarers-mental-health-wellbeing-summary-report.pdf</ref>, <ref>BBC news on maritime mental health advice based on the research Nov 2019 https://www.bbc.com/news/uk-wales-50315080 </ref> '''Part I:''' [[Maritime Health Research and Education-NET/The International Type 2 Diabetes Mellitus and Hypertension Research Group/Revision of the ILO Guidelines for medical examinations of seafarers Part II|'''Part II''']] (link) == Guidance to persons authorized by competent authorities to conduct medical examinations and to issue medical certificates p 21ff->== Citations from the “Guidelines”: in Italics Health-promotion data supplemental to the ‘fit-for-duty’ data This revision covers the Seafarers and the Fishers Guidelines for medical examinations <ref>Guidelines on the medical health examinations for seafarers wcms_174794-kopi.pdf</ref><ref>Guidelines on the medical examinations of fishermen - Buscar con Google [cited 2022 Jan 7]</ref>. The revision is based on the evidence for the low validity of the urine-stick test for the early diagnosis of type 2 diabetes <ref>Jensen OC, Flores A, Corman V, Canals ML, Lucas D, Denisenko I, et al. Early diagnosis of T2DM using high sensitive tests in the mandatory medical examinations for fishers, seafarers and other transport workers. Prim Care Diabetes [Internet]2022 Jan 4 [cited 2022 Jan 7]; Available from: https://www.sciencedirect.com/science/article/pii/S1751991821002345</ref><ref>Jensen OC et al. Rethinking the use of urine dipstick for the early diagnosis of Type 2 Diabetes.Submitted Letter to Editor to "Diabetes Research and Clinical Practice"</ref>. The guidelines for seafarers’ medical examinations include health promotion beyond the fit-for-duty protocol, page: p.18 (iv), which is the core issue here: “The medical examination can be used to provide an opportunity to identify early disease or risk factors for subsequent illness. The seafarer can be advised on preventive measures or referred for further investigation or treatment in order to maximize their opportunities for continuing their career at sea” Our focus is on the early diagnosis and early implementation of T2DM health prevention to preserve good health in general and good eyesight, specifically, for the seafarers who are dependent on good vision to remain in their jobs for many years. The proposed health-promotion program focusing on T2DM and hypertension has an impact on all types of metabolic syndrome diseases and can help keep workers active for more years. The aim is to provide a foundation for the evidence base to foster safe and healthy preventive strategies and policies within the UN Global Sustainable Goals, especially Goal 3: Good health and well-being for all workers and Goal 8: Decent Work and Economic Growth<ref>THE 17 GOALS | Sustainable Development [Internet]. [cited 2022 Jan 18]. Available from: https://sdgs.un.org/goals</ref>. Effective health promotion, however, is dependent on research, which, in turn, depends on access to valid data. The centralization of data is needed for the research for health promotion regarding T2DM, hypertension and related metabolic syndrome diseases. In conclusion, Appendix F should be completed as before but supplemented by the Appendix F-1 Scientific Data Form for research purposes. == XII. Conducting medical examinations, pg18 == Unfortunately, the model for how to report laboratory data, especially in regard to urine-stick tests in Appendix F in the “Guidelines” has been misunderstood by maritime authorities as well as maritime doctors for many years. In the fit-for-duty guidelines, the national authorities have chosen to follow the example on page 51 (Appendix F) in the ‘Guidelines’ by asking for the results (glucose, protein, blood) based on urine dipstick analysis without mentioning the need for a supplemental HbA1C or similar high-validity test for the unbiased early diagnosis of T2D(1). Although urine dipsticks can be used to determine pathological changes in urine, they cannot serve as a valid diagnostic tool for T2D. Indeed, a review of studies on using urine dipsticks to test for T2D concluded that they should not be used due to their low sensitivity to detect T2D accurately, with the consequence of a high number of false negative tests. In one such study, the sensitivity of the urine dipstick to detect T2D correctly was 20.8% (95% CI: 8.1–52.8%), and a similar study from Sweden revealed a sensitivity of 18.1% versus the far higher sensitivities of fasting glucose and HbA1C.<ref>Wei OY, Teece S. Urine dipsticks in screening for diabetes mellitus. Emerg Med J EMJ. 2006 Feb;23(2):138</ref><ref>Friderichsen B, Maunsbach M. Glycosuric tests should not be employed in population screenings for NIDDM. J Public Health Med. 1997 Mar;19(1):55–60</ref>. Neglecting to use valid tests for the early diagnosis of T2D internationally in the fit-for-duty tests over decennia may have increased the prevalence of major microvascular complications and quality-adjusted life-years (QALYs) as well as financial losses for workers, employers and states. '''Text to be corrected pg.20 (x)''' “''The validity of any test used for the identification of a relevant medical condition will depend on the frequency with which the condition occurs. Use is a matter for national or local judgement, based on disease incidence and test validity''. The meaning of this text is unclear, and should be replaced by the following: “Sensitivity and specificity describe the accuracy of a test that reports the presence or absence of a condition. In a diagnostic test, sensitivity is a measure of how well a test can identify true positives” == Attention to the seafarers´ specific working conditions == The medical specialist in maritime medicine should pay particular attention to the fact that seafarers are vulnerable patients compared to most shore workers and may need to be referred to specialists in suspected cases of (pre-)hypertension and or (pre-)T2DM to be noted in the scientific data sheet (APPENDIX F-1) While the ‘Guidelines’ should be openly promoted, the data collection for research should be included as part of the medical health examinations, and the medical health examinations report should be divided into two parts: == Diabetes and hypertension prevention programs == Simple lifestyle measures have been shown to be effective in preventing or delaying the onset of type 2 diabetes, hypertension and its complications: # Achieve and maintain healthy body weight # Physically active – doing at least 30 minutes of regular, moderate-intensity activity on most days. More activity is required for weight control # Eat a healthy diet, avoiding sugar and saturated fats # Avoid tobacco use – smoking increases the risk of diabetes and cardiovascular disease == Intervention in collaboration with the shareholders == The success of the personal struggles depends however, on supportive environments, established by the shareholders with the needed conditions for good health practices for persons with diabetes, hypertension and all others with risk for chronic metabolic diseases. The shareholders are prompted to establish the specific conditions at work that are needed for seafarers to maintain good health practices, especially for employees with type 2 diabetes and hypertension in different types of jobs. The shareholders are challenged to maintain a stable and supportive health environment for fishers and seafarers who work up to 12 hours per day over several months away from shore. A supportive environment includes opportunities during workdays for time and allowance for relevant work breaks, restroom visits, access to nutritious meals in good social company, time off and possibilities for adequate physical activity. The necessary conditions are different in various job groups, and an analysis of these conditions and suggestions for how they can be made optimal is needed. Implementations for adequate structural changes in workplaces, sufficient time for meal breaks and restroom visits, cooks who prepare healthful lunches, a fitness room and other relevant installations should be considered imperative. Among the important shareholders are also the authorities to give permission to run specific research projects with access to the needed data as example about the risk on Diabetes type-2 if the good advises are not followed. == How to make accurate Blood pressure measurements in the clinic? == For the accurate diagnosis and management of Blood pressure, proper methods are recommended for the accurate measurement and documentation of BP <ref>Unger T, Borghi C, Charchar F, Khan NA, Poulter NR, Prabhakaran D, et al. 2020 International Society of Hypertension Global Hypertension Practice Guidelines. Hypertension. 2020 Jun 1;75(6):1334–57</ref>. ''A recognized automatic blood pressure measurement apparatus should be used. Three measurements should be carried out by the examining physician. Measurements should be carried out on the subject in a seated position.'' '''HTN''' is the most attributable modifiable cardiovascular disease (CVD) events risk factor. In recent years the incidence and prevalence of HTN have increased while rates of HTN control have declined.<ref>{{Cite web|url=https://www.acc.org/latest-in-cardiology/articles/2021/06/21/13/05/http%3a%2f%2fwww.acc.org%2flatest-in-cardiology%2farticles%2f2021%2f06%2f21%2f13%2f05%2fnew-guidance-on-bp-management-in-low-risk-adults-with-stage-1-htn|title=New Guidance on Blood Pressure Management in Low-Risk Adults with Stage 1 Hypertension|website=American College of Cardiology|access-date=2022-01-19}}</ref> Measuring blood pressure is one of the most common procedures performed at a medical office. Yet, studies have shown that nurses, medical assistants and even doctors make numerous mistakes when taking readings. Accurate measurement of blood pressure is essential to classify individuals, to ascertain blood pressure–related risk, and to guide management. The auscultatory technique with a trained observer and mercury sphygmomanometer continues to be the method of choice for measurement in the office, using the first and fifth phases of the Korotkoff sounds. The use of mercury is declining, and alternatives are needed. Aneroid devices are suitable, but they require frequent calibration. Hybrid devices that use electronic transducers instead of mercury have promise.<ref>{{Cite journal|last=Pickering|first=Thomas G.|last2=Hall|first2=John E.|last3=Appel|first3=Lawrence J.|last4=Falkner|first4=Bonita E.|last5=Graves|first5=John|last6=Hill|first6=Martha N.|last7=Jones|first7=Daniel W.|last8=Kurtz|first8=Theodore|last9=Sheps|first9=Sheldon G.|date=2005-02-08|title=Recommendations for Blood Pressure Measurement in Humans and Experimental Animals|url=https://www.ahajournals.org/doi/full/10.1161/01.cir.0000154900.76284.f6|journal=Circulation|volume=111|issue=5|pages=697–716|doi=10.1161/01.CIR.0000154900.76284.F6}}</ref> '''Guidelines on diagnosing HTN recommend certain aspects that we must take into account and certain things that we must avoid:''' * In the 30 minutes before your blood pressure is taken, no smoking, no caffeine and no exercise. In the 5 minutes before your blood pressure is taken sit still. * During blood pressure is taken make sure the cuff is the right size and in the right place, keep your cuffed arm on a flat surface, like a table and at heart level, sit upright, feet flat on floor and don`t talk.<ref>{{Cite web|url=https://www.heart.org/en/news/2020/05/22/how-to-accurately-measure-blood-pressure-at-home|title=How to accurately measure blood pressure at home|website=www.heart.org|language=en|access-date=2022-01-19}}</ref> '''Avoid this things:<ref>{{Cite journal|last=Handler|first=Joel|date=2009|title=The Importance of Accurate Blood Pressure Measurement|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911816/|journal=The Permanente Journal|volume=13|issue=3|pages=51–54|issn=1552-5767|pmc=2911816|pmid=20740091}}</ref>''' * Putting the cuff over clothing, rather than a bare arm, can add 10-40 mm Hg to a measurement. * Having a full bladder can tack on 10-15 mm Hg. * Talking or having a conversation: an additional 10-15 mm Hg. * Failing to support the arm at heart level can add 10 mm Hg. * An unsupported back can increase a measurement by 5-10 mm Hg. That same range applies to feet left dangling from an exam table or high chair. * Crossing legs means an extra 2-8 mm Hg == Self-hypertensive control on board and at home == Self-monitoring of patients hypertension is necessary. Instructions and the relevant equipment in the Ships medical Chest on board is required). In addition, courses are needed as well as revisions to the International Medical Guide for Ships (and ships’ medical Chest)<ref>Shimbo D, Artinian NT, Basile JN, Krakoff LR, Margolis KL, Rakotz MK, et al. Self-Measured Blood Pressure Monitoring at Home: A Joint Policy Statement From the American Heart Association and American Medical Association. Circulation. 2020 Jul 28;142(4):e42–63. https://www.cdc.gov/bloodpressure/manage.htm</ref> During sailing it shall be possible to measure blood pressure in individuals having treatment for high blood pressure. At least two automatic apparatus should be available on all ships in case one of the devices breaks Ships Medical Chest<ref name=":0">{{Cite journal|last=World Health Organization|date=2007|title=International medical guide for ships : including the ship's medicine chest|url=https://apps.who.int/iris/handle/10665/43814|language=en}}</ref><ref name=":1">{{Cite web|url=https://dma.dk/seafarers-and-manning/person-in-charge-of-medical-care/download-inventory-lists|title=Download inventory lists|website=dma.dk|language=en|access-date=2022-01-23}}</ref> == Measure Your Blood Pressure on a Regular Basis == Measuring your blood pressure is an important step toward keeping a healthy blood pressure. Because high blood pressure and elevated blood pressure often have no symptoms, checking your blood pressure is the only way to know for sure whether it is too high. You can measure your blood pressure at home and at sea with a home blood pressure monitor Learn steps you can take to lower your risk for health problems from high blood pressure such as heart disease and stroke. Request equipments should be in the Ships Medical Chest<ref name=":0" /><ref name=":1" /> == When should hypertensive seafarers be referred to hypertension clinics? == Compared to shore workers, seafarers are socially vulnerable hypertension patients with a need for special attention and may need to be referred to a hypertension clinic<ref>Kennedy C, Farnan R, Stinson J, Hall M, Hemeryck L, O’Connor P, et al. Referrals to, and characteristics of patients attending a specialist hypertension clinic. J Hum Hypertens. 2021 Mar 8</ref><ref>Meador M, Lewis JH, Bay RC, Wall HK, Jackson C. Who Are the Undiagnosed? Disparities in Hypertension Diagnoses in Vulnerable Populations. Fam Community Health. 2020 Jan;43(1):35–45</ref>. A referral can also be relevant for providing instructions for self-hypertensive control on board and at home. The findings from randomised controlled trial, followed up for 6- and 12-months in primary care settings in Hong Kong. Patients newly diagnosed with grade 1 hypertension (aged 40-70 years) were consecutively recruited. Automatic referral of newly diagnosed grade 1 hypertensive patients for further one-to-one dietitian counseling on top of primary care physician's usual care. The findings did not support automatic referral of newly diagnosed grade 1 hypertensive patients. Patients with those risk factors identified should receive more clinical attention to reduce their CV risk <ref>Wong, Martin C. S., Harry H. X. Wang, Mandy W. M. Kwan, Shannon T. S. Li, Miaoyin Liang, Franklin D. H. Fung, Ming Sze Yeung, m.fl. “The Effectiveness of Dietary Approaches to Stop Hypertension (DASH) Counselling on Estimated 10-Year Cardiovascular Risk among Patients with Newly Diagnosed Grade 1 Hypertension: A Randomised Clinical Trial”. International Journal of Cardiology 224 (1. December 2016): 79–87. https://doi.org/10.1016/j.ijcard.2016.08.334.</ref>(possibly add more studies) == How to make accurate diagnosis of T2DM in the clinic (and the diagnostic costs) == Urinary glucose has been widely used as a screening tool for diabetes being non-invasive and easy to perform. The renal threshold for glucose (approximately 10 mmol/l) corresponds well to a relevant screening level for postprandial hyperglycemia<ref>Goldstein DE, Little RR, Lorenz RA, Malone JI, Nathan D, Peterson CM, Sacks DB. (Meador et al., 2020) Diabetes Care. 2004 Jul;27(7):1761-73. doi: 10.2337/diacare.27.7.1761.</ref>. However, the method is unable to pick up elevated fasting- and preprandial hyperglycemia below this threshold, and while it reflects an average level of blood glucose since last voiding, it cannot reflect chronic hyperglycemia. Furthermore, under- or overestimation is seen in conditions with high- (long diabetes duration or kidney failure) or low- (pregnancy, children, MODY diabetes) renal glucose thresholds<ref>Alto WA. No need for glycosuria/proteinuria screen in pregnant women. J Fam Pract 2005;54:978</ref><ref>Menzel R, Kaisaki PJ, Rjasanowski I, Heinke P, Kerner W, Menzel S. A low renal threshold for glucose in diabetic patients with a mutation in the hepatocyte nuclear factor-1alpha (HNF-1alpha) gene. Diabet Med. 1998 Oct;15(10):816-20</ref>. Finally, fluid intake may influence urine concentration and thus glycosuria test results. Since 2011, Glycolated Hemoglobin (HbA1c) has been used to diagnose diabetes in most countries and replaced blood glucose performed in the fasting state or 2 hours after and oral glucose tolerance test<ref>The International Expert Committee. International Expert Committee Report on the Role of the A1C Assay in the Diagnosis of Diabetes. Diabetes Care 2009 Jul; 32(7):1327-1334</ref>. A confirmed HbA1c concentration ≥ 48 mmol/mol defines diabetes. The use of HbA1c was made possible after establishment of a reference measurement procedure for international standardization of routine HbA1c assays<ref>Consensus Committee. Consensus statement on the worldwide standardization of the hemoglobin A1C measurement: American Diabetes Association, European Association for the Study of Diabetes, International Federation of Clinical Chemistry and Laboratory Medicine, and the International Diabetes Federation. Diabetes Care. 2007;30: 2399-2400</ref>. There were several reasons for this recommendation. HbA1c was already used in clinical practice for decision making on antidiabetic treatment. Compared to glucose measures, HbA1c is stronger associated with most long-term micro- and macrovascular diabetes complications<ref>The International Expert Committee. International Expert Committee Report on the Role of the A1C Assay in the Diagnosis of Diabetes. Diabetes Care 2009 Jul; 32(7): 1327-1334</ref>. Measurement variability is negligible (~1%) compared to blood glucose (12-15%)<ref>Ollerton RL, Playle R, Ahmed K, Dunstan FD, Luzio SD, Owens DR. Day-to-day variability of fasting plasma glucose in newly diagnosed type 2 diabetic subjects. Diabetes Care 1999; 22: 394– 398</ref>. HbA1c does not require fasting and is obviously less time consuming than the cumbersome oral glucose tolerance test. In some cases, a blood glucose measure may be a relevant alternative to the HbA1c, primarily in conditions where HbA1c does not fully reflect glucose levels, such as severe anemia, kidney failure, or in persons with hemoglobinopathies<ref>Borg R, Persson F, Siersma V, Lind B, de Fine Olivarius N, Andersen CL. Interpretation of HbA1c in primary care and potential influence of anaemia and chronic kidney disease: an analysis from the Copenhagen Primary Care Laboratory (CopLab) Database. Diabet Med. 2018 Jul 9. DOI:10.1111/dme.13776.</ref>. Importantly, for low income countries, HbA1c is a rather expensive measure, and not possible to apply to the general diabetes population <ref>WHO 2011. Use of Glycated Haemoglobin (HbA1c) in the Diagnosis of Diabetes Mellitus. https://www.who.int/diabetes/publications/report-hba1c_2011.pdf</ref>. == When should a T2DM seafarer be referred to a specialist department == Transport workers like seafarers and truck, bus, train, and taxi drivers as well as fishers are known to have significant inequities regarding their health at work, including a high risk of developing type 2 diabetes. Compared to shore workers, seafarers are socially vulnerable type 2 diabetes patients with a need for special attention, as described by Rogvi et al<ref>Rogvi SÁ, Guassora AD, Wind G, Tvistholm N, Jansen SM-B, Hansen IB, et al. Adjusting health care: practicing care for socially vulnerable type 2 diabetes patients. BMC Health Serv Res. 2021 Sep 10;21(1):949</ref>.''If a diabetes patient has any kind of diabetic complication he or she should be referred to a specialized diabetes clinic if possible (FG)'' == Self-management of diabetes and hypertension on board and at home == Self-monitoring of blood glucose for non-insulin-treated adults with Type 2 diabetes is necessary. Instructions and relevant equipment in the medical chest on board are needed and have been added to the actual revision of the International Medical Guide for Ships and the Medical Inventory lists. ''A few crew embers on board shall know how to measure blood glucose and to treat severe hypoglycemia  using glucagon, which must be present on all ship chests.FG'' Request that equipment for self-control of diabetes type 2 should be in the Ships Medical Chest<ref name=":0" /><ref name=":1" />.[https://www.gard.no/web/updates/content/28676231/people-focus-diabetes-and-the-seafarer The Norwegian Gard] association is one of the advisors for healthy diet and exercises while on board. # The PEME allows for early recognition of seafarers at risk followed by careful monitoring and treatment. Treatment is aimed at correcting lifestyle issues: # Changes in diet to reduce the intake of high sugar foods and beverages and other carbohydrates and increase servings of fruit and vegetables. # Guidelines for Healthy Food Onboard Merchant Ships provides tips for healthy food plans. # Exercising at least three times a week for 30 minutes each time, aiming to achieve an exercise heart rate of 75% of maximum. This can be easily calculated as follows: (220 – age) x 0.75 = recommended heart rate during exercise to derive cardiovascular benefit. For an average 45-year-old, this would mean an exercise heart rate of 131 beats per minute. # Monitoring the blood sugar levels with tests such as urine glucose tests, blood sugar tests and a diabetes control measuring test, an HBA1C, which provides a measure of diabetes control over the last six weeks. # The seafarer must also keep a logbook of their diabetes control to enable them to understand their health condition, and to take responsibility for its management. # Using prescribed medication regularly and notifying their doctor of any change in their diabetes control, so that appropriate adjustments to their treatment regime can be made. == The International Diabetes Federation recommended dietary guidelines for the general population (hypertension) == # Choosing water, coffee or tea instead of fruit juice, soda, or other sugar sweetened beverages # Eating at least three servings of vegetable every day, including leafy green vegetables # Eating up to three servings of fresh fruit every day # Choosing nuts, a piece of fresh fruit, or unsweetened yoghurt for a snack # Limiting alcohol intake to a maximum of two standard drinks per day # Choosing lean cuts of white meat, poultry or seafood instead of red or processed meat # Choosing peanut butter instead of chocolate spread or jam # Choosing wholegrain bread, rice, or pasta instead of white bread, rice, or pasta # Choosing unsaturated fats (olive oil, canola oil, corn oil, or sunflower oil) instead of saturated fats (butter, ghee, animal fat, coconut oil or palm oil). ---- == APPENDIX '''F''' == The maritime doctors complete the ‘fit-for-duty’ examinations according to the guidelines and send their reports with the information in the APPENDIX F to the maritime authorities. == APPENDIX '''F-1 Clinical Scientific Data Form''' == The national maritime authorities are urged to include APPENDIX F-1 supplemental to APPENDIX F and make arrangements to transfer the digital data collected in Excel format to the competent national research institute for further analysis, reporting and publication. The reported data in APPENDIX F-1 should be without personal name, ID number or company identification, considered as “non-personal” under the General Data Protection Regulation (GDPR) without need to be acknowledged by the European Ethical Committees Analysis of the epidemiological Prevalence data will allow for the identification of trends and comparisons between the countries etc. To estimate the real prevalence and prevalence rates we include all, regardless of their risk, such as obesity and their age. In Appendix F-1 is underscored that the authorities must give access to the needed data as example to learn from intervention studies in risk on Diabetes type-2<ref>Tanenbaum ML, Leventhal H, Breland JY, Yu J, Walker EA, Gonzalez JS. Successful self-management among non-insulin-treated adults with Type 2 diabetes: a self-regulation perspective. Diabet Med J Br Diabet Assoc. 2015 Nov;32(11):1504–12</ref>. '''Excel data registration scheme''' {| class="wikitable" |Inform Cons (1) |Age |Gend |Natio (2) |Fisher |Seaf |Waist cm |Diastolic Blood Pressure |Systolic Blood Pressure |A1C (3) |FSG |Hight cm |Weight Kg |Do you have Diabetes? y/n (4) |Do you have Hypertension? (4) y/n |Take any Medi-cine?(4) |ref to DM spec |ref to Hyp spec |- |y |33 |m |1 |x | |95 |80 |130 |5,5 | |175 |77 |n |n |n |n | |} # Ask the seafarer/fisherman if we can use anonymised data for research # Own country= 1, Other = 2 # Variable with decimals in Excel in "Standard" use commas"," not in "." # Copy the answer from interview scheme # Metformin = 1 other medicine = 2 {| class="wikitable" |'''DIABETES TYPE 2''' | |HbA1c Limits |Fasting Glucose limits |- | |Actual Measurement: -> | | |- | |Mark the Diagnosis | | |- |Normal | |≤ 5,6% |≤ 100 mg/dl |- |Prediabetes | |5.7-6.4% |100 -125 mg/dl |- |Diabetes | |≥ 6,5% |≥126 mg/dl |- |Diabetes (=taking anti-DM) | | | |- |'''HYPERTENSION (HTN)''' | |Diastolic |Systolic |- | |Actual Measurement: -> | | |- | |Mark the Diagnosis | | |- |Normal | |80 |130 |- |Prehypertension | |80-89 |130-139 |- |Hypertension Stage 1 | |90-99 |140-159 |- |Hypertension Stage 2 | |100+ |160+ |- |HTN=anti-hypertensive med. | | | |} Inform seafarer whether (s)he is N'''on-diabetic, Pre-diabetec or Diabetic''' give advice and refer to specialist, if needed Inform seafarer whether: non-hypertensive/pre-hypertensive/ hypertensive (see definitions), give advice and refer to hypertensive specialist if needed. Use standardized reporting for research purposes, send data to designated international researcher contact (MAHRE-Net) [[Category:Guidelines]] eba9tijw4snykphble4sjo1etrxwguu 0 285380 2685493 2684805 2024-11-14T14:07:02Z Young1lim 21186 /* Applications */ 2685493 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241114.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> ql46ktkxj8xdoxnvzzozmnp67i1ifnw 0 285384 2686017 2685360 2024-11-14T23:04:08Z Young1lim 21186 /* Overview */ 2686017 wikitext text/x-wiki === Workings of the GNU Compiler for IA-32 === ==== Overview ==== * Overview ([[Media:Overview.20200211.pdf |pdf]]) ==== Data Processing ==== * Access ([[Media:Access.20200409.pdf |pdf]]) * Operators ([[Media:Operator.20200427.pdf |pdf]]) ==== Control ==== * Conditions ([[Media:Condition.20230630.pdf |pdf]]) * Control ([[Media:Control.20220616.pdf |pdf]]) ==== Function calls ==== * Procedure ([[Media:Procedure.20220412.pdf |pdf]]) * Recursion ([[Media:Recursion.20210824-2.pdf |pdf]]) ==== Pointer and Aggregate Types ==== * Arrays ([[Media:Array.20211018.pdf |pdf]]) * Structures ([[Media:Structure.20220101.pdf |pdf]]) * Alignment ([[Media:Alignment.20201117.pdf |pdf]]) * Pointers ([[Media:Pointer.20201106.pdf |pdf]]) ==== Integer Arithmetic ==== * Overview ([[Media:gcc.1.Overview.20240813.pdf |pdf]]) * Carry Flag ([[Media:gcc.2.Carry.20241113.pdf |pdf]]) * Overflow Flag ([[Media:gcc.3.Overflow.20240724.pdf |pdf]]) * Examples ([[Media:gcc.4.Examples.20240724.pdf |pdf]]) * Borrow ([[Media:Borrow.20230701.pdf |pdf]]) ==== Floating point Arithmetic ==== </br> === Workings of the GNU Linker for IA-32 === ==== Overview ==== * Static Linking Overview ([[Media:Link.3A.StaticLinking.20241115.pdf |pdf]]) * Shared Library Overview ([[Media:Link.3B.SharedLibrary.20241113.pdf |pdf]]) * Dynamic Linking Overview ([[Media:Link.3C.DynamicLinking.20241113.pdf |pdf]]) ==== Library Search Path ==== * Library Search using -L and -l only ([[Media:Link.4A.LibSearch-withLl.20240807.pdf |A.pdf]], [[Media:Link.4B.LibSearch-withLl.20240705.pdf |B.pdf]]) * Library Search Using RPATH ([[Media:Link.5A.LibSearch-RPATH.20241101.pdf |A.pdf]], [[Media:Link.5B.LibSearch-RPATH.20240705.pdf |B.pdf]]) ==== Linking Process ==== * Object Files ([[Media:Link.3.A.Object.20190121.pdf |A.pdf]], [[Media:Link.3.B.Object.20190405.pdf |B.pdf]]) * Symbols ([[Media:Link.4.A.Symbol.20190312.pdf |A.pdf]], [[Media:Link.4.B.Symbol.20190312.pdf |B.pdf]]) * Relocation ([[Media:Link.5.A.Relocation.20190320.pdf |A.pdf]], [[Media:Link.5.B.Relocation.20190322.pdf |B.pdf]]) * Loading ([[Media:Link.6.A.Loading.20190501.pdf |A.pdf]], [[Media:Link.6.B.Loading.20190126.pdf |B.pdf]]) * Static Linking ([[Media:Link.7.A.StaticLink.20190122.pdf |A.pdf]], [[Media:Link.7.B.StaticLink.20190128.pdf |B.pdf]]) * Dynamic Linking ([[Media:Link.8.A.DynamicLink.20190207.pdf |A.pdf]], [[Media:Link.8.B.DynamicLink.20190209.pdf |B.pdf]]) * Position Independent Code ([[Media:Link.9.A.PIC.20190304.pdf |A.pdf]], [[Media:Link.9.B.PIC.20190309.pdf |B.pdf]]) ==== Example I ==== * Vector addition ([[Media:Eg1.1A.Vector.20190121.pdf |A.pdf]], [[Media:Eg1.1B.Vector.20190121.pdf |B.pdf]]) * Swapping array elements ([[Media:Eg1.2A.Swap.20190302.pdf |A.pdf]], [[Media:Eg1.2B.Swap.20190121.pdf |B.pdf]]) * Nested functions ([[Media:Eg1.3A.Nest.20190121.pdf |A.pdf]], [[Media:Eg1.3B.Nest.20190121.pdf |B.pdf]]) ==== Examples II ==== * analysis of static linking ([[Media:Ex1.A.StaticLinkEx.20190121.pdf |A.pdf]], [[Media:Ex2.B.StaticLinkEx.20190121.pdf |B.pdf]]) * analysis of dynamic linking ([[Media:Ex2.A.DynamicLinkEx.20190121.pdf |A.pdf]]) * analysis of PIC ([[Media:Ex3.A.PICEx.20190121.pdf |A.pdf]]) </br> go to [ [[C programming in plain view]] ] [[Category:C programming language]] d07ytlnoecsakli2dypfcuvwwnhsiak 0 297424 2686055 2540428 2024-11-15T10:44:40Z Bocardodarapti 289675 2686055 wikitext text/x-wiki {{ Mathematical text/Definition{{{opt|}}} |Text= Let {{mat|term= K |pm=}} be a {{ Definitionlink |Premath= |field| |Context=| |pm=. }} We denote by {{mathl|term= B_{ij} |}} the {{ Definitionlink |Premath=n \times n |matrix| |pm= }} with entry {{mat|term= 1 |pm=}} at the position {{mathl|term=(i,j)|pm=,}} and entry {{mat|term=0|}} everywhere else. Then the following matrices are called {{Word of definition|elementary matrices|pm=.}} {{ Enumeration3 |{{ Relationchain | V_{ij} | {{defeq|}} | {{Identity matrix/ab|n}} - B_{ii} -B_{jj} + B_{ij} +B_{ji} || || || || |pm=. }} |{{mat|term=S_k (s) {{defeq|}} {{Identity matrix/ab|n}} + (s-1) B_{kk} \text{ for } s \neq 0 |pm=.}} |{{mat|term=A_{ij}(a) {{defeq|}} {{Identity matrix/ab|n}} + a B_{ij} \text{ for } i \neq j \text{ and } a \in K|pm=.}} }} |Textform=Definition |Word of definition=Elementary matrix |}} 2h64peoom8o75j4kdhrc8xb3mg1j65m 0 302417 2685469 2685459 2024-11-14T12:14:12Z Conan 183430 /* Hugging Face NLP */ 2685469 wikitext text/x-wiki Large language models (LLM's) are software programs that are also known as a form of "artificial intelligence" (AI); LLM's are specifically an aspect of generative AI. This wiki area is for learning, teaching, and research related to LLM's. {{RightTOC}} [[Image:Multiple attention heads.png|right|280px|thumb|An illustration of multiple attention heads, each having its own criteria of relevance of other tokens for one of the tokens within the scope of a context window. (For the purpose of illustration, the context window consists of only one sentence.]] ==Discourse and ideas== Here is discourse and ideas related to large language models. Perhaps once significantly developed/refined, some of these can have their own sub-page or become a unique learning resource. ===Learning wikis as training data=== Unless laws change, Creative Commons content appears to be valid training data for LLM's. As LLM's progress and advance, more and more data can be utilized to training increasingly complex models. Learning wikis devoted to learning, teaching, and resource, that allow for original research and original content creation (related to learning, teaching, and research), can potentially be extremely valuable (in terms of educational value) for large language models. Perhaps in the future (if this does not already exist), large language models will be able to continuously be trained on, retain, and learn from new data and information. Perhaps in the future, an open source large language model could only be trained on Creative Commons data, and therefore, all generated content would also be licensed under Creative Commons. ==Discussion questions== Here are some learning and teaching oriented discussion questions related to large language models. Humans can use language and mental effort to explore these ideas collaboratively, or some of these could be used as prompts to see how an LLM might respond. * Would a large language model that is only trained on Creative Commons licensed data only be capable of generating responses to prompts that can also be rightly and correctly licensed under a Creative Commons license? * How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? * What are some ethical considerations related to large language models that should be considered? * What are some pros and cons to open source large language models? Will open source LLM's likely become more advanced the propriety LLM's eventually? What do you think? * How can large language models help to advance and accelerate technological automation in ways that will benefit all of humanity? * In what ways can large language models help programmers to code? * Can music be thought of a language within the realm of large language models? * What is differentiable computing and how does differentiable computing relate to large language models? * How can teachers utilize large language models to help accelerate student learning and to help students learn more efficiently? == Educational prompt ideas== These are original prompt ideas regarding ways to learn about large language models, and also to explore using LLM's for learning, teaching, and research. Input these into your preferred LLM (without quotes) to see what results are generated. LLM's might produce interesting or useful answers in response to these prompts. Some of these prompts may be interesting or useful for discussions among and between humans. * "Describe to me how large language models can be utilized for learning, teaching, and research. Do this in an about 200 word two paragraph mini essay. Explain it to me like I am a freshman in community college." * "Give me a list of 12 ways that large language models can be utilized for learning, teaching, and research." * "How can LLM's be utilized to accelerate the pace of research and scientific discovery?" * "What are some ethical considerations related to large language models that should be considered?" * "What are some pros and cons to open source large language models? Will open source LLM's likely become more advanced the propriety LLM's eventually? What do you think?" * "What are some project ideas to integrate large language models in with humanoid robots, and/or other sorts of robots? Please give me 15 project ideas that can be relatively simple or extremely complex." * "Please search the Internet if possible. In what ways have university professors and academic researchers been using large language models in the last year? Please respond in list form." * "In what ways can large language models help programmers to code? Please provide me 8 examples and respond in list form." * "Can music be thought of a language within the realm of large language models?" * "What is differentiable computing and how does differentiable computing relate to large language models?" * "How can one fine tune an open source large language model?" * "What are some popular state of the art open source large language models. Please search the internet as helpful and respond to me in list form." * "Please give me a list of important terminology that I should be aware of when working with and training open source large language models. Please be comprehensive. Please respond in list form. And please search the internet as helpful." * "What sort of hardware should I utilize to run the most competent open source large language models that I want to utilize for learning, teaching, and research? Please search the internet as helpful." * "How can teachers utilize large language models to help accelerate student learning and to help students learn more efficiently? Please respond in list form." * "How can researchers utilize large language models to create theories, hypothesis, and to formulate potential research studies? Please respond in short paragraphs, but in list form." ==Readings and learning media== ===External=== * [https://stpp.fordschool.umich.edu/tags/large-language-models Large Language Models] - Articles * [https://hai.stanford.edu/news/how-large-language-models-will-transform-science-society-and-ai How Large Language Models Will Transform Science, Society, and AI] * [https://insights.sei.cmu.edu/blog/harnessing-the-power-of-large-language-models-for-economic-and-social-good-foundations/ Harnessing the Power of Large Language Models For Economic and Social Good: Foundations] * [https://courses.grainger.illinois.edu/CS447/sp2023/Slides/Lecture27.pdf Lecture 27: Intro to Large Language Models] ==== Introduction to Hugging Face NLP ==== Introductory course about natural language processing (NLP) using libraries from the Hugging Face ecosystem &ndash; Transformers, Datasets, Tokenizers, and Accelerate. : [https://huggingface.co/learn/nlp-course/chapter0/1 '''NLP Course'''] :: [https://huggingface.co/learn/nlp-course/chapter1/1 transformer models] :: [https://huggingface.co/learn/nlp-course/chapter2/1 using transformers]: ::: [https://huggingface.co/learn/nlp-course/chapter2/2 pipeline], [https://huggingface.co/learn/nlp-course/chapter2/3 models], [https://huggingface.co/learn/nlp-course/chapter2/4 tokenizer], [https://huggingface.co/learn/nlp-course/chapter2/5 batching], decoding, padding, attention mask :: [https://huggingface.co/learn/nlp-course/chapter3/1 fine-tuning a pretrained model]: ::: preprocessing, map, [https://huggingface.co/docs/datasets/index dataset], dynamic padding, batch, collate function, train, predict, evaluate, [https://github.com/huggingface/accelerate accelerate] :: [https://huggingface.co/learn/nlp-course/chapter4/1 sharing models and tokenizers]: ::: hub, model card :: [https://huggingface.co/learn/nlp-course/chapter5/1 the datasets library]: ::: batch, DataFrame, validation, splitting, embedding, FAISS :: [https://huggingface.co/learn/nlp-course/chapter6/1 the tokenizers library]: ::: [https://huggingface.co/learn/nlp-course/chapter6/2 training tokenizer], grouping, QnA, [https://huggingface.co/docs/tokenizers/api/normalizers normalizers], pre-tokenization, [https://huggingface.co/docs/tokenizers/api/models models],[https://huggingface.co/docs/tokenizers/api/trainers trainers]: [https://huggingface.co/learn/nlp-course/en/chapter6/5 Byte-Pair Encoding (BPE)], WordPiece, Unigram, [https://huggingface.co/docs/tokenizers/api/post-processors post processors], [https://huggingface.co/docs/tokenizers/components#decoders decoders] :: [https://huggingface.co/learn/nlp-course/chapter7/1 main nlp tasks]: ::: [https://huggingface.co/learn/nlp-course/chapter7/2 token classification], metrics, perplexity, [https://huggingface.co/learn/nlp-course/chapter7/4 translation], [https://huggingface.co/learn/nlp-course/chapter7/5 summarization], [https://huggingface.co/learn/nlp-course/chapter7/6 training CLM], [https://huggingface.co/learn/nlp-course/chapter7/7 QnA], :: [https://huggingface.co/learn/nlp-course/chapter8/1 how to ask for help] :: [https://huggingface.co/learn/nlp-course/chapter9/1 building and sharing demos] ==== Hugging Face docs ==== : https://huggingface.co/docs :: Core libraries ::: [https://huggingface.co/docs/transformers Transformers] &ndash; State-of-the-art ML for Pytorch, TensorFlow, and JAX. :::: [https://huggingface.co/docs/transformers/main_classes/pipelines#transformers.pipeline pipeline] &ndash; simple interface for inference with models. :::: [https://huggingface.co/docs/transformers/model_doc/auto#auto-classes Auto classes]: AutoConfig, AutoModel, and AutoTokenizer. The from_pretrained method. :::: [https://huggingface.co/docs/transformers//main_classes/trainer#transformers.Trainer Trainer] and [https://huggingface.co/docs/transformers/main_classes/trainer#transformers.TrainingArguments TrainingArguments] ::: [https://huggingface.co/docs/datasets Datasets] &ndash; Access and share datasets for computer vision, audio, and NLP tasks. :::: [https://huggingface.co/docs/datasets/tutorial Tutorials] :::: [https://huggingface.co/docs/datasets/how_to How-to guides] :::: [https://huggingface.co/docs/datasets/about_arrow Conceptual guides] :::: [https://huggingface.co/docs/datasets/package_reference/main_classes Reference] ::: [https://huggingface.co/docs/accelerate Accelerate] &ndash; Easily train and use PyTorch models with multi-GPU, TPU, mixed-precision. ::: [https://huggingface.co/docs/tokenizers Tokenizers] &ndash; Fast tokenizers, optimized for both research and production. :::: Components: Normalizers, Pre-tokenizers, Models, Post-Processors, Decoders ... :: [https://huggingface.co/docs/hub Hub] &ndash; Host Git-based models, datasets and Spaces on the Hugging Face Hub. :: [https://huggingface.co/docs/diffusers Diffusers] &ndash; State-of-the-art diffusion models for image and audio generation in PyTorch. :: [https://huggingface.co/docs/huggingface_hub Hub Python Library] &ndash; Client library for the HF Hub: manage repositories from your Python runtime. :: [https://huggingface.co/docs/huggingface.js Huggingface.js] &ndash; A collection of JS libraries to interact with Hugging Face, with TS types included. :: [https://huggingface.co/docs/transformers.js Transformers.js] &ndash; Community library to run pretrained models from Transformers in your browser. :: [https://huggingface.co/docs/api-inference Inference API (serverless)] &ndash; Experiment with over 200k models easily using the serverless tier of Inference Endpoints. :: [https://huggingface.co/docs/inference-endpoints Inference Endpoints (dedicated)] &ndash; Easily deploy models to production on dedicated, fully managed infrastructure. :: [https://huggingface.co/docs/peft PEFT] &ndash; Parameter efficient fine-tuning methods for large models ::: Soft prompting, LoRA, IA3 :: [https://huggingface.co/docs/optimum Optimum] &ndash; Fast training and inference of HF Transformers with easy to use hardware optimization tools. :: [https://huggingface.co/docs/optimum-neuron AWS Trainium &amp; Inferentia] &ndash; Train and Deploy Transformers &amp; Diffusers with AWS Trainium and AWS Inferentia via Optimum :: [https://huggingface.co/docs/evaluate Evaluate] &ndash; Evaluate and report model performance easier and more standardized. ::: types: metrics, comparisons, measurements :: [https://huggingface.co/tasks Tasks] ::: extraction, question answering, classification, generation ... :: [https://huggingface.co/docs/dataset-viewer Dataset viewer] &ndash; API to access the contents, metadata and basic statistics of all Hugging Face Hub datasets. ::: Splits and subsets, [https://github.com/huggingface/dataset-viewer dataset-viewer] :: [https://huggingface.co/docs/trl TRL] &ndash; Transformer Reinforcement Learning ::: reward modeling, fine-tuning, optimizations, :: [https://huggingface.co/docs/sagemaker Amazon SageMaker] &ndash; Train and Deploy Transformer models with Amazon SageMaker and Hugging Face Deep Learning Containers (DLC). :: [https://huggingface.co/docs/timm timm] &ndash; Pytorch Image Models. ::: State-of-the-art computer vision models, layers, optimizers, training/evaluation, and utilities. :: [https://huggingface.co/docs/safetensors Safetensors] &ndash; Simple, safe way to store and distribute neural networks weights. :: [https://huggingface.co/docs/text-generation-inference Text Generation Inference] &ndash; Toolkit to serve Large Language Models. :: [https://huggingface.co/docs/autotrain AutoTrain] &ndash; AutoTrain API and UI. ::: [https://huggingface.co/autotrain autotrain] :: [https://huggingface.co/docs/text-embeddings-inference Text Embeddings Inference] &ndash; Toolkit to serve Text Embedding Models. :: [https://huggingface.co/docs/competitions Competitions] &ndash; Create your own competitions on Hugging Face. :: [https://huggingface.co/docs/bitsandbytes Bitsandbytes] &ndash; Toolkit to optimize and quantize models. :: [https://huggingface.co/docs/optimum-tpu Google TPUs] &ndash; Deploy models on [https://cloud.google.com/tpu/docs Google TPUs] via Optimum. :: [https://huggingface.co/docs/chat-ui Chat UI] &ndash; Open source chat frontend, powers the [https://huggingface.co/chat HuggingChat] app. :: [https://huggingface.co/docs/leaderboards Leaderboards] &ndash; Create your own Leaderboards on Hugging Face. :: [https://huggingface.co/docs/hugs Hugging Face Generative AI Services (HUGS)] &ndash; optimized, zero-configuration inference microservices designed to simplify and accelerate the development of AI applications with open models. ===Videos=== * [https://www.youtube.com/watch?v=5sLYAQS9sWQ How Large Language Models Work] * [https://www.youtube.com/watch?v=JhCl-GeT4jw Large Language Models and The End of Programming - CS50 Tech Talk with Dr. Matt Welsh] * [https://www.youtube.com/watch?v=yBI1nPep72Q LMStudio Tutorial Run ANY Open-Source Model LOCALLY] * [https://www.youtube.com/watch?v=UU1WVnMk4E8 Create a Large Language Model from Scratch with Python – Tutorial] * [https://www.youtube.com/watch?v=eC6Hd1hFvos Fine-tuning Large Language Models (LLMs) | w/ Example Code] ===Wikipedia=== {{colbegin|5}} * [[w:Large language model|Large language model]] * [[w:Prompt engineering|Prompt engineering]] * [[w:GPT-4|GPT-4]] * [[w:Category:Large language models|Category:Large language models]] * [[w:LLaMA|LLaMA]] * [[w:Mistral AI|Mistral AI]] * [[w:Foundation model|Foundation model]] * [[w:Natural-language understanding|Natural-language understanding]] * [[w:Ethics of artificial intelligence|Ethics of artificial intelligence]] * [[w:Artificial general intelligence|Artificial general intelligence]] * [[w:Intelligence amplification|Intelligence amplification]] * [[w:Outline of artificial intelligence|Outline of artificial intelligence]] * [[w:Synthetic intelligence|Synthetic intelligence]] * [[w:Weak artificial intelligence|Weak artificial intelligence]] * [[w:History of artificial intelligence|History of artificial intelligence]] * [[w:Timeline of artificial intelligence|Timeline of artificial intelligence]] * [[w:Progress in artificial intelligence|Progress in artificial intelligence]] * [[w:History of natural language processing|History of natural language processing]] * [[w:Hardware for artificial intelligence|Hardware for artificial intelligence]] * [[w:AI safety|AI safety]] * [[w:Neural scaling law|Neural scaling law]] * [[w:Philosophy of artificial intelligence|Philosophy of artificial intelligence]] * [[w:Philosophy of mind|Philosophy of mind]] * [[w:Computational theory of mind|Computational theory of mind]] * [[w:Regulation of artificial intelligence|Regulation of artificial intelligence]] * [[w:LangChain|LangChain]] * [[w:Generative pre-trained transformer|Generative pre-trained transformer]] * [[w:GitHub Copilot|GitHub Copilot]] * [[w:ChatGPT|ChatGPT]] * [[w:Generative artificial intelligence|Generative artificial intelligence]] * [[w:Category:Generative artificial intelligence|Category:Generative artificial intelligence]] * [[w:Music and artificial intelligence|Music and artificial intelligence]] * [[w:Workplace impact of artificial intelligence|Workplace impact of artificial intelligence]] * [[w:Applications of artificial intelligence|Applications of artificial intelligence]] * [[w:Artificial intelligence in Wikimedia projects|Artificial intelligence in Wikimedia projects]] * [[w:Wikipedia:Artificial intelligence|Wikipedia:Artificial intelligence]] * [[w:Artificial intelligence in healthcare|Artificial intelligence in healthcare]] * [[w:Automated reasoning|Automated reasoning]] * [[w:Machine learning in physics|Machine learning in physics]] * [[w:Quantum neural network|Quantum neural network]] * [[w:ChatGPT in education|ChatGPT in education]] * [[w:Artificial intelligence content detection|Artificial intelligence content detection]] * [[w:Turing test|Turing test]] * [[w:List of datasets for machine-learning research|List of datasets for machine-learning research]] * [[w:Fine-tuning (deep learning)|Fine-tuning (deep learning)]] * [[w:Attention (machine learning)|Attention (machine learning)]] * [[w:Mixture of experts|Mixture of experts]] * [[w:Gemini (language model)|Gemini (language model)]] * [[w:Auto-GPT|Auto-GPT]] * [[w:VideoPoet|VideoPoet]] {{colend}} ==See also== * [[Artificial intelligence]] * [[Artificial Intelligence & Machine Learning]] * [[Artificial Intelligence and Robotics Laboratory]] * [[Computer science]] * [[Artificial Consciousness]] * [[Supersymmetric Artificial Neural Network]] * [[History of artificial intelligence]] [[Category: Computer science]] [[Category: Machine learning]] [[Category: Artificial intelligence]] 4dlqn2wmet3p7wkdi64hwgtwerkrdbv 2685479 2685469 2024-11-14T13:28:47Z Conan 183430 /* Hugging Face docs */ tgi 2685479 wikitext text/x-wiki Large language models (LLM's) are software programs that are also known as a form of "artificial intelligence" (AI); LLM's are specifically an aspect of generative AI. This wiki area is for learning, teaching, and research related to LLM's. {{RightTOC}} [[Image:Multiple attention heads.png|right|280px|thumb|An illustration of multiple attention heads, each having its own criteria of relevance of other tokens for one of the tokens within the scope of a context window. (For the purpose of illustration, the context window consists of only one sentence.]] ==Discourse and ideas== Here is discourse and ideas related to large language models. Perhaps once significantly developed/refined, some of these can have their own sub-page or become a unique learning resource. ===Learning wikis as training data=== Unless laws change, Creative Commons content appears to be valid training data for LLM's. As LLM's progress and advance, more and more data can be utilized to training increasingly complex models. Learning wikis devoted to learning, teaching, and resource, that allow for original research and original content creation (related to learning, teaching, and research), can potentially be extremely valuable (in terms of educational value) for large language models. Perhaps in the future (if this does not already exist), large language models will be able to continuously be trained on, retain, and learn from new data and information. Perhaps in the future, an open source large language model could only be trained on Creative Commons data, and therefore, all generated content would also be licensed under Creative Commons. ==Discussion questions== Here are some learning and teaching oriented discussion questions related to large language models. Humans can use language and mental effort to explore these ideas collaboratively, or some of these could be used as prompts to see how an LLM might respond. * Would a large language model that is only trained on Creative Commons licensed data only be capable of generating responses to prompts that can also be rightly and correctly licensed under a Creative Commons license? * How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? * What are some ethical considerations related to large language models that should be considered? * What are some pros and cons to open source large language models? Will open source LLM's likely become more advanced the propriety LLM's eventually? What do you think? * How can large language models help to advance and accelerate technological automation in ways that will benefit all of humanity? * In what ways can large language models help programmers to code? * Can music be thought of a language within the realm of large language models? * What is differentiable computing and how does differentiable computing relate to large language models? * How can teachers utilize large language models to help accelerate student learning and to help students learn more efficiently? == Educational prompt ideas== These are original prompt ideas regarding ways to learn about large language models, and also to explore using LLM's for learning, teaching, and research. Input these into your preferred LLM (without quotes) to see what results are generated. LLM's might produce interesting or useful answers in response to these prompts. Some of these prompts may be interesting or useful for discussions among and between humans. * "Describe to me how large language models can be utilized for learning, teaching, and research. Do this in an about 200 word two paragraph mini essay. Explain it to me like I am a freshman in community college." * "Give me a list of 12 ways that large language models can be utilized for learning, teaching, and research." * "How can LLM's be utilized to accelerate the pace of research and scientific discovery?" * "What are some ethical considerations related to large language models that should be considered?" * "What are some pros and cons to open source large language models? Will open source LLM's likely become more advanced the propriety LLM's eventually? What do you think?" * "What are some project ideas to integrate large language models in with humanoid robots, and/or other sorts of robots? Please give me 15 project ideas that can be relatively simple or extremely complex." * "Please search the Internet if possible. In what ways have university professors and academic researchers been using large language models in the last year? Please respond in list form." * "In what ways can large language models help programmers to code? Please provide me 8 examples and respond in list form." * "Can music be thought of a language within the realm of large language models?" * "What is differentiable computing and how does differentiable computing relate to large language models?" * "How can one fine tune an open source large language model?" * "What are some popular state of the art open source large language models. Please search the internet as helpful and respond to me in list form." * "Please give me a list of important terminology that I should be aware of when working with and training open source large language models. Please be comprehensive. Please respond in list form. And please search the internet as helpful." * "What sort of hardware should I utilize to run the most competent open source large language models that I want to utilize for learning, teaching, and research? Please search the internet as helpful." * "How can teachers utilize large language models to help accelerate student learning and to help students learn more efficiently? Please respond in list form." * "How can researchers utilize large language models to create theories, hypothesis, and to formulate potential research studies? Please respond in short paragraphs, but in list form." ==Readings and learning media== ===External=== * [https://stpp.fordschool.umich.edu/tags/large-language-models Large Language Models] - Articles * [https://hai.stanford.edu/news/how-large-language-models-will-transform-science-society-and-ai How Large Language Models Will Transform Science, Society, and AI] * [https://insights.sei.cmu.edu/blog/harnessing-the-power-of-large-language-models-for-economic-and-social-good-foundations/ Harnessing the Power of Large Language Models For Economic and Social Good: Foundations] * [https://courses.grainger.illinois.edu/CS447/sp2023/Slides/Lecture27.pdf Lecture 27: Intro to Large Language Models] ==== Introduction to Hugging Face NLP ==== Introductory course about natural language processing (NLP) using libraries from the Hugging Face ecosystem &ndash; Transformers, Datasets, Tokenizers, and Accelerate. : [https://huggingface.co/learn/nlp-course/chapter0/1 '''NLP Course'''] :: [https://huggingface.co/learn/nlp-course/chapter1/1 transformer models] :: [https://huggingface.co/learn/nlp-course/chapter2/1 using transformers]: ::: [https://huggingface.co/learn/nlp-course/chapter2/2 pipeline], [https://huggingface.co/learn/nlp-course/chapter2/3 models], [https://huggingface.co/learn/nlp-course/chapter2/4 tokenizer], [https://huggingface.co/learn/nlp-course/chapter2/5 batching], decoding, padding, attention mask :: [https://huggingface.co/learn/nlp-course/chapter3/1 fine-tuning a pretrained model]: ::: preprocessing, map, [https://huggingface.co/docs/datasets/index dataset], dynamic padding, batch, collate function, train, predict, evaluate, [https://github.com/huggingface/accelerate accelerate] :: [https://huggingface.co/learn/nlp-course/chapter4/1 sharing models and tokenizers]: ::: hub, model card :: [https://huggingface.co/learn/nlp-course/chapter5/1 the datasets library]: ::: batch, DataFrame, validation, splitting, embedding, FAISS :: [https://huggingface.co/learn/nlp-course/chapter6/1 the tokenizers library]: ::: [https://huggingface.co/learn/nlp-course/chapter6/2 training tokenizer], grouping, QnA, [https://huggingface.co/docs/tokenizers/api/normalizers normalizers], pre-tokenization, [https://huggingface.co/docs/tokenizers/api/models models],[https://huggingface.co/docs/tokenizers/api/trainers trainers]: [https://huggingface.co/learn/nlp-course/en/chapter6/5 Byte-Pair Encoding (BPE)], WordPiece, Unigram, [https://huggingface.co/docs/tokenizers/api/post-processors post processors], [https://huggingface.co/docs/tokenizers/components#decoders decoders] :: [https://huggingface.co/learn/nlp-course/chapter7/1 main nlp tasks]: ::: [https://huggingface.co/learn/nlp-course/chapter7/2 token classification], metrics, perplexity, [https://huggingface.co/learn/nlp-course/chapter7/4 translation], [https://huggingface.co/learn/nlp-course/chapter7/5 summarization], [https://huggingface.co/learn/nlp-course/chapter7/6 training CLM], [https://huggingface.co/learn/nlp-course/chapter7/7 QnA], :: [https://huggingface.co/learn/nlp-course/chapter8/1 how to ask for help] :: [https://huggingface.co/learn/nlp-course/chapter9/1 building and sharing demos] ==== Hugging Face docs ==== : https://huggingface.co/docs :: Core libraries ::: [https://huggingface.co/docs/transformers Transformers] &ndash; State-of-the-art ML for Pytorch, TensorFlow, and JAX. :::: [https://huggingface.co/docs/transformers/main_classes/pipelines#transformers.pipeline pipeline] &ndash; simple interface for inference with models. :::: [https://huggingface.co/docs/transformers/model_doc/auto#auto-classes Auto classes]: AutoConfig, AutoModel, and AutoTokenizer. The from_pretrained method. :::: [https://huggingface.co/docs/transformers//main_classes/trainer#transformers.Trainer Trainer] and [https://huggingface.co/docs/transformers/main_classes/trainer#transformers.TrainingArguments TrainingArguments] ::: [https://huggingface.co/docs/datasets Datasets] &ndash; Access and share datasets for computer vision, audio, and NLP tasks. :::: [https://huggingface.co/docs/datasets/tutorial Tutorials] :::: [https://huggingface.co/docs/datasets/how_to How-to guides] :::: [https://huggingface.co/docs/datasets/about_arrow Conceptual guides] :::: [https://huggingface.co/docs/datasets/package_reference/main_classes Reference] ::: [https://huggingface.co/docs/accelerate Accelerate] &ndash; Easily train and use PyTorch models with multi-GPU, TPU, mixed-precision. ::: [https://huggingface.co/docs/tokenizers Tokenizers] &ndash; Fast tokenizers, optimized for both research and production. :::: Components: Normalizers, Pre-tokenizers, Models, Post-Processors, Decoders ... :: [https://huggingface.co/docs/hub Hub] &ndash; Host Git-based models, datasets and Spaces on the Hugging Face Hub. :: [https://huggingface.co/docs/diffusers Diffusers] &ndash; State-of-the-art diffusion models for image and audio generation in PyTorch. :: [https://huggingface.co/docs/huggingface_hub Hub Python Library] &ndash; Client library for the HF Hub: manage repositories from your Python runtime. :: [https://huggingface.co/docs/huggingface.js Huggingface.js] &ndash; A collection of JS libraries to interact with Hugging Face, with TS types included. :: [https://huggingface.co/docs/transformers.js Transformers.js] &ndash; Community library to run pretrained models from Transformers in your browser. :: [https://huggingface.co/docs/api-inference Inference API (serverless)] &ndash; Experiment with over 200k models easily using the serverless tier of Inference Endpoints. :: [https://huggingface.co/docs/inference-endpoints Inference Endpoints (dedicated)] &ndash; Easily deploy models to production on dedicated, fully managed infrastructure. :: [https://huggingface.co/docs/peft PEFT] &ndash; Parameter efficient fine-tuning methods for large models ::: Soft prompting, LoRA, IA3 :: [https://huggingface.co/docs/optimum Optimum] &ndash; Fast training and inference of HF Transformers with easy to use hardware optimization tools. :: [https://huggingface.co/docs/optimum-neuron AWS Trainium &amp; Inferentia] &ndash; Train and Deploy Transformers &amp; Diffusers with AWS Trainium and AWS Inferentia via Optimum :: [https://huggingface.co/docs/evaluate Evaluate] &ndash; Evaluate and report model performance easier and more standardized. ::: types: metrics, comparisons, measurements :: [https://huggingface.co/tasks Tasks] ::: extraction, question answering, classification, generation ... :: [https://huggingface.co/docs/dataset-viewer Dataset viewer] &ndash; API to access the contents, metadata and basic statistics of all Hugging Face Hub datasets. ::: Splits and subsets, [https://github.com/huggingface/dataset-viewer dataset-viewer] :: [https://huggingface.co/docs/trl TRL] &ndash; Transformer Reinforcement Learning ::: reward modeling, fine-tuning, optimizations, :: [https://huggingface.co/docs/sagemaker Amazon SageMaker] &ndash; Train and Deploy Transformer models with Amazon SageMaker and Hugging Face Deep Learning Containers (DLC). :: [https://huggingface.co/docs/timm timm] &ndash; Pytorch Image Models. ::: State-of-the-art computer vision models, layers, optimizers, training/evaluation, and utilities. :: [https://huggingface.co/docs/safetensors Safetensors] &ndash; Simple, safe way to store and distribute neural networks weights. :: [https://huggingface.co/docs/text-generation-inference Text Generation Inference (TGI)] &ndash; Toolkit to serve Large Language Models. :: [https://huggingface.co/docs/autotrain AutoTrain] &ndash; AutoTrain API and UI. ::: [https://huggingface.co/autotrain autotrain] :: [https://huggingface.co/docs/text-embeddings-inference Text Embeddings Inference] &ndash; Toolkit to serve Text Embedding Models. :: [https://huggingface.co/docs/competitions Competitions] &ndash; Create your own competitions on Hugging Face. :: [https://huggingface.co/docs/bitsandbytes Bitsandbytes] &ndash; Toolkit to optimize and quantize models. :: [https://huggingface.co/docs/optimum-tpu Google TPUs] &ndash; Deploy models on [https://cloud.google.com/tpu/docs Google TPUs] via Optimum. :: [https://huggingface.co/docs/chat-ui Chat UI] &ndash; Open source chat frontend, powers the [https://huggingface.co/chat HuggingChat] app. :: [https://huggingface.co/docs/leaderboards Leaderboards] &ndash; Create your own Leaderboards on Hugging Face. :: [https://huggingface.co/docs/hugs Hugging Face Generative AI Services (HUGS)] &ndash; optimized, zero-configuration inference microservices designed to simplify and accelerate the development of AI applications with open models. ===Videos=== * [https://www.youtube.com/watch?v=5sLYAQS9sWQ How Large Language Models Work] * [https://www.youtube.com/watch?v=JhCl-GeT4jw Large Language Models and The End of Programming - CS50 Tech Talk with Dr. Matt Welsh] * [https://www.youtube.com/watch?v=yBI1nPep72Q LMStudio Tutorial Run ANY Open-Source Model LOCALLY] * [https://www.youtube.com/watch?v=UU1WVnMk4E8 Create a Large Language Model from Scratch with Python – Tutorial] * [https://www.youtube.com/watch?v=eC6Hd1hFvos Fine-tuning Large Language Models (LLMs) | w/ Example Code] ===Wikipedia=== {{colbegin|5}} * [[w:Large language model|Large language model]] * [[w:Prompt engineering|Prompt engineering]] * [[w:GPT-4|GPT-4]] * [[w:Category:Large language models|Category:Large language models]] * [[w:LLaMA|LLaMA]] * [[w:Mistral AI|Mistral AI]] * [[w:Foundation model|Foundation model]] * [[w:Natural-language understanding|Natural-language understanding]] * [[w:Ethics of artificial intelligence|Ethics of artificial intelligence]] * [[w:Artificial general intelligence|Artificial general intelligence]] * [[w:Intelligence amplification|Intelligence amplification]] * [[w:Outline of artificial intelligence|Outline of artificial intelligence]] * [[w:Synthetic intelligence|Synthetic intelligence]] * [[w:Weak artificial intelligence|Weak artificial intelligence]] * [[w:History of artificial intelligence|History of artificial intelligence]] * [[w:Timeline of artificial intelligence|Timeline of artificial intelligence]] * [[w:Progress in artificial intelligence|Progress in artificial intelligence]] * [[w:History of natural language processing|History of natural language processing]] * [[w:Hardware for artificial intelligence|Hardware for artificial intelligence]] * [[w:AI safety|AI safety]] * [[w:Neural scaling law|Neural scaling law]] * [[w:Philosophy of artificial intelligence|Philosophy of artificial intelligence]] * [[w:Philosophy of mind|Philosophy of mind]] * [[w:Computational theory of mind|Computational theory of mind]] * [[w:Regulation of artificial intelligence|Regulation of artificial intelligence]] * [[w:LangChain|LangChain]] * [[w:Generative pre-trained transformer|Generative pre-trained transformer]] * [[w:GitHub Copilot|GitHub Copilot]] * [[w:ChatGPT|ChatGPT]] * [[w:Generative artificial intelligence|Generative artificial intelligence]] * [[w:Category:Generative artificial intelligence|Category:Generative artificial intelligence]] * [[w:Music and artificial intelligence|Music and artificial intelligence]] * [[w:Workplace impact of artificial intelligence|Workplace impact of artificial intelligence]] * [[w:Applications of artificial intelligence|Applications of artificial intelligence]] * [[w:Artificial intelligence in Wikimedia projects|Artificial intelligence in Wikimedia projects]] * [[w:Wikipedia:Artificial intelligence|Wikipedia:Artificial intelligence]] * [[w:Artificial intelligence in healthcare|Artificial intelligence in healthcare]] * [[w:Automated reasoning|Automated reasoning]] * [[w:Machine learning in physics|Machine learning in physics]] * [[w:Quantum neural network|Quantum neural network]] * [[w:ChatGPT in education|ChatGPT in education]] * [[w:Artificial intelligence content detection|Artificial intelligence content detection]] * [[w:Turing test|Turing test]] * [[w:List of datasets for machine-learning research|List of datasets for machine-learning research]] * [[w:Fine-tuning (deep learning)|Fine-tuning (deep learning)]] * [[w:Attention (machine learning)|Attention (machine learning)]] * [[w:Mixture of experts|Mixture of experts]] * [[w:Gemini (language model)|Gemini (language model)]] * [[w:Auto-GPT|Auto-GPT]] * [[w:VideoPoet|VideoPoet]] {{colend}} ==See also== * [[Artificial intelligence]] * [[Artificial Intelligence & Machine Learning]] * [[Artificial Intelligence and Robotics Laboratory]] * [[Computer science]] * [[Artificial Consciousness]] * [[Supersymmetric Artificial Neural Network]] * [[History of artificial intelligence]] [[Category: Computer science]] [[Category: Machine learning]] [[Category: Artificial intelligence]] rat93p00isa7x2ay882zibhgs3m4leq 0 303715 2685476 2607112 2024-11-14T13:17:56Z Lbeaumont 278565 Lbeaumont moved page [[Math Adventures/Find the Light Gumball]] to [[Math Adventures/Find the Lite Gumball]]: Misspelled title 2607112 wikitext text/x-wiki [[File:Gumballs (49274679).jpg|thumb|Find the off-weight gumball.]] You have 10 gumball machines, 9 make 1 oz gumballs and 1 makes .5 oz gumballs. You can use 1 scale 1 time - how do you figure out which machine is making the defective gumballs? {{CourseCat}} 2sfxgjjikvbfpq6g1wkxy4rp4b66941 2685478 2685476 2024-11-14T13:21:20Z Lbeaumont 278565 Lbeaumont moved page [[Math Adventures/Find the Lite Gumball]] to [[Math Adventures/Find the Light Gumball]] over a redirect without leaving a redirect: Misspelled title 2607112 wikitext text/x-wiki [[File:Gumballs (49274679).jpg|thumb|Find the off-weight gumball.]] You have 10 gumball machines, 9 make 1 oz gumballs and 1 makes .5 oz gumballs. You can use 1 scale 1 time - how do you figure out which machine is making the defective gumballs? {{CourseCat}} 2sfxgjjikvbfpq6g1wkxy4rp4b66941 0 305491 2686023 2630103 2024-11-15T00:38:41Z 198.144.134.131 Added Japanese generation names and years 2686023 wikitext text/x-wiki {{Dynamic List}} {| class="wikitable" !Generation !Mccrindle !Pew !Strauss-Howe !Japanese Traditional Generations |- |Arthurian | rowspan="19" |N/A | rowspan="19" |N/A |1433-1460 (28) | |- |Humanist |1461-1482 (22) | |- |Reformation |1483-1511 (29) | |- |Reprisal |1512-1540 (29) | |- |Elizabethan |1541-1565 (25) | |- |Parliamentary |1566-1587 (22) | |- |Puritan |1588-1617 (30) | |- |Cavalier |1618-1647 (30) | |- |Glorious |1648-1673 (26) | |- |Enlightenment |1674-1700 (27) | |- |Awakening |1701-1723 (23) | |- |Liberty |1724-1741 (18) | |- |Republican |1742-1766 (25) | |- |Compromise |1767-1791 (25) | |- |Transcendental |1792-1821 (30) | |- |Gilded |1822-1842 (21) | |- |Progressive |1843-1859 (17) | |- |Missionary |1860-1882 (23) |明治一桁世代 (Meiji Hitoketa Sedai) 1868-1877 (10) |- |Lost |1883-1900 (18) |明治二桁世代 (Meiji Futaketa Sedai) 1878-1911 (34) |- |G.I. |?-1924 |?-1927 |1901-1924 (24) |大正世代 (Taisho Sedai) 1912-1925 (13) |- |Silent |1925-1945 (21) |1928-1945 (18) |1925-1942 (18) |昭和一桁世代 (Showa Hitoketa Sedai) 1926-1935 (10) 焼け跡世代 (Yakeato Sedai) 1935-1946 (12) |- |Baby boom |1946-1964 (19) |1946-1964 (19) |1943-1960 (18) |団塊世代 (Dankai "Boomer" Sedai) 1947-1950 (4) しらけ世代 (Shirake Sedai) 1951-1964 (14) |- |Generation X |1965-1979 (15) |1965-1980 (16) |1961-1981 (21) |バブル世代 (Baburu "Bubble" Sedai) 1965-1970 (6) 氷河期世代** (Hyougakki "Ice Age" Sedai) 1971-1981 (11) |- |Millennial |1980-1994 (15) |1981-1996 (16) |1982-2005 (24) |プレッシャー世代 (Puresshaa "Pressure" Sedai) 1982-1986 (5) ゆとり世代 (Yutori Sedai) 1987-1996 (10) |- |Generation Z |1995-2009 (15) |1997-2012 (16) |N/A |脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai) 1997-2004 (8) コロナ世代*** (Korona "COVID" Sedai) 2001-2014 (14) |- |Generation Alpha |2010-2024 (15) |2013-? |2006-2029 (24) |TBD |- |Generation Beta |2025-2039 (15) |TBD |2030-early 2050s (20-25*) |TBD |} <nowiki>*</nowiki> = based on the definition of S&H generations being approximately 20-25 years. <nowiki>**</nowiki> = This can further be divided up into 団塊ジュニア世代 (Dankai Jr. "Boomer Jr." Sedai) (early 1970s) and the rest ポスト団塊ジュニア世代 (Post Dankai Jr. Sedai) (late 1970s-1981) <nowiki>***</nowiki> = (As of 2024,) it is generally accepted as someone who was 5 (turning 6) to 19 years old in 2020 (start of COVID-19 pandemic), which likely affected their school years (K-12 and university). According to a 2022 survey from Japanese high school students, they considered themselves as コロナ世代. (However, it won't be confirmed until c. 2032 when all of them are 18 or older to see if this name stays). In the context of working, however, it can be defined as 1998-2006 (age 18-26 in 2024). This is because during the COVID pandemic (2020-2024), they became adults and were in university during part or all of this time period. There is also a chance that this could be the last Japanese traditional generation name because Japanese people are beginning to use the English generation names (e.g., Z世代・α世代). {| class="wikitable" !Birth year range !McCrindle !Pew !Strauss-Howe ! colspan="2" |Summary |- |1433-1460 | rowspan="20" |N/A | rowspan="21" |N/A |Arthurian | colspan="2" |Arthurian |- |1461-1482 |Humanist | colspan="2" |Humanist |- |1483-1511 |Reformation | colspan="2" |Reformation |- |1512-1540 |Reprisal | colspan="2" |Reprisal |- |1541-1565 |Elizabethan | colspan="2" |Elizabethan |- |1566-1587 |Parliamentary | colspan="2" |Parliamentary |- |1588-1617 |Puritan | colspan="2" |Puritan |- |1618-1647 |Cavalier | colspan="2" |Cavalier |- |1648-1673 |Glorious | colspan="2" |Glorious |- |1674-1700 |Enlightenment | colspan="2" |Enlightenment |- |1701-1723 |Awakening | colspan="2" |Awakening |- |1724-1741 |Liberty | colspan="2" |Liberty |- |1742-1766 |Republican | colspan="2" |Republican |- |1767-1791 |Compromise | colspan="2" |Compromise |- |1792-1821 |Transcendental | colspan="2" |Transcendental |- |1822-1842 |Gilded | colspan="2" |Gilded |- |1843-1859 |Progressive | colspan="2" |Progressive |- |1860-1882 |Missionary | colspan="2" |Missionary |- |1883-1900 |Lost | colspan="2" |Lost |- |1901-1924 |G.I. | colspan="2" |G.I |- |1925-1927 | rowspan="3" |Builder | rowspan="2" |Silent |G.I !Silent |- |1928-1942 | rowspan="2" |Silent | colspan="2" |Silent |- |1943-1945 | rowspan="2" |Baby Boom !Silent |Baby Boom |- |1946-1960 | rowspan="2" |Baby Boom | rowspan="2" |Baby Boom | colspan="2" |Baby Boom |- |1961-1964 | rowspan="4" |Generation X !Baby Boom |Generation X |- |1965-1979 |Generation X | rowspan="2" |Generation X | colspan="2" |Generation X |- |1980 | rowspan="3" |Generation Y !Generation X |Millennial |- |1981 | rowspan="3" |Millennial |Generation X !Millennial |- |1982-1994 | rowspan="3" |Millennial | colspan="2" |Millennial |- |1995-1996 | rowspan="3" |Generation Z !Millennial |Generation Z |- |1997-2005 | rowspan="3" |Generation Z |Millennial !Generation Z |- |2006-2009 | rowspan="4" |Homeland !Generation Z |Generation Alpha |- |2010-2012 | rowspan="2" |Generation Alpha |Generation Z !Generation Alpha |- |2013-2024 | rowspan="3" |TBD | colspan="2" |Generation Alpha |- |2025-2029 | rowspan="2" |Generation Beta | colspan="2" rowspan="2" |TBD |- |2030-2039 |TBD |} {| class="wikitable" !Generation !Strictest !Probable !Broadest |- |Arthurian |1433-1460 (28) |1433-1460 (28) |1433-1460 (28) |- |Humanist |1461-1482 (22) |1461-1482 (22) |1461-1482 (22) |- |Reformation |1483-1511 (29) |1483-1511 (29) |1483-1511 (29) |- |Reprisal |1512-1540 (29) |1512-1540 (29) |1512-1540 (29) |- |Elizabethan |1541-1565 (25) |1541-1565 (25) |1541-1565 (25) |- |Parliamentary |1566-1587 (22) |1566-1587 (22) |1566-1587 (22) |- |Puritan |1588-1617 (30) |1588-1617 (30) |1588-1617 (30) |- |Cavalier |1618-1647 (30) |1618-1647 (30) |1618-1647 (30) |- |Glorious |1648-1673 (26) |1648-1673 (26) |1648-1673 (26) |- |Enlightenment |1674-1700 (27) |1674-1700 (27) |1674-1700 (27) |- |Awakening |1701-1723 (23) |1701-1723 (23) |1701-1723 (23) |- |Liberty |1724-1741 (18) |1724-1741 (18) |1724-1741 (18) |- |Republican |1742-1766 (25) |1742-1766 (25) |1742-1766 (25) |- |Compromise |1767-1791 (25) |1767-1791 (25) |1767-1791 (25) |- |Transcendental |1792-1821 (30) |1792-1821 (30) |1792-1821 (30) |- |Gilded |1822-1842 (21) |1822-1842 (21) |1822-1842 (21) |- |Progressive |1843-1859 (17) |1843-1859 (17) |1843-1859 (17) |- |Missionary |1860-1882 (23) |1860-1882 (23) |1860-1882 (23) |- |Lost |1883-1900 (18) |1883-1900 (18) |1883-1900 (18) |- |G.I. |1901-1924 (24) |1901-1924 (24) |1901-1927 (27) |- |Silent |1928-1942 (15) |1925-1945 (21) |1925-1945 (21) |- |Baby Boom |1946-1960 (15) |1946-1964 (19) |1943-1964 (22) |- |Generation X |1965-1979 (15) |1965-1980 (16) |1961-1981 (21) |- |Millennial |1982-1994 (13) |1981-1996 (16) |1980-2005 (26) |- |Generation Z |N/A |1997-2009 (13) |1995-2012 (18) |- |Generation Alpha |2013-2024 (12) |2010-? |2006-2029 (24) |- |Generation Beta |TBD |TBD |2025-? |} == Notes == [a] Mccrindle's 'Builders' align best with other models' Silent Generation [b] Mccrindle's 'Generation Y' aligns best with other models' Millennial Generation [c] Whilst not explicit, any direct successor of Generation Z proposed by Pew Research Center must align best with other Mccrindle's 'Gen Alpha' and S&H's 'Homeland Generation' [d] S&H's 'Homeland Generation' aligns best with Mccrindle's Gen Alpha == References == https://mccrindle.com.au/article/topic/demographics/the-generations-defined/ https://www.pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/ https://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory b9b5hd3ofmd9iruosp0dqcbwcr0jg96 0 306527 2686024 2684765 2024-11-15T01:24:46Z Sienna04 2989037 2686024 wikitext text/x-wiki {{title|Free will and neuroscience:<br>What does neuroscience reveal about the concept of free will?}} {{MECR3|1=https://youtu.be/gSb9VbNwGbI}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}} If you were asked if you had free will would you say yes? More specifically, would you be able to name a scenario when you acted of your own free will? And if you could name a scenario, how does the biological functions of your brain fit into it? {{RoundBoxBottom}} This chapter considers the neurological relationship to free will in order to understand how the biological functions of our brains fit into free will. The idea of free will has been around since the early Greeks. With neuroscience being in circulation since the early Greeks it is surprising that there are not a large number of connections between free will and neuroscience. Relating these two topics help us in understanding both conscious and unconscious actions. The idea of free will is relatively difficult to identify in people as there are so many influences in the world which could affect our will. This book chapter examines theories and articles to understand the influence of neurological processes on free will. ==Background== Before learning about the connections of free will and neuroscience it is important to understand some cases in neuroscience in order to understand what neuroscience does and how it might assist in learning about free will. It is also important to learn about the early theorists and philosophers that had differing ideas of what free will is. === What is neuroscience? === Neuroscience is defined as "any or all of the sciences, such as neurochemistry and experimental psychology, which deal with the structure or function of the nervous system and brain" (Nordqvist, 2013). ==== History of neuroscience ==== Neuroscience has been recorded to have originated with the understanding of the brain's role of behaviour (Getz, 2014). Three case studies discussed below follow the history of neuroscience. ===== The case of Phineas Gage ===== As unfortunate as his case was, Phineas Gage's case has gone down in history memorably. Gage was working as a railroad worker when a very long iron rod shot through the front of his skull and went straight through (Damasio et al., 1994). Gage survived the accident and doctors recorded the changes in his behaviour after his accident. "Once a responsible, appropriate, and hard-working an, Phineas became irresponsible, socially inappropriate, and unable to work again" (Getz, 2014). Phineas Gage's study helped scientists understand what the frontal lobes role was within behaviour (Damasio et al., 1994).{{RoundBoxTop}}<quiz display=simple> What part of Phineas Gage's brain did the iron rod damage?} - the temporal lobe - the parietal lobe + the frontal lobe - the occipital lobe </quiz>{{RoundBoxBottom}} ===== The case of Mr. Tan ===== Have you ever heard of Broca's area? Well, the case study of Mr. Tan explains how this came to be. A French physician and neurosurgeon, Pierre Paul Broca, "was studying the brain and attempting to determine whether localisation was a legitimate scientific idea" (Getz, 2014). The localisation discussed was, at the time, phrenology "the study of brain functioning as it relates to bumps and indentations on the head" (Getz, 2014). Mr. Tan was examined by Dr. Broca as he was losing his speech and he could only say 'tan' (Getz, 2014). Unfortunately, Mr. Tan had died shortly after the examination, however, Dr. Broca did an autopsy and found that there was a legion in the left of his frontal lobe (Getz, 2014). Mr. Tan's brain underwent neuroimaging studies posthumously confirming the damage to exist within Broca's area (Teive et al., 2011). ===== The case of H.M. ===== H.M. had been experiencing seizures and underwent brain surgery to try and control them as it was thought he would die from them if not controlled (Getz, 2014). In this surgery H.M. had his hippocampus removed which both controlled his seizures and gave him anterograde amnesia, meaning that he could not make new memories (Getz, 2014). The case of H.M. is helpful in understanding the use of the hippocampus in memory (Eichenbaum, 2013). === What is free will? === Free will is defined as the ability to choose one's own actions and act voluntarily without feeling necessity or the constraint of fate (Britannica 2024). ==== History of free will ==== The idea of free will has been alive for a very long time. From Homer and the Iliad to Wittgenstein, Dilman (1999/2013), outlines this historical and philosophical roots of free will. Many popular and well known psychologists are discussed by Dilman in his book. Names like Plato, Aristotle, Descartes, Kant, and Freud all have a place in the history of free will. ===== Plato ===== According to Dilman (1999/2013), Plato's view was that being evil created a lack of free will, likewise achieving self mastery is what helps someone have autonomy or free will. Why is it that someone who is evil does not have free will while someone who has 'self mastery' does? It seems that there is a flaw in the idea of good, evil and self-mastery. This flaw being that Plato's idea of evil may be based off someone who is acting in a way that would not have been deemed societally acceptable. If someone was acting out of societal expectations and doing whatever they want or even breaking the law does that not appear to be free will? It appears that anyone can have self mastery when they choose when and what to do and not do. ===== Aristotle ===== Where Plato's contribution was philosophical Aristotle's is analytical (Dilman, 1999/2013). Aristotle believed that "human beings pursue ends in accordance with reason, they form intentions, make choices, and act on them" (Dilman, 1999/2013) and were not just put on this earth to seek food and sensation. Dilman (1999/2013), states that Aristotle believed that Plato's ideas of evil and self-mastery were flawed. Instead Aristotle believed that when a person makes a choice of any kind they are using their will (Dilman, 1999/2013). This idea seems to be a good way to explain free will. The ability to make choices as humankind seems to help us enact of our own will. ===== Descartes ===== Descartes separated the mind from the body in his theory of dualism (Dilman, 1999/2013). Dilman (1999/2013), stated that "the 'act of will' is voluntary for Descartes, but the movement it brings about is not". Movement being involuntary seems to make sense. If you were to look at reflexes and how quick they are in response to say a hit to the knee it would appear that there was little time to think about them. Likewise, some people can be shocked that a reflex happened in response to such a small tap to the knee. Descartes is seemingly describing neurological processes as involuntary movements. ===== Kant ===== According to Dilman (1999/2013) "Kant... claims that the will can and ought to be determined by reason". Dilman (1999/2013) also stated that Kant had difficulty accepting his own ideas as he had opposing concepts of free will and causality of which he did not believe that free will could exist at the same time. The idea of Kant's free will theory is once again different from the other influential names in history. ===== Freud ===== "Freud... thought that we identify free will with indifference and so are most inclined to believe in its reality where very little hangs on what we do" (Dilman, 1999/2013). Under this banner would fall small choices made in day to day life like, what shirt you choose to wear or what time to eat lunch. In the sense of choice Freud's view is similar to Aristotle's with one main difference being that, in Freud's case, the choices connected to free will are only small choices.{{RoundBoxTop|theme=2}}<quiz display=simple> Which theorist/s believed in the free will of choice?} + Aristotle + Freud - Kant - Plato </quiz> {{RoundBoxBottom}} === Free will in neuroscience === According to Brass et al. (2019), "the main contribution of neuroscience to the free will debate has revolved around the question whether conscious decisions can be predicted from brain activation preceding such decisions". Burns and Bechara (2007) explain that there are twos systems involved in will. These systems being impulsive and reflective, which could also be labeled as impulsive and inhibition systems as the reflective system controls the impulsive system. These systems could help explain the free will of neuroscience and help understand if there is a choice to be had as Aristotle believes. == Theories == Roediger and colleagues (2008), outline conscious control of behaviour with four studies, tying neuroscience to psychology. === The response - choice paradigm === The first of the studies is the response – choice paradigm utilised by Benjamin Libet. Libet studied the relationship between the readiness potential and conscious thought to understand how they create a motor movement. “At the time that Libet began his research that prior to motor movement there was an electrical change on the area of the scalp above the premotor cortex. This is known as the readiness potential” (Roediger et al., 2008). During his study Libet had his participants read off of a specially made clock and note the time they became aware of the intention to move (Roediger et al., 2008; Pockett, 2007; Cardoso, 2021). But how does this study tie into free will? This study seemingly disproves the idea of free will as there is a specific electrical charge that causes the action. Libet (1999), states that this study does not disprove free will as there is a period of time between when the participants become aware of their intention to act and when the action happens where the participants could choose to stop the behaviour. "It's often said that Libet proved we make all of our decisions unconsciously and therefore never decide anything of our own free will" (Mele, 2014). Libet's experiment seemingly had to do with the idea of 'vetoing' our intentions, making the idea of free will, in this case, free won't (Mele, 2014). Libet's response-choice paradigm aligns with Descartes perspective of free will. === The stop signal paradigm === The second of the four studies is the stop signal paradigm created by Gordon Logan and his colleagues. Logan and colleagues had their participants "perform repeated trials of a simple task (usually discriminating X from O). On a portion of the trials (usually around 20%), a tone is emitted at some point after the go stimulus (the X or O) has been presented but before the subject has responded to that stimulus. Subjects are instructed to stop performing the discrimination task (the go task) when they hear the tone (the stop signal)" (Roediger et al., 2008). The reaction time was measured in this study. This paradigm is best used to understand response inhibition within a laboratory setting (Verbruggen & Logan, 2008b). Verbruggen and Logan (2008a) "propose that automatic and controlled inhibition can work together to guide goal-directed behaviour". Similar to the response - choice paradigm, the stop signal paradigm helps understand free will by understanding inhibitions and the use of 'free won't'. === The process dissociation procedure === The third of the four studies is the process-disassociation procedure utilised by Larry Jacoby and colleagues. "The process-dissociation procedure has been used to estimate the separate contributions of consciously controlled and nonconsciously controlled, or automatic, processes to performance on memory tasks" (Roediger et al., 2008). The process dissociation procedure has to do with more multiple process working together than one single process by itself (Roediger et al., 2008). In order for this to happen, an opposition procedure needs to be used. An opposition procedure involves "the two types of mental processes (e.g. conscious vs unconscious, controlled vs automatic) that are presumably tapped by a given cognitive task are set in opposition to each other" (Roediger et al., 2008). The process dissociation procedure helps understand free will by comparing conscious and unconscious thought. This can then be related back to other studies or theorists like Aristotle who believed that choice reflected will. === The forced report procedure === The final of the four studies is the forced report procedure utilised by Asher Koriat and Morris Goldsmith. The forced report procedure "focuses on the role that report option, the decision to volunteer or withhold information, plays in determining performance on memory tasks" (Roediger et al., 2008). This can help in understanding free will through the choice of volunteering or withholding the information. Once again this relates back to Aristotles' theory of choice, more importantly the ability to choose being our free will.{{RoundBoxTop|theme=4}}<quiz display=simple> Complete the extracts |type="{}"} Libet (1999), states that this study does not { disprove _8 } free will as there is a period of time between when the { participants _12 } become aware of their intention to act and when the action happens where the participants could choose to { stop _4 } the behaviour. Similar to the { response _8 } - { choice _6 } { paradigm _8 }, the stop signal paradigm helps understand free will by understanding { inhibitions _11 } and the use of '{ free _4 } { won't _5 }' . The process { dissociation _12 } procedure helps understand free will by comparing { conscious _9 } and { unconscious _11 } thought. The forced report procedure "focuses on the role that report option, the decision to { volunteer _9 } or { withhold _8 } information, plays in determining performance on { memory _6 } { tasks _5 }" (Roediger et al., 2008).</quiz>{{RoundBoxBottom}} ==Conclusion== This chapter explored the different definitions, histories and theories of both free will and neuroscience both separate and combined. The conclusion about free will is one that may be a mystery for a long time, however it has become apparent that Aristotle's idea of choice in relation to free will seems to have been related back to for two of the four theories. Descartes' idea of free will is related back to for the other two theories. The combination of the two ideas of free will has been reflected in the conclusion that the theories have helped reach. This has been translated into choosing not to perform an action rather than the choice to perform said action. The response - choice paradigm and the stop signal paradigm both reflect the idea of 'free won't' instead of free will. Free won't, as mentioned in Libet's study, being the idea that one can choose to inhibit an action but not choose to perform the action due to the readiness potential. The findings of these theories have seemingly concluded that free will does exist only it has more to do with choosing not to do something which, by extension, means choosing which actions we will perform. ==See also== * [[Motivation and emotion/Book/2015/Willpower#Theories|Willpower]] - Book Chapter (2015) * [[Motivation and emotion/Book/2021/Cognitive dissonance and motivation|Cognitive Dissonance and motivation]] - Book Chapter (2021) * [[Motivation and emotion/Book/2017/Compatibilism|Compatibilism]] - Book Chapter (2017) == Quotes == #"any or all of the sciences, such as neurochemistry and experimental psychology, which deal with the structure or function of the nervous system and brain" [https://neuro.georgetown.edu/about-neuroscience/ (Nordqvist, 2013)] #"Once a responsible, appropriate, and hard-working an, Phineas became irresponsible, socially inappropriate, and unable to work again" [https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 (Getz, 2014)] #"was studying the brain and attempting to determine whether localisation was a legitimate scientific idea" [https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 (Getz, 2014)] #"the study of brain functioning as it relates to bumps and indentations on the head" [https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 (Getz, 2014)] #"human beings pursue ends in accordance with reason, they form intentions, make choices, and act on them" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"the 'act of will' is voluntary for Descartes, but the movement it brings about is not" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"Kant... claims that the will can and ought to be determined by reason" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"Freud... thought that we identify free will with indifference and so are most inclined to believe in its reality where very little hangs on what we do" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"the main contribution of neuroscience to the free will debate has revolved around the question whether conscious decisions can be predicted from brain activation preceding such decisions" [https://d1wqtxts1xzle7.cloudfront.net/61943295/Why_neuroscience_does_not_disprove_free_will20200130-82782-1ks0blh-libre.pdf?1580410156=&response-content-disposition=inline%3B+filename%3DWhy_neuroscience_does_not_disprove_free.pdf&Expires=1723813701&Signature=UwZrGyYBGHUjODEBJj6tKV1fZjJs458xX6YAgSExn5Ey5oYC320DVWytqfaKd3bjZwRxPSf5qnin0d92ss9PgHEdX8wGWNnq1W2AOUAi4ffbnla4ml2cKoJReX3ERyBka2GjlssSinhTSX0xgDXgObLaxlfHaiy1AVR8z5vWo5W~UpAIuCQBlMe~2FkPe2vTCvudnXtxs4StCes8wbMGJz2BdZssWCFqJvu3U1KZoAdi66RN1P~szs-rqPp~sCEHt6VyzlI3lj3UFGbh0vSPRdaIGwVAgRqWgWhGM3lHjaaJk9kphqY-LGDyxSo9y-PzxbPTAnZRYWhvoWqRrr8MFQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA (Brass et al., 2019)] #“At the time that Libet began his research that prior to motor movement there was an electrical change on the area of the scalp above the premotor cortex. This is known as the readiness potential” [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"It's often said that Libet proved we make all of our decisions unconsciously and therefore never decide anything of our own free will" [[doi:10.1093/acprof:osobl/9780199371624.003.0002|(Mele, 2014)]] #"perform repeated trials of a simple task (usually discriminating X from O). On a portion of the trials (usually around 20%), a tone is emitted at some point after the go stimulus (the X or O) has been presented but before the subject has responded to that stimulus. Subjects are instructed to stop performing the discrimination task (the go task) when they hear the tone (the stop signal)" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"propose that automatic and controlled inhibition can work together to guide goal-directed behaviour" [https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC2597400&blobtype=pdf (Verbruggen and Logan, 2008a)] #"The process-dissociation procedure has been used to estimate the seperate contributions of consciously controlled and nonconsciously controlled, or automatic, processes to performance on memory tasks" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"the two types of mental processes (e.g. conscious vs unconscious, controlled vs automatic) that are presumably tapped by a given cognitive task are set in opposition to each other" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"focuses on the role that report option, the decision to volunteer or withhold information, plays in determining performance on memory tasks" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] ==References== {{Hanging indent|1= Brass, M., Furstenberg, A., & Mele, A. R. (2019). Why neuroscience does not disprove free will. ''Neuroscience & Biobehavioral Reviews'', ''102'', 251–263. https://doi.org/10.1016/j.neubiorev.2019.04.024 Burns, K., & Bechara, A. (2007). Decision making and free will: a neuroscience perspective. ''Behavioral Sciences & the Law'', ''25''(2), 263–280. https://doi.org/10.1002/bsl.751 Cardoso, R. C. (2021). Neurolaw and the Neuroscience of Free Will: an Overview. ''SCIO: Revista de Filosofía'', ''21'', 55–81. https://doi.org/10.46583/scio_2021.21.843 Damasio, H., Grabowski, T., Frank, R., Galaburda, A. M., & Damasio, A. R. (1994). The Return of Phineas Gage: Clues About the Brain from the Skull of a Famous Patient. Science, 264(5162), 1102–1105. JSTOR. http://www.antoniocasella.eu/dnlaw/Damasio_1994.pdf Eichenbaum, H. (2013). What H.M. Taught Us. Journal of Cognitive Neuroscience, 25(1), 14–21. https://doi.org/10.1162/jocn_a_00285 Getz, G. E. (2014). History of Neurobiology. In Applied Biological Psychology (pp. 1–12). Springer Publishing Company. https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 Ilham Dilman. (2013). ''Free Will An Historical and Philosophical Introduction''. Routledge. http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Original work published 1999) Libet, B. (1999). Do we have Free Will? ''Journal of Consciousness Studies'', ''6''(8-9), 47–57. https://spot.colorado.edu/~tooley/Benjamin%20Libet.pdf Mele, A. R. (2014). Benjamin Libet: If Not Now, When? In Free: Why Science Hasn’t Disproved Free Will (pp. 8–25). Oxford University Press. https://doi.org/10.1093/acprof:osobl/9780199371624.003.0002 Nordqvist, C. (2013). ''About Neuroscience - Department of Neuroscience''. Department of Neuroscience. https://neuro.georgetown.edu/about-neuroscience/ Pockett, S. (2007). The concept of free will: philosophy, neuroscience and the law. ''Behavioral Sciences & the Law'', ''25''(2), 281–293. https://doi.org/10.1002/bsl.743 Roediger, H. L., Goode, M. K., & Zarombe, F. M. (2008). Free Will and the Control of Action. In J. Baer, J. C. Kaufman, & R. F. Baumeister (Eds.), ''Are we free? Psychology and Free Will'' (pp. 205–225). Oxford University Press. https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf Teive, H. A. G., Munhoz, R. P., & Caramelli, P. (2011). Historical aphasia cases: “Tan-tan”, “Vot-vot”, and “Cré nom!” Arquivos de Neuro-Psiquiatria, 69(3), 555–558. https://doi.org/10.1590/s0004-282x2011000400027 Verbruggen, F., & Logan, G. D. (2008a). Automatic and Controlled Response Inhibition: Associative Learning in the Go/No-Go and Stop-Signal Paradigms. J Exp Psychol Gen, 137(4), 649–672. https://doi.org/10.1037/a0013170. Verbruggen, F., & Logan, G. D. (2008b). Response inhibition in the stop-signal paradigm. ''Trends in Cognitive Sciences'', ''12''(11), 418–424. https://doi.org/10.1016/j.tics.2008.07.005 }} == External links == {{Hanging indent|Britannica, T. Editors of Encyclopaedia (2024, October 3). free will. Encyclopedia Britannica. https://www.britannica.com/topic/free-will}} == Interesting extras == * [https://www.youtube.com/watch?v=vCGtkDzELAI Determinism vs Free will] (Crash Course) * [https://www.youtube.com/watch?v=OjCt-L0Ph5o The Libet Experiment: Is Free Will Just an Illusion?] (BBC radio 4) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] [[Category:Motivation and emotion/Book/Will]] ivjxkmun1txrxoidth72a10pyxiy610 2686025 2686024 2024-11-15T02:21:42Z Sienna04 2989037 /* Overview */ 2686025 wikitext text/x-wiki {{title|Free will and neuroscience:<br>What does neuroscience reveal about the concept of free will?}} {{MECR3|1=https://youtu.be/gSb9VbNwGbI}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}} If you were asked if you had free will, would you say yes? More specifically, would you be able to name a scenario when you acted of your own free will? And if you could name a scenario, how does the biological functions of your brain fit into it? {{RoundBoxBottom}} This chapter considers the neurological relationship to free will in order to understand how the biological functions of our brains fit into free will. The idea of free will has been around since the early Greeks, with neuroscience being in circulation since then, it is surprising that there are not a large number of connections between free will and neuroscience. Relating these two topics help us in understanding both conscious and unconscious actions. The idea of free will is relatively difficult to identify in people as there are so many influences in the world which could affect our motivations and behaviour. This book chapter examines theories and articles to understand the influence of neurological processes on free will. ==Background== Before learning about the connections of free will and neuroscience it is important to gain an understanding about some cases to understand what neuroscience does and how it might assist in learning about free will. The early theorists and philosophers will also be examined to juxtapose ideas of free will and highlight how these have changed over time. === What is neuroscience? === Neuroscience is defined as "any or all of the sciences, such as neurochemistry and experimental psychology, which deal with the structure or function of the nervous system and brain" (Nordqvist, 2013). Neuroscience has been recorded to have originated with the understanding of the brain's role of behaviour (Getz, 2014). The three case studies discussed below follow the history of neuroscience. ===== The case of Phineas Gage ===== As unfortunate as his case was, Phineas Gage has gone down in history memorably. Gage was a railroad worker when a long iron rod shot through the front of his skull and went straight through his frontal lobe (Damasio et al., 1994). Gage survived the accident and doctors recorded changes in his behaviour after his accident, "once a responsible, appropriate, and hard-working man, Phineas became irresponsible, socially inappropriate, and unable to work again" (Getz, 2014). Phineas Gage's study helped scientists understand what the frontal lobes role was within behaviour and the impact of damage to this (Damasio et al., 1994).{{RoundBoxTop}}<quiz display=simple> What part of Phineas Gage's brain did the iron rod damage?} - the temporal lobe - the parietal lobe + the frontal lobe - the occipital lobe </quiz>{{RoundBoxBottom}} ===== The case of Mr. Tan ===== A French physician and neurosurgeon, Pierre Paul Broca, "was studying the brain and attempting to determine whether localisation was a legitimate scientific idea" (Getz, 2014). The localisation discussed was, at the time, phrenology "the study of brain functioning as it relates to bumps and indentations on the head" (Getz, 2014). Mr. Tan was examined by Dr. Broca as he was losing his speech and he could only say 'tan' (Getz, 2014). Unfortunately, Mr. Tan had died shortly after the examination, however, when Dr. Broca did an autopsy, it was found that there was a legion in the left of his frontal lobe (Getz, 2014). Mr. Tan's brain underwent neuroimaging studies posthumously confirming the damage to exist within Broca's area (Teive et al., 2011). The case of Mr. Tan provided one of the earliest publicised evidence regarding localisation of the speech function. ===== The case of H.M. ===== H.M. had been experiencing seizures and underwent brain surgery to try and control them as it was thought he would die from them if not controlled (Getz, 2014). In this surgery H.M. had his hippocampus removed which both controlled his seizures and gave him anterograde amnesia, meaning that he could not make new memories (Getz, 2014). The case of H.M. is helpful in understanding the use of the hippocampus in memory (Eichenbaum, 2013). === What is free will? === Free will is defined as the ability to choose one's own actions and act voluntarily without feeling necessity or the constraint of fate (Britannica 2024). The idea of free will has been alive for a very long time, from Homer and the Iliad to Wittgenstein. Dilman (1999/2013) outlines the historical and philosophical roots of free will. Many popular and well known psychologists are discussed by Dilman in his book, names like Plato, Aristotle, Descartes, Kant, and Freud all have a place in the history of free will. ===== Plato ===== According to Dilman (1999/2013), Plato's view was that being evil created a lack of free will, likewise achieving self mastery is what helps someone have autonomy or free will. Why is it that someone who is evil does not have free will while someone who has 'self mastery' does? It seems that there is a flaw in the idea of good, evil and self-mastery. This flaw being that Plato's idea of evil may be based off someone who is acting in a way that would not have been deemed societally acceptable. If someone was acting out of societal expectations and doing whatever they want or even breaking the law does that not appear to be free will? It appears that anyone can have self mastery when they choose when and what to do and not do. ===== Aristotle ===== Where Plato's contribution was philosophical, Aristotle's was analytical (Dilman, 1999/2013). Aristotle believed that "human beings pursue ends in accordance with reason, they form intentions, make choices, and act on them" (Dilman, 1999/2013), they were not just put on this earth to seek food and sensation. Dilman (1999/2013) states that Aristotle believed that Plato's ideas of evil and self-mastery were flawed, instead Aristotle believed that when a person makes a choice of any kind they are using their will. This theory provides further understandings of humankind's abilities to make choices and enact our motivations within our behaviour. ===== Descartes ===== Descartes separated the mind from the body in his theory of dualism (Dilman, 1999/2013). Dilman (1999/2013) stated that "the 'act of will' is voluntary for Descartes, but the movement it brings about is not". Movement being involuntary seems to make sense. If you were to look at reflexes and how quick they are in response to say a hit to the knee, it would appear that there was little time to think about them. Likewise, some people can be shocked that a reflex happened in response to such a small tap to the knee. Descartes is seemingly describing neurological processes as involuntary movements. ===== Kant ===== According to Dilman (1999/2013) "Kant... claims that the will can and ought to be determined by reason". Dilman (1999/2013) also stated that Kant had difficulty accepting his own ideas as he had opposing concepts of free will and causality of which he did not believe that free will could exist at the same time. The idea of Kant's free will theory is once again different from the other influential names in history and furthers the idea of motivations and reasoning behind behaviour. ===== Freud ===== "Freud... thought that we identify free will with indifference and so are most inclined to believe in its reality where very little hangs on what we do" (Dilman, 1999/2013). Under this banner would fall small choices made in day to day life, like, what shirt you choose to wear or what time to eat lunch. Freud's idea of choices is similar to Aristotle's, however, Freud beliefs that choices connected to free will are only ever small choices{{RoundBoxTop|theme=2}}<quiz display=simple> Which theorist/s believed in the free will of choice?} + Aristotle + Freud - Kant - Plato </quiz> {{RoundBoxBottom}} === Free will in neuroscience === According to Brass et al. (2019), "the main contribution of neuroscience to the free will debate has revolved around the question whether conscious decisions can be predicted from brain activation preceding such decisions". Burns and Bechara (2007) explain that there are two systems involved in will. These systems being impulsive and reflective, which could also be labeled as impulsive and inhibition systems as the reflective system controls the impulsive system. These systems could help explain the free will of neuroscience and help understand the accuracy of Aristotle's theory regarding choice and free will. == Theories == Roediger and colleagues (2008), outline conscious control of behaviour with four studies, tying neuroscience to psychology. === The response - choice paradigm === The first of the studies is the response – choice paradigm utilised by Benjamin Libet. Libet studied the relationship between the readiness potential and conscious thought to understand how they create a motor movement. “At the time that Libet began his research that prior to motor movement there was an electrical change on the area of the scalp above the premotor cortex. This is known as the readiness potential” (Roediger et al., 2008). During his study Libet had his participants read off of a specially made clock and note the time they became aware of the intention to move (Roediger et al., 2008; Pockett, 2007; Cardoso, 2021). But how does this study tie into free will? This study seemingly disproves the idea of free will as there is a specific electrical charge that causes the action. Libet (1999) states that this study does not disprove free will as there is a period of time between when the participants become aware of their intention to act and when the action happens where the participants could choose to stop the behaviour. "It's often said that Libet proved we make all of our decisions unconsciously and therefore never decide anything of our own free will" (Mele, 2014). Libet's experiment seemingly had to do with the idea of 'vetoing' our intentions, making the idea of free will, in this case, free won't (Mele, 2014). Libet's response-choice paradigm aligns with Descartes perspective of free will. === The stop signal paradigm === The second of the four studies is the stop signal paradigm created by Gordon Logan and his colleagues. Logan and colleagues had their participants "perform repeated trials of a simple task (usually discriminating X from O). On a portion of the trials (usually around 20%), a tone is emitted at some point after the go stimulus (the X or O) has been presented but before the subject has responded to that stimulus. Subjects are instructed to stop performing the discrimination task (the go task) when they hear the tone (the stop signal)" (Roediger et al., 2008). The reaction time was measured in this study. This paradigm is best used to understand response inhibition within a laboratory setting (Verbruggen & Logan, 2008b). Verbruggen and Logan (2008a) "propose that automatic and controlled inhibition can work together to guide goal-directed behaviour". Similar to the response - choice paradigm, the stop signal paradigm helps understand free will by understanding inhibitions and the use of 'free won't'. === The process dissociation procedure === The third of the four studies is the process-disassociation procedure utilised by Larry Jacoby and colleagues. "The process-dissociation procedure has been used to estimate the separate contributions of consciously controlled and nonconsciously controlled, or automatic, processes to performance on memory tasks" (Roediger et al., 2008). The process dissociation procedure has to do with more multiple process working together than one single process by itself (Roediger et al., 2008). In order for this to happen, an opposition procedure needs to be used. An opposition procedure involves "the two types of mental processes (e.g. conscious vs unconscious, controlled vs automatic) that are presumably tapped by a given cognitive task are set in opposition to each other" (Roediger et al., 2008). The process dissociation procedure helps understand free will by comparing conscious and unconscious thought. This can then be related back to other studies or theorists like Aristotle who believed that choice reflected will. === The forced report procedure === The final of the four studies is the forced report procedure utilised by Asher Koriat and Morris Goldsmith. The forced report procedure "focuses on the role that report option, the decision to volunteer or withhold information, plays in determining performance on memory tasks" (Roediger et al., 2008). This can help in understanding free will through the choice of volunteering or withholding the information. Once again this relates back to Aristotles' theory of choice, more importantly the ability to choose being our free will.{{RoundBoxTop|theme=4}}<quiz display=simple> Complete the extracts |type="{}"} Libet (1999), states that this study does not { disprove _8 } free will as there is a period of time between when the { participants _12 } become aware of their intention to act and when the action happens where the participants could choose to { stop _4 } the behaviour. Similar to the { response _8 } - { choice _6 } { paradigm _8 }, the stop signal paradigm helps understand free will by understanding { inhibitions _11 } and the use of '{ free _4 } { won't _5 }' . The process { dissociation _12 } procedure helps understand free will by comparing { conscious _9 } and { unconscious _11 } thought. The forced report procedure "focuses on the role that report option, the decision to { volunteer _9 } or { withhold _8 } information, plays in determining performance on { memory _6 } { tasks _5 }" (Roediger et al., 2008).</quiz>{{RoundBoxBottom}} ==Conclusion== This chapter explored the different definitions, histories and theories of both free will and neuroscience both separate and combined. The conclusion about free will is one that may be a mystery for a long time, however it has become apparent that Aristotle's idea of choice in relation to free will seems to have been related back to for two of the four theories. Descartes' idea of free will is related back to for the other two theories. The combination of the two ideas of free will has been reflected in the conclusion that the theories have helped reach. This has been translated into choosing not to perform an action rather than the choice to perform said action. The response - choice paradigm and the stop signal paradigm both reflect the idea of 'free won't' instead of free will. Free won't, as mentioned in Libet's study, being the idea that one can choose to inhibit an action but not choose to perform the action due to the readiness potential. The findings of these theories have seemingly concluded that free will does exist only it has more to do with choosing not to do something which, by extension, means choosing which actions we will perform. ==See also== * [[Motivation and emotion/Book/2015/Willpower#Theories|Willpower]] - Book Chapter (2015) * [[Motivation and emotion/Book/2021/Cognitive dissonance and motivation|Cognitive Dissonance and motivation]] - Book Chapter (2021) * [[Motivation and emotion/Book/2017/Compatibilism|Compatibilism]] - Book Chapter (2017) == Quotes == #"any or all of the sciences, such as neurochemistry and experimental psychology, which deal with the structure or function of the nervous system and brain" [https://neuro.georgetown.edu/about-neuroscience/ (Nordqvist, 2013)] #"Once a responsible, appropriate, and hard-working an, Phineas became irresponsible, socially inappropriate, and unable to work again" [https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 (Getz, 2014)] #"was studying the brain and attempting to determine whether localisation was a legitimate scientific idea" [https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 (Getz, 2014)] #"the study of brain functioning as it relates to bumps and indentations on the head" [https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 (Getz, 2014)] #"human beings pursue ends in accordance with reason, they form intentions, make choices, and act on them" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"the 'act of will' is voluntary for Descartes, but the movement it brings about is not" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"Kant... claims that the will can and ought to be determined by reason" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"Freud... thought that we identify free will with indifference and so are most inclined to believe in its reality where very little hangs on what we do" [http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Dilman, 1999/2013)] #"the main contribution of neuroscience to the free will debate has revolved around the question whether conscious decisions can be predicted from brain activation preceding such decisions" [https://d1wqtxts1xzle7.cloudfront.net/61943295/Why_neuroscience_does_not_disprove_free_will20200130-82782-1ks0blh-libre.pdf?1580410156=&response-content-disposition=inline%3B+filename%3DWhy_neuroscience_does_not_disprove_free.pdf&Expires=1723813701&Signature=UwZrGyYBGHUjODEBJj6tKV1fZjJs458xX6YAgSExn5Ey5oYC320DVWytqfaKd3bjZwRxPSf5qnin0d92ss9PgHEdX8wGWNnq1W2AOUAi4ffbnla4ml2cKoJReX3ERyBka2GjlssSinhTSX0xgDXgObLaxlfHaiy1AVR8z5vWo5W~UpAIuCQBlMe~2FkPe2vTCvudnXtxs4StCes8wbMGJz2BdZssWCFqJvu3U1KZoAdi66RN1P~szs-rqPp~sCEHt6VyzlI3lj3UFGbh0vSPRdaIGwVAgRqWgWhGM3lHjaaJk9kphqY-LGDyxSo9y-PzxbPTAnZRYWhvoWqRrr8MFQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA (Brass et al., 2019)] #“At the time that Libet began his research that prior to motor movement there was an electrical change on the area of the scalp above the premotor cortex. This is known as the readiness potential” [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"It's often said that Libet proved we make all of our decisions unconsciously and therefore never decide anything of our own free will" [[doi:10.1093/acprof:osobl/9780199371624.003.0002|(Mele, 2014)]] #"perform repeated trials of a simple task (usually discriminating X from O). On a portion of the trials (usually around 20%), a tone is emitted at some point after the go stimulus (the X or O) has been presented but before the subject has responded to that stimulus. Subjects are instructed to stop performing the discrimination task (the go task) when they hear the tone (the stop signal)" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"propose that automatic and controlled inhibition can work together to guide goal-directed behaviour" [https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC2597400&blobtype=pdf (Verbruggen and Logan, 2008a)] #"The process-dissociation procedure has been used to estimate the seperate contributions of consciously controlled and nonconsciously controlled, or automatic, processes to performance on memory tasks" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"the two types of mental processes (e.g. conscious vs unconscious, controlled vs automatic) that are presumably tapped by a given cognitive task are set in opposition to each other" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] #"focuses on the role that report option, the decision to volunteer or withhold information, plays in determining performance on memory tasks" [https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf (Roediger and colleagues, 2008)] ==References== {{Hanging indent|1= Brass, M., Furstenberg, A., & Mele, A. R. (2019). Why neuroscience does not disprove free will. ''Neuroscience & Biobehavioral Reviews'', ''102'', 251–263. https://doi.org/10.1016/j.neubiorev.2019.04.024 Burns, K., & Bechara, A. (2007). Decision making and free will: a neuroscience perspective. ''Behavioral Sciences & the Law'', ''25''(2), 263–280. https://doi.org/10.1002/bsl.751 Cardoso, R. C. (2021). Neurolaw and the Neuroscience of Free Will: an Overview. ''SCIO: Revista de Filosofía'', ''21'', 55–81. https://doi.org/10.46583/scio_2021.21.843 Damasio, H., Grabowski, T., Frank, R., Galaburda, A. M., & Damasio, A. R. (1994). The Return of Phineas Gage: Clues About the Brain from the Skull of a Famous Patient. Science, 264(5162), 1102–1105. JSTOR. http://www.antoniocasella.eu/dnlaw/Damasio_1994.pdf Eichenbaum, H. (2013). What H.M. Taught Us. Journal of Cognitive Neuroscience, 25(1), 14–21. https://doi.org/10.1162/jocn_a_00285 Getz, G. E. (2014). History of Neurobiology. In Applied Biological Psychology (pp. 1–12). Springer Publishing Company. https://connect.springerpub.com/content/book/978-0-8261-0923-1/chapter/ch01 Ilham Dilman. (2013). ''Free Will An Historical and Philosophical Introduction''. Routledge. http://www.amas.hk/pdf/shijianshenxue/6/388)Free%20Will%20-%20Historical%20and%20Philosophical%20Introduction%20(Ilham%20Dilman)%20.pdf (Original work published 1999) Libet, B. (1999). Do we have Free Will? ''Journal of Consciousness Studies'', ''6''(8-9), 47–57. https://spot.colorado.edu/~tooley/Benjamin%20Libet.pdf Mele, A. R. (2014). Benjamin Libet: If Not Now, When? In Free: Why Science Hasn’t Disproved Free Will (pp. 8–25). Oxford University Press. https://doi.org/10.1093/acprof:osobl/9780199371624.003.0002 Nordqvist, C. (2013). ''About Neuroscience - Department of Neuroscience''. Department of Neuroscience. https://neuro.georgetown.edu/about-neuroscience/ Pockett, S. (2007). The concept of free will: philosophy, neuroscience and the law. ''Behavioral Sciences & the Law'', ''25''(2), 281–293. https://doi.org/10.1002/bsl.743 Roediger, H. L., Goode, M. K., & Zarombe, F. M. (2008). Free Will and the Control of Action. In J. Baer, J. C. Kaufman, & R. F. Baumeister (Eds.), ''Are we free? Psychology and Free Will'' (pp. 205–225). Oxford University Press. https://www.researchgate.net/profile/Henry-Roediger-2/publication/285124681_Free_Will_and_the_Control_of_Action/links/586d271e08aebf17d3a717c1/Free-Will-and-the-Control-of-Action.pdf Teive, H. A. G., Munhoz, R. P., & Caramelli, P. (2011). Historical aphasia cases: “Tan-tan”, “Vot-vot”, and “Cré nom!” Arquivos de Neuro-Psiquiatria, 69(3), 555–558. https://doi.org/10.1590/s0004-282x2011000400027 Verbruggen, F., & Logan, G. D. (2008a). Automatic and Controlled Response Inhibition: Associative Learning in the Go/No-Go and Stop-Signal Paradigms. J Exp Psychol Gen, 137(4), 649–672. https://doi.org/10.1037/a0013170. Verbruggen, F., & Logan, G. D. (2008b). Response inhibition in the stop-signal paradigm. ''Trends in Cognitive Sciences'', ''12''(11), 418–424. https://doi.org/10.1016/j.tics.2008.07.005 }} == External links == {{Hanging indent|Britannica, T. Editors of Encyclopaedia (2024, October 3). free will. Encyclopedia Britannica. https://www.britannica.com/topic/free-will}} == Interesting extras == * [https://www.youtube.com/watch?v=vCGtkDzELAI Determinism vs Free will] (Crash Course) * [https://www.youtube.com/watch?v=OjCt-L0Ph5o The Libet Experiment: Is Free Will Just an Illusion?] (BBC radio 4) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neuroscience]] [[Category:Motivation and emotion/Book/Will]] jt6c8mlm16rbc51zjtr9sukh70mn7pw 0 306857 2686049 2682723 2024-11-15T06:58:08Z Jtneill 10242 Copyediting 2686049 wikitext text/x-wiki {{title|Pain and placebo:<br>What is the placebo effect in pain management and how does it work?}} {{MECR3|1=https://www.youtube.com/watch?v=Fsw9rtDK4z0}} ==Overview== {{RoundBoxTop|theme=3}} [[File:Abdominal pain.jpg|thumb|'''Figure 1.''' Williams Intense stomach pain.]] ;Scenario William, a 33 year old man, has been having very dull but constant stomach for the past month or so, {{g}} it hasn't been debilitating to hes{{g}} chosen to ignore it until now, in favor of getting more shifts at work. Unfortunately William recently experienced a sudden sharp pain in his stomach, and went to the hospital in unbearable pain. initially William was struggling with his pain even with the painkillers his doctor had put him on, because of this William chose to go back to his doctor to see if he could get anything stronger prescribed. To Williams{{g}} surprise, his doctor didn't change anything about his medication, instead offering William a small container full of sugar pills. William was confused, he knew the pills had no kind of drug in them, so how were they meant to help? Despite this {{g}} Williams{{g}} doctor absolutely insisted that they would help him manage the pain, so much so that William figured he may as well go with it, he wasn't the doctor after all. To Williams{{g}} surprise the sugar pills helped immensely, despite him initially thinking them to be useless, his trust in his doctor made the pills actually work. {{RoundBoxBottom}} A placebo is a treatment method that uses a treatment without any medicinal value on its own, rather relying on the the expectation or conditining{{sp}} of the patient to create medicinal value, {{g}} the theory behind why placebos work focus on two major aspects, the expectation of the patient and any treatment that has been conditioned into the patient. These situations of conditioning and expectations can both create real change in the patient by modulating the release and blockage of various neurotransmitters and receptors, in order to activate a wide variety of brain regions, {{g}} these placebos can be implemented by health professionals by promoting positive expectation in the client either through instructions from their doctor or through observing others have successful treatment, or through classical conditioning. Unfortunately due to the nature of the treatment, it is somewhat rooted in deception, which raises many concerns surrounding informed consent of the patient, however there are ways to implement the treatment without deception, and even in situations where it may be deemed necessary, there are still ways to allow the autonomy of the patient informing them of some level of deception. Placebos unfortunately will not work consistently from person to person, as there are considerable impacts that a person's personality can have on the efficacy of the treatment. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is a placebo? * What theories explain placebos? * How do placebos affect the body? * How are placebo treatments implemented? * What are the ethical implications of placebos? * How do individual differences effect{{sp}} placebos? {{RoundBoxBottom}} == What is a placebo? == A placebo refers to a treatment in which a person's expectations about their treatment contribute to the person's outcomes. For example, a man given a placebo, while being told it is cold medicine, might still see reductions in symptoms, due to him believing the medicine he is taking is real (Colloca, 2019). The placebo response is the situation in which a placebo treatment provides positive outcomes to the patient (Belcher et al., 2018) The nocebo response, however, is when a placebo treatment causes negative outcomes for the patient, via making current symptoms worse or creating symptoms on its own (Belcher et al., 2018). Placebo analgesia is the treatment of pain via the use of a placebo (Muller et al., 2016). == Theories of placebo == {{expand}} === Expectancy theory === Expectancy theory states that the placebo response is dictated by the patients' expectations of the treatment, with patients that believe that their placebo will work and be effective being more likely to experience a placebo response (''Koshi & Short. 2007''). It is important to note that this theory goes both ways, in the same way that positive expectations of a medication working could provide a powerful placebo response, at the same time negative expectations of a medication and its effects could cause a powerful nocebo response, worsening symptoms. Based on expectancy theory it is also possible for non-placebo medications to have an increased risk of side effects based off of the expectancy of the patient to experience those side effects (''Stewert-Williams & Podd. 2004'') === Conditioning theory === Conditioning theory focuses on placebos as instances of classical conditioning, it states that a person can be conditioned to receive health benefits from a medication or other physiological altering substance/event by associating its effects with other factors ''(Koshi & Short. 2007''). The primary difference between these two theories, and the reason why this form of classical conditioning is not simply seen as setting expectations of Expectancy theory is that conditioning theory shows that the expectancy of a placebo effect does not necessarily have to be conscious in order for the effect to take place. Not only that but it also provides a method to be able to analyze placebo effects in animals that we can't communicate with (''Stewert-Williams & Podd. 2004''). === Combination of theories === Rather than being opposing theorys{{sp}} its actually necessary to understand both theories in order to understand a fuller picture of placebo effects, while both theories can explain a variety of placebo effects, neither can explain all, meaning both are valid theories that explain necessary components of the placebo effect process (''Stewert-Williams & Podd. 2004''). === Quiz === <quiz display="simple"> {A doctor encouraging a patient to believe a placebo will relieve their pain is related to which theory? |type="()"} + Expectancy theory - Conditioning theory </quiz> == How does a placebo manage pain{{g}} == Despite the lack of actual medication in a placebo, the expectations and conditioning of the patient has an effect on the various parts of the brain and various neurotransmitters, leading to the treatment of pain (Amanzio et al. 2013). There are a great number of factors that influence the neuropharmacology of placebo analgesia, during the response are large amount of both endogenous opioids and dopamine is released, at the same time cholecystokinin is inhibited (Abhishek & Doherty, 2013). This is because a large amount of the brain structures that seem to be involved in the placebo analgesia response are connected via pathways controlled by opioids. It's for this same reason that cholecystokinin is inhibited during the process, as it has the opposite effect on placebo analgesia, effectively preventing the endogenous opioids from causing the reaction. This is further supported by an early study that was able to prevent a placebo response from occurring via naloxone, which also blocks endogenous opioids (Perfitt et al. 2020) In addition, a part of placebo analgesia is controlled by dopamine output, with the activity within the nucleus accumbens being controlled by dopamine and having a positive impact on the placebo response (Abhishek & Doherty, 2013). Since the placebo analgesia effect does seem to primarily be controlled by endogenous opioids, there are a large amount of brain regions that all show activity during the placebo analgesia response, including these regions listed by Zubieta and Stohler (2009) The Rostral anterior cingulate, dorsolateral pre-frontal cortex, orbitofrontal cortex, insula, nucleus accumbens, amygdala, medial thalamus, periaqueductal gray. Further, the pregenual rostral anterior cingulate cortex, dorsolateral pre-frontal cortex and orbitofrontal cortex seem to primarily be active before and in the later stages of placebo analgesia, seemingly causing parts of the brain to respond to specific methods of placebos (Abhishek & Doherty, 2013) (Amanzio et al. 2013). additionally, the activation of the dorsolateral pre-frontal cortex and orbitofrontal cortex has been linked to a decrease in activity via pain responsive areas (Holmes et al. 2016). === Quiz === <quiz display="simple"> {Which of these is inhibited during the placebo analgesia response? |type="()"} - Dopamine - Endogenous opioids + Cholecystokinin </quiz> == How are placebo treatments implemented? == {{expand}} === Verbal method === Closely related to expectancy theory, giving verbal cues is how a medical professional can influence a patient's expectations regarding treatment and the success thereof. Theoretically a professional could provide a placebo tablet to a patient and inform them that it is a powerful painkiller, Assuming the patient trusts the professional, this would cause the patient to believe that what they are being treated with is a powerful painkiller, and they would expect a reduction of pain. Hopefully then the patients' expectations would influence their body and cause a successful treatment (Belcher et al., 2018). It should also be noted that verbal cues do not rely solely on deception of the patient, this method of placebo treatment can also be used while openly informing the patient of the placebo. (''Evers, et al. 2018)'' === Conditioning === The basis of conditioning theory, the method of using conditioning in order to induce placebo effects starts with the use of a conventional treatment, for example pain killers for pain, and then associates an unconditioned stimulus to the effect of the pain killers, which could be a separate treatment, for example another separate pill, or even the physical feeling of ingesting the pain killers. After the patient has been conditioned to associate the unconditioned stimulus with pain relief, the original painkiller can be replaced with a placebo that matches the unconditioned stimulus and can still maintain the treatment ability (Belcher et al., 2018). === Social learning === Social observational learning in placebo is a method in which the patient observes someone else undergoing the treatment that they will soon be put on, and observing the effects on the other person, meaning if a patient sees another patient take a placebo, and the other patient expresses pain relieving effects, the first patient is likely to experience the same effects given the placebo (Belcher et al., 2018). === Test your knowledge! === <quiz display="simple"> {A patient expecting a placebo to work because they saw it worked for another patient is an example of which implementation? |type="()"} - Verbal cues + Social observational learning - Conditioning </quiz> == Ethical considerations == {{RoundBoxTop|theme=3}} A 47 year old man name Ted experienced a horrible fall one day, falling of a ladder while he was climbing up to his roof, severely injuring both his left arm and leg when he landed on the concrete below. Luckily his husband John was nearby and able to quickly call him and ambulance, getting him to the hospital quickly. during the ambulance ride to the hospital Ted was given painkiller, however even with the painkillers he could barely think due to the pain, once he arrived at the hospital he demanded for him to get more painkillers, the strongest they could find, the doctor seemed reluctant at first but left and returned with the painkillers, he gave Ted a pill and assured him that this painkiller would take care of the pain, that it was the strongest drug available. after the ambulance ride Ted found that difficult to believe. even after an hour Ted had still not experienced any pain relief, he called in a doctor and requested more pain killers. when this new doctor walked in and checked what type of pain killers Ted had been given he was appalled. It turns out Teds first doctor had decided to give him a placebo tablet instead, deciding that his reassurance that the pain would go away would be enough to stop the pain. The new doctor hastily explained the situation, apologized and went and got Ted on some stronger pain killers. After the pain subsided Ted was furious, His doctor had decided to, without informing him at all, provide a sham treatment, that kept him in agony for an hour.{{RoundBoxBottom}} The use of placebos in medical care does have one major ethical concern, that being the possible impacts it can have on informed consent, under most circumstances patients are expected to be able to consent to their own medical care, and have the right to refuse medical treatment, but how does this work when the medical treatment itself uses deception to its benefit? === How is deception used? === As it turns out when it comes to using a placebo, deception is in no way necessary for the treatment. (''Alfano. 2015'') there are a variety of different ways in which to both properly inform patients of the treatment while still allowing the placebo to function. One method that a professional may use is authorized concealment in order to avoid a nocebo outcome, they may ask permission from the patient for them to conceal the possible side effects of a drug. This allows the patient the autonomy to agree to being deceived in order to reduce the chances of side effects. This does of course run the risk of a patient developing nocebo effects that are not related to the drug at all, since they are made aware of the existence of side effects while not being told what they are (''Alfano. 2015''). Beyond this is the concept of authorized deception, in which the professional would ask the patients permission to lie to them in the future regarding some aspects of their treatment for similar reasons to that of authorized concealment (''Alfano. 2015''). These methods of deception are not ideal; however, it is agreed at least among the experts in the field that they may be some situations in which the risk of developing something via a nocebo response in dangerous or likely enough to justify looking in to using these different methods (Evers et al. 2018). Evers and colleagues also agree however that in ideal situations the patient shouldn't have to be deceived at all, and that the risk of nocebo effects can be weakened with appropriate training and wording on the professional's behalf. In terms of administering a placebo itself there is evidence{{f}} to suggest that using a double-blind system in which the patient may receive either real medicine or a placebo without either the professional or patient knowing which while still being informed of the process. This does however relate more the research regarding placebos and testing in what situations they may be applicable, rather than actual medical practice. (''Miller & Colloca. 2009)'' === Open-label placebos === [[File:Antilirium Placebo.jpg|thumb|Figure 2: A bottle of labeled placebo tablets.]] Open-label placebos (see Figure 2) are placebos that are provided to a patient with the patient's full knowledge that it is a placebo, and has no inherent medical effects, however still being encouraged that the treatment will assist them (Colloca. 2019). Open-label placebos have been found to be able to enhance treatment for patients with chronic pain despite no deception being at play, a study by Carvalho and colleagues (2016) found that the use of an open labeled placebo when paired with the conventional treatment in patients with chronic lower back pain to be extremely effective. Additionally, patients who were originally only receiving the conventional treatment also had a decrease in pain when they started taking the open-labeled placebos. Meaning that even when patients are properly informed, open-label placebos are at the very least effective when paired with other forms of care (Carvalho et al. 2016). With that being said, while the initial research is promising much of the research into open-label placebos and their efficacy is in its infancy, with some concerns being raised regarding the current literature and its issues with control groups, less than ideal time frames and possible biases. (Blease et al. 2020) === Quiz === <quiz display="simple"> {True or false? open-label placebos cannot effect the treatment process. |type="()"} - True + False </quiz> == Individual differences == {{expand}} === Optimism === Optimism has been shown to be able to impact the effectiveness of a placebo, including when it comes to pain treatment, out of a group of patients who were undergoing a placebo treatment for pain management those who were considered optimistic were reporting less pain than others in the same condition (''Kern et al. 2020''). Additionally, in a study designed to cause a nocebo response, participants were led to believe that they were taking a pill that would increase or induce a plethora of negative symptoms. In this case when participants were fully deceived participants considered optimists reported fewer negative symptoms, suggesting optimism plays a role in both inducing placebo responses and inhibiting nocebo responses (''Geers et al. 2005''). === Pessimism === Pessimism has also been shown to be able to impact the effectiveness of a placebo, however in contrast to optimism it only seems to serve the impacts of the nocebo response, with pessimists more likely to focus on negative aspects of the treatment, they were more likely to experience side effects (''Kern et al. 2020'') (Perfitt, Plunkett & Jones, 2020). Additionally in the same study by Geers and colleagues (2005) pessimists reported higher amounts of symptoms from the deception-based placebo pill. === Anxiety === While the current research leaves the impact of anxiety on the placebo effect inconclusive, it has been found that anxiety can have an effect on the nocebo response, with higher levels of anxiety predicting a larger nocebo response (''Kern et al. 2020'') (Perfitt, Plunkett & Jones, 2020). === Empathy === When it comes to the social observational aspect of placebo effects, higher ratings of empathy have been linked to higher rates of observational learning and strength of placebo and nocebo effects (Belcher et al., 2018). === The big five === The big five personality types have been a focus on recent research into how personality traits impact the placebo/nocebo response, however the findings thus far have been mostly inconclusive, with many studies having varying results regarding the existence/impact of the personality traits (Kern et al. 2020). {| class="wikitable" |+The Big Five Personality Types !Personality !Placebo Response !Nocebo Response |- |Openness to experience |Inconsistent evidence supporting an increase |No connection |- |Conscientiousness |Inconsistent evidence supporting an decrease |Inconsistent evidence supporting an decrease |- |Extraversion |Inconsistent evidence supporting an increase |No connection |- |Agreeableness |Inconsistent evidence supporting an increase |No connection |- |Neuroticism |Inconsistent evidence supporting an increase |Inconsistent evidence supporting an increase |} === Quiz === <quiz display="simple"> {True or false? Optimism increases nocebo responses. |type="()"} - True + False </quiz> ==Conclusion== A placebo is a treatment that works based off of the expectations of the patient and how they have been conditioned, {{g}} the uses for the placebo response in pain management, also known as placebo analgesia have been proven as effective, by modifying the patients{{g}} expectations or through conditioning the treatment is able to get the patient to produce a large amount of endogenous opioids and dopamine to activate a large amount of brain regions and structures in order to dull pain. Treatments can be implemented by expectations being altered through direct contact with a doctor or observational learning, or via classical conditioning. The main concern regarding the treatment is its ethical disadvantages, at least when implemented in a deceptive manor{{sp}}, however the treatment has still proven to be effective while using complete honesty with the patient while being paired with other more conventional treatments, and further research into the more ethical side of treatment is promising. The placebo treatment to also either be hindered or empowered by various personality traits, the main two being optimism in empowering and pessimism in hindering, although there are other personality traits that are being researched for their possible effects. The most important thing to understand from this chapter is the fact that while placebo effects are effective under deceptive circumstances, they are better put to use with complete honesty whenever possible, allowing the patient their rightful autonomy. ==See also== * [[wikipedia:Placebo|Placebo]] (Wikipedia) * [[Motivation and emotion/Book/2023/Placebo effect and motivation|Placebo effect and motivation]] (Book chapter 2023) * [[Motivation and emotion/Book/2023/Placebo effect and emotion|Placebo effect and emotion]] (Book chapter 2023) * [[Motivation and emotion/Book/2013/Pain and emotion|Pain and emotion]] (Book chapter 2013) * [[Motivation and emotion/Book/2024/Pain and motivation|Pain and motivation]] (Book chapter 2024) ==References== {{Hanging indent|Colloca, L. (2019). The Placebo Effect in Pain Therapies. Annual Review of Pharmacology and toxicology, 59, 191-211. https://doi.org/10.1146/annurev-pharmtox-010818-021542 Muller, M., Kamping, S., Benrath, J., Skowronek, H., Shmitz, J., Klinger, R., & Flor, H. (2016). Treatment history and placebo responses to experimental and clinical pain in chronic pain patients. European journal of pain, 20(9), 1530-1541. https://doi-org.ezproxy.canberra.edu.au/10.1002/ejp.877 Abhishek, A., & Doherty, M. (2013). Mechanisms of the placebo response in pain in osteoarthritis. Osteoarthritis and Cartilage, (21(9), 1229-1235. https://doi.org/10.1016/j.joca.2013.04.018 Belcher, M. A,. Ferre, S., Martinez, E. P., & Colloca, L. (2018). Role of placebo effects in pain and neuropsychiatric disorders, Progress in Neuro-Psychopharnacology{{sp}} and Biological Psychiatry, (87), 298-306. https://doi.org/10.1016/j.pnpbp.2017.06.003 Holmes, R. D., Tiwari, A. K., & Kennedy, J. L. (2016) Mechanisms of the placebo effect in pain and psychiatric disorders, The Pharmacogenomics Journal, (16(6), 491-500. https://doi.org/10.1038/tpj.2016.15 Perfitt, J. S,. Plunkett, N., & Jones, S. (2020). Placebo effect in the management of chronic pain, BJA Education, (20(11), 382-387. https://doi.org/10.1016/j.bjae.2020.07.002 Kern, A., Kramm, C., Witt, C. M., & Barth, J. (2020). The influence of personality traits on the placebo/nocebo response: a systematic review. Journal of Psychosomatic Research, 128, 109866. https://doi.org/10.1016/j.jpsychores.2019.109866 Geers, A. L., Helfer, S. G., Kosbab, K., Weiland, P. E., & Landry, S. J. (2005). Reconsidering the role of personality in placebo effects: dispositional optimism, situational expectations, and the placebo response. Journal of Psychosomatic Research, 58(2), 121-127. https://doi.org/10.1016/j.jpsychores.2004.08.011 Koshi, E. B., & Short, C. A. (2007). Placebo theory and its implications for research and clinical practice: a review of the recent literature. Pain Practice, 7(1), 4-20. https://doi.org/10.1111/j.1533-2500.2007.00104.x Stewart-Williams, S., & Podd, J. (2004). The placebo effect: dissolving the expectancy versus conditioning debate. Psychological bulletin, 130(2), 324. https://doi.org/10.1037/0033-2909.130.2.324 Zubieta, J. K., & Stohler, C. S. (2009). Neurobiological mechanisms of placebo responses. Annals of the New York Academy of Sciences, 1156(1), 198-210. https://doi.org/10.1111/j.1749-6632.2009.04424.x Amanzio, M., Benedetti, F., Porro, C. A., Palermo, S., & Cauda, F. (2013). Activation likelihood estimation meta‐analysis of brain correlates of placebo analgesia in human experimental pain. Human brain mapping, 34(3), 738-752. https://doi.org/10.1002/hbm.21471 Alfano, M. (2015). Placebo effects and informed consent. The American Journal of Bioethics, 15(10), 3-12. https://doi.org/10.1080/15265161.2015.1074302 Miller, F. G., & Colloca, L. (2009). The legitimacy of placebo treatments in clinical practice: evidence and ethics. The American Journal of Bioethics, 9(12), 39-47. https://doi.org/10.1080/15265160903316263 Carvalho, C., Caetano, J. M., Cunha, L., Rebouta, P., Kaptchuk, T. J., & Kirsch, I. (2016). Open-label placebo treatment in chronic low back pain: a randomized controlled trial. Pain, 157(12), 2766-2772. http://dx.doi.org/10.1097/j.pain.0000000000000700 Blease, C. R., Bernstein, M. H., & Locher, C. (2020). Open-label placebo clinical trials: is it the rationale, the interaction or the pill?. BMJ evidence-based medicine, 25(5), 159-165. https://doi.org/10.1136/bmjebm-2019-111209 Evers, A. W., Colloca, L., Blease, C., Annoni, M., Atlas, L. Y., Benedetti, F., ... & Kelley, J. M. (2018). Implications of placebo and nocebo effects for clinical practice: expert consensus. Psychotherapy and psychosomatics, 87(4), 204-210. https://doi.org/10.1159/000490354 }} ==External links== [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Placebo]] jigeqs3qlxqkyj5sdamoelg4bzn3uch 1 307031 2686042 2685423 2024-11-15T06:29:29Z Jtneill 10242 2686042 wikitext text/x-wiki ==Initial suggestions== {{ping|Spring Pavlova}} Thanks for tackling this topic. Some initial suggestions: * Check out other related chapters and see how you can build on, link to, and integrate with that work: ** [[:Category:Motivation and emotion/Book/Attribution]] ** [[:Category:Motivation and emotion/Book/Emotion]] * Also [[Motivation and emotion/Book|search past book chapters for related topics]] * For the [[Motivation and emotion/Assessment/Topic|topic development]], consider: ** What psychological theory(ies) can help to understand and explain this topic? ** What is the main research in this area? * Let me know if I can do anything else to support the development of this chapter. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:11, 11 August 2024 (UTC) == Heading casing == {| style="float: center; background:transparent;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:Spring Pavlova|Hi [[User:Spring Pavlova|Spring Pavlova]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:36, 15 August 2024 (UTC) |} <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title and sub-title are correctly worded and formatted |2= <!-- Headings --> # Basic, 1-level heading structure – could benefit from further development, perhaps using a 2-level structure # Only some of the headings seem to be directly about the topic (e.g., confidence isn't obviously relevant to the topic) <!-- Alignment with focus questions --> # Adopt closer alignment between sub-title, focus questions, and top-level headings |3= <!-- Overview--> # The Overview is promising but too long and lacks sufficient focus <!-- Scenario --> # Move the scenario or case study to the start of this section to help catch reader interest <!-- Description --> # The description is too basic in that it describes each concept separately rather than their relationship <!-- Focus questions --> # Use bullet-points or a numbered list for the focus questions # Put the focus questions in a feature box # The focus questions lack sufficient focus # Closer alignment between the sub-title, focus questions, and top-level headings is recommended |4= <!-- Key points--> # Partial development of some partially relevant key points for some sections, with some relevant citations # Overall, lack of sufficient developed of well-targetted content that represents the best psychological science about this topic # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Then focus most of the content on ''directly answering the core question(s)'' posed by the chapter sub-title. # I recommend using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression such as checking grammatical and spelling errors <!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples # It is unclear whether the best available psychological theory and research has been consulted in the preparation of this plan <!-- Conclusion --> # Conclusion is underway |5= <!-- Figure --> # One or more relevant figure(s) is/are presented and captioned <!-- Caption --> # The figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Include in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Examples/case studies --> # Promising use of one or more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) # Focus the quiz question(s) on the take-home messages for each focus question <!-- Tables --> # Promising use of one or more table(s) # Cite the table at least once in the text <!-- Other --> # Consider including more examples/case studies, quiz question(s), table(s) etc. |7= <!-- References --> <!-- Overall --> # Good # It seems like maybe this topic development has focused on attribution theory in general rather than the ''relationship between attributions and emotion'' <!-- Systematic reviews --> # Are there any systematic reviews about this topic? <!-- Suggestions --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] |8= <!-- Resources --> <!-- See also --> # See also ## OK ## Identify more relevant links ## Use [[w:Letter case#Sentence casing|sentence casing]] <!-- External links --> # External links ## Insufficient ## Move academic sources into references and cite in the chapter ## Include source in brackets after the link |9= <!-- User page --> # Very good <!-- Description about self --> # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2014%2FFight%2C_flight%2C_freeze_system_and_emotion&diff=2646556&oldid=2192011 This edit] fixed a grammar issue but added a spelling error] # Thanks for posting about the accidental edit and getting it sorted # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]]) }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:08, 28 August 2024 (UTC) {{MEMF/2024 |1= <!-- Overall comments ... --> <!-- Overall - Overall --> # Overall, this is a basic presentation |2= <!-- Overview comments ... --> <!-- Overview - Opening --> # The opening conveys the purpose of the presentation in a basic way <!-- Overview - Introduction --> # Create an engaging introduction to hook audience interest (e.g., through an example) <!-- Overview - Context --> # A basic context for the presentation is established <!-- Overview - Focus --> # Consider asking focus questions to help focus and discipline the presentation |3= <!-- Content comments ... --> # Comments about the book chapter may also apply to this section <!-- Content - Addresses topic --> # The presentation addresses the topic <!-- Content - Amount --> # An appropriate amount of content is presented — not too much or too little <!-- Content - Theory --> # The presentation makes reasonably good use of relevant psychological theory <!-- Content - Research --> # The presentation makes insufficient/no use of relevant psychological research <!-- Content - Citations --> # The presentation makes insufficient/no use of citations to support claims <!-- Content - Examples --> # The presentation makes insufficient/no use of examples <!-- Content - Practical advice --> # The presentation could be improved by providing practical advice |4= <!-- Conclusion comments ... --> <!-- Conclusion - Summary and take-aways --> # The conclusion provides a basic summary of the most relevant psychological theory and research about this topic # The conclusion provides basic take-home message(s) |5= <!-- Audio comments ... --> <!-- Audio - Narration --> # The presentation makes basic use of narrated audio <!-- Audio - Pacing --> # Audio communication is well-paced <!-- Audio - Voice --> # Basic [[w:Intonation (linguistics)|intonation]] <!-- Audio - Practice --> # The narration is well practiced and/or performed <!-- Audio - Recording quality --> # Audio recording quality was good <!-- Audio - Topic --> # The narrated [[#Content|content]] is reasonably well matched to the target topic # The narrated [[#Content|content]] lacked synthesis of the best psychological research about this topic |6= <!-- Video comments ... --> <!-- Video - Overall --> # Overall, visual display quality is basic <!-- Video - Video, Image, Text --> # The presentation makes basic use of text-based slides <!-- Video - Text - Font --> # The font size is sufficiently large to make it easy to read <!-- Video - Text - Amount --> # The amount of text presented per slide makes it easy to read and listen at the same time <!-- Video - Images --> # The visual communication could be improved by including relevant images and/or diagrams <!-- Video - Production --> # The presentation is basically produced using simple tools <!-- Video - Topic --> # The visual [[#Content|content]] is reasonably well matched to the target topic # The visual [[#Content|content]] lacked synthesis of the best psychological research about this topic |7= <!-- Meta-data comments ... --> <!-- Meta-data - Title/sub-title --> # The correct title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation <!-- Meta-data - Description --> # A basic written description of the presentation is provided. Consider expanding. <!-- Meta-data - Links --> # An active hyperlink to the book chapter is provided # A link from the book chapter is provided |8= <!-- Licensing comments ... --> <!-- Licensing - Presentation --> # A copyright license for the presentation is not clearly indicated }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:35, 10 November 2024 (UTC) <!-- Official book chapter feedback --> {{MEBF/2024 |1= <!-- Overall comments... --> # Overall, this is a very good chapter. It successfully uses psychological theory and makes basic use of research to address a practical, real-world phenomenon or problem. <!-- Overall – Citations --> # Excellent use of academic, peer-reviewed citations to support claims <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAttribution_theory_and_emotion&diff=2685422&oldid=2683366 these copyedits] |2= <!-- Overview comments... --> # Well developed <!-- Overview – Case study --> # Engages reader via a case study or scenario in a feature box with a relevant image <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon <!-- Overview – Focus questions --> # The focus questions are clear and relevant |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # An excellent range of relevant theories are selected, described, and explained <!-- Theory – Builds on --> # Builds on two previous [[Motivation and emotion/Book|chapters]] and/or [[w:|Wikipedia]] article <!-- Theory – Depth --> # Insightful depth is provided about relevant theory(ies) <!-- Theory – Tables/Figures/Lists --> # Basic use of tables, figures, and/or lists to help convey key theoretical information <!-- Theory – Citations --> # Key citations are well used <!-- Theory – Examples --> # Excellent use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Reasonably good review of relevant research # More detail about key studies would be ideal # Any systematic reviews or meta-analyses in this area? <!-- Research – Critical thinking --> # Basic [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Reasonably good integration between theory and research |6= <!-- Conclusion comments... --> # Excellent summary and conclusion # Key points are well summarised # Summarise key points # The focus questions are addressed # Clear take-home message(s) # Add practical, take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## Overall, the quality of written expression is very good <!-- Written expression – Language --> ## Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[https://www.grammarly.com/blog/first-second-and-third-person/] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## See earlier comments about [[#Heading casing|heading casing]] <!-- Written expression – Grammar --> # Grammar ## The grammar for some sentences could be improved (e.g., see the {{g}} tags) ## Check and make [https://www.grammarly.com/blog/comma/ correct use of commas] <!-- Written expression – Spelling --> # Spelling ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard <!-- Written expression – APA style --> # APA style ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" (APA Style 7th ed., 2020, p. 159) <!-- Written expression – Figures --> ## Figures ### Briefly captioned; provide more detail to help connect the figure to the text ### Use this format for captions: ''Figure X''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") <!-- Written expression – Tables --> ## Tables ### Use APA style for captions ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) ### Each Table is referred to at least once within the main text <!-- Written expression – Citations --> ## Citations use excellent APA style (7th ed.) <!-- Written expression – References --> ## References use basic APA style: ### The reference list is quite short ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Check and correct use of italicisation |8= <!-- Learning features comments... --> # Good use of learning features <!-- Learning features – Wikipedia embedded links --> # Basic use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # No use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Very basic use of figure(s) # Basic use of table(s) # Very good use of feature box(es) # Excellent use of scenarios, case studies, or examples <!-- Learning features – Quizzes --> # Very good use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Basic use of interwiki links in the "See also" section ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] (fixed) ## Use alphabetical order ## Add more links <!-- Learning features – External links --> # Basic use of external links in the "External links" section ## Add more links |9= <!-- Social contribution comments... --> # ~7 logged, useful, mostly minor contributions with direct links to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:57, 14 November 2024 (UTC) nz6ara27a605u3cpl6w3ldhfwdmdw89 1 307041 2686050 2683411 2024-11-15T06:58:29Z Jtneill 10242 Book chapter feedback 2686050 wikitext text/x-wiki ==Initial suggestions== {{ping|U3230258}} Thanks for tackling this topic. Some initial suggestions: * Check out other related chapters and see how you can build on, link to, and integrate with that work: ** [[:Category:Motivation and emotion/Book/Pain]] ** [[:Category:Motivation and emotion/Book/Placebo]] * Also [[Motivation and emotion/Book|search past book chapters for related topics]] * For the [[Motivation and emotion/Assessment/Topic|topic development]], consider: ** What psychological theory(ies) can help to understand and explain this topic? ** What is the main research in this area? * Let me know if I can do anything else to support the development of this chapter. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:20, 11 August 2024 (UTC) == Article suggestion == Hey @[[User:U3230258|U3230258]], I came across an article about The Placebo Effect in Pain Therapies, which I thought may be helpful. Here is the doi. https://doi.org/10.1146/annurev-pharmtox-010818-021542. Good luck! [[User:Zainab Zaman|Zainab Zaman]] ([[User talk:Zainab Zaman|discuss]] • [[Special:Contributions/Zainab Zaman|contribs]]) 12:03, 14 August 2024 (UTC) <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title and sub-title are correctly worded and formatted |2= <!-- Headings --> # Basic, 2-level heading structure – could benefit from further development (expand) <!-- Alignment with focus questions --> # Adopt closer alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Remove full stops |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # OK # Basic # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # Add an image to the scenario to help attract reader interest <!-- Description --> # A brief description of the problem/topic is planned <!-- Focus questions --> # Closer alignment between the sub-title, focus questions, and top-level headings is recommended |4= <!-- Key points--> # Promising development of key points for each section <!-- Citations --> # Excellent use of citations <!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples <!-- Style --> # Use APA style 7th edition for citations with three or more authors (i.e., FirstAuthor et al., year) <!-- Other --> # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression such as checking grammatical and spelling errors <!-- Conclusion --> # Conclusion (the most important section) hasn't been developed # What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) |5= <!-- Figure --> # One or more relevant figure(s) presented and captioned <!-- Caption --> # The figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # One use of in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters <!-- Examples/case studies --> # Consider use of one or more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) <!-- Tables --> # Also consider using one or more tables to summarise key information |7= <!-- References --> <!-- Overall --> # Good <!-- Systematic reviews --> # Are there any systematic reviews about this topic? <!-- Suggestions --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) |8= <!-- Resources --> <!-- See also --> # See also ## One of two link types provided ### Also link to related book chapters <!-- External links --> # External links ## Not developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |9= <!-- User page --> <!-- Description about self --> # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Good – two out of three types of contributions made with with reasonably direct link(s) to evidence (but can be improved). The other type of contribution is making: #* posts about the unit or project on other platforms such as the {{Motivation and emotion/Canvas}} discussion forum or on [https://x.com X] using the {{Motivation and emotion/Hashtag}} # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:14, 1 September 2024 (UTC) == Suggestions - explain pain/NOI Group == Hi @[[User:U3230258|U3230258]], looking forward to looking at this one. I did some work at a physiotherapy where we considered pain in a multidisciplinary approach. I recommend having a look through ''Explain Pain'' by the NOI Group, (David Butler and Lorimer Moseley). They provide an accessible understanding of how pain works from a neuroscience perspective. The book explains that pain is not simply a direct result of injury or damage but a complex experience influenced by the brain and nervous system. Key points include: * Pain as a protective mechanism: Pain is the brain’s way of signaling potential danger, not necessarily reflective of tissue damage. The brain evaluates multiple factors (past experiences, emotions, environment) to determine pain. * Neuroplasticity: The nervous system can change over time, meaning pain can persist even after physical healing. Chronic pain results from heightened sensitivity in the nervous system. * The biopsychosocial model: Pain is influenced by biological, psychological, and social factors. Stress, fear, beliefs about pain, and personal context can all exacerbate or alleviate pain. * Empowerment through understanding: Learning about the science of pain can help individuals manage and reduce their pain by changing their perceptions and behaviours related to it. Goodluck! [[User:U3225022|U3225022]] ([[User talk:U3225022|discuss]] • [[Special:Contributions/U3225022|contribs]]) 10:26, 3 October 2024 (UTC) {{MEMF/2024 |1= <!-- Overall comments ... --> <!-- Overall - Overall --> # Overall, this is a reasonably good presentation <!-- Overall - Time --> # The presentation is over the maximum time limit. Content beyond 3 mins is ignored for marking and feedback purposes. |2= <!-- Overview comments ... --> <!-- Overview - Opening --> # The opening clearly conveys the purpose of the presentation <!-- Overview - Introduction --> # Create an engaging introduction to hook audience interest (e.g., through an example) <!-- Overview - Context --> # A basic context for the presentation is established <!-- Overview - Focus --> # Consider asking focus questions to help focus and discipline the presentation |3= <!-- Content comments ... --> # Comments about the book chapter may also apply to this section <!-- Content - Addresses topic --> # The presentation addresses the topic <!-- Content - Amount --> # There is too much content (goes over time). Provide a higher-level presentation. It is better to cover a small amount of well-selected content well than a large amount poorly. <!-- Content - Theory --> # The presentation makes excellent use of relevant psychological theory <!-- Content - Research --> # The presentation makes reasonably good use of relevant psychological research <!-- Content - Citations --> # The presentation makes very good/ use of citations to support claims <!-- Content - Examples --> # The presentation makes basic use of examples <!-- Content - Practical advice --> # The presentation could be improved by providing practical advice <!-- Content - Easy to understand --> # The presentation provides easy to understand information |4= <!-- Conclusion comments ... --> <!-- Conclusion - Time --> # The Conclusion did not fit within the time limit |5= <!-- Audio comments ... --> <!-- Audio - Easy to follow --> # The audio is easy to follow <!-- Audio - Narration --> # The presentation makes effective/very good/good/reasonably good/basic use of narrated audio <!-- Audio - Pacing --> # Audio communication is well-paced <!-- Audio - Voice --> # Very good [[w:Intonation (linguistics)|intonation]] <!-- Audio - Practice --> # The narration is well practiced and/or performed <!-- Audio - Recording quality --> # Audio recording quality was excellent <!-- Audio - Topic --> # The narrated [[#Content|content]] is well matched to the target topic |6= <!-- Video comments ... --> <!-- Video - Overall --> # Overall, visual display quality is very good <!-- Video - Video, Image, Text --> # The presentation makes very good use of text-based slides <!-- Video - Text - Font --> # The font size is sufficiently large to make it easy to read <!-- Video - Text - Amount --> # The amount of text presented per slide makes it easy to read and listen at the same time <!-- Video - Images --> # The visual communication could be improved by including relevant images and/or diagrams <!-- Video - Production --> # The presentation is well produced using simple tools <!-- Video - Topic --> # The visual [[#Content|content]] is well matched to the target topic |7= <!-- Meta-data comments ... --> <!-- Meta-data - Title/sub-title --> # The correct title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation <!-- Meta-data - Description --> # A very brief written description of the presentation is provided. Expand. <!-- Meta-data - Links --> # Links to and from the book chapter are provided |8= <!-- Licensing comments ... --> <!-- Licensing - Presentation --> # A copyright license for the presentation is clearly indicated }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:44, 11 November 2024 (UTC) <!-- Official book chapter feedback --> {{MEBF/2024 |1= <!-- Overall comments... --> # Overall, this is a very good chapter. It makes very good use of psychological theory and research to address a real-world phenomenon or problem. <!-- Overall – Citations --> # Good use of academic, peer-reviewed citations to support claims # In some places, better use could be made of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FPain_and_placebo&diff=2686049&oldid=2682723 these copyedits] |2= <!-- Overview comments... --> # Well developed <!-- Overview – Case study --> # Engages reader via a case study or scenario in a feature box; also include a relevant image (fixed) <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon <!-- Overview – Focus questions --> # The focus questions are clear but could be more relevant and/or detailed (e.g., no mention of pain?) |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # An excellent range of relevant theories are selected, described, and explained <!-- Theory – Builds on --> # This chapter does not build on related [[Motivation and emotion/Book|chapters]] and/or [[w:|Wikipedia]] articles (e.g., by embedding interwiki links for key terms) <!-- Theory – Depth --> # Very good depth is provided about relevant theory(ies) <!-- Theory – Tables/Figures/Lists --> # Basic use of tables, figures, and/or lists to help convey key theoretical information <!-- Theory – Citations --> # Key citations are well used # In some places, there is insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Theory – Examples --> # Excellent use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Very good review of relevant research # More detail about key studies would be ideal # Any systematic reviews or meta-analyses in this area? <!-- Research – Critical thinking --> # Basic [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research # Some claims lack sufficient citation (e.g., see the {{f}} tags) |5= <!-- Integration comments... --> # Very good integration between theory and research |6= <!-- Conclusion comments... --> # Excellent summary and conclusion # Key points are well summarised # Clear take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## Overall, the quality of written expression is below professional standard. [https://www.canberra.edu.au/current-students/study-skills UC Study Skills] assistance is recommended to help improve writing skills <!-- Written expression – Paragraphs --> ## Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. <!-- Written expression – Layout --> # Layout ## Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) <!-- Written expression – Grammar --> # Grammar ## The grammar for some/many sentences could be improved (e.g., see the {{g}} tags) ### Consider using a [https://www.google.com/search?q=grammar+checking+tools grammar checking tool] ### Another option is to use a services provided by UC, such as Studiosity ### Another option is to share draft work with peers and ask for their assistance ## Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats')[https://grammar.yourdictionary.com/punctuation/apostrophe-rules.html] ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] ## Check and make [https://www.grammarly.com/blog/comma/ correct use of commas] ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who that vs. who] <!-- Written expression – Spelling --> # Spelling ## Some words are misspelt (e.g., see the {{sp}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. ## Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard <!-- Written expression – Figures --> ## Figures ### Reasonably well captioned ### Use this format for captions: ''Figure X''. Descriptive caption goes here in sentence casing. [[Motivation and emotion/Assessment/Chapter/Figures|See example]]. ### Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., "(see Figure 1)"; do not use bold, italics, check and correct capitalisation). <!-- Written expression – Tables --> ## Tables ### Use APA style for captions ([[Motivation and emotion/Assessment/Chapter/Tables|see example]]) ### Refer to each Table at least once within the main text (e.g., see Table 1) <!-- Written expression – Citations --> ## Citations use basic APA style (7th ed.). To improve: ### Remove italics ### Check and correct use of commas ### If there are three or more authors, cite the first author followed by et al., then year. For example, either: #### in-text, Smith et al. (2020), or #### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) <!-- Written expression – References --> ## References use basic APA style: ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Check and correct use of italicisation ### Separate page numbers using an en-dash (–) rather than a hyphen (-) |8= <!-- Learning features comments... --> # Very good use of learning features <!-- Learning features – Wikipedia embedded links --> # No use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # No use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Basic use of figure(s) # Basic use of table(s) # Reasonably good use of feature box(es) # Very good use of scenarios, case studies, or examples <!-- Learning features – Quizzes --> # Excellent use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent use of interwiki links in the "See also" section <!-- Learning features – External links --> # No use of external links in the "External links" section |9= <!-- Social contribution comments... --> # ~12 logged, useful, contributions with direct links to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:58, 15 November 2024 (UTC) mgsmu7o09o6js2k5cf5hko3b2dqhbr6 0 307285 2686051 2684115 2024-11-15T08:22:29Z U3237101 2989643 /* Connection to Country */ 2686051 wikitext text/x-wiki {{title|Connection to country and well-being:<br>What is the relationship between connection to country and well-being?}} {{MECR3|1=https://www.youtube.com/watch?v=5p3v_xLNJhM}} __TOC__ == Overview == {{robelbox|theme=9|title=Scenario}} <div style="{{Robelbox/pad}}"> [[File:Messier83 - Heic1403a.jpg|thumb|'''Figure 1.''' Stars in the galaxy]] Imagine a world without nature. No tall trees to provide shade on a sunny day, no beautiful beaches to stroll on, no green grass to lay on, no marine life, no sky full of stars to admire, no bushes to provide us with sweet fruits, sounds quite miserable right? Whether you are conscious of it or not, nature is an extremely significant part of the human experience. We are one with the land and this brings up the theme of [https://medium.com/gain-indpiration/the-interconnectedness-of-life-d2d0f97e790a interconnectedness]. The First Nations Australians relationship with the land is fundamental to how they live their daily lives, their social and emotional wellbeing, and their self-identity (TIMHWB, 2021). Despite the devastating period of colonization, discrimination, injustice, and displacement from their traditional land, they have been committed to protecting the land and passing their knowledge through each generation.</div> {{Robelbox/close}} This chapter explores the relationship between connection to Country and well-being, and what this connection to the land means to Aboriginal and Torres Strait Islanders. Additionally, this chapter shall discuss the holistic and psychological framework SEWB (Social and Emotional Wellbeing), key elements of this framework, and how these elements especially in relation to connection to Country affect Aboriginal and Torres Strait Islander peoples wellbeing. {{RoundBoxTop|theme=2}} '''Focus questions''' 1. Why is connection to Country foundational to Aboriginal and Torres Strait Islander mental health and well-being? 2. What are the differences between Indigenous frameworks of Social and Emotional Well-Being and traditional Western psychological models? 3. In what ways can the holistic framework (SEWB) provide an understanding about Indigenous perspectives of well-being? {{RoundBoxBottom}} == Connection to Country == [[File:Mustoja.jpg|thumb|315x315px|'''Figure 2:''' How do you feel when you look at this image? Do you feel any form of connection to nature?]] Connection to Country is more than just connection to the physical land. To First Nations Australians, the land is the giver of life and their mother, because it provides them with everything they need in abundance. It is a spiritual connection, and one cannot be separated from the other [https://www.workingwithindigenousaustralians.info/content/Culture_3_The_Land.html#:~:text=To%20them%20the%20land%20is,separate%20one%20from%20the%20other. (The Land, 2020)] === What is Country? === * Country can be defined in many ways but these different definitions all have the same truth. According to the Aboriginal and Torres Strait Islanders, Country can be described as a living system which is closely linked to Aboriginal cultural practices. * Country can also be seen as a multifaceted concept which involves a "''deep, intimate, holistic, complex, localized and reciprocal relationship and connection between Aboriginal and Torres Strait Islander (herein Aboriginal) peoples and elements of land, sea, waterways, sky, stars, and living and non-living entities''”(Yashadhana et.al., 2023). === What is connection to Country? === "''The land and the people are one, 'cause the land is also related. In our kinship system, as a custodian I am the child of that land''," says the Galpu Elder from Nyulunbuy in the Northern Territory, namely Dhangal Gurruwiwi. * Connection to Country is as wide as spirituality, family, community, and culture (Gee et.al., 2014) which provides them with a sense of meaning and belonging, as well as identity which in turn has positive psychological consequences (Haslam et.al., 2009). ''"The land is the mother and we are of the land; we do not own the land rather the land owns us. The land is our food, our culture, our spirit and our identity"'' Dennis Foley, a Gai-mariagal and Wiradjuri man, and Fulbright scholar. * There are many ways in which First Nations people care for the land and which tend to be a community effort so as to promote ecological, spiritual, and human health long-term (Behndrent, 2020). === Why is it significant? === * Listening to the voices of the First Nations people with the intention of willing to learn helps us understand what their connection to Country means, and why it is so important to their self identity.{{ic|explain connection to topic}} * Aboriginal and Torres Strait Islanders have the responsibility to take care of both the physical and intangible aspects of Country, and each generation inherits this responsibility. This includes all flora, fauna, living beings, [[wikipedia:Storytelling|storytelling traditions]], language, and lore.{{ic|explain connection to topic}} * In a video that can be found on the [https://australianstogether.org.au/discover-and-learn/our-cultures/the-importance-of-land#video Australians Together] page, Dhangal Gurruwiwi goes on to explain the grief that comes with loss of the land. She says ''"A person dies of grief 'cause the soul has been torn, just like the earth moving equipment tears the land."''{{ic|explain connection to topic}} {{RoundBoxTop|theme=2}} ===Mindfulness practice=== ;Set an intention for your practise ;Pause for 1 minute and slow your breathing ;Consider these questions: <i>What does Country mean to you? Do you feel like you are one with the land/earth?</i> ;Now visualise your connection to country and different nature schemes ;Pause and reflect, how do you feel? what have you learned from this? {{RoundBoxBottom}} == Indigenous frameworks of well-being == [[File:Aboriginal Australian women and children, Maloga, N.S.W.jpg|thumb|340x340px|'''Figure 3:''' Aboriginal Australian women and children, Maloga, N.S.W|left]] * Healing for Aboriginal and Torres Strait Islanders involves healing of the collective, and that is why social and emotional well-being (SEWB) is important. (TIMHWB, 2021) * SEWB is a holistic framework that goes beyond Western concepts of mental health and recognizes that the well-being of Aboriginal and Torres Strait Islanders involves their relationships with the land (Country), their ancestors, families, bodies, and community. * The key elements of SEWB include: # Connection to Country and land # Connection to community # Connection to culture # Connection to spirituality, spirit, and ancestors # Connection to mind and emotions # Connection to family and kinship # Connection to body and behaviours * In order to feel connected to self, there has to be an understanding of self being intrinsically intertwined with community and family (TIMHW, 2021){{expand}} {{Robelbox|theme=8|title=Test your learning!|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> {Which of the following is not considered a key element of SEWB? |type="()"} - Connection to Country - Connection to Spirit and Ancestors + Connection to wealth and financial success - Connection to culture and tradition {In SEWB, Connection to Country is important because it fosters a deep sense of identity, spirituality, and belonging. |type="()"} + True - False </quiz> </div> {{Robelbox/close}} == Self-determination theory in Connection to Country == [[Self-determination theory]] (SDT) places an emphasis on basic psychological needs which are: autonomy, competence and relatedness{{f}}. This theory is central to the provision of Aboriginal and Torres Strait Islander health services, due to the fact that connection to Country plays a big role in fulfilling their needs{{f}}. === What is self-determination? === The self-determination theory is a broad framework which has been used to understand human motivation, personality development, and wellness (Ryan, 2023)<ref>{{Cite web|url=https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/|title=Basic Psychological Needs|language=en-US|access-date=2024-10-06}}</ref>. This theory contains six sub-theories which are used to explain different aspects of human motivation and well-being, one of them being the [https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/ Basic Psychological Needs Theory (BPNT)] which shall be discussed further in relation to Connection to Country. === Basic Psychological Needs Theory (BPNT) === [[File:Self-Determination-Theory.png|center|thumb|455x455px|'''Figure 4:''' Self determination key elements]] The BPNT theory suggests that basic psychological needs act as essential ''nutrients'' which if satisfied, can aid in an individual's optimal psychological development, well-being, and self-motivation (Ryan, 2023)<ref>{{Cite web|url=https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/|title=Basic Psychological Needs|language=en-US|access-date=2024-10-06}}</ref> Autonomy, competence and relatedness (see '''Figure 4''' for summarized definitions) play a key part in the well-being of an individual because they give one a sense of control, as well as a sense of belonging due to building a supportive community and building strong bonds. === Application of SDT in connection to Country === SDT is important and relevant in understanding Indigenous Australians motivation and emotional connection to the land and community and why it affects their identity and well-being significantly. [https://aigi.org.au/toolkit/self-determination-for-aboriginal-and-torres-strait-islander-peoples#:~:text=Autonomy%20is%20not%20just%20about,community%20matters Self-determination for Aboriginal and Torres Strait Islander peoples] is crucial because it gives them the power to make their own decisions about governance and what happens on their land and to their communities. Former Murdi Paaki chair Sam Jeffries says ''“Our mob believe that true self-determination is making the decisions about what you feel is important to you.”'' (Jeffries, 2012) {| class="wikitable" |+ !SDT !Application to connection to Country{{f}} |- |Autonomy |Having autonomy over decisions made to manage and care for Country and community is paramount. Often times, Indigenous Australians view their relationship with Country as mutually beneficial, therefore any disruptions caused (government intervention, land dispossession, colonization etc.) affect their well-being, self-identity, and cultural practices negatively. However, satisfaction of autonomy as a basic psychological need enables one to experience a sense of integrity (Vansteenskiste, n.d) |- |Competence |Having control over their own environment and their own lives means retaining the knowledge passed down from generation to generation about traditional cultural practices, which provides them with a sense of mastery and reinforces competence. These activities and this practice of cultural skills play a key role in improving their well-being as it also strengthens community. |- |Relatedness |The land is their giver and their mother. Connection to Country aids in fostering a relationship with their ancestors, their families, and future generations. This connection fulfills their sense of relatedness thereby improving their mental health and well-being. A disruption to this connection, as seen during the stolen generation, is psychological harmful hence negatively impacting their mental health quite heavily. |} {{robelbox|theme=12|title=Test yourself!|iconwidth=55px}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> How will reconnecting with traditional cultural practices, the land, and community help satisfy relatedness as a need in SDT in the healing process? |type="()"} - Promotes individual goals - Reduces the need for community support + Fosters a sense of identity and belonging with community and the ancestors - None of the above </quiz> </div> {{RoundBoxBottom}} == Challenges == When considering improving the mental health and well-being of Indigenous Australians, Indigenous frameworks have to be considered. This is because Western perspectives and definitions of well-being differ from Indigenous perspectives. These frameworks need to be heavily studied and included so as to provide efficient support in their health services.{{vague}} === Challenges faced by Aboriginal and Torres Strait Islanders === {{ic|It might be more helpful to consider with this background/context earlier in the chapter}} Due to the effects of colonization, land dispossession, and racism all over the country for several years, Aboriginal and Torres Strait Islanders were forcefully displaced and relocated due to harsh government policies{{f}}. This means that they were moved to unfamiliar and more urban environments, which has restricted their access to Country (Yashadhana et.al., 2023) {{g}} thereby affecting their well-being and health in a myriad of ways. Evidence{{f}} showed that: * 79% of the Aboriginal people had a higher likelihood of developing mental and physical health issues * They have been incarcerated * They are at a higher level of experiencing socioeconomic disadvantages The denial that Aboriginal and Torres Strait Islanders were the rightful occupants of the land and had the right to retain possession of it while using it to their own discretion (due to the doctrine of ''terra nullius'') lead to the justification of colonization and several years of trauma (Langton, 2020) === Limitations in applying Western psychological theories === Applying Western psychological theories to Indigenous frameworks may pose a number of issues due to completely different worldviews. One of the most important things to be considered is the role that Country plays when revising Indigenous Australian well-being frameworks (Sangha et al., 2024){{expand}} * Differences in beliefs are bound to be a significant limitation. For example, Western vs Indigenous worldviews. {{g}} Majority of the existing psychological theories are rooted in Western research and there is a lack of research and representation of different worldviews and perspectives (Sangha et al., 2024). It cannot be a "one size fits all" situation because people's values and beliefs differ all over the world. * Secondly, ecological and spiritual connections may not apply significantly to Western ideas of healing. For Aboriginal and Torres Strait Islanders, connection to the land, spirit, ancestors is salient. Relationships with the land are deeply spiritual and involve Dreaming and ecological stewardship (Hume, 2002). However, Western psychological models rarely account for spiritual dimensions and other related beliefs which can be limiting in the research carried out. {{RoundBoxTop|theme=2}} '''Reflection''' {{ic|Use numbered list per Tutorial 2}} 1. What steps can be taken in order to incorporate Indigenous knowledge into contemporary and Western psychological practices and policies? 2. In what ways can recognizing the importance of community, Country, and culture lead to providing more effective and useful support for the mental health of Indigenous Australians? 3. Have your views on the importance of connection to Country/land changed after learning about Indigenous Australians perspectives? What has stood out to you? {{RoundBoxBottom}} == Conclusion == * There is a direct correlation{{f}} between connection to Country and wellbeing of the Aboriginal and Torres Strait Islanders, being that connection to the land has a significant effect on their wellbeing and the wellbeing of the community. * The Aboriginal people and Stolen Generation continue to experience discrimination, poor healthcare, lack of opportunities and good education systems among other issues due to racism.{{f}} * Connection to the land is vital for the First Nations people to thrive, as it is all{{f}} they know and it provides them with the space to connect with their ancestors and community in a sacred an spiritual way. * The well-being of Indigenous Australians is best{{f}} understood through the use of a holistic framework such as SEWB. * In order to develop beneficial policies and programs, well-being frameworks need{{f}} to evolve and include representation of all sorts of contemporary values and beliefs, including the role of nature. * Indigenous knowledge systems and Western psychological theories may be integrated, but this has to be done with careful consideration, as well as respect for a holistic approach and different cultural perspectives. {{ic|What is the relationship between CtC and WB? That's the topic.}} == See also == * [[Self-determination theory|Self determination theory]] (Wikiversity) * [[wikipedia:Indigenous_Australian_self-determination|Indigenous Australian self-determination]] (Wikipedia) == References == {{Hanging indent|1= Hume, L. (2002). Ancestral Power: The Dreaming, Consciousness and Aboriginal Australians. Melbourne University Press. Jeffries, S. (2023, December 4). MURDI PAAKI Self-determination. Retrieved from Reconcillliation AUS (youtube): https://www.youtube.com/watch?v=OvfTj9nbH6c&t=2s Kamaljit K. Sangha, Y. D. (2024). A comprehensive analysis of well-being frameworks applied in Australia and their suitability for Indigenous peoples. International Journal of Quantitative Studies on Health and Well-being. Langton, M. (2020). Understanding Sovereignity . Retrieved from Agreements Treaties and Negotiation Settlements : https://www.atns.net.au/understanding-sovereignty Ryan, R. M. (2023). The Oxford Handbook of Self-Determination Theory. Oxford University Press. Vansteenkiste, M. (n.d.). What are basic psychological needs in SDT? Retrieved from Basic Psychological Needs – selfdeterminationtheory.org. (n.d.). https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/ Yang, Y., Cai, H., Yang, Z., Zhao, X., Li, M., Han, R., & Chen, S. X. (2022). Why does nature enhance psychological well-being? A Self-Determination account. ''Journal of Environmental Psychology'', ''83'', 101872. https://doi.org/10.1016/j.jenvp.2022.101872 Yashadhana, A., Fields, T., Liu, E., Serova, N., O’Leary, M., Kenning, G., Kuchelmeister, V., Lockhart, J., & De Leeuw, E. (2023). Therapeutic aspects of Connection to Country and cultural landscapes among Aboriginal peoples from the Stolen Generations living in urban NSW, Australia. ''Public Health Research & Practice'', ''33''(4). https://doi.org/10.17061/phrp3342332 }} == External links == * [https://experience.welcometocountry.com/blogs/learning/connection-to-country Connection to Country] (Welcome to Country) * [https://www.indigenoushpf.gov.au/measures/2-14-indigenous-people-with-access-to-their-tradit Indigenous people with access to their traditional lands] (Australian Institute of Health and Welfare) * [https://www.aboriginalheritagecouncil.vic.gov.au/taking-care-culture-discussion-paper/land-our-future-caring-country Land is our future: Caring for our Country] (Victorian Aboriginal Heritage Council) * [https://australianstogether.org.au/discover-and-learn/our-cultures/the-importance-of-land The importance of Land] (Australians Together) * [https://medium.com/gain-indpiration/the-interconnectedness-of-life-d2d0f97e790a The Interconnectedness of life] (Medium) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Environment]] [[Category:Motivation and emotion/Book/Nature]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] [[Category:Motivation and emotion/Book/Well-being]] meqm3xtazx1rbqc3x7y5uxrjibmlrsd 2686053 2686051 2024-11-15T10:15:46Z U3237101 2989643 2686053 wikitext text/x-wiki {{title|Connection to country and well-being:<br>What is the relationship between connection to country and well-being?}} {{MECR3|1=https://www.youtube.com/watch?v=5p3v_xLNJhM}} __TOC__ == Overview == {{robelbox|theme=9|title=Scenario}} <div style="{{Robelbox/pad}}"> [[File:Messier83 - Heic1403a.jpg|thumb|'''Figure 1.''' Stars in the galaxy]] Imagine a world without nature. No tall trees to provide shade on a sunny day, no beautiful beaches to stroll on, no green grass to lay on, no marine life, no sky full of stars to admire, no bushes to provide us with sweet fruits, sounds quite miserable right? Whether you are conscious of it or not, nature is an extremely significant part of the human experience. We are one with the land and this brings up the theme of [https://medium.com/gain-indpiration/the-interconnectedness-of-life-d2d0f97e790a interconnectedness]. The First Nations Australians relationship with the land is fundamental to how they live their daily lives, their social and emotional wellbeing, and their self-identity (TIMHWB, 2021). Despite the devastating period of colonization, discrimination, injustice, and displacement from their traditional land, they have been committed to protecting the land and passing their knowledge through each generation.</div> {{Robelbox/close}} This chapter explores the relationship between connection to Country and well-being, and what this connection to the land means to Aboriginal and Torres Strait Islanders. Additionally, this chapter shall discuss the holistic and psychological framework SEWB (Social and Emotional Wellbeing), key elements of this framework, and how these elements especially in relation to connection to Country affect Aboriginal and Torres Strait Islander peoples wellbeing. {{RoundBoxTop|theme=2}} '''Focus questions''' 1. Why is connection to Country foundational to Aboriginal and Torres Strait Islander mental health and well-being? 2. What are the differences between Indigenous frameworks of Social and Emotional Well-Being and traditional Western psychological models? 3. In what ways can the holistic framework (SEWB) provide an understanding about Indigenous perspectives of well-being? {{RoundBoxBottom}} == Connection to Country == [[File:Mustoja.jpg|thumb|315x315px|'''Figure 2:''' How do you feel when you look at this image? Do you feel any form of connection to nature?]] Connection to Country is more than just connection to the physical land. To First Nations Australians, the land is the giver of life and their mother, because it provides them with everything they need in abundance. It is a spiritual connection, and one cannot be separated from the other [https://www.workingwithindigenousaustralians.info/content/Culture_3_The_Land.html#:~:text=To%20them%20the%20land%20is,separate%20one%20from%20the%20other. (The Land, 2020)] === What is Country? === * Country can be defined in many ways but these different definitions all have the same truth. According to the Aboriginal and Torres Strait Islanders, Country can be described as a living system which is closely linked to Aboriginal cultural practices [https://www.aboriginalheritagecouncil.vic.gov.au/taking-care-culture-discussion-paper/land-our-future-caring-country (Land is our future, 2021)] * Country can also be seen as a multifaceted concept which involves a "''deep, intimate, holistic, complex, localized and reciprocal relationship and connection between Aboriginal and Torres Strait Islander (herein Aboriginal) peoples and elements of land, sea, waterways, sky, stars, and living and non-living entities''”(Yashadhana et.al., 2023). === What is connection to Country? === "''The land and the people are one, 'cause the land is also related. In our kinship system, as a custodian I am the child of that land''," says the Galpu Elder from Nyulunbuy in the Northern Territory, namely Dhangal Gurruwiwi. Connection to Country is as wide as spirituality, family, community, and culture (Gee et.al., 2014) which provides them with a sense of meaning and belonging, as well as identity which in turn has positive psychological consequences (Haslam et.al., 2009). ''"The land is the mother and we are of the land; we do not own the land rather the land owns us. The land is our food, our culture, our spirit and our identity"'' says Dennis Foley, a Gai-mariagal and Wiradjuri man, and Fulbright scholar. There are many ways in which First Nations people care for the land and which tend to be a community effort so as to promote ecological, spiritual, and human health long-term (Behndrent, 2020). Caring for Country looks like taking part in various activities on Indigenous land and seas, with the main objective and focus being on promoting spiritual, human, and ecological health (Burgees et al., 2009). === Why is this connection significant? === Listening to the voices of the First Nations people with the intention of willing to learn helps us understand what their connection to Country means, and why it is so important to their overall wellbeing. Aboriginal and Torres Strait Islanders have the responsibility to take care of both the physical and intangible aspects of Country, and each generation inherits this responsibility. This includes all flora, fauna, living beings, [[wikipedia:Storytelling|storytelling traditions]], language, and lore. In a video that can be found on the [https://australianstogether.org.au/discover-and-learn/our-cultures/the-importance-of-land#video Australians Together] page, Dhangal Gurruwiwi goes on to explain the grief that comes with loss of the land. She says ''"A person dies of grief 'cause the soul has been torn, just like the earth moving equipment tears the land."'' There has been a positive relationship found between Indigenous Australians emotional wellbeing and connection to Country and sustainability of Indigenous land and culture (Biddle, 2012). This shows that caring for Country could promote good health, while the lack of care and connection to the Land could negatively affect their health. As much as this is true, there has still been little research done to systematically investigate this matter despite Indigenous Australians efforts and demands to find what works for them and shift the focus of health research (Burgess et al., 2009). {{RoundBoxTop|theme=2}} ===Mindfulness practice=== ;Set an intention for your practise ;Pause for 1 minute and slow your breathing ;Consider these questions: <i>What does Country mean to you? Do you feel like you are one with the land/earth?</i> ;Now visualise your connection to country and different nature schemes ;Pause and reflect, how do you feel? what have you learned from this? {{RoundBoxBottom}} == Indigenous frameworks of well-being == [[File:Aboriginal Australian women and children, Maloga, N.S.W.jpg|thumb|340x340px|'''Figure 3:''' Aboriginal Australian women and children, Maloga, N.S.W|left]] * Healing for Aboriginal and Torres Strait Islanders involves healing of the collective, and that is why social and emotional well-being (SEWB) is important. (TIMHWB, 2021) * The term SEWB has been used to magnify the understanding of mental health and wellbeing through the lens of Aboriginal and Torres Strait Islanders, as well as showing how it differs from Western concepts of mental health. (Gee et al., 2014) === What is SEWB ? === [https://timhwb.org.au/wp-content/uploads/2021/04/SEWB-fact-sheet.pdf SEWB] is a holistic framework that goes beyond Western concepts of mental health. and recognizes that the well-being of Aboriginal and Torres Strait Islanders involves their relationships with the land This framework has been defined as "a multidimensional concept of health that includes mental health, but also encompasses domains of health and wellbeing such as connection to land (Country), culture, spirituality, ancestry, family, and community" (Gee et al., 2014) * The key elements of SEWB include: # Connection to Country and land # Connection to community # Connection to culture # Connection to spirituality, spirit, and ancestors # Connection to mind and emotions # Connection to family and kinship # Connection to body and behaviours In order to feel connected to self, there has to be an understanding of self being intrinsically intertwined with community and family (TIMHW, 2021) {{Robelbox|theme=8|title=Test your learning!|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> {Which of the following is not considered a key element of SEWB? |type="()"} - Connection to Country - Connection to Spirit and Ancestors + Connection to wealth and financial success - Connection to culture and tradition {In SEWB, Connection to Country is important because it fosters a deep sense of identity, spirituality, and belonging. |type="()"} + True - False </quiz> </div> {{Robelbox/close}} == Self-determination theory in Connection to Country == [[Self-determination theory]] (SDT) places an emphasis on basic psychological needs which are: autonomy, competence and relatedness{{f}}. This theory is central to the provision of Aboriginal and Torres Strait Islander health services, due to the fact that connection to Country plays a big role in fulfilling their needs{{f}}. === What is self-determination? === The self-determination theory is a broad framework which has been used to understand human motivation, personality development, and wellness (Ryan, 2023)<ref>{{Cite web|url=https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/|title=Basic Psychological Needs|language=en-US|access-date=2024-10-06}}</ref>. This theory contains six sub-theories which are used to explain different aspects of human motivation and well-being, one of them being the [https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/ Basic Psychological Needs Theory (BPNT)] which shall be discussed further in relation to Connection to Country. === Basic Psychological Needs Theory (BPNT) === [[File:Self-Determination-Theory.png|center|thumb|455x455px|'''Figure 4:''' Self determination key elements]] The BPNT theory suggests that basic psychological needs act as essential ''nutrients'' which if satisfied, can aid in an individual's optimal psychological development, well-being, and self-motivation (Ryan, 2023)<ref>{{Cite web|url=https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/|title=Basic Psychological Needs|language=en-US|access-date=2024-10-06}}</ref> Autonomy, competence and relatedness (see '''Figure 4''' for summarized definitions) play a key part in the well-being of an individual because they give one a sense of control, as well as a sense of belonging due to building a supportive community and building strong bonds. === Application of SDT in connection to Country === SDT is important and relevant in understanding Indigenous Australians motivation and emotional connection to the land and community and why it affects their identity and well-being significantly. [https://aigi.org.au/toolkit/self-determination-for-aboriginal-and-torres-strait-islander-peoples#:~:text=Autonomy%20is%20not%20just%20about,community%20matters Self-determination for Aboriginal and Torres Strait Islander peoples] is crucial because it gives them the power to make their own decisions about governance and what happens on their land and to their communities. Former Murdi Paaki chair Sam Jeffries says ''“Our mob believe that true self-determination is making the decisions about what you feel is important to you.”'' (Jeffries, 2012) {| class="wikitable" |+ !SDT !Application to connection to Country{{f}} |- |Autonomy |Having autonomy over decisions made to manage and care for Country and community is paramount. Often times, Indigenous Australians view their relationship with Country as mutually beneficial, therefore any disruptions caused (government intervention, land dispossession, colonization etc.) affect their well-being, self-identity, and cultural practices negatively. However, satisfaction of autonomy as a basic psychological need enables one to experience a sense of integrity (Vansteenskiste, n.d) |- |Competence |Having control over their own environment and their own lives means retaining the knowledge passed down from generation to generation about traditional cultural practices, which provides them with a sense of mastery and reinforces competence. These activities and this practice of cultural skills play a key role in improving their well-being as it also strengthens community. |- |Relatedness |The land is their giver and their mother. Connection to Country aids in fostering a relationship with their ancestors, their families, and future generations. This connection fulfills their sense of relatedness thereby improving their mental health and well-being. A disruption to this connection, as seen during the stolen generation, is psychological harmful hence negatively impacting their mental health quite heavily. |} {{robelbox|theme=12|title=Test yourself!|iconwidth=55px}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> How will reconnecting with traditional cultural practices, the land, and community help satisfy relatedness as a need in SDT in the healing process? |type="()"} - Promotes individual goals - Reduces the need for community support + Fosters a sense of identity and belonging with community and the ancestors - None of the above </quiz> </div> {{RoundBoxBottom}} == Challenges == When considering improving the mental health and well-being of Indigenous Australians, Indigenous frameworks have to be considered. This is because Western perspectives and definitions of well-being differ from Indigenous perspectives. These frameworks need to be heavily studied and included so as to provide efficient support in their health services.{{vague}} === Challenges faced by Aboriginal and Torres Strait Islanders === {{ic|It might be more helpful to consider with this background/context earlier in the chapter}} Due to the effects of colonization, land dispossession, and racism all over the country for several years, Aboriginal and Torres Strait Islanders were forcefully displaced and relocated due to harsh government policies{{f}}. This means that they were moved to unfamiliar and more urban environments, which has restricted their access to Country (Yashadhana et.al., 2023) {{g}} thereby affecting their well-being and health in a myriad of ways. Evidence{{f}} showed that: * 79% of the Aboriginal people had a higher likelihood of developing mental and physical health issues * They have been incarcerated * They are at a higher level of experiencing socioeconomic disadvantages The denial that Aboriginal and Torres Strait Islanders were the rightful occupants of the land and had the right to retain possession of it while using it to their own discretion (due to the doctrine of ''terra nullius'') lead to the justification of colonization and several years of trauma (Langton, 2020) === Limitations in applying Western psychological theories === Applying Western psychological theories to Indigenous frameworks may pose a number of issues due to completely different worldviews. One of the most important things to be considered is the role that Country plays when revising Indigenous Australian well-being frameworks (Sangha et al., 2024){{expand}} * Differences in beliefs are bound to be a significant limitation. For example, Western vs Indigenous worldviews. {{g}} Majority of the existing psychological theories are rooted in Western research and there is a lack of research and representation of different worldviews and perspectives (Sangha et al., 2024). It cannot be a "one size fits all" situation because people's values and beliefs differ all over the world. * Secondly, ecological and spiritual connections may not apply significantly to Western ideas of healing. For Aboriginal and Torres Strait Islanders, connection to the land, spirit, ancestors is salient. Relationships with the land are deeply spiritual and involve Dreaming and ecological stewardship (Hume, 2002). However, Western psychological models rarely account for spiritual dimensions and other related beliefs which can be limiting in the research carried out. {{RoundBoxTop|theme=2}} '''Reflection''' {{ic|Use numbered list per Tutorial 2}} 1. What steps can be taken in order to incorporate Indigenous knowledge into contemporary and Western psychological practices and policies? 2. In what ways can recognizing the importance of community, Country, and culture lead to providing more effective and useful support for the mental health of Indigenous Australians? 3. Have your views on the importance of connection to Country/land changed after learning about Indigenous Australians perspectives? What has stood out to you? {{RoundBoxBottom}} == Conclusion == * There is a direct correlation{{f}} between connection to Country and wellbeing of the Aboriginal and Torres Strait Islanders, being that connection to the land has a significant effect on their wellbeing and the wellbeing of the community. * The Aboriginal people and Stolen Generation continue to experience discrimination, poor healthcare, lack of opportunities and good education systems among other issues due to racism.{{f}} * Connection to the land is vital for the First Nations people to thrive, as it is all{{f}} they know and it provides them with the space to connect with their ancestors and community in a sacred an spiritual way. * The well-being of Indigenous Australians is best{{f}} understood through the use of a holistic framework such as SEWB. * In order to develop beneficial policies and programs, well-being frameworks need{{f}} to evolve and include representation of all sorts of contemporary values and beliefs, including the role of nature. * Indigenous knowledge systems and Western psychological theories may be integrated, but this has to be done with careful consideration, as well as respect for a holistic approach and different cultural perspectives. {{ic|What is the relationship between CtC and WB? That's the topic.}} == See also == * [[Self-determination theory|Self determination theory]] (Wikiversity) * [[wikipedia:Indigenous_Australian_self-determination|Indigenous Australian self-determination]] (Wikipedia) == References == {{Hanging indent|1= Hume, L. (2002). Ancestral Power: The Dreaming, Consciousness and Aboriginal Australians. Melbourne University Press. Jeffries, S. (2023, December 4). MURDI PAAKI Self-determination. Retrieved from Reconcillliation AUS (youtube): https://www.youtube.com/watch?v=OvfTj9nbH6c&t=2s Kamaljit K. Sangha, Y. D. (2024). A comprehensive analysis of well-being frameworks applied in Australia and their suitability for Indigenous peoples. International Journal of Quantitative Studies on Health and Well-being. Langton, M. (2020). Understanding Sovereignity . Retrieved from Agreements Treaties and Negotiation Settlements : https://www.atns.net.au/understanding-sovereignty Ryan, R. M. (2023). The Oxford Handbook of Self-Determination Theory. Oxford University Press. Vansteenkiste, M. (n.d.). What are basic psychological needs in SDT? Retrieved from Basic Psychological Needs – selfdeterminationtheory.org. (n.d.). https://selfdeterminationtheory.org/topics/application-basic-psychological-needs/ Yang, Y., Cai, H., Yang, Z., Zhao, X., Li, M., Han, R., & Chen, S. X. (2022). Why does nature enhance psychological well-being? A Self-Determination account. ''Journal of Environmental Psychology'', ''83'', 101872. https://doi.org/10.1016/j.jenvp.2022.101872 Yashadhana, A., Fields, T., Liu, E., Serova, N., O’Leary, M., Kenning, G., Kuchelmeister, V., Lockhart, J., & De Leeuw, E. (2023). Therapeutic aspects of Connection to Country and cultural landscapes among Aboriginal peoples from the Stolen Generations living in urban NSW, Australia. ''Public Health Research & Practice'', ''33''(4). https://doi.org/10.17061/phrp3342332 }} == External links == * [https://experience.welcometocountry.com/blogs/learning/connection-to-country Connection to Country] (Welcome to Country) * [https://www.indigenoushpf.gov.au/measures/2-14-indigenous-people-with-access-to-their-tradit Indigenous people with access to their traditional lands] (Australian Institute of Health and Welfare) * [https://www.aboriginalheritagecouncil.vic.gov.au/taking-care-culture-discussion-paper/land-our-future-caring-country Land is our future: Caring for our Country] (Victorian Aboriginal Heritage Council) * [https://australianstogether.org.au/discover-and-learn/our-cultures/the-importance-of-land The importance of Land] (Australians Together) * [https://medium.com/gain-indpiration/the-interconnectedness-of-life-d2d0f97e790a The Interconnectedness of life] (Medium) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Environment]] [[Category:Motivation and emotion/Book/Nature]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] [[Category:Motivation and emotion/Book/Well-being]] 4bny464s9tt0czfcannh5dmeamr53m9 0 307453 2685468 2685467 2024-11-14T12:11:17Z Paige U3191574 2924656 /* Parental emotion socialisation behaviour */ 2685468 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017). Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development (REF). These processes are identified to occur through four core mechanisms; reaction to emotional displays, discussion of emotions, the emotional expressiveness of the parent (or family), and the parent's emotion related beliefs (Johnson et al. 2017 + REF in johnson et al; that identifies the fourth). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive or unsupportive (REF). (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . Recognising that conduct problems including antisocial behaviour is linked to emotional extremes of o9ver arousal or under arousal solidifies the need to further understand parenting process that relate to emotion socialisation and socioemotional development in respect to both risk, resource and protective factors ==== Reaction to emotional display ==== Parents' responses to children's emotional expressions significantly shape emotion regulation and can influence the development of externalizing behaviours. When parents provide validation, empathy, and support, children learn to manage their emotions effectively. However, dismissive, critical, or hostile reactions—such as punishing or ignoring emotional displays—impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. ==== Discussion of emotions (emotional coaching) ==== Parents' engagement in discussion of emotion (em'''otion coaching)''', discussing and labelling emotions, exploring their causes fosters '''emotion regulation''' and enhances children’s ability to process emotions effectively. This practice promotes '''emotional awareness''', adaptive coping, and self-reflection. In contrast, when parents '''avoid''' or '''discourage emotional discussions''', children may struggle with '''emotion identification''' and '''emotion processing''', leading to '''emotion dysregulation'''. These children are more likely to experience '''emotional confusion''', ineffective coping strategies, and engage in '''externalizing behaviours''' when confronted with stressors. * Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). * oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> * In the second phase, from three to 5 years, the relationship continues in this manner, but the child begins to understand and discern between and among their own emotions and those of others, as well as to deal with emotions in a regulated manner. ==== '''Emotional expressiveness''' ==== Parents' emotional expressiveness significantly influences children's emotion regulation. Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. ==== Emotion related beliefs ==== '''Parents' emotion-related beliefs''' refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression leads to '''emotion suppression''', impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Impulsivity''', '''poor social functioning''', and risk of '''externalising behaviours''' (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Emotion suppression''', '''dysregulation''', and '''difficulty managing emotions''', leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] 872xm7w54f22uq7hm773rbh8rkt9ql8 2685472 2685468 2024-11-14T12:51:45Z Paige U3191574 2924656 /* Parental emotion socialisation behaviour */ 2685472 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]''Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) ** reword''. Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development (REF). These processes are commonly identified to occur through three core mechanisms; reaction to emotional displays, discussion of emotions, and the emotional expressiveness of the parent (or family), with Gottmann et al, 1997 and the parent's emotion related beliefs (Johnson et al. 2017 + REF in johnson et al; that identifies the fourth). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). The association between the socialisation of children's emotional development and antisocial behaviour is attributed to resultant emotion processing and regulatory deficits when parental emotion socialisation is maladaptive (Johnson et al,  2017). ==== Theoretical perspectives ==== ===== Emotion processing and regulatory deficits ===== ===== The role of language in socioemotional development ===== (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . Reaction to emotional display Parents' responses to children's emotional expressions significantly shape emotion regulation and can influence the development of externalizing behaviours. When parents provide validation, empathy, and support, children learn to manage their emotions effectively. However, dismissive, critical, or hostile reactions—such as punishing or ignoring emotional displays—impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. ==== Discussion of emotions (emotional coaching) ==== Parents' engagement in discussion of emotion (em'''otion coaching)''', discussing and labelling emotions, exploring their causes fosters '''emotion regulation''' and enhances children’s ability to process emotions effectively. This practice promotes '''emotional awareness''', adaptive coping, and self-reflection. In contrast, when parents '''avoid''' or '''discourage emotional discussions''', children may struggle with '''emotion identification''' and '''emotion processing''', leading to '''emotion dysregulation'''. These children are more likely to experience '''emotional confusion''', ineffective coping strategies, and engage in '''externalizing behaviours''' when confronted with stressors. * Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). * oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> * In the second phase, from three to 5 years, the relationship continues in this manner, but the child begins to understand and discern between and among their own emotions and those of others, as well as to deal with emotions in a regulated manner. ==== '''Emotional expressiveness''' ==== Parents' emotional expressiveness significantly influences children's emotion regulation. Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. ==== Emotion related beliefs ==== '''Parents' emotion-related beliefs''' refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression leads to '''emotion suppression''', impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Impulsivity''', '''poor social functioning''', and risk of '''externalising behaviours''' (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Emotion suppression''', '''dysregulation''', and '''difficulty managing emotions''', leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] ak8edx1i669px737bc9epm0xiyxu8v3 2685474 2685472 2024-11-14T13:04:15Z Paige U3191574 2924656 /* Parental emotion socialisation behaviour */ 2685474 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]''Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) ** reword''. Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development (REF). These processes are commonly identified to occur through three core mechanisms; reaction to emotional displays, discussion of emotions, and the emotional expressiveness of the parent (or family), with Gottmann et al, 1997 and the parent's emotion related beliefs (Johnson et al. 2017 + REF in johnson et al; that identifies the fourth). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). * The association between the socialisation of children's emotional development and antisocial behaviour is attributed to resultant emotion processing and regulatory deficits when parental emotion socialisation is maladaptive (Johnson et al,  2017). ===== Emotion processing and regulatory deficits ===== ===== The role of language in socioemotional development ===== (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . Reaction to emotional display When parents provide validation, empathy, and support, children learn to manage their emotions effectively. However, dismissive, critical, or hostile reactions—such as punishing or ignoring emotional displays—impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. ==== Discussion of emotions (emotional coaching) ==== Parents' engagement in discussion of emotion (em'''otion coaching)''', discussing and labelling emotions, exploring their causes fosters '''emotion regulation''' and enhances children’s ability to process emotions effectively. This practice promotes '''emotional awareness''', adaptive coping, and self-reflection. In contrast, when parents '''avoid''' or '''discourage emotional discussions''', children may struggle with '''emotion identification''' and '''emotion processing''', leading to '''emotion dysregulation'''. These children are more likely to experience '''emotional confusion''', ineffective coping strategies, and engage in '''externalizing behaviours''' when confronted with stressors. * Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). * oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> * In the second phase, from three to 5 years, the relationship continues in this manner, but the child begins to understand and discern between and among their own emotions and those of others, as well as to deal with emotions in a regulated manner. ==== '''Emotional expressiveness''' ==== Parents' emotional expressiveness significantly influences children's emotion regulation. Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. ==== Emotion related beliefs ==== '''Parents' emotion-related beliefs''' refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression leads to '''emotion suppression''', impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Impulsivity''', '''poor social functioning''', and risk of '''externalising behaviours''' (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Emotion suppression''', '''dysregulation''', and '''difficulty managing emotions''', leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] p9bcfzfyou7reaqbwro39e9odoplvp4 2685480 2685474 2024-11-14T13:29:59Z Paige U3191574 2924656 /* Parental emotion socialisation behaviour */ 2685480 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]''Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) ** reword''. Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development, amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017) '''Reaction to emotional displays (active)''' When parents provide validation, empathy, and support, children learn to manage their emotions effectively. However, dismissive, critical, or hostile reactions—such as punishing or ignoring emotional displays—impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. ==== Discussion of emotions (active) ==== Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. ===== Emotion coaching (active) ===== Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression leads to '''emotion suppression''', impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Impulsivity''', '''poor social functioning''', and risk of '''externalising behaviours''' (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Emotion suppression''', '''dysregulation''', and '''difficulty managing emotions''', leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ==== '''Emotional expressiveness (passive)''' ==== Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Emotion processing and regulatory deficits ===== ===== The role of language in socioemotional development ===== (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . Reaction to emotional display * Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). * oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> * In the second phase, from three to 5 years, the relationship continues in this manner, but the child begins to understand and discern between and among their own emotions and those of others, as well as to deal with emotions in a regulated manner. ==== Adverse childhood events ==== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] lpelo5bfvacuil5zv5wkt3v9o2yu516 2685483 2685480 2024-11-14T13:31:21Z Paige U3191574 2924656 /* Coercive parent-child interactions */ 2685483 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development, amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017) '''Reaction to emotional displays (active)''' When parents provide validation, empathy, and support, children learn to manage their emotions effectively. However, dismissive, critical, or hostile reactions—such as punishing or ignoring emotional displays—impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. ==== Discussion of emotions (active) ==== Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. ===== Emotion coaching (active) ===== Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression leads to '''emotion suppression''', impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Impulsivity''', '''poor social functioning''', and risk of '''externalising behaviours''' (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |'''Emotion suppression''', '''dysregulation''', and '''difficulty managing emotions''', leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation leads to '''emotion dysregulation''' and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ==== '''Emotional expressiveness (passive)''' ==== Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Emotion processing and regulatory deficits ===== ===== The role of language in socioemotional development ===== (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . Reaction to emotional display * Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). * oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> * In the second phase, from three to 5 years, the relationship continues in this manner, but the child begins to understand and discern between and among their own emotions and those of others, as well as to deal with emotions in a regulated manner. ==== Adverse childhood events ==== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] p1689t3dampx3n0orgxix8h3e3cdlq1 2685484 2685483 2024-11-14T13:45:37Z Paige U3191574 2924656 /* Emotion coaching (active) */ 2685484 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Emotion processing and regulatory deficits In additiona the role of language in socioemotional development Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ===== Emotion coaching (active) ===== Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive ===== ==== '''Emotional expressiveness (passive)''' ==== Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ==== Adverse childhood events ==== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] dx8ytm8ii2jjn8iv99v9dh0b6b75ixw 2685486 2685484 2024-11-14T13:46:38Z Paige U3191574 2924656 /* Emotion coaching (active) */ 2685486 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Emotion processing and regulatory deficits In additiona the role of language in socioemotional development Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive ===== ==== '''Emotional expressiveness (passive)''' ==== Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ==== Adverse childhood events ==== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] oclrql2ccxhpipcy45m7o9x491vzgtt 2685487 2685486 2024-11-14T13:47:38Z Paige U3191574 2924656 /* Adverse childhood events */ 2685487 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Emotion processing and regulatory deficits In additiona the role of language in socioemotional development Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] k7uf3q4g9ojzco6gf3pb7r4an09tp1e 2685488 2685487 2024-11-14T13:52:40Z Paige U3191574 2924656 /* Parental emotion socialisation behaviour */ 2685488 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [https://www.youtube.com/watch?v=F-6VkeBv3G0 What is Stockholm syndrome] (Youtube) * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] tndp8hvjibamwe6rr1cj43ez67nqdk3 2685490 2685488 2024-11-14T13:58:43Z Paige U3191574 2924656 /* External links */ 2685490 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{robelbox|width=30|theme=4|title=}} <div style="{{Robelbox/pad}}"> . </div> {{Robelbox/close}} {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] m7vmfcnn6mjhsdv547qqu9g3xuzqbgx 2686029 2685490 2024-11-15T05:21:02Z Paige U3191574 2924656 /* Overview */ 2686029 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] abr7y9o9zqnu8xgyot03toqlmke0xv5 2686030 2686029 2024-11-15T05:25:43Z Paige U3191574 2924656 /* Overview */ 2686030 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] ppsjjpq1lm6cu21v2k768rzu0761b8w 2686031 2686030 2024-11-15T05:26:50Z Paige U3191574 2924656 /* Family */ 2686031 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir == Quiz yourself == <quiz display=simple> {Complete the following sentences using what you have learned. |type="{}"} Self-determination theory is based on three { psychological _13 } needs (in alphabetical order): { autonomy _9 }, { competence _10 } and { relatedness _11 }. Erik { Erikson _7 } suggests that adolescence is a time of { identity _8 } verses { role _4 } { confusion _9 }. Conformity as a result of the desire to be socially accepted is called { normative _9 } { social _6 } { influence _9 }. { __________ groups are more influential than ____________ groups. |type="()"} - Low-status; high status - Middle-class; upper-class + High-status; low status - Upper-class; middle-class {Which style of parenting is said to be the most successful for avoidance of risky peer influence? |type="()"} - Authoritarian + Authoritative - Permissive - Uninvolved {Which of the following needs are met by involvement in sporting teams? (You may select more than one answer). |type="[]"} + Competence + Autonomy - Identity formation + Relatedness - Acceptance {True or false - Males are more susceptible to peer influence than females. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] d3q9lr9l70lahq5a6jwfchcatg53yes 2686032 2686031 2024-11-15T05:30:30Z Paige U3191574 2924656 /* Quiz yourself */ 2686032 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir == Quiz yourself == <quiz display=simple> {Complete the following sentences using what you have learned. |type="{}"} Parent emotion socialisation occurs through four mechanisms (in alphabetical order): { autonomy _9 }, { competence _10 } and { relatedness _11 }. Erik { Erikson _7 } suggests that adolescence is a time of { identity _8 } verses { role _4 } { confusion _9 }. Conformity as a result of the desire to be socially accepted is called { normative _9 } { social _6 } { influence _9 }. { __________ groups are more influential than ____________ groups. |type="()"} - Low-status; high status - Middle-class; upper-class + High-status; low status - Upper-class; middle-class {Which style of parenting is said to be the most successful for avoidance of risky peer influence? |type="()"} - Authoritarian + Authoritative - Permissive - Uninvolved {Which of the following needs are met by involvement in sporting teams? (You may select more than one answer). |type="[]"} + Competence + Autonomy - Identity formation + Relatedness - Acceptance {True or false - Males are more susceptible to peer influence than females. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] am92ichxung895497hokwp1mjhm9811 2686033 2686032 2024-11-15T05:36:05Z Paige U3191574 2924656 /* Quiz yourself */ 2686033 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir == Quiz yourself == <quiz display=simple> {Complete the following sentences using what you have learned. |type="{}"} Parent emotion socialisation occurs through four mechanisms : { reaction to emotion displays _9 }, { emotion coaching _10 },{ emotional expressiveness _11}, and { parent emotion related beliefs _12 }. Erik { Erikson _7 } suggests that adolescence is a time of { identity _8 } verses { role _4 } { confusion _9 }. Conformity as a result of the desire to be socially accepted is called { normative _9 } { social _6 } { influence _9 }. { __________ groups are more influential than ____________ groups. |type="()"} - Low-status; high status - Middle-class; upper-class + High-status; low status - Upper-class; middle-class {Which style of parenting is said to be the most successful for avoidance of risky peer influence? |type="()"} - Authoritarian + Authoritative - Permissive - Uninvolved {Which of the following needs are met by involvement in sporting teams? (You may select more than one answer). |type="[]"} + Competence + Autonomy - Identity formation + Relatedness - Acceptance {True or false - The family is identified aMales are more susceptible to peer influence than females. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] f2rpo1s00rwjyaohbk8q8w06wll4gcu 2686034 2686033 2024-11-15T05:53:40Z U3191574 (PHP) 2946555 /* Quiz yourself */ 2686034 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir == Quiz yourself == <quiz display=simple> {Complete the following sentences using what you have learned. |type="{}"} Parent emotion socialisation occurs through four mechanisms : { reaction to emotion displays _9 }, { emotion coaching _10 },{ emotional expressiveness _11}, and { parent emotion related beliefs _12 }. Erik { Erikson _7 } suggests that adolescence is a time of { identity _8 } verses { role _4 } { confusion _9 }. Conformity as a result of the desire to be socially accepted is called { normative _9 } { social _6 } { influence _9 }. { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which style of parenting is said to be the most successful for avoidance of risky peer influence? |type="()"} - Authoritarian + Authoritative - Permissive - Uninvolved {Which of the following needs are met by involvement in sporting teams? (You may select more than one answer). |type="[]"} + Competence + Autonomy - Identity formation + Relatedness - Acceptance {True or false - The family is identified aMales are more susceptible to peer influence than females. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] sriy6cfc1zcjb2w7idsi36dgr5wrlem 2686035 2686034 2024-11-15T05:54:28Z U3191574 (PHP) 2946555 /* Quiz yourself */ 2686035 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir == Quiz yourself == <quiz display=simple> {Complete the following sentences using what you have learned. |type="{}"} Parent emotion socialisation occurs through four mechanisms : { reaction to emotion displays _9 }, { emotion coaching _10 },{ emotional expressiveness _11}, and { parent emotion related beliefs _12 }. Erik { Erikson _7 } suggests that adolescence is a time of { identity _8 } verses { role _4 } { confusion _9 }. Conformity as a result of the desire to be socially accepted is called { normative _9 } { social _6 } { influence _9 }. { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which style of parenting is said to be the most successful for avoidance of risky peer influence? |type="()"} - Authoritarian + Authoritative - Permissive - Uninvolved {Which of the following needs are met by involvement in sporting teams? (You may select more than one answer). |type="[]"} + Competence + Autonomy - Identity formation + Relatedness - Acceptance {True or false - The family is identified aMales are more susceptible to peer influence than females. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] a9cf9unyfqqjjl6673wj0f1g3zflj7t 2686036 2686035 2024-11-15T06:03:33Z U3191574 (PHP) 2946555 /* Quiz yourself */ 2686036 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir == Quiz yourself == <quiz display=simple> { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - The acronym 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] 1yr0jzihbsb4spdgtzjes3y5hxldy0h 2686037 2686036 2024-11-15T06:05:34Z U3191574 (PHP) 2946555 /* Quiz yourself */ 2686037 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir == Quiz yourself == <quiz display=simple> { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - The acronym 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] lln4zdill6la4fylvqu9ksbwds6f65x 2686038 2686037 2024-11-15T06:07:33Z U3191574 (PHP) 2946555 /* Quiz yourself */ 2686038 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxTop|theme=3}} '''Quiz''' <quiz display=simple> { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - The acronym 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> {{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] g1mub64m5xlmmhvi1413ezg82kb034k 2686039 2686038 2024-11-15T06:11:31Z U3191574 (PHP) 2946555 /* Family */ 2686039 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxLeft|width=50|theme=4}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - The acronym 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> {{RoundBoxRight|width=50|theme=4}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] 02ufcti8dtie19v5tcsnwmv36trtnp2 2686040 2686039 2024-11-15T06:14:49Z U3191574 (PHP) 2946555 /* Family */ 2686040 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxLeft|width=50|theme=4}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - The acronym 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> {{RobleBoxRight|width=50|theme=4}} ==== Case Study ==== Research suggests that females are more susceptible to peer influence, while males appear to be more influential (Conway et al., 2011). One study looking at drinking behaviours found that in mixed-gender friendship groups, males heavily influence the drinking behaviour of females, however female group members have little impact on the males' behaviours (Gaughan, 2006). This finding is yet to be generalised to other behaviours but does offer an interesting platform for further study. {{LeftRightBoxClose}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] 1rcva8kkxgaurhql7naw2ywwla35cl5 2686041 2686040 2024-11-15T06:16:29Z U3191574 (PHP) 2946555 /* Test your knowledge */ 2686041 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxLeft|width=50|theme=4}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - The acronym 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> {{RoundBoxRight|width=50|theme=4}} ==== Tommy's Story ==== (?) {{LeftRightBoxClose}} ==== Case Study ==== Research suggests that females are more susceptible to peer influence, while males appear to be more influential (Conway et al., 2011). One study looking at drinking behaviours found that in mixed-gender friendship groups, males heavily influence the drinking behaviour of females, however female group members have little impact on the males' behaviours (Gaughan, 2006). This finding is yet to be generalised to other behaviours but does offer an interesting platform for further study. {{LeftRightBoxClose}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=30|theme={{{theme|4}}}|title=Case study}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}}{{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] 7b3zlgyhgg7i8kv31mt4rq2q9tpz4b0 2686043 2686041 2024-11-15T06:36:24Z U3191574 (PHP) 2946555 /* Case Study */ 2686043 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{RoundBoxLeft|width=65|theme=3}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> {{RoundBoxRight|width=35|theme=4}} ==== Tommy's Story ==== (?) {{LeftRightBoxClose}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> === Test yourself === {{RoundBoxTop}}REVIEW HOW TO DO QUIZ {{RoundBoxBottom}} {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] ea2z6jzqllavbzjeh18734xztku8lyp 2686044 2686043 2024-11-15T06:40:57Z U3191574 (PHP) 2946555 /* Test yourself */ 2686044 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir ==== Test your knowledge ==== {{RoundBoxRight|width=35|theme=4}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> {{RoundBoxTop}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz>{{RoundBoxBottom}} {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] kbuvi7nea94h10ombyeypuqilc3f441 2686045 2686044 2024-11-15T06:50:53Z U3191574 (PHP) 2946555 /* Test your knowledge */ 2686045 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir ==== Test your knowledge ==== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]]{{RoundBoxTop|theme=14}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz>{{RoundBoxBottom}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] qnlem531e45z0uzm7g4sspwatp0ngay 2686046 2686045 2024-11-15T06:53:29Z U3191574 (PHP) 2946555 /* Family */ 2686046 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir ==== Test your knowledge ==== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]]{{RoundBoxTop|theme=14}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz>{{RoundBoxBottom}} {{RobelboxLeft}} =Left and right boxes= ;Pairs of boxes :You can create a pair of boxes using {{tl|RoundBoxLeft}}, {{tl|RoundBoxRight}}, and {{tl|LeftRightBoxClose}}. {{RobelboxRight}} =Note= ;Browser dependent :Some browsers will not see rounded corners. Rather the corners will appear square. {{LeftRightBoxClose}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] d1qlzeaimngu7es40xzu6rfyv87y4gj 2686047 2686046 2024-11-15T06:54:06Z U3191574 (PHP) 2946555 /* Family */ 2686047 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=1}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). {{Robelbox|width=30|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> case study example of child escalating antisocial behjaviour through agesxxxxxxxxxxxxxxxxxxxxx </div> {{Robelbox/close}} === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir ==== Test your knowledge ==== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]]{{RoundBoxTop|theme=14}} ==== Test your knowledge ==== <quiz display=simple> { __________ posits that coercive parent-child interactions, create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz>{{RoundBoxBottom}} =Left and right boxes= ;Pairs of boxes :You can create a pair of boxes using {{tl|RoundBoxLeft}}, {{tl|RoundBoxRight}}, and {{tl|LeftRightBoxClose}}. {{RobelboxRight}} =Note= ;Browser dependent :Some browsers will not see rounded corners. Rather the corners will appear square. {{LeftRightBoxClose}} == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> insert a case study example that illusatrates reactive aggression as tool to negate negative emotionality - postive emotinos or postibe emotions in bullying - group </div> {{Robelbox/close}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] 234bf65b7kzxb1uy9lpqanmilprrqgd 2686052 2686047 2024-11-15T08:34:40Z U3191574 (PHP) 2946555 /* Left and right boxes */ 2686052 wikitext text/x-wiki {{title|Antisocial behaviour in children:<br>What motivates antisocial behaviour in children? }} {{MECR3|1=}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} '''Focus questions:''' * x * x *x {{RoundBoxBottom}} == Antisocial behaviour == Antisocial behaviour is characterised by actions that are verbally and physically harmful to others, violations of social expectations, delinquency, vandalism, theft, truancy, and disturbed interpersonal relationships. === Childhood === === The role of emotions === '''- large marjorit of children with antisocial beahvouirs nmd conmduct problmes have excessive emotional arousal, difficulties regulating their emtions, and are oiversentivet to social threat''' - smaler subset, with callous unemtional physiolofail and bheaviourakl characteristics of fearless nmess, and degi ints int he p[roessing of eotmional cues. === Clinical pathology === Associated with: * [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention-deficit/hyperactivity disorder]] (ADHD) * [[wikipedia:Oppositional_defiant_disorder|Oppositional defiant disorder]] (ODD) * [[wikipedia:Conduct_disorder|Conduct disorder]] (CD) * [[wikipedia:Anti-social_behaviour|Antisocial personality disorder]] (APD): characterised by an enduring pattern of antisocial, irresponsible and high-risk behaviours, characterised by; a severe lack of remorse and empathy, significant interpersonal and behavioural impairments and a pervasive pattern of disregard for, and violation of, the rights of others (American Psychiatric Association, 2013) Impact on self and society correlation to disorders in childhood and adulthood - decreas3ed MH '''van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki><br />''' [[File:Disruptive, impulse control, and conduct disorders.webm|<nowiki>thumb]</nowiki>''Figure 2. Video explaining Antisocial personality''|450x450px]] == Antecedents of antisocial behaviour == # ''Identify toddlerhood to adolesnce as key dev period breif'' # Capture complexity and need for compl;ete model ''risk,  resource, protectibve.'' USE Toth, S. L., & Cicchetti, D. (2013). A Developmental Psychopathology Perspective on Child Maltreatment. ''Child Maltreatment'', ''18''(3), 135–139. <nowiki>https://doi.org/10.1177/1077559513500380</nowiki> == Family == In investigating the risk factors associated with the developmental trajectory of antisocial behaviour in children and adolescents, substantial research focuses on the role of the family. These familial risk factors are commonly identified with respect to; family conflict, coercive or hostile parenting, inconsistent discipline, unhealthy family functioning, family climate, abuse and neglect and living in disrupted families (i.e separated from biological parents) (Otto et al., 2021).    === Coercive parent-child interactions === [[File:Child's Angry Face.jpg|thumb|406x406px]]Research has emphasised the influence of coercive parent-child interactions on the developmental trajectory of antisocial behaviour (Johnson et al. 2017) . Coercion theory posits that coercive parent-child interactions, characterised by harsh, inconsistent, and punitive parenting practices create a cycle of escalating conflict in which children learn maladaptive behaviours through negative reinforcement (Patterson*). The parent and child are mutually shaped to engage in aversive behaviour through a combination of [[wikipedia:Operant_conditioning|operant]] and [[wikipedia:Classical_conditioning|classical conditioning]], coercive interactions involving the interplay between; the child’s behaviours, parental response type and, parental modelled behaviour ''see. Figure 1'' (Lunkenheimer et al, 2016). In this way, coercion theory aligns with [[wikipedia:Social_learning_theory|social learning theory]], which holds that children acquire behaviours not only through direct reinforcement but also by observing and modelling the behaviour of others, particularly caregivers. In the context of coercive parent-child interactions, when a parent models the use of aggression, withdrawal, or threats in response to challenging behaviour, may result the child replicating such in their own social interactions, including with their caregiver. In the context of coercive parent-child interaction, negative reinforcement occurs when a behaviour is strengthened because it allows the child to avoid or escape an unpleasant situation. For example, if a child is given a harsh demand to complete a chore and responds by yelling or becoming aggressive, the parent might back off or reduce the demand to avoid further conflict. In this scenario, the child’s disruptive behaviour (i.e the yelling or aggression) is reinforced as it successfully terminates the unpleasant experience (the task or the parent’s demand). From this negative reinforcement, a positive feedback loop is produced where the child learns that aggression, noncompliance, or disruptive behaviour can be an effective strategy for gaining control over their environment or negating negative affect, thus contributing to escalating externalising behaviours over time. {| class="wikitable" |'''Parent Response Type''' |'''Definition''' |'''Impact''' |- |Punitive Response |Harsh punishments such as yelling, physical discipline |Escalates aggression as negative attention reinforces that child's behaviour |- |Inconsistent Discipline |Unpredictable enforcement of rules and consequences |Leads to confusion and encourages tha child to test boundaries. |- |Passive Response |Ignoring the child's behaviour, giving in to demands, or failing to set clear boundaries |Reinforces negative behaviour by allowing the child to achieve their desired outcome |- |Positive Reinforcement and Support Responses |Rewarding desirable behaviour, consistent and nurturing discipline |Helps children understand acceptable behaviour, creates a secure environment |} ==== Toddlerhood ==== During toddlerhood (ages 1 to 2) children naturally engage in autonomy-seeking behaviours, such as noncompliance and resistance to parental authority, which are typical and adaptive components of their developmental process of asserting independence. However, if coercive parent-child interactions dominate the nature of this exchange, children may learn that these behaviours, particularly aggression, defiance, and noncompliance are functional and effective strategies for achieving desired outcomes. This form of aversive control leads to the reinforcement of aggressive, oppositional, or avoidant behaviours, which can become deeply ingrained as part of the child’s behavioural repertoire over time. [[File:Peuter in hansop met twee verschillende schoenen aan bij een deur, Bestanddeelnr 252-9098.jpg|thumb|323x323px|left]] - Ponzetti, S., Spinelli, M., Coppola, G., Lionetti, F., D’Urso, G., Shah, P., Fasolo, M., & Aureli, T. (2023). Emotion Regulation in Toddlerhood: Regulatory Strategies in Anger and Fear Eliciting Contexts at 24 and 30 Months. ''Children (Basel)'', ''10''(5), 878-. <nowiki>https://doi.org/10.3390/children10050878</nowiki> ** REVIEW - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> ==== '''Early childhood''' ==== Early childhood (ages 3 to 5) is a critical period for the development of self-regulation, social and emotional competency and the emergence of sociomoral reasoning, as children continue to test boundaries and explore their autonomy in an expanding social world (Housman, 2017 & Morassee). If the coercive patterns established in toddlerhood persist, the child's developmental trajectory can take a maladaptive turn as they may fail to develop adaptive coping skills and instead develop antisocial behaviour patterns. Instead of learning emotion regulation or prosocial problem-solving strategies, they may increasingly rely on aggressive or noncompliant tactics to navigate interpersonal challenges, undermining the child’s capacity for prosocial engagement and peer relationships, and increasing the likelihood rejection by prosocial peer rejection (Granic, & Patterson, 2006; Smith et al, 2014). ==== Middle Childhood and adolescence ==== The effects of coercive parenting on the developmental trajectory of antisocial behaviour become particularly evident as children progress through middle childhood (ages 6 to 12) and adolescence (ages 12 to 18).  By this time, the behavioural patterns established in early childhood may become more pronounced and generalised across different contexts, with the presentation of persistent externalising behaviours, such as chronic noncompliance, aggression toward peers, emotional dysregulation and difficulties with authority figures (find ref). These behaviours reflect the maladaptive coping mechanisms that were reinforced during formative years that have now persisted and compounded in response to new social challenges. The affects of this developmental cascade are well documented with longitudinal data correlating childhood antisocial behaviour with serious adolescent delinquent behaviours and more serious forms of antisocial behaviour such as aggression and violence, with coercive interactions identified as a fundamental behaviour mechanism by which this aggression emerges and stabilises over time (Dishion et al, 2010 & Granic & Peterson). === Parental emotion socialisation behaviour (EBMs) === The developmental trajectory of antisocial behaviour in children and adolescence is also believed to be influenced by parental emotional socialisation behaviours. Parental emotion socialisation behaviours refer to the processes by which parents influence their child/(ren)'s emotional development. Amongst the literature these processes are commonly identified to occur through four mechanisms; reaction to emotional displays, discussion of emotions, emotional expressiveness, and emotion coaching (Johnson et al. 2017). These mechanisms are then split into two categories,  active/directed or passive/undirected and simultaneously characterised as either supportive (discussion of the causes and meaning of emotions, reactions that are emotion-focused, problem-focused, or encouraging of emotional expression) or unsupportive (avoidance of emotional discussion, minimising or punitive reactions) (REF). ===== Active EBMs ===== Parental reactions to child emotional displays that are characterised as dismissive, critical, or hostile (punishing or ignoring) impede emotion processing, leading to emotion dysregulation. This creates difficulties in interpreting and regulating emotions, with children becoming either overly emotional or emotionally avoidant. Lacking adaptive coping strategies, these children may resort to externalizing behaviors like aggression, defiance, or impulsivity to manage their internal distress. Parents' engagement in discussion of emotion, discussing and labelling emotions, exploring their causes fosters emotion regulation and enhances children’s ability to process emotions effectively. This practice promotes emotional awareness, adaptive coping, and self-reflection. In contrast, when parents avoid or discourage emotional discussions, children may struggle with emotion identification and emotion processing, leading to emotion dysregulation. These children are more likely to experience emotional confusion, ineffective coping strategies, and engage in externalising behaviours when confronted with stressors. oddler develop the awareness and ability to express and experience emotion within the envelope of the caregiver-child relationship. In this relationship, the caregiver is attuned to be responsive and sensitive to the emotions of the child and provides the safe and supportive environment to help label the emotions and safely express them. The manner in which the adult responds to the child with affective control through tone and tempo of voice, touch, and gaze helps infants and toddlers learn to better manage and reduce the intensity of their emotion on the path toward self-regulation. - Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ''International Journal of Child Care and Education Policy (Seoul)'', ''11''(1), 1–19. <nowiki>https://doi.org/10.1186/s40723-017-0038-6</nowiki> Emotion coaching Parents' emotion-related beliefs refer to the attitudes and perceptions that parents hold about emotions and how they should be managed. These beliefs can significantly shape how parents respond to their children's emotions and, in turn, influence the child's emotional development (see figure) ''Figure X This table outlines the key parental beliefs and their impact on children's emotional development'' {| class="wikitable" |'''Parents Emotion-Related Belief''' |'''Impact on Child's Emotion Processing and Regulation''' |'''Potential Behavioural Outcomes''' |- |Emotions should be suppressed or controlled |Discouraging emotional expression = emotion suppression, impairing emotional processing and regulation. |increased internalising problems (e.g., anxiety, depression) and externalising behaviours (e.g., aggression, defiance). |- |Emotions should be expressed freely |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impulsivity, poor social functioning, and risk of externalising behaviours (e.g., aggression). |- |Emotions are inherently negative or dangerous |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Emotion suppression, dysregulation, and difficulty managing emotions, leading to antisocial behaviours. |- |Emotions are controllable through rationality |Encouraging unrestricted emotional expression without regulation = emotion dysregulation and impulsivity. |Impaired emotional intelligence, difficulties in developing adaptive coping strategies, and challenges in emotional expression. |} ===== Passsive EBMs ===== Emotional expressiveness Parents who model healthy emotional expressio, appropriate responses to stress, frustration, and jo teach children how to regulate and express emotions adaptively. This fosters emotional awareness and effective coping strategies. Conversely, inconsistent, excessive, or inappropriate emotional responses (e.g., frequent anger or emotional withdrawal) create confusion for children, hindering their ability to process and regulate emotions. This leads to emotion dysregulation, difficulty in social interactions, and an increased risk of externalizing behaviors like aggression or emotional outbursts. (?) charctersied as active and supportive psitibely associated with child emotions regulation and empathy formation and negatively assocaited wirth  internalisaing problems, in contrast, non supportive (?) associated with negative emotoinality, emotional dysreguyaltion (REF). In respect to the passive mechanism of, emotional expressivenes of the family, literature presents mixed results. INPUT . ===== Emotion socialisation theories ===== [[File:MPOTY_2012_domestic_violence_awareness.jpg|alt=|thumb|400x400px|''Figure 1.'' Emotive image capturing perspective of an individual being actively threatened]] ====== Emotion processing and regulatory deficits ====== ====== In additiona the role of language in socioemotional development ====== Role of language and aconversatiohn in children's socioemotional development - el;abno9rative reminsiigin - role in shaping hjealty bneahviour devgl;opement versus conduct pronelsm  - supported el;anbrpative rem,inising and children ability to rtegular thei negative emotions and reson in socially component ways uin challengin siotjuartions. Effgects found in on chilhiren emotion uinderant and their od mind - defiitis in which are thojufh to contribute to conduct problems (Johnson et al, 2017). === Adverse childhood events === Attachment theory Instability ==== Child abuse and neglect omestic and Family Violence ==== * Family climate characterised with violence * EMotional affect * Resultant antisocial beahjvouir {{Robelbox|width=30|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> Cast your mind back to Tommy, here he is no longer an adult, you have stepped back in time and he has just been born. In Tommy's family he has his mother and father. His family climate is characterised as highly volatile with poor communication and low cohesion. From infancy through to adolescence Tommy is continually exposed to family violence perpetrated by his father, towards his mother. He experiences physical abuse in early childhood and emotional neglect. Coercive parent-child interactions dominate throughout his early life and his attachment with his mother is described as insecure. Tommys fathers parental emotional socialisation behaviours are largely unsupportive, his father believes that emotions should be suppressed. As he ages, Tommy struggles with emotional regulation and impulse control. In school Tommy struggles to follow directions and his aggression towards classmates leaves him with few close friends. Now as and adolescent he continues to use escalating externalising behaviours in attempts to control his environment. </div> {{Robelbox/close}} === '''Quiz: Test your knowledge''' === <quiz display="simple"> { __________ posits that coercive parent-child interactions, create a cycle of escalating conflict in which children learn maladaptive behaviours through __________. |type="()"} - Coercion theory; emotional warmth - Attachment theory; stability + Coercion theory; negative reinforcement - Attachment theory; positive reinforcement {Which of the following are active mechanism of parental emotion socialisation behaviours ? (You may select more than one answer). |type="[]"} + Reaction to emotional displays + Discussion of emotions - Emotion expressiveness + Emotion coaching {True or false - 'ACES' refers to adaptive childhood experiences. |type="()"} - True. + False. </quiz> == Peer == With age parental influences become less proximal to development, with middle childhood and adolescence external influence of the peer more prominent. Early peer rejection and peer interactions that provide positive reifgimrebnt., [[File:Bullying Prevention in the United States.jpg|left|thumb|374x374px]] === Socio moral dev === - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> - Morasse, F., Bernier, A., Lalonde, G., Hétu, S., & Beauchamp, M. H. (2022). Sociomoral Reasoning Skills during Childhood: A Comprehensive and Predictive Approach. ''Brain Sciences'', ''12''(9), 1226-. <nowiki>https://doi.org/10.3390/brainsci12091226</nowiki> Negative emotions === Postive emotions === Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. ''Development and Psychopathology'', ''22''(3), 603–619. <nowiki>https://doi.org/10.1017/S0954579410000313</nowiki> === Test yourself === Topic sentence ''(Brief): Survival'' {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> As an adolescent Tommy seeks approaval and stau . He is well behind his peers academically and has become apathetic. He had been living for a fews now with his uncle, he loved this a lot, his uncle was kind. His uncle died recently, Tommy is now coach surfing with mates. Tommy seems to perceive threat in more places that most others and is quick to become reactively aggressive. Most of his peers are afraid of him. He has a strong group of friends, they relate and enjoy engage in high risk, thrill seeking behaviours often at the cost of others. People tend to describe Tommy as amoral. Tommy has been arrested several times now for property damage and assault. </div> {{Robelbox/close}} == Callous and unemotional traits == * what it is * Focus on extreem end * CONDUCT DISORDER * - van Goozen, S. H. M., Langley, K., & Hobson, C. W. (2022). Childhood Antisocial Behavior: A Neurodevelopmental Problem. ''Annual Review of Psychology'', ''73''(1), 353–377. <nowiki>https://doi.org/10.1146/annurev-psych-052621-045243</nowiki> {{Robelbox|width=100|theme={{{theme|4}}}|title=Tommy's story}} <div style="{{Robelbox/pad}}"> Ever since Tommy can remember he . low regard for toerh, no guilty. He is unsure if thats because of how he was raised or he was born like this. As an adult Tommy has been diagnosed with antisocial personality disorder. </div> {{Robelbox/close}} == Conclusion == Studying antisocial behaviour in children is important for understanding its development and early manifestations. This knowledge can assist with creating preventative strategies to stop these behaviours from continuing into adulthood, where they can cause significant damage to communities, and society more broadly. A proactive approach not only benefits the individual presenting these behaviours by improving their life outcomes but also enhances community well-being and reduces the societal costs associated with antisocial behaviour. Thus, investing in research and intervention for antisocial behaviour in children is essential for building a safer and more supportive society. NOTE THWESE Giannotta, F., & Rydell, A.-M. (2016). The Prospective Links Between Hyperactive/Impulsive, Inattentive, and Oppositional-Defiant Behaviors in Childhood and Antisocial Behavior in Adolescence: The Moderating Influence of Gender and the Parent–Child Relationship Quality. ''Child Psychiatry and Human Development'', ''47''(6), 857–870. <nowiki>https://doi.org/10.1007/s10578-015-0617-0</nowiki> == See also == * [[wikipedia:Attachment_theory|Attachment theories]] (Wikipedia) ==Reference== {{Hanging indent|1= American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5®). Washington, D.C: American Psychiatric Publishing. }} == External links == * [[google:lifeline&oq=lifeline&aqs=chrome..69i57j69i64j69i59j0i67i512i650j0i512l2j0i402i512i650j0i512.3492j0j7&sourceid=chrome&ie=UTF-8|Lifeline]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Social psychology]] q86qetsykbv9hnvxmlgvs7hf8kzpqax 0 307507 2685475 2684419 2024-11-14T13:15:42Z Sylvain Ribault 2127778 Removing TASI lectures 2685475 wikitext text/x-wiki This page describes a graduate course of conformel field theory (CFT), with 18 hours lectures and 18 hours tutorials. We sketch the main motivations of CFT, including its applications to statistical physics, high-energy physics, and quantum gravity. We introduce CFT in the bootstrap approach, an axiomatic approach that starts from symmetry and consistency conditions for quantum fields, and deduces crossing symmetry equations for correlation functions. For most of the course, we specialize to 2 dimensions, where the existence of infinitely many conformal transformations leads to exact solutions of a number of nontrivial CFTs. We study the relevant technical constructions, from the Virasoro algebra to conformal blocks. Solving crossing symmetry and other constraints or assumptions, we obtain CFTs such as minimal models, Liouville theory and loop models. We also introduce CFTs that have extra symmetries beyond conformal symmetry, such as free bosons and Wess-Zumino-Witten models. == Prerequisites == === Mathematical === * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. === Physical === * Notions of quantum mechanics and quantum field theory. == Course topics == === Conformal symmetry === * Scale invariance and conformal invariance. * Fixed points of the renormalization group. * Applications to statistical physics, high-energy physics, quantum gravity. === The bootstrap method === * Bootstrap vs Lagrangian. * Conformal symmetry in d dimensions. * Crossing symmetry. * Unitarity. === Conformal invariance in 2d === * Virasoro algebra and its representations. * Fields, energy-momentum tensor. * OPEs, fusion rules. Example: minimal models. * Correlation functions. Single-valuedness. Example: loop models. * Conformal blocks. === Analytic bootstrap in 2d === * Belavin-Polyakov-Zamolodchikov differential equations. * Shift equations for structure constants. * Double Gamma function and solutions of shift equations. Example: Liouville theory. === Additional symmetries === * Global vs local conformal symmetry. * Discrete symmetries: Ising and Potts models. * Chiral algebra: affine Lie algebras, W-algebras. * Interchiral symmetry. === CFTs based on affine Lie algebras === * Free bosons. * WZW models. == Other topics == These topics are a priori not covered in detail, but they could be mentioned, or be the subjects of student projects: * Boundary CFT, defects. CFT on the cylinder. * Entanglement entropy. * Modular invariance. * Numerical bootstrap. * Coulomb gas approach. * Fusing matrix (= fusion kernel). * Conformal perturbation theory. * Renormalization group flows between CFTs. == Relevant Wikipedia articles == The following Wikipedia articles are particularly relevant to this course. Consulting them can be helpful for seeing the relations of CFT with other subjects, and for finding relevant references. Moreover, student projects may involve criticizing these articles and improving them (see [[w:User:Sylvain_Ribault/YRIS2019|tutorial]]). * [[w: Conformal field theory]]. * [[w: Two-dimensional conformal field theory]]. * [[w: Virasoro algebra]]. * [[w: Minimal model (physics)]]. * [[w: Liouville theory]]. == Resources == (E) = texts with exercises, (ES) = texts with exercises and their solutions. === CFT and bootstrap in general dimensions === * '''EPFL Lectures on Conformal Field Theory in D>= 3 Dimensions'''<ref name="ryc16"/>, by Slava Rychkov, 68 pages: an introduction to CFT that starts with a discussion of the history and ideas, and provides a guide to some of the relevant literature. * '''The Conformal Bootstrap: Theory, Numerical Techniques, and Applications'''<ref name="prv18"/>, by David Poland, Slava Rychkov and Alessandro Vichi, 81 pages: a review article that has much to say on the applications to 3d CFTs. === 2d CFT in the bootstrap approach === * (ES) '''Minimal lectures on two-dimensional conformal field theory'''<ref name="rib16"/>, by Sylvain Ribault, 37 pages: a concise introduction to 2d CFT in the bootstrap approach. * (E) '''Conformal field theory on the plane'''<ref name="rib14"/>, by Sylvain Ribault, 145 pages: an introduction to 2d CFT in the bootstrap approach, including a chapter on affine symmetry. * '''Exactly solvable conformal field theories'''<ref name="rib24"/>, by Sylvain Ribault, 85 pages: an introduction to 2d CFT with an emphasis on exact solvability and on loop models. === 2d CFT from other points of view === * '''Applied Conformal Field Theory'''<ref name="gin91"/>, by Paul Ginsparg, 178 pages: an early review that can still be useful, in particular for its treatment of free fermions and bosons, orbifolds thereof, and CFT on a torus. * '''Conformal Field Theory and Statistical Mechanics'''<ref name="car08"/>, by John Cardy, 37 pages: a concise introduction to 2d CFT from the point of view of statistical mechanics. * (E) '''Conformal Field Theory for 2d Statistical Mechanics'''<ref name="ei23"/>, by Benoît Estienne and Yacine Ikhlef, 150 pages: a course that insists on statistical physics motivations and applications. === Wider horizons === * (E) '''Scaling and Renormalization in Statistical Physics'''<ref name="car96"/>, by John Cardy, 238 pages: an excellent text for understanding the role of CFT in statistical physics, although CFT is not its main subject. * (E) '''Conformal Field Theory'''<ref name="fms97/>, by Philippe di Francesco, Pierre Mathieu and David Sénéchal, 890 pages: the Big Yellow Book on CFT, mostly in 2d, with an in-depth treatment of minimal models and Wess-Zumino-Witten models. == References == {{Reflist|refs= <ref name="prv18">{{cite journal | last=Poland | first=David | last2=Rychkov | first2=Slava | last3=Vichi | first3=Alessandro | title=The conformal bootstrap: Theory, numerical techniques, and applications | journal=Reviews of Modern Physics | publisher=American Physical Society (APS) | volume=91 | issue=1 | date=2019-01-11 | issn=0034-6861 | doi=10.1103/revmodphys.91.015002 | doi-access=free | url=https://arxiv.org/abs/1805.04405}}</ref> <ref name="car08">{{cite web | last=Cardy | first=John | title=Conformal Field Theory and Statistical Mechanics | website=arXiv.org | date=2008-07-22 | url=https://arxiv.org/abs/0807.3472 | access-date=2024-11-12}}</ref> <ref name="gin91">{{cite web | last=Ginsparg | first=Paul | title=Applied Conformal Field Theory | website=arXiv.org | date=1988 | url=https://arxiv.org/abs/hep-th/9108028 | access-date=2024-09-03}}</ref> <ref name="ei23">{{cite web | last=Estienne| first=Benoît|last2 = Ikhlef |first2 = Yacine | title=Conformal Field Theory for 2d Statistical Mechanics | date=2023 | url=https://www.lpthe.jussieu.fr/~ikhlef/CFT.pdf | access-date=2024-08-31}}</ref> <ref name="car96">{{cite book | last=Cardy | first=John | title=Scaling and Renormalization in Statistical Physics | publisher=Cambridge University Press | date=1996 | isbn=978-0-521-49959-0 | doi=10.1017/cbo9781316036440 | page=}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> <ref name="fms97>{{cite book | last=Francesco | first=Philippe | last2=Mathieu | first2=Pierre | last3=Sénéchal | first3=David | title=Conformal Field Theory | publisher=Springer Science & Business Media | publication-place=New York Berlin Paris [etc.] | date=1997 | isbn=0-387-94785-X | page=}}</ref> <ref name="rib14">{{cite web | last=Ribault | first=Sylvain | title=Conformal field theory on the plane | website=arXiv.org | date=2014 | url=https://arxiv.org/abs/1406.4290 | access-date=2024-08-31}}</ref> <ref name="rib16">{{cite journal | last=Ribault | first=Sylvain | title=Minimal lectures on two-dimensional conformal field theory | journal=SciPost Physics Lecture Notes | publisher=Stichting SciPost | date=2018 | url = https://arxiv.org/abs/1609.09523| doi=10.21468/scipostphyslectnotes.1 | doi-access=free | page=}}</ref> <ref name="ryc16">{{cite journal | last= Rychkov|first=Slava |date=2016 |title= EPFL Lectures on Conformal Field Theory in D ≥ 3 Dimensions| journal=SpringerBriefs in Physics |doi=10.1007/978-3-319-43626-5|arxiv=1601.05000|url = https://arxiv.org/abs/1601.05000 |isbn=978-3-319-43625-8 |s2cid=119192484 }}</ref> }} [[Category:Conformal field theory]] 4wf0g9d8unf9qipldy0fqxiksi4dtop 2685640 2685475 2024-11-14T15:09:45Z Sylvain Ribault 2127778 New category 2685640 wikitext text/x-wiki This page describes a graduate course of conformel field theory (CFT), with 18 hours lectures and 18 hours tutorials. We sketch the main motivations of CFT, including its applications to statistical physics, high-energy physics, and quantum gravity. We introduce CFT in the bootstrap approach, an axiomatic approach that starts from symmetry and consistency conditions for quantum fields, and deduces crossing symmetry equations for correlation functions. For most of the course, we specialize to 2 dimensions, where the existence of infinitely many conformal transformations leads to exact solutions of a number of nontrivial CFTs. We study the relevant technical constructions, from the Virasoro algebra to conformal blocks. Solving crossing symmetry and other constraints or assumptions, we obtain CFTs such as minimal models, Liouville theory and loop models. We also introduce CFTs that have extra symmetries beyond conformal symmetry, such as free bosons and Wess-Zumino-Witten models. == Prerequisites == === Mathematical === * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. === Physical === * Notions of quantum mechanics and quantum field theory. == Course topics == === Conformal symmetry === * Scale invariance and conformal invariance. * Fixed points of the renormalization group. * Applications to statistical physics, high-energy physics, quantum gravity. === The bootstrap method === * Bootstrap vs Lagrangian. * Conformal symmetry in d dimensions. * Crossing symmetry. * Unitarity. === Conformal invariance in 2d === * Virasoro algebra and its representations. * Fields, energy-momentum tensor. * OPEs, fusion rules. Example: minimal models. * Correlation functions. Single-valuedness. Example: loop models. * Conformal blocks. === Analytic bootstrap in 2d === * Belavin-Polyakov-Zamolodchikov differential equations. * Shift equations for structure constants. * Double Gamma function and solutions of shift equations. Example: Liouville theory. === Additional symmetries === * Global vs local conformal symmetry. * Discrete symmetries: Ising and Potts models. * Chiral algebra: affine Lie algebras, W-algebras. * Interchiral symmetry. === CFTs based on affine Lie algebras === * Free bosons. * WZW models. == Other topics == These topics are a priori not covered in detail, but they could be mentioned, or be the subjects of student projects: * Boundary CFT, defects. CFT on the cylinder. * Entanglement entropy. * Modular invariance. * Numerical bootstrap. * Coulomb gas approach. * Fusing matrix (= fusion kernel). * Conformal perturbation theory. * Renormalization group flows between CFTs. == Relevant Wikipedia articles == The following Wikipedia articles are particularly relevant to this course. Consulting them can be helpful for seeing the relations of CFT with other subjects, and for finding relevant references. Moreover, student projects may involve criticizing these articles and improving them (see [[w:User:Sylvain_Ribault/YRIS2019|tutorial]]). * [[w: Conformal field theory]]. * [[w: Two-dimensional conformal field theory]]. * [[w: Virasoro algebra]]. * [[w: Minimal model (physics)]]. * [[w: Liouville theory]]. == Resources == (E) = texts with exercises, (ES) = texts with exercises and their solutions. === CFT and bootstrap in general dimensions === * '''EPFL Lectures on Conformal Field Theory in D>= 3 Dimensions'''<ref name="ryc16"/>, by Slava Rychkov, 68 pages: an introduction to CFT that starts with a discussion of the history and ideas, and provides a guide to some of the relevant literature. * '''The Conformal Bootstrap: Theory, Numerical Techniques, and Applications'''<ref name="prv18"/>, by David Poland, Slava Rychkov and Alessandro Vichi, 81 pages: a review article that has much to say on the applications to 3d CFTs. === 2d CFT in the bootstrap approach === * (ES) '''Minimal lectures on two-dimensional conformal field theory'''<ref name="rib16"/>, by Sylvain Ribault, 37 pages: a concise introduction to 2d CFT in the bootstrap approach. * (E) '''Conformal field theory on the plane'''<ref name="rib14"/>, by Sylvain Ribault, 145 pages: an introduction to 2d CFT in the bootstrap approach, including a chapter on affine symmetry. * '''Exactly solvable conformal field theories'''<ref name="rib24"/>, by Sylvain Ribault, 85 pages: an introduction to 2d CFT with an emphasis on exact solvability and on loop models. === 2d CFT from other points of view === * '''Applied Conformal Field Theory'''<ref name="gin91"/>, by Paul Ginsparg, 178 pages: an early review that can still be useful, in particular for its treatment of free fermions and bosons, orbifolds thereof, and CFT on a torus. * '''Conformal Field Theory and Statistical Mechanics'''<ref name="car08"/>, by John Cardy, 37 pages: a concise introduction to 2d CFT from the point of view of statistical mechanics. * (E) '''Conformal Field Theory for 2d Statistical Mechanics'''<ref name="ei23"/>, by Benoît Estienne and Yacine Ikhlef, 150 pages: a course that insists on statistical physics motivations and applications. === Wider horizons === * (E) '''Scaling and Renormalization in Statistical Physics'''<ref name="car96"/>, by John Cardy, 238 pages: an excellent text for understanding the role of CFT in statistical physics, although CFT is not its main subject. * (E) '''Conformal Field Theory'''<ref name="fms97/>, by Philippe di Francesco, Pierre Mathieu and David Sénéchal, 890 pages: the Big Yellow Book on CFT, mostly in 2d, with an in-depth treatment of minimal models and Wess-Zumino-Witten models. == References == {{Reflist|refs= <ref name="prv18">{{cite journal | last=Poland | first=David | last2=Rychkov | first2=Slava | last3=Vichi | first3=Alessandro | title=The conformal bootstrap: Theory, numerical techniques, and applications | journal=Reviews of Modern Physics | publisher=American Physical Society (APS) | volume=91 | issue=1 | date=2019-01-11 | issn=0034-6861 | doi=10.1103/revmodphys.91.015002 | doi-access=free | url=https://arxiv.org/abs/1805.04405}}</ref> <ref name="car08">{{cite web | last=Cardy | first=John | title=Conformal Field Theory and Statistical Mechanics | website=arXiv.org | date=2008-07-22 | url=https://arxiv.org/abs/0807.3472 | access-date=2024-11-12}}</ref> <ref name="gin91">{{cite web | last=Ginsparg | first=Paul | title=Applied Conformal Field Theory | website=arXiv.org | date=1988 | url=https://arxiv.org/abs/hep-th/9108028 | access-date=2024-09-03}}</ref> <ref name="ei23">{{cite web | last=Estienne| first=Benoît|last2 = Ikhlef |first2 = Yacine | title=Conformal Field Theory for 2d Statistical Mechanics | date=2023 | url=https://www.lpthe.jussieu.fr/~ikhlef/CFT.pdf | access-date=2024-08-31}}</ref> <ref name="car96">{{cite book | last=Cardy | first=John | title=Scaling and Renormalization in Statistical Physics | publisher=Cambridge University Press | date=1996 | isbn=978-0-521-49959-0 | doi=10.1017/cbo9781316036440 | page=}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> <ref name="fms97>{{cite book | last=Francesco | first=Philippe | last2=Mathieu | first2=Pierre | last3=Sénéchal | first3=David | title=Conformal Field Theory | publisher=Springer Science & Business Media | publication-place=New York Berlin Paris [etc.] | date=1997 | isbn=0-387-94785-X | page=}}</ref> <ref name="rib14">{{cite web | last=Ribault | first=Sylvain | title=Conformal field theory on the plane | website=arXiv.org | date=2014 | url=https://arxiv.org/abs/1406.4290 | access-date=2024-08-31}}</ref> <ref name="rib16">{{cite journal | last=Ribault | first=Sylvain | title=Minimal lectures on two-dimensional conformal field theory | journal=SciPost Physics Lecture Notes | publisher=Stichting SciPost | date=2018 | url = https://arxiv.org/abs/1609.09523| doi=10.21468/scipostphyslectnotes.1 | doi-access=free | page=}}</ref> <ref name="ryc16">{{cite journal | last= Rychkov|first=Slava |date=2016 |title= EPFL Lectures on Conformal Field Theory in D ≥ 3 Dimensions| journal=SpringerBriefs in Physics |doi=10.1007/978-3-319-43626-5|arxiv=1601.05000|url = https://arxiv.org/abs/1601.05000 |isbn=978-3-319-43625-8 |s2cid=119192484 }}</ref> }} [[Category:Conformal field theory]] [[Category:CFT course]] 4u8l26fj6x7r0juvpssmofya40fzlvr 2685679 2685640 2024-11-14T15:16:28Z Sylvain Ribault 2127778 /* Mathematical */ 2685679 wikitext text/x-wiki This page describes a graduate course of conformel field theory (CFT), with 18 hours lectures and 18 hours tutorials. We sketch the main motivations of CFT, including its applications to statistical physics, high-energy physics, and quantum gravity. We introduce CFT in the bootstrap approach, an axiomatic approach that starts from symmetry and consistency conditions for quantum fields, and deduces crossing symmetry equations for correlation functions. For most of the course, we specialize to 2 dimensions, where the existence of infinitely many conformal transformations leads to exact solutions of a number of nontrivial CFTs. We study the relevant technical constructions, from the Virasoro algebra to conformal blocks. Solving crossing symmetry and other constraints or assumptions, we obtain CFTs such as minimal models, Liouville theory and loop models. We also introduce CFTs that have extra symmetries beyond conformal symmetry, such as free bosons and Wess-Zumino-Witten models. == Prerequisites == === Mathematical === {{main|Mathematical prerequisites for 2d CFT}} * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. === Physical === * Notions of quantum mechanics and quantum field theory. == Course topics == === Conformal symmetry === * Scale invariance and conformal invariance. * Fixed points of the renormalization group. * Applications to statistical physics, high-energy physics, quantum gravity. === The bootstrap method === * Bootstrap vs Lagrangian. * Conformal symmetry in d dimensions. * Crossing symmetry. * Unitarity. === Conformal invariance in 2d === * Virasoro algebra and its representations. * Fields, energy-momentum tensor. * OPEs, fusion rules. Example: minimal models. * Correlation functions. Single-valuedness. Example: loop models. * Conformal blocks. === Analytic bootstrap in 2d === * Belavin-Polyakov-Zamolodchikov differential equations. * Shift equations for structure constants. * Double Gamma function and solutions of shift equations. Example: Liouville theory. === Additional symmetries === * Global vs local conformal symmetry. * Discrete symmetries: Ising and Potts models. * Chiral algebra: affine Lie algebras, W-algebras. * Interchiral symmetry. === CFTs based on affine Lie algebras === * Free bosons. * WZW models. == Other topics == These topics are a priori not covered in detail, but they could be mentioned, or be the subjects of student projects: * Boundary CFT, defects. CFT on the cylinder. * Entanglement entropy. * Modular invariance. * Numerical bootstrap. * Coulomb gas approach. * Fusing matrix (= fusion kernel). * Conformal perturbation theory. * Renormalization group flows between CFTs. == Relevant Wikipedia articles == The following Wikipedia articles are particularly relevant to this course. Consulting them can be helpful for seeing the relations of CFT with other subjects, and for finding relevant references. Moreover, student projects may involve criticizing these articles and improving them (see [[w:User:Sylvain_Ribault/YRIS2019|tutorial]]). * [[w: Conformal field theory]]. * [[w: Two-dimensional conformal field theory]]. * [[w: Virasoro algebra]]. * [[w: Minimal model (physics)]]. * [[w: Liouville theory]]. == Resources == (E) = texts with exercises, (ES) = texts with exercises and their solutions. === CFT and bootstrap in general dimensions === * '''EPFL Lectures on Conformal Field Theory in D>= 3 Dimensions'''<ref name="ryc16"/>, by Slava Rychkov, 68 pages: an introduction to CFT that starts with a discussion of the history and ideas, and provides a guide to some of the relevant literature. * '''The Conformal Bootstrap: Theory, Numerical Techniques, and Applications'''<ref name="prv18"/>, by David Poland, Slava Rychkov and Alessandro Vichi, 81 pages: a review article that has much to say on the applications to 3d CFTs. === 2d CFT in the bootstrap approach === * (ES) '''Minimal lectures on two-dimensional conformal field theory'''<ref name="rib16"/>, by Sylvain Ribault, 37 pages: a concise introduction to 2d CFT in the bootstrap approach. * (E) '''Conformal field theory on the plane'''<ref name="rib14"/>, by Sylvain Ribault, 145 pages: an introduction to 2d CFT in the bootstrap approach, including a chapter on affine symmetry. * '''Exactly solvable conformal field theories'''<ref name="rib24"/>, by Sylvain Ribault, 85 pages: an introduction to 2d CFT with an emphasis on exact solvability and on loop models. === 2d CFT from other points of view === * '''Applied Conformal Field Theory'''<ref name="gin91"/>, by Paul Ginsparg, 178 pages: an early review that can still be useful, in particular for its treatment of free fermions and bosons, orbifolds thereof, and CFT on a torus. * '''Conformal Field Theory and Statistical Mechanics'''<ref name="car08"/>, by John Cardy, 37 pages: a concise introduction to 2d CFT from the point of view of statistical mechanics. * (E) '''Conformal Field Theory for 2d Statistical Mechanics'''<ref name="ei23"/>, by Benoît Estienne and Yacine Ikhlef, 150 pages: a course that insists on statistical physics motivations and applications. === Wider horizons === * (E) '''Scaling and Renormalization in Statistical Physics'''<ref name="car96"/>, by John Cardy, 238 pages: an excellent text for understanding the role of CFT in statistical physics, although CFT is not its main subject. * (E) '''Conformal Field Theory'''<ref name="fms97/>, by Philippe di Francesco, Pierre Mathieu and David Sénéchal, 890 pages: the Big Yellow Book on CFT, mostly in 2d, with an in-depth treatment of minimal models and Wess-Zumino-Witten models. == References == {{Reflist|refs= <ref name="prv18">{{cite journal | last=Poland | first=David | last2=Rychkov | first2=Slava | last3=Vichi | first3=Alessandro | title=The conformal bootstrap: Theory, numerical techniques, and applications | journal=Reviews of Modern Physics | publisher=American Physical Society (APS) | volume=91 | issue=1 | date=2019-01-11 | issn=0034-6861 | doi=10.1103/revmodphys.91.015002 | doi-access=free | url=https://arxiv.org/abs/1805.04405}}</ref> <ref name="car08">{{cite web | last=Cardy | first=John | title=Conformal Field Theory and Statistical Mechanics | website=arXiv.org | date=2008-07-22 | url=https://arxiv.org/abs/0807.3472 | access-date=2024-11-12}}</ref> <ref name="gin91">{{cite web | last=Ginsparg | first=Paul | title=Applied Conformal Field Theory | website=arXiv.org | date=1988 | url=https://arxiv.org/abs/hep-th/9108028 | access-date=2024-09-03}}</ref> <ref name="ei23">{{cite web | last=Estienne| first=Benoît|last2 = Ikhlef |first2 = Yacine | title=Conformal Field Theory for 2d Statistical Mechanics | date=2023 | url=https://www.lpthe.jussieu.fr/~ikhlef/CFT.pdf | access-date=2024-08-31}}</ref> <ref name="car96">{{cite book | last=Cardy | first=John | title=Scaling and Renormalization in Statistical Physics | publisher=Cambridge University Press | date=1996 | isbn=978-0-521-49959-0 | doi=10.1017/cbo9781316036440 | page=}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> <ref name="fms97>{{cite book | last=Francesco | first=Philippe | last2=Mathieu | first2=Pierre | last3=Sénéchal | first3=David | title=Conformal Field Theory | publisher=Springer Science & Business Media | publication-place=New York Berlin Paris [etc.] | date=1997 | isbn=0-387-94785-X | page=}}</ref> <ref name="rib14">{{cite web | last=Ribault | first=Sylvain | title=Conformal field theory on the plane | website=arXiv.org | date=2014 | url=https://arxiv.org/abs/1406.4290 | access-date=2024-08-31}}</ref> <ref name="rib16">{{cite journal | last=Ribault | first=Sylvain | title=Minimal lectures on two-dimensional conformal field theory | journal=SciPost Physics Lecture Notes | publisher=Stichting SciPost | date=2018 | url = https://arxiv.org/abs/1609.09523| doi=10.21468/scipostphyslectnotes.1 | doi-access=free | page=}}</ref> <ref name="ryc16">{{cite journal | last= Rychkov|first=Slava |date=2016 |title= EPFL Lectures on Conformal Field Theory in D ≥ 3 Dimensions| journal=SpringerBriefs in Physics |doi=10.1007/978-3-319-43626-5|arxiv=1601.05000|url = https://arxiv.org/abs/1601.05000 |isbn=978-3-319-43625-8 |s2cid=119192484 }}</ref> }} [[Category:Conformal field theory]] [[Category:CFT course]] m5dms64znxq8x9f2je4cry1hfq212uq 2685719 2685679 2024-11-14T15:23:07Z Sylvain Ribault 2127778 /* Conformal symmetry */ 2685719 wikitext text/x-wiki This page describes a graduate course of conformel field theory (CFT), with 18 hours lectures and 18 hours tutorials. We sketch the main motivations of CFT, including its applications to statistical physics, high-energy physics, and quantum gravity. We introduce CFT in the bootstrap approach, an axiomatic approach that starts from symmetry and consistency conditions for quantum fields, and deduces crossing symmetry equations for correlation functions. For most of the course, we specialize to 2 dimensions, where the existence of infinitely many conformal transformations leads to exact solutions of a number of nontrivial CFTs. We study the relevant technical constructions, from the Virasoro algebra to conformal blocks. Solving crossing symmetry and other constraints or assumptions, we obtain CFTs such as minimal models, Liouville theory and loop models. We also introduce CFTs that have extra symmetries beyond conformal symmetry, such as free bosons and Wess-Zumino-Witten models. == Prerequisites == === Mathematical === {{main|Mathematical prerequisites for 2d CFT}} * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. === Physical === * Notions of quantum mechanics and quantum field theory. == Course topics == === Conformal symmetry === {{main|Conformal symmetry, its motivations, its applications}} * Scale invariance and conformal invariance. * Fixed points of the renormalization group. * Applications to statistical physics, high-energy physics, quantum gravity. === The bootstrap method === * Bootstrap vs Lagrangian. * Conformal symmetry in d dimensions. * Crossing symmetry. * Unitarity. === Conformal invariance in 2d === * Virasoro algebra and its representations. * Fields, energy-momentum tensor. * OPEs, fusion rules. Example: minimal models. * Correlation functions. Single-valuedness. Example: loop models. * Conformal blocks. === Analytic bootstrap in 2d === * Belavin-Polyakov-Zamolodchikov differential equations. * Shift equations for structure constants. * Double Gamma function and solutions of shift equations. Example: Liouville theory. === Additional symmetries === * Global vs local conformal symmetry. * Discrete symmetries: Ising and Potts models. * Chiral algebra: affine Lie algebras, W-algebras. * Interchiral symmetry. === CFTs based on affine Lie algebras === * Free bosons. * WZW models. == Other topics == These topics are a priori not covered in detail, but they could be mentioned, or be the subjects of student projects: * Boundary CFT, defects. CFT on the cylinder. * Entanglement entropy. * Modular invariance. * Numerical bootstrap. * Coulomb gas approach. * Fusing matrix (= fusion kernel). * Conformal perturbation theory. * Renormalization group flows between CFTs. == Relevant Wikipedia articles == The following Wikipedia articles are particularly relevant to this course. Consulting them can be helpful for seeing the relations of CFT with other subjects, and for finding relevant references. Moreover, student projects may involve criticizing these articles and improving them (see [[w:User:Sylvain_Ribault/YRIS2019|tutorial]]). * [[w: Conformal field theory]]. * [[w: Two-dimensional conformal field theory]]. * [[w: Virasoro algebra]]. * [[w: Minimal model (physics)]]. * [[w: Liouville theory]]. == Resources == (E) = texts with exercises, (ES) = texts with exercises and their solutions. === CFT and bootstrap in general dimensions === * '''EPFL Lectures on Conformal Field Theory in D>= 3 Dimensions'''<ref name="ryc16"/>, by Slava Rychkov, 68 pages: an introduction to CFT that starts with a discussion of the history and ideas, and provides a guide to some of the relevant literature. * '''The Conformal Bootstrap: Theory, Numerical Techniques, and Applications'''<ref name="prv18"/>, by David Poland, Slava Rychkov and Alessandro Vichi, 81 pages: a review article that has much to say on the applications to 3d CFTs. === 2d CFT in the bootstrap approach === * (ES) '''Minimal lectures on two-dimensional conformal field theory'''<ref name="rib16"/>, by Sylvain Ribault, 37 pages: a concise introduction to 2d CFT in the bootstrap approach. * (E) '''Conformal field theory on the plane'''<ref name="rib14"/>, by Sylvain Ribault, 145 pages: an introduction to 2d CFT in the bootstrap approach, including a chapter on affine symmetry. * '''Exactly solvable conformal field theories'''<ref name="rib24"/>, by Sylvain Ribault, 85 pages: an introduction to 2d CFT with an emphasis on exact solvability and on loop models. === 2d CFT from other points of view === * '''Applied Conformal Field Theory'''<ref name="gin91"/>, by Paul Ginsparg, 178 pages: an early review that can still be useful, in particular for its treatment of free fermions and bosons, orbifolds thereof, and CFT on a torus. * '''Conformal Field Theory and Statistical Mechanics'''<ref name="car08"/>, by John Cardy, 37 pages: a concise introduction to 2d CFT from the point of view of statistical mechanics. * (E) '''Conformal Field Theory for 2d Statistical Mechanics'''<ref name="ei23"/>, by Benoît Estienne and Yacine Ikhlef, 150 pages: a course that insists on statistical physics motivations and applications. === Wider horizons === * (E) '''Scaling and Renormalization in Statistical Physics'''<ref name="car96"/>, by John Cardy, 238 pages: an excellent text for understanding the role of CFT in statistical physics, although CFT is not its main subject. * (E) '''Conformal Field Theory'''<ref name="fms97/>, by Philippe di Francesco, Pierre Mathieu and David Sénéchal, 890 pages: the Big Yellow Book on CFT, mostly in 2d, with an in-depth treatment of minimal models and Wess-Zumino-Witten models. == References == {{Reflist|refs= <ref name="prv18">{{cite journal | last=Poland | first=David | last2=Rychkov | first2=Slava | last3=Vichi | first3=Alessandro | title=The conformal bootstrap: Theory, numerical techniques, and applications | journal=Reviews of Modern Physics | publisher=American Physical Society (APS) | volume=91 | issue=1 | date=2019-01-11 | issn=0034-6861 | doi=10.1103/revmodphys.91.015002 | doi-access=free | url=https://arxiv.org/abs/1805.04405}}</ref> <ref name="car08">{{cite web | last=Cardy | first=John | title=Conformal Field Theory and Statistical Mechanics | website=arXiv.org | date=2008-07-22 | url=https://arxiv.org/abs/0807.3472 | access-date=2024-11-12}}</ref> <ref name="gin91">{{cite web | last=Ginsparg | first=Paul | title=Applied Conformal Field Theory | website=arXiv.org | date=1988 | url=https://arxiv.org/abs/hep-th/9108028 | access-date=2024-09-03}}</ref> <ref name="ei23">{{cite web | last=Estienne| first=Benoît|last2 = Ikhlef |first2 = Yacine | title=Conformal Field Theory for 2d Statistical Mechanics | date=2023 | url=https://www.lpthe.jussieu.fr/~ikhlef/CFT.pdf | access-date=2024-08-31}}</ref> <ref name="car96">{{cite book | last=Cardy | first=John | title=Scaling and Renormalization in Statistical Physics | publisher=Cambridge University Press | date=1996 | isbn=978-0-521-49959-0 | doi=10.1017/cbo9781316036440 | page=}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> <ref name="fms97>{{cite book | last=Francesco | first=Philippe | last2=Mathieu | first2=Pierre | last3=Sénéchal | first3=David | title=Conformal Field Theory | publisher=Springer Science & Business Media | publication-place=New York Berlin Paris [etc.] | date=1997 | isbn=0-387-94785-X | page=}}</ref> <ref name="rib14">{{cite web | last=Ribault | first=Sylvain | title=Conformal field theory on the plane | website=arXiv.org | date=2014 | url=https://arxiv.org/abs/1406.4290 | access-date=2024-08-31}}</ref> <ref name="rib16">{{cite journal | last=Ribault | first=Sylvain | title=Minimal lectures on two-dimensional conformal field theory | journal=SciPost Physics Lecture Notes | publisher=Stichting SciPost | date=2018 | url = https://arxiv.org/abs/1609.09523| doi=10.21468/scipostphyslectnotes.1 | doi-access=free | page=}}</ref> <ref name="ryc16">{{cite journal | last= Rychkov|first=Slava |date=2016 |title= EPFL Lectures on Conformal Field Theory in D ≥ 3 Dimensions| journal=SpringerBriefs in Physics |doi=10.1007/978-3-319-43626-5|arxiv=1601.05000|url = https://arxiv.org/abs/1601.05000 |isbn=978-3-319-43625-8 |s2cid=119192484 }}</ref> }} [[Category:Conformal field theory]] [[Category:CFT course]] ipigs9z1a1qysvk1a3b3vq5ol8x6qi6 2685747 2685719 2024-11-14T15:27:55Z Sylvain Ribault 2127778 /* References */ 2685747 wikitext text/x-wiki This page describes a graduate course of conformel field theory (CFT), with 18 hours lectures and 18 hours tutorials. We sketch the main motivations of CFT, including its applications to statistical physics, high-energy physics, and quantum gravity. We introduce CFT in the bootstrap approach, an axiomatic approach that starts from symmetry and consistency conditions for quantum fields, and deduces crossing symmetry equations for correlation functions. For most of the course, we specialize to 2 dimensions, where the existence of infinitely many conformal transformations leads to exact solutions of a number of nontrivial CFTs. We study the relevant technical constructions, from the Virasoro algebra to conformal blocks. Solving crossing symmetry and other constraints or assumptions, we obtain CFTs such as minimal models, Liouville theory and loop models. We also introduce CFTs that have extra symmetries beyond conformal symmetry, such as free bosons and Wess-Zumino-Witten models. == Prerequisites == === Mathematical === {{main|Mathematical prerequisites for 2d CFT}} * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. === Physical === * Notions of quantum mechanics and quantum field theory. == Course topics == === Conformal symmetry === {{main|Conformal symmetry, its motivations, its applications}} * Scale invariance and conformal invariance. * Fixed points of the renormalization group. * Applications to statistical physics, high-energy physics, quantum gravity. === The bootstrap method === * Bootstrap vs Lagrangian. * Conformal symmetry in d dimensions. * Crossing symmetry. * Unitarity. === Conformal invariance in 2d === * Virasoro algebra and its representations. * Fields, energy-momentum tensor. * OPEs, fusion rules. Example: minimal models. * Correlation functions. Single-valuedness. Example: loop models. * Conformal blocks. === Analytic bootstrap in 2d === * Belavin-Polyakov-Zamolodchikov differential equations. * Shift equations for structure constants. * Double Gamma function and solutions of shift equations. Example: Liouville theory. === Additional symmetries === * Global vs local conformal symmetry. * Discrete symmetries: Ising and Potts models. * Chiral algebra: affine Lie algebras, W-algebras. * Interchiral symmetry. === CFTs based on affine Lie algebras === * Free bosons. * WZW models. == Other topics == These topics are a priori not covered in detail, but they could be mentioned, or be the subjects of student projects: * Boundary CFT, defects. CFT on the cylinder. * Entanglement entropy. * Modular invariance. * Numerical bootstrap. * Coulomb gas approach. * Fusing matrix (= fusion kernel). * Conformal perturbation theory. * Renormalization group flows between CFTs. == Relevant Wikipedia articles == The following Wikipedia articles are particularly relevant to this course. Consulting them can be helpful for seeing the relations of CFT with other subjects, and for finding relevant references. Moreover, student projects may involve criticizing these articles and improving them (see [[w:User:Sylvain_Ribault/YRIS2019|tutorial]]). * [[w: Conformal field theory]]. * [[w: Two-dimensional conformal field theory]]. * [[w: Virasoro algebra]]. * [[w: Minimal model (physics)]]. * [[w: Liouville theory]]. == Resources == (E) = texts with exercises, (ES) = texts with exercises and their solutions. === CFT and bootstrap in general dimensions === * '''EPFL Lectures on Conformal Field Theory in D>= 3 Dimensions'''<ref name="ryc16"/>, by Slava Rychkov, 68 pages: an introduction to CFT that starts with a discussion of the history and ideas, and provides a guide to some of the relevant literature. * '''The Conformal Bootstrap: Theory, Numerical Techniques, and Applications'''<ref name="prv18"/>, by David Poland, Slava Rychkov and Alessandro Vichi, 81 pages: a review article that has much to say on the applications to 3d CFTs. === 2d CFT in the bootstrap approach === * (ES) '''Minimal lectures on two-dimensional conformal field theory'''<ref name="rib16"/>, by Sylvain Ribault, 37 pages: a concise introduction to 2d CFT in the bootstrap approach. * (E) '''Conformal field theory on the plane'''<ref name="rib14"/>, by Sylvain Ribault, 145 pages: an introduction to 2d CFT in the bootstrap approach, including a chapter on affine symmetry. * '''Exactly solvable conformal field theories'''<ref name="rib24"/>, by Sylvain Ribault, 85 pages: an introduction to 2d CFT with an emphasis on exact solvability and on loop models. === 2d CFT from other points of view === * '''Applied Conformal Field Theory'''<ref name="gin91"/>, by Paul Ginsparg, 178 pages: an early review that can still be useful, in particular for its treatment of free fermions and bosons, orbifolds thereof, and CFT on a torus. * '''Conformal Field Theory and Statistical Mechanics'''<ref name="car08"/>, by John Cardy, 37 pages: a concise introduction to 2d CFT from the point of view of statistical mechanics. * (E) '''Conformal Field Theory for 2d Statistical Mechanics'''<ref name="ei23"/>, by Benoît Estienne and Yacine Ikhlef, 150 pages: a course that insists on statistical physics motivations and applications. === Wider horizons === * (E) '''Scaling and Renormalization in Statistical Physics'''<ref name="car96"/>, by John Cardy, 238 pages: an excellent text for understanding the role of CFT in statistical physics, although CFT is not its main subject. * (E) '''Conformal Field Theory'''<ref name="fms97/>, by Philippe di Francesco, Pierre Mathieu and David Sénéchal, 890 pages: the Big Yellow Book on CFT, mostly in 2d, with an in-depth treatment of minimal models and Wess-Zumino-Witten models. == References == {{Reflist|refs= <ref name="prv18">{{cite journal | last=Poland | first=David | last2=Rychkov | first2=Slava | last3=Vichi | first3=Alessandro | title=The conformal bootstrap: Theory, numerical techniques, and applications | journal=Reviews of Modern Physics | publisher=American Physical Society (APS) | volume=91 | issue=1 | date=2019-01-11 | issn=0034-6861 | doi=10.1103/revmodphys.91.015002 | doi-access=free | url=https://arxiv.org/abs/1805.04405}}</ref> <ref name="car08">{{cite web | last=Cardy | first=John | title=Conformal Field Theory and Statistical Mechanics | website=arXiv.org | date=2008-07-22 | url=https://arxiv.org/abs/0807.3472 | access-date=2024-11-12}}</ref> <ref name="gin91">{{cite web | last=Ginsparg | first=Paul | title=Applied Conformal Field Theory | website=arXiv.org | date=1988 | url=https://arxiv.org/abs/hep-th/9108028 | access-date=2024-09-03}}</ref> <ref name="ei23">{{cite web | last=Estienne| first=Benoît|last2 = Ikhlef |first2 = Yacine | title=Conformal Field Theory for 2d Statistical Mechanics | date=2023 | url=https://www.lpthe.jussieu.fr/~ikhlef/CFT.pdf | access-date=2024-08-31}}</ref> <ref name="car96">{{cite book | last=Cardy | first=John | title=Scaling and Renormalization in Statistical Physics | publisher=Cambridge University Press | date=1996 | isbn=978-0-521-49959-0 | doi=10.1017/cbo9781316036440 | page=}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> <ref name="fms97>{{cite book | last=di Francesco | first=Philippe | last2=Mathieu | first2=Pierre | last3=Sénéchal | first3=David | title=Conformal Field Theory | publisher=Springer| publication-place=New York Berlin Paris [etc.] | date=1997 | isbn=0-387-94785-X | page=}}</ref> <ref name="rib14">{{cite web | last=Ribault | first=Sylvain | title=Conformal field theory on the plane | website=arXiv.org | date=2014 | url=https://arxiv.org/abs/1406.4290 | access-date=2024-08-31}}</ref> <ref name="rib16">{{cite journal | last=Ribault | first=Sylvain | title=Minimal lectures on two-dimensional conformal field theory | journal=SciPost Physics Lecture Notes | publisher=Stichting SciPost | date=2018 | url = https://arxiv.org/abs/1609.09523| doi=10.21468/scipostphyslectnotes.1 | doi-access=free | page=}}</ref> <ref name="ryc16">{{cite journal | last= Rychkov|first=Slava |date=2016 |title= EPFL Lectures on Conformal Field Theory in D ≥ 3 Dimensions| journal=SpringerBriefs in Physics |doi=10.1007/978-3-319-43626-5|arxiv=1601.05000|url = https://arxiv.org/abs/1601.05000 |isbn=978-3-319-43625-8 |s2cid=119192484 }}</ref> }} [[Category:Conformal field theory]] [[Category:CFT course]] tmy0b2wy81m16mrirggvcyy8g61bj47 2685752 2685747 2024-11-14T15:28:27Z Sylvain Ribault 2127778 /* References */ 2685752 wikitext text/x-wiki This page describes a graduate course of conformel field theory (CFT), with 18 hours lectures and 18 hours tutorials. We sketch the main motivations of CFT, including its applications to statistical physics, high-energy physics, and quantum gravity. We introduce CFT in the bootstrap approach, an axiomatic approach that starts from symmetry and consistency conditions for quantum fields, and deduces crossing symmetry equations for correlation functions. For most of the course, we specialize to 2 dimensions, where the existence of infinitely many conformal transformations leads to exact solutions of a number of nontrivial CFTs. We study the relevant technical constructions, from the Virasoro algebra to conformal blocks. Solving crossing symmetry and other constraints or assumptions, we obtain CFTs such as minimal models, Liouville theory and loop models. We also introduce CFTs that have extra symmetries beyond conformal symmetry, such as free bosons and Wess-Zumino-Witten models. == Prerequisites == === Mathematical === {{main|Mathematical prerequisites for 2d CFT}} * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. === Physical === * Notions of quantum mechanics and quantum field theory. == Course topics == === Conformal symmetry === {{main|Conformal symmetry, its motivations, its applications}} * Scale invariance and conformal invariance. * Fixed points of the renormalization group. * Applications to statistical physics, high-energy physics, quantum gravity. === The bootstrap method === * Bootstrap vs Lagrangian. * Conformal symmetry in d dimensions. * Crossing symmetry. * Unitarity. === Conformal invariance in 2d === * Virasoro algebra and its representations. * Fields, energy-momentum tensor. * OPEs, fusion rules. Example: minimal models. * Correlation functions. Single-valuedness. Example: loop models. * Conformal blocks. === Analytic bootstrap in 2d === * Belavin-Polyakov-Zamolodchikov differential equations. * Shift equations for structure constants. * Double Gamma function and solutions of shift equations. Example: Liouville theory. === Additional symmetries === * Global vs local conformal symmetry. * Discrete symmetries: Ising and Potts models. * Chiral algebra: affine Lie algebras, W-algebras. * Interchiral symmetry. === CFTs based on affine Lie algebras === * Free bosons. * WZW models. == Other topics == These topics are a priori not covered in detail, but they could be mentioned, or be the subjects of student projects: * Boundary CFT, defects. CFT on the cylinder. * Entanglement entropy. * Modular invariance. * Numerical bootstrap. * Coulomb gas approach. * Fusing matrix (= fusion kernel). * Conformal perturbation theory. * Renormalization group flows between CFTs. == Relevant Wikipedia articles == The following Wikipedia articles are particularly relevant to this course. Consulting them can be helpful for seeing the relations of CFT with other subjects, and for finding relevant references. Moreover, student projects may involve criticizing these articles and improving them (see [[w:User:Sylvain_Ribault/YRIS2019|tutorial]]). * [[w: Conformal field theory]]. * [[w: Two-dimensional conformal field theory]]. * [[w: Virasoro algebra]]. * [[w: Minimal model (physics)]]. * [[w: Liouville theory]]. == Resources == (E) = texts with exercises, (ES) = texts with exercises and their solutions. === CFT and bootstrap in general dimensions === * '''EPFL Lectures on Conformal Field Theory in D>= 3 Dimensions'''<ref name="ryc16"/>, by Slava Rychkov, 68 pages: an introduction to CFT that starts with a discussion of the history and ideas, and provides a guide to some of the relevant literature. * '''The Conformal Bootstrap: Theory, Numerical Techniques, and Applications'''<ref name="prv18"/>, by David Poland, Slava Rychkov and Alessandro Vichi, 81 pages: a review article that has much to say on the applications to 3d CFTs. === 2d CFT in the bootstrap approach === * (ES) '''Minimal lectures on two-dimensional conformal field theory'''<ref name="rib16"/>, by Sylvain Ribault, 37 pages: a concise introduction to 2d CFT in the bootstrap approach. * (E) '''Conformal field theory on the plane'''<ref name="rib14"/>, by Sylvain Ribault, 145 pages: an introduction to 2d CFT in the bootstrap approach, including a chapter on affine symmetry. * '''Exactly solvable conformal field theories'''<ref name="rib24"/>, by Sylvain Ribault, 85 pages: an introduction to 2d CFT with an emphasis on exact solvability and on loop models. === 2d CFT from other points of view === * '''Applied Conformal Field Theory'''<ref name="gin91"/>, by Paul Ginsparg, 178 pages: an early review that can still be useful, in particular for its treatment of free fermions and bosons, orbifolds thereof, and CFT on a torus. * '''Conformal Field Theory and Statistical Mechanics'''<ref name="car08"/>, by John Cardy, 37 pages: a concise introduction to 2d CFT from the point of view of statistical mechanics. * (E) '''Conformal Field Theory for 2d Statistical Mechanics'''<ref name="ei23"/>, by Benoît Estienne and Yacine Ikhlef, 150 pages: a course that insists on statistical physics motivations and applications. === Wider horizons === * (E) '''Scaling and Renormalization in Statistical Physics'''<ref name="car96"/>, by John Cardy, 238 pages: an excellent text for understanding the role of CFT in statistical physics, although CFT is not its main subject. * (E) '''Conformal Field Theory'''<ref name="fms97/>, by Philippe di Francesco, Pierre Mathieu and David Sénéchal, 890 pages: the Big Yellow Book on CFT, mostly in 2d, with an in-depth treatment of minimal models and Wess-Zumino-Witten models. == References == {{Reflist|refs= <ref name="prv18">{{cite journal | last=Poland | first=David | last2=Rychkov | first2=Slava | last3=Vichi | first3=Alessandro | title=The conformal bootstrap: Theory, numerical techniques, and applications | journal=Reviews of Modern Physics | publisher=American Physical Society (APS) | volume=91 | issue=1 | date=2019-01-11 | issn=0034-6861 | doi=10.1103/revmodphys.91.015002 | doi-access=free | url=https://arxiv.org/abs/1805.04405}}</ref> <ref name="car08">{{cite web | last=Cardy | first=John | title=Conformal Field Theory and Statistical Mechanics | website=arXiv.org | date=2008-07-22 | url=https://arxiv.org/abs/0807.3472 | access-date=2024-11-12}}</ref> <ref name="gin91">{{cite web | last=Ginsparg | first=Paul | title=Applied Conformal Field Theory | website=arXiv.org | date=1988 | url=https://arxiv.org/abs/hep-th/9108028 | access-date=2024-09-03}}</ref> <ref name="ei23">{{cite web | last=Estienne| first=Benoît|last2 = Ikhlef |first2 = Yacine | title=Conformal Field Theory for 2d Statistical Mechanics | date=2023 | url=https://www.lpthe.jussieu.fr/~ikhlef/CFT.pdf | access-date=2024-08-31}}</ref> <ref name="car96">{{cite book | last=Cardy | first=John | title=Scaling and Renormalization in Statistical Physics | publisher=Cambridge University Press | date=1996 | isbn=978-0-521-49959-0 | doi=10.1017/cbo9781316036440 | page=}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> <ref name="fms97>{{cite book | last=di Francesco | first=Philippe | last2=Mathieu | first2=Pierre | last3=Sénéchal | first3=David | title=Conformal Field Theory | publisher=Springer | date=1997 | isbn=0-387-94785-X | page=}}</ref> <ref name="rib14">{{cite web | last=Ribault | first=Sylvain | title=Conformal field theory on the plane | website=arXiv.org | date=2014 | url=https://arxiv.org/abs/1406.4290 | access-date=2024-08-31}}</ref> <ref name="rib16">{{cite journal | last=Ribault | first=Sylvain | title=Minimal lectures on two-dimensional conformal field theory | journal=SciPost Physics Lecture Notes | publisher=Stichting SciPost | date=2018 | url = https://arxiv.org/abs/1609.09523| doi=10.21468/scipostphyslectnotes.1 | doi-access=free | page=}}</ref> <ref name="ryc16">{{cite journal | last= Rychkov|first=Slava |date=2016 |title= EPFL Lectures on Conformal Field Theory in D ≥ 3 Dimensions| journal=SpringerBriefs in Physics |doi=10.1007/978-3-319-43626-5|arxiv=1601.05000|url = https://arxiv.org/abs/1601.05000 |isbn=978-3-319-43625-8 |s2cid=119192484 }}</ref> }} [[Category:Conformal field theory]] [[Category:CFT course]] 4k5rpv60rs18dll1ug961qiza8teaa3 2685758 2685752 2024-11-14T15:29:15Z Sylvain Ribault 2127778 /* References */ 2685758 wikitext text/x-wiki This page describes a graduate course of conformel field theory (CFT), with 18 hours lectures and 18 hours tutorials. We sketch the main motivations of CFT, including its applications to statistical physics, high-energy physics, and quantum gravity. We introduce CFT in the bootstrap approach, an axiomatic approach that starts from symmetry and consistency conditions for quantum fields, and deduces crossing symmetry equations for correlation functions. For most of the course, we specialize to 2 dimensions, where the existence of infinitely many conformal transformations leads to exact solutions of a number of nontrivial CFTs. We study the relevant technical constructions, from the Virasoro algebra to conformal blocks. Solving crossing symmetry and other constraints or assumptions, we obtain CFTs such as minimal models, Liouville theory and loop models. We also introduce CFTs that have extra symmetries beyond conformal symmetry, such as free bosons and Wess-Zumino-Witten models. == Prerequisites == === Mathematical === {{main|Mathematical prerequisites for 2d CFT}} * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. === Physical === * Notions of quantum mechanics and quantum field theory. == Course topics == === Conformal symmetry === {{main|Conformal symmetry, its motivations, its applications}} * Scale invariance and conformal invariance. * Fixed points of the renormalization group. * Applications to statistical physics, high-energy physics, quantum gravity. === The bootstrap method === * Bootstrap vs Lagrangian. * Conformal symmetry in d dimensions. * Crossing symmetry. * Unitarity. === Conformal invariance in 2d === * Virasoro algebra and its representations. * Fields, energy-momentum tensor. * OPEs, fusion rules. Example: minimal models. * Correlation functions. Single-valuedness. Example: loop models. * Conformal blocks. === Analytic bootstrap in 2d === * Belavin-Polyakov-Zamolodchikov differential equations. * Shift equations for structure constants. * Double Gamma function and solutions of shift equations. Example: Liouville theory. === Additional symmetries === * Global vs local conformal symmetry. * Discrete symmetries: Ising and Potts models. * Chiral algebra: affine Lie algebras, W-algebras. * Interchiral symmetry. === CFTs based on affine Lie algebras === * Free bosons. * WZW models. == Other topics == These topics are a priori not covered in detail, but they could be mentioned, or be the subjects of student projects: * Boundary CFT, defects. CFT on the cylinder. * Entanglement entropy. * Modular invariance. * Numerical bootstrap. * Coulomb gas approach. * Fusing matrix (= fusion kernel). * Conformal perturbation theory. * Renormalization group flows between CFTs. == Relevant Wikipedia articles == The following Wikipedia articles are particularly relevant to this course. Consulting them can be helpful for seeing the relations of CFT with other subjects, and for finding relevant references. Moreover, student projects may involve criticizing these articles and improving them (see [[w:User:Sylvain_Ribault/YRIS2019|tutorial]]). * [[w: Conformal field theory]]. * [[w: Two-dimensional conformal field theory]]. * [[w: Virasoro algebra]]. * [[w: Minimal model (physics)]]. * [[w: Liouville theory]]. == Resources == (E) = texts with exercises, (ES) = texts with exercises and their solutions. === CFT and bootstrap in general dimensions === * '''EPFL Lectures on Conformal Field Theory in D>= 3 Dimensions'''<ref name="ryc16"/>, by Slava Rychkov, 68 pages: an introduction to CFT that starts with a discussion of the history and ideas, and provides a guide to some of the relevant literature. * '''The Conformal Bootstrap: Theory, Numerical Techniques, and Applications'''<ref name="prv18"/>, by David Poland, Slava Rychkov and Alessandro Vichi, 81 pages: a review article that has much to say on the applications to 3d CFTs. === 2d CFT in the bootstrap approach === * (ES) '''Minimal lectures on two-dimensional conformal field theory'''<ref name="rib16"/>, by Sylvain Ribault, 37 pages: a concise introduction to 2d CFT in the bootstrap approach. * (E) '''Conformal field theory on the plane'''<ref name="rib14"/>, by Sylvain Ribault, 145 pages: an introduction to 2d CFT in the bootstrap approach, including a chapter on affine symmetry. * '''Exactly solvable conformal field theories'''<ref name="rib24"/>, by Sylvain Ribault, 85 pages: an introduction to 2d CFT with an emphasis on exact solvability and on loop models. === 2d CFT from other points of view === * '''Applied Conformal Field Theory'''<ref name="gin91"/>, by Paul Ginsparg, 178 pages: an early review that can still be useful, in particular for its treatment of free fermions and bosons, orbifolds thereof, and CFT on a torus. * '''Conformal Field Theory and Statistical Mechanics'''<ref name="car08"/>, by John Cardy, 37 pages: a concise introduction to 2d CFT from the point of view of statistical mechanics. * (E) '''Conformal Field Theory for 2d Statistical Mechanics'''<ref name="ei23"/>, by Benoît Estienne and Yacine Ikhlef, 150 pages: a course that insists on statistical physics motivations and applications. === Wider horizons === * (E) '''Scaling and Renormalization in Statistical Physics'''<ref name="car96"/>, by John Cardy, 238 pages: an excellent text for understanding the role of CFT in statistical physics, although CFT is not its main subject. * (E) '''Conformal Field Theory'''<ref name="fms97/>, by Philippe di Francesco, Pierre Mathieu and David Sénéchal, 890 pages: the Big Yellow Book on CFT, mostly in 2d, with an in-depth treatment of minimal models and Wess-Zumino-Witten models. == References == {{Reflist|refs= <ref name="prv18">{{cite journal | last=Poland | first=David | last2=Rychkov | first2=Slava | last3=Vichi | first3=Alessandro | title=The conformal bootstrap: Theory, numerical techniques, and applications | journal=Reviews of Modern Physics | publisher=American Physical Society | volume=91 | issue=1 | date=2019-01-11 | issn=0034-6861 | doi=10.1103/revmodphys.91.015002 | doi-access=free | url=https://arxiv.org/abs/1805.04405}}</ref> <ref name="car08">{{cite web | last=Cardy | first=John | title=Conformal Field Theory and Statistical Mechanics | website=arXiv.org | date=2008-07-22 | url=https://arxiv.org/abs/0807.3472 | access-date=2024-11-12}}</ref> <ref name="gin91">{{cite web | last=Ginsparg | first=Paul | title=Applied Conformal Field Theory | website=arXiv.org | date=1988 | url=https://arxiv.org/abs/hep-th/9108028 | access-date=2024-09-03}}</ref> <ref name="ei23">{{cite web | last=Estienne| first=Benoît|last2 = Ikhlef |first2 = Yacine | title=Conformal Field Theory for 2d Statistical Mechanics | date=2023 | url=https://www.lpthe.jussieu.fr/~ikhlef/CFT.pdf | access-date=2024-08-31}}</ref> <ref name="car96">{{cite book | last=Cardy | first=John | title=Scaling and Renormalization in Statistical Physics | publisher=Cambridge University Press | date=1996 | isbn=978-0-521-49959-0 | doi=10.1017/cbo9781316036440 | page=}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> <ref name="fms97>{{cite book | last=di Francesco | first=Philippe | last2=Mathieu | first2=Pierre | last3=Sénéchal | first3=David | title=Conformal Field Theory | publisher=Springer | date=1997 | isbn=0-387-94785-X | page=}}</ref> <ref name="rib14">{{cite web | last=Ribault | first=Sylvain | title=Conformal field theory on the plane | website=arXiv.org | date=2014 | url=https://arxiv.org/abs/1406.4290 | access-date=2024-08-31}}</ref> <ref name="rib16">{{cite journal | last=Ribault | first=Sylvain | title=Minimal lectures on two-dimensional conformal field theory | journal=SciPost Physics Lecture Notes | publisher=Stichting SciPost | date=2018 | url = https://arxiv.org/abs/1609.09523| doi=10.21468/scipostphyslectnotes.1 | doi-access=free | page=}}</ref> <ref name="ryc16">{{cite journal | last= Rychkov|first=Slava |date=2016 |title= EPFL Lectures on Conformal Field Theory in D ≥ 3 Dimensions| journal=SpringerBriefs in Physics |doi=10.1007/978-3-319-43626-5|arxiv=1601.05000|url = https://arxiv.org/abs/1601.05000 |isbn=978-3-319-43625-8 |s2cid=119192484 }}</ref> }} [[Category:Conformal field theory]] [[Category:CFT course]] qj53ue9yaetsiubzcn165d69x49b0e6 2 308670 2685996 2684664 2024-11-14T18:44:13Z CalRis25 911425 2685996 wikitext text/x-wiki {{Illustrated Companion to the Latin Dictionary/Navbox}} '''Recommended Editions''' are editions of texts referenced in the articles of the ''Illustrated Companion to the Latin Dictionary''. These texts fall under two categories: * ''Primary sources,'' i.e. the original Latin and Greek texts. * ''Secondary sources,'' i.e. texts used to understand the primary sources. == Requirements == All recommended editions should be ''freely available.'' This means, that access is both unrestricted and for free. This usually entails that these texts are in the public domain or licensed under one of the ''Creative Commons''-licenses. The point of this is to enable to provide references to Latin and Greek passages (and other cited texts) which lead to freely accessible online editions of these texts. No amount of money must be charged to access them, and no login-data be necessary in order to access these texts. The user should also be able to download these texts. Recommended editions should be fully digital editions, that is, the text has been transcribed instead of pages merely having been scanned and made available as images. Where ''free'' editions of such digital texts are unavailable, scanned books can be used as well, however. == Selection criteria for ''primary resources'' == Texts are selected from the following sources and in the following order (e.g. Perseus Digital Library is preferred, where available): # [https://www.perseus.tufts.edu/hopper/ Perseus Digital Library]: Editions of Latin and Greek texts available at the ''Perseus Digital Library'' should be chosen, if these are either in the public domain or shared using a ''Creative Commmons''-license. ''Perseus'' provides mostly "canonical" texts. # [https://www.opengreekandlatin.org/ Open Greek & Latin] and the [https://scaife.perseus.org/library/ Scaife Viewer]: Where ''Perseus'' does not offer an author or specific text, this site is next in line. == Recommended Editions == The following list contains example references, mainly from the articles of RICH-1849, followed, where available, by citations with links to "recommended" online editions. This is a work in progress. * Achill. Tat., ''de Amor. Clitoph. et Leucip.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0532.tlg001 |title=Leucippe et Clitophon |last=Tatius |first=Achilles |year=1858}} * Acro. ad Hor. ''Ep.'' * Acro. ad Hor. ''Sat.'' * Acron. ad Hor. ''Od.'' * Acron. * Aelian., ''Variar.'' * Aelian., ''Var. Hist.'' * Aesch., ''Ag.'' * Aesch., ''in Timarch.'' * Aesch., ''Pers.'' * Aesch., ''Prom.'' * African., ''Dig.'' * Agathias * Agostini, ''Gemme'' (Vol. 1): {{Cite book|url=https://arachne.dainst.org/entity/15878 |title=Le gemme antiche figurate di Leonardo Agostini ... Parte prima |last=Agostini |first=Leonardo}} * Agostini, ''Gemme'' (Vol. 2): {{Cite book|url=https://arachne.dainst.org/entity/15879 |title=Le gemme antiche figurate di Leonardo Agostini ... Parte seconda |last=Agostini |first=Leonardo}} * Alstorp, ''de Hastis Veterum'': {{Cite book|url=https://www.google.at/books/edition/Joh_Alstorphii_de_Hastis_Veterum_opus_po/xRxdNXuQDHwC |title=De Hastis Veterum Opus Posthumum |last=Alstorph |first=Jan}} * Amm. Marc.: {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0023.stoa001.perseus-lat2:14 |title=Res Getae |last=Ammianus Marcellinus |first= |year=1935-1940}} * Ammian: {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0023.stoa001.perseus-lat2:14 |title=Res Getae |last=Ammianus Marcellinus |first= |year=1935-1940}} * Apic.: {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:phi2003.phi001.opp-lat3:1 |title=De Re Coquinaria |last=Apicius |first= |year=1922}} * Apollodor.: {{Cite book|url=https://www.perseus.tufts.edu/hopper/text?doc=urn:cts:greekLit:tlg0548.tlg001 |title=Bibliotheca |last=Apollodorus |first= |year=1921}} * Apollodor., ''Bibl.'': {{Cite book|url=https://www.perseus.tufts.edu/hopper/text?doc=urn:cts:greekLit:tlg0548.tlg001 |title=Bibliotheca |last=Apollodorus |first= |year=1921}} * Appian., ''Bell. Civ.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0551.tlg017 |title=Civil Wars |last=Appianus of Alexandria |first= |year=1879}} * Apul., ''Apol.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1212.phi001 |title=Apologia |last=Apuleius |first= |year=1912}} * Apul., ''Flor.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1212.phi003 |title=Florida |last=Apuleius |first= |year=1921}} * Apul., ''Met.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1212.phi002 |title=Metamorphoses |last=Apuleius |first= |year=1915}} * Aristoph., ''Ach.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg001 |title=Acharnians |last=Aristophanes |first= |year=1907}} * Aristoph., ''Av.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg006 |title=Aves |last=Aristophanes |first= |year=1906}} * Aristot., ''Rhet..'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0086.tlg038 |title=Rhetoric |last=Aristotle |first= |year=1959}} * Aristoph., ''Eq.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg002 |title=Equites |last=Aristophanes |first= |year=1906}} * Aristoph., ''Nub.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg003 |title=Nubes |last=Aristophanes |first= |year=1906}} * Arist.'', ''de Mund.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:greekLit:stoa0033a.tlg028.1st1K-grc1:1-5/ |title=De mundo |last=Pseudo-Aristotle |first= |year=1837}} * Arist., ''Pac.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg005 |title=Pax |last=Aristophanes |first= |year=1906}} * Aristoph., ''Plut.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg011 |title=Plutus |last=Aristophanes |first= |year=1907}} * Arist., ''Polit.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0086.tlg035 |title=Politics |last=Aristotle |first= |year=1921}} * Arist., ''Probl.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:greekLit:tlg0086.tlg036.1st1K-grc1:1 |title=Problemata |last=Aristotle |first= |year=1922}} * Arist., ''Ran.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg009 |title=Ranae |last=Aristophanes |first= |year=1907}} * Aristophanes., ''Thesm.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg008 |title=Thesmophoriazusae |last=Aristophanes |first= |year=1907}} * Aristoph., ''Vesp.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0019.tlg004 |title=Vespae |last=Aristophanes |first= |year=1906}} * Arnob.: {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0034.stoa001.opp-lat1:1 |title=Arnobii adversus nationes Libri VII |last=Arnobius of Sicca |first= |year=1875}} * Arnob., ''adv. Gent.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0034.stoa001.opp-lat1:1 |title=Arnobii adversus nationes Libri VII |last=Arnobius of Sicca |first= |year=1875}} * Arrian., ''Anab.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0074.tlg001 |title=Anabsis |last=Arrian |first= |year=1907}} * Arrian., ''Tact.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0074.tlg005 |title=Tactica |last=Arrian |first= |year=1885}} * Artemidorus: {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:greekLit:tlg0553.tlg001.1st1K-grc1:1 |title=Onirocriticon |last=Artemidorus |first= |year=1963}} * Athen., ''Deipn.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0008.tlg001 |title=Deipnosophistae |last=Athenaeus of Naucratis |first= |year=1927}} * August., ''contra Faust.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0040.stoa024.opp-lat1:1 |title=Contra Faustum |last=Augustine |first= |year=1891}} * Augustin., ''Civ. Dei'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0040.stoa003.opp-lat3:1 |title=De civitate die |last=Augustine |first= |year=1899-1900}} * Aul. Gell.: {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0071 |title=Noctes Atticae |last=Gellius |first=Aulus}} * Auson., ''Ecl. de Fer. Rom.'': {{Cite book|url=http://data.perseus.org/citations/urn:cts:latinLit:stoa0045.stoa007.perseus-lat1:23 |title=De Feriis Romanis |last=Ausonius |first=Decimus Magnus |year=1919}} * Auson., ''Epigr.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0045.stoa010 |title=Epigrammata Ausonii de diversis rebus |last=Ausonius |first=Decimus Magnus |year=1921}} * Auson., ''Grat. Act.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0045.stoa014.perseus-lat2:1-5/ |title=Gratiarum Actio |last=Ausonius |first=Decimus Magnus |year=1921}} * Auson., ''Mosell.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0045.stoa019 |title=Mosella |last=Ausonius |first=Decimus Magnus |year=1919}} * Balduinus, ''de Calceo'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/baudouin1667?ui_lang=eng |title=De calceo antiquo et Jul. Nigronus De caliga veterum |last=Baudouin |first=Benoît |year=1667}} * Bartholin., ''de Puerp.'': {{Cite book|url=https://arachne.dainst.org/entity/1282124 |title=Anitquitatum veteris puerperii synopsis |last=Bartholin |first=Thomas |year=1676}} * Bartoli, ''Admirand.'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/bartoli1693 |title=Admiranda Romanarvm Antiqvitatvm Ac Veteris Scvlptvrae Vestigia: Anaglyphico Opere Elaborata Ex Marmoreis Exemplaribvs Qvae Romae Adhvc Extant In Capitolio Aedibvs Hortisqve Virorvm Principvm Ad Antiqvam Elegantiam |last=Bartoli |first=Pietro |year=1693}} * Bartoli, ''Admirand. Rom.'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/bartoli1693 |title=Admiranda Romanarvm Antiqvitatvm Ac Veteris Scvlptvrae Vestigia: Anaglyphico Opere Elaborata Ex Marmoreis Exemplaribvs Qvae Romae Adhvc Extant In Capitolio Aedibvs Hortisqve Virorvm Principvm Ad Antiqvam Elegantiam |last=Bartoli |first=Pietro |year=1693}} * Bartoli, ''Lucerne'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/bartoli1691 |title=Le Antiche Lvcerne [lucerne] Sepolcrali Figvrate [figurate] Raccolte dalle Caue [cave] sotterranee, e grotte di Roma |last=Bartoli |first=Pietro |year=1691}} * Bartoli, ''Sep.'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/bartoli1728?ui_lang=ger |title= |last=Bartoli |first=Pietro |year=1728}} * Bayfius, ''Re Nav.'': {{Cite book|url=https://gallica.bnf.fr/ark:/12148/bpt6k15227837 |title=De Re navali libellus |last=Baïf |first=Lazare de |year=1537}} * Becchi, ''del Calcidico e della Cripta di Eumachia'': {{Cite book|url=https://arachne.dainst.org/entity/15059 |title=Del Calcidico e della cripta di Eumachia scavati nel Foro di Pompeja l'anno 1820 |last=Bechi |first=Guglielmo |year=1820}} * Becker, ''Augusteum'': {{Cite book|url=https://gallica.bnf.fr/ark:/12148/bpt6k64627493 |title=Augusteum ou description des monuments antiques qui se trouve a Dresden (Tome Premier) |last=Becker |first=Wilhelm Gottlieb |year=1804}} * Becker, ''Augusteum'': {{Cite book|url=https://gallica.bnf.fr/ark:/12148/bpt6k64627493 |title=Augusteum ou description des monuments antiques qui se trouve a Dresden (Tome Second) |last= |first= |year=1808}} * Becker, ''Augusteum'': {{Cite book|url=https://gallica.bnf.fr/ark:/12148/bpt6k6468167t |title=Augusteum ou description des monuments antiques qui se trouve a Dresden (Tome Troisieme) |last= |first= |year=811}} * Becker, ''Augusteum'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/becker1804ga |title=Augusteum: Dresden's Antike Denkmäler Enthaltend (Band 1) |last=Becker |first=Wilhelm Gottlieb |year=1804}} * Becker, ''Charicles, Excurs.'': {{Cite book|url=https://books.google.com.ag/books?id=eIwOAAAAQAAJ |title=Charicles; Or, Illustrations of the Private Life of the Ancient Greeks |last=Becker |first=Wilhelm Adolf |year=1886}} * Becker, ''Charicles, Excurs.'': {{Cite book|url=https://www.google.at/books/edition/Charikles/qGw6AAAAcAAJ |title=Bilder altgriechischer Sitte, zur genaueren Kenntniss des griechischen Privatlebens (Band 1) |last=Becker |first=Wilhelm Adolf |year=1840}} * Becker, ''Charicles, Excurs.'': {{Cite book|url=https://www.google.at/books/edition/Charikles_Bilder_altgriechischer_Sitte/4lMPAAAAQAAJ |title=Bilder altgriechischer Sitte, zur genaueren Kenntniss des griechischen Privatlebens (Band 2) |last=Becker |first=Wilhelm Adolf |year=1840}} * Becker, ''Charicles, Excurs.'': {{Cite book|url=https://www.google.at/books/edition/Charikles/Mj42AAAAMAAJ |title=Bilder altgriechischer Sitte, zur genaueren Kenntniss des griechischen Privatlebens (Band 3) |last=Becker |first=Wilhelm Adolf |year=1854}} * Becker, ''Gallus'': {{Cite book|url=https://www.google.at/books/edition/Gallus_oder_R%C3%B6mische_Scenen_aus_der_Zei/_pk-AQAAMAAJ |title=Gallus; oder, Römische Scenen aus der Zeit Augusts (Bände 1-3) |last=Becker |first=Wilhelm Adolf |year=1880}} * Becker, ''Quaest. Plautin.'': {{Cite book|url=https://www.google.at/books/edition/De_comicis_Romanorum_fabulis_maxime_Plau/UW3RAAAAMAAJ |title=De comicis Romanorum fabulis maxime Plautinis quaestiones |last=Becker |first=Wilhelm Adolf |year=1837}} * Beckman, ''History of Inventions'' (London, 1846): {{Cite book|url=https://www.gutenberg.org/ebooks/48151 |title=A History of Inventions, Discoveries, and Origins, Volume 1 (of 2) |last=Beckmann |first=John |year=1846}} * Beckman, ''History of Inventions'' (London, 1846): {{Cite book|url=https://www.gutenberg.org/ebooks/48152 |title=A History of Inventions, Discoveries, and Origins, Volume 2 (of 2) |last=Beckmann |first=John |year=1846}} * Bellori, ''Fragm. Urb. Rom.'': {{Cite book|url=https://arachne.dainst.org/entity/15896 |title=Fragmenta vestigij veteris Romae ex lapidibus Farnesianis nunc primum in lucem edita |last=Bellori |first=Giovanni Pietro |year=1673}} * Bertoli, ''Antichità di Aquileja'': {{Cite book|url=https://arachne.dainst.org/entity/15882 |title=Le antichità di Aquileja profane e sacre, per la maggior parte finora inedite |last=Bertoli |first=Gian Domenico |year=1739}} * Brut. ad Cic. ''Fam.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi059 |title=Letters to and from Brutus |last=Cicero |first=Marcus Tullius |year=1901-1903}} * Caes., ''Bell. Civ.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0075 |title=De bello Civili |last=Caesar |first=Julius}} * Caes., ''B. G.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0002 |title=De bello Gallico |last=Caesar |first=Julius}} * Callim., ''Dem.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2008.01.0481%3ahymn%3d6 |title=Hymn to Demeter |last=Callimachus |first=}} * Callim., ''Hymn. in Dian.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2008.01.0481%3ahymn%3d3 |title=??? Hymn to Artemis ??? |last=Callimachus |first=}} * Cassian., ''Institut.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0076c.stoa002.opp-lat2:1 |title=Institutiones |last=Cassian |first=John |year=1888}} * Catull.: {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0003 |title=Carmina |last= |first=}} * Caylus: {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/caylus1752ga |title=Recueil D'Antiquités, Egyptiennes, Etrusques, Grecques Et Romaines |last= |first=}} * Caylus, ''Receuil d'Antiq.'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/caylus1752ga |title=Recueil D'Antiquités, Egyptiennes, Etrusques, Grecques Et Romaines |last= |first=}} * Celsus: {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0141 |title=De Medicina |last= |first=}} * Cic., ''Acad.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0032 |title=Academica |last=Cicero |first=Marcus Tullius}} * Cic., ''Agrar.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi011.perseus-lat1 |title=Orationes de Lege Agraria |last=Cicero |first=Marcus Tullius |year=1909}} * Cic., ''Amic.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0040 |title=De Amicitia |last=Cicero |first=Marcus Tullius}} * Cic., ''Arch.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0015%3atext%3dArch. |title=Pro Archia |last=Cicero |first=Marcus Tullius}} * Cic., ''Att.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi057 |title=Letters to Atticus |last=Cicero |first=Marcus Tullius |year=1903}} * Cic., ''Brut.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2008.01.0544 |title=Brutus |last=Cicero |first=Marcus Tullius}} * Cic., ''Caecin.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi008 |title=Pro A. Caecina Oratio |last=Cicero |first=Marcus Tullius |year=1909}} * Cic., ''Cael.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0010%3atext%3dCael. |title=Pro Caelio |last=Cicero |first=Marcus Tullius}} * Cic., ''Cat.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0010%3atext%3dCatil. |title=In Catilinam |last=Cicero |first=Marcus Tullius}} * Cic., ''Cluent.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0010%3atext%3dClu. |title=Pro Cluentio |last=Cicero |first=Marcus Tullius}} * Cic., ''de Orat.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0120 |title=De Oratore |last=Cicero |first=Marcus Tullius}} * Cic., ''de Rep.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0031 |title=De Republica |last=Cicero |first=Marcus Tullius}} * Cic., ''Div.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0034 |title=De Divinatione |last=Cicero |first=Marcus Tullius}} * Cic., ''Ep. ad Att.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi057 |title=Letters to Atticus |last=Cicero |first=Marcus Tullius |year=1903}} * Cic., ''Fam.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0009 |title=Epistulae ad Familiares |last=Cicero |first=Marcus Tullius}} * Cic., ''Fin.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi048 |title=De Finibus Bonorum et Malorum |last=Cicero |first=Marcus Tullius |year=1915}} * Cic., ''Fl.'' (vermutl. ''Flacc.''): {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0013%3atext%3dFlac. |title=Pro L. Flacco |last=Cicero |first=Marcus Tullius}} * Cic., ''Flacc.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0013%3atext%3dFlac. |title=Pro L. Flacco |last=Cicero |first=Marcus Tullius}} * Cic., ''Harusp. Respons.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0014%3atext%3dHar. |title=De haruspicum responso |last=Cicero |first=Marcus Tullius}} * Cic., ''Inv.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2008.01.0683 |title=De Inventione |last=Cicero |first=Marcus Tullius}} * Cic., ''Leg.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0030 |title=De Legibus |last=Cicero |first=Marcus Tullius}} * Cic., ''Ligar.'': {{Cite book|url=https://www.perseus.tufts.edu/hopper/text?doc=urn:cts:latinLit:phi0474.phi033 |title=Pro Q. Ligario Oratio |last=Cicero |first=Marcus Tullius |year=1918}} * Cic., ''Milo'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0020%3atext%3dMil. |title=Milo |last=Cicero |first=Marcus Tullius}} * Cic., ''Muren.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0010%3atext%3dMur. |title=Pro Murena |last=Cicero |first=Marcus Tullius}} * Cic., ''N. D.'' (''Nat. Deor.''): {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0037 |title=De Natura Deorum |last=Cicero |first=Marcus Tullius}} * Cic., ''Off.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0047 |title=De Officiis |last=Cicero |first=Marcus Tullius}} * Cic., ''Orat.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0120 |title=De Oratore |last=Cicero |first=Marcus Tullius}} * Cic., ''Par.'' (ev. identisch mit ''Parad.''): {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0045 |title=Paradoxa stoicorum ad M. Brutum |last=Cicero |first=Marcus Tullius}} * Cic., ''Parad.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0045 |title=Paradoxa stoicorum ad M. Brutum |last=Cicero |first=Marcus Tullius}} * Cic., ''Phil.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0045 |title=Paradoxa stoicorum ad M. Brutum |last=Cicero |first=Marcus Tullius}} * Cic., ''Pis.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0013%3atext%3dPis. |title=In L. Pisonem |last=Cicero |first=Marcus Tullius}} * Cic., ''Planc.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0015%3atext%3dPlanc. |title=Pro Plancio |last=Cicero |first=Marcus Tullius}} * Cic., ''Prov. Cons.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi025 |title=De provinciis consularibus in senatu oratio |last=Cicero |first=Marcus Tullius |year=1909}} * Cic., ''ad Q. Fr.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0017 |title=??? Letters to and from Quintus ??? |last=Cicero |first=Marcus Tullius}} * Cic., ''pro Rosc. Com.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0013%3atext%3dQ.+Rosc. |title=Pro Q. Roscio comoedo |last=Cicero |first=Marcus Tullius}} * Cic., ''R. Perd.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi012 |title=Pro C. Rabirio perduellionis reo ad quirites oratio |last=Cicero |first=Marcus Tullius |year=1909}} * Cic., ''Rabir. Post.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0013%3atext%3dRab.+Post. |title=Pro C. Rabiro Postumo |last=Cicero |first=Marcus Tullius}} * Cic., ''Rosc. Am.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0010%3atext%3dS.+Rosc. |title=Pro Sex. Roscio |last=Cicero |first=Marcus Tullius}} * Cic., ''Senect.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0038 |title=De Senectute |last=Cicero |first=Marcus Tullius}} * Cic., ''Somn.'': {{Cite book|url=http://data.perseus.org/citations/urn:cts:latinLit:phi0474.phi043.perseus-lat1:6.1 |title=Somnium Scipionis (book vi of De Republica) |last=Cicero |first=Marcus Tullius |year=1889}} * Cic., ''Sull.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0015%3atext%3dSul. |title=Pro Sulla |last=Cicero |first=Marcus Tullius}} * Cic., ''Top.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi042 |title=Topica |last=Cicero |first=Marcus Tullius |year=1911}} * Cic., ''Tusc.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a2007.01.0044 |title=Tusculanae Disputationes |last=Cicero |first=Marcus Tullius}} * Cic., ''Vatin.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0014%3atext%3dVat. |title=??? Against Vatinius ??? |last=Cicero |first=Marcus Tullius}} * Cic., ''Verr.'': {{Cite book|url=http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3atext%3a1999.02.0012%3atext%3dVer. |title=In C. Verrem |last=Cicero |first=Marcus Tullius}} * Claud., ''B. Gild.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0089.stoa002 |title=De bello Gildonico |last=Claudianus |first=Claudius |year=1922}} * Claud., ''Cons. Honor.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0089.stoa004 |title=De consulatu Stilichonis |last=Claudianus |first=Claudius |year=1922}} * Claud., ''in Eutrop.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0089.stoa008 |title=In Eutropium |last=Claudianus |first=Claudius |year=1922}} * Claud., ''in Rufin.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0089.stoa009 |title=In Rufinum |last=Claudianus |first=Claudius |year=1922}} * Columell.: {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:phi0845.phi002.perseus-lat3:1 |title=Res Rustica |last=Columella |first=Lucius Junius Moderatus |year=1941}} * Demosth., ''Contra Conon.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0014.tlg054.perseus-grc1 |title=Against Conon |last=Demosthenes |first= |year=1931}} * Demosth., ''de Coron.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0014.tlg018.perseus-grc1 |title=On the Crown |last=Demosthenes |first= |year=1903}} * Demosth., ''de Fals. Leg.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0014.tlg019.perseus-grc1 |title=On the False Embassy |last=Demosthenes |first= |year=1903}} * Demosth., ''in Mid.'' (Schaeffer): {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0014.tlg021.perseus-grc1 |title=Against Midias |last=Demosthenes |first= |year=1907}} * Ennius ap. Cic. ''Acad.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0474.phi045 |title=Academica |last=Cicero |first=Marcus Tullius |year=1922}} * Gamucci, ''Antichità di Roma'' (Venez. 1588): {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/gamucci1565 |title=Libri Qvattro Dell'Antichita Della Citta Di Roma |last=Gamucci |first=Bernardo |year=1565}} * Ginzrot, ''Wagen und Fahrwerke'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/ginzrot1817ga?ui_lang=eng |title=Die Wagen und Fahrwerke der Griechen und Römer und anderer alten Völker |last=Ginzrot |first=Johann Christian |year=1817}} * Gorlaeus, ''Dactyliotheca'': {{Cite book|url=https://arachne.dainst.org/entity/15090 |title=Dactyliothecae |last=Goorle |first=Abraham van |year=1707}} * Gwilt, ''Encyclopaedia of Architecture'': {{Cite book|url=https://archive.org/details/encyclopaediaofa00gwiluoft |title=An encyclopaedia of architecture, historical, theoretical, and practical |last=Gwilt |first=Joseph}} * Plutarch., ''Anton.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0007.tlg058 |title=Antonius |last=Plutarch |first= |year=1920}} * Propert.: {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0620.phi001 |title=Elegiae |last=Propertius |first=Sextus |year=1898}} * Prud., ''Apoth.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0238.stoa005.perseus-lat2:1 |title=Apotheosis |last=Propertius |first=Sextus}} * Prudent., ''Cathem.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0238.stoa004 |title=Cathemerina |last=Prudentius |first=Aurelius Clemens |year=1949}} * Prudent., ''Hamart.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0238.stoa006 |title=Hamartigenia |last=Prudentius |first=Aurelius Clemens |year=1949}} * Prud., ''Peri Steph.'' (im Text in Griechisch, siehe ''Brabeum''): {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0238.stoa001.perseus-lat2:1 |title=Liber Peristephanon |last=Prudentius |first=Aurelius Clemens}} * Prud., ''Psychom.'': {{Cite book|url=https://scaife.perseus.org/reader/urn:cts:latinLit:stoa0238.stoa002.perseus-lat2:pr |title=Psychomachia |last=Prudentius |first=Aurelius Clemens}} * Prudent., ''in Symmach.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0238.stoa007 |title=Contra Symmachum |last=Prudentius |first=Aurelius Clemens |year=1949-1953}} * Sallust, ''Cat.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0631.phi001 |title=Catilinae Coniuratio |last=Sallustius Crispus |first=Gaius |year=1919}} * Sallust, ''Jugurth.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0631.phi002 |title=Bellum Iugurthinum |last=Sallustius Crispus |first=Gaius |year=1919}} * Seneca, ''Agam.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi007 |title=Agamemnon |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''Apocol.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi011 |title=Apocolocyntosis |last=Seneca |first=Lucius Annaeus |year=1913}} * Seneca, ''Benef.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi013 |title=De Beneficiis |last=Seneca |first=Lucius Annaeus |year=1935}} * Seneca, ''Brev. Vit.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0255.stoa004 |title=De Brevitate Vitae |last=Seneca |first=Lucius Annaeus |year=1932}} * Seneca, ''Cons. ad Marc.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0255.stoa007 |title=De Consolatione ad Marciam |last=Seneca |first=Lucius Annaeus |year=1932}} * Seneca, ''Contr.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1014.phi001 |title=Controversiae |last=Seneca the Elder |first= |year=1872}} * Seneca, ''Herc. Fur.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi001 |title=Hercules Furens |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''Herc. Oet.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi009 |title=Hercules Oetaeus |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''Ira'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0255.stoa010 |title=De Ira |last=Seneca |first=Lucius Annaeus |year=1928}} * Seneca, ''Med.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi004 |title=Medea |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''Octav.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi010 |title=Octavia |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''Oed.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi006 |title=Oedipus |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''Prov.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0255.stoa012 |title=De Providentia |last=Seneca |first=Lucius Annaeus |year=1928}} * Seneca, ''Suas.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1014.phi003 |title=Suasoriae |last=Seneca the Elder |first= |year=1872}} * Seneca, ''Tranquill.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0255.stoa013 |title=De Tranquillitate Animi |last=Seneca |first=Lucius Annaeus |year=1932}} * Seneca, ''Troad.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi002 |title=Troades |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''Thyest.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1017.phi008 |title=Thyestes |last=Seneca |first=Lucius Annaeus |year=1921}} * Seneca, ''V. B.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0255.stoa014 |title=De Vita Beata |last=Seneca |first=Lucius Annaeus |year=1932}} * Serv. ad Virg. ''Aen.'': {{Cite book|url=https://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.02.0053 |title=Servii Grammatici in Vergilii Aeneidos Librum Primum Commentarius |last=Servius the Grammarian |first= |year=1881}} * Serv. ad Virg. ''Bucol..'': {{Cite book|url=https://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:2007.01.0091 |title=Commentary on the Eclogues of Vergil |last=Servius the Grammarian |first= |year=1881}} * Serv. ad Virg. ''Georg.'': {{Cite book|url=https://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:2007.01.0092 |title=Commentary on the Georgics of Vergil |last=Servius the Grammarian |first= |year=1881}} * Sidon., ''Epist.'' (I-IX): {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0261.stoa0002 |title=Epistulae |last=Sidonius Apollinaris |first= |year=1936}} * Sidon. Apoll., ''Carm.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0261.stoa0001 |title=Carmina |last=Sidonius Apollinaris |first= |year=1936}} * Soph., ''Electr.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0011.tlg005 |title=Electra |last=Sophocles |first= |year=1913}} * Soph., ''Oed. T.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0011.tlg004 |title=Oedipus Tyrannus |last=Sophocles |first= |year=1912}} * Soph., ''Trachin.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0011.tlg001 |title=Trachiniae |last=Sophocles |first= |year=1913}} * Stat., ''Achill.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1020.phi003 |title=Achilleis |last=Statius |first=Publius Papinius |year=1928}} * Stat., ''Sylv.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1020.phi002 |title=Silvae |last=Statius |first=Publius Papinius |year=1928}} * Statius, ''Theb.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1020.phi001 |title=Thebais |last=Statius |first=Publius Papinius |year=1928}} * Strabo ed. Siebenk.: {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0099.tlg001 |title=Geography |last= |first=Strabo |year=1877}} * Suet., ''Aug.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo012 |title=Divus Augustus |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Cal.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo014 |title=Caligula |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Claud.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo015 |title=Divus Claudius |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Dom.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo022 |title=Domitianus |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Galb.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo017 |title=Galba |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Jul.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo011 |title=Divus Julius |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Nero'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo016 |title=Nero |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Octav.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo012 |title=Divus Augustus |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Otho'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo018 |title=Otho |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Tib.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo013 |title=Tiberius |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Tit.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo021 |title=Divus Titus |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Suet., ''Vesp.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1348.abo020 |title=Divus Vespasianus |last=Suetonius Tranquillus |first=Gaius |year=1908}} * Tac., ''Ann.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1351.phi005 |title=Annales |last=Tacitus |first=Cornelius |year=1906}} * Tac., ''Germ.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1351.phi002 |title=De Origine et Situ Germanorum Liber |last=Tacitus |first=Cornelius |year=1900}} * Tac., ''Hist.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1351.phi004 |title=Historiae |last=Tacitus |first=Cornelius |year=1910}} * Terent., ''Adelph.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0134.phi006 |title=Adelphi |last=Terentius Afer |first=Publius |year=1857}} * Ter., ''Eun.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0134.phi003 |title=Eunuchus |last=Terentius Afer |first=Publius |year=1857}} * Ter., ''Heautontim.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0134.phi002 |title=Heautontimorumenos |last=Terentius Afer |first=Publius |year=1857}} * Terent., ''Hecyr.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0134.phi005 |title=Hecyra |last=Terentius Afer |first=Publius |year=1857}} * Ter., ''Phorm.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0134.phi004 |title=Phormio |last=Terentius Afer |first=Publius |year=1857}} * Tertull., ''Apol.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0275.stoa009 |title=Apologeticum |last=Tertullianus |first=Quintus Septimius Florens |year=1931}} * Tertull., ''de Spectac.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:stoa0275.stoa027 |title=De Spectaculis |last=Tertullianus |first=Quintus Septimius Florens |year=1931}} * Valerius Maximus: {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi1038.phi001 |title=Facta et Dicta Memorabilia |last=Valerius Maximus |first= |year=1888}} * Virg., ''Aen.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0690.phi003 |title=Aeneid |last=Vergilius Maro |first=Publius |year=1900}} * Virg., ''Ecl.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0690.phi001 |title=Eclogae |last=Vergilius Maro |first=Publius |year=1900}} * Virg., ''Georg.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:latinLit:phi0690.phi002 |title=Georgicon |last=Vergilius Maro |first=Publius |year=1900}} * Vulg., ''Exod.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0527.tlg002.perseus-lat1 |title=Exodus |last=Saint Jerome |first=}} * Vulg., ''1. Kings'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0527.tlg013.perseus-lat1 |title=1 Kings |last=Saint Jerome |first=}} * Vulg., ''Levit.'': {{Cite book|url=https://www.perseus.tufts.edu/hopper/text?doc=urn:cts:greekLit:tlg0527.tlg003.perseus-lat1 |title=Leviticus |last=Saint Jerome |first=}} * Wink., ''Mon. Ant. Ined.: {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/winckelmann1767ga?ui_lang=eng |title=Monumenti antichi inediti |last=Winckelmann |first=Johann Joachim |year=1767}} * Wink., ''Mon. Ined.'': {{Cite book|url=https://digi.ub.uni-heidelberg.de/diglit/winckelmann1767ga?ui_lang=eng |title=Monumenti antichi inediti |last=Winckelmann |first=Johann Joachim |year=1767}} * Wink., ''Pierres gravées'': {{Cite book|url=https://arachne.dainst.org/entity/16588 |title=Description des pierres gravées du feu baron de Stosch dediée a son eminence monseigneur le cardinal Aléxandre Albani par m. l'abbé Winckelmann bibliothecaire de son eminence |last=Winckelmann |first=Johann Joachim |year=1760}} * Wink., ''Storia delle Arti'': {{Cite book|url=https://arachne.dainst.org/entity/2087673 |title=Storia delle arti del disegno presso gli antichi |last=Winckelmann |first=Johann Joachim |year=1779}} * Xen., ''Anab.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0032.tlg006 |title=Anabasis |last=Xenophon |first= |year=1904}} * Xen., ''Cyrop.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0032.tlg007 |title=Cyropaedia |last=Xenophon |first= |year=1910}} * Xen., ''Hell.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0032.tlg001 |title=Hellenica |last=Xenophon |first= |year=1900}} * Xen., ''R. Equest.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0032.tlg013.perseus-grc1 |title=De re equestri |last=Xenophon |first= |year=1920}} * Xen., ''Symp.'': {{Cite book|url=http://data.perseus.org/texts/urn:cts:greekLit:tlg0032.tlg004 |title=Symposium |last=Xenophon |first= |year=1921}} == External links == * [https://creativecommons.org/ Creative Commons]: This organization provides templates for copyright licenses, which using and sharing content less restrictive. <!-- [[Category:Illustrated Companion to the Latin Dictionary|*]] [[Category:RICH-2K/Project pages]] --> d9lqe8ymurbmx8rpf6fksjekdnipjeo 0 309733 2686054 2662262 2024-11-15T10:43:39Z Bocardodarapti 289675 2686054 wikitext text/x-wiki {{ Mathematical text/Definition{{{opt|}}} |Text= Let {{mat|term={{{K|K}}}|pm=}} be a {{ Definitionlink |field| |Context=| |pm=, }} and let {{mat|term={{{M|M}}}|pm=}} be an {{ Definitionlink |Premath={{{m|m}}} \times {{{n|n}}} |matrix| |Context=| |pm= }} over {{mat|term={{{K|K}}}|pm=.}} Then the following manipulations on {{mat|term=M|pm=}} are called {{Word of definition|elementary row operations|pm=.}} {{ Enumeration3 |Transpositions of two rows. |Multiplication of a row with a scalar {{ Relationchain | s |\neq | 0 || || || |pm=. }} |Addition of {{mat|term=a|pm=}} times a row to another row. }} |Textform=Definition |Word of definition=Elementary row operations |}} t1gjojos3xfjre8s67x8sh2ek79p7vk 0 310605 2685985 2683663 2024-11-14T17:59:37Z Marissamcclellan 2986908 added helpful links tab and eCard link. 2685985 wikitext text/x-wiki == Institute for Mental and Behavioral Health Research (IMBHR) == === Overview === The Institute for Mental and Behavioral Health Research is located in the state-of-the-art Big Lots Behavioral Health Pavilion. The mission of faculty within the institute is to conduct innovative translational, clinical and epidemiological research focused on etiology, prevention and treatment of mental, emotional and behavioral disorders. In addition to collaborative efforts across the Nationwide Children’s Hospital campus, institute members work in collaboration with the Ohio State University Department of Psychiatry and Behavioral Health and the OSU Institute for Behavioral Medicine Research. With 25,000 square feet of current research space and additional research space in development, the institute has flexibility for growth and offers ample room for staff and trainees. Embedded within the institute is the Center for Suicide Prevention and Research. Recently awarded a P50 grant from the National Institute of Mental Health, the CSPR hosts four principal investigators and a large staff to sustain the work of multiple NIMH-funded projects. '''[https://www.nationwidechildrens.org/research/awri-landing The Abigail Wexner Research Institute]''' is ranked among the top 10 for NIH funding among free-standing children's hospitals. === Center for Suicide Prevention and Research === '''''To save children's lives and reduce suicide in Ohio and beyond though prevention efforts and cutting-edge research.''''' The Center for Suicide Prevention and Research (CSPR) is a cornerstone of IMBHR. CSPR was created to address the growing problem of suicide among youth in central Ohio. Find out more about CSPR here: '''[[Institute for Mental and Behavioral Health Research (IMBHR) at Nationwide Children's Hospital/Center for Suicide Prevention and Research (CSPR)|Center for Suicide Prevention and Research (CSPR)]]''' === Current Research Showcase === [[File:RISE 2024 Cohort.jpg|thumb|This picture shows the 2024 Research at IMBHR Summer Experience (RISE) cohort.''Top (left to right): Emily Glatt, Maya Garg, Eric Youngstrom, Noreen Xu, Shannon Price.'' ''Bottom (left to right): Aarav Kukreja, Jeremy Baggs, Zachery Mondlak, Halle Deericks, Hannah Brockstein.'']] Congratulations to the RISE 2024 cohort! This past summer Nationwide Children's Hospital selected 9 undergraduate, post-baccalaureate, and graduate students from around the country to participate in the first annual installment of the Research at IMBHR Summer Experience (RISE) program. These students worked to further a diverse array of research efforts to NCH, building meaningful connections and developing their own careers along the way. Stay tuned for more information about RISE 2025! Check out this page for more information about RISE, including an in-depth recap of RISE 2024: '''[[Institute for Mental and Behavioral Health Research (IMBHR) at Nationwide Children's Hospital/Research at IMBHR Summer Experience (RISE)#Research at IMBHR Summer Experience (RISE)|Research at IMBHR Summer Experience (RISE)]]''' IMBHR Clinical Research Coordinators Marissa McClellan and Charles Sabgir are currently working on building a repository of notable publications authored by IMBHR members and collaborators on Zotero. For more information on this project, see the page below: '''[[Institute for Mental and Behavioral Health Research (IMBHR) at Nationwide Children's Hospital/Reference Management SOPs|Reference Management SOPs]]''' === Leadership === [[File:IMBHR Banyan Tree.png|thumb|This figure visually depicts the members of the Institute of Mental and Behavioral Health at Nationwide Children's Hospital using a Banyan tree to highlight the importance of collaboration at IMBHR.]] The Institute for Mental and Behavioral Health Research is led by Eric Youngstrom, PhD, a nationally renowned psychologist specializing in the relationship of mood and psychopathology, and the clinical assessment of children and families. Dr. Youngstrom’s research focuses on improving clinical assessment instruments for differential diagnoses and on predicting a child’s treatment progress, especially for bipolar disorder. In addition to being the institute’s inaugural director, he will be the first recipient of the DiMarco Family Endowed Chair in Mental and Behavioral Health Research at Nationwide Children’s Hospital. Dr. Youngstrom was twice elected President of the Society of Clinical Child and Adolescent Psychology, and was President of the Society of Quantitative and Qualitative Methods. He consulted on the 5th revision of the Diagnostic and Statistical Manual (DSM-5) and the International Classification of Diseases (ICD-11) and chaired the Work Group on Child Diagnosis for the International Society for Bipolar Disorders. He is the first recipient of the Early Career Award from the Society of Child and Adolescent Clinical Psychology; an elected full member of the American College of Neuropsychopharmacology; and a fellow of the American Psychological Association (Divisions 5, 12, and 53), as well as the Association for Psychological Science and the Association for Behavioral and Cognitive Therapies. === Contact === '''Jacqueline Pazaropoulos''' - Administrative Support Lead The Institute for Mental and Behavioral Health Research Big Lots Behavioral Health Pavilion 444 Butterfly Gardens Dr. Columbus, OH 42315 === Helpful Links === Employee Recognition- eCards https://nationwidechildrens.sharepoint.com/sites/A10095/SitePages/ECard-Recognition-Program.aspx oh7kcvqfof85911f01ihgdf178aj1bh 0 311101 2685993 2674017 2024-11-14T18:29:37Z CalRis25 911425 Repair broken links 2685993 wikitext text/x-wiki {{Illustrated Companion to the Latin Dictionary/Navbox}} '''Classed Index 1849''', containing lists of all the words relating to each particular class of subjects interspersed alphabetically in the body of the work. If the terms collected in this Index are referred to consecutively in the order here set out, they will convey to the reader a comprehensive knowledge of everything pertaining to any given subject, of all the terms extant which are used in connexion with its various parts, and of the distinctions or affinities between such of them as are allied in sense, but not actually synonymous. == THE ATTIRE. == ''Outward Apparel.'' [[Illustrated Companion to the Latin Dictionary/Amictus|Amictus]], [[Illustrated Companion to the Latin Dictionary/Pallium|pallium]], [[Illustrated Companion to the Latin Dictionary/Toga|toga]], [[Illustrated Companion to the Latin Dictionary/Sinus|sinus]] 1, [[Illustrated Companion to the Latin Dictionary/Umbo|umbo]] 2, [[Illustrated Companion to the Latin Dictionary/Lacinia|lacinia]] 2, [[Illustrated Companion to the Latin Dictionary/Contabulatio|contabulatio]], [[Illustrated Companion to the Latin Dictionary/Ruga|ruga]], [[Illustrated Companion to the Latin Dictionary/Togatus|togatus]], [[Illustrated Companion to the Latin Dictionary/Cinctus (noun)|cinctus Gabinus]], [[Illustrated Companion to the Latin Dictionary/Chlamys|chlamys]], [[Illustrated Companion to the Latin Dictionary/Chlamydatus|chlamydatus]], [[Illustrated Companion to the Latin Dictionary/Sagum|sagum]], [[Illustrated Companion to the Latin Dictionary/Sagochlamys|sagochlamys]], [[Illustrated Companion to the Latin Dictionary/Alicula|alicula]], [[Illustrated Companion to the Latin Dictionary/Paludamentum|paludamentum]], [[Illustrated Companion to the Latin Dictionary/Abolla|abolla]], [[Illustrated Companion to the Latin Dictionary/Tribon|tribon]], [[Illustrated Companion to the Latin Dictionary/Exomis|exomis]] 2, [[Illustrated Companion to the Latin Dictionary/Endromis|endromis]] 1, [[Illustrated Companion to the Latin Dictionary/Lacerna|lacerna]], [[Illustrated Companion to the Latin Dictionary/Caracalla|caracalla]], [[Illustrated Companion to the Latin Dictionary/Nebris|nebris]], [[Illustrated Companion to the Latin Dictionary/Reno|reno]], [[Illustrated Companion to the Latin Dictionary/Pellitus|pellitus]], [[Illustrated Companion to the Latin Dictionary/Casula|casula]] 2, [[Illustrated Companion to the Latin Dictionary/Cucullus|cucullus]], [[Illustrated Companion to the Latin Dictionary/Bardocucullus|bardocucullus]], [[Illustrated Companion to the Latin Dictionary/Birrus|birrus]], [[Illustrated Companion to the Latin Dictionary/Tegillum|tegillum]], [[Illustrated Companion to the Latin Dictionary/Palla|palla]], [[Illustrated Companion to the Latin Dictionary/Tunicopallium|tunicopallium]], [[Illustrated Companion to the Latin Dictionary/Peplum|peplum]], [[Illustrated Companion to the Latin Dictionary/Diplois|diplois]], [[Illustrated Companion to the Latin Dictionary/Cyclas|cyclas]], [[Illustrated Companion to the Latin Dictionary/Coa vestis|Coa vestis]], [[Illustrated Companion to the Latin Dictionary/Flammeum|flammeum]], [[Illustrated Companion to the Latin Dictionary/Caliptra|caliptra]], [[Illustrated Companion to the Latin Dictionary/Rica|rica]], [[Illustrated Companion to the Latin Dictionary/Ricinium|ricinium]], [[Illustrated Companion to the Latin Dictionary/Suffibulum|suffibulum]], [[Illustrated Companion to the Latin Dictionary/Anabolium|anabolium]], [[Illustrated Companion to the Latin Dictionary/Cataclista|cataclista]], [[Illustrated Companion to the Latin Dictionary/Cento|cento]], [[Illustrated Companion to the Latin Dictionary/Centunculus|centunculus]], [[Illustrated Companion to the Latin Dictionary/Synthesis|synthesis]], [[Illustrated Companion to the Latin Dictionary/Trechedipnum|trechedipnum]].{{mdash}}''Under-Clothing.'' [[Illustrated Companion to the Latin Dictionary/Tunica|Tunica]], [[Illustrated Companion to the Latin Dictionary/Tunicatus|tunicatus]], [[Illustrated Companion to the Latin Dictionary/Nudus|nudus]], [[Illustrated Companion to the Latin Dictionary/Tunicula|tunicula]], [[Illustrated Companion to the Latin Dictionary/Colobium|colobium]], [[Illustrated Companion to the Latin Dictionary/Chiridota|chiridota]], [[Illustrated Companion to the Latin Dictionary/Exomis|exomis]] 1, [[Illustrated Companion to the Latin Dictionary/Epapillatus|expapillatus]], [[Illustrated Companion to the Latin Dictionary/Indusiatus|indusiatus]], [[Illustrated Companion to the Latin Dictionary/Dalmaticatus|dalmaticatus]], [[Illustrated Companion to the Latin Dictionary/Paenula|pænula]], [[Illustrated Companion to the Latin Dictionary/Sarapis|sarapis]], [[Illustrated Companion to the Latin Dictionary/Stola|stola]], [[Illustrated Companion to the Latin Dictionary/Recta|recta]], [[Illustrated Companion to the Latin Dictionary/Interula|interula]], [[Illustrated Companion to the Latin Dictionary/Subucula|subucula]], [[Illustrated Companion to the Latin Dictionary/Indusium|indusium]], [[Illustrated Companion to the Latin Dictionary/Intusium|intusium]], [[Illustrated Companion to the Latin Dictionary/Supparum|supparum]] 2, [[Illustrated Companion to the Latin Dictionary/Cingillum|cingillum]].{{mdash}}''Decorative Parts.'' [[Illustrated Companion to the Latin Dictionary/Clavus|Clavus latus]], [[Illustrated Companion to the Latin Dictionary/Clavus|clavus angustus]], [[Illustrated Companion to the Latin Dictionary/Patagium|patagium]], [[Illustrated Companion to the Latin Dictionary/Limbus|limbus]], [[Illustrated Companion to the Latin Dictionary/Instita|instita]], [[Illustrated Companion to the Latin Dictionary/Paragauda|paragauda]], [[Illustrated Companion to the Latin Dictionary/Plumae|plumæ]] 2, [[Illustrated Companion to the Latin Dictionary/Scutula|scutula]] 4, [[Illustrated Companion to the Latin Dictionary/Segmentum|segmentum]], [[Illustrated Companion to the Latin Dictionary/Virgatus|virgatus]], [[Illustrated Companion to the Latin Dictionary/Plagula|plagula]] 3.{{mdash}}''Cinctures.'' [[Illustrated Companion to the Latin Dictionary/Castula|Castula]], [[Illustrated Companion to the Latin Dictionary/Encomboma|encomboma]], [[Illustrated Companion to the Latin Dictionary/Limus|limus]], [[Illustrated Companion to the Latin Dictionary/Liniger|liniger]], [[Illustrated Companion to the Latin Dictionary/Cinctus (noun)|cinctus]] 1, [[Illustrated Companion to the Latin Dictionary/Semicinctium|semicinctium]], [[Illustrated Companion to the Latin Dictionary/Campestre|campestre]], [[Illustrated Companion to the Latin Dictionary/Ventrale|ventrale]], [[Illustrated Companion to the Latin Dictionary/Subligaculum|subligaculum]], [[Illustrated Companion to the Latin Dictionary/Subligatus|subligatus]], [[Illustrated Companion to the Latin Dictionary/Cingulum|cingulum]], [[Illustrated Companion to the Latin Dictionary/Succingulum|succingulum]], [[Illustrated Companion to the Latin Dictionary/Zona|zona]], [[Illustrated Companion to the Latin Dictionary/Cestus|cestus]], [[Illustrated Companion to the Latin Dictionary/Nodus|nodus]] 2, [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 1, [[Illustrated Companion to the Latin Dictionary/Cinctus (adjective)|cinctus]], [[Illustrated Companion to the Latin Dictionary/Succinctus|succinctus]], [[Illustrated Companion to the Latin Dictionary/Incinctus|incinctus]], [[Illustrated Companion to the Latin Dictionary/Cinctutus|cinctutus]].{{mdash}}''Coverings for the Head.'' [[Illustrated Companion to the Latin Dictionary/Petasus|Petasus]], [[Illustrated Companion to the Latin Dictionary/Pileus|pileum]], [[Illustrated Companion to the Latin Dictionary/Pileatus|pileatus]], [[Illustrated Companion to the Latin Dictionary/Pileolus|pileolus]], [[Illustrated Companion to the Latin Dictionary/Causia|causia]], [[Illustrated Companion to the Latin Dictionary/Obbatus|obbatus]], [[Illustrated Companion to the Latin Dictionary/Albo-galerus|albogalerus]], [[Illustrated Companion to the Latin Dictionary/Apex|apex]], [[Illustrated Companion to the Latin Dictionary/Offendix|offendix]], [[Illustrated Companion to the Latin Dictionary/Tutulus|tutulus]] 2, [[Illustrated Companion to the Latin Dictionary/Galerus|galerus]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Cidaris|cidaris]], [[Illustrated Companion to the Latin Dictionary/Tiara|tiara]], [[Illustrated Companion to the Latin Dictionary/Mitra|mitra]], [[Illustrated Companion to the Latin Dictionary/Redimiculum|redimiculum]], [[Illustrated Companion to the Latin Dictionary/Mitella|mitella]], [[Illustrated Companion to the Latin Dictionary/Caliendrum|caliendrum]], [[Illustrated Companion to the Latin Dictionary/Calantica|calantica]], [[Illustrated Companion to the Latin Dictionary/Reticulum|reticulum]] 2, [[Illustrated Companion to the Latin Dictionary/Vesica|vesica]], [[Illustrated Companion to the Latin Dictionary/Theristrum|theristrum]].{{mdash}}''Head-bands.'' [[Illustrated Companion to the Latin Dictionary/Corona|Corona]], [[Illustrated Companion to the Latin Dictionary/Corolla|corolla]], [[Illustrated Companion to the Latin Dictionary/Coronarius|coronarius]], [[Illustrated Companion to the Latin Dictionary/Lemniscus|lemniscus]], [[Illustrated Companion to the Latin Dictionary/Diadema|diadema]], [[Illustrated Companion to the Latin Dictionary/Infula|infula]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]], [[Illustrated Companion to the Latin Dictionary/Vitta|vitta]], [[Illustrated Companion to the Latin Dictionary/Nimbus|nimbus]] 3, [[Illustrated Companion to the Latin Dictionary/Spira|spira]] 2, [[Illustrated Companion to the Latin Dictionary/Torulus|torulus]], [[Illustrated Companion to the Latin Dictionary/Frontale|frontale]] 2.{{mdash}}''The Throat.'' [[Illustrated Companion to the Latin Dictionary/Focale|Focale]].{{mdash}}''Arms and Hands.'' [[Illustrated Companion to the Latin Dictionary/Manica|Manica]] 4, [[Illustrated Companion to the Latin Dictionary/Digitale|digitale]].{{mdash}}''The Bust.'' [[Illustrated Companion to the Latin Dictionary/Fascia|Fascia pectoralis]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]] 4, [[Illustrated Companion to the Latin Dictionary/Mamillare|mamillare]], [[Illustrated Companion to the Latin Dictionary/Strophium|strophium]], [[Illustrated Companion to the Latin Dictionary/Capitium|capitium]].{{mdash}}''Legs.'' [[Illustrated Companion to the Latin Dictionary/Bracae|Bracæ]], [[Illustrated Companion to the Latin Dictionary/Saraballa|saraballa]], [[Illustrated Companion to the Latin Dictionary/Feminalia|feminalia]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 4, 5, [[Illustrated Companion to the Latin Dictionary/Tibiale|tibiale]], [[Illustrated Companion to the Latin Dictionary/Udo|udo]], [[Illustrated Companion to the Latin Dictionary/Impilia|impilia]].{{mdash}}''Feet.'' [[Illustrated Companion to the Latin Dictionary/Calceus|Calceus]], [[Illustrated Companion to the Latin Dictionary/Calceolus|calceolus]], [[Illustrated Companion to the Latin Dictionary/Crepida|crepida]], [[Illustrated Companion to the Latin Dictionary/Solea|solea]], [[Illustrated Companion to the Latin Dictionary/Soleatus|soleatus]], [[Illustrated Companion to the Latin Dictionary/Soccus|soccus]], [[Illustrated Companion to the Latin Dictionary/Sandalium|sandalium]], [[Illustrated Companion to the Latin Dictionary/Baxa|baxa]], [[Illustrated Companion to the Latin Dictionary/Sculponeae|sculponeæ]], [[Illustrated Companion to the Latin Dictionary/Gallicae|gallicæ]], [[Illustrated Companion to the Latin Dictionary/Diabathrum|diabathrum]], [[Illustrated Companion to the Latin Dictionary/Phaecasium|phæcasium]], [[Illustrated Companion to the Latin Dictionary/Talaria|talaria]], [[Illustrated Companion to the Latin Dictionary/Carbatinae|carbatinæ]], [[Illustrated Companion to the Latin Dictionary/Cothurnus|cothurnus]], [[Illustrated Companion to the Latin Dictionary/Endromis|endromis]] 3, [[Illustrated Companion to the Latin Dictionary/Mulleus|mulleus]], [[Illustrated Companion to the Latin Dictionary/Pero|pero]], [[Illustrated Companion to the Latin Dictionary/Peronatus|peronatus]], [[Illustrated Companion to the Latin Dictionary/Zancha|zancha]], [[Illustrated Companion to the Latin Dictionary/Amentum|amentum]] 2, [[Illustrated Companion to the Latin Dictionary/Obstragulum|obstragulum]], [[Illustrated Companion to the Latin Dictionary/Obstrigillum|obstrigillum]], [[Illustrated Companion to the Latin Dictionary/Corrigia|corrigia]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa]] 3, [[Illustrated Companion to the Latin Dictionary/Ansula|ansula]], [[Illustrated Companion to the Latin Dictionary/Luna|luna]], [[Illustrated Companion to the Latin Dictionary/Clavus|clavus caligaris]], [[Illustrated Companion to the Latin Dictionary/Clavatus|clavatus]] 2, [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 4, [[Illustrated Companion to the Latin Dictionary/Fulmenta|fulmenta]].{{mdash}}''The Hair and Beard.'' [[Illustrated Companion to the Latin Dictionary/Coma|Coma]], [[Illustrated Companion to the Latin Dictionary/Caesaries|cæsaries]], [[Illustrated Companion to the Latin Dictionary/Capillus|capillus]], [[Illustrated Companion to the Latin Dictionary/Crinis|crinis]], [[Illustrated Companion to the Latin Dictionary/Comatus|comatus]], [[Illustrated Companion to the Latin Dictionary/Intonsus|intonsus]], [[Illustrated Companion to the Latin Dictionary/Tonsus|tonsus]], [[Illustrated Companion to the Latin Dictionary/Acersecomes|acersecomes]], [[Illustrated Companion to the Latin Dictionary/Antiae|antiæ]], [[Illustrated Companion to the Latin Dictionary/Capronae|capronæ]], [[Illustrated Companion to the Latin Dictionary/Cincinnus|cincinnus]], [[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus]], [[Illustrated Companion to the Latin Dictionary/Nodus|nodus]] 3, [[Illustrated Companion to the Latin Dictionary/Corymbus|corymbus]], [[Illustrated Companion to the Latin Dictionary/Crobylus|crobylus]], [[Illustrated Companion to the Latin Dictionary/Tutulus|tutulus]] 1, [[Illustrated Companion to the Latin Dictionary/Anulus|anulus]] 5, [[Illustrated Companion to the Latin Dictionary/Capillamentum|capillamentum]], [[Illustrated Companion to the Latin Dictionary/Galerus|galerus]] 3, [[Illustrated Companion to the Latin Dictionary/Gausapa|gausapa]] 2, [[Illustrated Companion to the Latin Dictionary/Barbatus|barbatus]], [[Illustrated Companion to the Latin Dictionary/Barbatulus|barbatulus]], [[Illustrated Companion to the Latin Dictionary/Tonsor|tonsor]], [[Illustrated Companion to the Latin Dictionary/Tonstrix|tonstrix]].{{mdash}}''Ornaments for the Person.'' [[Illustrated Companion to the Latin Dictionary/Anulus|Anulus]], [[Illustrated Companion to the Latin Dictionary/Signum|signum]] 2, [[Illustrated Companion to the Latin Dictionary/Funda|funda]] 4, [[Illustrated Companion to the Latin Dictionary/Condalium|condalium]], [[Illustrated Companion to the Latin Dictionary/Fibula|fibula]], [[Illustrated Companion to the Latin Dictionary/Inauris|inauris]], [[Illustrated Companion to the Latin Dictionary/Fenestra|fenestra]] 4, [[Illustrated Companion to the Latin Dictionary/Crotalum|crotalium]], [[Illustrated Companion to the Latin Dictionary/Elenchus|elenchus]], [[Illustrated Companion to the Latin Dictionary/Stalagmium|stalagmium]], [[Illustrated Companion to the Latin Dictionary/Armilla|armilla]], [[Illustrated Companion to the Latin Dictionary/Dextrale|dextrale]], [[Illustrated Companion to the Latin Dictionary/Dextrocherium|dextrocherium]], [[Illustrated Companion to the Latin Dictionary/Torquis|torquis brachialis]], [[Illustrated Companion to the Latin Dictionary/Spinther|spinther]], [[Illustrated Companion to the Latin Dictionary/Spathalium|spathalium]], [[Illustrated Companion to the Latin Dictionary/Periscelis|periscelis]], [[Illustrated Companion to the Latin Dictionary/Monile|monile]], [[Illustrated Companion to the Latin Dictionary/Torquis|torquis]], [[Illustrated Companion to the Latin Dictionary/Bulla|bulla]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Bullatus|bullatus]], [[Illustrated Companion to the Latin Dictionary/Bullula|bullula]], [[Illustrated Companion to the Latin Dictionary/Catena|catena]] 2, [[Illustrated Companion to the Latin Dictionary/Catella|catella]], [[Illustrated Companion to the Latin Dictionary/Phalerae|phaleræ]], [[Illustrated Companion to the Latin Dictionary/Corona|corona longa]].{{mdash}}''Sticks and Wands.'' [[Illustrated Companion to the Latin Dictionary/Bacillum|Bacillum]], [[Illustrated Companion to the Latin Dictionary/Baculus|baculus]], [[Illustrated Companion to the Latin Dictionary/Sceptrum|sceptrum]], [[Illustrated Companion to the Latin Dictionary/Scipio|scipio]], [[Illustrated Companion to the Latin Dictionary/Radius|radius]] 1, [[Illustrated Companion to the Latin Dictionary/Virga|virga]], [[Illustrated Companion to the Latin Dictionary/Vitis|vitis]], [[Illustrated Companion to the Latin Dictionary/Vindicta|vindicta]], [[Illustrated Companion to the Latin Dictionary/Lituus|lituus]] 2, [[Illustrated Companion to the Latin Dictionary/Pedum|pedum]]. == THE TOILET, AND UTENSILS OF FEMALES. == [[Illustrated Companion to the Latin Dictionary/Speculum|Speculum]] 1, [[Illustrated Companion to the Latin Dictionary/Fucus|fucus]], [[Illustrated Companion to the Latin Dictionary/Sapo|sapo]], [[Illustrated Companion to the Latin Dictionary/Calamister|calamister]], [[Illustrated Companion to the Latin Dictionary/Crinale|crinale]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 1, [[Illustrated Companion to the Latin Dictionary/Discerniculum|discerniculum]], [[Illustrated Companion to the Latin Dictionary/Acus|acus comatoria]], [[Illustrated Companion to the Latin Dictionary/Volsella|volsella]], [[Illustrated Companion to the Latin Dictionary/Dentifricium|dentifricium]], [[Illustrated Companion to the Latin Dictionary/Dentiscalpium|dentiscalpium]], [[Illustrated Companion to the Latin Dictionary/Dactyliotheca|dactyliotheca]], [[Illustrated Companion to the Latin Dictionary/Pyxis|pyxis]], [[Illustrated Companion to the Latin Dictionary/Alabaster|alabaster]], [[Illustrated Companion to the Latin Dictionary/Unguentarius|unguentarium]], [[Illustrated Companion to the Latin Dictionary/Diapasma|diapasma]], [[Illustrated Companion to the Latin Dictionary/Epilimma|epilimma]], [[Illustrated Companion to the Latin Dictionary/Flabellum|flabellum]], [[Illustrated Companion to the Latin Dictionary/Umbella|umbella]], [[Illustrated Companion to the Latin Dictionary/Acus|acus]], [[Illustrated Companion to the Latin Dictionary/Axicia|axicia]], [[Illustrated Companion to the Latin Dictionary/Forfex|forfex]], [[Illustrated Companion to the Latin Dictionary/Colus|colus]], [[Illustrated Companion to the Latin Dictionary/Fusus|fusus]], [[Illustrated Companion to the Latin Dictionary/Calathus|calathus]], [[Illustrated Companion to the Latin Dictionary/Quasillus|quasillus]]. == THE NURSERY, AND SPORTS OF CHILDREN. == [[Illustrated Companion to the Latin Dictionary/Cunabula|Cunabula]], [[Illustrated Companion to the Latin Dictionary/Vannus|vannus]] 3, [[Illustrated Companion to the Latin Dictionary/Cunaria|cunaria]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 1, [[Illustrated Companion to the Latin Dictionary/Serperastrum|serperastrum]], [[Illustrated Companion to the Latin Dictionary/Crepundia|crepundia]], [[Illustrated Companion to the Latin Dictionary/Pupa|pupa]], [[Illustrated Companion to the Latin Dictionary/Plaguncula|plaguncula]], [[Illustrated Companion to the Latin Dictionary/Neurospaston|neurospaston]], [[Illustrated Companion to the Latin Dictionary/Mania|mania]], [[Illustrated Companion to the Latin Dictionary/Ocellata|ocellata]], [[Illustrated Companion to the Latin Dictionary/Turbo|turbo]], [[Illustrated Companion to the Latin Dictionary/Trochus|trochus]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 4, [[Illustrated Companion to the Latin Dictionary/Oscillatio|oscillatio]], [[Illustrated Companion to the Latin Dictionary/Ludus|ludus literarius]]. == THE MEALS. == [[Illustrated Companion to the Latin Dictionary/Jentaculum|Jentaculum]], [[Illustrated Companion to the Latin Dictionary/Merenda|merenda]], [[Illustrated Companion to the Latin Dictionary/Prandium|prandium]], [[Illustrated Companion to the Latin Dictionary/Coena|cœna]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa prima]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa secunda]], [[Illustrated Companion to the Latin Dictionary/Promulsis|promulsis]], [[Illustrated Companion to the Latin Dictionary/Gustatio|gustatio]], [[Illustrated Companion to the Latin Dictionary/Epidipnis|epidipnis]], [[Illustrated Companion to the Latin Dictionary/Accubo|accubo]], [[Illustrated Companion to the Latin Dictionary/Accumbo|accumbo]], [[Illustrated Companion to the Latin Dictionary/Discubitus|discubitus]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus triclinaris]], [[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]], [[Illustrated Companion to the Latin Dictionary/Biclinium|biclinium]], [[Illustrated Companion to the Latin Dictionary/Accubitum|accubitum]], [[Illustrated Companion to the Latin Dictionary/Hexaclinon|hexaclinon]], [[Illustrated Companion to the Latin Dictionary/Sigma|sigma]], [[Illustrated Companion to the Latin Dictionary/Stibadium|stibadium]], [[Illustrated Companion to the Latin Dictionary/Cilliba|cilliba]], [[Illustrated Companion to the Latin Dictionary/Cilibantum|cilibantum]], [[Illustrated Companion to the Latin Dictionary/Mantele|mantele]], [[Illustrated Companion to the Latin Dictionary/Mappa|mappa]] 1, [[Illustrated Companion to the Latin Dictionary/Sudarium|sudarium]], [[Illustrated Companion to the Latin Dictionary/Ferculum|ferculum]] 1, [[Illustrated Companion to the Latin Dictionary/Repositorium|repositorium]], [[Illustrated Companion to the Latin Dictionary/Gustatorium|gustatorium]], [[Illustrated Companion to the Latin Dictionary/Promulsidiare|promulsidiare]], [[Illustrated Companion to the Latin Dictionary/Focus|focus]] 4, [[Illustrated Companion to the Latin Dictionary/Comissatio|comissatio]], [[Illustrated Companion to the Latin Dictionary/Comissator|comissator]], [[Illustrated Companion to the Latin Dictionary/Symposium|symposium]], [[Illustrated Companion to the Latin Dictionary/Convivium|convivium]], [[Illustrated Companion to the Latin Dictionary/Repotia|repotia]], [[Illustrated Companion to the Latin Dictionary/Magister|magister]] 4, [[Illustrated Companion to the Latin Dictionary/Scurra|scurra]], [[Illustrated Companion to the Latin Dictionary/Gutturnium|gutturnium]], [[Illustrated Companion to the Latin Dictionary/Lebes|lebes]] 1, [[Illustrated Companion to the Latin Dictionary/Pollubrum|pollubrum]].{{mdash}}''Table Utensils.'' [[Illustrated Companion to the Latin Dictionary/Acetabulum|Acetabulum]], [[Illustrated Companion to the Latin Dictionary/Echinus|echinus]] 1, [[Illustrated Companion to the Latin Dictionary/Salinum|salinum]], [[Illustrated Companion to the Latin Dictionary/Incitega|incitega]], [[Illustrated Companion to the Latin Dictionary/Cochlear|cochlear]], [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 2, [[Illustrated Companion to the Latin Dictionary/Fuscinula|fuscinula]].{{mdash}}''Plates and Dishes.'' [[Illustrated Companion to the Latin Dictionary/Catinum|Catinum]] 1, [[Illustrated Companion to the Latin Dictionary/Circulus|circulus]] 3, [[Illustrated Companion to the Latin Dictionary/Mazonomum|mazonomum]] 2, [[Illustrated Companion to the Latin Dictionary/Lanx|lanx]] 1, [[Illustrated Companion to the Latin Dictionary/Lanx|lanx quadrata]], [[Illustrated Companion to the Latin Dictionary/Paropsis|paropsis]], [[Illustrated Companion to the Latin Dictionary/Patina|patina]], [[Illustrated Companion to the Latin Dictionary/Patella|patella]], [[Illustrated Companion to the Latin Dictionary/Calix|calix]] 2, [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 4, [[Illustrated Companion to the Latin Dictionary/Discus|discus]] 2, [[Illustrated Companion to the Latin Dictionary/Fabatarium|fabatarium]], [[Illustrated Companion to the Latin Dictionary/Boletar|boletar]], [[Illustrated Companion to the Latin Dictionary/Pultarius|pultarius]], [[Illustrated Companion to the Latin Dictionary/Scutella|scutella]], [[Illustrated Companion to the Latin Dictionary/Scutra|scutra]].{{mdash}}''Wine Vessels.'' [[Illustrated Companion to the Latin Dictionary/Acratophorum|Acratophorum]], [[Illustrated Companion to the Latin Dictionary/Galeola|galeola]], [[Illustrated Companion to the Latin Dictionary/Lepesta|lepesta]], [[Illustrated Companion to the Latin Dictionary/Crater|crater]], [[Illustrated Companion to the Latin Dictionary/Mistarius|mistarius]], [[Illustrated Companion to the Latin Dictionary/Colum|colum nivarium]], [[Illustrated Companion to the Latin Dictionary/Saccus|saccus nivarius]], [[Illustrated Companion to the Latin Dictionary/Gillo|gillo]], [[Illustrated Companion to the Latin Dictionary/Capis|capis]], [[Illustrated Companion to the Latin Dictionary/Epichysis|epichysis]], [[Illustrated Companion to the Latin Dictionary/Sinum|sinum]], [[Illustrated Companion to the Latin Dictionary/Uter|uter]], [[Illustrated Companion to the Latin Dictionary/Cupa|cupa]], [[Illustrated Companion to the Latin Dictionary/Tina|tina]].{{mdash}}''Drinking Cups.'' [[Illustrated Companion to the Latin Dictionary/Poculum|Poculum]], [[Illustrated Companion to the Latin Dictionary/Calix|calix]], [[Illustrated Companion to the Latin Dictionary/Cyathus|cyathus]], [[Illustrated Companion to the Latin Dictionary/Patera|patera]], [[Illustrated Companion to the Latin Dictionary/Scaphium|scaphium]], [[Illustrated Companion to the Latin Dictionary/Trulla|trulla]] 2, [[Illustrated Companion to the Latin Dictionary/Calathus|calathus]] 3, [[Illustrated Companion to the Latin Dictionary/Carchesium|carchesium]] 1, [[Illustrated Companion to the Latin Dictionary/Cantharus|cantharus]], [[Illustrated Companion to the Latin Dictionary/Scyphus|scyphus]], [[Illustrated Companion to the Latin Dictionary/Cymbium|cymbium]], [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 4, [[Illustrated Companion to the Latin Dictionary/Rhytium|rhytium]], [[Illustrated Companion to the Latin Dictionary/Obba|obba]], [[Illustrated Companion to the Latin Dictionary/Cissybium|cissybium]], [[Illustrated Companion to the Latin Dictionary/Batiola|batiola]].{{mdash}}''Viands.'' [[Illustrated Companion to the Latin Dictionary/Sumen|Sumen]], [[Illustrated Companion to the Latin Dictionary/Vulva|vulva]], [[Illustrated Companion to the Latin Dictionary/Coagulum|coagulum]], [[Illustrated Companion to the Latin Dictionary/Epityrum|epityrum]], [[Illustrated Companion to the Latin Dictionary/Garum|garum]], [[Illustrated Companion to the Latin Dictionary/Salgama|salgama]], [[Illustrated Companion to the Latin Dictionary/Succidia|succidia]], [[Illustrated Companion to the Latin Dictionary/Tucetum|tucetum]], [[Illustrated Companion to the Latin Dictionary/Tyrotarichus|tyrotarichus]], [[Illustrated Companion to the Latin Dictionary/Botulus|botulus]], [[Illustrated Companion to the Latin Dictionary/Farcimen|farcimen]], [[Illustrated Companion to the Latin Dictionary/Insicia|insicia]], [[Illustrated Companion to the Latin Dictionary/Tomaculum|tomaculum]], [[Illustrated Companion to the Latin Dictionary/Artolaganus|artolaganus]], [[Illustrated Companion to the Latin Dictionary/Collyra|collyra]], [[Illustrated Companion to the Latin Dictionary/Copta|copta]], [[Illustrated Companion to the Latin Dictionary/Coptoplacenta|coptoplacenta]], [[Illustrated Companion to the Latin Dictionary/Placenta|placenta]], [[Illustrated Companion to the Latin Dictionary/Crustulum|crustulum]], [[Illustrated Companion to the Latin Dictionary/Crustum|crustum]], [[Illustrated Companion to the Latin Dictionary/Libum|libum]], [[Illustrated Companion to the Latin Dictionary/Scribilita|scriblita]], [[Illustrated Companion to the Latin Dictionary/Tyropatina|tyropatina]], [[Illustrated Companion to the Latin Dictionary/Savillum|savillum]], [[Illustrated Companion to the Latin Dictionary/Copadia|copadia]], [[Illustrated Companion to the Latin Dictionary/Cupedia|cupedia]], [[Illustrated Companion to the Latin Dictionary/Dulcia|dulcia]], [[Illustrated Companion to the Latin Dictionary/Butyrum|butyrum]].{{mdash}}''Attendants.'' [[Illustrated Companion to the Latin Dictionary/Tricliniarches|Tricliniarches]], [[Illustrated Companion to the Latin Dictionary/Lectisterniator|lectisterniator]], [[Illustrated Companion to the Latin Dictionary/Praegustator|prægustator]], [[Illustrated Companion to the Latin Dictionary/Structor|structor]], [[Illustrated Companion to the Latin Dictionary/Scissor|scissor]], [[Illustrated Companion to the Latin Dictionary/Carptor|carptor]], [[Illustrated Companion to the Latin Dictionary/Pincerna|pincerna]], [[Illustrated Companion to the Latin Dictionary/Pocillator|pocillator]].{{mdash}}''The Kitchen and Cooking Utensils.'' [[Illustrated Companion to the Latin Dictionary/Culina|Culina]], [[Illustrated Companion to the Latin Dictionary/Carnarium|carnarium]], [[Illustrated Companion to the Latin Dictionary/Clibanus|clibanus]], [[Illustrated Companion to the Latin Dictionary/Authepsa|authepsa]], [[Illustrated Companion to the Latin Dictionary/Ahenum|ahenum]] 1, [[Illustrated Companion to the Latin Dictionary/Cortina|cortina]] 1, [[Illustrated Companion to the Latin Dictionary/Tripus|tripus]], [[Illustrated Companion to the Latin Dictionary/Lebes|lebes]] 2, [[Illustrated Companion to the Latin Dictionary/Cacabus|cacabus]], [[Illustrated Companion to the Latin Dictionary/Chytra|chytra]], [[Illustrated Companion to the Latin Dictionary/Chytropus|chytropus]], [[Illustrated Companion to the Latin Dictionary/Cucuma|cucuma]], [[Illustrated Companion to the Latin Dictionary/Formella|formella]], [[Illustrated Companion to the Latin Dictionary/Apalare|apalare]], [[Illustrated Companion to the Latin Dictionary/Craticula|craticula]], [[Illustrated Companion to the Latin Dictionary/Veru|veru]], [[Illustrated Companion to the Latin Dictionary/Vara|varæ]] 3, [[Illustrated Companion to the Latin Dictionary/Sartago|sartago]], [[Illustrated Companion to the Latin Dictionary/Hirnea|hirnea]], [[Illustrated Companion to the Latin Dictionary/Infundibulum|infundibulum]], [[Illustrated Companion to the Latin Dictionary/Olla|olla]] 1, [[Illustrated Companion to the Latin Dictionary/Trua|trua]], [[Illustrated Companion to the Latin Dictionary/Rudicula|rudicula]], [[Illustrated Companion to the Latin Dictionary/Orca|orca]], [[Illustrated Companion to the Latin Dictionary/Pila (first syllable long)|pila]], [[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]], [[Illustrated Companion to the Latin Dictionary/Pilum|pilum]], [[Illustrated Companion to the Latin Dictionary/Pistillum|pistillum]]. == THE HOUSES. == [[Illustrated Companion to the Latin Dictionary/Domus|Domus]], [[Illustrated Companion to the Latin Dictionary/Vestibulum|vestibulum]], [[Illustrated Companion to the Latin Dictionary/Prothyrum|prothyrum]], [[Illustrated Companion to the Latin Dictionary/Atrium|atrium]], [[Illustrated Companion to the Latin Dictionary/Atriolum|atriolum]], [[Illustrated Companion to the Latin Dictionary/Cavaedium|cavædium]], [[Illustrated Companion to the Latin Dictionary/Impluvium|impluvium]], [[Illustrated Companion to the Latin Dictionary/Compluvium|compluvium]], [[Illustrated Companion to the Latin Dictionary/Ala|ala]] 2, [[Illustrated Companion to the Latin Dictionary/Tablinum|tablinum]], [[Illustrated Companion to the Latin Dictionary/Faux|faux]], [[Illustrated Companion to the Latin Dictionary/Peristylium|peristylium]], [[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]] 2, [[Illustrated Companion to the Latin Dictionary/Oecus|œcus]], [[Illustrated Companion to the Latin Dictionary/Coenaculum|cœnaculum]], [[Illustrated Companion to the Latin Dictionary/Cubiculum|cubiculum]], [[Illustrated Companion to the Latin Dictionary/Dormitorium|dormitorium]], [[Illustrated Companion to the Latin Dictionary/Conclave|conclave]], [[Illustrated Companion to the Latin Dictionary/Thalamus|thalamus]], [[Illustrated Companion to the Latin Dictionary/Exedra|exedra]], [[Illustrated Companion to the Latin Dictionary/Pinacotheca|pinacotheca]], [[Illustrated Companion to the Latin Dictionary/Trichorum|trichorum]], [[Illustrated Companion to the Latin Dictionary/Diaeta|diæta]] 1, [[Illustrated Companion to the Latin Dictionary/Hibernacula|hibernacula]] 1, [[Illustrated Companion to the Latin Dictionary/Lararium|lararium]], [[Illustrated Companion to the Latin Dictionary/Sacrarium|sacrarium]] 2, [[Illustrated Companion to the Latin Dictionary/Culina|culina]], [[Illustrated Companion to the Latin Dictionary/Latrina|latrina]], [[Illustrated Companion to the Latin Dictionary/Solarium|solarium]] 3, [[Illustrated Companion to the Latin Dictionary/Maenianum|mænianum]] 1, [[Illustrated Companion to the Latin Dictionary/Pergula|pergula]], [[Illustrated Companion to the Latin Dictionary/Hypogeum|hypogeum]], [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 4, [[Illustrated Companion to the Latin Dictionary/Cellatio|cellatio]], [[Illustrated Companion to the Latin Dictionary/Fornix|fornix]] 3, [[Illustrated Companion to the Latin Dictionary/Crypta|crypta]], [[Illustrated Companion to the Latin Dictionary/Cryptoporticus|cryptoporticus]], [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]], [[Illustrated Companion to the Latin Dictionary/Chalcidicum|chalcidicum]], [[Illustrated Companion to the Latin Dictionary/Chors|chors]], [[Illustrated Companion to the Latin Dictionary/Hemicyclium|hemicyclium]], [[Illustrated Companion to the Latin Dictionary/Scalae|scalæ]] 3, [[Illustrated Companion to the Latin Dictionary/Zotheca|zotheca]] 2, [[Illustrated Companion to the Latin Dictionary/Pseudourbana|pseudourbana]], [[Illustrated Companion to the Latin Dictionary/Casa|casa]], [[Illustrated Companion to the Latin Dictionary/Casula|casula]] 1, [[Illustrated Companion to the Latin Dictionary/Tugurium|tugurium]], [[Illustrated Companion to the Latin Dictionary/Magalia|magalia]], [[Illustrated Companion to the Latin Dictionary/Attegia|attegia]], [[Illustrated Companion to the Latin Dictionary/Andronitis|andronitis]], [[Illustrated Companion to the Latin Dictionary/Andron|andron]], [[Illustrated Companion to the Latin Dictionary/Gynaeceum|gynæceum]], [[Illustrated Companion to the Latin Dictionary/Mesaulos|mesaulos]], [[Illustrated Companion to the Latin Dictionary/Aula|aula]] 1, 2. ''Ceilings.'' [[Illustrated Companion to the Latin Dictionary/Coelum|Cœlum]], [[Illustrated Companion to the Latin Dictionary/Camara|camara]] 1, 2, concameratio{TR: No headword "concameratio"}, [[Illustrated Companion to the Latin Dictionary/Hemisphaerium|hemisphærium]] 2, [[Illustrated Companion to the Latin Dictionary/Testudo|testudo]] 2, [[Illustrated Companion to the Latin Dictionary/Lacunar|lacunar]] 1, [[Illustrated Companion to the Latin Dictionary/Laquear|laquear]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 8.{{mdash}}''Floorings.'' [[Illustrated Companion to the Latin Dictionary/Pavimentum|Pavimentum]], [[Illustrated Companion to the Latin Dictionary/Lithostrotum|lithostrotum]], [[Illustrated Companion to the Latin Dictionary/Tessellatus|tessellatum]], [[Illustrated Companion to the Latin Dictionary/Vermiculatus|vermiculatum]], [[Illustrated Companion to the Latin Dictionary/Scalpturatus|scalpturatum]], [[Illustrated Companion to the Latin Dictionary/Sectilis|sectile]], [[Illustrated Companion to the Latin Dictionary/Abaculus|abaculus]], [[Illustrated Companion to the Latin Dictionary/Favus|favus]], [[Illustrated Companion to the Latin Dictionary/Scutula|scutula]] 3, [[Illustrated Companion to the Latin Dictionary/Trigonum|trigonum]] 1, [[Illustrated Companion to the Latin Dictionary/Spica testacea|spica testacea]], [[Illustrated Companion to the Latin Dictionary/Tessera|tessera]], [[Illustrated Companion to the Latin Dictionary/Tessella|tessella]], [[Illustrated Companion to the Latin Dictionary/Testaceum|testaceum]], [[Illustrated Companion to the Latin Dictionary/Optostrotum|optostrotum]], [[Illustrated Companion to the Latin Dictionary/Alexandrinum opus|Alexandrinum opus]], [[Illustrated Companion to the Latin Dictionary/Suspensura|suspensura]].{{mdash}}''Doors.'' [[Illustrated Companion to the Latin Dictionary/Janua|Janua]], [[Illustrated Companion to the Latin Dictionary/Ostium|ostium]], [[Illustrated Companion to the Latin Dictionary/Foris|foris]], [[Illustrated Companion to the Latin Dictionary/Biforis|biforis]], [[Illustrated Companion to the Latin Dictionary/Quadriforis|quadriforis]], [[Illustrated Companion to the Latin Dictionary/Valvae|valvæ]], [[Illustrated Companion to the Latin Dictionary/Supercilium|supercilium]], [[Illustrated Companion to the Latin Dictionary/Limen|limen]], [[Illustrated Companion to the Latin Dictionary/Postis|postis]], [[Illustrated Companion to the Latin Dictionary/Antepagmentum|antepagmentum]], [[Illustrated Companion to the Latin Dictionary/Corsae|corsæ]], [[Illustrated Companion to the Latin Dictionary/Replum|replum]], [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 8, [[Illustrated Companion to the Latin Dictionary/Impages|impages]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Cardo|cardo]], [[Illustrated Companion to the Latin Dictionary/Ginglymus|ginglymus]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa ostii]], [[Illustrated Companion to the Latin Dictionary/Velum|velum]] 4, [[Illustrated Companion to the Latin Dictionary/Hypaetrum|hypætrum]], [[Illustrated Companion to the Latin Dictionary/Hyperthyrum|hyperthyrum]], [[Illustrated Companion to the Latin Dictionary/Pseudothyrum|pseudothyrum]], [[Illustrated Companion to the Latin Dictionary/Cochlea|cochlea]] 3.{{mdash}}''Locks and Fastenings.'' [[Illustrated Companion to the Latin Dictionary/Claustrum|Claustrum]], [[Illustrated Companion to the Latin Dictionary/Sera|sera]], [[Illustrated Companion to the Latin Dictionary/Clavis|clavis]], [[Illustrated Companion to the Latin Dictionary/Clostellum|clostellum]], [[Illustrated Companion to the Latin Dictionary/Pessulus|pessulus]], [[Illustrated Companion to the Latin Dictionary/Repagula|repagula]], [[Illustrated Companion to the Latin Dictionary/Obex|obex]].{{mdash}}''Windows.'' [[Illustrated Companion to the Latin Dictionary/Fenestra|Fenestra]], [[Illustrated Companion to the Latin Dictionary/Fenestella|fenestella]], [[Illustrated Companion to the Latin Dictionary/Luminar|luminar]], [[Illustrated Companion to the Latin Dictionary/Clathri|clathri]].{{mdash}}''Internal Fittings.'' [[Illustrated Companion to the Latin Dictionary/Abacus|Abacus]] 5, [[Illustrated Companion to the Latin Dictionary/Intestinum|intestinum opus]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 6, [[Illustrated Companion to the Latin Dictionary/Podium|podium]] 1.{{mdash}}''Lights and Lighting.'' [[Illustrated Companion to the Latin Dictionary/Fax|Fax]], [[Illustrated Companion to the Latin Dictionary/Taeda|tæda]], [[Illustrated Companion to the Latin Dictionary/Candela|candela]], [[Illustrated Companion to the Latin Dictionary/Cereus|cereus]], [[Illustrated Companion to the Latin Dictionary/Funale|funale]], [[Illustrated Companion to the Latin Dictionary/Lampas|lampas]], [[Illustrated Companion to the Latin Dictionary/Lucerna|lucerna]], [[Illustrated Companion to the Latin Dictionary/Acus|acus]] 4, [[Illustrated Companion to the Latin Dictionary/Ellychnium|ellychnium]], [[Illustrated Companion to the Latin Dictionary/Candelabrum|candelabrum]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 5, [[Illustrated Companion to the Latin Dictionary/Superficies|superficies]] 2, [[Illustrated Companion to the Latin Dictionary/Lychnus|lychnus]], [[Illustrated Companion to the Latin Dictionary/Lychnuchus|lychnuchus]].{{mdash}}''Fires and Fuel.'' [[Illustrated Companion to the Latin Dictionary/Focus|Focus]] 1, [[Illustrated Companion to the Latin Dictionary/Caminus|caminus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Fumarium|fumarium]], [[Illustrated Companion to the Latin Dictionary/Hypocausis|hypocausis]], [[Illustrated Companion to the Latin Dictionary/Vaporarium|vaporarium]], [[Illustrated Companion to the Latin Dictionary/Foculus|foculus]] 2, [[Illustrated Companion to the Latin Dictionary/Acapna|acapna]], [[Illustrated Companion to the Latin Dictionary/Coctilis|coctilia]], [[Illustrated Companion to the Latin Dictionary/Cremium|cremium]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 3, [[Illustrated Companion to the Latin Dictionary/Follis|follis]] 4, 5, [[Illustrated Companion to the Latin Dictionary/Parma|parma]] 3, [[Illustrated Companion to the Latin Dictionary/Rutabulum|rutabulum]], [[Illustrated Companion to the Latin Dictionary/Batillum|batillum]], [[Illustrated Companion to the Latin Dictionary/Trulla|trulla]] 4.{{mdash}}''Ovens and Kilns.'' [[Illustrated Companion to the Latin Dictionary/Furnus|Furnus]], [[Illustrated Companion to the Latin Dictionary/Fornax|fornax]], [[Illustrated Companion to the Latin Dictionary/Fornacula|fornacula]], [[Illustrated Companion to the Latin Dictionary/Fortax|fortax]], [[Illustrated Companion to the Latin Dictionary/Lacuna|lacuna]], [[Illustrated Companion to the Latin Dictionary/Praefurnium|præfurnium]], [[Illustrated Companion to the Latin Dictionary/Propnigeum|propnigeum]].{{mdash}}''The Garden.'' [[Illustrated Companion to the Latin Dictionary/Hortus|Hortus]], [[Illustrated Companion to the Latin Dictionary/Viridarium|viridarium]], [[Illustrated Companion to the Latin Dictionary/Gestatio|gestatio]], [[Illustrated Companion to the Latin Dictionary/Hippodromus|hippodromus]] 1, [[Illustrated Companion to the Latin Dictionary/Xystus|xystus]] 2, [[Illustrated Companion to the Latin Dictionary/Pulvinus|pulvinus]] 4, [[Illustrated Companion to the Latin Dictionary/Specularia|specularia]], [[Illustrated Companion to the Latin Dictionary/Casa|casa]] 3, [[Illustrated Companion to the Latin Dictionary/Pergula|pergula]] 6, [[Illustrated Companion to the Latin Dictionary/Trichila|trichila]], [[Illustrated Companion to the Latin Dictionary/Topiarius|topiarius]], [[Illustrated Companion to the Latin Dictionary/Viridarius|viridarius]], [[Illustrated Companion to the Latin Dictionary/Hortulanus|hortulanus]], [[Illustrated Companion to the Latin Dictionary/Olitor|olitor]]. == DOMESTIC FURNITURE AND UTENSILS. == ''Chairs.'' [[Illustrated Companion to the Latin Dictionary/Cathedra|Cathredra]], [[Illustrated Companion to the Latin Dictionary/Solium|solium]], [[Illustrated Companion to the Latin Dictionary/Thronus|thronus]], [[Illustrated Companion to the Latin Dictionary/Ancon|ancon]] 4, [[Illustrated Companion to the Latin Dictionary/Bisellium|bisellium]], [[Illustrated Companion to the Latin Dictionary/Scimpodium|scimpodium]].{{mdash}}''Stools and Settles.'' [[Illustrated Companion to the Latin Dictionary/Sella|Sella]], [[Illustrated Companion to the Latin Dictionary/Sellaria|sellaria]], [[Illustrated Companion to the Latin Dictionary/Sedecula|sedecula]], [[Illustrated Companion to the Latin Dictionary/Tripus|tripus]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Seliquastrum|seliquastrum]].{{mdash}}''Forms and Benches.'' [[Illustrated Companion to the Latin Dictionary/Subsellium|Subsellium]], [[Illustrated Companion to the Latin Dictionary/Scamnum|scamnum]] 3, [[Illustrated Companion to the Latin Dictionary/Sedile|sedile]], [[Illustrated Companion to the Latin Dictionary/Anabathrum|anabathrum]], [[Illustrated Companion to the Latin Dictionary/Transtrum|transtra]], [[Illustrated Companion to the Latin Dictionary/Suggestum|suggestum]].{{mdash}}''Foot-stools.'' [[Illustrated Companion to the Latin Dictionary/Scabellum|Scabellum]] 2, [[Illustrated Companion to the Latin Dictionary/Scamnum|scamnum]] 2, [[Illustrated Companion to the Latin Dictionary/Suppedaneum|suppedaneum]].{{mdash}}''Tables.'' [[Illustrated Companion to the Latin Dictionary/Mensa|Mensa]], [[Illustrated Companion to the Latin Dictionary/Monopodium|monopodium]], [[Illustrated Companion to the Latin Dictionary/Cilibantum|cilibantum]], [[Illustrated Companion to the Latin Dictionary/Cilliba|cilliba]], [[Illustrated Companion to the Latin Dictionary/Delphica|delphica]], [[Illustrated Companion to the Latin Dictionary/Cartibulum|cartibulum]], [[Illustrated Companion to the Latin Dictionary/Abacus|abacus]] 4, [[Illustrated Companion to the Latin Dictionary/Urnarium|urnarium]], [[Illustrated Companion to the Latin Dictionary/Anclabris|anclabris]], [[Illustrated Companion to the Latin Dictionary/Trapezophorum|trapezophorum]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 2, [[Illustrated Companion to the Latin Dictionary/Vibia|vibia]].{{mdash}}''Closets.'' [[Illustrated Companion to the Latin Dictionary/Armarium|Armarium]], [[Illustrated Companion to the Latin Dictionary/Aedicula|ædicula]], [[Illustrated Companion to the Latin Dictionary/Muscarium|muscarium]], [[Illustrated Companion to the Latin Dictionary/Pegma|pegma]] 2, [[Illustrated Companion to the Latin Dictionary/Forulus|forulus]], [[Illustrated Companion to the Latin Dictionary/Loculamentum|loculamentum]].{{mdash}}''Chests and Boxes.'' [[Illustrated Companion to the Latin Dictionary/Theca|Theca]], [[Illustrated Companion to the Latin Dictionary/Arca|arca]] 1, [[Illustrated Companion to the Latin Dictionary/Capsa|capsa]], [[Illustrated Companion to the Latin Dictionary/Capsella|capsella]], [[Illustrated Companion to the Latin Dictionary/Capsula|capsula]], [[Illustrated Companion to the Latin Dictionary/Scrinium|scrinium]], [[Illustrated Companion to the Latin Dictionary/Riscus|riscus]], [[Illustrated Companion to the Latin Dictionary/Pyxis|pyxis]], [[Illustrated Companion to the Latin Dictionary/Arcula|arcula]] 1, [[Illustrated Companion to the Latin Dictionary/Loculus|loculus]] 4, [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 1. ''Beds and Couches.'' [[Illustrated Companion to the Latin Dictionary/Lectus|Lectus]], [[Illustrated Companion to the Latin Dictionary/Sponda|sponda]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Anaclinterium|anaclinterium]], [[Illustrated Companion to the Latin Dictionary/Instita|instita]] 3, [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 6, [[Illustrated Companion to the Latin Dictionary/Clinopus|clinopus]], [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 2, [[Illustrated Companion to the Latin Dictionary/Lectulus|lectulus]], [[Illustrated Companion to the Latin Dictionary/Grabatus|grabatus]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus tricliniaris]], [[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]], [[Illustrated Companion to the Latin Dictionary/Biclinium|biclinium]], [[Illustrated Companion to the Latin Dictionary/Accubitum|accubitum]], [[Illustrated Companion to the Latin Dictionary/Sigma|sigma]], [[Illustrated Companion to the Latin Dictionary/Stibadium|stibadium]], [[Illustrated Companion to the Latin Dictionary/Hexaclinon|hexaclinon]], [[Illustrated Companion to the Latin Dictionary/Culcita|culcita]], [[Illustrated Companion to the Latin Dictionary/Torulus|torulus]] 2, [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 1, [[Illustrated Companion to the Latin Dictionary/Pulvinus|pulvinus]] 1, [[Illustrated Companion to the Latin Dictionary/Cervical|cervical]], [[Illustrated Companion to the Latin Dictionary/Cubital|cubital]], [[Illustrated Companion to the Latin Dictionary/Follis|follis]] 2, [[Illustrated Companion to the Latin Dictionary/Instragulum|instragulum]], [[Illustrated Companion to the Latin Dictionary/Toral|toral]], [[Illustrated Companion to the Latin Dictionary/Lodix|lodix]], [[Illustrated Companion to the Latin Dictionary/Accubitalia|accubitalia]], [[Illustrated Companion to the Latin Dictionary/Aulaea|aulæa]] 2, [[Illustrated Companion to the Latin Dictionary/Peristroma|peristroma]], [[Illustrated Companion to the Latin Dictionary/Stragulum|stragulum]] 1, [[Illustrated Companion to the Latin Dictionary/Stroma|stroma]], [[Illustrated Companion to the Latin Dictionary/Tapes|tapes]], [[Illustrated Companion to the Latin Dictionary/Conopeum|conopeum]], [[Illustrated Companion to the Latin Dictionary/Gradus|gradus]] 1, [[Illustrated Companion to the Latin Dictionary/Scamnum|scamnum]] 1, [[Illustrated Companion to the Latin Dictionary/Scabellum|scabellum]] 1.{{mdash}}''Scales and Weights.'' [[Illustrated Companion to the Latin Dictionary/Trutina|Trutina]], [[Illustrated Companion to the Latin Dictionary/Libra|libra]], [[Illustrated Companion to the Latin Dictionary/Statera|statera]], [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 3, [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 6, [[Illustrated Companion to the Latin Dictionary/Librile|librile]], [[Illustrated Companion to the Latin Dictionary/Punctum|punctum]] 3, [[Illustrated Companion to the Latin Dictionary/Examen|examen]], [[Illustrated Companion to the Latin Dictionary/Agina|agina]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa]] 4, [[Illustrated Companion to the Latin Dictionary/Lanx|lanx]] 3, [[Illustrated Companion to the Latin Dictionary/Lancula|lancula]], [[Illustrated Companion to the Latin Dictionary/Aequipondium|æquipondium]], [[Illustrated Companion to the Latin Dictionary/Pondus|pondus]] 1, [[Illustrated Companion to the Latin Dictionary/Orbiculus|orbiculus]] 3.{{mdash}}''Baskets.'' [[Illustrated Companion to the Latin Dictionary/Calathus|Calathus]], [[Illustrated Companion to the Latin Dictionary/Qualus|qualus]], [[Illustrated Companion to the Latin Dictionary/Quasillus|quasillus]], [[Illustrated Companion to the Latin Dictionary/Canistrum|canistrum]], [[Illustrated Companion to the Latin Dictionary/Canum|canum]], [[Illustrated Companion to the Latin Dictionary/Sporta|sporta]], [[Illustrated Companion to the Latin Dictionary/Sportella|sportella]], [[Illustrated Companion to the Latin Dictionary/Sportula|sportula]], [[Illustrated Companion to the Latin Dictionary/Cista|cista]], [[Illustrated Companion to the Latin Dictionary/Corbis|corbis]], [[Illustrated Companion to the Latin Dictionary/Cophinus|cophinus]], [[Illustrated Companion to the Latin Dictionary/Fiscina|fiscina]], [[Illustrated Companion to the Latin Dictionary/Fiscella|fiscella]], [[Illustrated Companion to the Latin Dictionary/Fiscus|fiscus]], [[Illustrated Companion to the Latin Dictionary/Scirpea|scirpea]], [[Illustrated Companion to the Latin Dictionary/Scirpicula|scirpicula]], [[Illustrated Companion to the Latin Dictionary/Nassa|nassa]], [[Illustrated Companion to the Latin Dictionary/Vannus|vannus]], [[Illustrated Companion to the Latin Dictionary/Vidulus|vidulus]], [[Illustrated Companion to the Latin Dictionary/Panarium|panarium]].{{mdash}}''Miscellaneous.'' [[Illustrated Companion to the Latin Dictionary/Malluvia|Malluvia]], [[Illustrated Companion to the Latin Dictionary/Matula|matula]], [[Illustrated Companion to the Latin Dictionary/Pelluvia|pelluvia]], [[Illustrated Companion to the Latin Dictionary/Pelvis|pelvis]], [[Illustrated Companion to the Latin Dictionary/Ampulla|ampulla]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 8, [[Illustrated Companion to the Latin Dictionary/Muscarium|muscarium]] 1, [[Illustrated Companion to the Latin Dictionary/Peniculus|peniculus]] 2, [[Illustrated Companion to the Latin Dictionary/Scopae|scopæ]], [[Illustrated Companion to the Latin Dictionary/Scopula|scopula]], [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 2, [[Illustrated Companion to the Latin Dictionary/Crates|crates]], [[Illustrated Companion to the Latin Dictionary/Mulctra|mulctra]], [[Illustrated Companion to the Latin Dictionary/Hama|hama]], [[Illustrated Companion to the Latin Dictionary/Cos|cos]], [[Illustrated Companion to the Latin Dictionary/Cumera|cumera]], [[Illustrated Companion to the Latin Dictionary/Alveare|alveare]].{{mdash}}''Dials and Time pieces.'' [[Illustrated Companion to the Latin Dictionary/Horologium|Horologium]], [[Illustrated Companion to the Latin Dictionary/Horarium|horarium]], [[Illustrated Companion to the Latin Dictionary/Solarium|solarium]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Sciothericon|sciothericon]], [[Illustrated Companion to the Latin Dictionary/Clepsydra|clepsydra]], [[Illustrated Companion to the Latin Dictionary/Hemicyclium|hemicyclium]] 2, [[Illustrated Companion to the Latin Dictionary/Hemisphaerium|hemisphærium]], [[Illustrated Companion to the Latin Dictionary/Scaphium|scaphium]] 2, [[Illustrated Companion to the Latin Dictionary/Discus|discus]] 3, [[Illustrated Companion to the Latin Dictionary/Arachne|arachne]], [[Illustrated Companion to the Latin Dictionary/Lacunar|lacunar]] 2, [[Illustrated Companion to the Latin Dictionary/Plinthium|plinthium]], [[Illustrated Companion to the Latin Dictionary/Pelecinon|pelecinon]], [[Illustrated Companion to the Latin Dictionary/Conus|conus]] 2, [[Illustrated Companion to the Latin Dictionary/Pharetra|pharetra]] 2, [[Illustrated Companion to the Latin Dictionary/Gnomon|gnomon]], [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 6. == INNS AND PUBLIC-HOUSES. == [[Illustrated Companion to the Latin Dictionary/Hospitium|Hospitium]], [[Illustrated Companion to the Latin Dictionary/Stabulum|stabulum]], [[Illustrated Companion to the Latin Dictionary/Taberna|taberna]] 3, [[Illustrated Companion to the Latin Dictionary/Caupona|caupona]], [[Illustrated Companion to the Latin Dictionary/Popina|popina]], [[Illustrated Companion to the Latin Dictionary/Thermopolium|thermopolium]], [[Illustrated Companion to the Latin Dictionary/Oenopolium|œnopolium]], [[Illustrated Companion to the Latin Dictionary/Ganea|ganea]], [[Illustrated Companion to the Latin Dictionary/Lupanar|lupanar]], [[Illustrated Companion to the Latin Dictionary/Deversorium|deversorium]], [[Illustrated Companion to the Latin Dictionary/Mansiones|mansiones]], [[Illustrated Companion to the Latin Dictionary/Mutationes|mutationes]]. == THE WATER SERVICE. == ''Aqueducts.'' [[Illustrated Companion to the Latin Dictionary/Aquaeductus|Aquæductus]], [[Illustrated Companion to the Latin Dictionary/Castellum|castellum]] 3, 4, 5, [[Illustrated Companion to the Latin Dictionary/Dividiculum|dividiculum]], [[Illustrated Companion to the Latin Dictionary/Piscina|piscina limaria]], [[Illustrated Companion to the Latin Dictionary/Colluviarium|colluviarium]], [[Illustrated Companion to the Latin Dictionary/Specus|specus]], [[Illustrated Companion to the Latin Dictionary/Puteus|puteus]] 3, [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 6, [[Illustrated Companion to the Latin Dictionary/Circitores|circitores]] 1, [[Illustrated Companion to the Latin Dictionary/Libratores|libratores]] 1, [[Illustrated Companion to the Latin Dictionary/Metitores|metitores]], [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]] 1, [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 1, [[Illustrated Companion to the Latin Dictionary/Epistomium|epistomium]], [[Illustrated Companion to the Latin Dictionary/Assis|assis]] 2, [[Illustrated Companion to the Latin Dictionary/Calix|calix]] 3.{{mdash}}''Pumps and Water-wheels.'' [[Illustrated Companion to the Latin Dictionary/Antlia|Antlia]], [[Illustrated Companion to the Latin Dictionary/Girgillus|girgillus]], [[Illustrated Companion to the Latin Dictionary/Tolleno|tolleno]], [[Illustrated Companion to the Latin Dictionary/Cochlea|cochlea]] 3, [[Illustrated Companion to the Latin Dictionary/Rota|rota aquaria]], [[Illustrated Companion to the Latin Dictionary/Haustrum|haustrum]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 2, [[Illustrated Companion to the Latin Dictionary/Pinna|pinna]] 3, [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 6, [[Illustrated Companion to the Latin Dictionary/Ctesibica machina|Ctesibica machina]], [[Illustrated Companion to the Latin Dictionary/Sipho|sipho]] 3, [[Illustrated Companion to the Latin Dictionary/Embolus|embolus]], [[Illustrated Companion to the Latin Dictionary/Fundulus|fundulus]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 4.{{mdash}}''Wells, Cisterns, and Fountains.'' [[Illustrated Companion to the Latin Dictionary/Puteus|Puteus]] 1, [[Illustrated Companion to the Latin Dictionary/Puteal|puteal]] 1, [[Illustrated Companion to the Latin Dictionary/Immissarium|immissarium]], [[Illustrated Companion to the Latin Dictionary/Euripus|euripus]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 2, [[Illustrated Companion to the Latin Dictionary/Saliens|saliens]].{{mdash}}''Water-courses.'' [[Illustrated Companion to the Latin Dictionary/Emissarium|Emissarium]], [[Illustrated Companion to the Latin Dictionary/Cataracta|cataracta]] 2, [[Illustrated Companion to the Latin Dictionary/Aquagium|aquagium]], [[Illustrated Companion to the Latin Dictionary/Canalis|canalis]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Colliciae|colliciæ]] 2, [[Illustrated Companion to the Latin Dictionary/Imbrex|imbrex supinus]].{{mdash}}''Sewers.'' [[Illustrated Companion to the Latin Dictionary/Cloaca|Cloaca]], [[Illustrated Companion to the Latin Dictionary/Cloacula|cloacula]], [[Illustrated Companion to the Latin Dictionary/Cloacarium|cloacarium]]. == ROADS AND STREETS. == [[Illustrated Companion to the Latin Dictionary/Via|Via]], [[Illustrated Companion to the Latin Dictionary/Compitum|compitum]], [[Illustrated Companion to the Latin Dictionary/Bivium|bivium]], [[Illustrated Companion to the Latin Dictionary/Trivium|trivium]], [[Illustrated Companion to the Latin Dictionary/Quadrivium|quadrivium]], [[Illustrated Companion to the Latin Dictionary/Semita|semita]], [[Illustrated Companion to the Latin Dictionary/Platea|platea]], [[Illustrated Companion to the Latin Dictionary/Trames|trames]], [[Illustrated Companion to the Latin Dictionary/Angiportus|angiportus]], [[Illustrated Companion to the Latin Dictionary/Fundula|fundula]], [[Illustrated Companion to the Latin Dictionary/Vicus|vicus]], [[Illustrated Companion to the Latin Dictionary/Pagus|pagus]], [[Illustrated Companion to the Latin Dictionary/Agger|agger viæ]], [[Illustrated Companion to the Latin Dictionary/Crepido|crepido]], [[Illustrated Companion to the Latin Dictionary/Umbo|umbo]] 3, [[Illustrated Companion to the Latin Dictionary/Gomphus|gomphus]], [[Illustrated Companion to the Latin Dictionary/Area|area]] 1, [[Illustrated Companion to the Latin Dictionary/Milliarium|milliarium]]. == RIDING, DRIVING, AND TRANSPORT. == ''The Horse.'' [[Illustrated Companion to the Latin Dictionary/Equus|Equus]], [[Illustrated Companion to the Latin Dictionary/Capronae|capronæ]] 2, [[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Admissarius|admissarius]], [[Illustrated Companion to the Latin Dictionary/Canterius|canterius]] 1, [[Illustrated Companion to the Latin Dictionary/Desultorius|desultorius]], [[Illustrated Companion to the Latin Dictionary/Celes|celes]], [[Illustrated Companion to the Latin Dictionary/Asturco|asturco]], [[Illustrated Companion to the Latin Dictionary/Veredus|veredus]], [[Illustrated Companion to the Latin Dictionary/Venator|venator]] 3, [[Illustrated Companion to the Latin Dictionary/Sellaris|sellaris]], [[Illustrated Companion to the Latin Dictionary/Agminalis|agminalis]], [[Illustrated Companion to the Latin Dictionary/Dorsuarius|dossuarius]], [[Illustrated Companion to the Latin Dictionary/Clitellarius|clitellarius]], [[Illustrated Companion to the Latin Dictionary/Sagmarius|sagmarius]], [[Illustrated Companion to the Latin Dictionary/Sarcinalis|sarcinalis]], [[Illustrated Companion to the Latin Dictionary/Tintinnabulatus|tintinnabulatus]], [[Illustrated Companion to the Latin Dictionary/Character|character]].{{mdash}}''The Rider.'' [[Illustrated Companion to the Latin Dictionary/Eques|Eques]] 1, [[Illustrated Companion to the Latin Dictionary/Desultor|desultor]], [[Illustrated Companion to the Latin Dictionary/Infrenatus|infrenatus]], [[Illustrated Companion to the Latin Dictionary/Calcar|calcar]].{{mdash}}''Saddles and Trappings.'' [[Illustrated Companion to the Latin Dictionary/Ephippium|Ephippium]], [[Illustrated Companion to the Latin Dictionary/Sella|sella equestris]], [[Illustrated Companion to the Latin Dictionary/Scalae|scalæ]] 4, [[Illustrated Companion to the Latin Dictionary/Stapes|stapes]], [[Illustrated Companion to the Latin Dictionary/Bajulatorius|sella bajulatoria]], [[Illustrated Companion to the Latin Dictionary/Cingula|cingula]], [[Illustrated Companion to the Latin Dictionary/Antilena|antilena]], [[Illustrated Companion to the Latin Dictionary/Postilena|postilena]], [[Illustrated Companion to the Latin Dictionary/Sagma|sagma]], [[Illustrated Companion to the Latin Dictionary/Clitellae|clitellæ]], [[Illustrated Companion to the Latin Dictionary/Cento|cento]] 2, [[Illustrated Companion to the Latin Dictionary/Sagum|sagum]] 2, [[Illustrated Companion to the Latin Dictionary/Scordiscum|scordiscum]], [[Illustrated Companion to the Latin Dictionary/Stragulum|stragulum]], [[Illustrated Companion to the Latin Dictionary/Tapes|tapes]], tegumentum,{TR: No such headword} [[Illustrated Companion to the Latin Dictionary/Dorsualia|dorsualia]].{{mdash}}''Bits, Bridle, Reins, and Harness.'' [[Illustrated Companion to the Latin Dictionary/Oreae|Oreæ]], [[Illustrated Companion to the Latin Dictionary/Lupatum|lupatum]], [[Illustrated Companion to the Latin Dictionary/Murex|murex]] 2, [[Illustrated Companion to the Latin Dictionary/Postomis|postomis]], [[Illustrated Companion to the Latin Dictionary/Frenum|frenum]], [[Illustrated Companion to the Latin Dictionary/Habena|habena]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Retinaculum|retinaculum]] 3, [[Illustrated Companion to the Latin Dictionary/Capistrum|capistrum]] 1, [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 1, [[Illustrated Companion to the Latin Dictionary/Cohum|cohum]], [[Illustrated Companion to the Latin Dictionary/Statera|statera]] 3, [[Illustrated Companion to the Latin Dictionary/Copula|copula]] 2, [[Illustrated Companion to the Latin Dictionary/Torquis|torquis]] 3, [[Illustrated Companion to the Latin Dictionary/Funalis|funalis equus]], [[Illustrated Companion to the Latin Dictionary/Jugalis|jugalis equus]], [[Illustrated Companion to the Latin Dictionary/Solea|solea spartea]], [[Illustrated Companion to the Latin Dictionary/Solea|solea ferrea]].{{mdash}}''Ornaments.'' [[Illustrated Companion to the Latin Dictionary/Frontale|Frontale]] 1, [[Illustrated Companion to the Latin Dictionary/Monile|monile]] 3, [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 4, [[Illustrated Companion to the Latin Dictionary/Phalerae|phaleræ]], [[Illustrated Companion to the Latin Dictionary/Phaleratus|phaleratus]].{{mdash}}''The Stable.'' [[Illustrated Companion to the Latin Dictionary/Equile|Equile]], [[Illustrated Companion to the Latin Dictionary/Patena|patena]], [[Illustrated Companion to the Latin Dictionary/Loculus|loculus]] 3. ''Grooms and Drivers.'' [[Illustrated Companion to the Latin Dictionary/Agaso|Agaso]], [[Illustrated Companion to the Latin Dictionary/Equiso|equiso]], [[Illustrated Companion to the Latin Dictionary/Agitator|agitator]], [[Illustrated Companion to the Latin Dictionary/Auriga|auriga]], [[Illustrated Companion to the Latin Dictionary/Mulio|mulio]].{{mdash}}''Carriages.'' [[Illustrated Companion to the Latin Dictionary/Birotus|Birotus]], [[Illustrated Companion to the Latin Dictionary/Currus|currus]], [[Illustrated Companion to the Latin Dictionary/Biga|biga]], [[Illustrated Companion to the Latin Dictionary/Quadriga|quadriga]], [[Illustrated Companion to the Latin Dictionary/Decemjugis|decemjugis]], [[Illustrated Companion to the Latin Dictionary/Cisium|cisium]], [[Illustrated Companion to the Latin Dictionary/Esseda|esseda]], [[Illustrated Companion to the Latin Dictionary/Carpentum|carpentum]], [[Illustrated Companion to the Latin Dictionary/Pilentum|pilentum]], [[Illustrated Companion to the Latin Dictionary/Tensa|tensa]], [[Illustrated Companion to the Latin Dictionary/Arcera|arcera]], [[Illustrated Companion to the Latin Dictionary/Benna|benna]], [[Illustrated Companion to the Latin Dictionary/Carruca|carruca]], [[Illustrated Companion to the Latin Dictionary/Petoritum|petoritum]], [[Illustrated Companion to the Latin Dictionary/Rheda|rheda]], [[Illustrated Companion to the Latin Dictionary/Harmamaxa|harmamaxa]], [[Illustrated Companion to the Latin Dictionary/Covinus|covinus]], [[Illustrated Companion to the Latin Dictionary/Chiramaxium|chiramaxium]].{{mdash}}''Carts.'' [[Illustrated Companion to the Latin Dictionary/Plaustrum|Plaustrum]], [[Illustrated Companion to the Latin Dictionary/Vehela|vehela]], [[Illustrated Companion to the Latin Dictionary/Plostellum|plostellum]], [[Illustrated Companion to the Latin Dictionary/Sarracum|sarracum]], [[Illustrated Companion to the Latin Dictionary/Arcuma|arcuma]], [[Illustrated Companion to the Latin Dictionary/Carrus|carrus]], [[Illustrated Companion to the Latin Dictionary/Epirhedium|epirrhedium]], [[Illustrated Companion to the Latin Dictionary/Plaustrum|plaustrum majus]], [[Illustrated Companion to the Latin Dictionary/Clabulare|clabulare]], [[Illustrated Companion to the Latin Dictionary/Chamulchus|chamulcus]], [[Illustrated Companion to the Latin Dictionary/Vehes|vehes]], [[Illustrated Companion to the Latin Dictionary/Vehiculum|vehiculum]].{{mdash}}''Component Parts.'' [[Illustrated Companion to the Latin Dictionary/Capsus|Capsus]], [[Illustrated Companion to the Latin Dictionary/Ploxemum|ploxemum]], [[Illustrated Companion to the Latin Dictionary/Axis|axis]] 1, [[Illustrated Companion to the Latin Dictionary/Arbusculae|arbusculæ]], [[Illustrated Companion to the Latin Dictionary/Temo|temo]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 4, [[Illustrated Companion to the Latin Dictionary/Amites|amites]] 1, [[Illustrated Companion to the Latin Dictionary/Rota|rota]], [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 3, [[Illustrated Companion to the Latin Dictionary/Canthus|canthus]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 1, [[Illustrated Companion to the Latin Dictionary/Radius|radius]] 3, [[Illustrated Companion to the Latin Dictionary/Sufflamen|sufflamen]].{{mdash}}''Palanquins and Sedans.'' [[Illustrated Companion to the Latin Dictionary/Lectica|Lectica]], [[Illustrated Companion to the Latin Dictionary/Plagula|plagula]] 2, [[Illustrated Companion to the Latin Dictionary/Sella|sella gestatoria]], [[Illustrated Companion to the Latin Dictionary/Octophoron|octophoron]], [[Illustrated Companion to the Latin Dictionary/Lecticarii|lecticarii]], [[Illustrated Companion to the Latin Dictionary/Asser|asser]] 1, [[Illustrated Companion to the Latin Dictionary/Struppus|struppus]] 2, [[Illustrated Companion to the Latin Dictionary/Succollatus|succollatus]], [[Illustrated Companion to the Latin Dictionary/Basterna|basterna]].{{mdash}}''Whips and Goads.'' [[Illustrated Companion to the Latin Dictionary/Scutica|Scutica]], [[Illustrated Companion to the Latin Dictionary/Flagellum|flagellum]] 2, [[Illustrated Companion to the Latin Dictionary/Verber|verber]], [[Illustrated Companion to the Latin Dictionary/Virga|virga]] 1, [[Illustrated Companion to the Latin Dictionary/Ferula|ferula]], [[Illustrated Companion to the Latin Dictionary/Stimulus|stimulus]], [[Illustrated Companion to the Latin Dictionary/Agolum|agolum]]. == THE RACECOURSE AND RACES. == [[Illustrated Companion to the Latin Dictionary/Circus|Circus]], [[Illustrated Companion to the Latin Dictionary/Oppidum|oppidum]], [[Illustrated Companion to the Latin Dictionary/Carcer|carcer]] 2, [[Illustrated Companion to the Latin Dictionary/Linea|linea alba]], [[Illustrated Companion to the Latin Dictionary/Calx|calx]], [[Illustrated Companion to the Latin Dictionary/Meta|meta]] 1, [[Illustrated Companion to the Latin Dictionary/Intermetium|intermetium]], [[Illustrated Companion to the Latin Dictionary/Spina|spina]], [[Illustrated Companion to the Latin Dictionary/Delphin|delphinorum columnæ]], [[Illustrated Companion to the Latin Dictionary/Ovum|ovum]], [[Illustrated Companion to the Latin Dictionary/Auriga|auriga]] 2, [[Illustrated Companion to the Latin Dictionary/Prasinus|prasinus]], [[Illustrated Companion to the Latin Dictionary/Prasiniani|prasiniani]], [[Illustrated Companion to the Latin Dictionary/Russatus|russatus]], [[Illustrated Companion to the Latin Dictionary/Albatus|albatus]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 4, [[Illustrated Companion to the Latin Dictionary/Curriculum|curriculum]], [[Illustrated Companion to the Latin Dictionary/Biga|biga]], [[Illustrated Companion to the Latin Dictionary/Quadriga|quadriga]], [[Illustrated Companion to the Latin Dictionary/Quadrigarius|quadrigarius]], [[Illustrated Companion to the Latin Dictionary/Mappa|mappa]] 2, [[Illustrated Companion to the Latin Dictionary/Brabeum|brabeum]], [[Illustrated Companion to the Latin Dictionary/Palma|palma]] 3, [[Illustrated Companion to the Latin Dictionary/Desultor|desultor]], [[Illustrated Companion to the Latin Dictionary/Celes|celes]], [[Illustrated Companion to the Latin Dictionary/Celetizontes|celetizontes]], [[Illustrated Companion to the Latin Dictionary/Tensa|tensa]], [[Illustrated Companion to the Latin Dictionary/Porta|porta pompæ]], [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 3, [[Illustrated Companion to the Latin Dictionary/Fala|fala]] 2, [[Illustrated Companion to the Latin Dictionary/Hippodromus|hippodromus]] 2. == THE BATHS. == [[Illustrated Companion to the Latin Dictionary/Balneae|Balneæ]], [[Illustrated Companion to the Latin Dictionary/Balneum|balneum]], [[Illustrated Companion to the Latin Dictionary/Apodyterium|apodyterium]], [[Illustrated Companion to the Latin Dictionary/Baptisterium|baptisterium]], [[Illustrated Companion to the Latin Dictionary/Natatio|natatio]], [[Illustrated Companion to the Latin Dictionary/Piscina|piscina]] 2, [[Illustrated Companion to the Latin Dictionary/Tepidarium|tepidarium]], [[Illustrated Companion to the Latin Dictionary/Frigidarium|frigidarium]], [[Illustrated Companion to the Latin Dictionary/Caldarium|caldarium]], [[Illustrated Companion to the Latin Dictionary/Sudatio|sudatio]], [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 6, [[Illustrated Companion to the Latin Dictionary/Solium|solium]] 6, [[Illustrated Companion to the Latin Dictionary/Lavacrum|lavacrum]], [[Illustrated Companion to the Latin Dictionary/Laconicum|laconicum]], [[Illustrated Companion to the Latin Dictionary/Clipeus|clipeus]] 5, [[Illustrated Companion to the Latin Dictionary/Labrum|labrum]] 1, [[Illustrated Companion to the Latin Dictionary/Schola|schola]] 2, [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 5, [[Illustrated Companion to the Latin Dictionary/Hypocausis|hypocausis]], [[Illustrated Companion to the Latin Dictionary/Suspensura|suspensura]], [[Illustrated Companion to the Latin Dictionary/Praefurnium|præfurnium]], [[Illustrated Companion to the Latin Dictionary/Propnigeum|propnigeum]], [[Illustrated Companion to the Latin Dictionary/Ahenum|ahenum]], [[Illustrated Companion to the Latin Dictionary/Miliarium|miliarium]], [[Illustrated Companion to the Latin Dictionary/Elaeothesium|elæothesium]], [[Illustrated Companion to the Latin Dictionary/Unctorium|unctorium]], [[Illustrated Companion to the Latin Dictionary/Lavatio|lavatio]], [[Illustrated Companion to the Latin Dictionary/Strigilis|strigilis]], [[Illustrated Companion to the Latin Dictionary/Ampulla|ampulla olearia]], [[Illustrated Companion to the Latin Dictionary/Guttus|guttus]], [[Illustrated Companion to the Latin Dictionary/Aliptes|aliptes]] 2, [[Illustrated Companion to the Latin Dictionary/Aes thermarum|æs thermarum]], [[Illustrated Companion to the Latin Dictionary/Sella|sella balnearis]], [[Illustrated Companion to the Latin Dictionary/Fornacarius|fornacarius]], [[Illustrated Companion to the Latin Dictionary/Capsarius|capsarius]] 2, [[Illustrated Companion to the Latin Dictionary/Balneator|balneator]], [[Illustrated Companion to the Latin Dictionary/Balneatrix|balneatrix]], [[Illustrated Companion to the Latin Dictionary/Thermae|thermæ]]. == THE GYMNASIUM AND PALÆSTRA. == [[Illustrated Companion to the Latin Dictionary/Gymnasium|Gymnasium]], [[Illustrated Companion to the Latin Dictionary/Ephebeum|ephebeum]], [[Illustrated Companion to the Latin Dictionary/Conisterium|conisterium]], [[Illustrated Companion to the Latin Dictionary/Corycaeum|corycæum]], [[Illustrated Companion to the Latin Dictionary/Sphaeristerium|sphæristerium]], [[Illustrated Companion to the Latin Dictionary/Xystus|xystus]], [[Illustrated Companion to the Latin Dictionary/Athletae|athletæ]], [[Illustrated Companion to the Latin Dictionary/Quinquertium|quinquertium]], [[Illustrated Companion to the Latin Dictionary/Discobolus|discobolus]], [[Illustrated Companion to the Latin Dictionary/Discus|discus]] 1, [[Illustrated Companion to the Latin Dictionary/Pugil|pugil]], [[Illustrated Companion to the Latin Dictionary/Caestus|cæstus]], [[Illustrated Companion to the Latin Dictionary/Lucta|lucta]], [[Illustrated Companion to the Latin Dictionary/Luctator|luctator]], [[Illustrated Companion to the Latin Dictionary/Scamma|scamma]], [[Illustrated Companion to the Latin Dictionary/Pancratium|pancratium]], [[Illustrated Companion to the Latin Dictionary/Pancratias|pancratias]], [[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus]] 2, [[Illustrated Companion to the Latin Dictionary/Coliphium|coliphium]], [[Illustrated Companion to the Latin Dictionary/Ceroma|ceroma]], [[Illustrated Companion to the Latin Dictionary/Haphe|haphe]], [[Illustrated Companion to the Latin Dictionary/Halteres|halteres]], [[Illustrated Companion to the Latin Dictionary/Endromis|endromis]] 1, [[Illustrated Companion to the Latin Dictionary/Gymnasiarchus|gymnasiarchus]], [[Illustrated Companion to the Latin Dictionary/Palaestrita|palæstrita]], [[Illustrated Companion to the Latin Dictionary/Palaestricus|palæstricus]], [[Illustrated Companion to the Latin Dictionary/Palaestra|palæstra]], [[Illustrated Companion to the Latin Dictionary/Stadium|stadium]], [[Illustrated Companion to the Latin Dictionary/Stadiodromus|stadiodromus]]. == THE AMPHITHEATRE. == ''The Building and its Component Parts.'' [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|Amphitheatrum]], [[Illustrated Companion to the Latin Dictionary/Arena|arena]], [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 3, [[Illustrated Companion to the Latin Dictionary/Podium|podium]] 2, [[Illustrated Companion to the Latin Dictionary/Maenianum|mænianum]] 2, [[Illustrated Companion to the Latin Dictionary/Praecinctio|præcinctio]], [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 8, [[Illustrated Companion to the Latin Dictionary/Vomitoria|vomitoria]], [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 3, [[Illustrated Companion to the Latin Dictionary/Gradus|gradus]] 3, [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 7, [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]] 2.{{mdash}}''Gladiators.'' [[Illustrated Companion to the Latin Dictionary/Gladiatores|Gladiatores]], [[Illustrated Companion to the Latin Dictionary/Lanista|lanista]], [[Illustrated Companion to the Latin Dictionary/Retiarius|retiarius]], [[Illustrated Companion to the Latin Dictionary/Fuscina|fuscina]] 2, [[Illustrated Companion to the Latin Dictionary/Jaculum|jaculum]] 3, [[Illustrated Companion to the Latin Dictionary/Laqueatores|laqueatores]], [[Illustrated Companion to the Latin Dictionary/Secutores|secutores]], [[Illustrated Companion to the Latin Dictionary/Mirmillones|mirmillones]], [[Illustrated Companion to the Latin Dictionary/Samnites|samnites]], [[Illustrated Companion to the Latin Dictionary/Thrax|thrax]], [[Illustrated Companion to the Latin Dictionary/Parmularius|parmularius]], [[Illustrated Companion to the Latin Dictionary/Parma|parma threcidica]], [[Illustrated Companion to the Latin Dictionary/Hoplomachus|hoplomachus]], [[Illustrated Companion to the Latin Dictionary/Eques|eques]] 10, [[Illustrated Companion to the Latin Dictionary/Cruppellarius|cruppellarius]], [[Illustrated Companion to the Latin Dictionary/Bestiarius|bestiarius]], [[Illustrated Companion to the Latin Dictionary/Arenarius|arenarius]] 1, [[Illustrated Companion to the Latin Dictionary/Provocatores|provocatores]], [[Illustrated Companion to the Latin Dictionary/Catervarii|catervarii]], [[Illustrated Companion to the Latin Dictionary/Ordinarii|ordinarii]] 2, [[Illustrated Companion to the Latin Dictionary/Dimachaeri|dimachæri]], [[Illustrated Companion to the Latin Dictionary/Meridiani|meridionarii]], [[Illustrated Companion to the Latin Dictionary/Postulaticii|postulaticii]], [[Illustrated Companion to the Latin Dictionary/Supposititii|supposititii]], [[Illustrated Companion to the Latin Dictionary/Andabatae|andabatæ]], [[Illustrated Companion to the Latin Dictionary/Pegmares|pegmares]], [[Illustrated Companion to the Latin Dictionary/Rudiarius|rudiarius]], [[Illustrated Companion to the Latin Dictionary/Rudis|rudis]] 2, [[Illustrated Companion to the Latin Dictionary/Gladiatorium|gladiatorium]], [[Illustrated Companion to the Latin Dictionary/Munerarius|munerarius]], [[Illustrated Companion to the Latin Dictionary/Spoliarium|spoliarium]], [[Illustrated Companion to the Latin Dictionary/Venatio|venatio]] 2, [[Illustrated Companion to the Latin Dictionary/Velarium|velarium]], [[Illustrated Companion to the Latin Dictionary/Malus|malus]] 2, [[Illustrated Companion to the Latin Dictionary/Sparsio|sparsiones]]. == THE THEATRE. == ''The Building, and Spectators' Seats.'' [[Illustrated Companion to the Latin Dictionary/Theatrum|Theatrum]], [[Illustrated Companion to the Latin Dictionary/Maenianum|mænianum]] 2, [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 3, [[Illustrated Companion to the Latin Dictionary/Gradus|gradus]] 3, [[Illustrated Companion to the Latin Dictionary/Praecinctio|præcinctio]], [[Illustrated Companion to the Latin Dictionary/Vomitoria|vomitoria]], [[Illustrated Companion to the Latin Dictionary/Orchestra|orchestra]], [[Illustrated Companion to the Latin Dictionary/Thymele|thymele]], [[Illustrated Companion to the Latin Dictionary/Tribunal|tribunal]], [[Illustrated Companion to the Latin Dictionary/Tessera|tessera theatralis]], [[Illustrated Companion to the Latin Dictionary/Designator|designator]] 1, [[Illustrated Companion to the Latin Dictionary/Locarius|locarius]].{{mdash}}''The Stage and Scenes.'' [[Illustrated Companion to the Latin Dictionary/Scena (part of theatre)|Scena]], [[Illustrated Companion to the Latin Dictionary/Aula|aula regia]], [[Illustrated Companion to the Latin Dictionary/Aulaea|aulæa]] 3, [[Illustrated Companion to the Latin Dictionary/Siparium|siparium]], [[Illustrated Companion to the Latin Dictionary/Pulpitum|pulpitum]], [[Illustrated Companion to the Latin Dictionary/Proscenium|proscenium]], [[Illustrated Companion to the Latin Dictionary/Postscenium|postscenium]], [[Illustrated Companion to the Latin Dictionary/Pegma|pegma]] 1, [[Illustrated Companion to the Latin Dictionary/Exostra|exostra]].{{mdash}}''The Chorus.'' [[Illustrated Companion to the Latin Dictionary/Chorus|Chorus]] 2, [[Illustrated Companion to the Latin Dictionary/Choraules|choraules]], [[Illustrated Companion to the Latin Dictionary/Choragus|choragus]], [[Illustrated Companion to the Latin Dictionary/Choragium|choragium]].{{mdash}}''Actors, Mimics, Dancers, and Dancing.'' [[Illustrated Companion to the Latin Dictionary/Histrio|Histrio]], [[Illustrated Companion to the Latin Dictionary/Hypocrita|hypocrita]], [[Illustrated Companion to the Latin Dictionary/Cothurnatus|cothurnatus]], [[Illustrated Companion to the Latin Dictionary/Excalceatus|excalceatus]], [[Illustrated Companion to the Latin Dictionary/Mimus|mimus]], [[Illustrated Companion to the Latin Dictionary/Pantomimus|pantomimus]], [[Illustrated Companion to the Latin Dictionary/Chironomos|chironomos]], [[Illustrated Companion to the Latin Dictionary/Chironomia|chironomia]], [[Illustrated Companion to the Latin Dictionary/Persona|persona]], [[Illustrated Companion to the Latin Dictionary/Personatus|personatus]], [[Illustrated Companion to the Latin Dictionary/Superficies|superficies]] 1, [[Illustrated Companion to the Latin Dictionary/Manduchus|manduchus]], [[Illustrated Companion to the Latin Dictionary/Planipes|planipes]], [[Illustrated Companion to the Latin Dictionary/Sannio|sannio]], [[Illustrated Companion to the Latin Dictionary/Ludio|ludius]], [[Illustrated Companion to the Latin Dictionary/Ludia|ludia]], [[Illustrated Companion to the Latin Dictionary/Emboliaria|emboliaria]], [[Illustrated Companion to the Latin Dictionary/Saltatio|saltatio]], [[Illustrated Companion to the Latin Dictionary/Pyrrhicha|pyrrhicha]], [[Illustrated Companion to the Latin Dictionary/Chorea|chorea]], [[Illustrated Companion to the Latin Dictionary/Cordax|cordax]], [[Illustrated Companion to the Latin Dictionary/Sicinnium|sicinnium]], [[Illustrated Companion to the Latin Dictionary/Sicinnista|sicinnista]], [[Illustrated Companion to the Latin Dictionary/Saltator|saltator]], [[Illustrated Companion to the Latin Dictionary/Saltatrix|saltatrix]], [[Illustrated Companion to the Latin Dictionary/Cinaedus|cinædus]], [[Illustrated Companion to the Latin Dictionary/Catadromus|catadromus]], [[Illustrated Companion to the Latin Dictionary/Orchestopolarius|orchestopolarius]]. == MUSIC. == ''Stringed Instruments.''{{mdash}}[[Illustrated Companion to the Latin Dictionary/Fides|Fides]], [[Illustrated Companion to the Latin Dictionary/Cithara|cithara]], [[Illustrated Companion to the Latin Dictionary/Testudo|testudo]] 1, [[Illustrated Companion to the Latin Dictionary/Chelys|chelys]], [[Illustrated Companion to the Latin Dictionary/Lyra|lyra]], [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 7, [[Illustrated Companion to the Latin Dictionary/Stamen|stamen]] 3, [[Illustrated Companion to the Latin Dictionary/Plectrum|plectrum]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 6, [[Illustrated Companion to the Latin Dictionary/Pulsabulum|pulsabulum]], [[Illustrated Companion to the Latin Dictionary/Barbitos|barbitos]], [[Illustrated Companion to the Latin Dictionary/Psalterium|psalterium]], [[Illustrated Companion to the Latin Dictionary/Trigonum|trigonum]] 2, [[Illustrated Companion to the Latin Dictionary/Harpa|harpa]], [[Illustrated Companion to the Latin Dictionary/Sambuca|sambuca]], [[Illustrated Companion to the Latin Dictionary/Tetrachordon|tetrachordon]], [[Illustrated Companion to the Latin Dictionary/Nablia|nablia]], [[Illustrated Companion to the Latin Dictionary/Pandura|pandura]].{{mdash}}''Wind Instruments.'' [[Illustrated Companion to the Latin Dictionary/Bucina|Bucina]], [[Illustrated Companion to the Latin Dictionary/Concha|concha]] 2, [[Illustrated Companion to the Latin Dictionary/Tuba|tuba]], [[Illustrated Companion to the Latin Dictionary/Lituus|lituus]] 1, [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 6, [[Illustrated Companion to the Latin Dictionary/Tibia|tibia]], [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 1, [[Illustrated Companion to the Latin Dictionary/Monaulos|monaulos]], [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]], [[Illustrated Companion to the Latin Dictionary/Calamus|calamus]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]], [[Illustrated Companion to the Latin Dictionary/Syrinx|syrinx]], [[Illustrated Companion to the Latin Dictionary/Hydraulus|hydraulus]].{{mdash}}''Instruments which are clashed or beaten.'' [[Illustrated Companion to the Latin Dictionary/Cymbalum|Cymbalum]], [[Illustrated Companion to the Latin Dictionary/Crotalum|crotalum]], [[Illustrated Companion to the Latin Dictionary/Crusmata|crusmata]], [[Illustrated Companion to the Latin Dictionary/Scabellum|scabellum]] 3, [[Illustrated Companion to the Latin Dictionary/Crepitaculum|crepitaculum]], [[Illustrated Companion to the Latin Dictionary/Sistrum|sistrum]], [[Illustrated Companion to the Latin Dictionary/Tintinnabulum|tintinnabulum]], [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Symphonia|symphonia]].{{mdash}}''Musicians.'' [[Illustrated Companion to the Latin Dictionary/Fidicen|Fidicen]], [[Illustrated Companion to the Latin Dictionary/Fidicina|fidicina]], [[Illustrated Companion to the Latin Dictionary/Citharista|citharista]], [[Illustrated Companion to the Latin Dictionary/Citharistria|citharistria]], [[Illustrated Companion to the Latin Dictionary/Psilocitharista|psilocitharista]], [[Illustrated Companion to the Latin Dictionary/Citharoeda|citharœda]], [[Illustrated Companion to the Latin Dictionary/Lyristes|lyristes]], [[Illustrated Companion to the Latin Dictionary/Psaltria|psaltria]], [[Illustrated Companion to the Latin Dictionary/Sambucina|sambucina]], [[Illustrated Companion to the Latin Dictionary/Bucinator|bucinator]], [[Illustrated Companion to the Latin Dictionary/Cornicen|cornicen]], [[Illustrated Companion to the Latin Dictionary/Liticen|liticen]], [[Illustrated Companion to the Latin Dictionary/Tubicen|tubicen]], [[Illustrated Companion to the Latin Dictionary/Siticen|siticen]], [[Illustrated Companion to the Latin Dictionary/Aeneator|æneator]], [[Illustrated Companion to the Latin Dictionary/Classici|classici]] 2, [[Illustrated Companion to the Latin Dictionary/Tibicen|tibicen]], [[Illustrated Companion to the Latin Dictionary/Capistrum|capistrum]] 5, [[Illustrated Companion to the Latin Dictionary/Tibicina|tibicina]], [[Illustrated Companion to the Latin Dictionary/Fistulator|fistulator]], [[Illustrated Companion to the Latin Dictionary/Cicuticen|cicuticen]], [[Illustrated Companion to the Latin Dictionary/Spondaules|spondaules]], [[Illustrated Companion to the Latin Dictionary/Ascaules|ascaules]], [[Illustrated Companion to the Latin Dictionary/Utricularius|utricularius]], [[Illustrated Companion to the Latin Dictionary/Cymbalista|cymbalista]], [[Illustrated Companion to the Latin Dictionary/Cymbalistria|cymbalistria]], [[Illustrated Companion to the Latin Dictionary/Crotalistria|crotalistria]], [[Illustrated Companion to the Latin Dictionary/Sistratus|sistratus]], [[Illustrated Companion to the Latin Dictionary/Tympanista|tympanista]], [[Illustrated Companion to the Latin Dictionary/Tympanistria|tympanistria]], [[Illustrated Companion to the Latin Dictionary/Tympanotriba|tympanotriba]], [[Illustrated Companion to the Latin Dictionary/Choraules|choraules]], pithaula,{TR: No such lemma in dictionary.} corocitharista,{TR: No such lemma in dictionary.} [[Illustrated Companion to the Latin Dictionary/Mesochorus|mesochorus]], [[Illustrated Companion to the Latin Dictionary/Praecentor|præcentor]], [[Illustrated Companion to the Latin Dictionary/Phonascus|phonascus]], [[Illustrated Companion to the Latin Dictionary/Symphoniaci|symphoniaci]], [[Illustrated Companion to the Latin Dictionary/Auloedus|aulœdus]], [[Illustrated Companion to the Latin Dictionary/Ambubaiae|ambubaiæ]], [[Illustrated Companion to the Latin Dictionary/Sabulo|sabulo]], [[Illustrated Companion to the Latin Dictionary/Cano|cano]], [[Illustrated Companion to the Latin Dictionary/Odeum|odeum]]. == GAMES AND SPORTS. == ''Of Chance.'' [[Illustrated Companion to the Latin Dictionary/Talus|Talus]], [[Illustrated Companion to the Latin Dictionary/Tessera|tessera]], [[Illustrated Companion to the Latin Dictionary/Fritillus|fritillus]], [[Illustrated Companion to the Latin Dictionary/Turricula|turricula]], [[Illustrated Companion to the Latin Dictionary/Abacus|abacus]] 2, [[Illustrated Companion to the Latin Dictionary/Alveus|alveus lusorius]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Mandra|mandra]], [[Illustrated Companion to the Latin Dictionary/Latro|latro]] 2, [[Illustrated Companion to the Latin Dictionary/Calculus|calculus]], [[Illustrated Companion to the Latin Dictionary/Jactus|jactus]], [[Illustrated Companion to the Latin Dictionary/Canis|canis]], [[Illustrated Companion to the Latin Dictionary/Venus|venus]], [[Illustrated Companion to the Latin Dictionary/Basilicus|basilicus]], [[Illustrated Companion to the Latin Dictionary/Vulturius|vulturius]], [[Illustrated Companion to the Latin Dictionary/Senio|seniones]], [[Illustrated Companion to the Latin Dictionary/Punctum|punctum]], [[Illustrated Companion to the Latin Dictionary/Astragalizontes|astragalizontes]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 4, [[Illustrated Companion to the Latin Dictionary/Micatio|micatio]], [[Illustrated Companion to the Latin Dictionary/Navia|navia aut capita]], [[Illustrated Companion to the Latin Dictionary/Cottabus|cottabus]].{{mdash}}''Of Ball.'' [[Illustrated Companion to the Latin Dictionary/Follis|Follis]] 1, [[Illustrated Companion to the Latin Dictionary/Harpastum|harpastum]], [[Illustrated Companion to the Latin Dictionary/Paganica|paganica]], [[Illustrated Companion to the Latin Dictionary/Pila (first syllable short)|pila]], [[Illustrated Companion to the Latin Dictionary/Trigon|trigon]], [[Illustrated Companion to the Latin Dictionary/Pilicrepus|pilicrepus]], [[Illustrated Companion to the Latin Dictionary/Datatim ludere|datatim ludere]], [[Illustrated Companion to the Latin Dictionary/Dator|dator]], [[Illustrated Companion to the Latin Dictionary/Factor|factor]], [[Illustrated Companion to the Latin Dictionary/Sphaeromachia|sphæromachia]].{{mdash}}''Feats of Strength or Dexterity.'' [[Illustrated Companion to the Latin Dictionary/Cernuus|Cernuus]], [[Illustrated Companion to the Latin Dictionary/Circulator|circulator]], [[Illustrated Companion to the Latin Dictionary/Pilarius|pilarius]], [[Illustrated Companion to the Latin Dictionary/Funambulus|funambulus]], [[Illustrated Companion to the Latin Dictionary/Neurobata|neurobata]], [[Illustrated Companion to the Latin Dictionary/Grallae|grallæ]], [[Illustrated Companion to the Latin Dictionary/Grallator|grallator]], [[Illustrated Companion to the Latin Dictionary/Desultor|desultor]], [[Illustrated Companion to the Latin Dictionary/Praestigiator|præstigiator]], [[Illustrated Companion to the Latin Dictionary/Acetabulum|acetabulum]] 2, [[Illustrated Companion to the Latin Dictionary/Mansuetarius|mansuetaris]], [[Illustrated Companion to the Latin Dictionary/Oscillatio|oscillatio]], [[Illustrated Companion to the Latin Dictionary/Uter|uter unctus]], [[Illustrated Companion to the Latin Dictionary/Contomonobolon|contomonobolon]], [[Illustrated Companion to the Latin Dictionary/Monobolon|monobolon]], [[Illustrated Companion to the Latin Dictionary/Petaurum|petaurum]], [[Illustrated Companion to the Latin Dictionary/Petaurista|petaurista]].{{mdash}}''Hunting.'' [[Illustrated Companion to the Latin Dictionary/Venatio|Venatio]] 1, [[Illustrated Companion to the Latin Dictionary/Venator|venator]], [[Illustrated Companion to the Latin Dictionary/Venatrix|venatrix]], [[Illustrated Companion to the Latin Dictionary/Copula|copula]] 1, [[Illustrated Companion to the Latin Dictionary/Lorum|lorum]] 2, [[Illustrated Companion to the Latin Dictionary/Millus|millus]], [[Illustrated Companion to the Latin Dictionary/Melium|melium]], [[Illustrated Companion to the Latin Dictionary/Pedica|pedica dentata]], [[Illustrated Companion to the Latin Dictionary/Venabulum|venabulum]], [[Illustrated Companion to the Latin Dictionary/Pedum|pedum]], [[Illustrated Companion to the Latin Dictionary/Plaga|plaga]], [[Illustrated Companion to the Latin Dictionary/Rete|rete]], [[Illustrated Companion to the Latin Dictionary/Cassis (helmet)|cassis]], [[Illustrated Companion to the Latin Dictionary/Epidromus|epidromus]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 1.{{mdash}}''Fowling.'' [[Illustrated Companion to the Latin Dictionary/Auceps|Auceps]], [[Illustrated Companion to the Latin Dictionary/Amites|amites]] 3, [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 4, [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 2, [[Illustrated Companion to the Latin Dictionary/Illix|illix]], [[Illustrated Companion to the Latin Dictionary/Formido|formido]], [[Illustrated Companion to the Latin Dictionary/Indago|indago]], [[Illustrated Companion to the Latin Dictionary/Pedica|pedica]], [[Illustrated Companion to the Latin Dictionary/Transenna|transenna]].{{mdash}}''Fishing.'' [[Illustrated Companion to the Latin Dictionary/Hamiota|Hamiota]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 3, [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 1, [[Illustrated Companion to the Latin Dictionary/Hamus|hamus]], [[Illustrated Companion to the Latin Dictionary/Piscator|piscator]], [[Illustrated Companion to the Latin Dictionary/Funda|funda]], [[Illustrated Companion to the Latin Dictionary/Jaculum|jaculum]], [[Illustrated Companion to the Latin Dictionary/Everriculum|everriculum]], [[Illustrated Companion to the Latin Dictionary/Sagena|sagena]], [[Illustrated Companion to the Latin Dictionary/Limbus|limbus]] 4, [[Illustrated Companion to the Latin Dictionary/Nassa|nassa]]. == MARRIAGE. == [[Illustrated Companion to the Latin Dictionary/Matrimonium|Matrimonium]], [[Illustrated Companion to the Latin Dictionary/Nuptiae|nuptiæ]], [[Illustrated Companion to the Latin Dictionary/Confarreatio|confarreatio]], [[Illustrated Companion to the Latin Dictionary/Coemptio|coemptio]], [[Illustrated Companion to the Latin Dictionary/Sponsa|sponsa]], [[Illustrated Companion to the Latin Dictionary/Nupta|nupta]], [[Illustrated Companion to the Latin Dictionary/Pronuba|pronuba]], [[Illustrated Companion to the Latin Dictionary/Flammeum|flammeum]], [[Illustrated Companion to the Latin Dictionary/Mustaceum|mustaceum]], [[Illustrated Companion to the Latin Dictionary/Cumerum|cumerum]], [[Illustrated Companion to the Latin Dictionary/Epithalamium|epithalamium]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus genialis]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus adversus]], [[Illustrated Companion to the Latin Dictionary/Concubina|concubina]], [[Illustrated Companion to the Latin Dictionary/Pellex|pellex]]. == FUNERAL RITES AND BURIAL. == [[Illustrated Companion to the Latin Dictionary/Exsequiae|Exsequiæ]], [[Illustrated Companion to the Latin Dictionary/Funus|funus]], [[Illustrated Companion to the Latin Dictionary/Decursio|decursio]], [[Illustrated Companion to the Latin Dictionary/Consecratio|consecratio]], [[Illustrated Companion to the Latin Dictionary/Apotheosis|apotheosis]], [[Illustrated Companion to the Latin Dictionary/Sepultura|sepultura]], [[Illustrated Companion to the Latin Dictionary/Humatio|humatio]], [[Illustrated Companion to the Latin Dictionary/Tumulatus|tumulatus]], [[Illustrated Companion to the Latin Dictionary/Capulus|capulus]] 3, [[Illustrated Companion to the Latin Dictionary/Feretrum|feretrum]] 1, [[Illustrated Companion to the Latin Dictionary/Arca|arca]] 3, [[Illustrated Companion to the Latin Dictionary/Sandapila|sandapila]], [[Illustrated Companion to the Latin Dictionary/Pyra|pyra]], [[Illustrated Companion to the Latin Dictionary/Rogus|rogus]], [[Illustrated Companion to the Latin Dictionary/Ara|ara sepulcri]], [[Illustrated Companion to the Latin Dictionary/Bustum|bustum]], [[Illustrated Companion to the Latin Dictionary/Ustrina|ustrinum]], [[Illustrated Companion to the Latin Dictionary/Area|area]] 3, [[Illustrated Companion to the Latin Dictionary/Forum|forum]] 1, [[Illustrated Companion to the Latin Dictionary/Silicernium|silicernium]], [[Illustrated Companion to the Latin Dictionary/Libitinarius|libitinarius]], [[Illustrated Companion to the Latin Dictionary/Pollinctor|pollinctor]], [[Illustrated Companion to the Latin Dictionary/Designator|designator]] 2, [[Illustrated Companion to the Latin Dictionary/Praeficae|præficæ]], [[Illustrated Companion to the Latin Dictionary/Vespillones|vespillones]], [[Illustrated Companion to the Latin Dictionary/Ustor|ustor]], [[Illustrated Companion to the Latin Dictionary/Bustuarius|bustuarii]].{{mdash}}''Sepulchres.'' [[Illustrated Companion to the Latin Dictionary/Tumulus|Tumulus]], [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulcrum]], [[Illustrated Companion to the Latin Dictionary/Monumentum|monumentum]] 2, [[Illustrated Companion to the Latin Dictionary/Mausoleum|mausoleum]], [[Illustrated Companion to the Latin Dictionary/Conditorium|conditorium]] 1, [[Illustrated Companion to the Latin Dictionary/Hypogeum|hypogeum]], [[Illustrated Companion to the Latin Dictionary/Heroum|heroum]], [[Illustrated Companion to the Latin Dictionary/Subgrundarium|subgrundarium]], [[Illustrated Companion to the Latin Dictionary/Pyramis|pyramis]], [[Illustrated Companion to the Latin Dictionary/Polyandrion|polyandrion]], [[Illustrated Companion to the Latin Dictionary/Cepotaphium|cepotaphium]], [[Illustrated Companion to the Latin Dictionary/Cenotaphium|cenotaphium]], [[Illustrated Companion to the Latin Dictionary/Puticuli|puticuli]], [[Illustrated Companion to the Latin Dictionary/Cippus|cippus]] 2, [[Illustrated Companion to the Latin Dictionary/Stele|stele]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 14, [[Illustrated Companion to the Latin Dictionary/Cinerarium|cinerarium]], [[Illustrated Companion to the Latin Dictionary/Ollarium|ollarium]], [[Illustrated Companion to the Latin Dictionary/Columbarium|columbaria]] 3, [[Illustrated Companion to the Latin Dictionary/Olla|olla ossuaria]], [[Illustrated Companion to the Latin Dictionary/Urna|urna ossuaria]], [[Illustrated Companion to the Latin Dictionary/Ossarium|ossuarium]], [[Illustrated Companion to the Latin Dictionary/Arca|arca]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Arcula|arcula]] 2, [[Illustrated Companion to the Latin Dictionary/Loculus|loculus]] 1, [[Illustrated Companion to the Latin Dictionary/Conditorium|conditorium]] 2, [[Illustrated Companion to the Latin Dictionary/Sarcophagus|sarcophagus]], [[Illustrated Companion to the Latin Dictionary/Solium|solium]] 5. == THE PRISON, AND INSTRUMENTS OF PUNISHMENT. == [[Illustrated Companion to the Latin Dictionary/Carcer|Carcer]], [[Illustrated Companion to the Latin Dictionary/Carnificina|carnificina]], [[Illustrated Companion to the Latin Dictionary/Robur|robur]], [[Illustrated Companion to the Latin Dictionary/Ergastulum|ergastulum]], [[Illustrated Companion to the Latin Dictionary/Lautumia|lautumia]], [[Illustrated Companion to the Latin Dictionary/Carnifex|carnifex]], [[Illustrated Companion to the Latin Dictionary/Ergastularius|ergastularius]], [[Illustrated Companion to the Latin Dictionary/Catena|catena]], [[Illustrated Companion to the Latin Dictionary/Catenatus|catenatus]], [[Illustrated Companion to the Latin Dictionary/Alligati|alligatus]], [[Illustrated Companion to the Latin Dictionary/Compeditus|compeditus]], [[Illustrated Companion to the Latin Dictionary/Catulus|catulus]], [[Illustrated Companion to the Latin Dictionary/Collare|collare]] 1, [[Illustrated Companion to the Latin Dictionary/Boiae|boiæ]], [[Illustrated Companion to the Latin Dictionary/Manica|manica]] 5, [[Illustrated Companion to the Latin Dictionary/Stigma|stigma]], [[Illustrated Companion to the Latin Dictionary/Literatus|literatus]] 2, [[Illustrated Companion to the Latin Dictionary/Cruciarius|cruciarius]], [[Illustrated Companion to the Latin Dictionary/Crucifixus|crucifixus]], [[Illustrated Companion to the Latin Dictionary/Patibulatus|patibulatus]], [[Illustrated Companion to the Latin Dictionary/Crux|crux]], [[Illustrated Companion to the Latin Dictionary/Equuleus|equuleus]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 5, 6, [[Illustrated Companion to the Latin Dictionary/Columbar|columbar]], [[Illustrated Companion to the Latin Dictionary/Patibulum|patibulum]], [[Illustrated Companion to the Latin Dictionary/Nervus|nervus]] 4, [[Illustrated Companion to the Latin Dictionary/Numella|numella]], [[Illustrated Companion to the Latin Dictionary/Crates|cratis]] 3, [[Illustrated Companion to the Latin Dictionary/Catasta|catasta]] 3, [[Illustrated Companion to the Latin Dictionary/Laqueus|laqueus]], [[Illustrated Companion to the Latin Dictionary/Lorum|lorum]] 6, [[Illustrated Companion to the Latin Dictionary/Lorarius|lorarius]], [[Illustrated Companion to the Latin Dictionary/Flagellum|flagellum]], [[Illustrated Companion to the Latin Dictionary/Flagrum|flagrum]], [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 3, [[Illustrated Companion to the Latin Dictionary/Fascis|fasces]], [[Illustrated Companion to the Latin Dictionary/Securis|securis]] 3, [[Illustrated Companion to the Latin Dictionary/Uncus|uncus]] 1, [[Illustrated Companion to the Latin Dictionary/Fustuarium|fustuarium]]. == TRADES AND INDUSTRIAL OCCUPATIONS. == [[Illustrated Companion to the Latin Dictionary/Taberna|Taberna]], [[Illustrated Companion to the Latin Dictionary/Officina|officina]], [[Illustrated Companion to the Latin Dictionary/Fabrica|fabrica]], [[Illustrated Companion to the Latin Dictionary/Tabernarius|tabernarius]], [[Illustrated Companion to the Latin Dictionary/Institor|institor]], [[Illustrated Companion to the Latin Dictionary/Sellularii|sellularii]], [[Illustrated Companion to the Latin Dictionary/Cerdo|cerdo]], [[Illustrated Companion to the Latin Dictionary/Faber|faber]], [[Illustrated Companion to the Latin Dictionary/Fabrilia|fabrilia]].{{mdash}}''Carpentry and Tools for working in Wood.'' [[Illustrated Companion to the Latin Dictionary/Materiarius|Materiarius]], [[Illustrated Companion to the Latin Dictionary/Intestinarius|intestinarius]], [[Illustrated Companion to the Latin Dictionary/Intestinum|intestinum opus]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 2, [[Illustrated Companion to the Latin Dictionary/Martiolus|martiolus]], [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 1, [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 1, [[Illustrated Companion to the Latin Dictionary/Clavus|clavus]], [[Illustrated Companion to the Latin Dictionary/Serra|serra]], [[Illustrated Companion to the Latin Dictionary/Serrula|serrula]], [[Illustrated Companion to the Latin Dictionary/Prista|prista]], [[Illustrated Companion to the Latin Dictionary/Serrarius|serrarius]], [[Illustrated Companion to the Latin Dictionary/Ascia|ascia]] 1, [[Illustrated Companion to the Latin Dictionary/Ascio|ascio]] 1, [[Illustrated Companion to the Latin Dictionary/Dolatus|dolatus]], [[Illustrated Companion to the Latin Dictionary/Edolatus|edolatus]], [[Illustrated Companion to the Latin Dictionary/Scobina|scobina]], [[Illustrated Companion to the Latin Dictionary/Runcina|runcina]], [[Illustrated Companion to the Latin Dictionary/Terebra|terebra]] 1, [[Illustrated Companion to the Latin Dictionary/Perforaculum|perforaculum]], [[Illustrated Companion to the Latin Dictionary/Furfuraculum|furfuraculum]], [[Illustrated Companion to the Latin Dictionary/Norma|norma]], [[Illustrated Companion to the Latin Dictionary/Ancon|ancon]] 1, [[Illustrated Companion to the Latin Dictionary/Regula|regula]], [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 3, [[Illustrated Companion to the Latin Dictionary/Libella|libella]], [[Illustrated Companion to the Latin Dictionary/Circinus|circinus]].{{mdash}}''Blacksmiths.'' [[Illustrated Companion to the Latin Dictionary/Ferrarius|Ferrarius]], [[Illustrated Companion to the Latin Dictionary/Caminus|caminus]] 2, [[Illustrated Companion to the Latin Dictionary/Incus|incus]], [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 3, [[Illustrated Companion to the Latin Dictionary/Marcus|marcus]], [[Illustrated Companion to the Latin Dictionary/Marculus|marculus]], [[Illustrated Companion to the Latin Dictionary/Lima|lima]], [[Illustrated Companion to the Latin Dictionary/Forceps|forceps]] 1, [[Illustrated Companion to the Latin Dictionary/Rutabulum|rutabulum]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 6, [[Illustrated Companion to the Latin Dictionary/Follis|follis fabrilis]].{{mdash}}''Stone-masons and Builders.'' [[Illustrated Companion to the Latin Dictionary/Lapicida|Lapicida]], [[Illustrated Companion to the Latin Dictionary/Lapidarius|lapidarius]], [[Illustrated Companion to the Latin Dictionary/Acisculus|acisculus]], [[Illustrated Companion to the Latin Dictionary/Ascia|ascia]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Securis|securis]] 5, [[Illustrated Companion to the Latin Dictionary/Perpendiculum|perpendiculum]], [[Illustrated Companion to the Latin Dictionary/Norma|norma]], [[Illustrated Companion to the Latin Dictionary/Regula|regula]], [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 3, [[Illustrated Companion to the Latin Dictionary/Libella|libella]], [[Illustrated Companion to the Latin Dictionary/Amussis|amussis]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 1, [[Illustrated Companion to the Latin Dictionary/Circinus|circinus]], [[Illustrated Companion to the Latin Dictionary/Fistuca|fistuca]], [[Illustrated Companion to the Latin Dictionary/Pavicula|pavicula]], [[Illustrated Companion to the Latin Dictionary/Albarium|albarium opus]], [[Illustrated Companion to the Latin Dictionary/Albarius|albarius]], [[Illustrated Companion to the Latin Dictionary/Trullissatio|trullissatio]], [[Illustrated Companion to the Latin Dictionary/Dealbatus|dealbatus]], [[Illustrated Companion to the Latin Dictionary/Trulla|trulla]] 5, [[Illustrated Companion to the Latin Dictionary/Fidelia|fidelia]].{{mdash}}''Pottery and Brickmaking.'' [[Illustrated Companion to the Latin Dictionary/Fictile|Fictile]], [[Illustrated Companion to the Latin Dictionary/Figulus|figulus]], [[Illustrated Companion to the Latin Dictionary/Rota|rota figularis]], [[Illustrated Companion to the Latin Dictionary/Fornax|fornax]] 1, [[Illustrated Companion to the Latin Dictionary/Lateraria|lateraria]], [[Illustrated Companion to the Latin Dictionary/Later|later]], [[Illustrated Companion to the Latin Dictionary/Laterculus|laterculus]], [[Illustrated Companion to the Latin Dictionary/Tegula|tegula]], [[Illustrated Companion to the Latin Dictionary/Imbrex|imbrex]].{{mdash}}''Shoe-makers and Leather-workers.'' [[Illustrated Companion to the Latin Dictionary/Sutor|Sutor]], [[Illustrated Companion to the Latin Dictionary/Calceolarius|calceolarius]], [[Illustrated Companion to the Latin Dictionary/Caligarius|caligarius]], [[Illustrated Companion to the Latin Dictionary/Crepidarius|crepidarius]], [[Illustrated Companion to the Latin Dictionary/Solearius|solearius]], [[Illustrated Companion to the Latin Dictionary/Diabathrarius|diabathrarius]], [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 5, [[Illustrated Companion to the Latin Dictionary/Tentipellium|tentipellium]], [[Illustrated Companion to the Latin Dictionary/Subula|subula]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 2, [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]] 5, [[Illustrated Companion to the Latin Dictionary/Coriarius|coriarius]], [[Illustrated Companion to the Latin Dictionary/Ampullarius|ampullarius]]{{mdash}}''Provision Dealers.'' [[Illustrated Companion to the Latin Dictionary/Porcinarius|Porcinarius]], [[Illustrated Companion to the Latin Dictionary/Lanius|lanius]], [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 2, [[Illustrated Companion to the Latin Dictionary/Culter|culter]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 9, 10, [[Illustrated Companion to the Latin Dictionary/Carnarium|carnarium]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 2, [[Illustrated Companion to the Latin Dictionary/Macellarius|macellarius]], [[Illustrated Companion to the Latin Dictionary/Macellum|macellum]], [[Illustrated Companion to the Latin Dictionary/Cupedinarius|cupedinarius]], setarii,{TR: No such lemma in the dictionary.} [[Illustrated Companion to the Latin Dictionary/Cybiarius|cybiarius]], [[Illustrated Companion to the Latin Dictionary/Cybiosactes|cybiosactes]], [[Illustrated Companion to the Latin Dictionary/Salinator|salinator]], [[Illustrated Companion to the Latin Dictionary/Salsamentarius|salsamentarius]], [[Illustrated Companion to the Latin Dictionary/Salsamentum|salsamentum]], [[Illustrated Companion to the Latin Dictionary/Salgama|salgama]], [[Illustrated Companion to the Latin Dictionary/Salgamarius|salgamarius]], [[Illustrated Companion to the Latin Dictionary/Botularius|botularius]].{{mdash}}''Bakers and Bread-making.'' [[Illustrated Companion to the Latin Dictionary/Coquus|Coquus]], [[Illustrated Companion to the Latin Dictionary/Pistor|pistor]], [[Illustrated Companion to the Latin Dictionary/Furnarius|furnarius]], [[Illustrated Companion to the Latin Dictionary/Mola|mola manuaria]], [[Illustrated Companion to the Latin Dictionary/Mola|mola asinaria]], [[Illustrated Companion to the Latin Dictionary/Mola|mola aquaria]], [[Illustrated Companion to the Latin Dictionary/Molile|molile]], [[Illustrated Companion to the Latin Dictionary/Pistrinum|pistrinum]], [[Illustrated Companion to the Latin Dictionary/Furnus|furnus]], [[Illustrated Companion to the Latin Dictionary/Clibanus|clibanus]], [[Illustrated Companion to the Latin Dictionary/Artopta|artopta]], [[Illustrated Companion to the Latin Dictionary/Fistula|fistula farraria]], [[Illustrated Companion to the Latin Dictionary/Cribrum|cribrum]], [[Illustrated Companion to the Latin Dictionary/Incerniculum|incerniculum]], [[Illustrated Companion to the Latin Dictionary/Panis|panis]], [[Illustrated Companion to the Latin Dictionary/Artopticius|artopticius]], [[Illustrated Companion to the Latin Dictionary/Clibanicius|clibanicius]], [[Illustrated Companion to the Latin Dictionary/Furnaceus|furnaceus]], [[Illustrated Companion to the Latin Dictionary/Testuatium|testuaceum]], [[Illustrated Companion to the Latin Dictionary/Autopyros|autopyros]], [[Illustrated Companion to the Latin Dictionary/Mamphula|mamphula]], [[Illustrated Companion to the Latin Dictionary/Buccellatum|bucellatum]].{{mdash}}''Pastrycooks and Confectioners.'' [[Illustrated Companion to the Latin Dictionary/Dulciarius|Dulciarius]], [[Illustrated Companion to the Latin Dictionary/Lactarius|lactucarius]], [[Illustrated Companion to the Latin Dictionary/Crustularius|crustularius]], [[Illustrated Companion to the Latin Dictionary/Scriblitarius|scriblitarius]]. == MANUFACTURE OF OIL AND WINE. == [[Illustrated Companion to the Latin Dictionary/Vindemia|Vindemia]], [[Illustrated Companion to the Latin Dictionary/Linter|linter]] 2, [[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]], [[Illustrated Companion to the Latin Dictionary/Cupa|cupa]] 2, [[Illustrated Companion to the Latin Dictionary/Miliarium|miliarium]] 2, [[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]], [[Illustrated Companion to the Latin Dictionary/Orbis|orbis]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Factorium|factorium]], [[Illustrated Companion to the Latin Dictionary/Tudicula|tudicula]], [[Illustrated Companion to the Latin Dictionary/Torcular|torcular]], [[Illustrated Companion to the Latin Dictionary/Prelum|prelum]], [[Illustrated Companion to the Latin Dictionary/Torcularium|torcularium]], [[Illustrated Companion to the Latin Dictionary/Vinarium|vinarium]], [[Illustrated Companion to the Latin Dictionary/Calcatorium|calcatorium]], [[Illustrated Companion to the Latin Dictionary/Cortinale|cortinale]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Lacusculus|lacusculus]], [[Illustrated Companion to the Latin Dictionary/Fiscina|fiscina]], [[Illustrated Companion to the Latin Dictionary/Regula|regula]] 2, [[Illustrated Companion to the Latin Dictionary/Saccus|saccus vinarius]], [[Illustrated Companion to the Latin Dictionary/Calcator|calcator]], [[Illustrated Companion to the Latin Dictionary/Vectiarius|vectiarius]], [[Illustrated Companion to the Latin Dictionary/Capulator|capulator]], [[Illustrated Companion to the Latin Dictionary/Labrum|labrum]] 3, [[Illustrated Companion to the Latin Dictionary/Colum|colum]] 1, [[Illustrated Companion to the Latin Dictionary/Apotheca|apotheca]] 2, [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 1, 2, 3, [[Illustrated Companion to the Latin Dictionary/Horreum|horreum]] 2, [[Illustrated Companion to the Latin Dictionary/Culeus|culeus]], [[Illustrated Companion to the Latin Dictionary/Lura|lura]], [[Illustrated Companion to the Latin Dictionary/Uter|uter]], [[Illustrated Companion to the Latin Dictionary/Cupa|cupa]], [[Illustrated Companion to the Latin Dictionary/Gemellar|gemellar]], [[Illustrated Companion to the Latin Dictionary/Dolium|dolium]], [[Illustrated Companion to the Latin Dictionary/Calpar|calpar]], [[Illustrated Companion to the Latin Dictionary/Amphora|amphora]], [[Illustrated Companion to the Latin Dictionary/Diota|diota]], [[Illustrated Companion to the Latin Dictionary/Cadus|cadus]], [[Illustrated Companion to the Latin Dictionary/Lagena|lagena]], [[Illustrated Companion to the Latin Dictionary/Seria|seria]], [[Illustrated Companion to the Latin Dictionary/Pittacium|pittacium]], [[Illustrated Companion to the Latin Dictionary/Circumcidaneus|circumcidaneus]], [[Illustrated Companion to the Latin Dictionary/Pes|pes vinaceorum]], [[Illustrated Companion to the Latin Dictionary/Mustum|mustum]], [[Illustrated Companion to the Latin Dictionary/Defrutum|defrutum]], [[Illustrated Companion to the Latin Dictionary/Carenum|carenum]]. == SPINNING, WEAVING, FULLING, AND DEALERS IN CLOTH. == ''Spinning.'' [[Illustrated Companion to the Latin Dictionary/Neo|Neo]], [[Illustrated Companion to the Latin Dictionary/Colus|colus]], [[Illustrated Companion to the Latin Dictionary/Fusus|fusus]], [[Illustrated Companion to the Latin Dictionary/Verticillus|verticillus]], [[Illustrated Companion to the Latin Dictionary/Hamus|hamus]] 2, [[Illustrated Companion to the Latin Dictionary/Stamen|stamen]], [[Illustrated Companion to the Latin Dictionary/Calathus|calathus]], [[Illustrated Companion to the Latin Dictionary/Qualus|qualus]], [[Illustrated Companion to the Latin Dictionary/Glomus|glomus]].{{mdash}}''Weaving.'' [[Illustrated Companion to the Latin Dictionary/Lanifica|Lanifica]], [[Illustrated Companion to the Latin Dictionary/Lanipendia|lanipendia]], [[Illustrated Companion to the Latin Dictionary/Quasillariae|quasillariæ]], [[Illustrated Companion to the Latin Dictionary/Linteo|linteo]], [[Illustrated Companion to the Latin Dictionary/Textor|textor]], [[Illustrated Companion to the Latin Dictionary/Textor|textrix]], [[Illustrated Companion to the Latin Dictionary/Tela|tela]], [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 4, [[Illustrated Companion to the Latin Dictionary/Insile|insile]], [[Illustrated Companion to the Latin Dictionary/Insubulum|insubulum]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 8, [[Illustrated Companion to the Latin Dictionary/Stamen|stamen]] 2, [[Illustrated Companion to the Latin Dictionary/Subtemen|subtemen]], [[Illustrated Companion to the Latin Dictionary/Trama|trama]], [[Illustrated Companion to the Latin Dictionary/Pondus|pondus]] 2, [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 7, [[Illustrated Companion to the Latin Dictionary/Licium|licium]], [[Illustrated Companion to the Latin Dictionary/Liciamentum|liciamentum]], [[Illustrated Companion to the Latin Dictionary/Liciatorium|liciatorium]], [[Illustrated Companion to the Latin Dictionary/Alveolus|alveolus]], [[Illustrated Companion to the Latin Dictionary/Radius|radius]] 5, [[Illustrated Companion to the Latin Dictionary/Spatha|spatha]] 1, [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Panucellium|panucellium]], [[Illustrated Companion to the Latin Dictionary/Lanipendium|lanipendium]], [[Illustrated Companion to the Latin Dictionary/Textrinum|textrinum]], [[Illustrated Companion to the Latin Dictionary/Pensum|pensum]].{{mdash}}''Fulling.'' [[Illustrated Companion to the Latin Dictionary/Fullonica|Fullonica]], [[Illustrated Companion to the Latin Dictionary/Fullo|fullo]], [[Illustrated Companion to the Latin Dictionary/Fullonius|fullonius]], [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 5, [[Illustrated Companion to the Latin Dictionary/Pressorium|pressorium]].{{mdash}}''Cloth-workers and Clothiers.'' [[Illustrated Companion to the Latin Dictionary/Centonarii|centonarii]], [[Illustrated Companion to the Latin Dictionary/Lintearius|lintearius]], [[Illustrated Companion to the Latin Dictionary/Sarcinator|sarcinator]], [[Illustrated Companion to the Latin Dictionary/Sarcinatrix|sarcinatrix]], [[Illustrated Companion to the Latin Dictionary/Sartor|sartor]], [[Illustrated Companion to the Latin Dictionary/Sarcinatrix|sartrix]], [[Illustrated Companion to the Latin Dictionary/Paenularius|pænularius]], [[Illustrated Companion to the Latin Dictionary/Bracarius|bracarius]], [[Illustrated Companion to the Latin Dictionary/Manulearius|manulearius]], [[Illustrated Companion to the Latin Dictionary/Limbularius|limbularius]], [[Illustrated Companion to the Latin Dictionary/Patagiarius|patagiarius]], [[Illustrated Companion to the Latin Dictionary/Plumarius|plumarius]], [[Illustrated Companion to the Latin Dictionary/Phrygio|phrygio]].{{mdash}}''Different Fabrics.'' [[Illustrated Companion to the Latin Dictionary/Sindon|Sindon]], [[Illustrated Companion to the Latin Dictionary/Gausapa|gausapa]], [[Illustrated Companion to the Latin Dictionary/Laena|læna]], [[Illustrated Companion to the Latin Dictionary/Molochina|molochina]], [[Illustrated Companion to the Latin Dictionary/Cilicium|cilicium]], [[Illustrated Companion to the Latin Dictionary/Amphimallum|amphimallum]], [[Illustrated Companion to the Latin Dictionary/Amphitapus|amphitapus]], [[Illustrated Companion to the Latin Dictionary/Lodix|lodix]], [[Illustrated Companion to the Latin Dictionary/Bilix|bilix]], [[Illustrated Companion to the Latin Dictionary/Trilix|trilix]], [[Illustrated Companion to the Latin Dictionary/Multicius|multicius]], [[Illustrated Companion to the Latin Dictionary/Polymitus|polymitus]], [[Illustrated Companion to the Latin Dictionary/Coactilis|coactilis]]. == BOOKS AND WRITING MATERIALS. == [[Illustrated Companion to the Latin Dictionary/Bibliopola|Bibliopola]], [[Illustrated Companion to the Latin Dictionary/Libellio|libellio]], [[Illustrated Companion to the Latin Dictionary/Volumen|volumen]], [[Illustrated Companion to the Latin Dictionary/Frons|frons]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 7, [[Illustrated Companion to the Latin Dictionary/Umbilicus|umbilicus]] 1, [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 10, [[Illustrated Companion to the Latin Dictionary/Index|index]] 1, [[Illustrated Companion to the Latin Dictionary/Membranula|membranula]], [[Illustrated Companion to the Latin Dictionary/Liber|liber]], [[Illustrated Companion to the Latin Dictionary/Libellus|libellus]], [[Illustrated Companion to the Latin Dictionary/Pagina|pagina]], [[Illustrated Companion to the Latin Dictionary/Philyra|philyra]], [[Illustrated Companion to the Latin Dictionary/Scheda|scheda]], [[Illustrated Companion to the Latin Dictionary/Plagula|plagula]] 4, [[Illustrated Companion to the Latin Dictionary/Manuale|manuale]], [[Illustrated Companion to the Latin Dictionary/Membrana|membrana]] 2, [[Illustrated Companion to the Latin Dictionary/Glutinator|glutinator]], [[Illustrated Companion to the Latin Dictionary/Librarii|librarii]], [[Illustrated Companion to the Latin Dictionary/Amanuensis|amanuensis]], [[Illustrated Companion to the Latin Dictionary/Anagnostes|anagnostes]], [[Illustrated Companion to the Latin Dictionary/Bibliotheca|bibliotheca]], [[Illustrated Companion to the Latin Dictionary/Armarium|armarium]] 2, [[Illustrated Companion to the Latin Dictionary/Loculamentum|loculamentum]], [[Illustrated Companion to the Latin Dictionary/Forulus|forulus]], [[Illustrated Companion to the Latin Dictionary/Capsa|capsa]], [[Illustrated Companion to the Latin Dictionary/Scrinium|scrinium]], [[Illustrated Companion to the Latin Dictionary/Librarium|librarium]].{{mdash}}''Memorandum Books, &c.'' [[Illustrated Companion to the Latin Dictionary/Adversaria|Adversaria]], [[Illustrated Companion to the Latin Dictionary/Codex|codex]] 2, [[Illustrated Companion to the Latin Dictionary/Codicillus|codicillus]], [[Illustrated Companion to the Latin Dictionary/Ephemeris|ephemeris]], [[Illustrated Companion to the Latin Dictionary/Fasti|fasti]], [[Illustrated Companion to the Latin Dictionary/Calendarium|calendarium]].{{mdash}}''Paper and Writing Materials.'' [[Illustrated Companion to the Latin Dictionary/Charta|Charta]], [[Illustrated Companion to the Latin Dictionary/Macrocolum|macrocolum]], [[Illustrated Companion to the Latin Dictionary/Membrana|membrana]] 1, [[Illustrated Companion to the Latin Dictionary/Opisthographus|opisthographus]], [[Illustrated Companion to the Latin Dictionary/Palimpsestus|palimpsestus]], [[Illustrated Companion to the Latin Dictionary/Atramentarium|atramentarium]], [[Illustrated Companion to the Latin Dictionary/Calamarius|calamarius]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 5, [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]] 3, [[Illustrated Companion to the Latin Dictionary/Calamus|calamus]] 5, [[Illustrated Companion to the Latin Dictionary/Fissipes|fissipes]], [[Illustrated Companion to the Latin Dictionary/Penna|penna]] 2, [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 4, [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 4.{{mdash}}''Tablets.'' [[Illustrated Companion to the Latin Dictionary/Cera|Cera]] 2, [[Illustrated Companion to the Latin Dictionary/Diptycha|diptycha]], [[Illustrated Companion to the Latin Dictionary/Polyptycha|polyptycha]], [[Illustrated Companion to the Latin Dictionary/Pugillares|pugillares]], [[Illustrated Companion to the Latin Dictionary/Tabella|tabella]] 1, [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 5, [[Illustrated Companion to the Latin Dictionary/Stilus|stilus]] 1, [[Illustrated Companion to the Latin Dictionary/Graphium|graphium]]. == MEDICINE AND SURGERY. == [[Illustrated Companion to the Latin Dictionary/Medicus|Medicus]], [[Illustrated Companion to the Latin Dictionary/Clinicus|clinicus]], [[Illustrated Companion to the Latin Dictionary/Aliptes|aliptes]], [[Illustrated Companion to the Latin Dictionary/Iatralipta|iatraliptes]], [[Illustrated Companion to the Latin Dictionary/Mulomedicus|mulomedicus]], [[Illustrated Companion to the Latin Dictionary/Veterinarius|veterinarius]], [[Illustrated Companion to the Latin Dictionary/Ocularius|ocularius]], [[Illustrated Companion to the Latin Dictionary/Tractator|tractator]], [[Illustrated Companion to the Latin Dictionary/Tractatrix|tractatrix]], [[Illustrated Companion to the Latin Dictionary/Medicamentarii|medicamentarii]], [[Illustrated Companion to the Latin Dictionary/Seplasiarius|seplasiarius]].{{mdash}}''Surgical Implements, &c.'' [[Illustrated Companion to the Latin Dictionary/Auriscalpium|Auriscalpium]], [[Illustrated Companion to the Latin Dictionary/Catheter|catheter]], [[Illustrated Companion to the Latin Dictionary/Cauter|cauter]] 1, [[Illustrated Companion to the Latin Dictionary/Clyster|clyster]], [[Illustrated Companion to the Latin Dictionary/Forceps|forceps]] 2, 3, 4, [[Illustrated Companion to the Latin Dictionary/Volsella|volsella]], 2, 3, 4, [[Illustrated Companion to the Latin Dictionary/Terebra|terebra]] 4, [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 3, [[Illustrated Companion to the Latin Dictionary/Dentarpaga|dentarpaga]], [[Illustrated Companion to the Latin Dictionary/Dentiducum|dentiducum]], [[Illustrated Companion to the Latin Dictionary/Corvus|corvus]] 2, [[Illustrated Companion to the Latin Dictionary/Cotula|cotula]], [[Illustrated Companion to the Latin Dictionary/Cucullus|cucullus]] 1, [[Illustrated Companion to the Latin Dictionary/Pastillus|pastillus]], [[Illustrated Companion to the Latin Dictionary/Collyrium|collyrium]], [[Illustrated Companion to the Latin Dictionary/Turunda|turunda]] 3, [[Illustrated Companion to the Latin Dictionary/Pittacium|pittacium]] 2, [[Illustrated Companion to the Latin Dictionary/Splenium|splenium]]. == THE COINAGE. == ''Roman.'' [[Illustrated Companion to the Latin Dictionary/As|As]], [[Illustrated Companion to the Latin Dictionary/Semissis|semissis]], [[Illustrated Companion to the Latin Dictionary/Quincunx|quincunx]], [[Illustrated Companion to the Latin Dictionary/Triens|triens]], [[Illustrated Companion to the Latin Dictionary/Quadrans|quadrans]], [[Illustrated Companion to the Latin Dictionary/Sextans|sextans]], [[Illustrated Companion to the Latin Dictionary/Uncia|uncia]], [[Illustrated Companion to the Latin Dictionary/Decussis|decussis]], [[Illustrated Companion to the Latin Dictionary/Deunx|deunx]], [[Illustrated Companion to the Latin Dictionary/Dextans|dextans]], [[Illustrated Companion to the Latin Dictionary/Dodrans|dodrans]], [[Illustrated Companion to the Latin Dictionary/Bes|bes]], [[Illustrated Companion to the Latin Dictionary/Septunx|septunx]], [[Illustrated Companion to the Latin Dictionary/Denarius|denarius]], [[Illustrated Companion to the Latin Dictionary/Quinarius|quinarius]], [[Illustrated Companion to the Latin Dictionary/Sestertius|sesterterius]], [[Illustrated Companion to the Latin Dictionary/Libella|libella]] 2, [[Illustrated Companion to the Latin Dictionary/Sembella|sembella]], [[Illustrated Companion to the Latin Dictionary/Teruncius|teruncius]], [[Illustrated Companion to the Latin Dictionary/Bigatus|bigatus]], [[Illustrated Companion to the Latin Dictionary/Quadrigatus|quadrigatus]], [[Illustrated Companion to the Latin Dictionary/Victoriatus|victoriatus]], [[Illustrated Companion to the Latin Dictionary/Aureus|aureus]], [[Illustrated Companion to the Latin Dictionary/Denarius|denarius]] 2, [[Illustrated Companion to the Latin Dictionary/Scripulum|scripulum]].{{mdash}}''Greek.'' [[Illustrated Companion to the Latin Dictionary/Drachma|Drachma]], [[Illustrated Companion to the Latin Dictionary/Didrachma|didrachma]], [[Illustrated Companion to the Latin Dictionary/Tetradrachmum|tetradrachma]], [[Illustrated Companion to the Latin Dictionary/Triobolus|triobolus]], [[Illustrated Companion to the Latin Dictionary/Obolus|obolus]], [[Illustrated Companion to the Latin Dictionary/Semiobolus|semiobolus]], [[Illustrated Companion to the Latin Dictionary/Dichalcon|dichalcon]].{{mdash}}''Foreign.'' [[Illustrated Companion to the Latin Dictionary/Cistophorus|Cistophorus]] 2, [[Illustrated Companion to the Latin Dictionary/Darius|Darius]].{{mdash}}''Bankers, &c.'' [[Illustrated Companion to the Latin Dictionary/Argentarius|Argentarius]], [[Illustrated Companion to the Latin Dictionary/Mensularii|mensularii]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 11, 12, [[Illustrated Companion to the Latin Dictionary/Moneta|moneta]], [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 2.{{mdash}}''Purses and Bags.'' [[Illustrated Companion to the Latin Dictionary/Crumena|Crumena]], [[Illustrated Companion to the Latin Dictionary/Funda|funda]] 3, [[Illustrated Companion to the Latin Dictionary/Marsupium|marsupium]], [[Illustrated Companion to the Latin Dictionary/Sacculus|sacculus]], [[Illustrated Companion to the Latin Dictionary/Saccus|saccus]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Bulga|bulga]], [[Illustrated Companion to the Latin Dictionary/Pera|pera]], [[Illustrated Companion to the Latin Dictionary/Ascopera|ascopera]], [[Illustrated Companion to the Latin Dictionary/Hippopera|hippopera]], [[Illustrated Companion to the Latin Dictionary/Averta|averta]], [[Illustrated Companion to the Latin Dictionary/Bisaccium|bisaccium]], [[Illustrated Companion to the Latin Dictionary/Mantica|mantica]], [[Illustrated Companion to the Latin Dictionary/Follis|follis]] 3, [[Illustrated Companion to the Latin Dictionary/Melina|melina]], [[Illustrated Companion to the Latin Dictionary/Pasceolus|pasceolus]], [[Illustrated Companion to the Latin Dictionary/Reticulum|reticulum]] 1. == AGRICULTURE. == ''The Plough.'' [[Illustrated Companion to the Latin Dictionary/Aratrum|Aratrum]], [[Illustrated Companion to the Latin Dictionary/Bura|bura]], [[Illustrated Companion to the Latin Dictionary/Stiva|stiva]], [[Illustrated Companion to the Latin Dictionary/Manicula|manicula]], [[Illustrated Companion to the Latin Dictionary/Vomer|vomer]], [[Illustrated Companion to the Latin Dictionary/Dens|dens]] 4, [[Illustrated Companion to the Latin Dictionary/Dentale|dentale]], [[Illustrated Companion to the Latin Dictionary/Culter|culter]] 7, [[Illustrated Companion to the Latin Dictionary/Aures|aures]], [[Illustrated Companion to the Latin Dictionary/Arator|arator]].{{mdash}}''Reaping.'' [[Illustrated Companion to the Latin Dictionary/Falx|Falx stramentaria]], [[Illustrated Companion to the Latin Dictionary/Falx|falx denticulata]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 5, [[Illustrated Companion to the Latin Dictionary/Merga|mergæ]], [[Illustrated Companion to the Latin Dictionary/Vallus|vallus]] 3.{{mdash}}''Threshing and Winnowing.'' [[Illustrated Companion to the Latin Dictionary/Pertica|Pertica]], [[Illustrated Companion to the Latin Dictionary/Tritura|tritura]], [[Illustrated Companion to the Latin Dictionary/Tribulum|tribulum]] 3, [[Illustrated Companion to the Latin Dictionary/Traha|traha]], [[Illustrated Companion to the Latin Dictionary/Plostellum|plostellum Punicum]], [[Illustrated Companion to the Latin Dictionary/Pala|pala lignea]], [[Illustrated Companion to the Latin Dictionary/Vannus|vannus]], [[Illustrated Companion to the Latin Dictionary/Ventilabrum|ventilabrum]], [[Illustrated Companion to the Latin Dictionary/Capisterium|capisterium]].{{mdash}}''Agricultural Implements.'' [[Illustrated Companion to the Latin Dictionary/Pala|Pala]], [[Illustrated Companion to the Latin Dictionary/Bipalium|bipalium]], [[Illustrated Companion to the Latin Dictionary/Vanga|vanga]], [[Illustrated Companion to the Latin Dictionary/Rutrum|rutrum]], [[Illustrated Companion to the Latin Dictionary/Rallum|rallum]], [[Illustrated Companion to the Latin Dictionary/Ciconia|ciconia]], [[Illustrated Companion to the Latin Dictionary/Ligo|ligo]], [[Illustrated Companion to the Latin Dictionary/Sarculum|sarculum]], [[Illustrated Companion to the Latin Dictionary/Ascia|ascia]] 4, [[Illustrated Companion to the Latin Dictionary/Bidens|bidens]], [[Illustrated Companion to the Latin Dictionary/Marra|marra]], [[Illustrated Companion to the Latin Dictionary/Raster|raster]], [[Illustrated Companion to the Latin Dictionary/Runco|runco]], [[Illustrated Companion to the Latin Dictionary/Capreolus|capreolus]], [[Illustrated Companion to the Latin Dictionary/Irpex|irpex]], [[Illustrated Companion to the Latin Dictionary/Rastellus|rastellus]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 4, [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 1, [[Illustrated Companion to the Latin Dictionary/Cylindrus|cylindrus]], [[Illustrated Companion to the Latin Dictionary/Falx|falx]], [[Illustrated Companion to the Latin Dictionary/Falcastrum|falcastrum]], [[Illustrated Companion to the Latin Dictionary/Dolabella|dolabella]], [[Illustrated Companion to the Latin Dictionary/Dolabra|dolabra]], [[Illustrated Companion to the Latin Dictionary/Securis|securis]] 5, [[Illustrated Companion to the Latin Dictionary/Pastinum|pastinum]].{{mdash}}''Agricultural Labourers.'' [[Illustrated Companion to the Latin Dictionary/Arator|Arator]], [[Illustrated Companion to the Latin Dictionary/Messor|messor]], [[Illustrated Companion to the Latin Dictionary/Foeniseca|fœniseca]], [[Illustrated Companion to the Latin Dictionary/Fossor|fossor]], [[Illustrated Companion to the Latin Dictionary/Occator|occator]], [[Illustrated Companion to the Latin Dictionary/Runcator|runcator]], [[Illustrated Companion to the Latin Dictionary/Sarritor|sarritor]], [[Illustrated Companion to the Latin Dictionary/Pastinator|pastinator]], [[Illustrated Companion to the Latin Dictionary/Jugarius|jugarius]], [[Illustrated Companion to the Latin Dictionary/Bubulcus|bubulcus]], [[Illustrated Companion to the Latin Dictionary/Bubsequa|bubsequa]], [[Illustrated Companion to the Latin Dictionary/Opilio|opilio]], [[Illustrated Companion to the Latin Dictionary/Pedum|pedum]], [[Illustrated Companion to the Latin Dictionary/Caprarius|caprarius]], [[Illustrated Companion to the Latin Dictionary/Caprimulgus|caprimulgus]], [[Illustrated Companion to the Latin Dictionary/Mulctra|mulctra]], [[Illustrated Companion to the Latin Dictionary/Armentarius|armentarius]], [[Illustrated Companion to the Latin Dictionary/Saltuarius|saltuarius]], [[Illustrated Companion to the Latin Dictionary/Villicus|villicus]], [[Illustrated Companion to the Latin Dictionary/Pastor|pastor]], [[Illustrated Companion to the Latin Dictionary/Porcarius|porcarius]], [[Illustrated Companion to the Latin Dictionary/Porculator|porculator]], [[Illustrated Companion to the Latin Dictionary/Suarius|suarius]], [[Illustrated Companion to the Latin Dictionary/Asinarius|asinarius]], [[Illustrated Companion to the Latin Dictionary/Aviarius|aviarius]], [[Illustrated Companion to the Latin Dictionary/Fartor|fartor]], [[Illustrated Companion to the Latin Dictionary/Ergastularius|ergastularius]], [[Illustrated Companion to the Latin Dictionary/Bajulus|bajulus]], [[Illustrated Companion to the Latin Dictionary/Phalangarii|phalangarii]], [[Illustrated Companion to the Latin Dictionary/Tetraphori|tetraphori]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 5, [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 2, [[Illustrated Companion to the Latin Dictionary/Vectis|vectis]] 4, [[Illustrated Companion to the Latin Dictionary/Phalanga|phalanga]] 1. == DOMESTIC SLAVES. == [[Illustrated Companion to the Latin Dictionary/Ordinarii|Ordinarii]], [[Illustrated Companion to the Latin Dictionary/Vulgares|vulgares]], [[Illustrated Companion to the Latin Dictionary/Mediastini|mediastini]], [[Illustrated Companion to the Latin Dictionary/Vicarius|vicarius]], [[Illustrated Companion to the Latin Dictionary/Insularii|insularii]], [[Illustrated Companion to the Latin Dictionary/Janitor|janitor]], [[Illustrated Companion to the Latin Dictionary/Ostiarius|ostiarius]], [[Illustrated Companion to the Latin Dictionary/Janitrix|janitrix]], [[Illustrated Companion to the Latin Dictionary/Silentiarius|silentiarius]], [[Illustrated Companion to the Latin Dictionary/Atriensis|atriensis]], [[Illustrated Companion to the Latin Dictionary/Cubicularius|cubicularius]], [[Illustrated Companion to the Latin Dictionary/Scoparius|scoparius]], [[Illustrated Companion to the Latin Dictionary/Coquus|coquus]], [[Illustrated Companion to the Latin Dictionary/Focarius|focarius]], [[Illustrated Companion to the Latin Dictionary/Arcarii|arcarii]] 2, [[Illustrated Companion to the Latin Dictionary/Dispensator|dispensator]], [[Illustrated Companion to the Latin Dictionary/Promus|promus]], [[Illustrated Companion to the Latin Dictionary/Cellarius|cellarius]], [[Illustrated Companion to the Latin Dictionary/Praegustator|prægustator]], [[Illustrated Companion to the Latin Dictionary/Lectisterniator|lectisterniator]], [[Illustrated Companion to the Latin Dictionary/Structor|structor]], [[Illustrated Companion to the Latin Dictionary/Carptor|carptor]], [[Illustrated Companion to the Latin Dictionary/Scissor|scissor]], [[Illustrated Companion to the Latin Dictionary/Pincerna|pincerna]], [[Illustrated Companion to the Latin Dictionary/Pocillator|pocillator]], [[Illustrated Companion to the Latin Dictionary/Oenophorus|œnophorus]], [[Illustrated Companion to the Latin Dictionary/Nomenclator|nomenclator]], [[Illustrated Companion to the Latin Dictionary/Anteambulo|anteambulo]], [[Illustrated Companion to the Latin Dictionary/Pedisequi|pedisequi]], [[Illustrated Companion to the Latin Dictionary/Paedagogus|pædagogus]], [[Illustrated Companion to the Latin Dictionary/Paedagogiani|pædagogiani]], [[Illustrated Companion to the Latin Dictionary/Capsarius|capsarius]], [[Illustrated Companion to the Latin Dictionary/Salutigeruli|salutigeruli]], [[Illustrated Companion to the Latin Dictionary/Lecticarii|lecticarii]], [[Illustrated Companion to the Latin Dictionary/Laternarius|laternarius]], [[Illustrated Companion to the Latin Dictionary/Basternarius|basternarius]], [[Illustrated Companion to the Latin Dictionary/Numida|numida]], [[Illustrated Companion to the Latin Dictionary/Cistellatrix|cistellatrix]], [[Illustrated Companion to the Latin Dictionary/Vestiplica|vestiplica]], [[Illustrated Companion to the Latin Dictionary/Vestispica|vestispica]], [[Illustrated Companion to the Latin Dictionary/Cosmetae|cosmetæ]], [[Illustrated Companion to the Latin Dictionary/Ornatrix|ornatrix]], [[Illustrated Companion to the Latin Dictionary/Cinerarius|cinerarius]], [[Illustrated Companion to the Latin Dictionary/Flabellifer|flabellifer]], [[Illustrated Companion to the Latin Dictionary/Sandaligerulae|sandaligerulæ]], [[Illustrated Companion to the Latin Dictionary/Coprea|coprea]], [[Illustrated Companion to the Latin Dictionary/Fatui|fatui]], [[Illustrated Companion to the Latin Dictionary/Moriones|moriones]], [[Illustrated Companion to the Latin Dictionary/Nani|nani]], [[Illustrated Companion to the Latin Dictionary/Catasta|catasta]], [[Illustrated Companion to the Latin Dictionary/Mango|mango]]. == RELIGION. == ''Places of Worship.'' [[Illustrated Companion to the Latin Dictionary/Templum|Templum]], [[Illustrated Companion to the Latin Dictionary/Sacellum|sacellum]], [[Illustrated Companion to the Latin Dictionary/Fanum|fanum]], [[Illustrated Companion to the Latin Dictionary/Delubrum|delubrum]], [[Illustrated Companion to the Latin Dictionary/Adytum|adytum]], [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 7, [[Illustrated Companion to the Latin Dictionary/Aedicula|ædicula]] 1, [[Illustrated Companion to the Latin Dictionary/Ala|ala]] 3, [[Illustrated Companion to the Latin Dictionary/Pronaus|pronaus]], [[Illustrated Companion to the Latin Dictionary/Opisthodomus|opisthodomus]], [[Illustrated Companion to the Latin Dictionary/Pulvinarium|pulvinarium]], [[Illustrated Companion to the Latin Dictionary/Favissae|favissæ]], [[Illustrated Companion to the Latin Dictionary/Argei|argei]], [[Illustrated Companion to the Latin Dictionary/Bidental|bidental]], [[Illustrated Companion to the Latin Dictionary/Puteal|puteal]] 2.{{mdash}}''Devotional Acts.'' [[Illustrated Companion to the Latin Dictionary/Precatio|Precatio]], [[Illustrated Companion to the Latin Dictionary/Supplicatio|supplicatio]], [[Illustrated Companion to the Latin Dictionary/Adoratio|adoratio]], [[Illustrated Companion to the Latin Dictionary/Adulatio|adulatio]], [[Illustrated Companion to the Latin Dictionary/Aspersio|aspersio]], [[Illustrated Companion to the Latin Dictionary/Extispicium|extispicium]], [[Illustrated Companion to the Latin Dictionary/Ignispicium|ignispicium]], [[Illustrated Companion to the Latin Dictionary/Lectisternium|lectisternium]], [[Illustrated Companion to the Latin Dictionary/Sellisternium|sellisternium]], [[Illustrated Companion to the Latin Dictionary/Suovetaurilia|suovetaurilia]], [[Illustrated Companion to the Latin Dictionary/Lustrum|lustrum]], [[Illustrated Companion to the Latin Dictionary/Tripudium|tripudium]].{{mdash}}''Implements of Worship and Sacrifice.'' [[Illustrated Companion to the Latin Dictionary/Ara|Ara]], [[Illustrated Companion to the Latin Dictionary/Altare|altare]], [[Illustrated Companion to the Latin Dictionary/Foculus|foculus]] 1, [[Illustrated Companion to the Latin Dictionary/Acerra|acerra]], [[Illustrated Companion to the Latin Dictionary/Turibulum|turibulum]], [[Illustrated Companion to the Latin Dictionary/Turicremus|focus turicremus]], [[Illustrated Companion to the Latin Dictionary/Catinum|catinum]] 3, [[Illustrated Companion to the Latin Dictionary/Hostia|hostia]], [[Illustrated Companion to the Latin Dictionary/Victima|victima]], [[Illustrated Companion to the Latin Dictionary/Immolatus|immolatus]], [[Illustrated Companion to the Latin Dictionary/Anclabris|anclabris]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa sacra]], [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 2, [[Illustrated Companion to the Latin Dictionary/Libum|libum]], [[Illustrated Companion to the Latin Dictionary/Popanum|popanum]], [[Illustrated Companion to the Latin Dictionary/Cista|cista]] 5, [[Illustrated Companion to the Latin Dictionary/Labrum|labrum]] 4, [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 3, [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 2, [[Illustrated Companion to the Latin Dictionary/Dolabra|dolabra pontificalis]], [[Illustrated Companion to the Latin Dictionary/Securis|securis dolabrata]], [[Illustrated Companion to the Latin Dictionary/Sacena|sacena]], [[Illustrated Companion to the Latin Dictionary/Secespita|secespita]], [[Illustrated Companion to the Latin Dictionary/Clunabulum|clunabulum]] 2, [[Illustrated Companion to the Latin Dictionary/Capedo|capedo]], [[Illustrated Companion to the Latin Dictionary/Capis|capis]], [[Illustrated Companion to the Latin Dictionary/Guttus|guttus]], [[Illustrated Companion to the Latin Dictionary/Patera|patera]], [[Illustrated Companion to the Latin Dictionary/Simpulum|simpulum]], [[Illustrated Companion to the Latin Dictionary/Simpuvium|simpuvium]], [[Illustrated Companion to the Latin Dictionary/Lituus|lituus]], [[Illustrated Companion to the Latin Dictionary/Infula|infula]], [[Illustrated Companion to the Latin Dictionary/Infulatus|infulatus]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]] 1, [[Illustrated Companion to the Latin Dictionary/Vitta|vitta]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Serta|serta]], [[Illustrated Companion to the Latin Dictionary/Tripus|tripus]] 3, [[Illustrated Companion to the Latin Dictionary/Cortina|cortina]] 2, [[Illustrated Companion to the Latin Dictionary/Thyrsus|thyrsus]], [[Illustrated Companion to the Latin Dictionary/Thyrsiger|thyrsiger]], [[Illustrated Companion to the Latin Dictionary/Sistrum|sistrum]].{{mdash}}''Priests.'' [[Illustrated Companion to the Latin Dictionary/Sacerdos|Sacerdos]], [[Illustrated Companion to the Latin Dictionary/Pontifex|pontifex]], [[Illustrated Companion to the Latin Dictionary/Augur|augur]], [[Illustrated Companion to the Latin Dictionary/Flamen|flamen]], [[Illustrated Companion to the Latin Dictionary/Flaminica|flaminica]], [[Illustrated Companion to the Latin Dictionary/Extispex|extispex]], [[Illustrated Companion to the Latin Dictionary/Haruspex|haruspex]], [[Illustrated Companion to the Latin Dictionary/Haruspica|haruspica]], [[Illustrated Companion to the Latin Dictionary/Vestales|vestales]], [[Illustrated Companion to the Latin Dictionary/Salii|salii]], [[Illustrated Companion to the Latin Dictionary/Augustales|augustales]], [[Illustrated Companion to the Latin Dictionary/Epulones|epulones]], [[Illustrated Companion to the Latin Dictionary/Curio|curio]], [[Illustrated Companion to the Latin Dictionary/Liniger|liniger]], [[Illustrated Companion to the Latin Dictionary/Sistratus|sistratus]].{{mdash}}''Ministers and Attendants.'' [[Illustrated Companion to the Latin Dictionary/Camillus|Camillus]], [[Illustrated Companion to the Latin Dictionary/Popa|popa]], [[Illustrated Companion to the Latin Dictionary/Cultrarius|cultrarius]], [[Illustrated Companion to the Latin Dictionary/Victimarii|victimarii]], [[Illustrated Companion to the Latin Dictionary/Canephora|canephora]], [[Illustrated Companion to the Latin Dictionary/Cistophorus|cistophorus]], [[Illustrated Companion to the Latin Dictionary/Spondaules|spondaules]], [[Illustrated Companion to the Latin Dictionary/Pullarius|pullarius]], [[Illustrated Companion to the Latin Dictionary/Aedituus|ædituus]], [[Illustrated Companion to the Latin Dictionary/Neocorus|neocorus]], [[Illustrated Companion to the Latin Dictionary/Mysta|mysta]], [[Illustrated Companion to the Latin Dictionary/Praecia|præcia]], [[Illustrated Companion to the Latin Dictionary/Calator|calator]].{{mdash}}''Spiritual and Imaginary Beings.'' [[Illustrated Companion to the Latin Dictionary/Agathodaemon|Agathodæmon]], [[Illustrated Companion to the Latin Dictionary/Genius|genius]], [[Illustrated Companion to the Latin Dictionary/Daemon|dæmon]], [[Illustrated Companion to the Latin Dictionary/Junones|junones]], [[Illustrated Companion to the Latin Dictionary/Lares|lares]], [[Illustrated Companion to the Latin Dictionary/Larva|larvæ]], [[Illustrated Companion to the Latin Dictionary/Lemures|lemures]], [[Illustrated Companion to the Latin Dictionary/Penates|penates]], [[Illustrated Companion to the Latin Dictionary/Manes|manes]], [[Illustrated Companion to the Latin Dictionary/Umbrae|umbræ]], [[Illustrated Companion to the Latin Dictionary/Sceletus|sceletus]], [[Illustrated Companion to the Latin Dictionary/Lamiae|lamiæ]], [[Illustrated Companion to the Latin Dictionary/Versipellis|versipellis]]. == THE ARMY. == ''Troops.'' [[Illustrated Companion to the Latin Dictionary/Hastati|Hastati]], [[Illustrated Companion to the Latin Dictionary/Principes|principes]], [[Illustrated Companion to the Latin Dictionary/Antepilani|antepilani]], [[Illustrated Companion to the Latin Dictionary/Pilani|pilani]], [[Illustrated Companion to the Latin Dictionary/Triarii|triarii]], [[Illustrated Companion to the Latin Dictionary/Antesignani|antesignani]], [[Illustrated Companion to the Latin Dictionary/Postsignani|postsignani]], [[Illustrated Companion to the Latin Dictionary/Legionarii|legionarii]], [[Illustrated Companion to the Latin Dictionary/Gregarius|gregarii]], [[Illustrated Companion to the Latin Dictionary/Velites|velites]], [[Illustrated Companion to the Latin Dictionary/Ferentarii|ferentarii]], [[Illustrated Companion to the Latin Dictionary/Rorarii|rorarii]], [[Illustrated Companion to the Latin Dictionary/Accensus|accensi]], [[Illustrated Companion to the Latin Dictionary/Velatus|velati]], [[Illustrated Companion to the Latin Dictionary/Funditores|funditores]], [[Illustrated Companion to the Latin Dictionary/Sagittarii|sagittarii]], [[Illustrated Companion to the Latin Dictionary/Arquites|arquites]], [[Illustrated Companion to the Latin Dictionary/Jaculatores|jaculatores]], [[Illustrated Companion to the Latin Dictionary/Tragularii|tragularii]], [[Illustrated Companion to the Latin Dictionary/Contarii|contarii]], [[Illustrated Companion to the Latin Dictionary/Cunicularii|cunicularii]], [[Illustrated Companion to the Latin Dictionary/Emeriti|emeriti]], [[Illustrated Companion to the Latin Dictionary/Evocati|evocati]], [[Illustrated Companion to the Latin Dictionary/Optiones|optiones]], [[Illustrated Companion to the Latin Dictionary/Alarii|alarii]], [[Illustrated Companion to the Latin Dictionary/Praetoriani|prætoriani]], [[Illustrated Companion to the Latin Dictionary/Scutarius|scutarii]], [[Illustrated Companion to the Latin Dictionary/Contubernales|contubernales]], [[Illustrated Companion to the Latin Dictionary/Circitores|circitores]] 2, [[Illustrated Companion to the Latin Dictionary/Coactores|coactores]] 2, [[Illustrated Companion to the Latin Dictionary/Conquisitores|conquisitores]], [[Illustrated Companion to the Latin Dictionary/Metatores|metatores]], [[Illustrated Companion to the Latin Dictionary/Mensores|mensores]] 2, [[Illustrated Companion to the Latin Dictionary/Excubitores|excubitores]], [[Illustrated Companion to the Latin Dictionary/Vigiles|vigiles]], [[Illustrated Companion to the Latin Dictionary/Speculatores|speculatores]], [[Illustrated Companion to the Latin Dictionary/Impediti|impeditus]], [[Illustrated Companion to the Latin Dictionary/Expediti|expeditus]], [[Illustrated Companion to the Latin Dictionary/Muli mariani|muli mariani]], [[Illustrated Companion to the Latin Dictionary/Accinctus|accinctus]], [[Illustrated Companion to the Latin Dictionary/Discinctus|discinctus]] 3, [[Illustrated Companion to the Latin Dictionary/Murcus|murcus]], [[Illustrated Companion to the Latin Dictionary/Stigma|stigma]] 2, [[Illustrated Companion to the Latin Dictionary/Tessera|tessera militaris]], [[Illustrated Companion to the Latin Dictionary/Tesserarius|tesserarius]], [[Illustrated Companion to the Latin Dictionary/Celeres|celeres]], [[Illustrated Companion to the Latin Dictionary/Eques|equites]], [[Illustrated Companion to the Latin Dictionary/Hippotoxota|hippotoxotæ]], [[Illustrated Companion to the Latin Dictionary/Cataphractus|cataphracti]], [[Illustrated Companion to the Latin Dictionary/Clibanarii|clibanarii]], [[Illustrated Companion to the Latin Dictionary/Dimachae|dimachæ]], [[Illustrated Companion to the Latin Dictionary/Agminalis|agminalis]].{{mdash}}''Officers.'' [[Illustrated Companion to the Latin Dictionary/Praetor|Prætor]] 2, [[Illustrated Companion to the Latin Dictionary/Legatus|legati]], [[Illustrated Companion to the Latin Dictionary/Tribunus|tribuni militares]], [[Illustrated Companion to the Latin Dictionary/Praefecti|præfecti]], [[Illustrated Companion to the Latin Dictionary/Centurio|centurio]], [[Illustrated Companion to the Latin Dictionary/Subcenturio|subcenturio]], [[Illustrated Companion to the Latin Dictionary/Primipilus|primipilus]], [[Illustrated Companion to the Latin Dictionary/Primipilaris|primipilaris]], [[Illustrated Companion to the Latin Dictionary/Decanus|decanus]], [[Illustrated Companion to the Latin Dictionary/Cornicularius|cornicularius]], [[Illustrated Companion to the Latin Dictionary/Decurio|decurio]] 1, [[Illustrated Companion to the Latin Dictionary/Campidoctor|campidoctor]].{{mdash}}''Servants and Camp-followers.'' [[Illustrated Companion to the Latin Dictionary/Strator|Strator]], [[Illustrated Companion to the Latin Dictionary/Calones|calones]], [[Illustrated Companion to the Latin Dictionary/Clavator|clavator]], [[Illustrated Companion to the Latin Dictionary/Apparitores|apparitores]] 2, [[Illustrated Companion to the Latin Dictionary/Lixae|lixæ]].{{mdash}}''The Corps d'Armée.'' [[Illustrated Companion to the Latin Dictionary/Legio|Legio]], [[Illustrated Companion to the Latin Dictionary/Cohors|cohors]], [[Illustrated Companion to the Latin Dictionary/Turma|turma]], [[Illustrated Companion to the Latin Dictionary/Ala|ala]] 4, 5, [[Illustrated Companion to the Latin Dictionary/Manipulus|manipulus]] 3, [[Illustrated Companion to the Latin Dictionary/Vexillatio|vexillatio]], [[Illustrated Companion to the Latin Dictionary/Forfex|forfex]] 3, [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 5.{{mdash}}''Military Rewards, Badges, &c.'' [[Illustrated Companion to the Latin Dictionary/Corona|Corona]], [[Illustrated Companion to the Latin Dictionary/Lemniscus|lemniscus]], [[Illustrated Companion to the Latin Dictionary/Phalerae|phaleræ]], [[Illustrated Companion to the Latin Dictionary/Phaleratus|phaleratus]], [[Illustrated Companion to the Latin Dictionary/Torquis|torquis]], [[Illustrated Companion to the Latin Dictionary/Torquatus|torquatus]], [[Illustrated Companion to the Latin Dictionary/Corniculum|corniculum]], [[Illustrated Companion to the Latin Dictionary/Vitis|vitis]] 1, [[Illustrated Companion to the Latin Dictionary/Donativum|donativum]], [[Illustrated Companion to the Latin Dictionary/Diarium|diarium]], [[Illustrated Companion to the Latin Dictionary/Allocutio|allocutio]], [[Illustrated Companion to the Latin Dictionary/Campicursio|campicursio]], [[Illustrated Companion to the Latin Dictionary/Decursio|decursio]], [[Illustrated Companion to the Latin Dictionary/Tropaeum|tropæum]], [[Illustrated Companion to the Latin Dictionary/Triumphus|triumphus]].{{mdash}}''Standards and Ensigns.'' [[Illustrated Companion to the Latin Dictionary/Signum|Signum]] 5, [[Illustrated Companion to the Latin Dictionary/Signifer|signifer]], [[Illustrated Companion to the Latin Dictionary/Aquila|aquila]] 1, [[Illustrated Companion to the Latin Dictionary/Aquilifer|aquilifer]], [[Illustrated Companion to the Latin Dictionary/Manipulus|manipulus]] 2, [[Illustrated Companion to the Latin Dictionary/Draco|draco]], [[Illustrated Companion to the Latin Dictionary/Draconarius|draconarius]], [[Illustrated Companion to the Latin Dictionary/Imaginarii|imaginarii]], [[Illustrated Companion to the Latin Dictionary/Vexillum|vexillum]], [[Illustrated Companion to the Latin Dictionary/Vexillarius|vexillarii]], [[Illustrated Companion to the Latin Dictionary/Flammula|flammula]], [[Illustrated Companion to the Latin Dictionary/Labarum|labarum]], [[Illustrated Companion to the Latin Dictionary/Supparum|supparum]] 2.{{mdash}}''The Camp and Tents.'' [[Illustrated Companion to the Latin Dictionary/Castra|Castra]], [[Illustrated Companion to the Latin Dictionary/Agger|agger]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]] 3, [[Illustrated Companion to the Latin Dictionary/Vallum|vallum]], [[Illustrated Companion to the Latin Dictionary/Vallus|vallus]], [[Illustrated Companion to the Latin Dictionary/Principia|principia]], [[Illustrated Companion to the Latin Dictionary/Praetorium|prætorium]], [[Illustrated Companion to the Latin Dictionary/Tabernaculum|tabernaculum]], [[Illustrated Companion to the Latin Dictionary/Tentorium|tentorium]], [[Illustrated Companion to the Latin Dictionary/Papilio|papilio]], [[Illustrated Companion to the Latin Dictionary/Contubernium|contubernium]], [[Illustrated Companion to the Latin Dictionary/Hibernacula|hibernacula]], [[Illustrated Companion to the Latin Dictionary/Hiberna|hiberna]].{{mdash}}''Fortification.'' [[Illustrated Companion to the Latin Dictionary/Arx|Arx]], [[Illustrated Companion to the Latin Dictionary/Castellum|castellum]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Murus|murus]], [[Illustrated Companion to the Latin Dictionary/Turris|turris]], [[Illustrated Companion to the Latin Dictionary/Loricula|loricula]], [[Illustrated Companion to the Latin Dictionary/Pinna|pinna]] 2, [[Illustrated Companion to the Latin Dictionary/Porta|porta]], [[Illustrated Companion to the Latin Dictionary/Fenestra|fenestra]] 3, [[Illustrated Companion to the Latin Dictionary/Fornix|fornix]] 4, [[Illustrated Companion to the Latin Dictionary/Cataracta|cataracta]] 3, [[Illustrated Companion to the Latin Dictionary/Ericius|ericius]], [[Illustrated Companion to the Latin Dictionary/Carrago|carrago]], [[Illustrated Companion to the Latin Dictionary/Concaedes|concædes]], [[Illustrated Companion to the Latin Dictionary/Cervi|cervi]], [[Illustrated Companion to the Latin Dictionary/Specula|specula]], [[Illustrated Companion to the Latin Dictionary/Excubitorium|excubitorium]].{{mdash}}''Machines and Engines of War.'' [[Illustrated Companion to the Latin Dictionary/Tormentum|Tormentum]] 1, [[Illustrated Companion to the Latin Dictionary/Ballista|ballista]], [[Illustrated Companion to the Latin Dictionary/Arcuballista|arcuballista]], [[Illustrated Companion to the Latin Dictionary/Manuballista|manuballista]], [[Illustrated Companion to the Latin Dictionary/Scorpio|scorpio]], [[Illustrated Companion to the Latin Dictionary/Carroballista|carroballista]], [[Illustrated Companion to the Latin Dictionary/Catapulta|catapulta]], [[Illustrated Companion to the Latin Dictionary/Catapultarius|catapultarius]], [[Illustrated Companion to the Latin Dictionary/Capitulum|capitulum]] 7, [[Illustrated Companion to the Latin Dictionary/Chele|chele]], [[Illustrated Companion to the Latin Dictionary/Epitoxis|epitoxis]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 3, [[Illustrated Companion to the Latin Dictionary/Manulea|manulea]] 3, [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 15, [[Illustrated Companion to the Latin Dictionary/Onager|onager]], [[Illustrated Companion to the Latin Dictionary/Fundibalus|fundibalus]], [[Illustrated Companion to the Latin Dictionary/Aries|aries]], [[Illustrated Companion to the Latin Dictionary/Lupus|lupus ferreus]], [[Illustrated Companion to the Latin Dictionary/Asser|asser]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Falx|falx muralis]], [[Illustrated Companion to the Latin Dictionary/Harpago|harpago]], [[Illustrated Companion to the Latin Dictionary/Manus ferrea|manus ferrea]], [[Illustrated Companion to the Latin Dictionary/Corax|corax]], [[Illustrated Companion to the Latin Dictionary/Corvus|corvus]], [[Illustrated Companion to the Latin Dictionary/Testudo|testudo]], 3, 4, [[Illustrated Companion to the Latin Dictionary/Vinea|vinea]], [[Illustrated Companion to the Latin Dictionary/Musculus|musculus]] 1, [[Illustrated Companion to the Latin Dictionary/Fala|fala]] 1, [[Illustrated Companion to the Latin Dictionary/Helepolis|helepolis]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Pons|pons]] 7, [[Illustrated Companion to the Latin Dictionary/Sambuca|sambuca]] 2.{{mdash}}''Defensive Armour.'' [[Illustrated Companion to the Latin Dictionary/Cassis 1|Cassis]], [[Illustrated Companion to the Latin Dictionary/Galea|galea]], [[Illustrated Companion to the Latin Dictionary/Apex|apex]] 2, [[Illustrated Companion to the Latin Dictionary/Conus|conus]] 1, [[Illustrated Companion to the Latin Dictionary/Crista|crista]], [[Illustrated Companion to the Latin Dictionary/Buccula|buccula]], [[Illustrated Companion to the Latin Dictionary/Projectura|projectura]], [[Illustrated Companion to the Latin Dictionary/Cudo|cudo]], [[Illustrated Companion to the Latin Dictionary/Galerus|galerus]] 1, [[Illustrated Companion to the Latin Dictionary/Thorax|thorax]] 1, [[Illustrated Companion to the Latin Dictionary/Lorica|lorica]], [[Illustrated Companion to the Latin Dictionary/Pectorale|pectorale]], [[Illustrated Companion to the Latin Dictionary/Cingulum|cingulum]] 4, [[Illustrated Companion to the Latin Dictionary/Zona|zona]] 3, [[Illustrated Companion to the Latin Dictionary/Cataphracta|cataphracta]], [[Illustrated Companion to the Latin Dictionary/Aegis|ægis]], [[Illustrated Companion to the Latin Dictionary/Brachiale|brachiale]], [[Illustrated Companion to the Latin Dictionary/Manica|manica]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Caestus|cæstus]], [[Illustrated Companion to the Latin Dictionary/Ocrea|ocrea]], [[Illustrated Companion to the Latin Dictionary/Ocreatus|ocreatus]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 4.{{mdash}}''Shields.'' [[Illustrated Companion to the Latin Dictionary/Clipeus|Clipeus]], [[Illustrated Companion to the Latin Dictionary/Clipeatus|clipeatus]], [[Illustrated Companion to the Latin Dictionary/Scutum|scutum]], [[Illustrated Companion to the Latin Dictionary/Scutatus|scutatus]], [[Illustrated Companion to the Latin Dictionary/Parma|parma]], [[Illustrated Companion to the Latin Dictionary/Parmatus|parmatus]], [[Illustrated Companion to the Latin Dictionary/Pelta|pelta]], [[Illustrated Companion to the Latin Dictionary/Peltasta|peltasta]], [[Illustrated Companion to the Latin Dictionary/Peltata|peltata]], [[Illustrated Companion to the Latin Dictionary/Cetra|cetra]], [[Illustrated Companion to the Latin Dictionary/Ancile|ancile]], [[Illustrated Companion to the Latin Dictionary/Umbo|umbo]] 1.{{mdash}}''Spears and Missiles.'' [[Illustrated Companion to the Latin Dictionary/Hasta|Hasta]], [[Illustrated Companion to the Latin Dictionary/Curis|curis]], [[Illustrated Companion to the Latin Dictionary/Cuspis|cuspis]], [[Illustrated Companion to the Latin Dictionary/Spiculum|spiculum]], [[Illustrated Companion to the Latin Dictionary/Hastile|hastile]], [[Illustrated Companion to the Latin Dictionary/Veru|veru]] 2, [[Illustrated Companion to the Latin Dictionary/Veruculum|veruculum]], [[Illustrated Companion to the Latin Dictionary/Verutum|verutum]], [[Illustrated Companion to the Latin Dictionary/Lancea|lancea]], [[Illustrated Companion to the Latin Dictionary/Contus|contus]] 3, [[Illustrated Companion to the Latin Dictionary/Sarissa|sarissa]], [[Illustrated Companion to the Latin Dictionary/Sicilis|sicilis]], [[Illustrated Companion to the Latin Dictionary/Venabulum|venabulum]], [[Illustrated Companion to the Latin Dictionary/Mora|mora]] 1, [[Illustrated Companion to the Latin Dictionary/Sibina|sibina]], [[Illustrated Companion to the Latin Dictionary/Framea|framea]], [[Illustrated Companion to the Latin Dictionary/Materis|materis]], [[Illustrated Companion to the Latin Dictionary/Rhompaea|rhomphæa]], [[Illustrated Companion to the Latin Dictionary/Pilum|pilum]] 2, [[Illustrated Companion to the Latin Dictionary/Runa|runa]], [[Illustrated Companion to the Latin Dictionary/Sparum|sparum]], [[Illustrated Companion to the Latin Dictionary/Rumex|rumex]], [[Illustrated Companion to the Latin Dictionary/Jaculum|jaculum]] 1, [[Illustrated Companion to the Latin Dictionary/Soliferreum|soliferreum]], [[Illustrated Companion to the Latin Dictionary/Amentum|amentum]], [[Illustrated Companion to the Latin Dictionary/Nodus|nodus]] 5, [[Illustrated Companion to the Latin Dictionary/Amento|amento]], [[Illustrated Companion to the Latin Dictionary/Mesanculon|mesanculon]], [[Illustrated Companion to the Latin Dictionary/Ansatus|ansatus]], [[Illustrated Companion to the Latin Dictionary/Aclis|aclis]], [[Illustrated Companion to the Latin Dictionary/Cateja|cateja]], [[Illustrated Companion to the Latin Dictionary/Trifax|trifax]], [[Illustrated Companion to the Latin Dictionary/Falarica|falarica]], [[Illustrated Companion to the Latin Dictionary/Malleolus|malleolus]], [[Illustrated Companion to the Latin Dictionary/Tragula|tragula]] 1, [[Illustrated Companion to the Latin Dictionary/Gaesum|gæsum]], [[Illustrated Companion to the Latin Dictionary/Praepilatus|præpilatus]].{{mdash}}''Bows, Slings, &c.'' [[Illustrated Companion to the Latin Dictionary/Arcus|Arcus]] 1, 2, 3, [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 1, [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 8, [[Illustrated Companion to the Latin Dictionary/Sagitta|sagitta]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 2, [[Illustrated Companion to the Latin Dictionary/Corytus|corytus]], [[Illustrated Companion to the Latin Dictionary/Pharetra|pharetra]], [[Illustrated Companion to the Latin Dictionary/Pharetratus|pharetratus]], [[Illustrated Companion to the Latin Dictionary/Funda|funda]] 1, [[Illustrated Companion to the Latin Dictionary/Cestrosphendone|cestrosphendone]], [[Illustrated Companion to the Latin Dictionary/Fustibalus|fustibalus]], [[Illustrated Companion to the Latin Dictionary/Glans|glans]], [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 2, [[Illustrated Companion to the Latin Dictionary/Tribulus|tribulus]], [[Illustrated Companion to the Latin Dictionary/Murex|murex ferreus]].{{mdash}}''Swords.'' [[Illustrated Companion to the Latin Dictionary/Ensis|Ensis]], [[Illustrated Companion to the Latin Dictionary/Gladius|gladius]], [[Illustrated Companion to the Latin Dictionary/Capulus|capulus]], [[Illustrated Companion to the Latin Dictionary/Mora|mora]] 2, [[Illustrated Companion to the Latin Dictionary/Mucro|mucro]], [[Illustrated Companion to the Latin Dictionary/Vagina|vagina]], [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 1, [[Illustrated Companion to the Latin Dictionary/Cinctorium|cinctorium]], [[Illustrated Companion to the Latin Dictionary/Spatha|spatha]], [[Illustrated Companion to the Latin Dictionary/Semispatha|semispatha]], [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 3, [[Illustrated Companion to the Latin Dictionary/Parazonium|parazonium]], [[Illustrated Companion to the Latin Dictionary/Harpe|harpe]], [[Illustrated Companion to the Latin Dictionary/Falx|falx]] 6, [[Illustrated Companion to the Latin Dictionary/Copis|copis]], [[Illustrated Companion to the Latin Dictionary/Machaera|machæra]], [[Illustrated Companion to the Latin Dictionary/Cluden|cluden]].{{mdash}}''Knives.'' [[Illustrated Companion to the Latin Dictionary/Culter|Culter]], [[Illustrated Companion to the Latin Dictionary/Cultellus|cultellus]], [[Illustrated Companion to the Latin Dictionary/Sica|sica]], [[Illustrated Companion to the Latin Dictionary/Machaerium|machærium]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]], [[Illustrated Companion to the Latin Dictionary/Novacula|novacula]].{{mdash}}''Daggers.'' [[Illustrated Companion to the Latin Dictionary/Pugio|Pugio]], [[Illustrated Companion to the Latin Dictionary/Pugiunculus|pugiunculus]], [[Illustrated Companion to the Latin Dictionary/Clunabulum|clunabulum]] 1, [[Illustrated Companion to the Latin Dictionary/Acinaces|acinaces]].{{mdash}}''Other Weapons.'' [[Illustrated Companion to the Latin Dictionary/Clava|Clava]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Claviger|claviger]] 1, [[Illustrated Companion to the Latin Dictionary/Phalanga|phalanga]] 4, [[Illustrated Companion to the Latin Dictionary/Fuscina|fuscina]], [[Illustrated Companion to the Latin Dictionary/Bipennis|bipennis]], [[Illustrated Companion to the Latin Dictionary/Securis|securis]]. == THE MARINE. == ''Ships and Boats.'' [[Illustrated Companion to the Latin Dictionary/Navigium|Navigium]], [[Illustrated Companion to the Latin Dictionary/Navigiolum|navigiolum]], [[Illustrated Companion to the Latin Dictionary/Navis|navis oneraria]], [[Illustrated Companion to the Latin Dictionary/Navis|longa]], [[Illustrated Companion to the Latin Dictionary/Navis|turrita]], [[Illustrated Companion to the Latin Dictionary/Navis|aperta]], [[Illustrated Companion to the Latin Dictionary/Navis|tecta]], [[Illustrated Companion to the Latin Dictionary/Actuarius|actuarius]], [[Illustrated Companion to the Latin Dictionary/Actuariolum|actuariolum]], [[Illustrated Companion to the Latin Dictionary/Epicopus|epicopus]], [[Illustrated Companion to the Latin Dictionary/Moneris|moneris]], [[Illustrated Companion to the Latin Dictionary/Biremis|biremis]], [[Illustrated Companion to the Latin Dictionary/Dicrotus|dicrotus]], [[Illustrated Companion to the Latin Dictionary/Triremis|triremis]], [[Illustrated Companion to the Latin Dictionary/Quadriremis|quadriremis]], [[Illustrated Companion to the Latin Dictionary/Quinqueremis|quinqueremis]], [[Illustrated Companion to the Latin Dictionary/Hexeris|hexeris]], [[Illustrated Companion to the Latin Dictionary/Hepteris|hepteris]], [[Illustrated Companion to the Latin Dictionary/Decemremis|decemremis]], [[Illustrated Companion to the Latin Dictionary/Liburna|liburna]], [[Illustrated Companion to the Latin Dictionary/Celes|celes]] 2, [[Illustrated Companion to the Latin Dictionary/Celox|celox]], [[Illustrated Companion to the Latin Dictionary/Cercurus|cercurus]], [[Illustrated Companion to the Latin Dictionary/Hemiolia|hemiolia]], [[Illustrated Companion to the Latin Dictionary/Acatium|acatium]], [[Illustrated Companion to the Latin Dictionary/Camara|camara]] 3, [[Illustrated Companion to the Latin Dictionary/Musculus|musculus]] 2, [[Illustrated Companion to the Latin Dictionary/Myoparo|myoparo]], [[Illustrated Companion to the Latin Dictionary/Corbita|corbita]], [[Illustrated Companion to the Latin Dictionary/Cybaea|cybæa]], [[Illustrated Companion to the Latin Dictionary/Gaulus|gaulus]] 2, [[Illustrated Companion to the Latin Dictionary/Scapha|scapha]], [[Illustrated Companion to the Latin Dictionary/Cymba|cymba]], [[Illustrated Companion to the Latin Dictionary/Lembus|lembus]], [[Illustrated Companion to the Latin Dictionary/Caupulus|caupulus]], [[Illustrated Companion to the Latin Dictionary/Carabus|carabus]], [[Illustrated Companion to the Latin Dictionary/Linter|linter]], [[Illustrated Companion to the Latin Dictionary/Monoxylus|monoxylus]], [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 2, [[Illustrated Companion to the Latin Dictionary/Barca|barca]], [[Illustrated Companion to the Latin Dictionary/Ponto|ponto]], [[Illustrated Companion to the Latin Dictionary/Ratis|ratis]], [[Illustrated Companion to the Latin Dictionary/Faselus|faselus]], [[Illustrated Companion to the Latin Dictionary/Baris|baris]], [[Illustrated Companion to the Latin Dictionary/Thalamegus|thalamegus]], [[Illustrated Companion to the Latin Dictionary/Caudicarius|caudicarius]], [[Illustrated Companion to the Latin Dictionary/Caudicius|caudicius]], [[Illustrated Companion to the Latin Dictionary/Biprorus|biprorus]], [[Illustrated Companion to the Latin Dictionary/Catascopium|catascopium]], [[Illustrated Companion to the Latin Dictionary/Dromo|dromo]], [[Illustrated Companion to the Latin Dictionary/Prosumia|prosumia]], [[Illustrated Companion to the Latin Dictionary/Rataria|rataria]], [[Illustrated Companion to the Latin Dictionary/Stlata|stlata]], [[Illustrated Companion to the Latin Dictionary/Hippagines|hippagines]].{{mdash}}''Parts and Ornaments of Vessels.'' [[Illustrated Companion to the Latin Dictionary/Carina|Carina]], [[Illustrated Companion to the Latin Dictionary/Sentina|sentina]], [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 3, [[Illustrated Companion to the Latin Dictionary/Cavernae|cavernæ]], [[Illustrated Companion to the Latin Dictionary/Constratum|constratum navis]], [[Illustrated Companion to the Latin Dictionary/Stega|stega]], [[Illustrated Companion to the Latin Dictionary/Fori|fori]] 1, [[Illustrated Companion to the Latin Dictionary/Prora|prora]], [[Illustrated Companion to the Latin Dictionary/Puppis|puppis]], [[Illustrated Companion to the Latin Dictionary/Diaeta|diaeta]] 2, [[Illustrated Companion to the Latin Dictionary/Rostrum|rostrum]] 1, [[Illustrated Companion to the Latin Dictionary/Propugnaculum|propugnaculum]], [[Illustrated Companion to the Latin Dictionary/Turris|turris]] 4, [[Illustrated Companion to the Latin Dictionary/Aplustre|aplustre]], [[Illustrated Companion to the Latin Dictionary/Cheniscus|cheniscus]], [[Illustrated Companion to the Latin Dictionary/Insigne|insigne]] 2, [[Illustrated Companion to the Latin Dictionary/Tutela|tutela]], [[Illustrated Companion to the Latin Dictionary/Parada|parada]], [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 2.{{mdash}}''The Rigging.'' [[Illustrated Companion to the Latin Dictionary/Malus|Malus]] 1, [[Illustrated Companion to the Latin Dictionary/Modius|modius]] 2, [[Illustrated Companion to the Latin Dictionary/Carchesium|carchesium]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Antenna|antenna]], [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 9, [[Illustrated Companion to the Latin Dictionary/Anquina|anquina]], [[Illustrated Companion to the Latin Dictionary/Ceruchi|ceruchi]], [[Illustrated Companion to the Latin Dictionary/Chalatorius|chalatorius funis]], [[Illustrated Companion to the Latin Dictionary/Opiferae|opiferæ]], [[Illustrated Companion to the Latin Dictionary/Pes|pes veli]], [[Illustrated Companion to the Latin Dictionary/Propes|propes]], [[Illustrated Companion to the Latin Dictionary/Rudens|rudens]], [[Illustrated Companion to the Latin Dictionary/Velum|velum]], [[Illustrated Companion to the Latin Dictionary/Dolon|dolon]] 3, [[Illustrated Companion to the Latin Dictionary/Epidromus|epidromus]] 2, [[Illustrated Companion to the Latin Dictionary/Supparum|supparum]] 1, [[Illustrated Companion to the Latin Dictionary/Artemon|artemon]], [[Illustrated Companion to the Latin Dictionary/Acatium|acatium]] 2.{{mdash}}''Ship's Gear.'' [[Illustrated Companion to the Latin Dictionary/Ancora|Ancora]], [[Illustrated Companion to the Latin Dictionary/Dens|dens]] 1, [[Illustrated Companion to the Latin Dictionary/Ancorale|ancorale]], [[Illustrated Companion to the Latin Dictionary/Ora|ora]], [[Illustrated Companion to the Latin Dictionary/Retinaculum|retinaculum]], [[Illustrated Companion to the Latin Dictionary/Remulcum|remulcum]], [[Illustrated Companion to the Latin Dictionary/Mitra|mitra]] 3, [[Illustrated Companion to the Latin Dictionary/Tormentum|tormentum]] 3, [[Illustrated Companion to the Latin Dictionary/Catapirates|catapirates]], [[Illustrated Companion to the Latin Dictionary/Contus|contus]] 2, [[Illustrated Companion to the Latin Dictionary/Tonsilla|tonsilla]], [[Illustrated Companion to the Latin Dictionary/Scalae|scalæ]] 2, [[Illustrated Companion to the Latin Dictionary/Pons|pons]] 5, [[Illustrated Companion to the Latin Dictionary/Gubernaculum|gubernaculum]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa]] 5, [[Illustrated Companion to the Latin Dictionary/Clavus|clavus]] 6, [[Illustrated Companion to the Latin Dictionary/Pinna|pinna]] 1.{{mdash}}''Oarage and Rowers.'' [[Illustrated Companion to the Latin Dictionary/Remus|Remus]], [[Illustrated Companion to the Latin Dictionary/Tonsa|tonsa]], [[Illustrated Companion to the Latin Dictionary/Palma|palma]] 1, [[Illustrated Companion to the Latin Dictionary/Palmula|palmula]], [[Illustrated Companion to the Latin Dictionary/Folliculare|folliculare]], [[Illustrated Companion to the Latin Dictionary/Scalmus|scalmus]], [[Illustrated Companion to the Latin Dictionary/Struppus|struppus]], [[Illustrated Companion to the Latin Dictionary/Interscalmium|interscalmium]], [[Illustrated Companion to the Latin Dictionary/Columbarium|columbaria]] 4, [[Illustrated Companion to the Latin Dictionary/Remigium|remigium]], [[Illustrated Companion to the Latin Dictionary/Remex|remex]], [[Illustrated Companion to the Latin Dictionary/Ordo|ordo]], [[Illustrated Companion to the Latin Dictionary/Transtrum|transtrum]] 2, [[Illustrated Companion to the Latin Dictionary/Sedile|sedile]], [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 7, [[Illustrated Companion to the Latin Dictionary/Hortator|hortator]], [[Illustrated Companion to the Latin Dictionary/Pausarius|pausarius]], [[Illustrated Companion to the Latin Dictionary/Portisculus|portisculus]], [[Illustrated Companion to the Latin Dictionary/Celeusma|celeusma]], [[Illustrated Companion to the Latin Dictionary/Agea|agea]], [[Illustrated Companion to the Latin Dictionary/Contus|contus]] 1.{{mdash}}''Officers and crew.'' [[Illustrated Companion to the Latin Dictionary/Navarchus|Navarchus]], [[Illustrated Companion to the Latin Dictionary/Magister|magister]] 2, [[Illustrated Companion to the Latin Dictionary/Gubernator|gubernator]], [[Illustrated Companion to the Latin Dictionary/Proreta|proreta]], [[Illustrated Companion to the Latin Dictionary/Proreus|proreus]], [[Illustrated Companion to the Latin Dictionary/Classiarii|classiarii]], [[Illustrated Companion to the Latin Dictionary/Epibatae|epibatæ]], [[Illustrated Companion to the Latin Dictionary/Emporos|emporos]], [[Illustrated Companion to the Latin Dictionary/Nauclerus|nauclerus]], [[Illustrated Companion to the Latin Dictionary/Navicularius|navicularius]], [[Illustrated Companion to the Latin Dictionary/Urinator|urinator]].{{mdash}}''The Port, &c.'' [[Illustrated Companion to the Latin Dictionary/Portus|Portus]], [[Illustrated Companion to the Latin Dictionary/Emporium|emporium]], [[Illustrated Companion to the Latin Dictionary/Naumachia|naumachia]], [[Illustrated Companion to the Latin Dictionary/Navale|navale]], [[Illustrated Companion to the Latin Dictionary/Casteria|casteria]], [[Illustrated Companion to the Latin Dictionary/Pharos|pharos]]. == THE FINE ARTS. == ''Painting.'' [[Illustrated Companion to the Latin Dictionary/Pictor|Pictor]], [[Illustrated Companion to the Latin Dictionary/Rhyparographus|rhyparographus]], [[Illustrated Companion to the Latin Dictionary/Monochromata|monochromata]], [[Illustrated Companion to the Latin Dictionary/Ichnographia|ichnographia]], [[Illustrated Companion to the Latin Dictionary/Orthographia|orthographia]], [[Illustrated Companion to the Latin Dictionary/Incisura|incisura]], [[Illustrated Companion to the Latin Dictionary/Catagrapha|catagrapha]], [[Illustrated Companion to the Latin Dictionary/Pictura|pictura]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 6, [[Illustrated Companion to the Latin Dictionary/Tabella|tabella]] 2, [[Illustrated Companion to the Latin Dictionary/Topia|topia]], [[Illustrated Companion to the Latin Dictionary/Xenia|xenia]], [[Illustrated Companion to the Latin Dictionary/Encaustica|encaustica]], [[Illustrated Companion to the Latin Dictionary/Canteriolus|canteriolus]], [[Illustrated Companion to the Latin Dictionary/Arcula|arcula]] 1, [[Illustrated Companion to the Latin Dictionary/Penicillum|penicillum]], [[Illustrated Companion to the Latin Dictionary/Peniculus|peniculus]].{{mdash}}''Mosaic.'' [[Illustrated Companion to the Latin Dictionary/Musivarius|Musivarius]], [[Illustrated Companion to the Latin Dictionary/Musivum|musivum]], [[Illustrated Companion to the Latin Dictionary/Vermiculatus|vermiculatus]], [[Illustrated Companion to the Latin Dictionary/Tessellatus|tessellatus]], [[Illustrated Companion to the Latin Dictionary/Sectilis|sectilis]], [[Illustrated Companion to the Latin Dictionary/Emblema|emblema]] 1, [[Illustrated Companion to the Latin Dictionary/Tessella|tessella]], [[Illustrated Companion to the Latin Dictionary/Abaculus|abaculus]].{{mdash}}''Sculpture, &c.'' [[Illustrated Companion to the Latin Dictionary/Scalptor|Scalptor]], [[Illustrated Companion to the Latin Dictionary/Sculptor|sculptor]], [[Illustrated Companion to the Latin Dictionary/Fictor|fictor]], [[Illustrated Companion to the Latin Dictionary/Figulus|figulus]], [[Illustrated Companion to the Latin Dictionary/Plastes|plastes]], [[Illustrated Companion to the Latin Dictionary/Gypsoplastes|gypsoplastes]], [[Illustrated Companion to the Latin Dictionary/Cestrum|cestrum]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 1, [[Illustrated Companion to the Latin Dictionary/Tornus|tornus]], [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 1, [[Illustrated Companion to the Latin Dictionary/Proplasma|proplasma]], [[Illustrated Companion to the Latin Dictionary/Thorax|thorax]] 2, [[Illustrated Companion to the Latin Dictionary/Signum|signum]] 1, [[Illustrated Companion to the Latin Dictionary/Sigillum|sigillum]], [[Illustrated Companion to the Latin Dictionary/Sigillatus|sigillatus]], [[Illustrated Companion to the Latin Dictionary/Crustae|crustæ]], [[Illustrated Companion to the Latin Dictionary/Emblema|emblema]] 2, [[Illustrated Companion to the Latin Dictionary/Encarpa|encarpa]], [[Illustrated Companion to the Latin Dictionary/Anaglypta|anaglypta]], [[Illustrated Companion to the Latin Dictionary/Ectypus|ectypus]], [[Illustrated Companion to the Latin Dictionary/Prostypum|prostypum]], [[Illustrated Companion to the Latin Dictionary/Protypum|protypum]], [[Illustrated Companion to the Latin Dictionary/Diatreta|diatreta]], [[Illustrated Companion to the Latin Dictionary/Toreuma|toreuma]], [[Illustrated Companion to the Latin Dictionary/Murrhina|murrhina]], [[Illustrated Companion to the Latin Dictionary/Vitreus|vitrea]], [[Illustrated Companion to the Latin Dictionary/Aeruca|æruca]], [[Illustrated Companion to the Latin Dictionary/Aerugo|ærugo]], [[Illustrated Companion to the Latin Dictionary/Eborarius|eborarius]], [[Illustrated Companion to the Latin Dictionary/Crustarius|crustarius]], [[Illustrated Companion to the Latin Dictionary/Oculariarius|oculariarius]].{{mdash}}''Architecture.'' [[Illustrated Companion to the Latin Dictionary/Saxum quadratum|Saxum quadratum]], [[Illustrated Companion to the Latin Dictionary/Silex|silex]], [[Illustrated Companion to the Latin Dictionary/Caementum|cæmentum]], [[Illustrated Companion to the Latin Dictionary/Caementicius|cæmenticius]], [[Illustrated Companion to the Latin Dictionary/Diamicton|diamicton]], [[Illustrated Companion to the Latin Dictionary/Emplecton|emplecton]], [[Illustrated Companion to the Latin Dictionary/Fartura|fartura]], [[Illustrated Companion to the Latin Dictionary/Orthostata|orthostata]], [[Illustrated Companion to the Latin Dictionary/Isodomos|isodomum]], [[Illustrated Companion to the Latin Dictionary/Pseudisodomum|pseudisodomum]], [[Illustrated Companion to the Latin Dictionary/Paries|paries]], [[Illustrated Companion to the Latin Dictionary/Structura|structura]], [[Illustrated Companion to the Latin Dictionary/Maceria|maceria]].{{mdash}}''Timber-work and Roof.'' [[Illustrated Companion to the Latin Dictionary/Materiatio|Materiatio]], [[Illustrated Companion to the Latin Dictionary/Materiatus|materiatus]], [[Illustrated Companion to the Latin Dictionary/Trabs|trabs]], [[Illustrated Companion to the Latin Dictionary/Tignum|tignum]], [[Illustrated Companion to the Latin Dictionary/Intertignium|intertignium]], [[Illustrated Companion to the Latin Dictionary/Columbarium|columbarium]] 5, [[Illustrated Companion to the Latin Dictionary/Opa|opa]], [[Illustrated Companion to the Latin Dictionary/Columen|columen]], [[Illustrated Companion to the Latin Dictionary/Capreolus|capreolus]], [[Illustrated Companion to the Latin Dictionary/Canterius|canterii]], [[Illustrated Companion to the Latin Dictionary/Columna|columna]] 7, [[Illustrated Companion to the Latin Dictionary/Templum|templa]] 5, [[Illustrated Companion to the Latin Dictionary/Asser|asseres]], [[Illustrated Companion to the Latin Dictionary/Transtrum|transtrum]] 1, [[Illustrated Companion to the Latin Dictionary/Scandula|scandula]], [[Illustrated Companion to the Latin Dictionary/Tegula|tegula]], [[Illustrated Companion to the Latin Dictionary/Imbrex|imbrex]], [[Illustrated Companion to the Latin Dictionary/Imbricatus|imbricatus]], [[Illustrated Companion to the Latin Dictionary/Pavonaceum|pavonaceum]], [[Illustrated Companion to the Latin Dictionary/Colliciae|colliciæ]].{{mdash}}''The Pediment.'' [[Illustrated Companion to the Latin Dictionary/Fastigium|Fastigium]], [[Illustrated Companion to the Latin Dictionary/Aquila|aquila]] 2, [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 7, [[Illustrated Companion to the Latin Dictionary/Acroteria|acroteria]], [[Illustrated Companion to the Latin Dictionary/Corona|corona]] 15, [[Illustrated Companion to the Latin Dictionary/Denticulus|denticulus]], [[Illustrated Companion to the Latin Dictionary/Mutulus|mutulus]], [[Illustrated Companion to the Latin Dictionary/Zophorus|zophorus]], [[Illustrated Companion to the Latin Dictionary/Triglyphus|triglyphus]], [[Illustrated Companion to the Latin Dictionary/Canaliculus|canaliculus]] 2, [[Illustrated Companion to the Latin Dictionary/Femur|femur]], [[Illustrated Companion to the Latin Dictionary/Guttae|guttæ]], [[Illustrated Companion to the Latin Dictionary/Metopa|metopa]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]] 6, [[Illustrated Companion to the Latin Dictionary/Epistylium|epistylium]].{{mdash}}''The Column.'' [[Illustrated Companion to the Latin Dictionary/Columna|Columna]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 1, [[Illustrated Companion to the Latin Dictionary/Hypotrachelium|hypotrachelium]], [[Illustrated Companion to the Latin Dictionary/Stria|stria]], [[Illustrated Companion to the Latin Dictionary/Coluria|coluria]], [[Illustrated Companion to the Latin Dictionary/Capitulum|capitulum]], [[Illustrated Companion to the Latin Dictionary/Abacus|abacus]] 6, [[Illustrated Companion to the Latin Dictionary/Echinus|echinus]] 2, [[Illustrated Companion to the Latin Dictionary/Astragalus|astragalus]] 2, [[Illustrated Companion to the Latin Dictionary/Voluta|voluta]], [[Illustrated Companion to the Latin Dictionary/Canalis|canalis]] 5, [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 7, [[Illustrated Companion to the Latin Dictionary/Pulvinus|pulvinus]] 2, [[Illustrated Companion to the Latin Dictionary/Helix|helix]], [[Illustrated Companion to the Latin Dictionary/Cauliculi|cauliculi]], [[Illustrated Companion to the Latin Dictionary/Anulus|anulus]] 6, [[Illustrated Companion to the Latin Dictionary/Spira|spira]], [[Illustrated Companion to the Latin Dictionary/Torus|torus]] 3, [[Illustrated Companion to the Latin Dictionary/Scotia|scotia]], [[Illustrated Companion to the Latin Dictionary/Plinthus|plinthus]], [[Illustrated Companion to the Latin Dictionary/Quadra|quadra]] 2, [[Illustrated Companion to the Latin Dictionary/Caryatides|caryatides]], [[Illustrated Companion to the Latin Dictionary/Atlantes|atlantes]], [[Illustrated Companion to the Latin Dictionary/Telamones|telamones]], [[Illustrated Companion to the Latin Dictionary/Parastas|parastas]].{{mdash}}''Mouldings, Ornaments, and Basement.'' [[Illustrated Companion to the Latin Dictionary/Astragalus|Astragalus]], [[Illustrated Companion to the Latin Dictionary/Cymatium|cymatium]], [[Illustrated Companion to the Latin Dictionary/Sima|sima]], [[Illustrated Companion to the Latin Dictionary/Antefixa|antefixa]], [[Illustrated Companion to the Latin Dictionary/Clipeus|clipeus]] 4, [[Illustrated Companion to the Latin Dictionary/Persona|persona]] 5, [[Illustrated Companion to the Latin Dictionary/Crepido|crepido]] 4, [[Illustrated Companion to the Latin Dictionary/Maeander|mæander]], [[Illustrated Companion to the Latin Dictionary/Encarpa|encarpa]], [[Illustrated Companion to the Latin Dictionary/Pteroma|pteroma]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 5, [[Illustrated Companion to the Latin Dictionary/Podium|podium]] 3, [[Illustrated Companion to the Latin Dictionary/Stylobata|stylobata]], [[Illustrated Companion to the Latin Dictionary/Anterides|anterides]], [[Illustrated Companion to the Latin Dictionary/Substructio|substructio]].{{mdash}}''Classes of columnar Edifices, Arrangement of Columns, and Varieties of Intercolumniation.'' [[Illustrated Companion to the Latin Dictionary/Hypaethros|Hypæthros]], [[Illustrated Companion to the Latin Dictionary/Antae|antæ]], [[Illustrated Companion to the Latin Dictionary/Prostylos|prostylos]], [[Illustrated Companion to the Latin Dictionary/Amphiprostylos|amphiprostylos]], [[Illustrated Companion to the Latin Dictionary/Peripteros|peripteros]], [[Illustrated Companion to the Latin Dictionary/Pseudoperipteros|pseudoperipteros]], [[Illustrated Companion to the Latin Dictionary/Dipteros|dipteros]], [[Illustrated Companion to the Latin Dictionary/Pseudodipteros|pseudodipteros]], [[Illustrated Companion to the Latin Dictionary/Monopteros|monopteros]], [[Illustrated Companion to the Latin Dictionary/Pronaus|pronaus]], [[Illustrated Companion to the Latin Dictionary/Tetrastylos|tetrastylos]], [[Illustrated Companion to the Latin Dictionary/Hexastylos|hexastylos]], [[Illustrated Companion to the Latin Dictionary/Octastylos|octastylos]], [[Illustrated Companion to the Latin Dictionary/Decastylos|decastylos]], [[Illustrated Companion to the Latin Dictionary/Araeostylos|aræostylos]], [[Illustrated Companion to the Latin Dictionary/Diastylos|diastylos]], [[Illustrated Companion to the Latin Dictionary/Eustylos|eustylos]], [[Illustrated Companion to the Latin Dictionary/Systylos|systylos]], [[Illustrated Companion to the Latin Dictionary/Pycnostylos|pycnostylos]]. == PUBLIC PLACES AND BUILDINGS. == [[Illustrated Companion to the Latin Dictionary/Forum|Forum]], [[Illustrated Companion to the Latin Dictionary/Basilica|basilica]], [[Illustrated Companion to the Latin Dictionary/Capitolium|capitolium]], [[Illustrated Companion to the Latin Dictionary/Tabularium|tabularium]], [[Illustrated Companion to the Latin Dictionary/Graecostasis|græcostasis]], [[Illustrated Companion to the Latin Dictionary/Curia|curia]], [[Illustrated Companion to the Latin Dictionary/Diribitorium|diribitorium]], [[Illustrated Companion to the Latin Dictionary/Aerarium|ærarium]], [[Illustrated Companion to the Latin Dictionary/Emporium|emporium]], [[Illustrated Companion to the Latin Dictionary/Horreum|horreum publicum]], [[Illustrated Companion to the Latin Dictionary/Septizonium|septizonium]], [[Illustrated Companion to the Latin Dictionary/Nymphaeum|nymphæum]], [[Illustrated Companion to the Latin Dictionary/Brephotropheum|brephotropheum]], [[Illustrated Companion to the Latin Dictionary/Orphanotrophium|orphanotrophium]], [[Illustrated Companion to the Latin Dictionary/Theatrum|theatrum]], [[Illustrated Companion to the Latin Dictionary/Odeum|odeum]], [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|amphitheatrum]], [[Illustrated Companion to the Latin Dictionary/Circus|circus]], [[Illustrated Companion to the Latin Dictionary/Hippodromus|hippodromus]], [[Illustrated Companion to the Latin Dictionary/Gymnasium|gymnasium]], [[Illustrated Companion to the Latin Dictionary/Palaestra|palæstra]], [[Illustrated Companion to the Latin Dictionary/Stadium|stadium]], [[Illustrated Companion to the Latin Dictionary/Balineae|balineæ]], [[Illustrated Companion to the Latin Dictionary/Thermae|thermæ]], [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]], [[Illustrated Companion to the Latin Dictionary/Portus|portus]]. [[Category:Illustrated Companion to the Latin Dictionary|*]] [[Category:RICH-2K/Project pages]] qqopszj1plym9z1vk3e0l8r1mshv4z3 2685994 2685993 2024-11-14T18:32:48Z CalRis25 911425 + footnote concerning non-existent articles. 2685994 wikitext text/x-wiki {{Illustrated Companion to the Latin Dictionary/Navbox}} '''Classed Index 1849''', containing lists of all the words relating to each particular class of subjects interspersed alphabetically in the body of the work. If the terms collected in this Index are referred to consecutively in the order here set out, they will convey to the reader a comprehensive knowledge of everything pertaining to any given subject, of all the terms extant which are used in connexion with its various parts, and of the distinctions or affinities between such of them as are allied in sense, but not actually synonymous. == THE ATTIRE. == ''Outward Apparel.'' [[Illustrated Companion to the Latin Dictionary/Amictus|Amictus]], [[Illustrated Companion to the Latin Dictionary/Pallium|pallium]], [[Illustrated Companion to the Latin Dictionary/Toga|toga]], [[Illustrated Companion to the Latin Dictionary/Sinus|sinus]] 1, [[Illustrated Companion to the Latin Dictionary/Umbo|umbo]] 2, [[Illustrated Companion to the Latin Dictionary/Lacinia|lacinia]] 2, [[Illustrated Companion to the Latin Dictionary/Contabulatio|contabulatio]], [[Illustrated Companion to the Latin Dictionary/Ruga|ruga]], [[Illustrated Companion to the Latin Dictionary/Togatus|togatus]], [[Illustrated Companion to the Latin Dictionary/Cinctus (noun)|cinctus Gabinus]], [[Illustrated Companion to the Latin Dictionary/Chlamys|chlamys]], [[Illustrated Companion to the Latin Dictionary/Chlamydatus|chlamydatus]], [[Illustrated Companion to the Latin Dictionary/Sagum|sagum]], [[Illustrated Companion to the Latin Dictionary/Sagochlamys|sagochlamys]], [[Illustrated Companion to the Latin Dictionary/Alicula|alicula]], [[Illustrated Companion to the Latin Dictionary/Paludamentum|paludamentum]], [[Illustrated Companion to the Latin Dictionary/Abolla|abolla]], [[Illustrated Companion to the Latin Dictionary/Tribon|tribon]], [[Illustrated Companion to the Latin Dictionary/Exomis|exomis]] 2, [[Illustrated Companion to the Latin Dictionary/Endromis|endromis]] 1, [[Illustrated Companion to the Latin Dictionary/Lacerna|lacerna]], [[Illustrated Companion to the Latin Dictionary/Caracalla|caracalla]], [[Illustrated Companion to the Latin Dictionary/Nebris|nebris]], [[Illustrated Companion to the Latin Dictionary/Reno|reno]], [[Illustrated Companion to the Latin Dictionary/Pellitus|pellitus]], [[Illustrated Companion to the Latin Dictionary/Casula|casula]] 2, [[Illustrated Companion to the Latin Dictionary/Cucullus|cucullus]], [[Illustrated Companion to the Latin Dictionary/Bardocucullus|bardocucullus]], [[Illustrated Companion to the Latin Dictionary/Birrus|birrus]], [[Illustrated Companion to the Latin Dictionary/Tegillum|tegillum]], [[Illustrated Companion to the Latin Dictionary/Palla|palla]], [[Illustrated Companion to the Latin Dictionary/Tunicopallium|tunicopallium]], [[Illustrated Companion to the Latin Dictionary/Peplum|peplum]], [[Illustrated Companion to the Latin Dictionary/Diplois|diplois]], [[Illustrated Companion to the Latin Dictionary/Cyclas|cyclas]], [[Illustrated Companion to the Latin Dictionary/Coa vestis|Coa vestis]], [[Illustrated Companion to the Latin Dictionary/Flammeum|flammeum]], [[Illustrated Companion to the Latin Dictionary/Caliptra|caliptra]], [[Illustrated Companion to the Latin Dictionary/Rica|rica]], [[Illustrated Companion to the Latin Dictionary/Ricinium|ricinium]], [[Illustrated Companion to the Latin Dictionary/Suffibulum|suffibulum]], [[Illustrated Companion to the Latin Dictionary/Anabolium|anabolium]], [[Illustrated Companion to the Latin Dictionary/Cataclista|cataclista]], [[Illustrated Companion to the Latin Dictionary/Cento|cento]], [[Illustrated Companion to the Latin Dictionary/Centunculus|centunculus]], [[Illustrated Companion to the Latin Dictionary/Synthesis|synthesis]], [[Illustrated Companion to the Latin Dictionary/Trechedipnum|trechedipnum]].{{mdash}}''Under-Clothing.'' [[Illustrated Companion to the Latin Dictionary/Tunica|Tunica]], [[Illustrated Companion to the Latin Dictionary/Tunicatus|tunicatus]], [[Illustrated Companion to the Latin Dictionary/Nudus|nudus]], [[Illustrated Companion to the Latin Dictionary/Tunicula|tunicula]], [[Illustrated Companion to the Latin Dictionary/Colobium|colobium]], [[Illustrated Companion to the Latin Dictionary/Chiridota|chiridota]], [[Illustrated Companion to the Latin Dictionary/Exomis|exomis]] 1, [[Illustrated Companion to the Latin Dictionary/Epapillatus|expapillatus]], [[Illustrated Companion to the Latin Dictionary/Indusiatus|indusiatus]], [[Illustrated Companion to the Latin Dictionary/Dalmaticatus|dalmaticatus]], [[Illustrated Companion to the Latin Dictionary/Paenula|pænula]], [[Illustrated Companion to the Latin Dictionary/Sarapis|sarapis]], [[Illustrated Companion to the Latin Dictionary/Stola|stola]], [[Illustrated Companion to the Latin Dictionary/Recta|recta]], [[Illustrated Companion to the Latin Dictionary/Interula|interula]], [[Illustrated Companion to the Latin Dictionary/Subucula|subucula]], [[Illustrated Companion to the Latin Dictionary/Indusium|indusium]], [[Illustrated Companion to the Latin Dictionary/Intusium|intusium]], [[Illustrated Companion to the Latin Dictionary/Supparum|supparum]] 2, [[Illustrated Companion to the Latin Dictionary/Cingillum|cingillum]].{{mdash}}''Decorative Parts.'' [[Illustrated Companion to the Latin Dictionary/Clavus|Clavus latus]], [[Illustrated Companion to the Latin Dictionary/Clavus|clavus angustus]], [[Illustrated Companion to the Latin Dictionary/Patagium|patagium]], [[Illustrated Companion to the Latin Dictionary/Limbus|limbus]], [[Illustrated Companion to the Latin Dictionary/Instita|instita]], [[Illustrated Companion to the Latin Dictionary/Paragauda|paragauda]], [[Illustrated Companion to the Latin Dictionary/Plumae|plumæ]] 2, [[Illustrated Companion to the Latin Dictionary/Scutula|scutula]] 4, [[Illustrated Companion to the Latin Dictionary/Segmentum|segmentum]], [[Illustrated Companion to the Latin Dictionary/Virgatus|virgatus]], [[Illustrated Companion to the Latin Dictionary/Plagula|plagula]] 3.{{mdash}}''Cinctures.'' [[Illustrated Companion to the Latin Dictionary/Castula|Castula]], [[Illustrated Companion to the Latin Dictionary/Encomboma|encomboma]], [[Illustrated Companion to the Latin Dictionary/Limus|limus]], [[Illustrated Companion to the Latin Dictionary/Liniger|liniger]], [[Illustrated Companion to the Latin Dictionary/Cinctus (noun)|cinctus]] 1, [[Illustrated Companion to the Latin Dictionary/Semicinctium|semicinctium]], [[Illustrated Companion to the Latin Dictionary/Campestre|campestre]], [[Illustrated Companion to the Latin Dictionary/Ventrale|ventrale]], [[Illustrated Companion to the Latin Dictionary/Subligaculum|subligaculum]], [[Illustrated Companion to the Latin Dictionary/Subligatus|subligatus]], [[Illustrated Companion to the Latin Dictionary/Cingulum|cingulum]], [[Illustrated Companion to the Latin Dictionary/Succingulum|succingulum]], [[Illustrated Companion to the Latin Dictionary/Zona|zona]], [[Illustrated Companion to the Latin Dictionary/Cestus|cestus]], [[Illustrated Companion to the Latin Dictionary/Nodus|nodus]] 2, [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 1, [[Illustrated Companion to the Latin Dictionary/Cinctus (adjective)|cinctus]], [[Illustrated Companion to the Latin Dictionary/Succinctus|succinctus]], [[Illustrated Companion to the Latin Dictionary/Incinctus|incinctus]], [[Illustrated Companion to the Latin Dictionary/Cinctutus|cinctutus]].{{mdash}}''Coverings for the Head.'' [[Illustrated Companion to the Latin Dictionary/Petasus|Petasus]], [[Illustrated Companion to the Latin Dictionary/Pileus|pileum]], [[Illustrated Companion to the Latin Dictionary/Pileatus|pileatus]], [[Illustrated Companion to the Latin Dictionary/Pileolus|pileolus]], [[Illustrated Companion to the Latin Dictionary/Causia|causia]], [[Illustrated Companion to the Latin Dictionary/Obbatus|obbatus]], [[Illustrated Companion to the Latin Dictionary/Albo-galerus|albogalerus]], [[Illustrated Companion to the Latin Dictionary/Apex|apex]], [[Illustrated Companion to the Latin Dictionary/Offendix|offendix]], [[Illustrated Companion to the Latin Dictionary/Tutulus|tutulus]] 2, [[Illustrated Companion to the Latin Dictionary/Galerus|galerus]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Cidaris|cidaris]], [[Illustrated Companion to the Latin Dictionary/Tiara|tiara]], [[Illustrated Companion to the Latin Dictionary/Mitra|mitra]], [[Illustrated Companion to the Latin Dictionary/Redimiculum|redimiculum]], [[Illustrated Companion to the Latin Dictionary/Mitella|mitella]], [[Illustrated Companion to the Latin Dictionary/Caliendrum|caliendrum]], [[Illustrated Companion to the Latin Dictionary/Calantica|calantica]], [[Illustrated Companion to the Latin Dictionary/Reticulum|reticulum]] 2, [[Illustrated Companion to the Latin Dictionary/Vesica|vesica]], [[Illustrated Companion to the Latin Dictionary/Theristrum|theristrum]].{{mdash}}''Head-bands.'' [[Illustrated Companion to the Latin Dictionary/Corona|Corona]], [[Illustrated Companion to the Latin Dictionary/Corolla|corolla]], [[Illustrated Companion to the Latin Dictionary/Coronarius|coronarius]], [[Illustrated Companion to the Latin Dictionary/Lemniscus|lemniscus]], [[Illustrated Companion to the Latin Dictionary/Diadema|diadema]], [[Illustrated Companion to the Latin Dictionary/Infula|infula]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]], [[Illustrated Companion to the Latin Dictionary/Vitta|vitta]], [[Illustrated Companion to the Latin Dictionary/Nimbus|nimbus]] 3, [[Illustrated Companion to the Latin Dictionary/Spira|spira]] 2, [[Illustrated Companion to the Latin Dictionary/Torulus|torulus]], [[Illustrated Companion to the Latin Dictionary/Frontale|frontale]] 2.{{mdash}}''The Throat.'' [[Illustrated Companion to the Latin Dictionary/Focale|Focale]].{{mdash}}''Arms and Hands.'' [[Illustrated Companion to the Latin Dictionary/Manica|Manica]] 4, [[Illustrated Companion to the Latin Dictionary/Digitale|digitale]].{{mdash}}''The Bust.'' [[Illustrated Companion to the Latin Dictionary/Fascia|Fascia pectoralis]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]] 4, [[Illustrated Companion to the Latin Dictionary/Mamillare|mamillare]], [[Illustrated Companion to the Latin Dictionary/Strophium|strophium]], [[Illustrated Companion to the Latin Dictionary/Capitium|capitium]].{{mdash}}''Legs.'' [[Illustrated Companion to the Latin Dictionary/Bracae|Bracæ]], [[Illustrated Companion to the Latin Dictionary/Saraballa|saraballa]], [[Illustrated Companion to the Latin Dictionary/Feminalia|feminalia]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 4, 5, [[Illustrated Companion to the Latin Dictionary/Tibiale|tibiale]], [[Illustrated Companion to the Latin Dictionary/Udo|udo]], [[Illustrated Companion to the Latin Dictionary/Impilia|impilia]].{{mdash}}''Feet.'' [[Illustrated Companion to the Latin Dictionary/Calceus|Calceus]], [[Illustrated Companion to the Latin Dictionary/Calceolus|calceolus]], [[Illustrated Companion to the Latin Dictionary/Crepida|crepida]], [[Illustrated Companion to the Latin Dictionary/Solea|solea]], [[Illustrated Companion to the Latin Dictionary/Soleatus|soleatus]], [[Illustrated Companion to the Latin Dictionary/Soccus|soccus]], [[Illustrated Companion to the Latin Dictionary/Sandalium|sandalium]], [[Illustrated Companion to the Latin Dictionary/Baxa|baxa]], [[Illustrated Companion to the Latin Dictionary/Sculponeae|sculponeæ]], [[Illustrated Companion to the Latin Dictionary/Gallicae|gallicæ]], [[Illustrated Companion to the Latin Dictionary/Diabathrum|diabathrum]], [[Illustrated Companion to the Latin Dictionary/Phaecasium|phæcasium]], [[Illustrated Companion to the Latin Dictionary/Talaria|talaria]], [[Illustrated Companion to the Latin Dictionary/Carbatinae|carbatinæ]], [[Illustrated Companion to the Latin Dictionary/Cothurnus|cothurnus]], [[Illustrated Companion to the Latin Dictionary/Endromis|endromis]] 3, [[Illustrated Companion to the Latin Dictionary/Mulleus|mulleus]], [[Illustrated Companion to the Latin Dictionary/Pero|pero]], [[Illustrated Companion to the Latin Dictionary/Peronatus|peronatus]], [[Illustrated Companion to the Latin Dictionary/Zancha|zancha]], [[Illustrated Companion to the Latin Dictionary/Amentum|amentum]] 2, [[Illustrated Companion to the Latin Dictionary/Obstragulum|obstragulum]], [[Illustrated Companion to the Latin Dictionary/Obstrigillum|obstrigillum]], [[Illustrated Companion to the Latin Dictionary/Corrigia|corrigia]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa]] 3, [[Illustrated Companion to the Latin Dictionary/Ansula|ansula]], [[Illustrated Companion to the Latin Dictionary/Luna|luna]], [[Illustrated Companion to the Latin Dictionary/Clavus|clavus caligaris]], [[Illustrated Companion to the Latin Dictionary/Clavatus|clavatus]] 2, [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 4, [[Illustrated Companion to the Latin Dictionary/Fulmenta|fulmenta]].{{mdash}}''The Hair and Beard.'' [[Illustrated Companion to the Latin Dictionary/Coma|Coma]], [[Illustrated Companion to the Latin Dictionary/Caesaries|cæsaries]], [[Illustrated Companion to the Latin Dictionary/Capillus|capillus]], [[Illustrated Companion to the Latin Dictionary/Crinis|crinis]], [[Illustrated Companion to the Latin Dictionary/Comatus|comatus]], [[Illustrated Companion to the Latin Dictionary/Intonsus|intonsus]], [[Illustrated Companion to the Latin Dictionary/Tonsus|tonsus]], [[Illustrated Companion to the Latin Dictionary/Acersecomes|acersecomes]], [[Illustrated Companion to the Latin Dictionary/Antiae|antiæ]], [[Illustrated Companion to the Latin Dictionary/Capronae|capronæ]], [[Illustrated Companion to the Latin Dictionary/Cincinnus|cincinnus]], [[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus]], [[Illustrated Companion to the Latin Dictionary/Nodus|nodus]] 3, [[Illustrated Companion to the Latin Dictionary/Corymbus|corymbus]], [[Illustrated Companion to the Latin Dictionary/Crobylus|crobylus]], [[Illustrated Companion to the Latin Dictionary/Tutulus|tutulus]] 1, [[Illustrated Companion to the Latin Dictionary/Anulus|anulus]] 5, [[Illustrated Companion to the Latin Dictionary/Capillamentum|capillamentum]], [[Illustrated Companion to the Latin Dictionary/Galerus|galerus]] 3, [[Illustrated Companion to the Latin Dictionary/Gausapa|gausapa]] 2, [[Illustrated Companion to the Latin Dictionary/Barbatus|barbatus]], [[Illustrated Companion to the Latin Dictionary/Barbatulus|barbatulus]], [[Illustrated Companion to the Latin Dictionary/Tonsor|tonsor]], [[Illustrated Companion to the Latin Dictionary/Tonstrix|tonstrix]].{{mdash}}''Ornaments for the Person.'' [[Illustrated Companion to the Latin Dictionary/Anulus|Anulus]], [[Illustrated Companion to the Latin Dictionary/Signum|signum]] 2, [[Illustrated Companion to the Latin Dictionary/Funda|funda]] 4, [[Illustrated Companion to the Latin Dictionary/Condalium|condalium]], [[Illustrated Companion to the Latin Dictionary/Fibula|fibula]], [[Illustrated Companion to the Latin Dictionary/Inauris|inauris]], [[Illustrated Companion to the Latin Dictionary/Fenestra|fenestra]] 4, [[Illustrated Companion to the Latin Dictionary/Crotalum|crotalium]], [[Illustrated Companion to the Latin Dictionary/Elenchus|elenchus]], [[Illustrated Companion to the Latin Dictionary/Stalagmium|stalagmium]], [[Illustrated Companion to the Latin Dictionary/Armilla|armilla]], [[Illustrated Companion to the Latin Dictionary/Dextrale|dextrale]], [[Illustrated Companion to the Latin Dictionary/Dextrocherium|dextrocherium]], [[Illustrated Companion to the Latin Dictionary/Torquis|torquis brachialis]], [[Illustrated Companion to the Latin Dictionary/Spinther|spinther]], [[Illustrated Companion to the Latin Dictionary/Spathalium|spathalium]], [[Illustrated Companion to the Latin Dictionary/Periscelis|periscelis]], [[Illustrated Companion to the Latin Dictionary/Monile|monile]], [[Illustrated Companion to the Latin Dictionary/Torquis|torquis]], [[Illustrated Companion to the Latin Dictionary/Bulla|bulla]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Bullatus|bullatus]], [[Illustrated Companion to the Latin Dictionary/Bullula|bullula]], [[Illustrated Companion to the Latin Dictionary/Catena|catena]] 2, [[Illustrated Companion to the Latin Dictionary/Catella|catella]], [[Illustrated Companion to the Latin Dictionary/Phalerae|phaleræ]], [[Illustrated Companion to the Latin Dictionary/Corona|corona longa]].{{mdash}}''Sticks and Wands.'' [[Illustrated Companion to the Latin Dictionary/Bacillum|Bacillum]], [[Illustrated Companion to the Latin Dictionary/Baculus|baculus]], [[Illustrated Companion to the Latin Dictionary/Sceptrum|sceptrum]], [[Illustrated Companion to the Latin Dictionary/Scipio|scipio]], [[Illustrated Companion to the Latin Dictionary/Radius|radius]] 1, [[Illustrated Companion to the Latin Dictionary/Virga|virga]], [[Illustrated Companion to the Latin Dictionary/Vitis|vitis]], [[Illustrated Companion to the Latin Dictionary/Vindicta|vindicta]], [[Illustrated Companion to the Latin Dictionary/Lituus|lituus]] 2, [[Illustrated Companion to the Latin Dictionary/Pedum|pedum]]. == THE TOILET, AND UTENSILS OF FEMALES. == [[Illustrated Companion to the Latin Dictionary/Speculum|Speculum]] 1, [[Illustrated Companion to the Latin Dictionary/Fucus|fucus]], [[Illustrated Companion to the Latin Dictionary/Sapo|sapo]], [[Illustrated Companion to the Latin Dictionary/Calamister|calamister]], [[Illustrated Companion to the Latin Dictionary/Crinale|crinale]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 1, [[Illustrated Companion to the Latin Dictionary/Discerniculum|discerniculum]], [[Illustrated Companion to the Latin Dictionary/Acus|acus comatoria]], [[Illustrated Companion to the Latin Dictionary/Volsella|volsella]], [[Illustrated Companion to the Latin Dictionary/Dentifricium|dentifricium]], [[Illustrated Companion to the Latin Dictionary/Dentiscalpium|dentiscalpium]], [[Illustrated Companion to the Latin Dictionary/Dactyliotheca|dactyliotheca]], [[Illustrated Companion to the Latin Dictionary/Pyxis|pyxis]], [[Illustrated Companion to the Latin Dictionary/Alabaster|alabaster]], [[Illustrated Companion to the Latin Dictionary/Unguentarius|unguentarium]], [[Illustrated Companion to the Latin Dictionary/Diapasma|diapasma]], [[Illustrated Companion to the Latin Dictionary/Epilimma|epilimma]], [[Illustrated Companion to the Latin Dictionary/Flabellum|flabellum]], [[Illustrated Companion to the Latin Dictionary/Umbella|umbella]], [[Illustrated Companion to the Latin Dictionary/Acus|acus]], [[Illustrated Companion to the Latin Dictionary/Axicia|axicia]], [[Illustrated Companion to the Latin Dictionary/Forfex|forfex]], [[Illustrated Companion to the Latin Dictionary/Colus|colus]], [[Illustrated Companion to the Latin Dictionary/Fusus|fusus]], [[Illustrated Companion to the Latin Dictionary/Calathus|calathus]], [[Illustrated Companion to the Latin Dictionary/Quasillus|quasillus]]. == THE NURSERY, AND SPORTS OF CHILDREN. == [[Illustrated Companion to the Latin Dictionary/Cunabula|Cunabula]], [[Illustrated Companion to the Latin Dictionary/Vannus|vannus]] 3, [[Illustrated Companion to the Latin Dictionary/Cunaria|cunaria]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 1, [[Illustrated Companion to the Latin Dictionary/Serperastrum|serperastrum]], [[Illustrated Companion to the Latin Dictionary/Crepundia|crepundia]], [[Illustrated Companion to the Latin Dictionary/Pupa|pupa]], [[Illustrated Companion to the Latin Dictionary/Plaguncula|plaguncula]], [[Illustrated Companion to the Latin Dictionary/Neurospaston|neurospaston]], [[Illustrated Companion to the Latin Dictionary/Mania|mania]], [[Illustrated Companion to the Latin Dictionary/Ocellata|ocellata]], [[Illustrated Companion to the Latin Dictionary/Turbo|turbo]], [[Illustrated Companion to the Latin Dictionary/Trochus|trochus]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 4, [[Illustrated Companion to the Latin Dictionary/Oscillatio|oscillatio]], [[Illustrated Companion to the Latin Dictionary/Ludus|ludus literarius]]. == THE MEALS. == [[Illustrated Companion to the Latin Dictionary/Jentaculum|Jentaculum]], [[Illustrated Companion to the Latin Dictionary/Merenda|merenda]], [[Illustrated Companion to the Latin Dictionary/Prandium|prandium]], [[Illustrated Companion to the Latin Dictionary/Coena|cœna]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa prima]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa secunda]], [[Illustrated Companion to the Latin Dictionary/Promulsis|promulsis]], [[Illustrated Companion to the Latin Dictionary/Gustatio|gustatio]], [[Illustrated Companion to the Latin Dictionary/Epidipnis|epidipnis]], [[Illustrated Companion to the Latin Dictionary/Accubo|accubo]], [[Illustrated Companion to the Latin Dictionary/Accumbo|accumbo]], [[Illustrated Companion to the Latin Dictionary/Discubitus|discubitus]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus triclinaris]], [[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]], [[Illustrated Companion to the Latin Dictionary/Biclinium|biclinium]], [[Illustrated Companion to the Latin Dictionary/Accubitum|accubitum]], [[Illustrated Companion to the Latin Dictionary/Hexaclinon|hexaclinon]], [[Illustrated Companion to the Latin Dictionary/Sigma|sigma]], [[Illustrated Companion to the Latin Dictionary/Stibadium|stibadium]], [[Illustrated Companion to the Latin Dictionary/Cilliba|cilliba]], [[Illustrated Companion to the Latin Dictionary/Cilibantum|cilibantum]], [[Illustrated Companion to the Latin Dictionary/Mantele|mantele]], [[Illustrated Companion to the Latin Dictionary/Mappa|mappa]] 1, [[Illustrated Companion to the Latin Dictionary/Sudarium|sudarium]], [[Illustrated Companion to the Latin Dictionary/Ferculum|ferculum]] 1, [[Illustrated Companion to the Latin Dictionary/Repositorium|repositorium]], [[Illustrated Companion to the Latin Dictionary/Gustatorium|gustatorium]], [[Illustrated Companion to the Latin Dictionary/Promulsidiare|promulsidiare]], [[Illustrated Companion to the Latin Dictionary/Focus|focus]] 4, [[Illustrated Companion to the Latin Dictionary/Comissatio|comissatio]], [[Illustrated Companion to the Latin Dictionary/Comissator|comissator]], [[Illustrated Companion to the Latin Dictionary/Symposium|symposium]], [[Illustrated Companion to the Latin Dictionary/Convivium|convivium]], [[Illustrated Companion to the Latin Dictionary/Repotia|repotia]], [[Illustrated Companion to the Latin Dictionary/Magister|magister]] 4, [[Illustrated Companion to the Latin Dictionary/Scurra|scurra]], [[Illustrated Companion to the Latin Dictionary/Gutturnium|gutturnium]], [[Illustrated Companion to the Latin Dictionary/Lebes|lebes]] 1, [[Illustrated Companion to the Latin Dictionary/Pollubrum|pollubrum]].{{mdash}}''Table Utensils.'' [[Illustrated Companion to the Latin Dictionary/Acetabulum|Acetabulum]], [[Illustrated Companion to the Latin Dictionary/Echinus|echinus]] 1, [[Illustrated Companion to the Latin Dictionary/Salinum|salinum]], [[Illustrated Companion to the Latin Dictionary/Incitega|incitega]], [[Illustrated Companion to the Latin Dictionary/Cochlear|cochlear]], [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 2, [[Illustrated Companion to the Latin Dictionary/Fuscinula|fuscinula]].{{mdash}}''Plates and Dishes.'' [[Illustrated Companion to the Latin Dictionary/Catinum|Catinum]] 1, [[Illustrated Companion to the Latin Dictionary/Circulus|circulus]] 3, [[Illustrated Companion to the Latin Dictionary/Mazonomum|mazonomum]] 2, [[Illustrated Companion to the Latin Dictionary/Lanx|lanx]] 1, [[Illustrated Companion to the Latin Dictionary/Lanx|lanx quadrata]], [[Illustrated Companion to the Latin Dictionary/Paropsis|paropsis]], [[Illustrated Companion to the Latin Dictionary/Patina|patina]], [[Illustrated Companion to the Latin Dictionary/Patella|patella]], [[Illustrated Companion to the Latin Dictionary/Calix|calix]] 2, [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 4, [[Illustrated Companion to the Latin Dictionary/Discus|discus]] 2, [[Illustrated Companion to the Latin Dictionary/Fabatarium|fabatarium]], [[Illustrated Companion to the Latin Dictionary/Boletar|boletar]], [[Illustrated Companion to the Latin Dictionary/Pultarius|pultarius]], [[Illustrated Companion to the Latin Dictionary/Scutella|scutella]], [[Illustrated Companion to the Latin Dictionary/Scutra|scutra]].{{mdash}}''Wine Vessels.'' [[Illustrated Companion to the Latin Dictionary/Acratophorum|Acratophorum]], [[Illustrated Companion to the Latin Dictionary/Galeola|galeola]], [[Illustrated Companion to the Latin Dictionary/Lepesta|lepesta]], [[Illustrated Companion to the Latin Dictionary/Crater|crater]], [[Illustrated Companion to the Latin Dictionary/Mistarius|mistarius]], [[Illustrated Companion to the Latin Dictionary/Colum|colum nivarium]], [[Illustrated Companion to the Latin Dictionary/Saccus|saccus nivarius]], [[Illustrated Companion to the Latin Dictionary/Gillo|gillo]], [[Illustrated Companion to the Latin Dictionary/Capis|capis]], [[Illustrated Companion to the Latin Dictionary/Epichysis|epichysis]], [[Illustrated Companion to the Latin Dictionary/Sinum|sinum]], [[Illustrated Companion to the Latin Dictionary/Uter|uter]], [[Illustrated Companion to the Latin Dictionary/Cupa|cupa]], [[Illustrated Companion to the Latin Dictionary/Tina|tina]].{{mdash}}''Drinking Cups.'' [[Illustrated Companion to the Latin Dictionary/Poculum|Poculum]], [[Illustrated Companion to the Latin Dictionary/Calix|calix]], [[Illustrated Companion to the Latin Dictionary/Cyathus|cyathus]], [[Illustrated Companion to the Latin Dictionary/Patera|patera]], [[Illustrated Companion to the Latin Dictionary/Scaphium|scaphium]], [[Illustrated Companion to the Latin Dictionary/Trulla|trulla]] 2, [[Illustrated Companion to the Latin Dictionary/Calathus|calathus]] 3, [[Illustrated Companion to the Latin Dictionary/Carchesium|carchesium]] 1, [[Illustrated Companion to the Latin Dictionary/Cantharus|cantharus]], [[Illustrated Companion to the Latin Dictionary/Scyphus|scyphus]], [[Illustrated Companion to the Latin Dictionary/Cymbium|cymbium]], [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 4, [[Illustrated Companion to the Latin Dictionary/Rhytium|rhytium]], [[Illustrated Companion to the Latin Dictionary/Obba|obba]], [[Illustrated Companion to the Latin Dictionary/Cissybium|cissybium]], [[Illustrated Companion to the Latin Dictionary/Batiola|batiola]].{{mdash}}''Viands.'' [[Illustrated Companion to the Latin Dictionary/Sumen|Sumen]], [[Illustrated Companion to the Latin Dictionary/Vulva|vulva]], [[Illustrated Companion to the Latin Dictionary/Coagulum|coagulum]], [[Illustrated Companion to the Latin Dictionary/Epityrum|epityrum]], [[Illustrated Companion to the Latin Dictionary/Garum|garum]], [[Illustrated Companion to the Latin Dictionary/Salgama|salgama]], [[Illustrated Companion to the Latin Dictionary/Succidia|succidia]], [[Illustrated Companion to the Latin Dictionary/Tucetum|tucetum]], [[Illustrated Companion to the Latin Dictionary/Tyrotarichus|tyrotarichus]], [[Illustrated Companion to the Latin Dictionary/Botulus|botulus]], [[Illustrated Companion to the Latin Dictionary/Farcimen|farcimen]], [[Illustrated Companion to the Latin Dictionary/Insicia|insicia]], [[Illustrated Companion to the Latin Dictionary/Tomaculum|tomaculum]], [[Illustrated Companion to the Latin Dictionary/Artolaganus|artolaganus]], [[Illustrated Companion to the Latin Dictionary/Collyra|collyra]], [[Illustrated Companion to the Latin Dictionary/Copta|copta]], [[Illustrated Companion to the Latin Dictionary/Coptoplacenta|coptoplacenta]], [[Illustrated Companion to the Latin Dictionary/Placenta|placenta]], [[Illustrated Companion to the Latin Dictionary/Crustulum|crustulum]], [[Illustrated Companion to the Latin Dictionary/Crustum|crustum]], [[Illustrated Companion to the Latin Dictionary/Libum|libum]], [[Illustrated Companion to the Latin Dictionary/Scribilita|scriblita]], [[Illustrated Companion to the Latin Dictionary/Tyropatina|tyropatina]], [[Illustrated Companion to the Latin Dictionary/Savillum|savillum]], [[Illustrated Companion to the Latin Dictionary/Copadia|copadia]], [[Illustrated Companion to the Latin Dictionary/Cupedia|cupedia]], [[Illustrated Companion to the Latin Dictionary/Dulcia|dulcia]], [[Illustrated Companion to the Latin Dictionary/Butyrum|butyrum]].{{mdash}}''Attendants.'' [[Illustrated Companion to the Latin Dictionary/Tricliniarches|Tricliniarches]], [[Illustrated Companion to the Latin Dictionary/Lectisterniator|lectisterniator]], [[Illustrated Companion to the Latin Dictionary/Praegustator|prægustator]], [[Illustrated Companion to the Latin Dictionary/Structor|structor]], [[Illustrated Companion to the Latin Dictionary/Scissor|scissor]], [[Illustrated Companion to the Latin Dictionary/Carptor|carptor]], [[Illustrated Companion to the Latin Dictionary/Pincerna|pincerna]], [[Illustrated Companion to the Latin Dictionary/Pocillator|pocillator]].{{mdash}}''The Kitchen and Cooking Utensils.'' [[Illustrated Companion to the Latin Dictionary/Culina|Culina]], [[Illustrated Companion to the Latin Dictionary/Carnarium|carnarium]], [[Illustrated Companion to the Latin Dictionary/Clibanus|clibanus]], [[Illustrated Companion to the Latin Dictionary/Authepsa|authepsa]], [[Illustrated Companion to the Latin Dictionary/Ahenum|ahenum]] 1, [[Illustrated Companion to the Latin Dictionary/Cortina|cortina]] 1, [[Illustrated Companion to the Latin Dictionary/Tripus|tripus]], [[Illustrated Companion to the Latin Dictionary/Lebes|lebes]] 2, [[Illustrated Companion to the Latin Dictionary/Cacabus|cacabus]], [[Illustrated Companion to the Latin Dictionary/Chytra|chytra]], [[Illustrated Companion to the Latin Dictionary/Chytropus|chytropus]], [[Illustrated Companion to the Latin Dictionary/Cucuma|cucuma]], [[Illustrated Companion to the Latin Dictionary/Formella|formella]], [[Illustrated Companion to the Latin Dictionary/Apalare|apalare]], [[Illustrated Companion to the Latin Dictionary/Craticula|craticula]], [[Illustrated Companion to the Latin Dictionary/Veru|veru]], [[Illustrated Companion to the Latin Dictionary/Vara|varæ]] 3, [[Illustrated Companion to the Latin Dictionary/Sartago|sartago]], [[Illustrated Companion to the Latin Dictionary/Hirnea|hirnea]], [[Illustrated Companion to the Latin Dictionary/Infundibulum|infundibulum]], [[Illustrated Companion to the Latin Dictionary/Olla|olla]] 1, [[Illustrated Companion to the Latin Dictionary/Trua|trua]], [[Illustrated Companion to the Latin Dictionary/Rudicula|rudicula]], [[Illustrated Companion to the Latin Dictionary/Orca|orca]], [[Illustrated Companion to the Latin Dictionary/Pila (first syllable long)|pila]], [[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]], [[Illustrated Companion to the Latin Dictionary/Pilum|pilum]], [[Illustrated Companion to the Latin Dictionary/Pistillum|pistillum]]. == THE HOUSES. == [[Illustrated Companion to the Latin Dictionary/Domus|Domus]], [[Illustrated Companion to the Latin Dictionary/Vestibulum|vestibulum]], [[Illustrated Companion to the Latin Dictionary/Prothyrum|prothyrum]], [[Illustrated Companion to the Latin Dictionary/Atrium|atrium]], [[Illustrated Companion to the Latin Dictionary/Atriolum|atriolum]], [[Illustrated Companion to the Latin Dictionary/Cavaedium|cavædium]], [[Illustrated Companion to the Latin Dictionary/Impluvium|impluvium]], [[Illustrated Companion to the Latin Dictionary/Compluvium|compluvium]], [[Illustrated Companion to the Latin Dictionary/Ala|ala]] 2, [[Illustrated Companion to the Latin Dictionary/Tablinum|tablinum]], [[Illustrated Companion to the Latin Dictionary/Faux|faux]], [[Illustrated Companion to the Latin Dictionary/Peristylium|peristylium]], [[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]] 2, [[Illustrated Companion to the Latin Dictionary/Oecus|œcus]], [[Illustrated Companion to the Latin Dictionary/Coenaculum|cœnaculum]], [[Illustrated Companion to the Latin Dictionary/Cubiculum|cubiculum]], [[Illustrated Companion to the Latin Dictionary/Dormitorium|dormitorium]], [[Illustrated Companion to the Latin Dictionary/Conclave|conclave]], [[Illustrated Companion to the Latin Dictionary/Thalamus|thalamus]], [[Illustrated Companion to the Latin Dictionary/Exedra|exedra]], [[Illustrated Companion to the Latin Dictionary/Pinacotheca|pinacotheca]], [[Illustrated Companion to the Latin Dictionary/Trichorum|trichorum]], [[Illustrated Companion to the Latin Dictionary/Diaeta|diæta]] 1, [[Illustrated Companion to the Latin Dictionary/Hibernacula|hibernacula]] 1, [[Illustrated Companion to the Latin Dictionary/Lararium|lararium]], [[Illustrated Companion to the Latin Dictionary/Sacrarium|sacrarium]] 2, [[Illustrated Companion to the Latin Dictionary/Culina|culina]], [[Illustrated Companion to the Latin Dictionary/Latrina|latrina]], [[Illustrated Companion to the Latin Dictionary/Solarium|solarium]] 3, [[Illustrated Companion to the Latin Dictionary/Maenianum|mænianum]] 1, [[Illustrated Companion to the Latin Dictionary/Pergula|pergula]], [[Illustrated Companion to the Latin Dictionary/Hypogeum|hypogeum]], [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 4, [[Illustrated Companion to the Latin Dictionary/Cellatio|cellatio]], [[Illustrated Companion to the Latin Dictionary/Fornix|fornix]] 3, [[Illustrated Companion to the Latin Dictionary/Crypta|crypta]], [[Illustrated Companion to the Latin Dictionary/Cryptoporticus|cryptoporticus]], [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]], [[Illustrated Companion to the Latin Dictionary/Chalcidicum|chalcidicum]], [[Illustrated Companion to the Latin Dictionary/Chors|chors]], [[Illustrated Companion to the Latin Dictionary/Hemicyclium|hemicyclium]], [[Illustrated Companion to the Latin Dictionary/Scalae|scalæ]] 3, [[Illustrated Companion to the Latin Dictionary/Zotheca|zotheca]] 2, [[Illustrated Companion to the Latin Dictionary/Pseudourbana|pseudourbana]], [[Illustrated Companion to the Latin Dictionary/Casa|casa]], [[Illustrated Companion to the Latin Dictionary/Casula|casula]] 1, [[Illustrated Companion to the Latin Dictionary/Tugurium|tugurium]], [[Illustrated Companion to the Latin Dictionary/Magalia|magalia]], [[Illustrated Companion to the Latin Dictionary/Attegia|attegia]], [[Illustrated Companion to the Latin Dictionary/Andronitis|andronitis]], [[Illustrated Companion to the Latin Dictionary/Andron|andron]], [[Illustrated Companion to the Latin Dictionary/Gynaeceum|gynæceum]], [[Illustrated Companion to the Latin Dictionary/Mesaulos|mesaulos]], [[Illustrated Companion to the Latin Dictionary/Aula|aula]] 1, 2. ''Ceilings.'' [[Illustrated Companion to the Latin Dictionary/Coelum|Cœlum]], [[Illustrated Companion to the Latin Dictionary/Camara|camara]] 1, 2, concameratio<ref group="Note" name="Rich1849_ClassedIndex_No_such_lemma"/>, [[Illustrated Companion to the Latin Dictionary/Hemisphaerium|hemisphærium]] 2, [[Illustrated Companion to the Latin Dictionary/Testudo|testudo]] 2, [[Illustrated Companion to the Latin Dictionary/Lacunar|lacunar]] 1, [[Illustrated Companion to the Latin Dictionary/Laquear|laquear]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 8.{{mdash}}''Floorings.'' [[Illustrated Companion to the Latin Dictionary/Pavimentum|Pavimentum]], [[Illustrated Companion to the Latin Dictionary/Lithostrotum|lithostrotum]], [[Illustrated Companion to the Latin Dictionary/Tessellatus|tessellatum]], [[Illustrated Companion to the Latin Dictionary/Vermiculatus|vermiculatum]], [[Illustrated Companion to the Latin Dictionary/Scalpturatus|scalpturatum]], [[Illustrated Companion to the Latin Dictionary/Sectilis|sectile]], [[Illustrated Companion to the Latin Dictionary/Abaculus|abaculus]], [[Illustrated Companion to the Latin Dictionary/Favus|favus]], [[Illustrated Companion to the Latin Dictionary/Scutula|scutula]] 3, [[Illustrated Companion to the Latin Dictionary/Trigonum|trigonum]] 1, [[Illustrated Companion to the Latin Dictionary/Spica testacea|spica testacea]], [[Illustrated Companion to the Latin Dictionary/Tessera|tessera]], [[Illustrated Companion to the Latin Dictionary/Tessella|tessella]], [[Illustrated Companion to the Latin Dictionary/Testaceum|testaceum]], [[Illustrated Companion to the Latin Dictionary/Optostrotum|optostrotum]], [[Illustrated Companion to the Latin Dictionary/Alexandrinum opus|Alexandrinum opus]], [[Illustrated Companion to the Latin Dictionary/Suspensura|suspensura]].{{mdash}}''Doors.'' [[Illustrated Companion to the Latin Dictionary/Janua|Janua]], [[Illustrated Companion to the Latin Dictionary/Ostium|ostium]], [[Illustrated Companion to the Latin Dictionary/Foris|foris]], [[Illustrated Companion to the Latin Dictionary/Biforis|biforis]], [[Illustrated Companion to the Latin Dictionary/Quadriforis|quadriforis]], [[Illustrated Companion to the Latin Dictionary/Valvae|valvæ]], [[Illustrated Companion to the Latin Dictionary/Supercilium|supercilium]], [[Illustrated Companion to the Latin Dictionary/Limen|limen]], [[Illustrated Companion to the Latin Dictionary/Postis|postis]], [[Illustrated Companion to the Latin Dictionary/Antepagmentum|antepagmentum]], [[Illustrated Companion to the Latin Dictionary/Corsae|corsæ]], [[Illustrated Companion to the Latin Dictionary/Replum|replum]], [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 8, [[Illustrated Companion to the Latin Dictionary/Impages|impages]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Cardo|cardo]], [[Illustrated Companion to the Latin Dictionary/Ginglymus|ginglymus]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa ostii]], [[Illustrated Companion to the Latin Dictionary/Velum|velum]] 4, [[Illustrated Companion to the Latin Dictionary/Hypaetrum|hypætrum]], [[Illustrated Companion to the Latin Dictionary/Hyperthyrum|hyperthyrum]], [[Illustrated Companion to the Latin Dictionary/Pseudothyrum|pseudothyrum]], [[Illustrated Companion to the Latin Dictionary/Cochlea|cochlea]] 3.{{mdash}}''Locks and Fastenings.'' [[Illustrated Companion to the Latin Dictionary/Claustrum|Claustrum]], [[Illustrated Companion to the Latin Dictionary/Sera|sera]], [[Illustrated Companion to the Latin Dictionary/Clavis|clavis]], [[Illustrated Companion to the Latin Dictionary/Clostellum|clostellum]], [[Illustrated Companion to the Latin Dictionary/Pessulus|pessulus]], [[Illustrated Companion to the Latin Dictionary/Repagula|repagula]], [[Illustrated Companion to the Latin Dictionary/Obex|obex]].{{mdash}}''Windows.'' [[Illustrated Companion to the Latin Dictionary/Fenestra|Fenestra]], [[Illustrated Companion to the Latin Dictionary/Fenestella|fenestella]], [[Illustrated Companion to the Latin Dictionary/Luminar|luminar]], [[Illustrated Companion to the Latin Dictionary/Clathri|clathri]].{{mdash}}''Internal Fittings.'' [[Illustrated Companion to the Latin Dictionary/Abacus|Abacus]] 5, [[Illustrated Companion to the Latin Dictionary/Intestinum|intestinum opus]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 6, [[Illustrated Companion to the Latin Dictionary/Podium|podium]] 1.{{mdash}}''Lights and Lighting.'' [[Illustrated Companion to the Latin Dictionary/Fax|Fax]], [[Illustrated Companion to the Latin Dictionary/Taeda|tæda]], [[Illustrated Companion to the Latin Dictionary/Candela|candela]], [[Illustrated Companion to the Latin Dictionary/Cereus|cereus]], [[Illustrated Companion to the Latin Dictionary/Funale|funale]], [[Illustrated Companion to the Latin Dictionary/Lampas|lampas]], [[Illustrated Companion to the Latin Dictionary/Lucerna|lucerna]], [[Illustrated Companion to the Latin Dictionary/Acus|acus]] 4, [[Illustrated Companion to the Latin Dictionary/Ellychnium|ellychnium]], [[Illustrated Companion to the Latin Dictionary/Candelabrum|candelabrum]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 5, [[Illustrated Companion to the Latin Dictionary/Superficies|superficies]] 2, [[Illustrated Companion to the Latin Dictionary/Lychnus|lychnus]], [[Illustrated Companion to the Latin Dictionary/Lychnuchus|lychnuchus]].{{mdash}}''Fires and Fuel.'' [[Illustrated Companion to the Latin Dictionary/Focus|Focus]] 1, [[Illustrated Companion to the Latin Dictionary/Caminus|caminus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Fumarium|fumarium]], [[Illustrated Companion to the Latin Dictionary/Hypocausis|hypocausis]], [[Illustrated Companion to the Latin Dictionary/Vaporarium|vaporarium]], [[Illustrated Companion to the Latin Dictionary/Foculus|foculus]] 2, [[Illustrated Companion to the Latin Dictionary/Acapna|acapna]], [[Illustrated Companion to the Latin Dictionary/Coctilis|coctilia]], [[Illustrated Companion to the Latin Dictionary/Cremium|cremium]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 3, [[Illustrated Companion to the Latin Dictionary/Follis|follis]] 4, 5, [[Illustrated Companion to the Latin Dictionary/Parma|parma]] 3, [[Illustrated Companion to the Latin Dictionary/Rutabulum|rutabulum]], [[Illustrated Companion to the Latin Dictionary/Batillum|batillum]], [[Illustrated Companion to the Latin Dictionary/Trulla|trulla]] 4.{{mdash}}''Ovens and Kilns.'' [[Illustrated Companion to the Latin Dictionary/Furnus|Furnus]], [[Illustrated Companion to the Latin Dictionary/Fornax|fornax]], [[Illustrated Companion to the Latin Dictionary/Fornacula|fornacula]], [[Illustrated Companion to the Latin Dictionary/Fortax|fortax]], [[Illustrated Companion to the Latin Dictionary/Lacuna|lacuna]], [[Illustrated Companion to the Latin Dictionary/Praefurnium|præfurnium]], [[Illustrated Companion to the Latin Dictionary/Propnigeum|propnigeum]].{{mdash}}''The Garden.'' [[Illustrated Companion to the Latin Dictionary/Hortus|Hortus]], [[Illustrated Companion to the Latin Dictionary/Viridarium|viridarium]], [[Illustrated Companion to the Latin Dictionary/Gestatio|gestatio]], [[Illustrated Companion to the Latin Dictionary/Hippodromus|hippodromus]] 1, [[Illustrated Companion to the Latin Dictionary/Xystus|xystus]] 2, [[Illustrated Companion to the Latin Dictionary/Pulvinus|pulvinus]] 4, [[Illustrated Companion to the Latin Dictionary/Specularia|specularia]], [[Illustrated Companion to the Latin Dictionary/Casa|casa]] 3, [[Illustrated Companion to the Latin Dictionary/Pergula|pergula]] 6, [[Illustrated Companion to the Latin Dictionary/Trichila|trichila]], [[Illustrated Companion to the Latin Dictionary/Topiarius|topiarius]], [[Illustrated Companion to the Latin Dictionary/Viridarius|viridarius]], [[Illustrated Companion to the Latin Dictionary/Hortulanus|hortulanus]], [[Illustrated Companion to the Latin Dictionary/Olitor|olitor]]. == DOMESTIC FURNITURE AND UTENSILS. == ''Chairs.'' [[Illustrated Companion to the Latin Dictionary/Cathedra|Cathredra]], [[Illustrated Companion to the Latin Dictionary/Solium|solium]], [[Illustrated Companion to the Latin Dictionary/Thronus|thronus]], [[Illustrated Companion to the Latin Dictionary/Ancon|ancon]] 4, [[Illustrated Companion to the Latin Dictionary/Bisellium|bisellium]], [[Illustrated Companion to the Latin Dictionary/Scimpodium|scimpodium]].{{mdash}}''Stools and Settles.'' [[Illustrated Companion to the Latin Dictionary/Sella|Sella]], [[Illustrated Companion to the Latin Dictionary/Sellaria|sellaria]], [[Illustrated Companion to the Latin Dictionary/Sedecula|sedecula]], [[Illustrated Companion to the Latin Dictionary/Tripus|tripus]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Seliquastrum|seliquastrum]].{{mdash}}''Forms and Benches.'' [[Illustrated Companion to the Latin Dictionary/Subsellium|Subsellium]], [[Illustrated Companion to the Latin Dictionary/Scamnum|scamnum]] 3, [[Illustrated Companion to the Latin Dictionary/Sedile|sedile]], [[Illustrated Companion to the Latin Dictionary/Anabathrum|anabathrum]], [[Illustrated Companion to the Latin Dictionary/Transtrum|transtra]], [[Illustrated Companion to the Latin Dictionary/Suggestum|suggestum]].{{mdash}}''Foot-stools.'' [[Illustrated Companion to the Latin Dictionary/Scabellum|Scabellum]] 2, [[Illustrated Companion to the Latin Dictionary/Scamnum|scamnum]] 2, [[Illustrated Companion to the Latin Dictionary/Suppedaneum|suppedaneum]].{{mdash}}''Tables.'' [[Illustrated Companion to the Latin Dictionary/Mensa|Mensa]], [[Illustrated Companion to the Latin Dictionary/Monopodium|monopodium]], [[Illustrated Companion to the Latin Dictionary/Cilibantum|cilibantum]], [[Illustrated Companion to the Latin Dictionary/Cilliba|cilliba]], [[Illustrated Companion to the Latin Dictionary/Delphica|delphica]], [[Illustrated Companion to the Latin Dictionary/Cartibulum|cartibulum]], [[Illustrated Companion to the Latin Dictionary/Abacus|abacus]] 4, [[Illustrated Companion to the Latin Dictionary/Urnarium|urnarium]], [[Illustrated Companion to the Latin Dictionary/Anclabris|anclabris]], [[Illustrated Companion to the Latin Dictionary/Trapezophorum|trapezophorum]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 2, [[Illustrated Companion to the Latin Dictionary/Vibia|vibia]].{{mdash}}''Closets.'' [[Illustrated Companion to the Latin Dictionary/Armarium|Armarium]], [[Illustrated Companion to the Latin Dictionary/Aedicula|ædicula]], [[Illustrated Companion to the Latin Dictionary/Muscarium|muscarium]], [[Illustrated Companion to the Latin Dictionary/Pegma|pegma]] 2, [[Illustrated Companion to the Latin Dictionary/Forulus|forulus]], [[Illustrated Companion to the Latin Dictionary/Loculamentum|loculamentum]].{{mdash}}''Chests and Boxes.'' [[Illustrated Companion to the Latin Dictionary/Theca|Theca]], [[Illustrated Companion to the Latin Dictionary/Arca|arca]] 1, [[Illustrated Companion to the Latin Dictionary/Capsa|capsa]], [[Illustrated Companion to the Latin Dictionary/Capsella|capsella]], [[Illustrated Companion to the Latin Dictionary/Capsula|capsula]], [[Illustrated Companion to the Latin Dictionary/Scrinium|scrinium]], [[Illustrated Companion to the Latin Dictionary/Riscus|riscus]], [[Illustrated Companion to the Latin Dictionary/Pyxis|pyxis]], [[Illustrated Companion to the Latin Dictionary/Arcula|arcula]] 1, [[Illustrated Companion to the Latin Dictionary/Loculus|loculus]] 4, [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 1. ''Beds and Couches.'' [[Illustrated Companion to the Latin Dictionary/Lectus|Lectus]], [[Illustrated Companion to the Latin Dictionary/Sponda|sponda]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Anaclinterium|anaclinterium]], [[Illustrated Companion to the Latin Dictionary/Instita|instita]] 3, [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 6, [[Illustrated Companion to the Latin Dictionary/Clinopus|clinopus]], [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 2, [[Illustrated Companion to the Latin Dictionary/Lectulus|lectulus]], [[Illustrated Companion to the Latin Dictionary/Grabatus|grabatus]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus tricliniaris]], [[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]], [[Illustrated Companion to the Latin Dictionary/Biclinium|biclinium]], [[Illustrated Companion to the Latin Dictionary/Accubitum|accubitum]], [[Illustrated Companion to the Latin Dictionary/Sigma|sigma]], [[Illustrated Companion to the Latin Dictionary/Stibadium|stibadium]], [[Illustrated Companion to the Latin Dictionary/Hexaclinon|hexaclinon]], [[Illustrated Companion to the Latin Dictionary/Culcita|culcita]], [[Illustrated Companion to the Latin Dictionary/Torulus|torulus]] 2, [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 1, [[Illustrated Companion to the Latin Dictionary/Pulvinus|pulvinus]] 1, [[Illustrated Companion to the Latin Dictionary/Cervical|cervical]], [[Illustrated Companion to the Latin Dictionary/Cubital|cubital]], [[Illustrated Companion to the Latin Dictionary/Follis|follis]] 2, [[Illustrated Companion to the Latin Dictionary/Instragulum|instragulum]], [[Illustrated Companion to the Latin Dictionary/Toral|toral]], [[Illustrated Companion to the Latin Dictionary/Lodix|lodix]], [[Illustrated Companion to the Latin Dictionary/Accubitalia|accubitalia]], [[Illustrated Companion to the Latin Dictionary/Aulaea|aulæa]] 2, [[Illustrated Companion to the Latin Dictionary/Peristroma|peristroma]], [[Illustrated Companion to the Latin Dictionary/Stragulum|stragulum]] 1, [[Illustrated Companion to the Latin Dictionary/Stroma|stroma]], [[Illustrated Companion to the Latin Dictionary/Tapes|tapes]], [[Illustrated Companion to the Latin Dictionary/Conopeum|conopeum]], [[Illustrated Companion to the Latin Dictionary/Gradus|gradus]] 1, [[Illustrated Companion to the Latin Dictionary/Scamnum|scamnum]] 1, [[Illustrated Companion to the Latin Dictionary/Scabellum|scabellum]] 1.{{mdash}}''Scales and Weights.'' [[Illustrated Companion to the Latin Dictionary/Trutina|Trutina]], [[Illustrated Companion to the Latin Dictionary/Libra|libra]], [[Illustrated Companion to the Latin Dictionary/Statera|statera]], [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 3, [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 6, [[Illustrated Companion to the Latin Dictionary/Librile|librile]], [[Illustrated Companion to the Latin Dictionary/Punctum|punctum]] 3, [[Illustrated Companion to the Latin Dictionary/Examen|examen]], [[Illustrated Companion to the Latin Dictionary/Agina|agina]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa]] 4, [[Illustrated Companion to the Latin Dictionary/Lanx|lanx]] 3, [[Illustrated Companion to the Latin Dictionary/Lancula|lancula]], [[Illustrated Companion to the Latin Dictionary/Aequipondium|æquipondium]], [[Illustrated Companion to the Latin Dictionary/Pondus|pondus]] 1, [[Illustrated Companion to the Latin Dictionary/Orbiculus|orbiculus]] 3.{{mdash}}''Baskets.'' [[Illustrated Companion to the Latin Dictionary/Calathus|Calathus]], [[Illustrated Companion to the Latin Dictionary/Qualus|qualus]], [[Illustrated Companion to the Latin Dictionary/Quasillus|quasillus]], [[Illustrated Companion to the Latin Dictionary/Canistrum|canistrum]], [[Illustrated Companion to the Latin Dictionary/Canum|canum]], [[Illustrated Companion to the Latin Dictionary/Sporta|sporta]], [[Illustrated Companion to the Latin Dictionary/Sportella|sportella]], [[Illustrated Companion to the Latin Dictionary/Sportula|sportula]], [[Illustrated Companion to the Latin Dictionary/Cista|cista]], [[Illustrated Companion to the Latin Dictionary/Corbis|corbis]], [[Illustrated Companion to the Latin Dictionary/Cophinus|cophinus]], [[Illustrated Companion to the Latin Dictionary/Fiscina|fiscina]], [[Illustrated Companion to the Latin Dictionary/Fiscella|fiscella]], [[Illustrated Companion to the Latin Dictionary/Fiscus|fiscus]], [[Illustrated Companion to the Latin Dictionary/Scirpea|scirpea]], [[Illustrated Companion to the Latin Dictionary/Scirpicula|scirpicula]], [[Illustrated Companion to the Latin Dictionary/Nassa|nassa]], [[Illustrated Companion to the Latin Dictionary/Vannus|vannus]], [[Illustrated Companion to the Latin Dictionary/Vidulus|vidulus]], [[Illustrated Companion to the Latin Dictionary/Panarium|panarium]].{{mdash}}''Miscellaneous.'' [[Illustrated Companion to the Latin Dictionary/Malluvia|Malluvia]], [[Illustrated Companion to the Latin Dictionary/Matula|matula]], [[Illustrated Companion to the Latin Dictionary/Pelluvia|pelluvia]], [[Illustrated Companion to the Latin Dictionary/Pelvis|pelvis]], [[Illustrated Companion to the Latin Dictionary/Ampulla|ampulla]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 8, [[Illustrated Companion to the Latin Dictionary/Muscarium|muscarium]] 1, [[Illustrated Companion to the Latin Dictionary/Peniculus|peniculus]] 2, [[Illustrated Companion to the Latin Dictionary/Scopae|scopæ]], [[Illustrated Companion to the Latin Dictionary/Scopula|scopula]], [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 2, [[Illustrated Companion to the Latin Dictionary/Crates|crates]], [[Illustrated Companion to the Latin Dictionary/Mulctra|mulctra]], [[Illustrated Companion to the Latin Dictionary/Hama|hama]], [[Illustrated Companion to the Latin Dictionary/Cos|cos]], [[Illustrated Companion to the Latin Dictionary/Cumera|cumera]], [[Illustrated Companion to the Latin Dictionary/Alveare|alveare]].{{mdash}}''Dials and Time pieces.'' [[Illustrated Companion to the Latin Dictionary/Horologium|Horologium]], [[Illustrated Companion to the Latin Dictionary/Horarium|horarium]], [[Illustrated Companion to the Latin Dictionary/Solarium|solarium]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Sciothericon|sciothericon]], [[Illustrated Companion to the Latin Dictionary/Clepsydra|clepsydra]], [[Illustrated Companion to the Latin Dictionary/Hemicyclium|hemicyclium]] 2, [[Illustrated Companion to the Latin Dictionary/Hemisphaerium|hemisphærium]], [[Illustrated Companion to the Latin Dictionary/Scaphium|scaphium]] 2, [[Illustrated Companion to the Latin Dictionary/Discus|discus]] 3, [[Illustrated Companion to the Latin Dictionary/Arachne|arachne]], [[Illustrated Companion to the Latin Dictionary/Lacunar|lacunar]] 2, [[Illustrated Companion to the Latin Dictionary/Plinthium|plinthium]], [[Illustrated Companion to the Latin Dictionary/Pelecinon|pelecinon]], [[Illustrated Companion to the Latin Dictionary/Conus|conus]] 2, [[Illustrated Companion to the Latin Dictionary/Pharetra|pharetra]] 2, [[Illustrated Companion to the Latin Dictionary/Gnomon|gnomon]], [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 6. == INNS AND PUBLIC-HOUSES. == [[Illustrated Companion to the Latin Dictionary/Hospitium|Hospitium]], [[Illustrated Companion to the Latin Dictionary/Stabulum|stabulum]], [[Illustrated Companion to the Latin Dictionary/Taberna|taberna]] 3, [[Illustrated Companion to the Latin Dictionary/Caupona|caupona]], [[Illustrated Companion to the Latin Dictionary/Popina|popina]], [[Illustrated Companion to the Latin Dictionary/Thermopolium|thermopolium]], [[Illustrated Companion to the Latin Dictionary/Oenopolium|œnopolium]], [[Illustrated Companion to the Latin Dictionary/Ganea|ganea]], [[Illustrated Companion to the Latin Dictionary/Lupanar|lupanar]], [[Illustrated Companion to the Latin Dictionary/Deversorium|deversorium]], [[Illustrated Companion to the Latin Dictionary/Mansiones|mansiones]], [[Illustrated Companion to the Latin Dictionary/Mutationes|mutationes]]. == THE WATER SERVICE. == ''Aqueducts.'' [[Illustrated Companion to the Latin Dictionary/Aquaeductus|Aquæductus]], [[Illustrated Companion to the Latin Dictionary/Castellum|castellum]] 3, 4, 5, [[Illustrated Companion to the Latin Dictionary/Dividiculum|dividiculum]], [[Illustrated Companion to the Latin Dictionary/Piscina|piscina limaria]], [[Illustrated Companion to the Latin Dictionary/Colluviarium|colluviarium]], [[Illustrated Companion to the Latin Dictionary/Specus|specus]], [[Illustrated Companion to the Latin Dictionary/Puteus|puteus]] 3, [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 6, [[Illustrated Companion to the Latin Dictionary/Circitores|circitores]] 1, [[Illustrated Companion to the Latin Dictionary/Libratores|libratores]] 1, [[Illustrated Companion to the Latin Dictionary/Metitores|metitores]], [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]] 1, [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 1, [[Illustrated Companion to the Latin Dictionary/Epistomium|epistomium]], [[Illustrated Companion to the Latin Dictionary/Assis|assis]] 2, [[Illustrated Companion to the Latin Dictionary/Calix|calix]] 3.{{mdash}}''Pumps and Water-wheels.'' [[Illustrated Companion to the Latin Dictionary/Antlia|Antlia]], [[Illustrated Companion to the Latin Dictionary/Girgillus|girgillus]], [[Illustrated Companion to the Latin Dictionary/Tolleno|tolleno]], [[Illustrated Companion to the Latin Dictionary/Cochlea|cochlea]] 3, [[Illustrated Companion to the Latin Dictionary/Rota|rota aquaria]], [[Illustrated Companion to the Latin Dictionary/Haustrum|haustrum]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 2, [[Illustrated Companion to the Latin Dictionary/Pinna|pinna]] 3, [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 6, [[Illustrated Companion to the Latin Dictionary/Ctesibica machina|Ctesibica machina]], [[Illustrated Companion to the Latin Dictionary/Sipho|sipho]] 3, [[Illustrated Companion to the Latin Dictionary/Embolus|embolus]], [[Illustrated Companion to the Latin Dictionary/Fundulus|fundulus]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 4.{{mdash}}''Wells, Cisterns, and Fountains.'' [[Illustrated Companion to the Latin Dictionary/Puteus|Puteus]] 1, [[Illustrated Companion to the Latin Dictionary/Puteal|puteal]] 1, [[Illustrated Companion to the Latin Dictionary/Immissarium|immissarium]], [[Illustrated Companion to the Latin Dictionary/Euripus|euripus]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 2, [[Illustrated Companion to the Latin Dictionary/Saliens|saliens]].{{mdash}}''Water-courses.'' [[Illustrated Companion to the Latin Dictionary/Emissarium|Emissarium]], [[Illustrated Companion to the Latin Dictionary/Cataracta|cataracta]] 2, [[Illustrated Companion to the Latin Dictionary/Aquagium|aquagium]], [[Illustrated Companion to the Latin Dictionary/Canalis|canalis]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Colliciae|colliciæ]] 2, [[Illustrated Companion to the Latin Dictionary/Imbrex|imbrex supinus]].{{mdash}}''Sewers.'' [[Illustrated Companion to the Latin Dictionary/Cloaca|Cloaca]], [[Illustrated Companion to the Latin Dictionary/Cloacula|cloacula]], [[Illustrated Companion to the Latin Dictionary/Cloacarium|cloacarium]]. == ROADS AND STREETS. == [[Illustrated Companion to the Latin Dictionary/Via|Via]], [[Illustrated Companion to the Latin Dictionary/Compitum|compitum]], [[Illustrated Companion to the Latin Dictionary/Bivium|bivium]], [[Illustrated Companion to the Latin Dictionary/Trivium|trivium]], [[Illustrated Companion to the Latin Dictionary/Quadrivium|quadrivium]], [[Illustrated Companion to the Latin Dictionary/Semita|semita]], [[Illustrated Companion to the Latin Dictionary/Platea|platea]], [[Illustrated Companion to the Latin Dictionary/Trames|trames]], [[Illustrated Companion to the Latin Dictionary/Angiportus|angiportus]], [[Illustrated Companion to the Latin Dictionary/Fundula|fundula]], [[Illustrated Companion to the Latin Dictionary/Vicus|vicus]], [[Illustrated Companion to the Latin Dictionary/Pagus|pagus]], [[Illustrated Companion to the Latin Dictionary/Agger|agger viæ]], [[Illustrated Companion to the Latin Dictionary/Crepido|crepido]], [[Illustrated Companion to the Latin Dictionary/Umbo|umbo]] 3, [[Illustrated Companion to the Latin Dictionary/Gomphus|gomphus]], [[Illustrated Companion to the Latin Dictionary/Area|area]] 1, [[Illustrated Companion to the Latin Dictionary/Milliarium|milliarium]]. == RIDING, DRIVING, AND TRANSPORT. == ''The Horse.'' [[Illustrated Companion to the Latin Dictionary/Equus|Equus]], [[Illustrated Companion to the Latin Dictionary/Capronae|capronæ]] 2, [[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Admissarius|admissarius]], [[Illustrated Companion to the Latin Dictionary/Canterius|canterius]] 1, [[Illustrated Companion to the Latin Dictionary/Desultorius|desultorius]], [[Illustrated Companion to the Latin Dictionary/Celes|celes]], [[Illustrated Companion to the Latin Dictionary/Asturco|asturco]], [[Illustrated Companion to the Latin Dictionary/Veredus|veredus]], [[Illustrated Companion to the Latin Dictionary/Venator|venator]] 3, [[Illustrated Companion to the Latin Dictionary/Sellaris|sellaris]], [[Illustrated Companion to the Latin Dictionary/Agminalis|agminalis]], [[Illustrated Companion to the Latin Dictionary/Dorsuarius|dossuarius]], [[Illustrated Companion to the Latin Dictionary/Clitellarius|clitellarius]], [[Illustrated Companion to the Latin Dictionary/Sagmarius|sagmarius]], [[Illustrated Companion to the Latin Dictionary/Sarcinalis|sarcinalis]], [[Illustrated Companion to the Latin Dictionary/Tintinnabulatus|tintinnabulatus]], [[Illustrated Companion to the Latin Dictionary/Character|character]].{{mdash}}''The Rider.'' [[Illustrated Companion to the Latin Dictionary/Eques|Eques]] 1, [[Illustrated Companion to the Latin Dictionary/Desultor|desultor]], [[Illustrated Companion to the Latin Dictionary/Infrenatus|infrenatus]], [[Illustrated Companion to the Latin Dictionary/Calcar|calcar]].{{mdash}}''Saddles and Trappings.'' [[Illustrated Companion to the Latin Dictionary/Ephippium|Ephippium]], [[Illustrated Companion to the Latin Dictionary/Sella|sella equestris]], [[Illustrated Companion to the Latin Dictionary/Scalae|scalæ]] 4, [[Illustrated Companion to the Latin Dictionary/Stapes|stapes]], [[Illustrated Companion to the Latin Dictionary/Bajulatorius|sella bajulatoria]], [[Illustrated Companion to the Latin Dictionary/Cingula|cingula]], [[Illustrated Companion to the Latin Dictionary/Antilena|antilena]], [[Illustrated Companion to the Latin Dictionary/Postilena|postilena]], [[Illustrated Companion to the Latin Dictionary/Sagma|sagma]], [[Illustrated Companion to the Latin Dictionary/Clitellae|clitellæ]], [[Illustrated Companion to the Latin Dictionary/Cento|cento]] 2, [[Illustrated Companion to the Latin Dictionary/Sagum|sagum]] 2, [[Illustrated Companion to the Latin Dictionary/Scordiscum|scordiscum]], [[Illustrated Companion to the Latin Dictionary/Stragulum|stragulum]], [[Illustrated Companion to the Latin Dictionary/Tapes|tapes]], tegumentum,<ref group="Note" name="Rich1849_ClassedIndex_No_such_lemma"/> [[Illustrated Companion to the Latin Dictionary/Dorsualia|dorsualia]].{{mdash}}''Bits, Bridle, Reins, and Harness.'' [[Illustrated Companion to the Latin Dictionary/Oreae|Oreæ]], [[Illustrated Companion to the Latin Dictionary/Lupatum|lupatum]], [[Illustrated Companion to the Latin Dictionary/Murex|murex]] 2, [[Illustrated Companion to the Latin Dictionary/Postomis|postomis]], [[Illustrated Companion to the Latin Dictionary/Frenum|frenum]], [[Illustrated Companion to the Latin Dictionary/Habena|habena]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Retinaculum|retinaculum]] 3, [[Illustrated Companion to the Latin Dictionary/Capistrum|capistrum]] 1, [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 1, [[Illustrated Companion to the Latin Dictionary/Cohum|cohum]], [[Illustrated Companion to the Latin Dictionary/Statera|statera]] 3, [[Illustrated Companion to the Latin Dictionary/Copula|copula]] 2, [[Illustrated Companion to the Latin Dictionary/Torquis|torquis]] 3, [[Illustrated Companion to the Latin Dictionary/Funalis|funalis equus]], [[Illustrated Companion to the Latin Dictionary/Jugalis|jugalis equus]], [[Illustrated Companion to the Latin Dictionary/Solea|solea spartea]], [[Illustrated Companion to the Latin Dictionary/Solea|solea ferrea]].{{mdash}}''Ornaments.'' [[Illustrated Companion to the Latin Dictionary/Frontale|Frontale]] 1, [[Illustrated Companion to the Latin Dictionary/Monile|monile]] 3, [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 4, [[Illustrated Companion to the Latin Dictionary/Phalerae|phaleræ]], [[Illustrated Companion to the Latin Dictionary/Phaleratus|phaleratus]].{{mdash}}''The Stable.'' [[Illustrated Companion to the Latin Dictionary/Equile|Equile]], [[Illustrated Companion to the Latin Dictionary/Patena|patena]], [[Illustrated Companion to the Latin Dictionary/Loculus|loculus]] 3. ''Grooms and Drivers.'' [[Illustrated Companion to the Latin Dictionary/Agaso|Agaso]], [[Illustrated Companion to the Latin Dictionary/Equiso|equiso]], [[Illustrated Companion to the Latin Dictionary/Agitator|agitator]], [[Illustrated Companion to the Latin Dictionary/Auriga|auriga]], [[Illustrated Companion to the Latin Dictionary/Mulio|mulio]].{{mdash}}''Carriages.'' [[Illustrated Companion to the Latin Dictionary/Birotus|Birotus]], [[Illustrated Companion to the Latin Dictionary/Currus|currus]], [[Illustrated Companion to the Latin Dictionary/Biga|biga]], [[Illustrated Companion to the Latin Dictionary/Quadriga|quadriga]], [[Illustrated Companion to the Latin Dictionary/Decemjugis|decemjugis]], [[Illustrated Companion to the Latin Dictionary/Cisium|cisium]], [[Illustrated Companion to the Latin Dictionary/Esseda|esseda]], [[Illustrated Companion to the Latin Dictionary/Carpentum|carpentum]], [[Illustrated Companion to the Latin Dictionary/Pilentum|pilentum]], [[Illustrated Companion to the Latin Dictionary/Tensa|tensa]], [[Illustrated Companion to the Latin Dictionary/Arcera|arcera]], [[Illustrated Companion to the Latin Dictionary/Benna|benna]], [[Illustrated Companion to the Latin Dictionary/Carruca|carruca]], [[Illustrated Companion to the Latin Dictionary/Petoritum|petoritum]], [[Illustrated Companion to the Latin Dictionary/Rheda|rheda]], [[Illustrated Companion to the Latin Dictionary/Harmamaxa|harmamaxa]], [[Illustrated Companion to the Latin Dictionary/Covinus|covinus]], [[Illustrated Companion to the Latin Dictionary/Chiramaxium|chiramaxium]].{{mdash}}''Carts.'' [[Illustrated Companion to the Latin Dictionary/Plaustrum|Plaustrum]], [[Illustrated Companion to the Latin Dictionary/Vehela|vehela]], [[Illustrated Companion to the Latin Dictionary/Plostellum|plostellum]], [[Illustrated Companion to the Latin Dictionary/Sarracum|sarracum]], [[Illustrated Companion to the Latin Dictionary/Arcuma|arcuma]], [[Illustrated Companion to the Latin Dictionary/Carrus|carrus]], [[Illustrated Companion to the Latin Dictionary/Epirhedium|epirrhedium]], [[Illustrated Companion to the Latin Dictionary/Plaustrum|plaustrum majus]], [[Illustrated Companion to the Latin Dictionary/Clabulare|clabulare]], [[Illustrated Companion to the Latin Dictionary/Chamulchus|chamulcus]], [[Illustrated Companion to the Latin Dictionary/Vehes|vehes]], [[Illustrated Companion to the Latin Dictionary/Vehiculum|vehiculum]].{{mdash}}''Component Parts.'' [[Illustrated Companion to the Latin Dictionary/Capsus|Capsus]], [[Illustrated Companion to the Latin Dictionary/Ploxemum|ploxemum]], [[Illustrated Companion to the Latin Dictionary/Axis|axis]] 1, [[Illustrated Companion to the Latin Dictionary/Arbusculae|arbusculæ]], [[Illustrated Companion to the Latin Dictionary/Temo|temo]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 4, [[Illustrated Companion to the Latin Dictionary/Amites|amites]] 1, [[Illustrated Companion to the Latin Dictionary/Rota|rota]], [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 3, [[Illustrated Companion to the Latin Dictionary/Canthus|canthus]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 1, [[Illustrated Companion to the Latin Dictionary/Radius|radius]] 3, [[Illustrated Companion to the Latin Dictionary/Sufflamen|sufflamen]].{{mdash}}''Palanquins and Sedans.'' [[Illustrated Companion to the Latin Dictionary/Lectica|Lectica]], [[Illustrated Companion to the Latin Dictionary/Plagula|plagula]] 2, [[Illustrated Companion to the Latin Dictionary/Sella|sella gestatoria]], [[Illustrated Companion to the Latin Dictionary/Octophoron|octophoron]], [[Illustrated Companion to the Latin Dictionary/Lecticarii|lecticarii]], [[Illustrated Companion to the Latin Dictionary/Asser|asser]] 1, [[Illustrated Companion to the Latin Dictionary/Struppus|struppus]] 2, [[Illustrated Companion to the Latin Dictionary/Succollatus|succollatus]], [[Illustrated Companion to the Latin Dictionary/Basterna|basterna]].{{mdash}}''Whips and Goads.'' [[Illustrated Companion to the Latin Dictionary/Scutica|Scutica]], [[Illustrated Companion to the Latin Dictionary/Flagellum|flagellum]] 2, [[Illustrated Companion to the Latin Dictionary/Verber|verber]], [[Illustrated Companion to the Latin Dictionary/Virga|virga]] 1, [[Illustrated Companion to the Latin Dictionary/Ferula|ferula]], [[Illustrated Companion to the Latin Dictionary/Stimulus|stimulus]], [[Illustrated Companion to the Latin Dictionary/Agolum|agolum]]. == THE RACECOURSE AND RACES. == [[Illustrated Companion to the Latin Dictionary/Circus|Circus]], [[Illustrated Companion to the Latin Dictionary/Oppidum|oppidum]], [[Illustrated Companion to the Latin Dictionary/Carcer|carcer]] 2, [[Illustrated Companion to the Latin Dictionary/Linea|linea alba]], [[Illustrated Companion to the Latin Dictionary/Calx|calx]], [[Illustrated Companion to the Latin Dictionary/Meta|meta]] 1, [[Illustrated Companion to the Latin Dictionary/Intermetium|intermetium]], [[Illustrated Companion to the Latin Dictionary/Spina|spina]], [[Illustrated Companion to the Latin Dictionary/Delphin|delphinorum columnæ]], [[Illustrated Companion to the Latin Dictionary/Ovum|ovum]], [[Illustrated Companion to the Latin Dictionary/Auriga|auriga]] 2, [[Illustrated Companion to the Latin Dictionary/Prasinus|prasinus]], [[Illustrated Companion to the Latin Dictionary/Prasiniani|prasiniani]], [[Illustrated Companion to the Latin Dictionary/Russatus|russatus]], [[Illustrated Companion to the Latin Dictionary/Albatus|albatus]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 4, [[Illustrated Companion to the Latin Dictionary/Curriculum|curriculum]], [[Illustrated Companion to the Latin Dictionary/Biga|biga]], [[Illustrated Companion to the Latin Dictionary/Quadriga|quadriga]], [[Illustrated Companion to the Latin Dictionary/Quadrigarius|quadrigarius]], [[Illustrated Companion to the Latin Dictionary/Mappa|mappa]] 2, [[Illustrated Companion to the Latin Dictionary/Brabeum|brabeum]], [[Illustrated Companion to the Latin Dictionary/Palma|palma]] 3, [[Illustrated Companion to the Latin Dictionary/Desultor|desultor]], [[Illustrated Companion to the Latin Dictionary/Celes|celes]], [[Illustrated Companion to the Latin Dictionary/Celetizontes|celetizontes]], [[Illustrated Companion to the Latin Dictionary/Tensa|tensa]], [[Illustrated Companion to the Latin Dictionary/Porta|porta pompæ]], [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 3, [[Illustrated Companion to the Latin Dictionary/Fala|fala]] 2, [[Illustrated Companion to the Latin Dictionary/Hippodromus|hippodromus]] 2. == THE BATHS. == [[Illustrated Companion to the Latin Dictionary/Balneae|Balneæ]], [[Illustrated Companion to the Latin Dictionary/Balneum|balneum]], [[Illustrated Companion to the Latin Dictionary/Apodyterium|apodyterium]], [[Illustrated Companion to the Latin Dictionary/Baptisterium|baptisterium]], [[Illustrated Companion to the Latin Dictionary/Natatio|natatio]], [[Illustrated Companion to the Latin Dictionary/Piscina|piscina]] 2, [[Illustrated Companion to the Latin Dictionary/Tepidarium|tepidarium]], [[Illustrated Companion to the Latin Dictionary/Frigidarium|frigidarium]], [[Illustrated Companion to the Latin Dictionary/Caldarium|caldarium]], [[Illustrated Companion to the Latin Dictionary/Sudatio|sudatio]], [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 6, [[Illustrated Companion to the Latin Dictionary/Solium|solium]] 6, [[Illustrated Companion to the Latin Dictionary/Lavacrum|lavacrum]], [[Illustrated Companion to the Latin Dictionary/Laconicum|laconicum]], [[Illustrated Companion to the Latin Dictionary/Clipeus|clipeus]] 5, [[Illustrated Companion to the Latin Dictionary/Labrum|labrum]] 1, [[Illustrated Companion to the Latin Dictionary/Schola|schola]] 2, [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 5, [[Illustrated Companion to the Latin Dictionary/Hypocausis|hypocausis]], [[Illustrated Companion to the Latin Dictionary/Suspensura|suspensura]], [[Illustrated Companion to the Latin Dictionary/Praefurnium|præfurnium]], [[Illustrated Companion to the Latin Dictionary/Propnigeum|propnigeum]], [[Illustrated Companion to the Latin Dictionary/Ahenum|ahenum]], [[Illustrated Companion to the Latin Dictionary/Miliarium|miliarium]], [[Illustrated Companion to the Latin Dictionary/Elaeothesium|elæothesium]], [[Illustrated Companion to the Latin Dictionary/Unctorium|unctorium]], [[Illustrated Companion to the Latin Dictionary/Lavatio|lavatio]], [[Illustrated Companion to the Latin Dictionary/Strigilis|strigilis]], [[Illustrated Companion to the Latin Dictionary/Ampulla|ampulla olearia]], [[Illustrated Companion to the Latin Dictionary/Guttus|guttus]], [[Illustrated Companion to the Latin Dictionary/Aliptes|aliptes]] 2, [[Illustrated Companion to the Latin Dictionary/Aes thermarum|æs thermarum]], [[Illustrated Companion to the Latin Dictionary/Sella|sella balnearis]], [[Illustrated Companion to the Latin Dictionary/Fornacarius|fornacarius]], [[Illustrated Companion to the Latin Dictionary/Capsarius|capsarius]] 2, [[Illustrated Companion to the Latin Dictionary/Balneator|balneator]], [[Illustrated Companion to the Latin Dictionary/Balneatrix|balneatrix]], [[Illustrated Companion to the Latin Dictionary/Thermae|thermæ]]. == THE GYMNASIUM AND PALÆSTRA. == [[Illustrated Companion to the Latin Dictionary/Gymnasium|Gymnasium]], [[Illustrated Companion to the Latin Dictionary/Ephebeum|ephebeum]], [[Illustrated Companion to the Latin Dictionary/Conisterium|conisterium]], [[Illustrated Companion to the Latin Dictionary/Corycaeum|corycæum]], [[Illustrated Companion to the Latin Dictionary/Sphaeristerium|sphæristerium]], [[Illustrated Companion to the Latin Dictionary/Xystus|xystus]], [[Illustrated Companion to the Latin Dictionary/Athletae|athletæ]], [[Illustrated Companion to the Latin Dictionary/Quinquertium|quinquertium]], [[Illustrated Companion to the Latin Dictionary/Discobolus|discobolus]], [[Illustrated Companion to the Latin Dictionary/Discus|discus]] 1, [[Illustrated Companion to the Latin Dictionary/Pugil|pugil]], [[Illustrated Companion to the Latin Dictionary/Caestus|cæstus]], [[Illustrated Companion to the Latin Dictionary/Lucta|lucta]], [[Illustrated Companion to the Latin Dictionary/Luctator|luctator]], [[Illustrated Companion to the Latin Dictionary/Scamma|scamma]], [[Illustrated Companion to the Latin Dictionary/Pancratium|pancratium]], [[Illustrated Companion to the Latin Dictionary/Pancratias|pancratias]], [[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus]] 2, [[Illustrated Companion to the Latin Dictionary/Coliphium|coliphium]], [[Illustrated Companion to the Latin Dictionary/Ceroma|ceroma]], [[Illustrated Companion to the Latin Dictionary/Haphe|haphe]], [[Illustrated Companion to the Latin Dictionary/Halteres|halteres]], [[Illustrated Companion to the Latin Dictionary/Endromis|endromis]] 1, [[Illustrated Companion to the Latin Dictionary/Gymnasiarchus|gymnasiarchus]], [[Illustrated Companion to the Latin Dictionary/Palaestrita|palæstrita]], [[Illustrated Companion to the Latin Dictionary/Palaestricus|palæstricus]], [[Illustrated Companion to the Latin Dictionary/Palaestra|palæstra]], [[Illustrated Companion to the Latin Dictionary/Stadium|stadium]], [[Illustrated Companion to the Latin Dictionary/Stadiodromus|stadiodromus]]. == THE AMPHITHEATRE. == ''The Building and its Component Parts.'' [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|Amphitheatrum]], [[Illustrated Companion to the Latin Dictionary/Arena|arena]], [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 3, [[Illustrated Companion to the Latin Dictionary/Podium|podium]] 2, [[Illustrated Companion to the Latin Dictionary/Maenianum|mænianum]] 2, [[Illustrated Companion to the Latin Dictionary/Praecinctio|præcinctio]], [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 8, [[Illustrated Companion to the Latin Dictionary/Vomitoria|vomitoria]], [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 3, [[Illustrated Companion to the Latin Dictionary/Gradus|gradus]] 3, [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 7, [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]] 2.{{mdash}}''Gladiators.'' [[Illustrated Companion to the Latin Dictionary/Gladiatores|Gladiatores]], [[Illustrated Companion to the Latin Dictionary/Lanista|lanista]], [[Illustrated Companion to the Latin Dictionary/Retiarius|retiarius]], [[Illustrated Companion to the Latin Dictionary/Fuscina|fuscina]] 2, [[Illustrated Companion to the Latin Dictionary/Jaculum|jaculum]] 3, [[Illustrated Companion to the Latin Dictionary/Laqueatores|laqueatores]], [[Illustrated Companion to the Latin Dictionary/Secutores|secutores]], [[Illustrated Companion to the Latin Dictionary/Mirmillones|mirmillones]], [[Illustrated Companion to the Latin Dictionary/Samnites|samnites]], [[Illustrated Companion to the Latin Dictionary/Thrax|thrax]], [[Illustrated Companion to the Latin Dictionary/Parmularius|parmularius]], [[Illustrated Companion to the Latin Dictionary/Parma|parma threcidica]], [[Illustrated Companion to the Latin Dictionary/Hoplomachus|hoplomachus]], [[Illustrated Companion to the Latin Dictionary/Eques|eques]] 10, [[Illustrated Companion to the Latin Dictionary/Cruppellarius|cruppellarius]], [[Illustrated Companion to the Latin Dictionary/Bestiarius|bestiarius]], [[Illustrated Companion to the Latin Dictionary/Arenarius|arenarius]] 1, [[Illustrated Companion to the Latin Dictionary/Provocatores|provocatores]], [[Illustrated Companion to the Latin Dictionary/Catervarii|catervarii]], [[Illustrated Companion to the Latin Dictionary/Ordinarii|ordinarii]] 2, [[Illustrated Companion to the Latin Dictionary/Dimachaeri|dimachæri]], [[Illustrated Companion to the Latin Dictionary/Meridiani|meridionarii]], [[Illustrated Companion to the Latin Dictionary/Postulaticii|postulaticii]], [[Illustrated Companion to the Latin Dictionary/Supposititii|supposititii]], [[Illustrated Companion to the Latin Dictionary/Andabatae|andabatæ]], [[Illustrated Companion to the Latin Dictionary/Pegmares|pegmares]], [[Illustrated Companion to the Latin Dictionary/Rudiarius|rudiarius]], [[Illustrated Companion to the Latin Dictionary/Rudis|rudis]] 2, [[Illustrated Companion to the Latin Dictionary/Gladiatorium|gladiatorium]], [[Illustrated Companion to the Latin Dictionary/Munerarius|munerarius]], [[Illustrated Companion to the Latin Dictionary/Spoliarium|spoliarium]], [[Illustrated Companion to the Latin Dictionary/Venatio|venatio]] 2, [[Illustrated Companion to the Latin Dictionary/Velarium|velarium]], [[Illustrated Companion to the Latin Dictionary/Malus|malus]] 2, [[Illustrated Companion to the Latin Dictionary/Sparsio|sparsiones]]. == THE THEATRE. == ''The Building, and Spectators' Seats.'' [[Illustrated Companion to the Latin Dictionary/Theatrum|Theatrum]], [[Illustrated Companion to the Latin Dictionary/Maenianum|mænianum]] 2, [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 3, [[Illustrated Companion to the Latin Dictionary/Gradus|gradus]] 3, [[Illustrated Companion to the Latin Dictionary/Praecinctio|præcinctio]], [[Illustrated Companion to the Latin Dictionary/Vomitoria|vomitoria]], [[Illustrated Companion to the Latin Dictionary/Orchestra|orchestra]], [[Illustrated Companion to the Latin Dictionary/Thymele|thymele]], [[Illustrated Companion to the Latin Dictionary/Tribunal|tribunal]], [[Illustrated Companion to the Latin Dictionary/Tessera|tessera theatralis]], [[Illustrated Companion to the Latin Dictionary/Designator|designator]] 1, [[Illustrated Companion to the Latin Dictionary/Locarius|locarius]].{{mdash}}''The Stage and Scenes.'' [[Illustrated Companion to the Latin Dictionary/Scena (part of theatre)|Scena]], [[Illustrated Companion to the Latin Dictionary/Aula|aula regia]], [[Illustrated Companion to the Latin Dictionary/Aulaea|aulæa]] 3, [[Illustrated Companion to the Latin Dictionary/Siparium|siparium]], [[Illustrated Companion to the Latin Dictionary/Pulpitum|pulpitum]], [[Illustrated Companion to the Latin Dictionary/Proscenium|proscenium]], [[Illustrated Companion to the Latin Dictionary/Postscenium|postscenium]], [[Illustrated Companion to the Latin Dictionary/Pegma|pegma]] 1, [[Illustrated Companion to the Latin Dictionary/Exostra|exostra]].{{mdash}}''The Chorus.'' [[Illustrated Companion to the Latin Dictionary/Chorus|Chorus]] 2, [[Illustrated Companion to the Latin Dictionary/Choraules|choraules]], [[Illustrated Companion to the Latin Dictionary/Choragus|choragus]], [[Illustrated Companion to the Latin Dictionary/Choragium|choragium]].{{mdash}}''Actors, Mimics, Dancers, and Dancing.'' [[Illustrated Companion to the Latin Dictionary/Histrio|Histrio]], [[Illustrated Companion to the Latin Dictionary/Hypocrita|hypocrita]], [[Illustrated Companion to the Latin Dictionary/Cothurnatus|cothurnatus]], [[Illustrated Companion to the Latin Dictionary/Excalceatus|excalceatus]], [[Illustrated Companion to the Latin Dictionary/Mimus|mimus]], [[Illustrated Companion to the Latin Dictionary/Pantomimus|pantomimus]], [[Illustrated Companion to the Latin Dictionary/Chironomos|chironomos]], [[Illustrated Companion to the Latin Dictionary/Chironomia|chironomia]], [[Illustrated Companion to the Latin Dictionary/Persona|persona]], [[Illustrated Companion to the Latin Dictionary/Personatus|personatus]], [[Illustrated Companion to the Latin Dictionary/Superficies|superficies]] 1, [[Illustrated Companion to the Latin Dictionary/Manduchus|manduchus]], [[Illustrated Companion to the Latin Dictionary/Planipes|planipes]], [[Illustrated Companion to the Latin Dictionary/Sannio|sannio]], [[Illustrated Companion to the Latin Dictionary/Ludio|ludius]], [[Illustrated Companion to the Latin Dictionary/Ludia|ludia]], [[Illustrated Companion to the Latin Dictionary/Emboliaria|emboliaria]], [[Illustrated Companion to the Latin Dictionary/Saltatio|saltatio]], [[Illustrated Companion to the Latin Dictionary/Pyrrhicha|pyrrhicha]], [[Illustrated Companion to the Latin Dictionary/Chorea|chorea]], [[Illustrated Companion to the Latin Dictionary/Cordax|cordax]], [[Illustrated Companion to the Latin Dictionary/Sicinnium|sicinnium]], [[Illustrated Companion to the Latin Dictionary/Sicinnista|sicinnista]], [[Illustrated Companion to the Latin Dictionary/Saltator|saltator]], [[Illustrated Companion to the Latin Dictionary/Saltatrix|saltatrix]], [[Illustrated Companion to the Latin Dictionary/Cinaedus|cinædus]], [[Illustrated Companion to the Latin Dictionary/Catadromus|catadromus]], [[Illustrated Companion to the Latin Dictionary/Orchestopolarius|orchestopolarius]]. == MUSIC. == ''Stringed Instruments.''{{mdash}}[[Illustrated Companion to the Latin Dictionary/Fides|Fides]], [[Illustrated Companion to the Latin Dictionary/Cithara|cithara]], [[Illustrated Companion to the Latin Dictionary/Testudo|testudo]] 1, [[Illustrated Companion to the Latin Dictionary/Chelys|chelys]], [[Illustrated Companion to the Latin Dictionary/Lyra|lyra]], [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 7, [[Illustrated Companion to the Latin Dictionary/Stamen|stamen]] 3, [[Illustrated Companion to the Latin Dictionary/Plectrum|plectrum]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 6, [[Illustrated Companion to the Latin Dictionary/Pulsabulum|pulsabulum]], [[Illustrated Companion to the Latin Dictionary/Barbitos|barbitos]], [[Illustrated Companion to the Latin Dictionary/Psalterium|psalterium]], [[Illustrated Companion to the Latin Dictionary/Trigonum|trigonum]] 2, [[Illustrated Companion to the Latin Dictionary/Harpa|harpa]], [[Illustrated Companion to the Latin Dictionary/Sambuca|sambuca]], [[Illustrated Companion to the Latin Dictionary/Tetrachordon|tetrachordon]], [[Illustrated Companion to the Latin Dictionary/Nablia|nablia]], [[Illustrated Companion to the Latin Dictionary/Pandura|pandura]].{{mdash}}''Wind Instruments.'' [[Illustrated Companion to the Latin Dictionary/Bucina|Bucina]], [[Illustrated Companion to the Latin Dictionary/Concha|concha]] 2, [[Illustrated Companion to the Latin Dictionary/Tuba|tuba]], [[Illustrated Companion to the Latin Dictionary/Lituus|lituus]] 1, [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 6, [[Illustrated Companion to the Latin Dictionary/Tibia|tibia]], [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 1, [[Illustrated Companion to the Latin Dictionary/Monaulos|monaulos]], [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]], [[Illustrated Companion to the Latin Dictionary/Calamus|calamus]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]], [[Illustrated Companion to the Latin Dictionary/Syrinx|syrinx]], [[Illustrated Companion to the Latin Dictionary/Hydraulus|hydraulus]].{{mdash}}''Instruments which are clashed or beaten.'' [[Illustrated Companion to the Latin Dictionary/Cymbalum|Cymbalum]], [[Illustrated Companion to the Latin Dictionary/Crotalum|crotalum]], [[Illustrated Companion to the Latin Dictionary/Crusmata|crusmata]], [[Illustrated Companion to the Latin Dictionary/Scabellum|scabellum]] 3, [[Illustrated Companion to the Latin Dictionary/Crepitaculum|crepitaculum]], [[Illustrated Companion to the Latin Dictionary/Sistrum|sistrum]], [[Illustrated Companion to the Latin Dictionary/Tintinnabulum|tintinnabulum]], [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Symphonia|symphonia]].{{mdash}}''Musicians.'' [[Illustrated Companion to the Latin Dictionary/Fidicen|Fidicen]], [[Illustrated Companion to the Latin Dictionary/Fidicina|fidicina]], [[Illustrated Companion to the Latin Dictionary/Citharista|citharista]], [[Illustrated Companion to the Latin Dictionary/Citharistria|citharistria]], [[Illustrated Companion to the Latin Dictionary/Psilocitharista|psilocitharista]], [[Illustrated Companion to the Latin Dictionary/Citharoeda|citharœda]], [[Illustrated Companion to the Latin Dictionary/Lyristes|lyristes]], [[Illustrated Companion to the Latin Dictionary/Psaltria|psaltria]], [[Illustrated Companion to the Latin Dictionary/Sambucina|sambucina]], [[Illustrated Companion to the Latin Dictionary/Bucinator|bucinator]], [[Illustrated Companion to the Latin Dictionary/Cornicen|cornicen]], [[Illustrated Companion to the Latin Dictionary/Liticen|liticen]], [[Illustrated Companion to the Latin Dictionary/Tubicen|tubicen]], [[Illustrated Companion to the Latin Dictionary/Siticen|siticen]], [[Illustrated Companion to the Latin Dictionary/Aeneator|æneator]], [[Illustrated Companion to the Latin Dictionary/Classici|classici]] 2, [[Illustrated Companion to the Latin Dictionary/Tibicen|tibicen]], [[Illustrated Companion to the Latin Dictionary/Capistrum|capistrum]] 5, [[Illustrated Companion to the Latin Dictionary/Tibicina|tibicina]], [[Illustrated Companion to the Latin Dictionary/Fistulator|fistulator]], [[Illustrated Companion to the Latin Dictionary/Cicuticen|cicuticen]], [[Illustrated Companion to the Latin Dictionary/Spondaules|spondaules]], [[Illustrated Companion to the Latin Dictionary/Ascaules|ascaules]], [[Illustrated Companion to the Latin Dictionary/Utricularius|utricularius]], [[Illustrated Companion to the Latin Dictionary/Cymbalista|cymbalista]], [[Illustrated Companion to the Latin Dictionary/Cymbalistria|cymbalistria]], [[Illustrated Companion to the Latin Dictionary/Crotalistria|crotalistria]], [[Illustrated Companion to the Latin Dictionary/Sistratus|sistratus]], [[Illustrated Companion to the Latin Dictionary/Tympanista|tympanista]], [[Illustrated Companion to the Latin Dictionary/Tympanistria|tympanistria]], [[Illustrated Companion to the Latin Dictionary/Tympanotriba|tympanotriba]], [[Illustrated Companion to the Latin Dictionary/Choraules|choraules]], pithaula,<ref group="Note" name="Rich1849_ClassedIndex_No_such_lemma"/> corocitharista,<ref group="Note" name="Rich1849_ClassedIndex_No_such_lemma"/> [[Illustrated Companion to the Latin Dictionary/Mesochorus|mesochorus]], [[Illustrated Companion to the Latin Dictionary/Praecentor|præcentor]], [[Illustrated Companion to the Latin Dictionary/Phonascus|phonascus]], [[Illustrated Companion to the Latin Dictionary/Symphoniaci|symphoniaci]], [[Illustrated Companion to the Latin Dictionary/Auloedus|aulœdus]], [[Illustrated Companion to the Latin Dictionary/Ambubaiae|ambubaiæ]], [[Illustrated Companion to the Latin Dictionary/Sabulo|sabulo]], [[Illustrated Companion to the Latin Dictionary/Cano|cano]], [[Illustrated Companion to the Latin Dictionary/Odeum|odeum]]. == GAMES AND SPORTS. == ''Of Chance.'' [[Illustrated Companion to the Latin Dictionary/Talus|Talus]], [[Illustrated Companion to the Latin Dictionary/Tessera|tessera]], [[Illustrated Companion to the Latin Dictionary/Fritillus|fritillus]], [[Illustrated Companion to the Latin Dictionary/Turricula|turricula]], [[Illustrated Companion to the Latin Dictionary/Abacus|abacus]] 2, [[Illustrated Companion to the Latin Dictionary/Alveus|alveus lusorius]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Mandra|mandra]], [[Illustrated Companion to the Latin Dictionary/Latro|latro]] 2, [[Illustrated Companion to the Latin Dictionary/Calculus|calculus]], [[Illustrated Companion to the Latin Dictionary/Jactus|jactus]], [[Illustrated Companion to the Latin Dictionary/Canis|canis]], [[Illustrated Companion to the Latin Dictionary/Venus|venus]], [[Illustrated Companion to the Latin Dictionary/Basilicus|basilicus]], [[Illustrated Companion to the Latin Dictionary/Vulturius|vulturius]], [[Illustrated Companion to the Latin Dictionary/Senio|seniones]], [[Illustrated Companion to the Latin Dictionary/Punctum|punctum]], [[Illustrated Companion to the Latin Dictionary/Astragalizontes|astragalizontes]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 4, [[Illustrated Companion to the Latin Dictionary/Micatio|micatio]], [[Illustrated Companion to the Latin Dictionary/Navia|navia aut capita]], [[Illustrated Companion to the Latin Dictionary/Cottabus|cottabus]].{{mdash}}''Of Ball.'' [[Illustrated Companion to the Latin Dictionary/Follis|Follis]] 1, [[Illustrated Companion to the Latin Dictionary/Harpastum|harpastum]], [[Illustrated Companion to the Latin Dictionary/Paganica|paganica]], [[Illustrated Companion to the Latin Dictionary/Pila (first syllable short)|pila]], [[Illustrated Companion to the Latin Dictionary/Trigon|trigon]], [[Illustrated Companion to the Latin Dictionary/Pilicrepus|pilicrepus]], [[Illustrated Companion to the Latin Dictionary/Datatim ludere|datatim ludere]], [[Illustrated Companion to the Latin Dictionary/Dator|dator]], [[Illustrated Companion to the Latin Dictionary/Factor|factor]], [[Illustrated Companion to the Latin Dictionary/Sphaeromachia|sphæromachia]].{{mdash}}''Feats of Strength or Dexterity.'' [[Illustrated Companion to the Latin Dictionary/Cernuus|Cernuus]], [[Illustrated Companion to the Latin Dictionary/Circulator|circulator]], [[Illustrated Companion to the Latin Dictionary/Pilarius|pilarius]], [[Illustrated Companion to the Latin Dictionary/Funambulus|funambulus]], [[Illustrated Companion to the Latin Dictionary/Neurobata|neurobata]], [[Illustrated Companion to the Latin Dictionary/Grallae|grallæ]], [[Illustrated Companion to the Latin Dictionary/Grallator|grallator]], [[Illustrated Companion to the Latin Dictionary/Desultor|desultor]], [[Illustrated Companion to the Latin Dictionary/Praestigiator|præstigiator]], [[Illustrated Companion to the Latin Dictionary/Acetabulum|acetabulum]] 2, [[Illustrated Companion to the Latin Dictionary/Mansuetarius|mansuetaris]], [[Illustrated Companion to the Latin Dictionary/Oscillatio|oscillatio]], [[Illustrated Companion to the Latin Dictionary/Uter|uter unctus]], [[Illustrated Companion to the Latin Dictionary/Contomonobolon|contomonobolon]], [[Illustrated Companion to the Latin Dictionary/Monobolon|monobolon]], [[Illustrated Companion to the Latin Dictionary/Petaurum|petaurum]], [[Illustrated Companion to the Latin Dictionary/Petaurista|petaurista]].{{mdash}}''Hunting.'' [[Illustrated Companion to the Latin Dictionary/Venatio|Venatio]] 1, [[Illustrated Companion to the Latin Dictionary/Venator|venator]], [[Illustrated Companion to the Latin Dictionary/Venatrix|venatrix]], [[Illustrated Companion to the Latin Dictionary/Copula|copula]] 1, [[Illustrated Companion to the Latin Dictionary/Lorum|lorum]] 2, [[Illustrated Companion to the Latin Dictionary/Millus|millus]], [[Illustrated Companion to the Latin Dictionary/Melium|melium]], [[Illustrated Companion to the Latin Dictionary/Pedica|pedica dentata]], [[Illustrated Companion to the Latin Dictionary/Venabulum|venabulum]], [[Illustrated Companion to the Latin Dictionary/Pedum|pedum]], [[Illustrated Companion to the Latin Dictionary/Plaga|plaga]], [[Illustrated Companion to the Latin Dictionary/Rete|rete]], [[Illustrated Companion to the Latin Dictionary/Cassis (helmet)|cassis]], [[Illustrated Companion to the Latin Dictionary/Epidromus|epidromus]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 1.{{mdash}}''Fowling.'' [[Illustrated Companion to the Latin Dictionary/Auceps|Auceps]], [[Illustrated Companion to the Latin Dictionary/Amites|amites]] 3, [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 4, [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 2, [[Illustrated Companion to the Latin Dictionary/Illix|illix]], [[Illustrated Companion to the Latin Dictionary/Formido|formido]], [[Illustrated Companion to the Latin Dictionary/Indago|indago]], [[Illustrated Companion to the Latin Dictionary/Pedica|pedica]], [[Illustrated Companion to the Latin Dictionary/Transenna|transenna]].{{mdash}}''Fishing.'' [[Illustrated Companion to the Latin Dictionary/Hamiota|Hamiota]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 3, [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 1, [[Illustrated Companion to the Latin Dictionary/Hamus|hamus]], [[Illustrated Companion to the Latin Dictionary/Piscator|piscator]], [[Illustrated Companion to the Latin Dictionary/Funda|funda]], [[Illustrated Companion to the Latin Dictionary/Jaculum|jaculum]], [[Illustrated Companion to the Latin Dictionary/Everriculum|everriculum]], [[Illustrated Companion to the Latin Dictionary/Sagena|sagena]], [[Illustrated Companion to the Latin Dictionary/Limbus|limbus]] 4, [[Illustrated Companion to the Latin Dictionary/Nassa|nassa]]. == MARRIAGE. == [[Illustrated Companion to the Latin Dictionary/Matrimonium|Matrimonium]], [[Illustrated Companion to the Latin Dictionary/Nuptiae|nuptiæ]], [[Illustrated Companion to the Latin Dictionary/Confarreatio|confarreatio]], [[Illustrated Companion to the Latin Dictionary/Coemptio|coemptio]], [[Illustrated Companion to the Latin Dictionary/Sponsa|sponsa]], [[Illustrated Companion to the Latin Dictionary/Nupta|nupta]], [[Illustrated Companion to the Latin Dictionary/Pronuba|pronuba]], [[Illustrated Companion to the Latin Dictionary/Flammeum|flammeum]], [[Illustrated Companion to the Latin Dictionary/Mustaceum|mustaceum]], [[Illustrated Companion to the Latin Dictionary/Cumerum|cumerum]], [[Illustrated Companion to the Latin Dictionary/Epithalamium|epithalamium]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus genialis]], [[Illustrated Companion to the Latin Dictionary/Lectus|lectus adversus]], [[Illustrated Companion to the Latin Dictionary/Concubina|concubina]], [[Illustrated Companion to the Latin Dictionary/Pellex|pellex]]. == FUNERAL RITES AND BURIAL. == [[Illustrated Companion to the Latin Dictionary/Exsequiae|Exsequiæ]], [[Illustrated Companion to the Latin Dictionary/Funus|funus]], [[Illustrated Companion to the Latin Dictionary/Decursio|decursio]], [[Illustrated Companion to the Latin Dictionary/Consecratio|consecratio]], [[Illustrated Companion to the Latin Dictionary/Apotheosis|apotheosis]], [[Illustrated Companion to the Latin Dictionary/Sepultura|sepultura]], [[Illustrated Companion to the Latin Dictionary/Humatio|humatio]], [[Illustrated Companion to the Latin Dictionary/Tumulatus|tumulatus]], [[Illustrated Companion to the Latin Dictionary/Capulus|capulus]] 3, [[Illustrated Companion to the Latin Dictionary/Feretrum|feretrum]] 1, [[Illustrated Companion to the Latin Dictionary/Arca|arca]] 3, [[Illustrated Companion to the Latin Dictionary/Sandapila|sandapila]], [[Illustrated Companion to the Latin Dictionary/Pyra|pyra]], [[Illustrated Companion to the Latin Dictionary/Rogus|rogus]], [[Illustrated Companion to the Latin Dictionary/Ara|ara sepulcri]], [[Illustrated Companion to the Latin Dictionary/Bustum|bustum]], [[Illustrated Companion to the Latin Dictionary/Ustrina|ustrinum]], [[Illustrated Companion to the Latin Dictionary/Area|area]] 3, [[Illustrated Companion to the Latin Dictionary/Forum|forum]] 1, [[Illustrated Companion to the Latin Dictionary/Silicernium|silicernium]], [[Illustrated Companion to the Latin Dictionary/Libitinarius|libitinarius]], [[Illustrated Companion to the Latin Dictionary/Pollinctor|pollinctor]], [[Illustrated Companion to the Latin Dictionary/Designator|designator]] 2, [[Illustrated Companion to the Latin Dictionary/Praeficae|præficæ]], [[Illustrated Companion to the Latin Dictionary/Vespillones|vespillones]], [[Illustrated Companion to the Latin Dictionary/Ustor|ustor]], [[Illustrated Companion to the Latin Dictionary/Bustuarius|bustuarii]].{{mdash}}''Sepulchres.'' [[Illustrated Companion to the Latin Dictionary/Tumulus|Tumulus]], [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulcrum]], [[Illustrated Companion to the Latin Dictionary/Monumentum|monumentum]] 2, [[Illustrated Companion to the Latin Dictionary/Mausoleum|mausoleum]], [[Illustrated Companion to the Latin Dictionary/Conditorium|conditorium]] 1, [[Illustrated Companion to the Latin Dictionary/Hypogeum|hypogeum]], [[Illustrated Companion to the Latin Dictionary/Heroum|heroum]], [[Illustrated Companion to the Latin Dictionary/Subgrundarium|subgrundarium]], [[Illustrated Companion to the Latin Dictionary/Pyramis|pyramis]], [[Illustrated Companion to the Latin Dictionary/Polyandrion|polyandrion]], [[Illustrated Companion to the Latin Dictionary/Cepotaphium|cepotaphium]], [[Illustrated Companion to the Latin Dictionary/Cenotaphium|cenotaphium]], [[Illustrated Companion to the Latin Dictionary/Puticuli|puticuli]], [[Illustrated Companion to the Latin Dictionary/Cippus|cippus]] 2, [[Illustrated Companion to the Latin Dictionary/Stele|stele]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 14, [[Illustrated Companion to the Latin Dictionary/Cinerarium|cinerarium]], [[Illustrated Companion to the Latin Dictionary/Ollarium|ollarium]], [[Illustrated Companion to the Latin Dictionary/Columbarium|columbaria]] 3, [[Illustrated Companion to the Latin Dictionary/Olla|olla ossuaria]], [[Illustrated Companion to the Latin Dictionary/Urna|urna ossuaria]], [[Illustrated Companion to the Latin Dictionary/Ossarium|ossuarium]], [[Illustrated Companion to the Latin Dictionary/Arca|arca]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Arcula|arcula]] 2, [[Illustrated Companion to the Latin Dictionary/Loculus|loculus]] 1, [[Illustrated Companion to the Latin Dictionary/Conditorium|conditorium]] 2, [[Illustrated Companion to the Latin Dictionary/Sarcophagus|sarcophagus]], [[Illustrated Companion to the Latin Dictionary/Solium|solium]] 5. == THE PRISON, AND INSTRUMENTS OF PUNISHMENT. == [[Illustrated Companion to the Latin Dictionary/Carcer|Carcer]], [[Illustrated Companion to the Latin Dictionary/Carnificina|carnificina]], [[Illustrated Companion to the Latin Dictionary/Robur|robur]], [[Illustrated Companion to the Latin Dictionary/Ergastulum|ergastulum]], [[Illustrated Companion to the Latin Dictionary/Lautumia|lautumia]], [[Illustrated Companion to the Latin Dictionary/Carnifex|carnifex]], [[Illustrated Companion to the Latin Dictionary/Ergastularius|ergastularius]], [[Illustrated Companion to the Latin Dictionary/Catena|catena]], [[Illustrated Companion to the Latin Dictionary/Catenatus|catenatus]], [[Illustrated Companion to the Latin Dictionary/Alligati|alligatus]], [[Illustrated Companion to the Latin Dictionary/Compeditus|compeditus]], [[Illustrated Companion to the Latin Dictionary/Catulus|catulus]], [[Illustrated Companion to the Latin Dictionary/Collare|collare]] 1, [[Illustrated Companion to the Latin Dictionary/Boiae|boiæ]], [[Illustrated Companion to the Latin Dictionary/Manica|manica]] 5, [[Illustrated Companion to the Latin Dictionary/Stigma|stigma]], [[Illustrated Companion to the Latin Dictionary/Literatus|literatus]] 2, [[Illustrated Companion to the Latin Dictionary/Cruciarius|cruciarius]], [[Illustrated Companion to the Latin Dictionary/Crucifixus|crucifixus]], [[Illustrated Companion to the Latin Dictionary/Patibulatus|patibulatus]], [[Illustrated Companion to the Latin Dictionary/Crux|crux]], [[Illustrated Companion to the Latin Dictionary/Equuleus|equuleus]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 5, 6, [[Illustrated Companion to the Latin Dictionary/Columbar|columbar]], [[Illustrated Companion to the Latin Dictionary/Patibulum|patibulum]], [[Illustrated Companion to the Latin Dictionary/Nervus|nervus]] 4, [[Illustrated Companion to the Latin Dictionary/Numella|numella]], [[Illustrated Companion to the Latin Dictionary/Crates|cratis]] 3, [[Illustrated Companion to the Latin Dictionary/Catasta|catasta]] 3, [[Illustrated Companion to the Latin Dictionary/Laqueus|laqueus]], [[Illustrated Companion to the Latin Dictionary/Lorum|lorum]] 6, [[Illustrated Companion to the Latin Dictionary/Lorarius|lorarius]], [[Illustrated Companion to the Latin Dictionary/Flagellum|flagellum]], [[Illustrated Companion to the Latin Dictionary/Flagrum|flagrum]], [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 3, [[Illustrated Companion to the Latin Dictionary/Fascis|fasces]], [[Illustrated Companion to the Latin Dictionary/Securis|securis]] 3, [[Illustrated Companion to the Latin Dictionary/Uncus|uncus]] 1, [[Illustrated Companion to the Latin Dictionary/Fustuarium|fustuarium]]. == TRADES AND INDUSTRIAL OCCUPATIONS. == [[Illustrated Companion to the Latin Dictionary/Taberna|Taberna]], [[Illustrated Companion to the Latin Dictionary/Officina|officina]], [[Illustrated Companion to the Latin Dictionary/Fabrica|fabrica]], [[Illustrated Companion to the Latin Dictionary/Tabernarius|tabernarius]], [[Illustrated Companion to the Latin Dictionary/Institor|institor]], [[Illustrated Companion to the Latin Dictionary/Sellularii|sellularii]], [[Illustrated Companion to the Latin Dictionary/Cerdo|cerdo]], [[Illustrated Companion to the Latin Dictionary/Faber|faber]], [[Illustrated Companion to the Latin Dictionary/Fabrilia|fabrilia]].{{mdash}}''Carpentry and Tools for working in Wood.'' [[Illustrated Companion to the Latin Dictionary/Materiarius|Materiarius]], [[Illustrated Companion to the Latin Dictionary/Intestinarius|intestinarius]], [[Illustrated Companion to the Latin Dictionary/Intestinum|intestinum opus]], [[Illustrated Companion to the Latin Dictionary/Vara|vara]] 2, [[Illustrated Companion to the Latin Dictionary/Martiolus|martiolus]], [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 1, [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 1, [[Illustrated Companion to the Latin Dictionary/Clavus|clavus]], [[Illustrated Companion to the Latin Dictionary/Serra|serra]], [[Illustrated Companion to the Latin Dictionary/Serrula|serrula]], [[Illustrated Companion to the Latin Dictionary/Prista|prista]], [[Illustrated Companion to the Latin Dictionary/Serrarius|serrarius]], [[Illustrated Companion to the Latin Dictionary/Ascia|ascia]] 1, [[Illustrated Companion to the Latin Dictionary/Ascio|ascio]] 1, [[Illustrated Companion to the Latin Dictionary/Dolatus|dolatus]], [[Illustrated Companion to the Latin Dictionary/Edolatus|edolatus]], [[Illustrated Companion to the Latin Dictionary/Scobina|scobina]], [[Illustrated Companion to the Latin Dictionary/Runcina|runcina]], [[Illustrated Companion to the Latin Dictionary/Terebra|terebra]] 1, [[Illustrated Companion to the Latin Dictionary/Perforaculum|perforaculum]], [[Illustrated Companion to the Latin Dictionary/Furfuraculum|furfuraculum]], [[Illustrated Companion to the Latin Dictionary/Norma|norma]], [[Illustrated Companion to the Latin Dictionary/Ancon|ancon]] 1, [[Illustrated Companion to the Latin Dictionary/Regula|regula]], [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 3, [[Illustrated Companion to the Latin Dictionary/Libella|libella]], [[Illustrated Companion to the Latin Dictionary/Circinus|circinus]].{{mdash}}''Blacksmiths.'' [[Illustrated Companion to the Latin Dictionary/Ferrarius|Ferrarius]], [[Illustrated Companion to the Latin Dictionary/Caminus|caminus]] 2, [[Illustrated Companion to the Latin Dictionary/Incus|incus]], [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 3, [[Illustrated Companion to the Latin Dictionary/Marcus|marcus]], [[Illustrated Companion to the Latin Dictionary/Marculus|marculus]], [[Illustrated Companion to the Latin Dictionary/Lima|lima]], [[Illustrated Companion to the Latin Dictionary/Forceps|forceps]] 1, [[Illustrated Companion to the Latin Dictionary/Rutabulum|rutabulum]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 6, [[Illustrated Companion to the Latin Dictionary/Follis|follis fabrilis]].{{mdash}}''Stone-masons and Builders.'' [[Illustrated Companion to the Latin Dictionary/Lapicida|Lapicida]], [[Illustrated Companion to the Latin Dictionary/Lapidarius|lapidarius]], [[Illustrated Companion to the Latin Dictionary/Acisculus|acisculus]], [[Illustrated Companion to the Latin Dictionary/Ascia|ascia]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Securis|securis]] 5, [[Illustrated Companion to the Latin Dictionary/Perpendiculum|perpendiculum]], [[Illustrated Companion to the Latin Dictionary/Norma|norma]], [[Illustrated Companion to the Latin Dictionary/Regula|regula]], [[Illustrated Companion to the Latin Dictionary/Linea|linea]] 3, [[Illustrated Companion to the Latin Dictionary/Libella|libella]], [[Illustrated Companion to the Latin Dictionary/Amussis|amussis]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 1, [[Illustrated Companion to the Latin Dictionary/Circinus|circinus]], [[Illustrated Companion to the Latin Dictionary/Fistuca|fistuca]], [[Illustrated Companion to the Latin Dictionary/Pavicula|pavicula]], [[Illustrated Companion to the Latin Dictionary/Albarium|albarium opus]], [[Illustrated Companion to the Latin Dictionary/Albarius|albarius]], [[Illustrated Companion to the Latin Dictionary/Trullissatio|trullissatio]], [[Illustrated Companion to the Latin Dictionary/Dealbatus|dealbatus]], [[Illustrated Companion to the Latin Dictionary/Trulla|trulla]] 5, [[Illustrated Companion to the Latin Dictionary/Fidelia|fidelia]].{{mdash}}''Pottery and Brickmaking.'' [[Illustrated Companion to the Latin Dictionary/Fictile|Fictile]], [[Illustrated Companion to the Latin Dictionary/Figulus|figulus]], [[Illustrated Companion to the Latin Dictionary/Rota|rota figularis]], [[Illustrated Companion to the Latin Dictionary/Fornax|fornax]] 1, [[Illustrated Companion to the Latin Dictionary/Lateraria|lateraria]], [[Illustrated Companion to the Latin Dictionary/Later|later]], [[Illustrated Companion to the Latin Dictionary/Laterculus|laterculus]], [[Illustrated Companion to the Latin Dictionary/Tegula|tegula]], [[Illustrated Companion to the Latin Dictionary/Imbrex|imbrex]].{{mdash}}''Shoe-makers and Leather-workers.'' [[Illustrated Companion to the Latin Dictionary/Sutor|Sutor]], [[Illustrated Companion to the Latin Dictionary/Calceolarius|calceolarius]], [[Illustrated Companion to the Latin Dictionary/Caligarius|caligarius]], [[Illustrated Companion to the Latin Dictionary/Crepidarius|crepidarius]], [[Illustrated Companion to the Latin Dictionary/Solearius|solearius]], [[Illustrated Companion to the Latin Dictionary/Diabathrarius|diabathrarius]], [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 5, [[Illustrated Companion to the Latin Dictionary/Tentipellium|tentipellium]], [[Illustrated Companion to the Latin Dictionary/Subula|subula]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 2, [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]] 5, [[Illustrated Companion to the Latin Dictionary/Coriarius|coriarius]], [[Illustrated Companion to the Latin Dictionary/Ampullarius|ampullarius]]{{mdash}}''Provision Dealers.'' [[Illustrated Companion to the Latin Dictionary/Porcinarius|Porcinarius]], [[Illustrated Companion to the Latin Dictionary/Lanius|lanius]], [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 2, [[Illustrated Companion to the Latin Dictionary/Culter|culter]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 9, 10, [[Illustrated Companion to the Latin Dictionary/Carnarium|carnarium]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 2, [[Illustrated Companion to the Latin Dictionary/Macellarius|macellarius]], [[Illustrated Companion to the Latin Dictionary/Macellum|macellum]], [[Illustrated Companion to the Latin Dictionary/Cupedinarius|cupedinarius]], setarii,<ref group="Note" name="Rich1849_ClassedIndex_No_such_lemma"/> [[Illustrated Companion to the Latin Dictionary/Cybiarius|cybiarius]], [[Illustrated Companion to the Latin Dictionary/Cybiosactes|cybiosactes]], [[Illustrated Companion to the Latin Dictionary/Salinator|salinator]], [[Illustrated Companion to the Latin Dictionary/Salsamentarius|salsamentarius]], [[Illustrated Companion to the Latin Dictionary/Salsamentum|salsamentum]], [[Illustrated Companion to the Latin Dictionary/Salgama|salgama]], [[Illustrated Companion to the Latin Dictionary/Salgamarius|salgamarius]], [[Illustrated Companion to the Latin Dictionary/Botularius|botularius]].{{mdash}}''Bakers and Bread-making.'' [[Illustrated Companion to the Latin Dictionary/Coquus|Coquus]], [[Illustrated Companion to the Latin Dictionary/Pistor|pistor]], [[Illustrated Companion to the Latin Dictionary/Furnarius|furnarius]], [[Illustrated Companion to the Latin Dictionary/Mola|mola manuaria]], [[Illustrated Companion to the Latin Dictionary/Mola|mola asinaria]], [[Illustrated Companion to the Latin Dictionary/Mola|mola aquaria]], [[Illustrated Companion to the Latin Dictionary/Molile|molile]], [[Illustrated Companion to the Latin Dictionary/Pistrinum|pistrinum]], [[Illustrated Companion to the Latin Dictionary/Furnus|furnus]], [[Illustrated Companion to the Latin Dictionary/Clibanus|clibanus]], [[Illustrated Companion to the Latin Dictionary/Artopta|artopta]], [[Illustrated Companion to the Latin Dictionary/Fistula|fistula farraria]], [[Illustrated Companion to the Latin Dictionary/Cribrum|cribrum]], [[Illustrated Companion to the Latin Dictionary/Incerniculum|incerniculum]], [[Illustrated Companion to the Latin Dictionary/Panis|panis]], [[Illustrated Companion to the Latin Dictionary/Artopticius|artopticius]], [[Illustrated Companion to the Latin Dictionary/Clibanicius|clibanicius]], [[Illustrated Companion to the Latin Dictionary/Furnaceus|furnaceus]], [[Illustrated Companion to the Latin Dictionary/Testuatium|testuaceum]], [[Illustrated Companion to the Latin Dictionary/Autopyros|autopyros]], [[Illustrated Companion to the Latin Dictionary/Mamphula|mamphula]], [[Illustrated Companion to the Latin Dictionary/Buccellatum|bucellatum]].{{mdash}}''Pastrycooks and Confectioners.'' [[Illustrated Companion to the Latin Dictionary/Dulciarius|Dulciarius]], [[Illustrated Companion to the Latin Dictionary/Lactarius|lactucarius]], [[Illustrated Companion to the Latin Dictionary/Crustularius|crustularius]], [[Illustrated Companion to the Latin Dictionary/Scriblitarius|scriblitarius]]. == MANUFACTURE OF OIL AND WINE. == [[Illustrated Companion to the Latin Dictionary/Vindemia|Vindemia]], [[Illustrated Companion to the Latin Dictionary/Linter|linter]] 2, [[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]], [[Illustrated Companion to the Latin Dictionary/Cupa|cupa]] 2, [[Illustrated Companion to the Latin Dictionary/Miliarium|miliarium]] 2, [[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]], [[Illustrated Companion to the Latin Dictionary/Orbis|orbis]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Factorium|factorium]], [[Illustrated Companion to the Latin Dictionary/Tudicula|tudicula]], [[Illustrated Companion to the Latin Dictionary/Torcular|torcular]], [[Illustrated Companion to the Latin Dictionary/Prelum|prelum]], [[Illustrated Companion to the Latin Dictionary/Torcularium|torcularium]], [[Illustrated Companion to the Latin Dictionary/Vinarium|vinarium]], [[Illustrated Companion to the Latin Dictionary/Calcatorium|calcatorium]], [[Illustrated Companion to the Latin Dictionary/Cortinale|cortinale]], [[Illustrated Companion to the Latin Dictionary/Lacus|lacus]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Lacusculus|lacusculus]], [[Illustrated Companion to the Latin Dictionary/Fiscina|fiscina]], [[Illustrated Companion to the Latin Dictionary/Regula|regula]] 2, [[Illustrated Companion to the Latin Dictionary/Saccus|saccus vinarius]], [[Illustrated Companion to the Latin Dictionary/Calcator|calcator]], [[Illustrated Companion to the Latin Dictionary/Vectiarius|vectiarius]], [[Illustrated Companion to the Latin Dictionary/Capulator|capulator]], [[Illustrated Companion to the Latin Dictionary/Labrum|labrum]] 3, [[Illustrated Companion to the Latin Dictionary/Colum|colum]] 1, [[Illustrated Companion to the Latin Dictionary/Apotheca|apotheca]] 2, [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 1, 2, 3, [[Illustrated Companion to the Latin Dictionary/Horreum|horreum]] 2, [[Illustrated Companion to the Latin Dictionary/Culeus|culeus]], [[Illustrated Companion to the Latin Dictionary/Lura|lura]], [[Illustrated Companion to the Latin Dictionary/Uter|uter]], [[Illustrated Companion to the Latin Dictionary/Cupa|cupa]], [[Illustrated Companion to the Latin Dictionary/Gemellar|gemellar]], [[Illustrated Companion to the Latin Dictionary/Dolium|dolium]], [[Illustrated Companion to the Latin Dictionary/Calpar|calpar]], [[Illustrated Companion to the Latin Dictionary/Amphora|amphora]], [[Illustrated Companion to the Latin Dictionary/Diota|diota]], [[Illustrated Companion to the Latin Dictionary/Cadus|cadus]], [[Illustrated Companion to the Latin Dictionary/Lagena|lagena]], [[Illustrated Companion to the Latin Dictionary/Seria|seria]], [[Illustrated Companion to the Latin Dictionary/Pittacium|pittacium]], [[Illustrated Companion to the Latin Dictionary/Circumcidaneus|circumcidaneus]], [[Illustrated Companion to the Latin Dictionary/Pes|pes vinaceorum]], [[Illustrated Companion to the Latin Dictionary/Mustum|mustum]], [[Illustrated Companion to the Latin Dictionary/Defrutum|defrutum]], [[Illustrated Companion to the Latin Dictionary/Carenum|carenum]]. == SPINNING, WEAVING, FULLING, AND DEALERS IN CLOTH. == ''Spinning.'' [[Illustrated Companion to the Latin Dictionary/Neo|Neo]], [[Illustrated Companion to the Latin Dictionary/Colus|colus]], [[Illustrated Companion to the Latin Dictionary/Fusus|fusus]], [[Illustrated Companion to the Latin Dictionary/Verticillus|verticillus]], [[Illustrated Companion to the Latin Dictionary/Hamus|hamus]] 2, [[Illustrated Companion to the Latin Dictionary/Stamen|stamen]], [[Illustrated Companion to the Latin Dictionary/Calathus|calathus]], [[Illustrated Companion to the Latin Dictionary/Qualus|qualus]], [[Illustrated Companion to the Latin Dictionary/Glomus|glomus]].{{mdash}}''Weaving.'' [[Illustrated Companion to the Latin Dictionary/Lanifica|Lanifica]], [[Illustrated Companion to the Latin Dictionary/Lanipendia|lanipendia]], [[Illustrated Companion to the Latin Dictionary/Quasillariae|quasillariæ]], [[Illustrated Companion to the Latin Dictionary/Linteo|linteo]], [[Illustrated Companion to the Latin Dictionary/Textor|textor]], [[Illustrated Companion to the Latin Dictionary/Textor|textrix]], [[Illustrated Companion to the Latin Dictionary/Tela|tela]], [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 4, [[Illustrated Companion to the Latin Dictionary/Insile|insile]], [[Illustrated Companion to the Latin Dictionary/Insubulum|insubulum]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 8, [[Illustrated Companion to the Latin Dictionary/Stamen|stamen]] 2, [[Illustrated Companion to the Latin Dictionary/Subtemen|subtemen]], [[Illustrated Companion to the Latin Dictionary/Trama|trama]], [[Illustrated Companion to the Latin Dictionary/Pondus|pondus]] 2, [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 7, [[Illustrated Companion to the Latin Dictionary/Licium|licium]], [[Illustrated Companion to the Latin Dictionary/Liciamentum|liciamentum]], [[Illustrated Companion to the Latin Dictionary/Liciatorium|liciatorium]], [[Illustrated Companion to the Latin Dictionary/Alveolus|alveolus]], [[Illustrated Companion to the Latin Dictionary/Radius|radius]] 5, [[Illustrated Companion to the Latin Dictionary/Spatha|spatha]] 1, [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Panucellium|panucellium]], [[Illustrated Companion to the Latin Dictionary/Lanipendium|lanipendium]], [[Illustrated Companion to the Latin Dictionary/Textrinum|textrinum]], [[Illustrated Companion to the Latin Dictionary/Pensum|pensum]].{{mdash}}''Fulling.'' [[Illustrated Companion to the Latin Dictionary/Fullonica|Fullonica]], [[Illustrated Companion to the Latin Dictionary/Fullo|fullo]], [[Illustrated Companion to the Latin Dictionary/Fullonius|fullonius]], [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 5, [[Illustrated Companion to the Latin Dictionary/Pressorium|pressorium]].{{mdash}}''Cloth-workers and Clothiers.'' [[Illustrated Companion to the Latin Dictionary/Centonarii|centonarii]], [[Illustrated Companion to the Latin Dictionary/Lintearius|lintearius]], [[Illustrated Companion to the Latin Dictionary/Sarcinator|sarcinator]], [[Illustrated Companion to the Latin Dictionary/Sarcinatrix|sarcinatrix]], [[Illustrated Companion to the Latin Dictionary/Sartor|sartor]], [[Illustrated Companion to the Latin Dictionary/Sarcinatrix|sartrix]], [[Illustrated Companion to the Latin Dictionary/Paenularius|pænularius]], [[Illustrated Companion to the Latin Dictionary/Bracarius|bracarius]], [[Illustrated Companion to the Latin Dictionary/Manulearius|manulearius]], [[Illustrated Companion to the Latin Dictionary/Limbularius|limbularius]], [[Illustrated Companion to the Latin Dictionary/Patagiarius|patagiarius]], [[Illustrated Companion to the Latin Dictionary/Plumarius|plumarius]], [[Illustrated Companion to the Latin Dictionary/Phrygio|phrygio]].{{mdash}}''Different Fabrics.'' [[Illustrated Companion to the Latin Dictionary/Sindon|Sindon]], [[Illustrated Companion to the Latin Dictionary/Gausapa|gausapa]], [[Illustrated Companion to the Latin Dictionary/Laena|læna]], [[Illustrated Companion to the Latin Dictionary/Molochina|molochina]], [[Illustrated Companion to the Latin Dictionary/Cilicium|cilicium]], [[Illustrated Companion to the Latin Dictionary/Amphimallum|amphimallum]], [[Illustrated Companion to the Latin Dictionary/Amphitapus|amphitapus]], [[Illustrated Companion to the Latin Dictionary/Lodix|lodix]], [[Illustrated Companion to the Latin Dictionary/Bilix|bilix]], [[Illustrated Companion to the Latin Dictionary/Trilix|trilix]], [[Illustrated Companion to the Latin Dictionary/Multicius|multicius]], [[Illustrated Companion to the Latin Dictionary/Polymitus|polymitus]], [[Illustrated Companion to the Latin Dictionary/Coactilis|coactilis]]. == BOOKS AND WRITING MATERIALS. == [[Illustrated Companion to the Latin Dictionary/Bibliopola|Bibliopola]], [[Illustrated Companion to the Latin Dictionary/Libellio|libellio]], [[Illustrated Companion to the Latin Dictionary/Volumen|volumen]], [[Illustrated Companion to the Latin Dictionary/Frons|frons]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 7, [[Illustrated Companion to the Latin Dictionary/Umbilicus|umbilicus]] 1, [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 10, [[Illustrated Companion to the Latin Dictionary/Index|index]] 1, [[Illustrated Companion to the Latin Dictionary/Membranula|membranula]], [[Illustrated Companion to the Latin Dictionary/Liber|liber]], [[Illustrated Companion to the Latin Dictionary/Libellus|libellus]], [[Illustrated Companion to the Latin Dictionary/Pagina|pagina]], [[Illustrated Companion to the Latin Dictionary/Philyra|philyra]], [[Illustrated Companion to the Latin Dictionary/Scheda|scheda]], [[Illustrated Companion to the Latin Dictionary/Plagula|plagula]] 4, [[Illustrated Companion to the Latin Dictionary/Manuale|manuale]], [[Illustrated Companion to the Latin Dictionary/Membrana|membrana]] 2, [[Illustrated Companion to the Latin Dictionary/Glutinator|glutinator]], [[Illustrated Companion to the Latin Dictionary/Librarii|librarii]], [[Illustrated Companion to the Latin Dictionary/Amanuensis|amanuensis]], [[Illustrated Companion to the Latin Dictionary/Anagnostes|anagnostes]], [[Illustrated Companion to the Latin Dictionary/Bibliotheca|bibliotheca]], [[Illustrated Companion to the Latin Dictionary/Armarium|armarium]] 2, [[Illustrated Companion to the Latin Dictionary/Loculamentum|loculamentum]], [[Illustrated Companion to the Latin Dictionary/Forulus|forulus]], [[Illustrated Companion to the Latin Dictionary/Capsa|capsa]], [[Illustrated Companion to the Latin Dictionary/Scrinium|scrinium]], [[Illustrated Companion to the Latin Dictionary/Librarium|librarium]].{{mdash}}''Memorandum Books, &c.'' [[Illustrated Companion to the Latin Dictionary/Adversaria|Adversaria]], [[Illustrated Companion to the Latin Dictionary/Codex|codex]] 2, [[Illustrated Companion to the Latin Dictionary/Codicillus|codicillus]], [[Illustrated Companion to the Latin Dictionary/Ephemeris|ephemeris]], [[Illustrated Companion to the Latin Dictionary/Fasti|fasti]], [[Illustrated Companion to the Latin Dictionary/Calendarium|calendarium]].{{mdash}}''Paper and Writing Materials.'' [[Illustrated Companion to the Latin Dictionary/Charta|Charta]], [[Illustrated Companion to the Latin Dictionary/Macrocolum|macrocolum]], [[Illustrated Companion to the Latin Dictionary/Membrana|membrana]] 1, [[Illustrated Companion to the Latin Dictionary/Opisthographus|opisthographus]], [[Illustrated Companion to the Latin Dictionary/Palimpsestus|palimpsestus]], [[Illustrated Companion to the Latin Dictionary/Atramentarium|atramentarium]], [[Illustrated Companion to the Latin Dictionary/Calamarius|calamarius]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 5, [[Illustrated Companion to the Latin Dictionary/Fistula|fistula]] 3, [[Illustrated Companion to the Latin Dictionary/Calamus|calamus]] 5, [[Illustrated Companion to the Latin Dictionary/Fissipes|fissipes]], [[Illustrated Companion to the Latin Dictionary/Penna|penna]] 2, [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 4, [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 4.{{mdash}}''Tablets.'' [[Illustrated Companion to the Latin Dictionary/Cera|Cera]] 2, [[Illustrated Companion to the Latin Dictionary/Diptycha|diptycha]], [[Illustrated Companion to the Latin Dictionary/Polyptycha|polyptycha]], [[Illustrated Companion to the Latin Dictionary/Pugillares|pugillares]], [[Illustrated Companion to the Latin Dictionary/Tabella|tabella]] 1, [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 5, [[Illustrated Companion to the Latin Dictionary/Stilus|stilus]] 1, [[Illustrated Companion to the Latin Dictionary/Graphium|graphium]]. == MEDICINE AND SURGERY. == [[Illustrated Companion to the Latin Dictionary/Medicus|Medicus]], [[Illustrated Companion to the Latin Dictionary/Clinicus|clinicus]], [[Illustrated Companion to the Latin Dictionary/Aliptes|aliptes]], [[Illustrated Companion to the Latin Dictionary/Iatralipta|iatraliptes]], [[Illustrated Companion to the Latin Dictionary/Mulomedicus|mulomedicus]], [[Illustrated Companion to the Latin Dictionary/Veterinarius|veterinarius]], [[Illustrated Companion to the Latin Dictionary/Ocularius|ocularius]], [[Illustrated Companion to the Latin Dictionary/Tractator|tractator]], [[Illustrated Companion to the Latin Dictionary/Tractatrix|tractatrix]], [[Illustrated Companion to the Latin Dictionary/Medicamentarii|medicamentarii]], [[Illustrated Companion to the Latin Dictionary/Seplasiarius|seplasiarius]].{{mdash}}''Surgical Implements, &c.'' [[Illustrated Companion to the Latin Dictionary/Auriscalpium|Auriscalpium]], [[Illustrated Companion to the Latin Dictionary/Catheter|catheter]], [[Illustrated Companion to the Latin Dictionary/Cauter|cauter]] 1, [[Illustrated Companion to the Latin Dictionary/Clyster|clyster]], [[Illustrated Companion to the Latin Dictionary/Forceps|forceps]] 2, 3, 4, [[Illustrated Companion to the Latin Dictionary/Volsella|volsella]], 2, 3, 4, [[Illustrated Companion to the Latin Dictionary/Terebra|terebra]] 4, [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 3, [[Illustrated Companion to the Latin Dictionary/Dentarpaga|dentarpaga]], [[Illustrated Companion to the Latin Dictionary/Dentiducum|dentiducum]], [[Illustrated Companion to the Latin Dictionary/Corvus|corvus]] 2, [[Illustrated Companion to the Latin Dictionary/Cotula|cotula]], [[Illustrated Companion to the Latin Dictionary/Cucullus|cucullus]] 1, [[Illustrated Companion to the Latin Dictionary/Pastillus|pastillus]], [[Illustrated Companion to the Latin Dictionary/Collyrium|collyrium]], [[Illustrated Companion to the Latin Dictionary/Turunda|turunda]] 3, [[Illustrated Companion to the Latin Dictionary/Pittacium|pittacium]] 2, [[Illustrated Companion to the Latin Dictionary/Splenium|splenium]]. == THE COINAGE. == ''Roman.'' [[Illustrated Companion to the Latin Dictionary/As|As]], [[Illustrated Companion to the Latin Dictionary/Semissis|semissis]], [[Illustrated Companion to the Latin Dictionary/Quincunx|quincunx]], [[Illustrated Companion to the Latin Dictionary/Triens|triens]], [[Illustrated Companion to the Latin Dictionary/Quadrans|quadrans]], [[Illustrated Companion to the Latin Dictionary/Sextans|sextans]], [[Illustrated Companion to the Latin Dictionary/Uncia|uncia]], [[Illustrated Companion to the Latin Dictionary/Decussis|decussis]], [[Illustrated Companion to the Latin Dictionary/Deunx|deunx]], [[Illustrated Companion to the Latin Dictionary/Dextans|dextans]], [[Illustrated Companion to the Latin Dictionary/Dodrans|dodrans]], [[Illustrated Companion to the Latin Dictionary/Bes|bes]], [[Illustrated Companion to the Latin Dictionary/Septunx|septunx]], [[Illustrated Companion to the Latin Dictionary/Denarius|denarius]], [[Illustrated Companion to the Latin Dictionary/Quinarius|quinarius]], [[Illustrated Companion to the Latin Dictionary/Sestertius|sesterterius]], [[Illustrated Companion to the Latin Dictionary/Libella|libella]] 2, [[Illustrated Companion to the Latin Dictionary/Sembella|sembella]], [[Illustrated Companion to the Latin Dictionary/Teruncius|teruncius]], [[Illustrated Companion to the Latin Dictionary/Bigatus|bigatus]], [[Illustrated Companion to the Latin Dictionary/Quadrigatus|quadrigatus]], [[Illustrated Companion to the Latin Dictionary/Victoriatus|victoriatus]], [[Illustrated Companion to the Latin Dictionary/Aureus|aureus]], [[Illustrated Companion to the Latin Dictionary/Denarius|denarius]] 2, [[Illustrated Companion to the Latin Dictionary/Scripulum|scripulum]].{{mdash}}''Greek.'' [[Illustrated Companion to the Latin Dictionary/Drachma|Drachma]], [[Illustrated Companion to the Latin Dictionary/Didrachma|didrachma]], [[Illustrated Companion to the Latin Dictionary/Tetradrachmum|tetradrachma]], [[Illustrated Companion to the Latin Dictionary/Triobolus|triobolus]], [[Illustrated Companion to the Latin Dictionary/Obolus|obolus]], [[Illustrated Companion to the Latin Dictionary/Semiobolus|semiobolus]], [[Illustrated Companion to the Latin Dictionary/Dichalcon|dichalcon]].{{mdash}}''Foreign.'' [[Illustrated Companion to the Latin Dictionary/Cistophorus|Cistophorus]] 2, [[Illustrated Companion to the Latin Dictionary/Darius|Darius]].{{mdash}}''Bankers, &c.'' [[Illustrated Companion to the Latin Dictionary/Argentarius|Argentarius]], [[Illustrated Companion to the Latin Dictionary/Mensularii|mensularii]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 11, 12, [[Illustrated Companion to the Latin Dictionary/Moneta|moneta]], [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 2.{{mdash}}''Purses and Bags.'' [[Illustrated Companion to the Latin Dictionary/Crumena|Crumena]], [[Illustrated Companion to the Latin Dictionary/Funda|funda]] 3, [[Illustrated Companion to the Latin Dictionary/Marsupium|marsupium]], [[Illustrated Companion to the Latin Dictionary/Sacculus|sacculus]], [[Illustrated Companion to the Latin Dictionary/Saccus|saccus]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Bulga|bulga]], [[Illustrated Companion to the Latin Dictionary/Pera|pera]], [[Illustrated Companion to the Latin Dictionary/Ascopera|ascopera]], [[Illustrated Companion to the Latin Dictionary/Hippopera|hippopera]], [[Illustrated Companion to the Latin Dictionary/Averta|averta]], [[Illustrated Companion to the Latin Dictionary/Bisaccium|bisaccium]], [[Illustrated Companion to the Latin Dictionary/Mantica|mantica]], [[Illustrated Companion to the Latin Dictionary/Follis|follis]] 3, [[Illustrated Companion to the Latin Dictionary/Melina|melina]], [[Illustrated Companion to the Latin Dictionary/Pasceolus|pasceolus]], [[Illustrated Companion to the Latin Dictionary/Reticulum|reticulum]] 1. == AGRICULTURE. == ''The Plough.'' [[Illustrated Companion to the Latin Dictionary/Aratrum|Aratrum]], [[Illustrated Companion to the Latin Dictionary/Bura|bura]], [[Illustrated Companion to the Latin Dictionary/Stiva|stiva]], [[Illustrated Companion to the Latin Dictionary/Manicula|manicula]], [[Illustrated Companion to the Latin Dictionary/Vomer|vomer]], [[Illustrated Companion to the Latin Dictionary/Dens|dens]] 4, [[Illustrated Companion to the Latin Dictionary/Dentale|dentale]], [[Illustrated Companion to the Latin Dictionary/Culter|culter]] 7, [[Illustrated Companion to the Latin Dictionary/Aures|aures]], [[Illustrated Companion to the Latin Dictionary/Arator|arator]].{{mdash}}''Reaping.'' [[Illustrated Companion to the Latin Dictionary/Falx|Falx stramentaria]], [[Illustrated Companion to the Latin Dictionary/Falx|falx denticulata]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 5, [[Illustrated Companion to the Latin Dictionary/Merga|mergæ]], [[Illustrated Companion to the Latin Dictionary/Vallus|vallus]] 3.{{mdash}}''Threshing and Winnowing.'' [[Illustrated Companion to the Latin Dictionary/Pertica|Pertica]], [[Illustrated Companion to the Latin Dictionary/Tritura|tritura]], [[Illustrated Companion to the Latin Dictionary/Tribulum|tribulum]] 3, [[Illustrated Companion to the Latin Dictionary/Traha|traha]], [[Illustrated Companion to the Latin Dictionary/Plostellum|plostellum Punicum]], [[Illustrated Companion to the Latin Dictionary/Pala|pala lignea]], [[Illustrated Companion to the Latin Dictionary/Vannus|vannus]], [[Illustrated Companion to the Latin Dictionary/Ventilabrum|ventilabrum]], [[Illustrated Companion to the Latin Dictionary/Capisterium|capisterium]].{{mdash}}''Agricultural Implements.'' [[Illustrated Companion to the Latin Dictionary/Pala|Pala]], [[Illustrated Companion to the Latin Dictionary/Bipalium|bipalium]], [[Illustrated Companion to the Latin Dictionary/Vanga|vanga]], [[Illustrated Companion to the Latin Dictionary/Rutrum|rutrum]], [[Illustrated Companion to the Latin Dictionary/Rallum|rallum]], [[Illustrated Companion to the Latin Dictionary/Ciconia|ciconia]], [[Illustrated Companion to the Latin Dictionary/Ligo|ligo]], [[Illustrated Companion to the Latin Dictionary/Sarculum|sarculum]], [[Illustrated Companion to the Latin Dictionary/Ascia|ascia]] 4, [[Illustrated Companion to the Latin Dictionary/Bidens|bidens]], [[Illustrated Companion to the Latin Dictionary/Marra|marra]], [[Illustrated Companion to the Latin Dictionary/Raster|raster]], [[Illustrated Companion to the Latin Dictionary/Runco|runco]], [[Illustrated Companion to the Latin Dictionary/Capreolus|capreolus]], [[Illustrated Companion to the Latin Dictionary/Irpex|irpex]], [[Illustrated Companion to the Latin Dictionary/Rastellus|rastellus]], [[Illustrated Companion to the Latin Dictionary/Pecten|pecten]] 4, [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 1, [[Illustrated Companion to the Latin Dictionary/Cylindrus|cylindrus]], [[Illustrated Companion to the Latin Dictionary/Falx|falx]], [[Illustrated Companion to the Latin Dictionary/Falcastrum|falcastrum]], [[Illustrated Companion to the Latin Dictionary/Dolabella|dolabella]], [[Illustrated Companion to the Latin Dictionary/Dolabra|dolabra]], [[Illustrated Companion to the Latin Dictionary/Securis|securis]] 5, [[Illustrated Companion to the Latin Dictionary/Pastinum|pastinum]].{{mdash}}''Agricultural Labourers.'' [[Illustrated Companion to the Latin Dictionary/Arator|Arator]], [[Illustrated Companion to the Latin Dictionary/Messor|messor]], [[Illustrated Companion to the Latin Dictionary/Foeniseca|fœniseca]], [[Illustrated Companion to the Latin Dictionary/Fossor|fossor]], [[Illustrated Companion to the Latin Dictionary/Occator|occator]], [[Illustrated Companion to the Latin Dictionary/Runcator|runcator]], [[Illustrated Companion to the Latin Dictionary/Sarritor|sarritor]], [[Illustrated Companion to the Latin Dictionary/Pastinator|pastinator]], [[Illustrated Companion to the Latin Dictionary/Jugarius|jugarius]], [[Illustrated Companion to the Latin Dictionary/Bubulcus|bubulcus]], [[Illustrated Companion to the Latin Dictionary/Bubsequa|bubsequa]], [[Illustrated Companion to the Latin Dictionary/Opilio|opilio]], [[Illustrated Companion to the Latin Dictionary/Pedum|pedum]], [[Illustrated Companion to the Latin Dictionary/Caprarius|caprarius]], [[Illustrated Companion to the Latin Dictionary/Caprimulgus|caprimulgus]], [[Illustrated Companion to the Latin Dictionary/Mulctra|mulctra]], [[Illustrated Companion to the Latin Dictionary/Armentarius|armentarius]], [[Illustrated Companion to the Latin Dictionary/Saltuarius|saltuarius]], [[Illustrated Companion to the Latin Dictionary/Villicus|villicus]], [[Illustrated Companion to the Latin Dictionary/Pastor|pastor]], [[Illustrated Companion to the Latin Dictionary/Porcarius|porcarius]], [[Illustrated Companion to the Latin Dictionary/Porculator|porculator]], [[Illustrated Companion to the Latin Dictionary/Suarius|suarius]], [[Illustrated Companion to the Latin Dictionary/Asinarius|asinarius]], [[Illustrated Companion to the Latin Dictionary/Aviarius|aviarius]], [[Illustrated Companion to the Latin Dictionary/Fartor|fartor]], [[Illustrated Companion to the Latin Dictionary/Ergastularius|ergastularius]], [[Illustrated Companion to the Latin Dictionary/Bajulus|bajulus]], [[Illustrated Companion to the Latin Dictionary/Phalangarii|phalangarii]], [[Illustrated Companion to the Latin Dictionary/Tetraphori|tetraphori]], [[Illustrated Companion to the Latin Dictionary/Furca|furca]] 5, [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 2, [[Illustrated Companion to the Latin Dictionary/Vectis|vectis]] 4, [[Illustrated Companion to the Latin Dictionary/Phalanga|phalanga]] 1. == DOMESTIC SLAVES. == [[Illustrated Companion to the Latin Dictionary/Ordinarii|Ordinarii]], [[Illustrated Companion to the Latin Dictionary/Vulgares|vulgares]], [[Illustrated Companion to the Latin Dictionary/Mediastini|mediastini]], [[Illustrated Companion to the Latin Dictionary/Vicarius|vicarius]], [[Illustrated Companion to the Latin Dictionary/Insularii|insularii]], [[Illustrated Companion to the Latin Dictionary/Janitor|janitor]], [[Illustrated Companion to the Latin Dictionary/Ostiarius|ostiarius]], [[Illustrated Companion to the Latin Dictionary/Janitrix|janitrix]], [[Illustrated Companion to the Latin Dictionary/Silentiarius|silentiarius]], [[Illustrated Companion to the Latin Dictionary/Atriensis|atriensis]], [[Illustrated Companion to the Latin Dictionary/Cubicularius|cubicularius]], [[Illustrated Companion to the Latin Dictionary/Scoparius|scoparius]], [[Illustrated Companion to the Latin Dictionary/Coquus|coquus]], [[Illustrated Companion to the Latin Dictionary/Focarius|focarius]], [[Illustrated Companion to the Latin Dictionary/Arcarii|arcarii]] 2, [[Illustrated Companion to the Latin Dictionary/Dispensator|dispensator]], [[Illustrated Companion to the Latin Dictionary/Promus|promus]], [[Illustrated Companion to the Latin Dictionary/Cellarius|cellarius]], [[Illustrated Companion to the Latin Dictionary/Praegustator|prægustator]], [[Illustrated Companion to the Latin Dictionary/Lectisterniator|lectisterniator]], [[Illustrated Companion to the Latin Dictionary/Structor|structor]], [[Illustrated Companion to the Latin Dictionary/Carptor|carptor]], [[Illustrated Companion to the Latin Dictionary/Scissor|scissor]], [[Illustrated Companion to the Latin Dictionary/Pincerna|pincerna]], [[Illustrated Companion to the Latin Dictionary/Pocillator|pocillator]], [[Illustrated Companion to the Latin Dictionary/Oenophorus|œnophorus]], [[Illustrated Companion to the Latin Dictionary/Nomenclator|nomenclator]], [[Illustrated Companion to the Latin Dictionary/Anteambulo|anteambulo]], [[Illustrated Companion to the Latin Dictionary/Pedisequi|pedisequi]], [[Illustrated Companion to the Latin Dictionary/Paedagogus|pædagogus]], [[Illustrated Companion to the Latin Dictionary/Paedagogiani|pædagogiani]], [[Illustrated Companion to the Latin Dictionary/Capsarius|capsarius]], [[Illustrated Companion to the Latin Dictionary/Salutigeruli|salutigeruli]], [[Illustrated Companion to the Latin Dictionary/Lecticarii|lecticarii]], [[Illustrated Companion to the Latin Dictionary/Laternarius|laternarius]], [[Illustrated Companion to the Latin Dictionary/Basternarius|basternarius]], [[Illustrated Companion to the Latin Dictionary/Numida|numida]], [[Illustrated Companion to the Latin Dictionary/Cistellatrix|cistellatrix]], [[Illustrated Companion to the Latin Dictionary/Vestiplica|vestiplica]], [[Illustrated Companion to the Latin Dictionary/Vestispica|vestispica]], [[Illustrated Companion to the Latin Dictionary/Cosmetae|cosmetæ]], [[Illustrated Companion to the Latin Dictionary/Ornatrix|ornatrix]], [[Illustrated Companion to the Latin Dictionary/Cinerarius|cinerarius]], [[Illustrated Companion to the Latin Dictionary/Flabellifer|flabellifer]], [[Illustrated Companion to the Latin Dictionary/Sandaligerulae|sandaligerulæ]], [[Illustrated Companion to the Latin Dictionary/Coprea|coprea]], [[Illustrated Companion to the Latin Dictionary/Fatui|fatui]], [[Illustrated Companion to the Latin Dictionary/Moriones|moriones]], [[Illustrated Companion to the Latin Dictionary/Nani|nani]], [[Illustrated Companion to the Latin Dictionary/Catasta|catasta]], [[Illustrated Companion to the Latin Dictionary/Mango|mango]]. == RELIGION. == ''Places of Worship.'' [[Illustrated Companion to the Latin Dictionary/Templum|Templum]], [[Illustrated Companion to the Latin Dictionary/Sacellum|sacellum]], [[Illustrated Companion to the Latin Dictionary/Fanum|fanum]], [[Illustrated Companion to the Latin Dictionary/Delubrum|delubrum]], [[Illustrated Companion to the Latin Dictionary/Adytum|adytum]], [[Illustrated Companion to the Latin Dictionary/Cella|cella]] 7, [[Illustrated Companion to the Latin Dictionary/Aedicula|ædicula]] 1, [[Illustrated Companion to the Latin Dictionary/Ala|ala]] 3, [[Illustrated Companion to the Latin Dictionary/Pronaus|pronaus]], [[Illustrated Companion to the Latin Dictionary/Opisthodomus|opisthodomus]], [[Illustrated Companion to the Latin Dictionary/Pulvinarium|pulvinarium]], [[Illustrated Companion to the Latin Dictionary/Favissae|favissæ]], [[Illustrated Companion to the Latin Dictionary/Argei|argei]], [[Illustrated Companion to the Latin Dictionary/Bidental|bidental]], [[Illustrated Companion to the Latin Dictionary/Puteal|puteal]] 2.{{mdash}}''Devotional Acts.'' [[Illustrated Companion to the Latin Dictionary/Precatio|Precatio]], [[Illustrated Companion to the Latin Dictionary/Supplicatio|supplicatio]], [[Illustrated Companion to the Latin Dictionary/Adoratio|adoratio]], [[Illustrated Companion to the Latin Dictionary/Adulatio|adulatio]], [[Illustrated Companion to the Latin Dictionary/Aspersio|aspersio]], [[Illustrated Companion to the Latin Dictionary/Extispicium|extispicium]], [[Illustrated Companion to the Latin Dictionary/Ignispicium|ignispicium]], [[Illustrated Companion to the Latin Dictionary/Lectisternium|lectisternium]], [[Illustrated Companion to the Latin Dictionary/Sellisternium|sellisternium]], [[Illustrated Companion to the Latin Dictionary/Suovetaurilia|suovetaurilia]], [[Illustrated Companion to the Latin Dictionary/Lustrum|lustrum]], [[Illustrated Companion to the Latin Dictionary/Tripudium|tripudium]].{{mdash}}''Implements of Worship and Sacrifice.'' [[Illustrated Companion to the Latin Dictionary/Ara|Ara]], [[Illustrated Companion to the Latin Dictionary/Altare|altare]], [[Illustrated Companion to the Latin Dictionary/Foculus|foculus]] 1, [[Illustrated Companion to the Latin Dictionary/Acerra|acerra]], [[Illustrated Companion to the Latin Dictionary/Turibulum|turibulum]], [[Illustrated Companion to the Latin Dictionary/Turicremus|focus turicremus]], [[Illustrated Companion to the Latin Dictionary/Catinum|catinum]] 3, [[Illustrated Companion to the Latin Dictionary/Hostia|hostia]], [[Illustrated Companion to the Latin Dictionary/Victima|victima]], [[Illustrated Companion to the Latin Dictionary/Immolatus|immolatus]], [[Illustrated Companion to the Latin Dictionary/Anclabris|anclabris]], [[Illustrated Companion to the Latin Dictionary/Mensa|mensa sacra]], [[Illustrated Companion to the Latin Dictionary/Pulvinar|pulvinar]] 2, [[Illustrated Companion to the Latin Dictionary/Libum|libum]], [[Illustrated Companion to the Latin Dictionary/Popanum|popanum]], [[Illustrated Companion to the Latin Dictionary/Cista|cista]] 5, [[Illustrated Companion to the Latin Dictionary/Labrum|labrum]] 4, [[Illustrated Companion to the Latin Dictionary/Cavea|cavea]] 3, [[Illustrated Companion to the Latin Dictionary/Malleus|malleus]] 2, [[Illustrated Companion to the Latin Dictionary/Dolabra|dolabra pontificalis]], [[Illustrated Companion to the Latin Dictionary/Securis|securis dolabrata]], [[Illustrated Companion to the Latin Dictionary/Sacena|sacena]], [[Illustrated Companion to the Latin Dictionary/Secespita|secespita]], [[Illustrated Companion to the Latin Dictionary/Clunabulum|clunabulum]] 2, [[Illustrated Companion to the Latin Dictionary/Capedo|capedo]], [[Illustrated Companion to the Latin Dictionary/Capis|capis]], [[Illustrated Companion to the Latin Dictionary/Guttus|guttus]], [[Illustrated Companion to the Latin Dictionary/Patera|patera]], [[Illustrated Companion to the Latin Dictionary/Simpulum|simpulum]], [[Illustrated Companion to the Latin Dictionary/Simpuvium|simpuvium]], [[Illustrated Companion to the Latin Dictionary/Lituus|lituus]], [[Illustrated Companion to the Latin Dictionary/Infula|infula]], [[Illustrated Companion to the Latin Dictionary/Infulatus|infulatus]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]] 1, [[Illustrated Companion to the Latin Dictionary/Vitta|vitta]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Serta|serta]], [[Illustrated Companion to the Latin Dictionary/Tripus|tripus]] 3, [[Illustrated Companion to the Latin Dictionary/Cortina|cortina]] 2, [[Illustrated Companion to the Latin Dictionary/Thyrsus|thyrsus]], [[Illustrated Companion to the Latin Dictionary/Thyrsiger|thyrsiger]], [[Illustrated Companion to the Latin Dictionary/Sistrum|sistrum]].{{mdash}}''Priests.'' [[Illustrated Companion to the Latin Dictionary/Sacerdos|Sacerdos]], [[Illustrated Companion to the Latin Dictionary/Pontifex|pontifex]], [[Illustrated Companion to the Latin Dictionary/Augur|augur]], [[Illustrated Companion to the Latin Dictionary/Flamen|flamen]], [[Illustrated Companion to the Latin Dictionary/Flaminica|flaminica]], [[Illustrated Companion to the Latin Dictionary/Extispex|extispex]], [[Illustrated Companion to the Latin Dictionary/Haruspex|haruspex]], [[Illustrated Companion to the Latin Dictionary/Haruspica|haruspica]], [[Illustrated Companion to the Latin Dictionary/Vestales|vestales]], [[Illustrated Companion to the Latin Dictionary/Salii|salii]], [[Illustrated Companion to the Latin Dictionary/Augustales|augustales]], [[Illustrated Companion to the Latin Dictionary/Epulones|epulones]], [[Illustrated Companion to the Latin Dictionary/Curio|curio]], [[Illustrated Companion to the Latin Dictionary/Liniger|liniger]], [[Illustrated Companion to the Latin Dictionary/Sistratus|sistratus]].{{mdash}}''Ministers and Attendants.'' [[Illustrated Companion to the Latin Dictionary/Camillus|Camillus]], [[Illustrated Companion to the Latin Dictionary/Popa|popa]], [[Illustrated Companion to the Latin Dictionary/Cultrarius|cultrarius]], [[Illustrated Companion to the Latin Dictionary/Victimarii|victimarii]], [[Illustrated Companion to the Latin Dictionary/Canephora|canephora]], [[Illustrated Companion to the Latin Dictionary/Cistophorus|cistophorus]], [[Illustrated Companion to the Latin Dictionary/Spondaules|spondaules]], [[Illustrated Companion to the Latin Dictionary/Pullarius|pullarius]], [[Illustrated Companion to the Latin Dictionary/Aedituus|ædituus]], [[Illustrated Companion to the Latin Dictionary/Neocorus|neocorus]], [[Illustrated Companion to the Latin Dictionary/Mysta|mysta]], [[Illustrated Companion to the Latin Dictionary/Praecia|præcia]], [[Illustrated Companion to the Latin Dictionary/Calator|calator]].{{mdash}}''Spiritual and Imaginary Beings.'' [[Illustrated Companion to the Latin Dictionary/Agathodaemon|Agathodæmon]], [[Illustrated Companion to the Latin Dictionary/Genius|genius]], [[Illustrated Companion to the Latin Dictionary/Daemon|dæmon]], [[Illustrated Companion to the Latin Dictionary/Junones|junones]], [[Illustrated Companion to the Latin Dictionary/Lares|lares]], [[Illustrated Companion to the Latin Dictionary/Larva|larvæ]], [[Illustrated Companion to the Latin Dictionary/Lemures|lemures]], [[Illustrated Companion to the Latin Dictionary/Penates|penates]], [[Illustrated Companion to the Latin Dictionary/Manes|manes]], [[Illustrated Companion to the Latin Dictionary/Umbrae|umbræ]], [[Illustrated Companion to the Latin Dictionary/Sceletus|sceletus]], [[Illustrated Companion to the Latin Dictionary/Lamiae|lamiæ]], [[Illustrated Companion to the Latin Dictionary/Versipellis|versipellis]]. == THE ARMY. == ''Troops.'' [[Illustrated Companion to the Latin Dictionary/Hastati|Hastati]], [[Illustrated Companion to the Latin Dictionary/Principes|principes]], [[Illustrated Companion to the Latin Dictionary/Antepilani|antepilani]], [[Illustrated Companion to the Latin Dictionary/Pilani|pilani]], [[Illustrated Companion to the Latin Dictionary/Triarii|triarii]], [[Illustrated Companion to the Latin Dictionary/Antesignani|antesignani]], [[Illustrated Companion to the Latin Dictionary/Postsignani|postsignani]], [[Illustrated Companion to the Latin Dictionary/Legionarii|legionarii]], [[Illustrated Companion to the Latin Dictionary/Gregarius|gregarii]], [[Illustrated Companion to the Latin Dictionary/Velites|velites]], [[Illustrated Companion to the Latin Dictionary/Ferentarii|ferentarii]], [[Illustrated Companion to the Latin Dictionary/Rorarii|rorarii]], [[Illustrated Companion to the Latin Dictionary/Accensus|accensi]], [[Illustrated Companion to the Latin Dictionary/Velatus|velati]], [[Illustrated Companion to the Latin Dictionary/Funditores|funditores]], [[Illustrated Companion to the Latin Dictionary/Sagittarii|sagittarii]], [[Illustrated Companion to the Latin Dictionary/Arquites|arquites]], [[Illustrated Companion to the Latin Dictionary/Jaculatores|jaculatores]], [[Illustrated Companion to the Latin Dictionary/Tragularii|tragularii]], [[Illustrated Companion to the Latin Dictionary/Contarii|contarii]], [[Illustrated Companion to the Latin Dictionary/Cunicularii|cunicularii]], [[Illustrated Companion to the Latin Dictionary/Emeriti|emeriti]], [[Illustrated Companion to the Latin Dictionary/Evocati|evocati]], [[Illustrated Companion to the Latin Dictionary/Optiones|optiones]], [[Illustrated Companion to the Latin Dictionary/Alarii|alarii]], [[Illustrated Companion to the Latin Dictionary/Praetoriani|prætoriani]], [[Illustrated Companion to the Latin Dictionary/Scutarius|scutarii]], [[Illustrated Companion to the Latin Dictionary/Contubernales|contubernales]], [[Illustrated Companion to the Latin Dictionary/Circitores|circitores]] 2, [[Illustrated Companion to the Latin Dictionary/Coactores|coactores]] 2, [[Illustrated Companion to the Latin Dictionary/Conquisitores|conquisitores]], [[Illustrated Companion to the Latin Dictionary/Metatores|metatores]], [[Illustrated Companion to the Latin Dictionary/Mensores|mensores]] 2, [[Illustrated Companion to the Latin Dictionary/Excubitores|excubitores]], [[Illustrated Companion to the Latin Dictionary/Vigiles|vigiles]], [[Illustrated Companion to the Latin Dictionary/Speculatores|speculatores]], [[Illustrated Companion to the Latin Dictionary/Impediti|impeditus]], [[Illustrated Companion to the Latin Dictionary/Expediti|expeditus]], [[Illustrated Companion to the Latin Dictionary/Muli mariani|muli mariani]], [[Illustrated Companion to the Latin Dictionary/Accinctus|accinctus]], [[Illustrated Companion to the Latin Dictionary/Discinctus|discinctus]] 3, [[Illustrated Companion to the Latin Dictionary/Murcus|murcus]], [[Illustrated Companion to the Latin Dictionary/Stigma|stigma]] 2, [[Illustrated Companion to the Latin Dictionary/Tessera|tessera militaris]], [[Illustrated Companion to the Latin Dictionary/Tesserarius|tesserarius]], [[Illustrated Companion to the Latin Dictionary/Celeres|celeres]], [[Illustrated Companion to the Latin Dictionary/Eques|equites]], [[Illustrated Companion to the Latin Dictionary/Hippotoxota|hippotoxotæ]], [[Illustrated Companion to the Latin Dictionary/Cataphractus|cataphracti]], [[Illustrated Companion to the Latin Dictionary/Clibanarii|clibanarii]], [[Illustrated Companion to the Latin Dictionary/Dimachae|dimachæ]], [[Illustrated Companion to the Latin Dictionary/Agminalis|agminalis]].{{mdash}}''Officers.'' [[Illustrated Companion to the Latin Dictionary/Praetor|Prætor]] 2, [[Illustrated Companion to the Latin Dictionary/Legatus|legati]], [[Illustrated Companion to the Latin Dictionary/Tribunus|tribuni militares]], [[Illustrated Companion to the Latin Dictionary/Praefecti|præfecti]], [[Illustrated Companion to the Latin Dictionary/Centurio|centurio]], [[Illustrated Companion to the Latin Dictionary/Subcenturio|subcenturio]], [[Illustrated Companion to the Latin Dictionary/Primipilus|primipilus]], [[Illustrated Companion to the Latin Dictionary/Primipilaris|primipilaris]], [[Illustrated Companion to the Latin Dictionary/Decanus|decanus]], [[Illustrated Companion to the Latin Dictionary/Cornicularius|cornicularius]], [[Illustrated Companion to the Latin Dictionary/Decurio|decurio]] 1, [[Illustrated Companion to the Latin Dictionary/Campidoctor|campidoctor]].{{mdash}}''Servants and Camp-followers.'' [[Illustrated Companion to the Latin Dictionary/Strator|Strator]], [[Illustrated Companion to the Latin Dictionary/Calones|calones]], [[Illustrated Companion to the Latin Dictionary/Clavator|clavator]], [[Illustrated Companion to the Latin Dictionary/Apparitores|apparitores]] 2, [[Illustrated Companion to the Latin Dictionary/Lixae|lixæ]].{{mdash}}''The Corps d'Armée.'' [[Illustrated Companion to the Latin Dictionary/Legio|Legio]], [[Illustrated Companion to the Latin Dictionary/Cohors|cohors]], [[Illustrated Companion to the Latin Dictionary/Turma|turma]], [[Illustrated Companion to the Latin Dictionary/Ala|ala]] 4, 5, [[Illustrated Companion to the Latin Dictionary/Manipulus|manipulus]] 3, [[Illustrated Companion to the Latin Dictionary/Vexillatio|vexillatio]], [[Illustrated Companion to the Latin Dictionary/Forfex|forfex]] 3, [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 5.{{mdash}}''Military Rewards, Badges, &c.'' [[Illustrated Companion to the Latin Dictionary/Corona|Corona]], [[Illustrated Companion to the Latin Dictionary/Lemniscus|lemniscus]], [[Illustrated Companion to the Latin Dictionary/Phalerae|phaleræ]], [[Illustrated Companion to the Latin Dictionary/Phaleratus|phaleratus]], [[Illustrated Companion to the Latin Dictionary/Torquis|torquis]], [[Illustrated Companion to the Latin Dictionary/Torquatus|torquatus]], [[Illustrated Companion to the Latin Dictionary/Corniculum|corniculum]], [[Illustrated Companion to the Latin Dictionary/Vitis|vitis]] 1, [[Illustrated Companion to the Latin Dictionary/Donativum|donativum]], [[Illustrated Companion to the Latin Dictionary/Diarium|diarium]], [[Illustrated Companion to the Latin Dictionary/Allocutio|allocutio]], [[Illustrated Companion to the Latin Dictionary/Campicursio|campicursio]], [[Illustrated Companion to the Latin Dictionary/Decursio|decursio]], [[Illustrated Companion to the Latin Dictionary/Tropaeum|tropæum]], [[Illustrated Companion to the Latin Dictionary/Triumphus|triumphus]].{{mdash}}''Standards and Ensigns.'' [[Illustrated Companion to the Latin Dictionary/Signum|Signum]] 5, [[Illustrated Companion to the Latin Dictionary/Signifer|signifer]], [[Illustrated Companion to the Latin Dictionary/Aquila|aquila]] 1, [[Illustrated Companion to the Latin Dictionary/Aquilifer|aquilifer]], [[Illustrated Companion to the Latin Dictionary/Manipulus|manipulus]] 2, [[Illustrated Companion to the Latin Dictionary/Draco|draco]], [[Illustrated Companion to the Latin Dictionary/Draconarius|draconarius]], [[Illustrated Companion to the Latin Dictionary/Imaginarii|imaginarii]], [[Illustrated Companion to the Latin Dictionary/Vexillum|vexillum]], [[Illustrated Companion to the Latin Dictionary/Vexillarius|vexillarii]], [[Illustrated Companion to the Latin Dictionary/Flammula|flammula]], [[Illustrated Companion to the Latin Dictionary/Labarum|labarum]], [[Illustrated Companion to the Latin Dictionary/Supparum|supparum]] 2.{{mdash}}''The Camp and Tents.'' [[Illustrated Companion to the Latin Dictionary/Castra|Castra]], [[Illustrated Companion to the Latin Dictionary/Agger|agger]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]] 3, [[Illustrated Companion to the Latin Dictionary/Vallum|vallum]], [[Illustrated Companion to the Latin Dictionary/Vallus|vallus]], [[Illustrated Companion to the Latin Dictionary/Principia|principia]], [[Illustrated Companion to the Latin Dictionary/Praetorium|prætorium]], [[Illustrated Companion to the Latin Dictionary/Tabernaculum|tabernaculum]], [[Illustrated Companion to the Latin Dictionary/Tentorium|tentorium]], [[Illustrated Companion to the Latin Dictionary/Papilio|papilio]], [[Illustrated Companion to the Latin Dictionary/Contubernium|contubernium]], [[Illustrated Companion to the Latin Dictionary/Hibernacula|hibernacula]], [[Illustrated Companion to the Latin Dictionary/Hiberna|hiberna]].{{mdash}}''Fortification.'' [[Illustrated Companion to the Latin Dictionary/Arx|Arx]], [[Illustrated Companion to the Latin Dictionary/Castellum|castellum]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Murus|murus]], [[Illustrated Companion to the Latin Dictionary/Turris|turris]], [[Illustrated Companion to the Latin Dictionary/Loricula|loricula]], [[Illustrated Companion to the Latin Dictionary/Pinna|pinna]] 2, [[Illustrated Companion to the Latin Dictionary/Porta|porta]], [[Illustrated Companion to the Latin Dictionary/Fenestra|fenestra]] 3, [[Illustrated Companion to the Latin Dictionary/Fornix|fornix]] 4, [[Illustrated Companion to the Latin Dictionary/Cataracta|cataracta]] 3, [[Illustrated Companion to the Latin Dictionary/Ericius|ericius]], [[Illustrated Companion to the Latin Dictionary/Carrago|carrago]], [[Illustrated Companion to the Latin Dictionary/Concaedes|concædes]], [[Illustrated Companion to the Latin Dictionary/Cervi|cervi]], [[Illustrated Companion to the Latin Dictionary/Specula|specula]], [[Illustrated Companion to the Latin Dictionary/Excubitorium|excubitorium]].{{mdash}}''Machines and Engines of War.'' [[Illustrated Companion to the Latin Dictionary/Tormentum|Tormentum]] 1, [[Illustrated Companion to the Latin Dictionary/Ballista|ballista]], [[Illustrated Companion to the Latin Dictionary/Arcuballista|arcuballista]], [[Illustrated Companion to the Latin Dictionary/Manuballista|manuballista]], [[Illustrated Companion to the Latin Dictionary/Scorpio|scorpio]], [[Illustrated Companion to the Latin Dictionary/Carroballista|carroballista]], [[Illustrated Companion to the Latin Dictionary/Catapulta|catapulta]], [[Illustrated Companion to the Latin Dictionary/Catapultarius|catapultarius]], [[Illustrated Companion to the Latin Dictionary/Capitulum|capitulum]] 7, [[Illustrated Companion to the Latin Dictionary/Chele|chele]], [[Illustrated Companion to the Latin Dictionary/Epitoxis|epitoxis]], [[Illustrated Companion to the Latin Dictionary/Modiolus|modiolus]] 3, [[Illustrated Companion to the Latin Dictionary/Manulea|manulea]] 3, [[Illustrated Companion to the Latin Dictionary/Mensa|mensa]] 15, [[Illustrated Companion to the Latin Dictionary/Onager|onager]], [[Illustrated Companion to the Latin Dictionary/Fundibalus|fundibalus]], [[Illustrated Companion to the Latin Dictionary/Aries|aries]], [[Illustrated Companion to the Latin Dictionary/Lupus|lupus ferreus]], [[Illustrated Companion to the Latin Dictionary/Asser|asser]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Falx|falx muralis]], [[Illustrated Companion to the Latin Dictionary/Harpago|harpago]], [[Illustrated Companion to the Latin Dictionary/Manus ferrea|manus ferrea]], [[Illustrated Companion to the Latin Dictionary/Corax|corax]], [[Illustrated Companion to the Latin Dictionary/Corvus|corvus]], [[Illustrated Companion to the Latin Dictionary/Testudo|testudo]], 3, 4, [[Illustrated Companion to the Latin Dictionary/Vinea|vinea]], [[Illustrated Companion to the Latin Dictionary/Musculus|musculus]] 1, [[Illustrated Companion to the Latin Dictionary/Fala|fala]] 1, [[Illustrated Companion to the Latin Dictionary/Helepolis|helepolis]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 1, 2, [[Illustrated Companion to the Latin Dictionary/Pons|pons]] 7, [[Illustrated Companion to the Latin Dictionary/Sambuca|sambuca]] 2.{{mdash}}''Defensive Armour.'' [[Illustrated Companion to the Latin Dictionary/Cassis 1|Cassis]], [[Illustrated Companion to the Latin Dictionary/Galea|galea]], [[Illustrated Companion to the Latin Dictionary/Apex|apex]] 2, [[Illustrated Companion to the Latin Dictionary/Conus|conus]] 1, [[Illustrated Companion to the Latin Dictionary/Crista|crista]], [[Illustrated Companion to the Latin Dictionary/Buccula|buccula]], [[Illustrated Companion to the Latin Dictionary/Projectura|projectura]], [[Illustrated Companion to the Latin Dictionary/Cudo|cudo]], [[Illustrated Companion to the Latin Dictionary/Galerus|galerus]] 1, [[Illustrated Companion to the Latin Dictionary/Thorax|thorax]] 1, [[Illustrated Companion to the Latin Dictionary/Lorica|lorica]], [[Illustrated Companion to the Latin Dictionary/Pectorale|pectorale]], [[Illustrated Companion to the Latin Dictionary/Cingulum|cingulum]] 4, [[Illustrated Companion to the Latin Dictionary/Zona|zona]] 3, [[Illustrated Companion to the Latin Dictionary/Cataphracta|cataphracta]], [[Illustrated Companion to the Latin Dictionary/Aegis|ægis]], [[Illustrated Companion to the Latin Dictionary/Brachiale|brachiale]], [[Illustrated Companion to the Latin Dictionary/Manica|manica]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Caestus|cæstus]], [[Illustrated Companion to the Latin Dictionary/Ocrea|ocrea]], [[Illustrated Companion to the Latin Dictionary/Ocreatus|ocreatus]], [[Illustrated Companion to the Latin Dictionary/Fascia|fascia]] 4.{{mdash}}''Shields.'' [[Illustrated Companion to the Latin Dictionary/Clipeus|Clipeus]], [[Illustrated Companion to the Latin Dictionary/Clipeatus|clipeatus]], [[Illustrated Companion to the Latin Dictionary/Scutum|scutum]], [[Illustrated Companion to the Latin Dictionary/Scutatus|scutatus]], [[Illustrated Companion to the Latin Dictionary/Parma|parma]], [[Illustrated Companion to the Latin Dictionary/Parmatus|parmatus]], [[Illustrated Companion to the Latin Dictionary/Pelta|pelta]], [[Illustrated Companion to the Latin Dictionary/Peltasta|peltasta]], [[Illustrated Companion to the Latin Dictionary/Peltata|peltata]], [[Illustrated Companion to the Latin Dictionary/Cetra|cetra]], [[Illustrated Companion to the Latin Dictionary/Ancile|ancile]], [[Illustrated Companion to the Latin Dictionary/Umbo|umbo]] 1.{{mdash}}''Spears and Missiles.'' [[Illustrated Companion to the Latin Dictionary/Hasta|Hasta]], [[Illustrated Companion to the Latin Dictionary/Curis|curis]], [[Illustrated Companion to the Latin Dictionary/Cuspis|cuspis]], [[Illustrated Companion to the Latin Dictionary/Spiculum|spiculum]], [[Illustrated Companion to the Latin Dictionary/Hastile|hastile]], [[Illustrated Companion to the Latin Dictionary/Veru|veru]] 2, [[Illustrated Companion to the Latin Dictionary/Veruculum|veruculum]], [[Illustrated Companion to the Latin Dictionary/Verutum|verutum]], [[Illustrated Companion to the Latin Dictionary/Lancea|lancea]], [[Illustrated Companion to the Latin Dictionary/Contus|contus]] 3, [[Illustrated Companion to the Latin Dictionary/Sarissa|sarissa]], [[Illustrated Companion to the Latin Dictionary/Sicilis|sicilis]], [[Illustrated Companion to the Latin Dictionary/Venabulum|venabulum]], [[Illustrated Companion to the Latin Dictionary/Mora|mora]] 1, [[Illustrated Companion to the Latin Dictionary/Sibina|sibina]], [[Illustrated Companion to the Latin Dictionary/Framea|framea]], [[Illustrated Companion to the Latin Dictionary/Materis|materis]], [[Illustrated Companion to the Latin Dictionary/Rhompaea|rhomphæa]], [[Illustrated Companion to the Latin Dictionary/Pilum|pilum]] 2, [[Illustrated Companion to the Latin Dictionary/Runa|runa]], [[Illustrated Companion to the Latin Dictionary/Sparum|sparum]], [[Illustrated Companion to the Latin Dictionary/Rumex|rumex]], [[Illustrated Companion to the Latin Dictionary/Jaculum|jaculum]] 1, [[Illustrated Companion to the Latin Dictionary/Soliferreum|soliferreum]], [[Illustrated Companion to the Latin Dictionary/Amentum|amentum]], [[Illustrated Companion to the Latin Dictionary/Nodus|nodus]] 5, [[Illustrated Companion to the Latin Dictionary/Amento|amento]], [[Illustrated Companion to the Latin Dictionary/Mesanculon|mesanculon]], [[Illustrated Companion to the Latin Dictionary/Ansatus|ansatus]], [[Illustrated Companion to the Latin Dictionary/Aclis|aclis]], [[Illustrated Companion to the Latin Dictionary/Cateja|cateja]], [[Illustrated Companion to the Latin Dictionary/Trifax|trifax]], [[Illustrated Companion to the Latin Dictionary/Falarica|falarica]], [[Illustrated Companion to the Latin Dictionary/Malleolus|malleolus]], [[Illustrated Companion to the Latin Dictionary/Tragula|tragula]] 1, [[Illustrated Companion to the Latin Dictionary/Gaesum|gæsum]], [[Illustrated Companion to the Latin Dictionary/Praepilatus|præpilatus]].{{mdash}}''Bows, Slings, &c.'' [[Illustrated Companion to the Latin Dictionary/Arcus|Arcus]] 1, 2, 3, [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 1, [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 8, [[Illustrated Companion to the Latin Dictionary/Sagitta|sagitta]], [[Illustrated Companion to the Latin Dictionary/Arundo|arundo]] 2, [[Illustrated Companion to the Latin Dictionary/Corytus|corytus]], [[Illustrated Companion to the Latin Dictionary/Pharetra|pharetra]], [[Illustrated Companion to the Latin Dictionary/Pharetratus|pharetratus]], [[Illustrated Companion to the Latin Dictionary/Funda|funda]] 1, [[Illustrated Companion to the Latin Dictionary/Cestrosphendone|cestrosphendone]], [[Illustrated Companion to the Latin Dictionary/Fustibalus|fustibalus]], [[Illustrated Companion to the Latin Dictionary/Glans|glans]], [[Illustrated Companion to the Latin Dictionary/Plumbum|plumbum]] 2, [[Illustrated Companion to the Latin Dictionary/Tribulus|tribulus]], [[Illustrated Companion to the Latin Dictionary/Murex|murex ferreus]].{{mdash}}''Swords.'' [[Illustrated Companion to the Latin Dictionary/Ensis|Ensis]], [[Illustrated Companion to the Latin Dictionary/Gladius|gladius]], [[Illustrated Companion to the Latin Dictionary/Capulus|capulus]], [[Illustrated Companion to the Latin Dictionary/Mora|mora]] 2, [[Illustrated Companion to the Latin Dictionary/Mucro|mucro]], [[Illustrated Companion to the Latin Dictionary/Vagina|vagina]], [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 1, [[Illustrated Companion to the Latin Dictionary/Cinctorium|cinctorium]], [[Illustrated Companion to the Latin Dictionary/Spatha|spatha]], [[Illustrated Companion to the Latin Dictionary/Semispatha|semispatha]], [[Illustrated Companion to the Latin Dictionary/Ligula|ligula]] 3, [[Illustrated Companion to the Latin Dictionary/Parazonium|parazonium]], [[Illustrated Companion to the Latin Dictionary/Harpe|harpe]], [[Illustrated Companion to the Latin Dictionary/Falx|falx]] 6, [[Illustrated Companion to the Latin Dictionary/Copis|copis]], [[Illustrated Companion to the Latin Dictionary/Machaera|machæra]], [[Illustrated Companion to the Latin Dictionary/Cluden|cluden]].{{mdash}}''Knives.'' [[Illustrated Companion to the Latin Dictionary/Culter|Culter]], [[Illustrated Companion to the Latin Dictionary/Cultellus|cultellus]], [[Illustrated Companion to the Latin Dictionary/Sica|sica]], [[Illustrated Companion to the Latin Dictionary/Machaerium|machærium]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]], [[Illustrated Companion to the Latin Dictionary/Novacula|novacula]].{{mdash}}''Daggers.'' [[Illustrated Companion to the Latin Dictionary/Pugio|Pugio]], [[Illustrated Companion to the Latin Dictionary/Pugiunculus|pugiunculus]], [[Illustrated Companion to the Latin Dictionary/Clunabulum|clunabulum]] 1, [[Illustrated Companion to the Latin Dictionary/Acinaces|acinaces]].{{mdash}}''Other Weapons.'' [[Illustrated Companion to the Latin Dictionary/Clava|Clava]] 3, 4, [[Illustrated Companion to the Latin Dictionary/Claviger|claviger]] 1, [[Illustrated Companion to the Latin Dictionary/Phalanga|phalanga]] 4, [[Illustrated Companion to the Latin Dictionary/Fuscina|fuscina]], [[Illustrated Companion to the Latin Dictionary/Bipennis|bipennis]], [[Illustrated Companion to the Latin Dictionary/Securis|securis]]. == THE MARINE. == ''Ships and Boats.'' [[Illustrated Companion to the Latin Dictionary/Navigium|Navigium]], [[Illustrated Companion to the Latin Dictionary/Navigiolum|navigiolum]], [[Illustrated Companion to the Latin Dictionary/Navis|navis oneraria]], [[Illustrated Companion to the Latin Dictionary/Navis|longa]], [[Illustrated Companion to the Latin Dictionary/Navis|turrita]], [[Illustrated Companion to the Latin Dictionary/Navis|aperta]], [[Illustrated Companion to the Latin Dictionary/Navis|tecta]], [[Illustrated Companion to the Latin Dictionary/Actuarius|actuarius]], [[Illustrated Companion to the Latin Dictionary/Actuariolum|actuariolum]], [[Illustrated Companion to the Latin Dictionary/Epicopus|epicopus]], [[Illustrated Companion to the Latin Dictionary/Moneris|moneris]], [[Illustrated Companion to the Latin Dictionary/Biremis|biremis]], [[Illustrated Companion to the Latin Dictionary/Dicrotus|dicrotus]], [[Illustrated Companion to the Latin Dictionary/Triremis|triremis]], [[Illustrated Companion to the Latin Dictionary/Quadriremis|quadriremis]], [[Illustrated Companion to the Latin Dictionary/Quinqueremis|quinqueremis]], [[Illustrated Companion to the Latin Dictionary/Hexeris|hexeris]], [[Illustrated Companion to the Latin Dictionary/Hepteris|hepteris]], [[Illustrated Companion to the Latin Dictionary/Decemremis|decemremis]], [[Illustrated Companion to the Latin Dictionary/Liburna|liburna]], [[Illustrated Companion to the Latin Dictionary/Celes|celes]] 2, [[Illustrated Companion to the Latin Dictionary/Celox|celox]], [[Illustrated Companion to the Latin Dictionary/Cercurus|cercurus]], [[Illustrated Companion to the Latin Dictionary/Hemiolia|hemiolia]], [[Illustrated Companion to the Latin Dictionary/Acatium|acatium]], [[Illustrated Companion to the Latin Dictionary/Camara|camara]] 3, [[Illustrated Companion to the Latin Dictionary/Musculus|musculus]] 2, [[Illustrated Companion to the Latin Dictionary/Myoparo|myoparo]], [[Illustrated Companion to the Latin Dictionary/Corbita|corbita]], [[Illustrated Companion to the Latin Dictionary/Cybaea|cybæa]], [[Illustrated Companion to the Latin Dictionary/Gaulus|gaulus]] 2, [[Illustrated Companion to the Latin Dictionary/Scapha|scapha]], [[Illustrated Companion to the Latin Dictionary/Cymba|cymba]], [[Illustrated Companion to the Latin Dictionary/Lembus|lembus]], [[Illustrated Companion to the Latin Dictionary/Caupulus|caupulus]], [[Illustrated Companion to the Latin Dictionary/Carabus|carabus]], [[Illustrated Companion to the Latin Dictionary/Linter|linter]], [[Illustrated Companion to the Latin Dictionary/Monoxylus|monoxylus]], [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 2, [[Illustrated Companion to the Latin Dictionary/Barca|barca]], [[Illustrated Companion to the Latin Dictionary/Ponto|ponto]], [[Illustrated Companion to the Latin Dictionary/Ratis|ratis]], [[Illustrated Companion to the Latin Dictionary/Faselus|faselus]], [[Illustrated Companion to the Latin Dictionary/Baris|baris]], [[Illustrated Companion to the Latin Dictionary/Thalamegus|thalamegus]], [[Illustrated Companion to the Latin Dictionary/Caudicarius|caudicarius]], [[Illustrated Companion to the Latin Dictionary/Caudicius|caudicius]], [[Illustrated Companion to the Latin Dictionary/Biprorus|biprorus]], [[Illustrated Companion to the Latin Dictionary/Catascopium|catascopium]], [[Illustrated Companion to the Latin Dictionary/Dromo|dromo]], [[Illustrated Companion to the Latin Dictionary/Prosumia|prosumia]], [[Illustrated Companion to the Latin Dictionary/Rataria|rataria]], [[Illustrated Companion to the Latin Dictionary/Stlata|stlata]], [[Illustrated Companion to the Latin Dictionary/Hippagines|hippagines]].{{mdash}}''Parts and Ornaments of Vessels.'' [[Illustrated Companion to the Latin Dictionary/Carina|Carina]], [[Illustrated Companion to the Latin Dictionary/Sentina|sentina]], [[Illustrated Companion to the Latin Dictionary/Alveus|alveus]] 3, [[Illustrated Companion to the Latin Dictionary/Cavernae|cavernæ]], [[Illustrated Companion to the Latin Dictionary/Constratum|constratum navis]], [[Illustrated Companion to the Latin Dictionary/Stega|stega]], [[Illustrated Companion to the Latin Dictionary/Fori|fori]] 1, [[Illustrated Companion to the Latin Dictionary/Prora|prora]], [[Illustrated Companion to the Latin Dictionary/Puppis|puppis]], [[Illustrated Companion to the Latin Dictionary/Diaeta|diaeta]] 2, [[Illustrated Companion to the Latin Dictionary/Rostrum|rostrum]] 1, [[Illustrated Companion to the Latin Dictionary/Propugnaculum|propugnaculum]], [[Illustrated Companion to the Latin Dictionary/Turris|turris]] 4, [[Illustrated Companion to the Latin Dictionary/Aplustre|aplustre]], [[Illustrated Companion to the Latin Dictionary/Cheniscus|cheniscus]], [[Illustrated Companion to the Latin Dictionary/Insigne|insigne]] 2, [[Illustrated Companion to the Latin Dictionary/Tutela|tutela]], [[Illustrated Companion to the Latin Dictionary/Parada|parada]], [[Illustrated Companion to the Latin Dictionary/Cuneus|cuneus]] 2.{{mdash}}''The Rigging.'' [[Illustrated Companion to the Latin Dictionary/Malus|Malus]] 1, [[Illustrated Companion to the Latin Dictionary/Modius|modius]] 2, [[Illustrated Companion to the Latin Dictionary/Carchesium|carchesium]] 2, 3, [[Illustrated Companion to the Latin Dictionary/Antenna|antenna]], [[Illustrated Companion to the Latin Dictionary/Cornu|cornu]] 9, [[Illustrated Companion to the Latin Dictionary/Anquina|anquina]], [[Illustrated Companion to the Latin Dictionary/Ceruchi|ceruchi]], [[Illustrated Companion to the Latin Dictionary/Chalatorius|chalatorius funis]], [[Illustrated Companion to the Latin Dictionary/Opiferae|opiferæ]], [[Illustrated Companion to the Latin Dictionary/Pes|pes veli]], [[Illustrated Companion to the Latin Dictionary/Propes|propes]], [[Illustrated Companion to the Latin Dictionary/Rudens|rudens]], [[Illustrated Companion to the Latin Dictionary/Velum|velum]], [[Illustrated Companion to the Latin Dictionary/Dolon|dolon]] 3, [[Illustrated Companion to the Latin Dictionary/Epidromus|epidromus]] 2, [[Illustrated Companion to the Latin Dictionary/Supparum|supparum]] 1, [[Illustrated Companion to the Latin Dictionary/Artemon|artemon]], [[Illustrated Companion to the Latin Dictionary/Acatium|acatium]] 2.{{mdash}}''Ship's Gear.'' [[Illustrated Companion to the Latin Dictionary/Ancora|Ancora]], [[Illustrated Companion to the Latin Dictionary/Dens|dens]] 1, [[Illustrated Companion to the Latin Dictionary/Ancorale|ancorale]], [[Illustrated Companion to the Latin Dictionary/Ora|ora]], [[Illustrated Companion to the Latin Dictionary/Retinaculum|retinaculum]], [[Illustrated Companion to the Latin Dictionary/Remulcum|remulcum]], [[Illustrated Companion to the Latin Dictionary/Mitra|mitra]] 3, [[Illustrated Companion to the Latin Dictionary/Tormentum|tormentum]] 3, [[Illustrated Companion to the Latin Dictionary/Catapirates|catapirates]], [[Illustrated Companion to the Latin Dictionary/Contus|contus]] 2, [[Illustrated Companion to the Latin Dictionary/Tonsilla|tonsilla]], [[Illustrated Companion to the Latin Dictionary/Scalae|scalæ]] 2, [[Illustrated Companion to the Latin Dictionary/Pons|pons]] 5, [[Illustrated Companion to the Latin Dictionary/Gubernaculum|gubernaculum]], [[Illustrated Companion to the Latin Dictionary/Ansa|ansa]] 5, [[Illustrated Companion to the Latin Dictionary/Clavus|clavus]] 6, [[Illustrated Companion to the Latin Dictionary/Pinna|pinna]] 1.{{mdash}}''Oarage and Rowers.'' [[Illustrated Companion to the Latin Dictionary/Remus|Remus]], [[Illustrated Companion to the Latin Dictionary/Tonsa|tonsa]], [[Illustrated Companion to the Latin Dictionary/Palma|palma]] 1, [[Illustrated Companion to the Latin Dictionary/Palmula|palmula]], [[Illustrated Companion to the Latin Dictionary/Folliculare|folliculare]], [[Illustrated Companion to the Latin Dictionary/Scalmus|scalmus]], [[Illustrated Companion to the Latin Dictionary/Struppus|struppus]], [[Illustrated Companion to the Latin Dictionary/Interscalmium|interscalmium]], [[Illustrated Companion to the Latin Dictionary/Columbarium|columbaria]] 4, [[Illustrated Companion to the Latin Dictionary/Remigium|remigium]], [[Illustrated Companion to the Latin Dictionary/Remex|remex]], [[Illustrated Companion to the Latin Dictionary/Ordo|ordo]], [[Illustrated Companion to the Latin Dictionary/Transtrum|transtrum]] 2, [[Illustrated Companion to the Latin Dictionary/Sedile|sedile]], [[Illustrated Companion to the Latin Dictionary/Jugum|jugum]] 7, [[Illustrated Companion to the Latin Dictionary/Hortator|hortator]], [[Illustrated Companion to the Latin Dictionary/Pausarius|pausarius]], [[Illustrated Companion to the Latin Dictionary/Portisculus|portisculus]], [[Illustrated Companion to the Latin Dictionary/Celeusma|celeusma]], [[Illustrated Companion to the Latin Dictionary/Agea|agea]], [[Illustrated Companion to the Latin Dictionary/Contus|contus]] 1.{{mdash}}''Officers and crew.'' [[Illustrated Companion to the Latin Dictionary/Navarchus|Navarchus]], [[Illustrated Companion to the Latin Dictionary/Magister|magister]] 2, [[Illustrated Companion to the Latin Dictionary/Gubernator|gubernator]], [[Illustrated Companion to the Latin Dictionary/Proreta|proreta]], [[Illustrated Companion to the Latin Dictionary/Proreus|proreus]], [[Illustrated Companion to the Latin Dictionary/Classiarii|classiarii]], [[Illustrated Companion to the Latin Dictionary/Epibatae|epibatæ]], [[Illustrated Companion to the Latin Dictionary/Emporos|emporos]], [[Illustrated Companion to the Latin Dictionary/Nauclerus|nauclerus]], [[Illustrated Companion to the Latin Dictionary/Navicularius|navicularius]], [[Illustrated Companion to the Latin Dictionary/Urinator|urinator]].{{mdash}}''The Port, &c.'' [[Illustrated Companion to the Latin Dictionary/Portus|Portus]], [[Illustrated Companion to the Latin Dictionary/Emporium|emporium]], [[Illustrated Companion to the Latin Dictionary/Naumachia|naumachia]], [[Illustrated Companion to the Latin Dictionary/Navale|navale]], [[Illustrated Companion to the Latin Dictionary/Casteria|casteria]], [[Illustrated Companion to the Latin Dictionary/Pharos|pharos]]. == THE FINE ARTS. == ''Painting.'' [[Illustrated Companion to the Latin Dictionary/Pictor|Pictor]], [[Illustrated Companion to the Latin Dictionary/Rhyparographus|rhyparographus]], [[Illustrated Companion to the Latin Dictionary/Monochromata|monochromata]], [[Illustrated Companion to the Latin Dictionary/Ichnographia|ichnographia]], [[Illustrated Companion to the Latin Dictionary/Orthographia|orthographia]], [[Illustrated Companion to the Latin Dictionary/Incisura|incisura]], [[Illustrated Companion to the Latin Dictionary/Catagrapha|catagrapha]], [[Illustrated Companion to the Latin Dictionary/Pictura|pictura]], [[Illustrated Companion to the Latin Dictionary/Tabula|tabula]] 6, [[Illustrated Companion to the Latin Dictionary/Tabella|tabella]] 2, [[Illustrated Companion to the Latin Dictionary/Topia|topia]], [[Illustrated Companion to the Latin Dictionary/Xenia|xenia]], [[Illustrated Companion to the Latin Dictionary/Encaustica|encaustica]], [[Illustrated Companion to the Latin Dictionary/Canteriolus|canteriolus]], [[Illustrated Companion to the Latin Dictionary/Arcula|arcula]] 1, [[Illustrated Companion to the Latin Dictionary/Penicillum|penicillum]], [[Illustrated Companion to the Latin Dictionary/Peniculus|peniculus]].{{mdash}}''Mosaic.'' [[Illustrated Companion to the Latin Dictionary/Musivarius|Musivarius]], [[Illustrated Companion to the Latin Dictionary/Musivum|musivum]], [[Illustrated Companion to the Latin Dictionary/Vermiculatus|vermiculatus]], [[Illustrated Companion to the Latin Dictionary/Tessellatus|tessellatus]], [[Illustrated Companion to the Latin Dictionary/Sectilis|sectilis]], [[Illustrated Companion to the Latin Dictionary/Emblema|emblema]] 1, [[Illustrated Companion to the Latin Dictionary/Tessella|tessella]], [[Illustrated Companion to the Latin Dictionary/Abaculus|abaculus]].{{mdash}}''Sculpture, &c.'' [[Illustrated Companion to the Latin Dictionary/Scalptor|Scalptor]], [[Illustrated Companion to the Latin Dictionary/Sculptor|sculptor]], [[Illustrated Companion to the Latin Dictionary/Fictor|fictor]], [[Illustrated Companion to the Latin Dictionary/Figulus|figulus]], [[Illustrated Companion to the Latin Dictionary/Plastes|plastes]], [[Illustrated Companion to the Latin Dictionary/Gypsoplastes|gypsoplastes]], [[Illustrated Companion to the Latin Dictionary/Cestrum|cestrum]], [[Illustrated Companion to the Latin Dictionary/Scalprum|scalprum]] 1, [[Illustrated Companion to the Latin Dictionary/Tornus|tornus]], [[Illustrated Companion to the Latin Dictionary/Forma|forma]] 1, [[Illustrated Companion to the Latin Dictionary/Proplasma|proplasma]], [[Illustrated Companion to the Latin Dictionary/Thorax|thorax]] 2, [[Illustrated Companion to the Latin Dictionary/Signum|signum]] 1, [[Illustrated Companion to the Latin Dictionary/Sigillum|sigillum]], [[Illustrated Companion to the Latin Dictionary/Sigillatus|sigillatus]], [[Illustrated Companion to the Latin Dictionary/Crustae|crustæ]], [[Illustrated Companion to the Latin Dictionary/Emblema|emblema]] 2, [[Illustrated Companion to the Latin Dictionary/Encarpa|encarpa]], [[Illustrated Companion to the Latin Dictionary/Anaglypta|anaglypta]], [[Illustrated Companion to the Latin Dictionary/Ectypus|ectypus]], [[Illustrated Companion to the Latin Dictionary/Prostypum|prostypum]], [[Illustrated Companion to the Latin Dictionary/Protypum|protypum]], [[Illustrated Companion to the Latin Dictionary/Diatreta|diatreta]], [[Illustrated Companion to the Latin Dictionary/Toreuma|toreuma]], [[Illustrated Companion to the Latin Dictionary/Murrhina|murrhina]], [[Illustrated Companion to the Latin Dictionary/Vitreus|vitrea]], [[Illustrated Companion to the Latin Dictionary/Aeruca|æruca]], [[Illustrated Companion to the Latin Dictionary/Aerugo|ærugo]], [[Illustrated Companion to the Latin Dictionary/Eborarius|eborarius]], [[Illustrated Companion to the Latin Dictionary/Crustarius|crustarius]], [[Illustrated Companion to the Latin Dictionary/Oculariarius|oculariarius]].{{mdash}}''Architecture.'' [[Illustrated Companion to the Latin Dictionary/Saxum quadratum|Saxum quadratum]], [[Illustrated Companion to the Latin Dictionary/Silex|silex]], [[Illustrated Companion to the Latin Dictionary/Caementum|cæmentum]], [[Illustrated Companion to the Latin Dictionary/Caementicius|cæmenticius]], [[Illustrated Companion to the Latin Dictionary/Diamicton|diamicton]], [[Illustrated Companion to the Latin Dictionary/Emplecton|emplecton]], [[Illustrated Companion to the Latin Dictionary/Fartura|fartura]], [[Illustrated Companion to the Latin Dictionary/Orthostata|orthostata]], [[Illustrated Companion to the Latin Dictionary/Isodomos|isodomum]], [[Illustrated Companion to the Latin Dictionary/Pseudisodomum|pseudisodomum]], [[Illustrated Companion to the Latin Dictionary/Paries|paries]], [[Illustrated Companion to the Latin Dictionary/Structura|structura]], [[Illustrated Companion to the Latin Dictionary/Maceria|maceria]].{{mdash}}''Timber-work and Roof.'' [[Illustrated Companion to the Latin Dictionary/Materiatio|Materiatio]], [[Illustrated Companion to the Latin Dictionary/Materiatus|materiatus]], [[Illustrated Companion to the Latin Dictionary/Trabs|trabs]], [[Illustrated Companion to the Latin Dictionary/Tignum|tignum]], [[Illustrated Companion to the Latin Dictionary/Intertignium|intertignium]], [[Illustrated Companion to the Latin Dictionary/Columbarium|columbarium]] 5, [[Illustrated Companion to the Latin Dictionary/Opa|opa]], [[Illustrated Companion to the Latin Dictionary/Columen|columen]], [[Illustrated Companion to the Latin Dictionary/Capreolus|capreolus]], [[Illustrated Companion to the Latin Dictionary/Canterius|canterii]], [[Illustrated Companion to the Latin Dictionary/Columna|columna]] 7, [[Illustrated Companion to the Latin Dictionary/Templum|templa]] 5, [[Illustrated Companion to the Latin Dictionary/Asser|asseres]], [[Illustrated Companion to the Latin Dictionary/Transtrum|transtrum]] 1, [[Illustrated Companion to the Latin Dictionary/Scandula|scandula]], [[Illustrated Companion to the Latin Dictionary/Tegula|tegula]], [[Illustrated Companion to the Latin Dictionary/Imbrex|imbrex]], [[Illustrated Companion to the Latin Dictionary/Imbricatus|imbricatus]], [[Illustrated Companion to the Latin Dictionary/Pavonaceum|pavonaceum]], [[Illustrated Companion to the Latin Dictionary/Colliciae|colliciæ]].{{mdash}}''The Pediment.'' [[Illustrated Companion to the Latin Dictionary/Fastigium|Fastigium]], [[Illustrated Companion to the Latin Dictionary/Aquila|aquila]] 2, [[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]] 7, [[Illustrated Companion to the Latin Dictionary/Acroteria|acroteria]], [[Illustrated Companion to the Latin Dictionary/Corona|corona]] 15, [[Illustrated Companion to the Latin Dictionary/Denticulus|denticulus]], [[Illustrated Companion to the Latin Dictionary/Mutulus|mutulus]], [[Illustrated Companion to the Latin Dictionary/Zophorus|zophorus]], [[Illustrated Companion to the Latin Dictionary/Triglyphus|triglyphus]], [[Illustrated Companion to the Latin Dictionary/Canaliculus|canaliculus]] 2, [[Illustrated Companion to the Latin Dictionary/Femur|femur]], [[Illustrated Companion to the Latin Dictionary/Guttae|guttæ]], [[Illustrated Companion to the Latin Dictionary/Metopa|metopa]], [[Illustrated Companion to the Latin Dictionary/Taenia|tænia]] 6, [[Illustrated Companion to the Latin Dictionary/Epistylium|epistylium]].{{mdash}}''The Column.'' [[Illustrated Companion to the Latin Dictionary/Columna|Columna]], [[Illustrated Companion to the Latin Dictionary/Scapus|scapus]] 1, [[Illustrated Companion to the Latin Dictionary/Hypotrachelium|hypotrachelium]], [[Illustrated Companion to the Latin Dictionary/Stria|stria]], [[Illustrated Companion to the Latin Dictionary/Coluria|coluria]], [[Illustrated Companion to the Latin Dictionary/Capitulum|capitulum]], [[Illustrated Companion to the Latin Dictionary/Abacus|abacus]] 6, [[Illustrated Companion to the Latin Dictionary/Echinus|echinus]] 2, [[Illustrated Companion to the Latin Dictionary/Astragalus|astragalus]] 2, [[Illustrated Companion to the Latin Dictionary/Voluta|voluta]], [[Illustrated Companion to the Latin Dictionary/Canalis|canalis]] 5, [[Illustrated Companion to the Latin Dictionary/Balteus|balteus]] 7, [[Illustrated Companion to the Latin Dictionary/Pulvinus|pulvinus]] 2, [[Illustrated Companion to the Latin Dictionary/Helix|helix]], [[Illustrated Companion to the Latin Dictionary/Cauliculi|cauliculi]], [[Illustrated Companion to the Latin Dictionary/Anulus|anulus]] 6, [[Illustrated Companion to the Latin Dictionary/Spira|spira]], [[Illustrated Companion to the Latin Dictionary/Torus|torus]] 3, [[Illustrated Companion to the Latin Dictionary/Scotia|scotia]], [[Illustrated Companion to the Latin Dictionary/Plinthus|plinthus]], [[Illustrated Companion to the Latin Dictionary/Quadra|quadra]] 2, [[Illustrated Companion to the Latin Dictionary/Caryatides|caryatides]], [[Illustrated Companion to the Latin Dictionary/Atlantes|atlantes]], [[Illustrated Companion to the Latin Dictionary/Telamones|telamones]], [[Illustrated Companion to the Latin Dictionary/Parastas|parastas]].{{mdash}}''Mouldings, Ornaments, and Basement.'' [[Illustrated Companion to the Latin Dictionary/Astragalus|Astragalus]], [[Illustrated Companion to the Latin Dictionary/Cymatium|cymatium]], [[Illustrated Companion to the Latin Dictionary/Sima|sima]], [[Illustrated Companion to the Latin Dictionary/Antefixa|antefixa]], [[Illustrated Companion to the Latin Dictionary/Clipeus|clipeus]] 4, [[Illustrated Companion to the Latin Dictionary/Persona|persona]] 5, [[Illustrated Companion to the Latin Dictionary/Crepido|crepido]] 4, [[Illustrated Companion to the Latin Dictionary/Maeander|mæander]], [[Illustrated Companion to the Latin Dictionary/Encarpa|encarpa]], [[Illustrated Companion to the Latin Dictionary/Pteroma|pteroma]], [[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]] 5, [[Illustrated Companion to the Latin Dictionary/Podium|podium]] 3, [[Illustrated Companion to the Latin Dictionary/Stylobata|stylobata]], [[Illustrated Companion to the Latin Dictionary/Anterides|anterides]], [[Illustrated Companion to the Latin Dictionary/Substructio|substructio]].{{mdash}}''Classes of columnar Edifices, Arrangement of Columns, and Varieties of Intercolumniation.'' [[Illustrated Companion to the Latin Dictionary/Hypaethros|Hypæthros]], [[Illustrated Companion to the Latin Dictionary/Antae|antæ]], [[Illustrated Companion to the Latin Dictionary/Prostylos|prostylos]], [[Illustrated Companion to the Latin Dictionary/Amphiprostylos|amphiprostylos]], [[Illustrated Companion to the Latin Dictionary/Peripteros|peripteros]], [[Illustrated Companion to the Latin Dictionary/Pseudoperipteros|pseudoperipteros]], [[Illustrated Companion to the Latin Dictionary/Dipteros|dipteros]], [[Illustrated Companion to the Latin Dictionary/Pseudodipteros|pseudodipteros]], [[Illustrated Companion to the Latin Dictionary/Monopteros|monopteros]], [[Illustrated Companion to the Latin Dictionary/Pronaus|pronaus]], [[Illustrated Companion to the Latin Dictionary/Tetrastylos|tetrastylos]], [[Illustrated Companion to the Latin Dictionary/Hexastylos|hexastylos]], [[Illustrated Companion to the Latin Dictionary/Octastylos|octastylos]], [[Illustrated Companion to the Latin Dictionary/Decastylos|decastylos]], [[Illustrated Companion to the Latin Dictionary/Araeostylos|aræostylos]], [[Illustrated Companion to the Latin Dictionary/Diastylos|diastylos]], [[Illustrated Companion to the Latin Dictionary/Eustylos|eustylos]], [[Illustrated Companion to the Latin Dictionary/Systylos|systylos]], [[Illustrated Companion to the Latin Dictionary/Pycnostylos|pycnostylos]]. == PUBLIC PLACES AND BUILDINGS. == [[Illustrated Companion to the Latin Dictionary/Forum|Forum]], [[Illustrated Companion to the Latin Dictionary/Basilica|basilica]], [[Illustrated Companion to the Latin Dictionary/Capitolium|capitolium]], [[Illustrated Companion to the Latin Dictionary/Tabularium|tabularium]], [[Illustrated Companion to the Latin Dictionary/Graecostasis|græcostasis]], [[Illustrated Companion to the Latin Dictionary/Curia|curia]], [[Illustrated Companion to the Latin Dictionary/Diribitorium|diribitorium]], [[Illustrated Companion to the Latin Dictionary/Aerarium|ærarium]], [[Illustrated Companion to the Latin Dictionary/Emporium|emporium]], [[Illustrated Companion to the Latin Dictionary/Horreum|horreum publicum]], [[Illustrated Companion to the Latin Dictionary/Septizonium|septizonium]], [[Illustrated Companion to the Latin Dictionary/Nymphaeum|nymphæum]], [[Illustrated Companion to the Latin Dictionary/Brephotropheum|brephotropheum]], [[Illustrated Companion to the Latin Dictionary/Orphanotrophium|orphanotrophium]], [[Illustrated Companion to the Latin Dictionary/Theatrum|theatrum]], [[Illustrated Companion to the Latin Dictionary/Odeum|odeum]], [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|amphitheatrum]], [[Illustrated Companion to the Latin Dictionary/Circus|circus]], [[Illustrated Companion to the Latin Dictionary/Hippodromus|hippodromus]], [[Illustrated Companion to the Latin Dictionary/Gymnasium|gymnasium]], [[Illustrated Companion to the Latin Dictionary/Palaestra|palæstra]], [[Illustrated Companion to the Latin Dictionary/Stadium|stadium]], [[Illustrated Companion to the Latin Dictionary/Balineae|balineæ]], [[Illustrated Companion to the Latin Dictionary/Thermae|thermæ]], [[Illustrated Companion to the Latin Dictionary/Porticus|porticus]], [[Illustrated Companion to the Latin Dictionary/Portus|portus]]. == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_ClassedIndex_No_such_lemma">The 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' has no article of this name.</ref> }} [[Category:Illustrated Companion to the Latin Dictionary|*]] [[Category:RICH-2K/Project pages]] 4g4ytvcv80b1ndw6ibet34wg1l5qafh 0 311903 2686000 2683658 2024-11-14T18:51:51Z CalRis25 911425 Fix ligatures in inscription. 2686000 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''CISTOPH'ORUS''' ({{lang|grc|κιστοφόρος}}). One who carried the mystic case ([[Illustrated Companion to the Latin Dictionary/Cista|CISTA]], 5.) in certain religious processions. In the rites of Ceres and Bacchus, or of the Egyptian deities, Isis and Osiris, this service was performed by ''women'', as represented in the annexed {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Cistophorus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 169.jpg|illustration |caption=Cistophorus/1.1}} from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]]. The wreath of ivy leaves and berries (''[[Illustrated Companion to the Latin Dictionary/Corymbus|corymbus]]'') round the head, show her to have been a follower of Bacchus; and the bird's eye observable on the head of the jug indicates a priestess of Osiris, whose symbol amongst the Egyptians was an eye (Winkelm. ''Cab. Stosch.'' p. 2.); and as Bacchus and Osiris were the same deity, under different names, it is clear that she is a ''cistophora'', and not a ''[[Illustrated Companion to the Latin Dictionary/Canephora|canephora]]'', as the editors of the Museo Borbonico have erroneously termed her, from want of attention to the above particulars. In the ceremonies of Bellona, on the contrary, the ''[[Illustrated Companion to the Latin Dictionary/Cista|cista]]'' was carried by men, as proved by an ancient marble discovered on the Monte Mario near Rome, which bears the following inscription:{{mdash}}{{Illustrated Companion to the Latin Dictionary/Inscription|text=L. LARTIO . ANTHO . CISTOPHORO . ÆDIS . BELLONÆ}}, &c., and a figure of the ''cistophorus'' carved upon it. He is draped in a manner closely resembling the preceding figure, with a [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]] reaching to the feet, but slightly raised, so as to expose an under one beneath it; a ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'' over the shoulder; a chaplet round the head; and an ''[[Illustrated Companion to the Latin Dictionary/Infula|infula]]'' hanging down in front of the breast; in the right hand a lustral branch, and in the left two double axes (''[[Illustrated Companion to the Latin Dictionary/Bipennis|bipennes]]''), characteristic of the priests of Bellona. Inscript. ''ap.'' Don. 62. and 135. Compare Demosth. p. 313. 28. ed. Reiske. Giovanni Lami, ''Dissertaz. sopra le Ciste Mistiche''. 2. A silver coin, worth about four [[Illustrated Companion to the Latin Dictionary/Drachma|drachmae]], which passed current in Asia, whence the expression ''in cistophoro'' (Cic. ''Att.'' xi. 1.) is equivalent to saying "in Asiatic money." It received the name either from having an impression of the sacred ''[[Illustrated Companion to the Latin Dictionary/Cista|cista]]'' upon it, or, as is more probable, of the shrub ''cistus'' ({{lang|grc|κίστος}}). <gallery> File:Cistophorus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 169.jpg|Cistophorus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Foreign Coins]] [[Category:Classed Index/Ministers and Attendants]] p7vejtxiteygdzxrarh0xbza9m4xeul 0 312024 2685975 2683789 2024-11-14T16:38:45Z CalRis25 911425 2685975 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''CONDITO'RIUM'''. An underground vault or [[Illustrated Companion to the Latin Dictionary/Sepultura|burying]]-place (''descendit in conditorium''. Pet. ''Sat.'' 111. 7.), in which a corpse was deposited in a coffin, without being reduced to ashes (Plin. ''H. N.'' vii. 16.); a practice prevalent amongst the Romans at the two extreme periods of their history, before the custom of burning had obtained, and after it had been relinquished. This is the strict meaning of the word, though it also occurs in a more general sense for a monument erected above ground (Plin. ''Ep.'' vi. 10. 5.); and in which [[Illustrated Companion to the Latin Dictionary/Olla|cinerary urns]] were also placed. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Conditorium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|illustration |caption=Conditorium/1.1}} represents the section and plan of a sepulchral chamber, excavated in the rock which forms the base of the Aventine hill, at a depth of forty feet below the surface; the centre shaft formed a [[Illustrated Companion to the Latin Dictionary/Scalae|staircase]] for descending into the [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]], which is a circular chamber, having an external corridor all round it, as shown by the groundplan in miniature at the left hand of the upper part of the engraving. It also contains niches for cinerary urns, which may have been made at a subsequent period. 2. ({{lang|grc|λάρναξ}}). The chest or coffin in which the dead body was encased, when placed in the vault. (Suet. ''Aug.'' 18. Plin. ''H. N.'' xxxvii. 7.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Conditorium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|illustration |caption=Conditorium/2.1}} represents the coffin of L. Cornelius Scipio Barbatus, which was discovered in an underground sepulchre of the Cornelian family on the Appian way. The whole is carved in a grey-coloured stone of volcanic formation (''peperino'') with dentils, [[Illustrated Companion to the Latin Dictionary/Triglyphus|triglyphs]], and rosettes in the [[Illustrated Companion to the Latin Dictionary/Metopa|metopes]]; the top slab takes off as a lid; and on the side is engraved the {{Illustrated Companion to the Latin Dictionary/Image Location|text=following epitaph |imagelink=Media:Conditorium 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|following epitaph |caption=Conditorium/2.2}}, not only courious as identifying for whom the coffin was made, but as an authentic specimen of early Latinity.{{mdash}} [[File:Conditorium 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg]] 3. A magazine in which military engines were kept. Ammian. xviii. 9. 1. <gallery> File:Conditorium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|Conditorium/1.1 File:Conditorium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|Conditorium/2.1 File:Conditorium 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|Conditorium/2.2 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Sepulchres]] ot7ah7swb12ku2qoxbpyhozrl9uffr0 2685976 2685975 2024-11-14T16:42:12Z CalRis25 911425 2685976 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''CONDITO'RIUM'''. An underground vault or [[Illustrated Companion to the Latin Dictionary/Sepultura|burying]]-place (''descendit in conditorium''. Pet. ''Sat.'' 111. 7.), in which a corpse was deposited in a coffin, without being reduced to ashes (Plin. ''H. N.'' vii. 16.); a practice prevalent amongst the Romans at the two extreme periods of their history, before the custom of burning had obtained, and after it had been relinquished. This is the strict meaning of the word, though it also occurs in a more general sense for a monument erected above ground (Plin. ''Ep.'' vi. 10. 5.); and in which [[Illustrated Companion to the Latin Dictionary/Olla|cinerary urns]] were also placed. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Conditorium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|illustration |caption=Conditorium/1.1}} represents the section and plan of a sepulchral chamber, excavated in the rock which forms the base of the Aventine hill, at a depth of forty feet below the surface; the centre shaft formed a [[Illustrated Companion to the Latin Dictionary/Scalae|staircase]] for descending into the [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]], which is a circular chamber, having an external corridor all round it, as shown by the groundplan in miniature at the left hand of the upper part of the engraving. It also contains niches for cinerary urns, which may have been made at a subsequent period. 2. ({{lang|grc|λάρναξ}}). The chest or coffin in which the dead body was encased, when placed in the vault. (Suet. ''Aug.'' 18. Plin. ''H. N.'' xxxvii. 7.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Conditorium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|illustration |caption=Conditorium/2.1}} represents the coffin of L. Cornelius Scipio Barbatus, which was discovered in an underground sepulchre of the Cornelian family on the Appian way. The whole is carved in a grey-coloured stone of volcanic formation (''peperino'') with dentils, [[Illustrated Companion to the Latin Dictionary/Triglyphus|triglyphs]], and rosettes in the [[Illustrated Companion to the Latin Dictionary/Metopa|metopes]]; the top slab takes off as a lid; and on the side is engraved the {{Illustrated Companion to the Latin Dictionary/Image Location|text=following epitaph |imagelink=Media:Conditorium 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|following epitaph |caption=Conditorium/2.2}}, not only courious as identifying for whom the coffin was made, but as an authentic specimen of early Latinity.{{mdash}} [[File:Conditorium 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|center|500px]] 3. A magazine in which military engines were kept. Ammian. xviii. 9. 1. <gallery> File:Conditorium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|Conditorium/1.1 File:Conditorium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|Conditorium/2.1 File:Conditorium 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 196.jpg|Conditorium/2.2 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Sepulchres]] m9151xui950bpdsb31wfuipf21quiua 0 312544 2685987 2678059 2024-11-14T18:05:38Z CalRis25 911425 + direkt link to 1890-edition of Anthony Rich's dictionary 2685987 wikitext text/x-wiki {{Illustrated Companion to the Latin Dictionary/Navbox}} == Improving RICH-2K == Some of the ways articles in RICH-2K can be improved: * '''Missing online editions:''' Find online editions of all texts referred to in the articles, both for Latin and Greek texts and for other material referenced in the ''Illustrated Companion''. A list of references used in the articles from RICH-1849, together with some known online editions, is available in the project page ''[[Illustrated Companion to the Latin Dictionary/RICH-2K/Recommended editions|Recommended editions]]''. * '''Articles without a ''Classed Index''-category:''' Not all articles of RICH-1849 (and therefore of the starting set of articles of RICH-2K) have a category assigned in the ''Classed Index'' of RICH-1849. For these the correct category (and only of these categories) should be found and added. For a list of these articles, see [[:Category:RICH-2K/Classed Index-category missing]]. * '''Deadend-articles''': Some articles of RICH-1849 have no links to other articles, i.e. they are deadends. Add at least one link to another RICH-2K-article. For list of these articles, see [[:Category:RICH-2K/Dead-end-pages]]. * '''Orphaned articles''': Some articles are not referred to by other articles. For list of these articles, see [[:Category:RICH-2K/Orphaned articles]]. * '''Articles with unresolved references:''' Find online versions for the quotes in the articles and create links to the respective passages in the above mentioned ''recommended'' references. For a list of articles with missing online references, see [[:Category:RICH-2K/References missing or incomplete]]. * '''Articles without images:''' Add images. However, see above: RICH-2K is 'not' an image gallery. Still, some image are useful... ** Many articles use drawings based on bas-reliefs from Trajan's Column. ''Wikimedia Commons'' has its category for the different plates: ''[[c:Category:Trajan%27s_Column_-_Reliefs|Category:Trajan's Column - Reliefs]]''. ** A useful ''Wikimedia Common''-category for looking for images from the Roman world is ''[[c:Category:Categories_of_ancient_Rome|Category:Categories of ancient Rome]]''. ** A useful ''Wikimedia Common''-category for looking for images from the Greek world is ''[[c:Category:Categories_of_ancient_Greece|Category:Categories of ancient Greece]]''. ** For a list of these articles, see [[:Category:RICH-2K/Articles without images]] * Head over to ''Wikimedia Commons'' and make the categories of the RICH-1849-images more specific. * Identify the real objects the drawings are based on, if these are not explicitly stated. * Compare the text of the 1849-edition, which is the core of RICH-2K, with the text of the 1890-edition<ref name="Rich1890"/> and note significant changes in a separate section of the article. Do ''not'' change the text of the 1849-edition given in the article. == Expanding RICH == * Add articles. ** A good inspiration (especially for headwords, and here especially concerning about Greek topics) might be the ''[[w:Dictionnaire_des_Antiquités_Grecques_et_Romaines|Dictionnaire des Antiquités Grecques et Romaines]]'' by Charles Daremberg and Edmond Saglio, an online-version of which is available at ''dagr.univ-tlse2.fr''. == References == {{reflist |refs= <ref name="Rich1890">{{cite book | last = Rich | first = Anthony | author-link = w:Anthony Rich | date = 1890 | title = A dictionary of Roman and Greek antiquities, with nearly 2000 engravings on wood from ancient originals, illustrative of the industrial arts and social life in the Greeks and Romans | url = https://archive.org/details/dictionaryofroma00richuoft | oclc = 697718778}}</ref> }} [[Category:Illustrated Companion to the Latin Dictionary|*]] [[Category:RICH-2K/Project pages]] 6mfz0qomezsh0cp8wb8v6qv7ll27na3 2 312657 2686026 2681829 2024-11-15T02:29:54Z Khanassassin 2048373 /* The Covenant of the Pieces */ 2686026 wikitext text/x-wiki ==The Blessing of Melchizedek == {{font|size=smaller|color=#0000FF|1}}{{font|And Melchizedek king of Salem brought forth bread and wine.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|And he said, Blessed be Abram of the most high God, possessor of heaven and earth:|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|And blessed be the most high God, which hath delivered thine enemies into thy hand.|color=#000000}} ==The Covenant of the Pieces == {{font|1|size=smaller|color=#0000FF}}{{font|After these things the word of the LORD came unto Abram in a vision, saying, Fear not, Abram: I am thy shield, and thy exceeding great reward.|color=#000000}} {{font|5|size=smaller|color=#0000FF}}{{font|Look now toward heaven, and tell the stars, if thou be able to number them: and he said unto him, So shall thy seed be.|color=#000000}} {{font|6|size=smaller|color=#0000FF}}{{font|And he believed in the LORD; and he counted it to him for righteousness.|color=#000000}} {{font|12|size=smaller|color=#0000FF}}{{font|And he said unto Abram, Know of a surety that thy seed shall be a stranger in a land that is not theirs.|color=#000000}} ==The exile of Hagar and Ismael== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000|[And Sarah conceived, and bare Abraham a son, and she named him Isaac.]}}<ref>{{Cite web|url=https://twitter.com/joelbaden/status/1297141601723199488|title=https://twitter.com/joelbaden/status/1297141601723199488|website=Twitter|language=en|access-date=2021-10-11}}</ref> {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And Sarah said, God hath made me to laugh, so that all who hear will laugh with me.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And the child grew, and was weaned: and Abraham made a great feast the same day that Isaac was weaned.}} ==The sacrifice of Isaac== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And it came to pass after these things, that God did tempt Abraham, and said unto him, Abraham: and he said, Behold, here I am.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he said, Take now thy son, thine only son Isaac, whom thou lovest, and get thee into the land of Moriah; and offer him there for a burnt offering upon one of the mountains which I will tell thee of.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And Abraham rose up early in the morning, and saddled his ass, and took Isaac his son with him, and clave the wood for the burnt offering, and rose up, and went unto the place of which God had told him.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| Then on the third day Abraham lifted up his eyes, and saw the place afar off.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And Abraham said, I and the lad will go yonder and worship.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Abraham took the wood of the burnt offering, and laid it upon Isaac his son; and he took the fire in his hand, and a knife; and they went both of them together.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And Isaac spake unto Abraham his father, and said, My father: and he said, Here am I, my son. And he said, Behold the fire and the wood: but where is the lamb for a burnt offering?}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000| And Abraham said, My son, God will provide himself a lamb for a burnt offering: so they went both of them together.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And they came to the place which God had told him of; and Abraham built an altar there, and laid the wood in order, and bound Isaac his son, and laid him on the altar upon the wood.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And Abraham stretched forth his hand, and took the knife to slay his son.}} {{font|11|size=smaller|color=#0000FF}}{{font|And the angel of the LORD called unto him out of heaven, and said, Abraham, Abraham: and he said, Here am I.|color=#000000}} {{font|12|size=smaller|color=#0000FF}}{{font|And he said, Lay not thine hand upon the lad, neither do thou any thing unto him: for now I know that thou fearest God, seeing thou hast not withheld thy son, thine only son from me.|color=#000000}} {{font|13|size=smaller|color=#0000FF}}{{font|And Abraham lifted up his eyes, and looked, and behold behind him a ram caught in a thicket by his horns: and Abraham went and took the ram, and offered him up for a burnt offering in the stead of his son.|color=#000000}} {{font|14|size=smaller|color=#0000FF}}{{font|As it is said to this day, In the mount of the LORD it shall be seen.|color=#000000}} ==Jacob's ladder== {{font|size=smaller|color=#0000FF|1}}{{font|[Jacob] lighted upon a certain place, and tarried there all night, because the sun was set; and he took of the stones of that place, and put them for his pillows, and lay down in that place to sleep.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he dreamed, and behold a ladder set up on the earth, and the top of it reached to heaven: and behold the angels of God ascending and descending on it.}} {{font|size=smaller|color=#0000FF|3}}{{font|And Jacob awaked out of his sleep, and he was afraid, and said, How dreadful is this place! this is none other but the house of God, and this is the gate of heaven.|color=#000000}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And Jacob rose up early in the morning, and took the stone that he had put for his pillows, and set it up for a pillar, and poured oil upon the top of it.}} {{font|size=smaller|color=#0000FF|5}}{{font|And he called the name of that place Bethel: but the name of that city was called Luz at the first.|color=#000000}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Jacob vowed a vow, saying, So that I come again to my father's house in peace, this stone, which I have set for a pillar, shall be God's house: and of all that thou shalt give me I will surely give the tenth unto thee.}} ==The baby in the reeds == {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And the king of Egypt spake to the Hebrew midwives, of which the name of the one was Shiphrah, and the name of the other Puah:}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he said, When ye do the office of a midwife to the Hebrew women, and see them upon the stools; if it be a son, then ye shall kill him: but if it be a daughter, then she shall live.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| But the midwives feared God, and did not as the king of Egypt commanded them, but saved the men children alive.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And the king of Egypt called for the midwives, and said unto them, Why have ye done this thing, and have saved the men children alive?}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And the midwives said unto Pharaoh, Because the Hebrew women are not as the Egyptian women; for they are lively, and are delivered ere the midwives come in unto them.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| Therefore God dealt well with the midwives: and the people multiplied, and waxed very mighty.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And it came to pass, because the midwives feared God, that he made them houses.}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000|And Pharaoh charged all his people, saying, Every son that is born ye shall cast into the river, and every daughter ye shall save alive.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And there went a man of the house of Levi, and took to wife a daughter of Levi.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And the woman conceived, and bare a son: and when she saw him that he was a goodly child, she hid him three months.}} {{font|size=smaller|color=#0000FF|11}}{{font|color=#000000| And when she could not longer hide him, she took for him an ark of bulrushes, and daubed it with slime and with pitch, and put the child therein; and she laid it in the flags by the river's brink.}} {{font|size=smaller|color=#0000FF|12}}{{font|color=#000000| And his sister stood afar off, to wit what would be done to him.}} {{font|size=smaller|color=#0000FF|13}}{{font|color=#000000| And the daughter of Pharaoh came down to wash herself at the river; and her maidens walked along by the river's side; and when she saw the ark among the flags, she sent her maid to fetch it.}} {{font|size=smaller|color=#0000FF|14}}{{font|color=#000000| And when she had opened it, she saw the child: and, behold, the babe wept. And she had compassion on him, and said, This is one of the Hebrews' children.}} {{font|size=smaller|color=#0000FF|15}}{{font|color=#000000| Then said his sister to Pharaoh's daughter, Shall I go and call to thee a nurse of the Hebrew women, that she may nurse the child for thee?}} {{font|size=smaller|color=#0000FF|16}}{{font|color=#000000| And Pharaoh's daughter said to her, Go. And the maid went and called the child's mother.}} {{font|size=smaller|color=#0000FF|17}}{{font|color=#000000| And Pharaoh's daughter said unto her, Take this child away, and nurse it for me, and I will give thee thy wages. And the women took the child, and nursed it.}} {{font|size=smaller|color=#0000FF|18}}{{font|color=#000000| And the child grew, and she brought him unto Pharaoh's daughter, and he became her son. And she called his name Moses: and she said, Because I drew him out of the water.}} ==Revelation of the Divine Name== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| Now Moses kept the flock of Jethro his father in law, and he led the flock to the backside of the desert, and came to the mountain of God, even to Horeb.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000|God called unto him out of the midst of the [mountain] and said, Moses, Moses. And he said, Here am I.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| Moreover he said, I am the God of thy father, the God of Abraham, the God of Isaac, and the God of Jacob. And Moses hid his face; for he was afraid to look upon God.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000|[And God said], Behold, the cry of the children of Israel is come unto me: and I have also seen the oppression wherewith the Egyptians oppress them.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| Come now therefore, and I will send thee unto Pharaoh, that thou mayest bring forth my people the children of Israel out of Egypt.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Moses said unto God, Who am I, that I should go unto Pharaoh, and that I should bring forth the children of Israel out of Egypt?}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And he said, Certainly I will be with thee; and this shall be a token unto thee, that I have sent thee: When thou hast brought forth the people out of Egypt, ye shall serve God upon this mountain.}} {{font|size=smaller|color=#0000FF|11}}{{font|And Moses went and returned to Jethro his father in law, and said unto him, Let me go, I pray thee, and return unto my brethren which are in Egypt, and see whether they be yet alive. And Jethro said to Moses, Go in peace.|color=#000000}} ==The departure from Egypt== {{font|size=smaller|color=#0000FF|1}}{{font|[Moses goes to Pharaoh and frees the Israelites from Egypt]|color=#000000|size=small}} {{font|size=smaller|color=#0000FF|2}}{{font|And the children of Israel went up harnessed out of the land of Egypt.|color=#000000}} ==The Song of the Sea== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And Miriam the prophetess, the sister of Aaron, took a timbrel in her hand; and all the women went out after her with timbrels and with dances.}} ==The Reading of the Covenant== {{font|size=smaller|color=#0000FF|10}}{{font|And Moses went up into the mount, and a cloud covered the mount; and Moses was in the mount forty days and forty nights.|color=#000000}} {{font|size=smaller|color=#0000FF|11}}{{font|[And he gave unto Moses] two tables, tables of stone, written with the finger of God.|color=#000000}}<ref name=":32">{{Cite web|url=https://twitter.com/joelbaden/status/1385556715064659968|title=https://twitter.com/joelbaden/status/1385556715064659968|website=Twitter|language=en|access-date=2021-11-10}}</ref> ==The Golden Calf== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And when the people saw that Moses delayed to come down out of the mount, the people gathered themselves together unto Aaron, and said unto him, Up, make us gods, which shall go before us; for as for this Moses, the man that brought us up out of the land of Egypt, we wot not what is become of him.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And Aaron said unto them, Break off the golden earrings, which are in the ears of your wives, of your sons, and of your daughters, and bring them unto me.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And all the people brake off the golden earrings which were in their ears, and brought them unto Aaron.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And he received them at their hand, and fashioned it with a graving tool, after he had made it a molten calf: and they said, These be thy gods, O Israel, which brought thee up out of the land of Egypt.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And when Aaron saw it, he built an altar before it; and Aaron made proclamation, and said, To morrow is a feast to the LORD.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And they rose up early on the morrow, and offered burnt offerings, and brought peace offerings; and the people sat down to eat and to drink, and rose up to play.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And the LORD said unto Moses, Go, get thee down; for thy people, which thou broughtest out of the land of Egypt, have corrupted themselves:}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000| They have turned aside quickly out of the way which I commanded them: they have made them a molten calf, and have worshipped it, and have sacrificed thereunto, and said, These be thy gods, O Israel, which have brought thee up out of the land of Egypt.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And Moses turned, and went down from the mount, and the two tables were in his hand: the tables were written on both their sides; on the one side and on the other were they written.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And the tables were the work of God, and the writing was the writing of God, graven upon the tables.}} {{font|size=smaller|color=#0000FF|13}}{{font|color=#000000| And it came to pass, as soon as he came nigh unto the camp, that he saw the calf, and the dancing: and Moses' anger waxed hot, and he cast the tables out of his hands, and brake them beneath the mount.}} {{font|size=smaller|color=#0000FF|14}}{{font|color=#000000| And he took the calf which they had made, and burnt it in the fire, and ground it to powder, and strawed it upon the water, and made the children of Israel drink of it.}} {{font|size=smaller|color=#0000FF|15}}{{font|color=#000000| And Moses said unto Aaron, What did this people unto thee, that thou hast brought so great a sin upon them?}} {{font|size=smaller|color=#0000FF|16}}{{font|color=#000000| And Aaron said, Let not the anger of my lord wax hot: thou knowest the people, that they are set on mischief.}} {{font|size=smaller|color=#0000FF|17}}{{font|color=#000000| For they said unto me, Make us gods, which shall go before us: for as for this Moses, the man that brought us up out of the land of Egypt, we wot not what is become of him.}} {{font|size=smaller|color=#0000FF|18}}{{font|color=#000000| And I said unto them, Whosoever hath any gold, let them break it off. So they gave it me: then I cast it into the fire, and there came out this calf.}} {{font|size=smaller|color=#0000FF|19}}{{font|color=#000000| And it came to pass on the morrow, that Moses said unto the people, Ye have sinned a great sin: and now I will go up unto the LORD; peradventure I shall make an atonement for your sin.}} {{font|size=smaller|color=#0000FF|20}}{{font|color=#000000| And Moses returned unto the LORD, and said, Oh, this people have sinned a great sin, and have made them gods of gold.}} {{font|size=smaller|color=#0000FF|21}}{{font|color=#000000| Yet now, if thou wilt forgive their sin--; and if not, blot me, I pray thee, out of thy book which thou hast written.}} {{font|size=smaller|color=#0000FF|22}}{{font|color=#000000| And the LORD said unto Moses, Whosoever hath sinned against me, him will I blot out of my book.}} == The New Tablets == <small>{{font|1|color=#0000FF}}</small>{{font|And the LORD said unto Moses, Hew thee two tables of stone like unto the first: and I will write upon these tables the words that were in the first tables, which thou brakest.|color=#000000}} <small>{{font|2|color=#0000FF}}</small>{{font|And he hewed two tables of stone like unto the first; [and Moses went up into the mountain,] as the LORD had commanded him, and took in his hand the two tables of stone.|color=#000000}}<ref name=":38">{{Cite web|url=https://twitter.com/joelbaden/status/1392104074275868680|title=https://twitter.com/joelbaden/status/1392104074275868680|website=Twitter|language=en|access-date=2021-11-12}}</ref> <small>{{font|3|color=#0000FF}}</small>{{font|And the LORD descended in the cloud, and he was there with the LORD forty days and forty nights; he did neither eat bread, nor drink water. And he wrote upon the tables the words of the covenant.|color=#000000}} ==The Short Route into Canaan== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And the people abode in Kadesh; and Miriam died there, and was buried there.}} {{font|size=smaller|color=#0000FF|2}}{{font|And the people chode with Moses, and spake, Wherefore have ye made us to come up out of Egypt, to bring us in unto this evil place? it is no place of seed, or of figs, or of vines, or of pomegranates; neither is there any water to drink.|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000|And Moses sent messengers from Kadesh unto the king of Edom, Thus saith thy brother Israel, Thou knowest all the travail that hath befallen us:}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| How our fathers went down into Egypt, and we have dwelt in Egypt a long time; and the Egyptians vexed us, and our fathers:}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And when we cried unto the LORD, he heard our voice, and sent an angel, and hath brought us forth out of Egypt: and, behold, we are in Kadesh, a city in the uttermost of thy border:}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| Let us pass, I pray thee, through thy country: we will not pass through the fields, or through the vineyards, neither will we drink of the water of the wells: we will go by the king's high way, we will not turn to the right hand nor to the left, until we have passed thy borders.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And Edom said unto him, Thou shalt not pass by me, lest I come out against thee with the sword.}} {{font|size=smaller|color=#0000FF|8}}{{font|And the children of Israel said unto him, We will go by the high way: and if I and my cattle drink of thy water, then I will pay for it: I will only, without doing anything else, go through on my feet.|color=#000000}} {{font|size=smaller|color=#0000FF|9}}{{font|And he said, Thou shalt not go through. And Edom came out against him with much people, and with a strong hand.|color=#000000}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000|Thus Edom refused to give Israel passage through his border: wherefore Israel turned away from him.}} ==The Bronze Serpent== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000|And they journeyed from Kadesh, to compass the land of Edom: and the soul of the people was much discouraged because of the way.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And the people spake against God, and against Moses, Wherefore have ye brought us up out of Egypt to die in the wilderness? For there is no bread, neither is there any water.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And the LORD sent fiery serpents among the people, and they bit the people; and much people of Israel died.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| Therefore the people came to Moses, and said, We have sinned, for we have spoken against the LORD, and against thee; pray unto the LORD, that he take away the serpents from us. And Moses prayed for the people.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And the LORD said unto Moses, Make thee a fiery serpent, and set it upon a pole: and it shall come to pass, that every one that is bitten, when he looketh upon it, shall live.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Moses made a serpent of brass, and put it upon a pole, and it came to pass, that if a serpent had bitten any man, when he beheld the serpent of brass, he lived.}} ==The death of Moses== {{font|size=smaller|color=#0000FF|1}}{{font|And the LORD said unto Moses, Behold, thy days approach that thou must die: call Joshua, and present yourselves in the tabernacle of the congregation, that I may give him a charge. And Moses and Joshua went, and presented themselves in the tabernacle of the congregation.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|And the LORD appeared in the tabernacle in a pillar of a cloud: and the pillar of the cloud stood over the door of the tabernacle.|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|And he gave Joshua the son of Nun a charge, and said, Be strong and of a good courage: for thou shalt bring the children of Israel into the land which I sware unto them: and I will be with thee.|color=#000000}} {{font|size=smaller|color=#0000FF|4}}{{font|So Moses the servant of the LORD died in the land of Moab,|color=#000000}} {{font|size=smaller|color=#0000FF|5}}{{font|And there arose not a prophet since in Israel like unto Moses, whom the LORD knew face to face.|color=#000000}} f1pdgupsjph36j5pbquygpz5z7k2ck7 2686027 2686026 2024-11-15T02:39:10Z Khanassassin 2048373 /* The sacrifice of Isaac */ 2686027 wikitext text/x-wiki ==The Blessing of Melchizedek == {{font|size=smaller|color=#0000FF|1}}{{font|And Melchizedek king of Salem brought forth bread and wine.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|And he said, Blessed be Abram of the most high God, possessor of heaven and earth:|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|And blessed be the most high God, which hath delivered thine enemies into thy hand.|color=#000000}} ==The Covenant of the Pieces == {{font|1|size=smaller|color=#0000FF}}{{font|After these things the word of the LORD came unto Abram in a vision, saying, Fear not, Abram: I am thy shield, and thy exceeding great reward.|color=#000000}} {{font|5|size=smaller|color=#0000FF}}{{font|Look now toward heaven, and tell the stars, if thou be able to number them: and he said unto him, So shall thy seed be.|color=#000000}} {{font|6|size=smaller|color=#0000FF}}{{font|And he believed in the LORD; and he counted it to him for righteousness.|color=#000000}} {{font|12|size=smaller|color=#0000FF}}{{font|And he said unto Abram, Know of a surety that thy seed shall be a stranger in a land that is not theirs.|color=#000000}} ==The exile of Hagar and Ismael== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000|[And Sarah conceived, and bare Abraham a son, and she named him Isaac.]}}<ref>{{Cite web|url=https://twitter.com/joelbaden/status/1297141601723199488|title=https://twitter.com/joelbaden/status/1297141601723199488|website=Twitter|language=en|access-date=2021-10-11}}</ref> {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And Sarah said, God hath made me to laugh, so that all who hear will laugh with me.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And the child grew, and was weaned: and Abraham made a great feast the same day that Isaac was weaned.}} ==Jacob's ladder== {{font|size=smaller|color=#0000FF|1}}{{font|[Jacob] lighted upon a certain place, and tarried there all night, because the sun was set; and he took of the stones of that place, and put them for his pillows, and lay down in that place to sleep.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he dreamed, and behold a ladder set up on the earth, and the top of it reached to heaven: and behold the angels of God ascending and descending on it.}} {{font|size=smaller|color=#0000FF|3}}{{font|And Jacob awaked out of his sleep, and he was afraid, and said, How dreadful is this place! this is none other but the house of God, and this is the gate of heaven.|color=#000000}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And Jacob rose up early in the morning, and took the stone that he had put for his pillows, and set it up for a pillar, and poured oil upon the top of it.}} {{font|size=smaller|color=#0000FF|5}}{{font|And he called the name of that place Bethel: but the name of that city was called Luz at the first.|color=#000000}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Jacob vowed a vow, saying, So that I come again to my father's house in peace, this stone, which I have set for a pillar, shall be God's house: and of all that thou shalt give me I will surely give the tenth unto thee.}} ==The baby in the reeds == {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And the king of Egypt spake to the Hebrew midwives, of which the name of the one was Shiphrah, and the name of the other Puah:}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he said, When ye do the office of a midwife to the Hebrew women, and see them upon the stools; if it be a son, then ye shall kill him: but if it be a daughter, then she shall live.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| But the midwives feared God, and did not as the king of Egypt commanded them, but saved the men children alive.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And the king of Egypt called for the midwives, and said unto them, Why have ye done this thing, and have saved the men children alive?}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And the midwives said unto Pharaoh, Because the Hebrew women are not as the Egyptian women; for they are lively, and are delivered ere the midwives come in unto them.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| Therefore God dealt well with the midwives: and the people multiplied, and waxed very mighty.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And it came to pass, because the midwives feared God, that he made them houses.}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000|And Pharaoh charged all his people, saying, Every son that is born ye shall cast into the river, and every daughter ye shall save alive.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And there went a man of the house of Levi, and took to wife a daughter of Levi.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And the woman conceived, and bare a son: and when she saw him that he was a goodly child, she hid him three months.}} {{font|size=smaller|color=#0000FF|11}}{{font|color=#000000| And when she could not longer hide him, she took for him an ark of bulrushes, and daubed it with slime and with pitch, and put the child therein; and she laid it in the flags by the river's brink.}} {{font|size=smaller|color=#0000FF|12}}{{font|color=#000000| And his sister stood afar off, to wit what would be done to him.}} {{font|size=smaller|color=#0000FF|13}}{{font|color=#000000| And the daughter of Pharaoh came down to wash herself at the river; and her maidens walked along by the river's side; and when she saw the ark among the flags, she sent her maid to fetch it.}} {{font|size=smaller|color=#0000FF|14}}{{font|color=#000000| And when she had opened it, she saw the child: and, behold, the babe wept. And she had compassion on him, and said, This is one of the Hebrews' children.}} {{font|size=smaller|color=#0000FF|15}}{{font|color=#000000| Then said his sister to Pharaoh's daughter, Shall I go and call to thee a nurse of the Hebrew women, that she may nurse the child for thee?}} {{font|size=smaller|color=#0000FF|16}}{{font|color=#000000| And Pharaoh's daughter said to her, Go. And the maid went and called the child's mother.}} {{font|size=smaller|color=#0000FF|17}}{{font|color=#000000| And Pharaoh's daughter said unto her, Take this child away, and nurse it for me, and I will give thee thy wages. And the women took the child, and nursed it.}} {{font|size=smaller|color=#0000FF|18}}{{font|color=#000000| And the child grew, and she brought him unto Pharaoh's daughter, and he became her son. And she called his name Moses: and she said, Because I drew him out of the water.}} ==Revelation of the Divine Name== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| Now Moses kept the flock of Jethro his father in law, and he led the flock to the backside of the desert, and came to the mountain of God, even to Horeb.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000|God called unto him out of the midst of the [mountain] and said, Moses, Moses. And he said, Here am I.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| Moreover he said, I am the God of thy father, the God of Abraham, the God of Isaac, and the God of Jacob. And Moses hid his face; for he was afraid to look upon God.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000|[And God said], Behold, the cry of the children of Israel is come unto me: and I have also seen the oppression wherewith the Egyptians oppress them.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| Come now therefore, and I will send thee unto Pharaoh, that thou mayest bring forth my people the children of Israel out of Egypt.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Moses said unto God, Who am I, that I should go unto Pharaoh, and that I should bring forth the children of Israel out of Egypt?}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And he said, Certainly I will be with thee; and this shall be a token unto thee, that I have sent thee: When thou hast brought forth the people out of Egypt, ye shall serve God upon this mountain.}} {{font|size=smaller|color=#0000FF|11}}{{font|And Moses went and returned to Jethro his father in law, and said unto him, Let me go, I pray thee, and return unto my brethren which are in Egypt, and see whether they be yet alive. And Jethro said to Moses, Go in peace.|color=#000000}} ==The departure from Egypt== {{font|size=smaller|color=#0000FF|1}}{{font|[Moses goes to Pharaoh and frees the Israelites from Egypt]|color=#000000|size=small}} {{font|size=smaller|color=#0000FF|2}}{{font|And the children of Israel went up harnessed out of the land of Egypt.|color=#000000}} ==The Song of the Sea== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And Miriam the prophetess, the sister of Aaron, took a timbrel in her hand; and all the women went out after her with timbrels and with dances.}} ==The Reading of the Covenant== {{font|size=smaller|color=#0000FF|10}}{{font|And Moses went up into the mount, and a cloud covered the mount; and Moses was in the mount forty days and forty nights.|color=#000000}} {{font|size=smaller|color=#0000FF|11}}{{font|[And he gave unto Moses] two tables, tables of stone, written with the finger of God.|color=#000000}}<ref name=":32">{{Cite web|url=https://twitter.com/joelbaden/status/1385556715064659968|title=https://twitter.com/joelbaden/status/1385556715064659968|website=Twitter|language=en|access-date=2021-11-10}}</ref> ==The Golden Calf== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And when the people saw that Moses delayed to come down out of the mount, the people gathered themselves together unto Aaron, and said unto him, Up, make us gods, which shall go before us; for as for this Moses, the man that brought us up out of the land of Egypt, we wot not what is become of him.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And Aaron said unto them, Break off the golden earrings, which are in the ears of your wives, of your sons, and of your daughters, and bring them unto me.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And all the people brake off the golden earrings which were in their ears, and brought them unto Aaron.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And he received them at their hand, and fashioned it with a graving tool, after he had made it a molten calf: and they said, These be thy gods, O Israel, which brought thee up out of the land of Egypt.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And when Aaron saw it, he built an altar before it; and Aaron made proclamation, and said, To morrow is a feast to the LORD.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And they rose up early on the morrow, and offered burnt offerings, and brought peace offerings; and the people sat down to eat and to drink, and rose up to play.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And the LORD said unto Moses, Go, get thee down; for thy people, which thou broughtest out of the land of Egypt, have corrupted themselves:}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000| They have turned aside quickly out of the way which I commanded them: they have made them a molten calf, and have worshipped it, and have sacrificed thereunto, and said, These be thy gods, O Israel, which have brought thee up out of the land of Egypt.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And Moses turned, and went down from the mount, and the two tables were in his hand: the tables were written on both their sides; on the one side and on the other were they written.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And the tables were the work of God, and the writing was the writing of God, graven upon the tables.}} {{font|size=smaller|color=#0000FF|13}}{{font|color=#000000| And it came to pass, as soon as he came nigh unto the camp, that he saw the calf, and the dancing: and Moses' anger waxed hot, and he cast the tables out of his hands, and brake them beneath the mount.}} {{font|size=smaller|color=#0000FF|14}}{{font|color=#000000| And he took the calf which they had made, and burnt it in the fire, and ground it to powder, and strawed it upon the water, and made the children of Israel drink of it.}} {{font|size=smaller|color=#0000FF|15}}{{font|color=#000000| And Moses said unto Aaron, What did this people unto thee, that thou hast brought so great a sin upon them?}} {{font|size=smaller|color=#0000FF|16}}{{font|color=#000000| And Aaron said, Let not the anger of my lord wax hot: thou knowest the people, that they are set on mischief.}} {{font|size=smaller|color=#0000FF|17}}{{font|color=#000000| For they said unto me, Make us gods, which shall go before us: for as for this Moses, the man that brought us up out of the land of Egypt, we wot not what is become of him.}} {{font|size=smaller|color=#0000FF|18}}{{font|color=#000000| And I said unto them, Whosoever hath any gold, let them break it off. So they gave it me: then I cast it into the fire, and there came out this calf.}} {{font|size=smaller|color=#0000FF|19}}{{font|color=#000000| And it came to pass on the morrow, that Moses said unto the people, Ye have sinned a great sin: and now I will go up unto the LORD; peradventure I shall make an atonement for your sin.}} {{font|size=smaller|color=#0000FF|20}}{{font|color=#000000| And Moses returned unto the LORD, and said, Oh, this people have sinned a great sin, and have made them gods of gold.}} {{font|size=smaller|color=#0000FF|21}}{{font|color=#000000| Yet now, if thou wilt forgive their sin--; and if not, blot me, I pray thee, out of thy book which thou hast written.}} {{font|size=smaller|color=#0000FF|22}}{{font|color=#000000| And the LORD said unto Moses, Whosoever hath sinned against me, him will I blot out of my book.}} == The New Tablets == <small>{{font|1|color=#0000FF}}</small>{{font|And the LORD said unto Moses, Hew thee two tables of stone like unto the first: and I will write upon these tables the words that were in the first tables, which thou brakest.|color=#000000}} <small>{{font|2|color=#0000FF}}</small>{{font|And he hewed two tables of stone like unto the first; [and Moses went up into the mountain,] as the LORD had commanded him, and took in his hand the two tables of stone.|color=#000000}}<ref name=":38">{{Cite web|url=https://twitter.com/joelbaden/status/1392104074275868680|title=https://twitter.com/joelbaden/status/1392104074275868680|website=Twitter|language=en|access-date=2021-11-12}}</ref> <small>{{font|3|color=#0000FF}}</small>{{font|And the LORD descended in the cloud, and he was there with the LORD forty days and forty nights; he did neither eat bread, nor drink water. And he wrote upon the tables the words of the covenant.|color=#000000}} ==The Short Route into Canaan== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And the people abode in Kadesh; and Miriam died there, and was buried there.}} {{font|size=smaller|color=#0000FF|2}}{{font|And the people chode with Moses, and spake, Wherefore have ye made us to come up out of Egypt, to bring us in unto this evil place? it is no place of seed, or of figs, or of vines, or of pomegranates; neither is there any water to drink.|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000|And Moses sent messengers from Kadesh unto the king of Edom, Thus saith thy brother Israel, Thou knowest all the travail that hath befallen us:}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| How our fathers went down into Egypt, and we have dwelt in Egypt a long time; and the Egyptians vexed us, and our fathers:}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And when we cried unto the LORD, he heard our voice, and sent an angel, and hath brought us forth out of Egypt: and, behold, we are in Kadesh, a city in the uttermost of thy border:}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| Let us pass, I pray thee, through thy country: we will not pass through the fields, or through the vineyards, neither will we drink of the water of the wells: we will go by the king's high way, we will not turn to the right hand nor to the left, until we have passed thy borders.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And Edom said unto him, Thou shalt not pass by me, lest I come out against thee with the sword.}} {{font|size=smaller|color=#0000FF|8}}{{font|And the children of Israel said unto him, We will go by the high way: and if I and my cattle drink of thy water, then I will pay for it: I will only, without doing anything else, go through on my feet.|color=#000000}} {{font|size=smaller|color=#0000FF|9}}{{font|And he said, Thou shalt not go through. And Edom came out against him with much people, and with a strong hand.|color=#000000}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000|Thus Edom refused to give Israel passage through his border: wherefore Israel turned away from him.}} ==The Bronze Serpent== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000|And they journeyed from Kadesh, to compass the land of Edom: and the soul of the people was much discouraged because of the way.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And the people spake against God, and against Moses, Wherefore have ye brought us up out of Egypt to die in the wilderness? For there is no bread, neither is there any water.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And the LORD sent fiery serpents among the people, and they bit the people; and much people of Israel died.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| Therefore the people came to Moses, and said, We have sinned, for we have spoken against the LORD, and against thee; pray unto the LORD, that he take away the serpents from us. And Moses prayed for the people.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And the LORD said unto Moses, Make thee a fiery serpent, and set it upon a pole: and it shall come to pass, that every one that is bitten, when he looketh upon it, shall live.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Moses made a serpent of brass, and put it upon a pole, and it came to pass, that if a serpent had bitten any man, when he beheld the serpent of brass, he lived.}} ==The death of Moses== {{font|size=smaller|color=#0000FF|1}}{{font|And the LORD said unto Moses, Behold, thy days approach that thou must die: call Joshua, and present yourselves in the tabernacle of the congregation, that I may give him a charge. And Moses and Joshua went, and presented themselves in the tabernacle of the congregation.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|And the LORD appeared in the tabernacle in a pillar of a cloud: and the pillar of the cloud stood over the door of the tabernacle.|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|And he gave Joshua the son of Nun a charge, and said, Be strong and of a good courage: for thou shalt bring the children of Israel into the land which I sware unto them: and I will be with thee.|color=#000000}} {{font|size=smaller|color=#0000FF|4}}{{font|So Moses the servant of the LORD died in the land of Moab,|color=#000000}} {{font|size=smaller|color=#0000FF|5}}{{font|And there arose not a prophet since in Israel like unto Moses, whom the LORD knew face to face.|color=#000000}} bzo99y29ag32tnx8rq3sb9hxtdmielt 2686028 2686027 2024-11-15T02:40:19Z Khanassassin 2048373 Undo revision [[Special:Diff/2686027|2686027]] by [[Special:Contributions/Khanassassin|Khanassassin]] ([[User talk:Khanassassin|talk]]) 2686028 wikitext text/x-wiki ==The Blessing of Melchizedek == {{font|size=smaller|color=#0000FF|1}}{{font|And Melchizedek king of Salem brought forth bread and wine.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|And he said, Blessed be Abram of the most high God, possessor of heaven and earth:|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|And blessed be the most high God, which hath delivered thine enemies into thy hand.|color=#000000}} ==The Covenant of the Pieces == {{font|1|size=smaller|color=#0000FF}}{{font|After these things the word of the LORD came unto Abram in a vision, saying, Fear not, Abram: I am thy shield, and thy exceeding great reward.|color=#000000}} {{font|5|size=smaller|color=#0000FF}}{{font|Look now toward heaven, and tell the stars, if thou be able to number them: and he said unto him, So shall thy seed be.|color=#000000}} {{font|6|size=smaller|color=#0000FF}}{{font|And he believed in the LORD; and he counted it to him for righteousness.|color=#000000}} {{font|12|size=smaller|color=#0000FF}}{{font|And he said unto Abram, Know of a surety that thy seed shall be a stranger in a land that is not theirs.|color=#000000}} ==The exile of Hagar and Ismael== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000|[And Sarah conceived, and bare Abraham a son, and she named him Isaac.]}}<ref>{{Cite web|url=https://twitter.com/joelbaden/status/1297141601723199488|title=https://twitter.com/joelbaden/status/1297141601723199488|website=Twitter|language=en|access-date=2021-10-11}}</ref> {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And Sarah said, God hath made me to laugh, so that all who hear will laugh with me.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And the child grew, and was weaned: and Abraham made a great feast the same day that Isaac was weaned.}} ==The sacrifice of Isaac== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And it came to pass after these things, that God did tempt Abraham, and said unto him, Abraham: and he said, Behold, here I am.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he said, Take now thy son, thine only son Isaac, whom thou lovest, and get thee into the land of Moriah; and offer him there for a burnt offering upon one of the mountains which I will tell thee of.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And Abraham rose up early in the morning, and saddled his ass, and took Isaac his son with him, and clave the wood for the burnt offering, and rose up, and went unto the place of which God had told him.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| Then on the third day Abraham lifted up his eyes, and saw the place afar off.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And Abraham said, I and the lad will go yonder and worship.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Abraham took the wood of the burnt offering, and laid it upon Isaac his son; and he took the fire in his hand, and a knife; and they went both of them together.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And Isaac spake unto Abraham his father, and said, My father: and he said, Here am I, my son. And he said, Behold the fire and the wood: but where is the lamb for a burnt offering?}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000| And Abraham said, My son, God will provide himself a lamb for a burnt offering: so they went both of them together.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And they came to the place which God had told him of; and Abraham built an altar there, and laid the wood in order, and bound Isaac his son, and laid him on the altar upon the wood.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And Abraham stretched forth his hand, and took the knife to slay his son.}} {{font|11|size=smaller|color=#0000FF}}{{font|And the angel of the LORD called unto him out of heaven, and said, Abraham, Abraham: and he said, Here am I.|color=#000000}} {{font|12|size=smaller|color=#0000FF}}{{font|And he said, Lay not thine hand upon the lad, neither do thou any thing unto him: for now I know that thou fearest God, seeing thou hast not withheld thy son, thine only son from me.|color=#000000}} {{font|13|size=smaller|color=#0000FF}}{{font|And Abraham lifted up his eyes, and looked, and behold behind him a ram caught in a thicket by his horns: and Abraham went and took the ram, and offered him up for a burnt offering in the stead of his son.|color=#000000}} {{font|14|size=smaller|color=#0000FF}}{{font|As it is said to this day, In the mount of the LORD it shall be seen.|color=#000000}} ==Jacob's ladder== {{font|size=smaller|color=#0000FF|1}}{{font|[Jacob] lighted upon a certain place, and tarried there all night, because the sun was set; and he took of the stones of that place, and put them for his pillows, and lay down in that place to sleep.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he dreamed, and behold a ladder set up on the earth, and the top of it reached to heaven: and behold the angels of God ascending and descending on it.}} {{font|size=smaller|color=#0000FF|3}}{{font|And Jacob awaked out of his sleep, and he was afraid, and said, How dreadful is this place! this is none other but the house of God, and this is the gate of heaven.|color=#000000}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And Jacob rose up early in the morning, and took the stone that he had put for his pillows, and set it up for a pillar, and poured oil upon the top of it.}} {{font|size=smaller|color=#0000FF|5}}{{font|And he called the name of that place Bethel: but the name of that city was called Luz at the first.|color=#000000}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Jacob vowed a vow, saying, So that I come again to my father's house in peace, this stone, which I have set for a pillar, shall be God's house: and of all that thou shalt give me I will surely give the tenth unto thee.}} ==The baby in the reeds == {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And the king of Egypt spake to the Hebrew midwives, of which the name of the one was Shiphrah, and the name of the other Puah:}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And he said, When ye do the office of a midwife to the Hebrew women, and see them upon the stools; if it be a son, then ye shall kill him: but if it be a daughter, then she shall live.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| But the midwives feared God, and did not as the king of Egypt commanded them, but saved the men children alive.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And the king of Egypt called for the midwives, and said unto them, Why have ye done this thing, and have saved the men children alive?}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And the midwives said unto Pharaoh, Because the Hebrew women are not as the Egyptian women; for they are lively, and are delivered ere the midwives come in unto them.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| Therefore God dealt well with the midwives: and the people multiplied, and waxed very mighty.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And it came to pass, because the midwives feared God, that he made them houses.}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000|And Pharaoh charged all his people, saying, Every son that is born ye shall cast into the river, and every daughter ye shall save alive.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And there went a man of the house of Levi, and took to wife a daughter of Levi.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And the woman conceived, and bare a son: and when she saw him that he was a goodly child, she hid him three months.}} {{font|size=smaller|color=#0000FF|11}}{{font|color=#000000| And when she could not longer hide him, she took for him an ark of bulrushes, and daubed it with slime and with pitch, and put the child therein; and she laid it in the flags by the river's brink.}} {{font|size=smaller|color=#0000FF|12}}{{font|color=#000000| And his sister stood afar off, to wit what would be done to him.}} {{font|size=smaller|color=#0000FF|13}}{{font|color=#000000| And the daughter of Pharaoh came down to wash herself at the river; and her maidens walked along by the river's side; and when she saw the ark among the flags, she sent her maid to fetch it.}} {{font|size=smaller|color=#0000FF|14}}{{font|color=#000000| And when she had opened it, she saw the child: and, behold, the babe wept. And she had compassion on him, and said, This is one of the Hebrews' children.}} {{font|size=smaller|color=#0000FF|15}}{{font|color=#000000| Then said his sister to Pharaoh's daughter, Shall I go and call to thee a nurse of the Hebrew women, that she may nurse the child for thee?}} {{font|size=smaller|color=#0000FF|16}}{{font|color=#000000| And Pharaoh's daughter said to her, Go. And the maid went and called the child's mother.}} {{font|size=smaller|color=#0000FF|17}}{{font|color=#000000| And Pharaoh's daughter said unto her, Take this child away, and nurse it for me, and I will give thee thy wages. And the women took the child, and nursed it.}} {{font|size=smaller|color=#0000FF|18}}{{font|color=#000000| And the child grew, and she brought him unto Pharaoh's daughter, and he became her son. And she called his name Moses: and she said, Because I drew him out of the water.}} ==Revelation of the Divine Name== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| Now Moses kept the flock of Jethro his father in law, and he led the flock to the backside of the desert, and came to the mountain of God, even to Horeb.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000|God called unto him out of the midst of the [mountain] and said, Moses, Moses. And he said, Here am I.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| Moreover he said, I am the God of thy father, the God of Abraham, the God of Isaac, and the God of Jacob. And Moses hid his face; for he was afraid to look upon God.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000|[And God said], Behold, the cry of the children of Israel is come unto me: and I have also seen the oppression wherewith the Egyptians oppress them.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| Come now therefore, and I will send thee unto Pharaoh, that thou mayest bring forth my people the children of Israel out of Egypt.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Moses said unto God, Who am I, that I should go unto Pharaoh, and that I should bring forth the children of Israel out of Egypt?}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And he said, Certainly I will be with thee; and this shall be a token unto thee, that I have sent thee: When thou hast brought forth the people out of Egypt, ye shall serve God upon this mountain.}} {{font|size=smaller|color=#0000FF|11}}{{font|And Moses went and returned to Jethro his father in law, and said unto him, Let me go, I pray thee, and return unto my brethren which are in Egypt, and see whether they be yet alive. And Jethro said to Moses, Go in peace.|color=#000000}} ==The departure from Egypt== {{font|size=smaller|color=#0000FF|1}}{{font|[Moses goes to Pharaoh and frees the Israelites from Egypt]|color=#000000|size=small}} {{font|size=smaller|color=#0000FF|2}}{{font|And the children of Israel went up harnessed out of the land of Egypt.|color=#000000}} ==The Song of the Sea== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And Miriam the prophetess, the sister of Aaron, took a timbrel in her hand; and all the women went out after her with timbrels and with dances.}} ==The Reading of the Covenant== {{font|size=smaller|color=#0000FF|10}}{{font|And Moses went up into the mount, and a cloud covered the mount; and Moses was in the mount forty days and forty nights.|color=#000000}} {{font|size=smaller|color=#0000FF|11}}{{font|[And he gave unto Moses] two tables, tables of stone, written with the finger of God.|color=#000000}}<ref name=":32">{{Cite web|url=https://twitter.com/joelbaden/status/1385556715064659968|title=https://twitter.com/joelbaden/status/1385556715064659968|website=Twitter|language=en|access-date=2021-11-10}}</ref> ==The Golden Calf== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And when the people saw that Moses delayed to come down out of the mount, the people gathered themselves together unto Aaron, and said unto him, Up, make us gods, which shall go before us; for as for this Moses, the man that brought us up out of the land of Egypt, we wot not what is become of him.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And Aaron said unto them, Break off the golden earrings, which are in the ears of your wives, of your sons, and of your daughters, and bring them unto me.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And all the people brake off the golden earrings which were in their ears, and brought them unto Aaron.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| And he received them at their hand, and fashioned it with a graving tool, after he had made it a molten calf: and they said, These be thy gods, O Israel, which brought thee up out of the land of Egypt.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And when Aaron saw it, he built an altar before it; and Aaron made proclamation, and said, To morrow is a feast to the LORD.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And they rose up early on the morrow, and offered burnt offerings, and brought peace offerings; and the people sat down to eat and to drink, and rose up to play.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And the LORD said unto Moses, Go, get thee down; for thy people, which thou broughtest out of the land of Egypt, have corrupted themselves:}} {{font|size=smaller|color=#0000FF|8}}{{font|color=#000000| They have turned aside quickly out of the way which I commanded them: they have made them a molten calf, and have worshipped it, and have sacrificed thereunto, and said, These be thy gods, O Israel, which have brought thee up out of the land of Egypt.}} {{font|size=smaller|color=#0000FF|9}}{{font|color=#000000| And Moses turned, and went down from the mount, and the two tables were in his hand: the tables were written on both their sides; on the one side and on the other were they written.}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000| And the tables were the work of God, and the writing was the writing of God, graven upon the tables.}} {{font|size=smaller|color=#0000FF|13}}{{font|color=#000000| And it came to pass, as soon as he came nigh unto the camp, that he saw the calf, and the dancing: and Moses' anger waxed hot, and he cast the tables out of his hands, and brake them beneath the mount.}} {{font|size=smaller|color=#0000FF|14}}{{font|color=#000000| And he took the calf which they had made, and burnt it in the fire, and ground it to powder, and strawed it upon the water, and made the children of Israel drink of it.}} {{font|size=smaller|color=#0000FF|15}}{{font|color=#000000| And Moses said unto Aaron, What did this people unto thee, that thou hast brought so great a sin upon them?}} {{font|size=smaller|color=#0000FF|16}}{{font|color=#000000| And Aaron said, Let not the anger of my lord wax hot: thou knowest the people, that they are set on mischief.}} {{font|size=smaller|color=#0000FF|17}}{{font|color=#000000| For they said unto me, Make us gods, which shall go before us: for as for this Moses, the man that brought us up out of the land of Egypt, we wot not what is become of him.}} {{font|size=smaller|color=#0000FF|18}}{{font|color=#000000| And I said unto them, Whosoever hath any gold, let them break it off. So they gave it me: then I cast it into the fire, and there came out this calf.}} {{font|size=smaller|color=#0000FF|19}}{{font|color=#000000| And it came to pass on the morrow, that Moses said unto the people, Ye have sinned a great sin: and now I will go up unto the LORD; peradventure I shall make an atonement for your sin.}} {{font|size=smaller|color=#0000FF|20}}{{font|color=#000000| And Moses returned unto the LORD, and said, Oh, this people have sinned a great sin, and have made them gods of gold.}} {{font|size=smaller|color=#0000FF|21}}{{font|color=#000000| Yet now, if thou wilt forgive their sin--; and if not, blot me, I pray thee, out of thy book which thou hast written.}} {{font|size=smaller|color=#0000FF|22}}{{font|color=#000000| And the LORD said unto Moses, Whosoever hath sinned against me, him will I blot out of my book.}} == The New Tablets == <small>{{font|1|color=#0000FF}}</small>{{font|And the LORD said unto Moses, Hew thee two tables of stone like unto the first: and I will write upon these tables the words that were in the first tables, which thou brakest.|color=#000000}} <small>{{font|2|color=#0000FF}}</small>{{font|And he hewed two tables of stone like unto the first; [and Moses went up into the mountain,] as the LORD had commanded him, and took in his hand the two tables of stone.|color=#000000}}<ref name=":38">{{Cite web|url=https://twitter.com/joelbaden/status/1392104074275868680|title=https://twitter.com/joelbaden/status/1392104074275868680|website=Twitter|language=en|access-date=2021-11-12}}</ref> <small>{{font|3|color=#0000FF}}</small>{{font|And the LORD descended in the cloud, and he was there with the LORD forty days and forty nights; he did neither eat bread, nor drink water. And he wrote upon the tables the words of the covenant.|color=#000000}} ==The Short Route into Canaan== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000| And the people abode in Kadesh; and Miriam died there, and was buried there.}} {{font|size=smaller|color=#0000FF|2}}{{font|And the people chode with Moses, and spake, Wherefore have ye made us to come up out of Egypt, to bring us in unto this evil place? it is no place of seed, or of figs, or of vines, or of pomegranates; neither is there any water to drink.|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000|And Moses sent messengers from Kadesh unto the king of Edom, Thus saith thy brother Israel, Thou knowest all the travail that hath befallen us:}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| How our fathers went down into Egypt, and we have dwelt in Egypt a long time; and the Egyptians vexed us, and our fathers:}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And when we cried unto the LORD, he heard our voice, and sent an angel, and hath brought us forth out of Egypt: and, behold, we are in Kadesh, a city in the uttermost of thy border:}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| Let us pass, I pray thee, through thy country: we will not pass through the fields, or through the vineyards, neither will we drink of the water of the wells: we will go by the king's high way, we will not turn to the right hand nor to the left, until we have passed thy borders.}} {{font|size=smaller|color=#0000FF|7}}{{font|color=#000000| And Edom said unto him, Thou shalt not pass by me, lest I come out against thee with the sword.}} {{font|size=smaller|color=#0000FF|8}}{{font|And the children of Israel said unto him, We will go by the high way: and if I and my cattle drink of thy water, then I will pay for it: I will only, without doing anything else, go through on my feet.|color=#000000}} {{font|size=smaller|color=#0000FF|9}}{{font|And he said, Thou shalt not go through. And Edom came out against him with much people, and with a strong hand.|color=#000000}} {{font|size=smaller|color=#0000FF|10}}{{font|color=#000000|Thus Edom refused to give Israel passage through his border: wherefore Israel turned away from him.}} ==The Bronze Serpent== {{font|size=smaller|color=#0000FF|1}}{{font|color=#000000|And they journeyed from Kadesh, to compass the land of Edom: and the soul of the people was much discouraged because of the way.}} {{font|size=smaller|color=#0000FF|2}}{{font|color=#000000| And the people spake against God, and against Moses, Wherefore have ye brought us up out of Egypt to die in the wilderness? For there is no bread, neither is there any water.}} {{font|size=smaller|color=#0000FF|3}}{{font|color=#000000| And the LORD sent fiery serpents among the people, and they bit the people; and much people of Israel died.}} {{font|size=smaller|color=#0000FF|4}}{{font|color=#000000| Therefore the people came to Moses, and said, We have sinned, for we have spoken against the LORD, and against thee; pray unto the LORD, that he take away the serpents from us. And Moses prayed for the people.}} {{font|size=smaller|color=#0000FF|5}}{{font|color=#000000| And the LORD said unto Moses, Make thee a fiery serpent, and set it upon a pole: and it shall come to pass, that every one that is bitten, when he looketh upon it, shall live.}} {{font|size=smaller|color=#0000FF|6}}{{font|color=#000000| And Moses made a serpent of brass, and put it upon a pole, and it came to pass, that if a serpent had bitten any man, when he beheld the serpent of brass, he lived.}} ==The death of Moses== {{font|size=smaller|color=#0000FF|1}}{{font|And the LORD said unto Moses, Behold, thy days approach that thou must die: call Joshua, and present yourselves in the tabernacle of the congregation, that I may give him a charge. And Moses and Joshua went, and presented themselves in the tabernacle of the congregation.|color=#000000}} {{font|size=smaller|color=#0000FF|2}}{{font|And the LORD appeared in the tabernacle in a pillar of a cloud: and the pillar of the cloud stood over the door of the tabernacle.|color=#000000}} {{font|size=smaller|color=#0000FF|3}}{{font|And he gave Joshua the son of Nun a charge, and said, Be strong and of a good courage: for thou shalt bring the children of Israel into the land which I sware unto them: and I will be with thee.|color=#000000}} {{font|size=smaller|color=#0000FF|4}}{{font|So Moses the servant of the LORD died in the land of Moab,|color=#000000}} {{font|size=smaller|color=#0000FF|5}}{{font|And there arose not a prophet since in Israel like unto Moses, whom the LORD knew face to face.|color=#000000}} f1pdgupsjph36j5pbquygpz5z7k2ck7 0 313798 2686002 2684326 2024-11-14T18:52:33Z CalRis25 911425 Fix ligature in inscription. 2686002 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''DOMUS'''. A ''private house'', occupied by a ''single'' proprietor and his family, as contradistinguished from the ''[[Illustrated Companion to the Latin Dictionary/Insula|insula]]'', which was constructed for the reception of a number of different families, to whom it was let out in lodgings, flats, or apartments. The Roman houses were usually built upon one fixed plan, varying only in the size, number, and distribution of the apartments, according to the wealth of the owner, or the particular nature of the ground plot on which they stood. They were divided into two principal members: the ''[[Illustrated Companion to the Latin Dictionary/Atrium|atrium]]'', or ''[[Illustrated Companion to the Latin Dictionary/Cavaedium|cavaedium]]'', with its appropriate dependencies all round; and the ''[[Illustrated Companion to the Latin Dictionary/Peristylium|peristylium]]'', with its appurtenances beyond, which were connected by an intermediate room, the ''[[Illustrated Companion to the Latin Dictionary/Tablinum|tablinum]]'', and one or two corridors, ''[[Illustrated Companion to the Latin Dictionary/Faux|fauces]]'', or sometimes by both. These several apartments constituted the nucleus of the edifice on its ground-plan, and are constantly found in every Roman house of any size; their relative situations were always fixed; and they were constructed according to a received model, which was never deviated from in any important particular, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Domus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 248.jpg|annexed illustration |caption=Domus/1.1}}, representing the ground-plan of three small houses, side by side, in one of the [[Illustrated Companion to the Latin Dictionary/Via|streets]] of Rome, from the marble map of the city, now preserved in the [[Illustrated Companion to the Latin Dictionary/Capitolium|Capitol]], but executed in the age of Septimius Severus. {{Illustrated Companion to the Latin Dictionary/Inscription|text=A A A}}, the ''[[Illustrated Companion to the Latin Dictionary/Prothyrum|prothyrum]]'', or entrance passage from the street; {{Illustrated Companion to the Latin Dictionary/Inscription|text=B B B}}, the ''[[Illustrated Companion to the Latin Dictionary/Atrium|atrium]]'', or ''[[Illustrated Companion to the Latin Dictionary/Cavaedium|cavaedium]]''; {{Illustrated Companion to the Latin Dictionary/Inscription|text=C C C}}, the ''[[Illustrated Companion to the Latin Dictionary/Peristylium|peristylium]]''; {{Illustrated Companion to the Latin Dictionary/Inscription|text=D D D}}, the ''[[Illustrated Companion to the Latin Dictionary/Tablinum|tablinum]]'', or passage-room which connects the two principal divisions of the building. Of the other pieces not marked by letters of reference, those by the side of the doors facing the street were shops; those in the interior, eating, dwelling, and sleeping rooms for the use of the family. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=next illustration |imagelink=Media:Domus 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 248.jpg|next illustration |caption=Domus/1.2}} represents the ground-plan of a Pompeian house, which was also, in some respects, an ''[[Illustrated Companion to the Latin Dictionary/Insula|insula]]''; for it was surrounded by streets on all sides, and some exterior dependencies with upper stories, which had no communication with the principal portion of the structure. It is introduced for the purpose of affording an idea of the general style in which houses of the better class, such as were occupied by private persons in easy circumstances, were laid out, their method of arrangement and number of conveniences; for the palaces of the great aristocracy, whether of wealth or birth, were much larger, and possessed a greater variety of parts, according to the circumstances and taste of the owner. A separate account of these, as well as of the individual members here mentioned, will be found under each distinct name, and enumerated in the [[Illustrated Companion to the Latin Dictionary/RICH-2K/Classed Index 1849|classed Index]]. The house is known as that of Pansa, and is supposed to have been occupied by a Pompeian aedile, from the words {{Illustrated Companion to the Latin Dictionary/Inscription|text=PANSAM ÆD.}} being painted in red letters, near the principal entrance. {{Illustrated Companion to the Latin Dictionary/Inscription|text=A.}} ''[[Illustrated Companion to the Latin Dictionary/Ostium|Ostium]]'' and ''[[Illustrated Companion to the Latin Dictionary/Prothyrum|prothyrum]]'', the entrance-hall, between the street door and the atrium, with a [[Illustrated Companion to the Latin Dictionary/Musivum|mosaic]] pavement, upon which the usual word of salutation, {{Illustrated Companion to the Latin Dictionary/Inscription|text=SALVE}}, is inlaid in coloured stones. {{Illustrated Companion to the Latin Dictionary/Inscription|text=B.}} The ''[[Illustrated Companion to the Latin Dictionary/Atrium|atrium]]'', of the kind called Tuscan, in the centre of which is the ''[[Illustrated Companion to the Latin Dictionary/Impluvium|impluvium]]'' (''a''), to receive the water collected from the discharge of the roofs, and a pedestal or [[Illustrated Companion to the Latin Dictionary/Ara|altar]] (''b'') of the [[Illustrated Companion to the Latin Dictionary/Penates|household gods]], which it was customary to place on the impluvium. The length of the atrium is just half as long again as its breadth, as Vitruvius directs that it should be. {{Illustrated Companion to the Latin Dictionary/Inscription|text=C C.}} The ''[[Illustrated Companion to the Latin Dictionary/Ala|alae]]'', or wings of the atrium, which are exactly two-sevenths of the length of the atrium, as required by Vitruvius. {{Illustrated Companion to the Latin Dictionary/Inscription|text=C C C C C.}} Five small ''[[Illustrated Companion to the Latin Dictionary/Cubiculum|cubicula]]'', or chambers intended for the reception of guests, or the use of the family. {{Illustrated Companion to the Latin Dictionary/Inscription|text=D.}} The ''[[Illustrated Companion to the Latin Dictionary/Tablinum|Tablinum]]''; paved with [[Illustrated Companion to the Latin Dictionary/Musivum|mosaic]], and open to the peristyle, so that a person who entered the house by the principal door, at {{Illustrated Companion to the Latin Dictionary/Inscription|text=A}}, looked through the whole extent of the edifice, the atrium and peristylium, into the [[Illustrated Companion to the Latin Dictionary/Oecus|oecus]] and garden beyond, which must have presented a very beautiful and imposing vista: it could, however, be closed, when required, with curtains, or by temporary screens. {{Illustrated Companion to the Latin Dictionary/Inscription|text=E.}} A corridor of communication between the atrium and peristylium, for the use of the servants, and to obviate the inconvenience of making a passage room of the tablinum. In most cases there are two corridors of this description, one on each side of the tablinum, whence they are designated by the plural ''[[Illustrated Companion to the Latin Dictionary/Faux|fauces]]''. ''d''. A chamber, the use of which is uncertain; but it might have served as an eating-room (''[[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]]''), a picture-gallery (''[[Illustrated Companion to the Latin Dictionary/Pinacotheca|pinacotheca]]''), or a reception-room for visitors. This terminates the front part of the house, which includes the atrium and its dependencies. {{Illustrated Companion to the Latin Dictionary/Inscription|text=F F.}} The ''[[Illustrated Companion to the Latin Dictionary/Peristylium|peristylium]]'', which forms the principal compartment of the second or interior division of the house. It has a roof supported upon [[Illustrated Companion to the Latin Dictionary/Columna|columns]], which form four corridors, with an open space in the centre, containing a base of water (''[[Illustrated Companion to the Latin Dictionary/Piscina|piscina]]''), similar to the ''[[Illustrated Companion to the Latin Dictionary/Impluvium|impluvium]]'' of the atrium, but of larger dimensions. {{Illustrated Companion to the Latin Dictionary/Inscription|text=G G.}} ''[[Illustrated Companion to the Latin Dictionary/Ala|Alae]]'' of the peristyle. ''e e e e''. Four ''cubicula''; the three on the left of the peristyle were used as dwelling-rooms; the other one, by the side of the passage {{Illustrated Companion to the Latin Dictionary/Inscription|text=E}}, appears to have been appropriated to the house porter (''[[Illustrated Companion to the Latin Dictionary/Ostiarius|ostiarius]]''), or to the slave who had the charge of the atrium (''[[Illustrated Companion to the Latin Dictionary/Atriensis|atriensis]]''), as it had a direct and immediate communication with both divisions of the house, as well as the surveillance of the entrance from the side street at ''m''. {{Illustrated Companion to the Latin Dictionary/Inscription|text=H.}} The ''[[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]]'', or dining-room; to which the contiguous chamber (''f'') communicating with it, and with the peristyle, was probably an appurtenance for the use of the slaves and attendants at the table. {{Illustrated Companion to the Latin Dictionary/Inscription|text=I.}} ''[[Illustrated Companion to the Latin Dictionary/Oecus|Oecus]]'', which is raised two steps above the peristyle, and has a large [[Illustrated Companion to the Latin Dictionary/Fenestra|window]] opening on a garden behind, as well as a passage (''g'') by its side, like the ''faux'' of the atrium, in order to give access to the garden without passing through the grand room. {{Illustrated Companion to the Latin Dictionary/Inscription|text=K.}} ''[[Illustrated Companion to the Latin Dictionary/Culina|Culina]]'', the kitchen, which opens at one side upon another room, or back-kitchen (''h''), furnished with dwarf walls for the deposit of oil jars, cooking utensils, &c., and at the other, upon a court-yard (''i''), adjoining another of the side streets which flank the edifice, and to which it gives access by a back door (''o''). {{Illustrated Companion to the Latin Dictionary/Inscription|text=L L.}} A covered gallery (''[[Illustrated Companion to the Latin Dictionary/Porticus|porticus]]'' or ''[[Illustrated Companion to the Latin Dictionary/Crypta|crypta]]''), running along one side of the garden ({{Illustrated Companion to the Latin Dictionary/Inscription|text=M}}), in one corner of which is a tank (''k''), supplied from a reservoir (''l'') by its side. This completes the ''domus'', or private house, occupied by Pansa, which has four seperate entrances: the principal one in front ({{Illustrated Companion to the Latin Dictionary/Inscription|text=A}}), and three at the sides, two for the family and visitors (''m'' and ''n''), and one back door (''postica'') for servants and tradespeople (''o''). But the whole ''[[Illustrated Companion to the Latin Dictionary/Insula|insula]]'' contained several additional apartments or smaller houses, some with an upper story, which were let out to different tenant shopkeepers. 1 1 1. Three shops facing the main street. 2. A shop in the same street, which has also an entrance into the ''domus'', and consequently is supposed to have been the occupation of Pansa himself, in which his steward (''[[Illustrated Companion to the Latin Dictionary/Dispensator|dispensator]]'') sold the produce of his farms, such as wine, oil, &c. to the inhabitants of Pompeii, in the same way as the nobility of Florence retail out the produce of their vineyards, at the present day, in a small room on the ground-floor of their palaces. 3 3. Two baking establishments, with their [[Illustrated Companion to the Latin Dictionary/Furnus|oven]] (''p p''), wells (''q''), a kneading trough (''r''), and other appurtenances. 4 4. Two more shops, let out to different trades. 5, 6, 7. Three small shops and houses, occupied by different tenants. The ground-floor thus described, constituted the principal part of an ordinary Roman ''domus'' or private house, and contained the apartments occupied by the proprietor and his family; the upper story being distributed into small chambers (''[[Illustrated Companion to the Latin Dictionary/Coenaculum|coenacula]]''), used as sleeping rooms, and chiefly assigned to the domestic part of the establishment; for it is an incredible supposition that the small rooms on the ground-floor, which openend upon the porticoes of the atrium and peristyle, the principal apartments of the master and mistress, could ever be intended for slaves to sleep in; and the upper story was frequently approached by a double-[[Illustrated Companion to the Latin Dictionary/Scalae|stair-case]], one from the interior of the house, and the other an external one ascending from the street. (Liv. xxxix. 14.) Indications of upper floors are observable in many houses at Pompeii, and other ancient edifices; but only one actual example has ever been discovered, and that no longer exists. It belonged to a house in Herculaneum, which was entirely covered by a bed of lava, from the eruption which destroyed that city; and when excavated, the wood-work, the beams, and [[Illustrated Companion to the Latin Dictionary/Epistylium|architraves]], were found to be nearly carbonized by the action of the heat, and the walls were so much shattered by the earthquake which accompanied the eruption of 79, that the whole of the upper story was obliged to be taken down; but the {{Illustrated Companion to the Latin Dictionary/Image Location|text=sectional elevation |imagelink=Media:Domus 1.3 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 250.jpg|sectional elevation |caption=Domus/1.3}} and {{Illustrated Companion to the Latin Dictionary/Image Location|text=plan |imagelink=Media:Domus 1.4 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 251.jpg|plan |caption=Domus/1.4}} of the rooms exhibited in the two following wood-cuts was made from actual survey before the demolition took place, and consequently afford the only authentic example of this part of a Roman dwelling house now attainable. Nothing is conjectural nor restored, excepting the mere tiles of the roof, and curtains between the columns. {{Illustrated Companion to the Latin Dictionary/Inscription|text=A.}} Section of the atrium. The four columns seen in front supported the roof {{Illustrated Companion to the Latin Dictionary/Inscription|text=B}} (also marked on the subjoined ground-plan), which covered over one of the four corridors surrounding the central and open part of the atrium. Iron rods and rings for hanging curtains between the columns, as shown by the engraving, were found in their original situations when the excavation was made. They were intended to shut out the sun, which beamed down into the lateral corridors from the ''[[Illustrated Companion to the Latin Dictionary/Compluvium|compluvium]]'', or open space in the centre. {{Illustrated Companion to the Latin Dictionary/Inscription|text=C C.}} Two of the lateral corridors just mentioned which have doors at their furthest ends, opening into separate apartments, and are enclosed above by the [[Illustrated Companion to the Latin Dictionary/Pavimentum|flooring]] of the upper story. {{Illustrated Companion to the Latin Dictionary/Inscription|text=D.}} Section of the peristylium. The eight columns seen in front enclose one of the sides of an open area, which was laid out as a garden. {{Illustrated Companion to the Latin Dictionary/Inscription|text=E E.}} Two of the lateral corridors, which surround three sides of the peristyle, open to the garden on the side nearest to it through their [[Illustrated Companion to the Latin Dictionary/Intercolumnium|intercolumniations]], and enclosed at the back by the party-wall between them and the adjacent apartments. {{Illustrated Companion to the Latin Dictionary/Inscription|text=F F.}} Sectional elevation of the upper story, the plan and distribution of the apartments in which is given in the wood-cut subjoined. Nos. ''a'' to ''m''. Twelve small chambers (''coenacula'') built over the corridors of the court below, and which received their light from [[Illustrated Companion to the Latin Dictionary/Fenestra|windows]] looking down into the interior, as shown by the elevation. The first six upon a terrace, {{Illustrated Companion to the Latin Dictionary/Inscription|text=G}} (''[[Illustrated Companion to the Latin Dictionary/Solarium|solarium]]'') above the garden; and, consequently, may be surmised to have been intended for the use of the proprietor, his family, and guests. Nos. ''n'' to ''r''. Another set of small rooms, some of which have windows to the street, probably used as sleeping rooms for the slaves. Nos. ''s'' to ''v''. Rooms probably apportioned to the female part of the establishment; as they form a suite by themselves, with a separate communication from the rest. The floors of these upper rooms are laid in [[Illustrated Companion to the Latin Dictionary/Musivum|mosaic]] work as well as those below. The upper story only extends over two sides of the peristyle, as shown by the elevation; the other two having no superstructure above the roof which covered the garden corridor. 2. ({{lang|grc|οἶκος}}). A Greek house. No excavation has yet laid open the plan of a Greek house; consequently, any attempt to define and distribute its parts can only be drawn from incidental passages of various authors, and must be regarded as purely conjectural; but as there undoubtedly were some essential points of difference between the domestic habitations of the Greeks and Romans, a {{Illustrated Companion to the Latin Dictionary/Image Location|text=supposed plan |imagelink=Media:Domus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 252.jpg|supposed plan |caption=Domus/2.1}} is here inserted, upon the authority of Becker, which will at least serve to explain the terms which the Greeks employed to designate the various parts of their dwelling houses, and to give a general idea of the usual plan on which they were arranged. ''a.'' {{lang|grc|αὔλειος θύρα}}. The house door, or principal entrance from the street. ''b.'' {{lang|grc|θυρωρεῖον, θυρών, διάθυρα}}. The entrance hall or passage; the rooms on the right and left of which afforded accommodation for stabling, for the porter's lodge, and slaves. ''c.'' {{lang|grc|αὐλή}}. The court and peristyle forming the first division of the house, which was appropriated to the use of the males, and, with the different chambers distributed around it (Nos. 1{{mdash}}9.), formed collectively the {{lang|grc|ἀνδρωνίτις}}. ''d.'' {{lang|grc|μέταυλος}}, or {{lang|grc|μέσαυλος θύρα}}. The door in the passage which separates the two principal divisions of the house, and which when closed shuts of all communication between them. ''e.'' The court and peristyle forming the second or interior part of the house, which was appropriated to the females, and with the various dependencies (Nos. 11{{mdash}}18.) situated around it, forms collectively the {{lang|grc|γυναικωνῖτις}}. ''f.'' {{lang|grc|προστάς}}, or {{lang|grc|παραστάς}}. A chamber at the further end of the peristyle, probably used as a reception or retiring room by the mistress of the house. ''g g.'' {{lang|grc|θάλαμος}}, and {{lang|grc|ἀμφιθάλαμος}}. The principal bedchambers. ''h h h.'' {{lang|grc|ἰστῶνες}}. Rooms in which the women worked at the loom. ''i.'' {{lang|grc|κηπαία θύρα}}. The garden gate, or back door. <gallery> File:Domus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 248.jpg|Domus/1.1 File:Domus 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 248.jpg|Domus/1.2 File:Domus 1.3 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 250.jpg|Domus/1.3 File:Domus 1.4 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 251.jpg|Domus/1.4 File:Domus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 252.jpg|Domus/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Houses]] 2bowqri8l6fedwc7isigcz8o0y12bui 0 313928 2685995 2684460 2024-11-14T18:35:29Z CalRis25 911425 Convert transcriber's note to footnote. 2685995 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''FASCIS''' ({{lang|grc|φάκελος}} and {{lang|grc|φάκελλος}}). Accurately, a packet of things, but more especially wood (Hirt. ''B. G.'' viii. 15. Tac. ''Ann.'' xiii. 35.), wattled together, and made up into a ''faggot'' or ''fascine'', for the convenience of carriage; as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Fascis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 277.jpg|illustration |caption=Fascis/1.1}}, from a sepulchral [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] of the Christian era; and contradistinguished from [[Illustrated Companion to the Latin Dictionary/Sarcina|SARCINA]], which is applied to such things as are wrapped up into a pack or bundle. 2. In the plural. ''Fasces'' ({{lang|grc|αἱ ῥάβδοι}}). The fasces carried by the [[Illustrated Companion to the Latin Dictionary/Lictor|lictors]] before certain of the Roman [[Illustrated Companion to the Latin Dictionary/Magistratus|magistrates]]; with which malefactors were beaten before execution. They consisted of a number of rods cut from the birch (Plin. ''H. N.'' xvi. 30.), or elm tree (Plaut. ''Asin.'' iii. 2. 29.), wattled together, and bound round with thongs into the form of a fascine. During the reign of the kings, and under the first years of the republic, an axe (''[[Illustrated Companion to the Latin Dictionary/Securis|securis]]'') was likewise inserted amongst the rods; but after the [[Illustrated Companion to the Latin Dictionary/Consul|consulate]] of Publicola, no magistrate, except a dictator (Liv. ii. 18.) was permitted to use the fasces with an axe in the city of Rome (Cic. ''de Rep.'' ii. 31. Val. Max. iv. 1. 1.); the employment of both together being restricted to the consuls at the head of their armies (Liv. xxiv. 9.), and to the quaestors in their provinces. (Cic. ''Planc.'' 41.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Fascis 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 277.jpg|illustration |caption=Fascis/2.1}} affords an example of the ''fasces'' as they appeared with the axe inserted, from a bas-relief of the Mattei palace at Rome. 3. ''Fasces praeferre'' and ''submittere''. The lictor walked before the magistrate to whose service he was attached with a rod (''[[Illustrated Companion to the Latin Dictionary/Virga|virga]]'') in his right<ref group="Note" name="Rich1849_right"/> hand, and the ''fasces'' on his left shoulder, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Fascis 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 278.jpg|annexed figure |caption=Fascis/3.1}}, from a bas-relief in the Museum of Verona. This is expressed by the phrase ''fasces praeferre''; but if a magistrate of inferior rank met a superior, the lictor removed the ''fasces'' from his shoulder, and lowered them, as a mark of respect, till the great man had passed, as our soldiers ground arms in the presence of great personages. This is expressed by the phrase ''fasces submittere''. 4. ''Fasces laureati''. When a general had achieved a victory, he had the fasces, which were borne before him, decorated with laurel leaves (''laureati'', Cic. ''Div.'' i. 28. Id. ''Att.'' viii. 3.); and the emperors also added a similar ornament to their own fasces in compliment to any of their officers who had obtained a brilliant success. (Tac. ''Ann.'' xiii. 3.) The method adopted was, upon such occasions, either to insert a branch of laurel into the top of the rods, as shown by the left-hand figure in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed engraving |imagelink=Media:Fascis 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 278.jpg|annexed engraving |caption=Fascis/4.1}}, representing the fasces carried by a lictor in attendance on the Emperor Vespasian, from a bas-relief; or to fasten a laurel wreath upon them, as in the right-hand example, from a consular coin. 5. ''Fasces versi''. In mourning, or at the funeral of commanders, the fasces were ''reversed'' (''versi'', Tac. ''Ann.'' iii. 2.); that is, carried with the axe downwards, as our soldiers carry their muskets upon similar occasions; and sometimes, as at the funeral of Drusus, the staves were broken (''fracti fasces'', Pedo Albin. ''El.'' i. 177.). <gallery> File:Fascis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 277.jpg|Fascis/1.1 File:Fascis 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 277.jpg|Fascis/2.1 File:Fascis 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 278.jpg|Fascis/3.1 File:Fascis 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 278.jpg|Fascis/4.1 </gallery> == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_right">The 1849-editon of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' has "left".</ref> }} == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Prison, and Instruments of Punishment]] muibdgj3b7ln0wmoor8n5efs9kjttx5 0 313969 2685977 2684504 2024-11-14T16:46:41Z CalRis25 911425 convert transcriber's words into references to articles 2685977 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''FIS'CUS'''. A large basket of the same description and uses, as described under the two precedings words ([[Illustrated Companion to the Latin Dictionary/Fiscellus|FISCELLUS]] and [[Illustrated Companion to the Latin Dictionary/Fiscina|FISCINA]]); and especially employed in the [[Illustrated Companion to the Latin Dictionary/Torcular|squeezing]] of grapes and olives. Columell. xii. 52. 2. ''Ib.'' 47. 9. 2. It would appear that the Romans made use of a basket of this kind for the custody of coin (Cic. ''Verr.'' i. 8. Phaedr. ii. 7.); whence the term ''fiscus'' came to be applied under the Empire to that portion of the public revenue which was applied to the maintenance of the sovereign, like our "civil list," as contradistinguished from the personal and private property of the prince (''res privata Principis, ratio Caesaris''), and from the Exchequer, or Treasury of the State (''[[Illustrated Companion to the Latin Dictionary/Aerarium|aerarium]]''), out of which the expenses of the government were defrayed. But this distinction is not always strictly observed. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Baskets]] im42axnrxl4a86b0fhnz7nwsguwfl22 0 314392 2685978 2685116 2024-11-14T16:53:41Z CalRis25 911425 Convert transcriber's note into SIC-instance. 2685978 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''LEPES'TA''', '''LEPIS'TA''', or '''LEPAS'TA''' ({{lang|grc|λεπαστή}}). A large vessel employed in early times as an ''[[Illustrated Companion to the Latin Dictionary/Acratophorum|acratophoron]]'', to hold the wine before it was mixed with water for drinking at table (Varro, ''de Vit. Pop. Rom.'' ''ap.'' Non. ''s.'' Sinum, p. 547.), and at a ''[[Illustrated Companion to the Latin Dictionary/Lectisternium|lectisternium]]'' amongst the Sabine population. (Id. ''L. L.'' v. 123.) It was originally made of earthenware, subsequently of bronze, or the precious metals (Varro, ''ap.'' Non. ''s.'' Lepista, p. 547. Naevius ''ap.'' Mar. Victorin. p. {{sic|2587.|nolink=1}}); and appears to have possessed a form resembling what is generally conveyed by our term ''pan'', the name being taken from the shell of the limpet ({{lang|grc|λεπάς}}), after which we may assume that it was modelled. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Wine Vessels]] qxj1q5gkc6sgw3p258x4rpd8ao2qzch 0 314466 2686003 2685191 2024-11-14T18:53:52Z CalRis25 911425 Fix ligature in inscription. 2686003 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''LUDUS'''. Literally, a game, sport, or pastime, more especially such as were invented for the purpose of assisting to develop the powers of the mind or body; whence the same name is given to the place where the necessary discipline or exercises were gone through, which all attainments, whether intellectual or physical, require. 1. ''Ludus literarius'', or simply ''ludus'' ({{lang|grc|διδασκαλεῖον}}). A school for the instruction of youth, to which the children of both sexes and all classes were sent when old enough, public education being thought preferable amongst the ancients as well as ourselves, to private tuition. (Festus ''s.'' Schola. Cic. ''Fam.'' ix. 18. Plaut. ''Pers.'' ii. 1. 6. Id. ''Merc.'' ii. 2. 32.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Ludus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 396.jpg|illustration |caption=Ludus/1.1}} represents the interior of a school-room at Herculaneum, from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] discovered in that city, in which both boys and girls are taught together, as in Martial ix. 69. 2. ''Ludus gladiatorius''. An establishment in which a company of [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]] were trained and taught the practice of their art, under the instruction of the ''[[Illustrated Companion to the Latin Dictionary/Lanista|Lanista]]''. Suet. ''Jul.'' 31. Caes. ''B. C.'' i. 14. 3. ''Ludus fidicinus''. A school in which instrumental music was taught. Plaut. ''Rud.'' Prol. 43. 4. ''Ludus Trojae''. The Trojan game; a sort of review or sham-fight exhibited by young persons of good family on horseback. Tac. ''Ann.'' xi. 11. Suet. ''Aug.'' 43. Virg. ''Aen.'' v. 448{{mdash}}587); also called [[Illustrated Companion to the Latin Dictionary/Decursio|DECURSIO]], which see; the medal used to illustrate that word bears the inscription {{Illustrated Companion to the Latin Dictionary/Inscription|text=DECURSIO LUDUS TROJÆ}}. 5. ''Ludus latrunculorum''. A game of skill having considerable resemblance to our draughts; described ''s.'' [[Illustrated Companion to the Latin Dictionary/Latro|LATRO]] 2. 6. ''Ludus duodecim scriptorum''. A game of skill approximating to our ''backgammon''. See [[Illustrated Companion to the Latin Dictionary/Abacus|ABACUS]], 2. 7. Under the general name ''ludi'' the Romans also included [[Illustrated Companion to the Latin Dictionary/Circus|chariot-races]], gladiatorial combats, and [[Illustrated Companion to the Latin Dictionary/Theatrum|theatrical]] representations, which were exhibited on certain festivals in honour of the gods, or given by wealthy individuals as an entertainment to the public. <gallery> File:Ludus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 396.jpg|Ludus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Nursery, and Sports of Children]] 7r39vexdse13x1pyh9gn87oiurm96zm 0 314495 2685979 2685218 2024-11-14T16:58:33Z CalRis25 911425 Convert transcriber's note into footnote. 2685979 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MAEAN'DER''', '''MEAN'DROS''', or '''MAEAN'DRUS''' ({{lang|grc|μαίανδρος}}).<ref group="Note" name="Rich1849_maiandos"/> A Greek ornament designed, as it were, in imitation of the peculiarly winding course of the river Meander, from which it derived its name. (Festus ''s. v.'' Serv. ''ad'' Virg. ''Aen.'' v. 250. Strabo xii. 7. 15.) It is often employed as a border for dresses, round the edges of fictile vases, and as an architectural decoration; of which latter kind the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Maeander 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 401.jpg|annexed example |caption=Maeander/1.1}} affords an instance, from a small brick building near Rome, which goes by the name of the [[Illustrated Companion to the Latin Dictionary/Templum|temple]] ''del Dio Redicolo''. <gallery> File:Maeander 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 401.jpg|Maeander/1.1 </gallery> == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_maiandos">The 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' has "{{lang|grc|μαίανδος}}", which is clearly wrong.</ref> }} == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Mouldings, Ornaments, and Basement]] 3i97egbd7jixvaymm2gd29s5oa6lfz5 0 314541 2685983 2685264 2024-11-14T17:54:54Z CalRis25 911425 convert transcriber's note into footnote. 2685983 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MAR'CULUS'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Marcus|MARCUS]]. A ''[[Illustrated Companion to the Latin Dictionary/Ferrarius|smith]]'s hammer'' (Mart. xii. 57. 6. Plin. ''H. N.'' vii. 57. Isidor. ''Orig.'' xix. 7. 2.); and as the word is a diminutive, it will represent one of the smaller kinds, used with one hand, as by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Marculus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 411.jpg|annexed figure |caption=Marculus/1.1}} from a sepulchral urn, and by one of the smiths at p. 283 (see article [[Illustrated Companion to the Latin Dictionary/Ferrarius|FERRARIUS]]).<ref group="Note" name="Rich1849_283"/> <gallery> File:Marculus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 411.jpg|Marculus/1.1 </gallery> == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_283">In the 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'', the wrong page 288 is given.</ref> }} == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Blacksmiths]] obzikxy47oxkqy8pkdy5gvulcinvbiv 0 314542 2685984 2685265 2024-11-14T17:56:35Z CalRis25 911425 Convert transcriber's note into footnote. 2685984 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MARCUS'''. A large iron-headed hammer, used by smiths, such as we call a ''sledge''-hammer (Isidor. ''Orig.'' xix. 7. 2.); as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Marcus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 411.jpg|annexed example |caption=Marcus/1.1}} from the Vatican Virgil, and used by one of the smiths at p. 283 (see article [[Illustrated Companion to the Latin Dictionary/Ferrarius|FERRARIUS]]).<ref group="Note" name="Rich1849_283"/> <gallery> File:Marcus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 411.jpg|Marcus/1.1 </gallery> == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_283">In the 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'', the wrong page 288 is given.</ref> }} == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Blacksmiths]] m2fv3ibg3bvyvu20mq895l2pxiu23cb 0 314580 2685502 2680447 2024-11-14T14:45:05Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685502 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MENDI'CULA''', sc. ''vestis''. A beggar's garment (Plaut. ''Epid.'' ii. 2. 41.), as seen in the [[Illustrated Companion to the Latin Dictionary/Mendicus|next illustration]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] e8xsy6qoriacaisii2viu2bce3cusno 0 314581 2685503 2680448 2024-11-14T14:45:16Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685503 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MENDI'CUS''' ({{lang|grc|πτωχός}}). A ''mendicant'', or ''beggar-man'', who lives upon charitable donations. (Plaut. ''Bacch.'' iii. 4. 16.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Mendicus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 415.jpg|illustration |caption=Mendicus/1.1}} represents a scene in the [[Illustrated Companion to the Latin Dictionary/Forum|forum]] at Herculaneum, from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] discovered in that city, in which a blind beggar led by a dog is receiving alms from a young female. 2. A ''mendicant priest'', belonging to the order of Cybele, who lived upon public alms, like the modern Capuchins. Hor. ''Sat.'' i. 2. 2. <gallery> File:Mendicus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 415.jpg|Mendicus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] 44pzx00tmpgc4mrbqtd4mzkoech2gez 0 314582 2685504 2680449 2024-11-14T14:45:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685504 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ME'NIS''' (from the Greek {{lang|grc|μήνη}}). An ornament in the shape of a ''half-moon'', which the Romans used to place at the commencement of their [[Illustrated Companion to the Latin Dictionary/Liber|books]]; hence ''a menide'', from the beginning. Auson. ''Profess.'' 25. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 768o2g3js7ve55e1vm1by8eh3na54o7 0 314583 2685505 2680450 2024-11-14T14:45:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685505 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MENSA'RII'''. Officers appointed by the state upon certain occasions, and in times of general distress, to act as public bankers. They were authorized to advance money on behalf of the state to debtors who could produce sufficient security; to examine into the debts of the poorer classes; to direct issues of specie, and so forth; but are not to be confounded with the ''[[Illustrated Companion to the Latin Dictionary/Argentarius|argentarii]]'', who were private bankers, negotiating their own and their customers' capital, though, like them, they had their tables or counters (''[[Illustrated Companion to the Latin Dictionary/Mensa|mensae]]'') displayed in public in the [[Illustrated Companion to the Latin Dictionary/Porticus|colonnades]] of the [[Illustrated Companion to the Latin Dictionary/Forum|forum]]. Liv. xxiii. 21. Salmas ''de Mod. Usur.'' p. 509. Budaeus ''de Asse'', v. p. 509. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 5qo5r117na6giudsr2mq6n3swhwzct6 0 314584 2685506 2680451 2024-11-14T14:45:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685506 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MENSA''' ({{lang|grc|τράπεζα}}, shortened from {{lang|grc|τετράπεζα}}). In the primary notion, a ''surveying board'' or ''table'' (from ''metior''); whence it came to be applied in as general a sense as our word ''table'', including every kind of form both round and square, though the square form is mostly implied when the word is used by itself, without any adjunct descriptive of the shape intended. The following are the most characteristic senses in which the word is employed. 1. Either simply, or with the epithet ''escaria'', a ''dining-table''. In the earliest times, at least amongst the Romans, dinner tables were square, and supported upon trestles, or several legs, according to the size of the slab, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mensa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 416.jpg|annexed example |caption=Mensa/1.1}}, from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] in the Vatican Virgil, representing the companions of Ulysses at dinner in the island of Circe. But after the invention of circular dining-tables, this form was generally relinquished, excepting in the soldiers' messroom, where it was still retained. Varro, ''L. L.'' v. 118. 2. ''Mensa prima'' ({{lang|grc|πρῶτη τράπεζα}}). The ''first course'' at dinner; sometimes brought in upon a tray (''[[Illustrated Companion to the Latin Dictionary/Ferculum|ferculum]]''), which was placed upon the table; at others the table itself was brought up already set out, and placed before the guests, the whole being removed together when its contents had been eaten; hence the expressions, ''mensam ponere, auferre, tollere, removere'', correspond to our own, "to bring in," and "to take away the dinner." Ov. ''Met.'' xi. 19. Plaut. ''Truc.'' ii. 4. 13. Cic. ''Pis.'' 27. Virg. ''Aen.'' i. 216. 3. ''Mensa secunda'' ({{lang|grc|δεύτερα τράπεζα}}). The second or last course at a meal, consisting of fruit, sweetmeats, and confectionary; our dessert. Hor. ''Sat.'' ii. 2. 121. Nep. ''Ag.'' 8. Cic. ''Att.'' xiv. 6. and 21. Cels. i. 2. 4. ''Mensa tripes''. A table supported upon three legs, as contradistinguished from ''[[Illustrated Companion to the Latin Dictionary/Monopodium|monopodium]]'', which had a single trunk or stem. Though sometimes made of an ornamental character, like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Mensa 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 416.jpg|example |caption=Mensa/4.1}}, from a Pompeian painting, the three-legged table was one of the commonest, as it was likewise considered to be of the humblest kind in use amongst the Romans. Hor. ''Sat.'' i. 3. 13. Ov. ''Met.'' viii. 662. 5. ''Mensa vinaria''. A table for taking wine upon. When round, as in the last woodcut, which represents a table of this kind, it was termed ''[[Illustrated Companion to the Latin Dictionary/Cilibantum|cilibantum]]'' (Varro, ''L. L.'' v. 121.); a distinction which implies that square ones were likewise employed for the same purpose. 6. ''Mensa vasaria''. A table intended to hold the jugs, cans, and other utensils (''vasa'') employed for domestic purposes. Of these, there were two kinds; one for the [[Illustrated Companion to the Latin Dictionary/Atrium|atrium]], and the other for the [[Illustrated Companion to the Latin Dictionary/Culina|kitchen]], both, however, square or oblong, and each distinguished by a characteristic name, [[Illustrated Companion to the Latin Dictionary/Cartibulum|CARTIBULUM]] and [[Illustrated Companion to the Latin Dictionary/Urnarium|URNARIUM]], under which descriptions and illustrations are given. Varro, ''L. L.'' v. 125, 126. 7. ''Mensa Delpica''. A table used as a piece of ornamental furniture, explained and illustrated ''s.'' [[Illustrated Companion to the Latin Dictionary/Delphica|DELPHICA]]. 8. ''Mensa sacra''. A table made of marble, gold, or silver, which served as a sort of [[Illustrated Companion to the Latin Dictionary/Ara|altar]], and was placed before the statues of the gods, with the wine vessels, fruits, and viands offered to them at the solemn feast of the ''[[Illustrated Companion to the Latin Dictionary/Lectisternium|lectisternium]]'', as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed wood-cut |imagelink=Media:Mensa 8.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 417.jpg|annexed wood-cut |caption=Mensa/8.1}}, from a terra-cotta lamp. Festus, ''s. v.'' Cic. ''N. D.'' iii. 34. Virg. ''Aen.'' ii. 764. 9. A table or stand upon which some tradesmen, such as greengrocers, poulterers, fishmongers, &c. displayed their commodities for sale in the [[Illustrated Companion to the Latin Dictionary/Via|streets]] and markets. (Hor. ''Sat.'' ii. 4. 37.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Mensa 9.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 417.jpg|illustration |caption=Mensa/9.1}} represents a stand of this kind covered with vegtables, poultry, and fish, in the [[Illustrated Companion to the Latin Dictionary/Forum|forum]] at Herculaneum, from a painting discovered in that city. The owner sits by the side of his stand, while a customer presents a plate for the article purchased; the jars on the ground also contain eatables. 10. ''Mensa lanionia''. A [[Illustrated Companion to the Latin Dictionary/Lanius|butcher]]'s chopping-block; probably similar to those still used by the same class of tradesmen. Suet. ''Claud.'' 15. 11. ''Mensa argentaria''. A money-dealer's table or counter, upon which he sets out the sums of money required for transacting his daily routine of business. (Donat. ''ad'' Terent. ''Ad.'' ii. 4. 13. Compare Hor. ''Sat.'' ii. 3. 148.) It is to this early practice that our terms "banker" and "bankrupt" owe their origin, which have come to us through the language of the Florentines, the principal bankers of Europe during the middle ages. At this period they used to set out their money, like the old Romans, upon a wooden bench or bank, "''banco'';" hence they were termed "''banchieri'';" and if any of them could not meet his liabilities, his counter was immediately broken to pieces, and himself prohibited from further continuing his business, whence the broken bank (Italian ''banco rotto'') gave rise to the name of ''bankrupt''. 12. ''Mensa publica''. A public counter or ''bank''; i. e. of which the capital belonged to the state, derived from the taxes, and was disbursed for the public service. Cic. ''Fl.'' 19. ''Pis.'' 36. 13. A raised stand or platform upon which slaves were exposed for sale. (Apul. ''Met.'' viii. p. 171. ''Apol.'' p. 432.) Same as [[Illustrated Companion to the Latin Dictionary/Catasta|CATASTA]]. 14. A flat square grave-stone, laid over the remains of the deceased; the simplest kind of monument to the memory of the dead. (Cic. ''Leg.'' ii. 26.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Mensa 14.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 417.jpg|illustration |caption=Mensa/14.1}} represents an original found near Rome; the hole in the centre was intended for pouring unguents into the grave or tomb. 15. A long flat board or slab, forming one of the component parts of military engines (Vitruv. x. 11. 6.); but how it acted, or what purpose it served, is not easily understood. But see the illustration, ''s.'' [[Illustrated Companion to the Latin Dictionary/Carroballista|CARROBALLISTA]]. <gallery> File:Mensa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 416.jpg|Mensa/1.1 File:Mensa 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 416.jpg|Mensa/4.1 File:Mensa 8.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 417.jpg|Mensa/8.1 File:Mensa 9.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 417.jpg|Mensa/9.1 File:Mensa 14.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 417.jpg|Mensa/14.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Meals]] [[Category:Classed Index/Tables]] [[Category:Classed Index/Sepulchres]] [[Category:Classed Index/Provision Dealers]] [[Category:Classed Index/Bankers, etc.]] [[Category:Classed Index/Implements of Worship and Sacrifice]] [[Category:Classed Index/Machines and Engines of War]] o39hl2qz4y054b5p62newtlpj25v6te 0 314585 2685507 2680452 2024-11-14T14:46:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685507 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MENSO'RES'''. A general name for persons employed in taking measurements of any kind; as 1. ''Land surveyors'' (Columell. vi. 1.); also termed ''[[Illustrated Companion to the Latin Dictionary/Agrimensores|agrimensores]]''. 2. Surveyors who measured out and distributed the several sites to be occupied by the different divisions of [[Illustrated Companion to the Latin Dictionary/Tentorium|tents]], &c. in a Roman camp; as contradistinguished from ''[[Illustrated Companion to the Latin Dictionary/Metatores|metatores]]'', whose duty consisted in selecting the position itself, which the entire camp was to occupy. Veget. ii. 7. 3. Under the empire, certain officers who selected and marked the houses upon which each soldier was to be billeted during a march, or for a given period. Cod. Theodos. 7. 8. 4. 4. ''Mensores aedificiorum''. ''Builders''; i. e. persons who contracted to build an edifice after a specified plan furnished to them by an architect. Plin. ''Ep.'' x. 19. 5. Trajan. ''ad'' Plin. ''Ep.'' x. 20. 3. 5. ''Mensores frumentarii''. ''Corn meters''; who were employed to measure the corn brought by the Tiber into the public granaries (''[[Illustrated Companion to the Latin Dictionary/Horreum|horrea]]''). Paul. ''Dig.'' 27. 1. 26. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Troops]] bfqyzsyk2zd0ze6jdcmrhh4j87d4ko8 0 314586 2685508 2680453 2024-11-14T14:46:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685508 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MENSULA'RII'''. A class of the public bankers or ''[[Illustrated Companion to the Latin Dictionary/Mensarii|mensarii]]''; and as the name is formed from a diminutive, ''mensula'', we may suppose them to have held a lower rank, and to have been of an inferior grade. They acted in the capacity of money changers, providing Roman coinage for the foreign pieces brought into the country by strangers; and also were appointed to examine all kinds of money, and decide if it was genuine or forged. Tac. ''Ann.'' vi. 17. Dig. 16. 3. 7. Id. 42. 5. 24. Id. 46. 3. 39. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Bankers, etc.]] c2b8ala7fvahr8ghjpzzoopml596wr5 0 314587 2685509 2680454 2024-11-14T14:46:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685509 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MEN'SULA'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Mensa|MENSA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] ql3qjt74ol4f3xk9h3x64oj4rpdickk 0 314588 2685510 2680455 2024-11-14T14:46:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685510 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MEREN'DA'''. One of the Roman meals taken early in the afternoon, which we might translate a ''luncheon''; in which sense the word is still retained by the inhabitants of modern Italy. Plaut. ''Most.'' iv. 2. 49. Calpurn. ''Ecl.'' v. 61., where the ninth hour in summer is called late for the ''merenda'' of rustics. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Meals]] ru72b7976lrrvj9ai1zcqyxp68ub08e 0 314589 2685511 2680456 2024-11-14T14:46:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685511 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MER'GA''' ({{lang|grc|καρφαμάτιον}}. Hesych.). An implement employed at harvest work; but whether for reaping the corn, or collecting it after it was cut, and of what precise nature, is not clear. Festus (''s. v.'') says that it was a pitchfork (''[[Illustrated Companion to the Latin Dictionary/Furcula|furcula]]''), with which the labourer loaded or carried off the sheaves (''[[Illustrated Companion to the Latin Dictionary/Manipulus|manipulos]]'') from the field; but Plautus (''Poen.'' v. 2. 58.) and Palladius (ii. 20. 3.) evidently speak of it as an instrument which was used for reaping the corn; and Pliny (''H. N.'' xviii. 72.) indicates that two of these were used together, between which the ears of corn were nicked off. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Reaping]] sm8ourx621c2cyafh05qxs8goi8gekj 0 314590 2685512 2680457 2024-11-14T14:46:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685512 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MERGES'''. A bundle, or sheaf, of corn; i. e. strictly the quantity taken up, or cut, by a ''[[Illustrated Companion to the Latin Dictionary/Merga|merga]]''. Virg. ''Georg.'' ii. 517. Serv. ''ad'' Virg. ''Aen.'' xi. 532. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 8e05rzn007nxkyw1ej4pb3wfw71o172 0 314591 2685513 2680458 2024-11-14T14:47:08Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685513 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MERIDIA'NI'''. A class of light-armed [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]] who fought as a sort of interlude at midday, after the termination of the combats with wild beasts, which took place in the morning. (Orelli. ''Inscript.'' 2587. Suet. ''Claud.'' 34. Senec. ''Ep.'' 7. and 95.) The simple [[Illustrated Companion to the Latin Dictionary/Tunica|tunics]] in which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figures |imagelink=Media:Meridiani 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 419.jpg|annexed figures |caption=Meridiani/1.1}} are clothed, and the absence of all body armour, renders it extremely probable that they afford an example of the ''meridiani''; the more so as they are copied from a [[Illustrated Companion to the Latin Dictionary/Musivum|mosaic]], which represents several other classes of gladiators in the characteristic suits of armour belonging to each class. <gallery> File:Meridiani 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 419.jpg|Meridiani/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Gladiators]] d5k8mprwycyl8cem7xhkmzp7xoxlbf6 0 314592 2685514 2680460 2024-11-14T14:47:19Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685514 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MERUM''' ({{lang|grc|ἄκρατον}}). ''Neat wine'', unmixed with water; rarely drunk in this state by the ancient inhabitants of Greece and Italy, except by regulars bousers and drunkards; the usual beverage being about two-thirds of water to one of wine. Mart. i. 12. and 57. Id. iii. 57. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] fd6na46p98h4mtnmauevmeo1e66n6zy 0 314593 2685515 2680461 2024-11-14T14:47:30Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685515 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MESAN'CULON''' ({{lang|grc|μεσαγκύλον}}). Properly a Greek name, which the Romans expressed by ''[[Illustrated Companion to the Latin Dictionary/Hasta|hasta ansata]]'' or ''telum ansatum''. It occurs, however, in the above form ''ap.'' Gell. x. 25. 1. and is described and illustrated at p. 83. ''s.'' [[Illustrated Companion to the Latin Dictionary/Ansatus|ANSATUS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Spears and Missiles]] r06i0w1gka1z0x8q5temo5y8qlnan2j 0 314594 2685516 2680462 2024-11-14T14:47:41Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685516 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MESAU'LOS''' ({{lang|grc|μέσαυλος}}). A passage or corridor in a Greek [[Illustrated Companion to the Latin Dictionary/Domus|house]], between the two principal divisions of the ground-floor, the ''[[Illustrated Companion to the Latin Dictionary/Andronitis|andronitis]]'' and ''[[Illustrated Companion to the Latin Dictionary/Gynaeceum|gynaeconitis]]''; in the centre of it there was a door, which, when closed, shut of all communication between the two suites of apartments. (Vitruv. vi. 7. 5.) See the plan at [[Illustrated Companion to the Latin Dictionary/Domus|p. 252.]] on which it is marked ''d.'' == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Houses]] pgrfgopdt4885shrwniesfb14a24ueq 0 314595 2685517 2680463 2024-11-14T14:47:52Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685517 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MESOCH'ORUS''' ({{lang|grc|μεσόχορος}}). The leader or director of a band of musicians, both vocal and instrumental; he stood in the centre of the band, to give the signals and mark the time. Plin. ''Ep.'' ii. 14. 7. Sidon. ''Ep.'' i. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Musicians]] r1lgt258l8b7wp5lo5mi6072u9hi0v4 0 314596 2685519 2680464 2024-11-14T14:48:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685519 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MESSOR''' ({{lang|grc|ἀμητήρ, θεριστής}}). A ''reaper'' of grain. (Cic. ''Orat.'' iii. 12. Virg. ''Georg.'' i. 316.) The most common practice amongst the ancient reapers was to cut the stalk with a reaping hook (''[[Illustrated Companion to the Latin Dictionary/Falx|falx messoria]]'', or ''stramentaria'') about midway between the ear and the ground, as represented by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Messor 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 419.jpg|annexed figure |caption=Messor/1.1}} from a sepulchral [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] of the Christian era, the straw being afterwards cut by itself. But in some places, Umbria more especially, they cut the straw near the ground, as we do, leaving only a stubble behind; and for a particular kind of bearded corn, like the Egyptian, which has several ears clustered together on the top of a single stem, they nicked the heads off the top of the stalk with an instrument furnished with teeth, like a saw (''[[Illustrated Companion to the Latin Dictionary/Falx|falx denticulata]]''); an operation which is exhibited in an Egyptian painting published by Wilkinson (''Ancient Egyptians'', vol. iv. p. 89.). Varro, ''R. R.'' i. 50. Compare Columell. ii. 20. 3. 2. ''Messor foeniseca''. A ''mower'' of grass with a scythe (''[[Illustrated Companion to the Latin Dictionary/Falx|falx foenaria]]''). Columell. ii. 17. 5. <gallery> File:Messor 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 419.jpg|Messor/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Agricultural Labourers]] suicsp379oda1iafnl7fvlirrwc8z9m 0 314597 2685520 2680465 2024-11-14T14:48:15Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685520 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''METATO'RES'''. In the army, officers who selected the site for a camp, and marked out its general position and dimension. Cic. ''Phil.'' xi. 5. Lucan. i. 382. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Troops]] cd77kmiwcofpx131m3686wc73hlkdq1 0 314598 2685521 2680466 2024-11-14T14:48:26Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685521 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ME'TA'''. Any object with a broad circular base, gradually tapering off to the top, like a cone (Liv. xxxvii. 27. Cic. ''Div.'' ii. 6. Plin. ''H. N.'' ii. 7.); whence the following characteristic applications of the term. 1. ({{lang|grc|καμπτήρ, νύσσα}}). The goal or turning post in a [[Illustrated Companion to the Latin Dictionary/Circus|race-course]], which consisted of a group of three conical-shaped [[Illustrated Companion to the Latin Dictionary/Columna|columns]], placed upon a raised basement, and situated at the end of the barrier (''[[Illustrated Companion to the Latin Dictionary/Spina|spina]]''), round which the chariots turned, each race comprising seven circuits round the course. (Prop. ii. 25, 26. Suet. ''Dom.'' 4.) There were necessarily two ''metae'', one at each extremity of the ''spina'', marked respectively {{Illustrated Companion to the Latin Dictionary/Inscription|text=C}} and {{Illustrated Companion to the Latin Dictionary/Inscription|text=D}} on the ground-plan of a circus at [[Illustrated Companion to the Latin Dictionary/Circus|p. 165]]. The one nearest the end from which the chariots started was called ''meta prima''; the other, at the further extremity, ''meta secunda''. The driver in turning always kept these on his left hand, or, as we say, on his near side, which a Roman called on his inner wheel (''interiore rota''. Ov. ''Amor.'' iii. 2. 12.); and the great art of driving well consisted in getting round these points without taking too large a sweep, so as to let an antagonist cut in between, nor by shaving too close, to run the risk of an upset by coming into contact with the base on which the columns stood; hence the writings of the poets abound in metaphorical allusions to the chances and accidents which here occurred. (Ov. ''Trist.'' iv. 8. 35. Hor. ''Od.'' i. 1. 5. Cic. ''Cael.'' 31.); and as the race which commenced at the first ''meta'' also ended there, the word is frequently used, like our term ''goal'', for the boundary or conclusion of any other object or thing. (Virg. Ov. Stat. &.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Meta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 420.jpg|illustration |caption=Meta/1.1}} is copied from a Roman bas-relief, representing a circus. The doorway under the columns gave access to a small chapel in which the [[Illustrated Companion to the Latin Dictionary/Ara|altar]] of the god Consus was placed. Tertull. de ''Spectac.'' 5. 2. The innermost or lowest of the two stones in a [[Illustrated Companion to the Latin Dictionary/Mola|mill]] for grinding corn, (Paul. ''Dig.'' 33. 7. 18. § 5.), which was formed in the shape of a cone, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Meta 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 420.jpg|annexed example |caption=Meta/2.1}}, representing a section and elevation from an original found in a baker's shop at Pompeii. The outer one, called ''[[Illustrated Companion to the Latin Dictionary/Catillus|catillus]]'' (''Dig. l. c.''), it will be observed, is made in the shape of an [[Illustrated Companion to the Latin Dictionary/Clepsydra|hour-glass]], the lower portion of which fitted on to the conical head of the ''meta'', as a cap (section on left hand); and the upper part served as a hopper to receive the corn, which gradually dropped through a small orifice at its base, and was ground into flour against the head and sides of the ''meta'', by turning the outer stone round it. Before the discovery of the mills at Pompeii, by which the real form of a Roman mill has been ascertained, it was the common notion that the upper stone was the ''meta'', and the lower one the ''catillus''{{mdash}}an error which is still left uncorrected even in our best dictionaries. 3. ''Meta foeni''. A ''hay-rick''; which the Roman farmers made up into a conical shape, with a very sharp point (Columell. ii. 19. 2.); like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Meta 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 420.jpg|annexed example |caption=Meta/3.1}} from the [[Illustrated Companion to the Latin Dictionary/Columna|column]] of Antoninus. Thus, also, other articles, such as cream cheese, when made up into a conical mass, were designated by the same name. Mart. i. 44. iii. 58. 35. 4. ''Meta sudans''. A fountain at Rome, near the Flavian [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|amphitheatre]], which was designed to imitate a cone, over which the water distilled from the top. (Sext. Ruf. ''de Reg. Urb.'' 4.) Remains of this fountain are still to be seen between the Coliseum and the [[Illustrated Companion to the Latin Dictionary/Arcus|arch]] of Constantine; and representations of it exist on several medals, testifying the appropriateness of the name, which was also given to other fountains of a similar pattern. Seneca (''Ep.'' 56.) mentions one at Baiae. <gallery> File:Meta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 420.jpg|Meta/1.1 File:Meta 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 420.jpg|Meta/2.1 File:Meta 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 420.jpg|Meta/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Racecourse and Races]] 2wuf5wqcle5qb40amq1t49u8g8luvjj 0 314599 2685522 2680467 2024-11-14T14:48:37Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685522 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''METITO'RES'''. Officers connected with the service of the [[Illustrated Companion to the Latin Dictionary/Aquaeductus|aqueducts]], whose duty it was to see that water was regularly laid on from the reservoir (''[[Illustrated Companion to the Latin Dictionary/Castellum|castellum]]'') into the branch pipes, which conducted it through the city, and to measure out the proper quantity allotted by law to each district. This was effected by regulating the diameter of the main pipes, and by a meter (''[[Illustrated Companion to the Latin Dictionary/Calix|calix]]'') affixed to them. Frontin. ''Aq.'' 79. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Aqueducts]] glf8pe7j2ad8ge052i0wztk81fwmt4c 0 314600 2685523 2680468 2024-11-14T14:48:48Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685523 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MET'OPA''' ({{lang|grc|μετόπη}}). A ''metope'' in Doric [[Illustrated Companion to the Latin Dictionary/Columna|columnar]] architecture; i. e. the panel which covered the opening between the [[Illustrated Companion to the Latin Dictionary/Triglyphus|triglyphs]] (Vitruv. iv. 2. 4. iv. 3. 5.) in a [[Illustrated Companion to the Latin Dictionary/Zophorus|frieze]], sometimes left with a plain face, at others richly ornamented with sculpture, like those of the Parthenon, now preserved in the British Museum, and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Metopa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 421.jpg|annexed example |caption=Metopa/1.1}} from the [[Illustrated Companion to the Latin Dictionary/Templum|Temple]] of Theseus at Athens. The triglyphs represent externally the heads of the tie-beams (''[[Illustrated Companion to the Latin Dictionary/Tignum|tigna]]''), and in the early wooden structures the space between one tie-beam and another (''[[Illustrated Companion to the Latin Dictionary/Intertignium|intertignium]]'') was left open; so that a stranger could effect an entrance through them, as Orestes did into the temple of Diana at Tauris. Eurip. ''Iph. Taur.'' 113. <gallery> File:Metopa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 421.jpg|Metopa/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Pediment]] 61cxalfxps441hkiws2j6803rjl2kzx 0 314601 2685524 2680469 2024-11-14T14:48:59Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685524 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''METOPOS'COPUS''' ({{lang|grc|μετωποσκόπος}}). A physiognomist, who tells another's fortune by observing the expression or character of his countenance. Suet. ''Tit.'' 2. Plin. ''H. N.'' xxxv. 36. § 14. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] mvqcx40ua1wnh5pjnsbynr05omvmw6v 0 314602 2685525 2680470 2024-11-14T14:49:10Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685525 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''METRE'TA''' ({{lang|grc|μετρητής}}). The principal liquid measure of the Greeks, containing about 8 gallons, 7.365 pints, English (Plaut. ''Merc. prol.'' 75. Columell. xii. 22. 1.); whence also an earthenware vessel of considerable size (Columell. xii. 51. 2.), used to contain oil, received the same name. Cato, ''R. R.'' 100. Juv. iii. 246. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] qldfiosat9mlilf80wgzn8uvmt3e13d 0 314603 2685526 2680471 2024-11-14T14:49:21Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685526 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ME'TULA'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Meta|META]]. Plin. ''Ep.'' v. 6. 35. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] b9w1pos37gu1iqnwnmezbo2x8ygir03 0 314604 2685527 2680472 2024-11-14T14:49:32Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685527 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MICA'TIO'''; or ''digitis micare''. A game of chance, combined with skill, still common in the south of Italy, where it now goes by the name of ''Mora''. (Varro, ''ap.'' Non. ''s. v.'' p. 547. Suet. ''Aug.'' 13. Calpurn. ''Ecl.'' ii. 26.) It is played by two persons in the following manner. Both hold up their right hands with the fist closed; they then simultaneously extend a certain number of their fingers, calling out at the same time by guesswork the collective number extended by the two together, and he who succeeds in hitting on the right number wins the game. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figures |imagelink=Media:Micatio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 421.jpg|annexed figures |caption=Micatio/1.1}}, representing a couple of Egyptians playing at ''mora'', from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] in the tombs, testify the very great antiquity of the game, and will serve to convey a distinct notion of the manner in which it was conducted to those who have never seen it played. The manner is the same as that practised by the moderns, with the exception that the performers are in a sitting instead of a standing posture, as now practised; and that they appear to make use of all their fingers, instead of the right hand only, which must have greatly increased the difficulty and intricacy of the game, as it admits the various combinations which might be made out of twenty numbers instead of only ten. The right-hand figure has extended ''all'' the fingers of his right hand, and ''three'' of his left; his opponent puts out ''two'' with the right hand, and ''three'' on the left one; thus the number exhibited is thirteen. If either of the parties cry out "thirteen" at the moment of opening their hands, but before the opened fingers are actually displayed, he wins; if neither succeeds in guessing right, they again close their hands, cry out a number, and open the fingers until one of them calls the right amount. What appears to be so simple is most difficult to execute with any chance of success, and requires more skill and calculation than a person, who had not himself made the experiment, would imagine. Each player has first to settle in his own mind how many fingers he will show; then to surmise how many his oppenent is likely to put up, which he does by observing his usual style of play, by remembering the numbers he last called, and those he last showed; he then adds these to his own, and calls the collective number, thus endeavouring to make the number which he calls. But as all this, which takes so much time in narrating, is actually done with the greatest rapidity, the hands being opened and closed, and the numbers simultaneously called as fast as one can pronounce them{{mdash}}eight, two, six, ten,{{mdash}}it requires great readiness of intellect, and decision of purpose, for a player to have any chance of winning, as well as a quick eye and acute observation, to see in a moment the aggregate number of fingers shown, so as not to overlook his own success; nor, on the other hand, suffer himself to be imposed upon by a more astute opponent; whence the Romans characterized a person of exceeding probity and honour, by saying that one might play at mora with him in the dark{{mdash}}''dignus, quicum in tenebris mices''. Cic. ''Off.'' iii. 19. <gallery> File:Micatio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 421.jpg|Micatio/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Games of Chance]] knuwnrtzd4kawau1vn4vxjgbv35k509 0 314605 2685528 2680473 2024-11-14T14:49:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685528 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MILIA'RIUM'''. A copper for heating water, of considerable height, but small diameter, so that it presented the appearance of a tall and narrow vessel. (Pallad. v. 8. 7. ''altum et angustum.'') It was commonly used in heating water for the [[Illustrated Companion to the Latin Dictionary/Balineae|baths]] (Pallad. i. 40. 3.), as well as for domestic purposes (Senec. ''Q. N.'' iii. 24.); and, consequently, was made of various dimensions. (Senec. ''Q. N.'' iv. 9.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Miliarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 422.jpg|illustration |caption=Miliarium/1.1}}, which corresponds exactly with the above description, represents a ''miliarium'', formerly used in the baths of Pompeii restored according to the impression which it has left in the mortar of the wall against which it was set; the square aperture underneath is the mouth of the furnace, actually existing, over which it was placed. 2. A short thick [[Illustrated Companion to the Latin Dictionary/Columna|column]], which rose from the centre of the basin (''[[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]]'') in a mill for bruising olives (''[[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]]'', Cato, ''R. R.'' xx. 1. Id. xxii. 1.) It is marked 2. 2. on the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed section and elevation |imagelink=Media:Miliarium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 422.jpg|annexed section and elevation |caption=Miliarium/2.1}} of an original olive-mill, found at Stabia. The object of it was to support the square box (''[[Illustrated Companion to the Latin Dictionary/Cupa|cupa]]'', 5.), into which one extremity of each axle, on which the wheels (''[[Illustrated Companion to the Latin Dictionary/Orbis|orbes]]'', 3. 3.) revolved, was inserted; so that when the wheels were driven round the basin (1. 1.), it constituted the pivot upon which they and their axles turned. <gallery> File:Miliarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 422.jpg|Miliarium/1.1 File:Miliarium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 422.jpg|Miliarium/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Baths]] [[Category:Classed Index/Manufacture of Oil and Wine]] e5hpibw3x3ugfr7swypo27ls5axf2sm 0 314606 2685529 2680474 2024-11-14T14:49:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685529 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MILLIA'RIUM'''. A ''mile-stone''; which the Romans placed along the sides of their principal [[Illustrated Companion to the Latin Dictionary/Via|roads]], in the same manner as we do, with the respective distances from the city inscribed upon them, reckoned at intervals of 1000 Roman paces (our mile) apart. This custom was first introduced by C. Gracchus; and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Milliarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 423.jpg|illustration |caption=Milliarium/1.1}} represents an original Roman mile-stone, now standing on the [[Illustrated Companion to the Latin Dictionary/Capitolium|Capitol]], but which originally marked the first mile from Rome, as indicated by the numeral {{Illustrated Companion to the Latin Dictionary/Inscription|text=I.}} on the top of it. The rest of the inscription refers to the Emperors Vespasian and Nerva, by whom it was successively restored. 2. ''Milliarium aureum''. ''The golden milestone''; a gilt [[Illustrated Companion to the Latin Dictionary/Columna|column]], erected by Augustus, at the top of the Roman [[Illustrated Companion to the Latin Dictionary/Forum|forum]] (''in capite Rom. fori.'' Plin. ''H. N.'' iii. 5. Suet. ''Otho'', 6. Tac. ''Hist.'' i. 27.), to mark the point at which all the great military roads ultimately converged and ended. (Plut. ''Galb.'' p. 1064.) The precise spot where it stood was not ascertained till about ten years ago, when an excavation, undertaken by the late pope, revealed a circular basement coated with marble at the north-east angle of the forum, close beside the [[Illustrated Companion to the Latin Dictionary/Arcus|arch]] of Septimius Severus, which, by the common consent of all archaeologists, has been received as the remaining base of the golden miliary column. But it does not appear that the mileage of the roads was constantly reckoned from this standard; on the contrary, actual measurements of the distances marked upon Roman milestones, which have been found standing in their original places, prove that those distances were computed from the [[Illustrated Companion to the Latin Dictionary/Porta|gates]] of the city (Marin. ''Frat. Arv.'' p. 8. Fabrett. ''Aq.'' p. 136.); and the law books also cite a third principle of measuring, from the last row of houses (''mille passus non à milliario Urbis, sed a continentibus aedificiis numerandi sunt''. Macer. ''Dig.'' 50. 16. 154.). All which testifies that the practice varied at different periods, and led to litigation amongst the Romans themselves. It will be remembered that our mileage on some roads, which used to be marked from the standard at Cornhill, is now reckoned more commonly from one of the bridges. <gallery> File:Milliarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 423.jpg|Milliarium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Roads and Streets]] 02h0jep1mdehho2w8y19lylm6fxbgw6 0 314607 2685531 2680475 2024-11-14T14:50:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685531 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MILLUS'''. A collar for a sporting dog, made of leather, and armed with projecting iron spikes (''clavis ferreis eminentibus''), particularly used for those which were trained for hunting wild beasts, to protect the vulnerable parts of the neck and throat from their formidable adversaries. (Scipio Aemilian. ''ap.'' Fest. ''s. v.'') The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Millus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 423.jpg|example |caption=Millus/1.1}} here introduced represents one of Meleager's hounds, in a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] of Herculaneum. <gallery> File:Millus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 423.jpg|Millus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Hunting]] 1fznflkzf08a2292au8lhdzb05hsbav 0 314608 2685532 2680476 2024-11-14T14:50:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685532 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MILVI'NUS'''. Applied to pipes; see [[Illustrated Companion to the Latin Dictionary/Tibia|TIBIA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] epzhma4w6nt3z9s92h15wkrp3izyru9 0 314609 2685533 2680477 2024-11-14T14:50:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685533 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MIMALL'ONES''' ({{lang|grc|μιμαλλόνες}}). A Greek name for ''Bacchanals'' (Stat. ''Theb.'' iv. 660.); distinguished, however, from ''[[Illustrated Companion to the Latin Dictionary/Baccha|Bacchae]]'' by Strabo, x. 3. 10. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 0ku8n1rfpw0bk5tir4kfm4fclaxyo0s 0 314610 2685534 2680478 2024-11-14T14:50:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685534 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MIMALL'ONIS''' (Ov. ''A. Am.'' i. 541.) A word coined from the Greek; the same, or similar to [[Illustrated Companion to the Latin Dictionary/Baccha|BACCHA]]; which see. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 556g896l8n0yfsq4gt0kt6bk5duoy3c 0 314611 2685535 2680479 2024-11-14T14:50:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685535 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MIMA'''. (Cic. ''Phil.'' ii. 24. Hor. ''Sat.'' i. 2. 56.) A female mime. See [[Illustrated Companion to the Latin Dictionary/Mimus|MIMUS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] n6akg5yt44ou89ezcq5oakcix671dhi 0 314612 2685536 2680480 2024-11-14T14:51:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685536 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MI'MULA'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Mima|MIMA]], in a derogatory and contemptuous sense. Cic. ''Phil.'' ii. 25. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 6jvkodaze9bxm03ynfenkrui7exbblr 0 314613 2685537 2680481 2024-11-14T14:51:12Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685537 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MI'MULUS'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Mimus|MIMUS]]; also with an implied sense of inferiority. Arnob. ii. 69. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] cdff0adq7z1s2r4mho3so8bnqlym2nv 0 314614 2685538 2680482 2024-11-14T14:51:23Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685538 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MI'MUS'''. In a general sense, means any person who takes off or imitates the manners, deportment, or expression of another, by gesticulation, grimace, or feigned tones of the voice, corresponding with our ''mimic''. But, in a more restricted meaning, the name was given to an [[Illustrated Companion to the Latin Dictionary/Histrio|actor]] on the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]], who played a part in a particular kind of drama, designated by the same name; a very broad, and for the most part indecent farce, in which private characters were shown up and exposed to ridicule. The mimic who performed these parts expressed his meaning by gesticulation and pantomimic action chiefly, though dialogue was not entirely excluded. Originally he danced upon the floor between the stage, not upon it, and without a mask; accordingly, in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mimus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 424.jpg|annexed example |caption=Mimus/1.1}}, from an engraved ring, it will be perceived that nearly the whole of the face is exposed to view; the mask, unlike those usually worn by comic actors, only covering a small portion of the cheeks; the scalp is covered by a fur cap. Cic. ''Or.'' ii. 59. Ov. ''A. Am.'' i. 501. Id. ''Trist.'' ii. 497. Diomed. iii. 487. Compare [[Illustrated Companion to the Latin Dictionary/Planipes|PLANIPES]]. 2. Buffoons, or mimics of this description, were also employed off the stage, especially at great funerals (''[[Illustrated Companion to the Latin Dictionary/Funus|indictiva funera]]''), at which they followed the ''[[Illustrated Companion to the Latin Dictionary/Praeficae|Praeficae]]'', dancing grotesque dances, and acting the part of merry-andrews, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Mimus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 424.jpg|annexed figure |caption=Mimus/2.1}} from a sepulchral lamp found in a tomb excavated in the Villa Corsini; whilst the leader of their band (''[[Illustrated Companion to the Latin Dictionary/Archimimus|archimimus]]'') affected to personate the deceased. (Dionys. viii. 72. Suet. ''Vesp.'' 19.) The instruments, which the figure holds, are ''crotala'' (see [[Illustrated Companion to the Latin Dictionary/Crotalum|p. 217.]]); and his head is decorated with the appropriate appendage of a fool's cap. <gallery> File:Mimus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 424.jpg|Mimus/1.1 File:Mimus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 424.jpg|Mimus/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Actors, Mimics, Dancers, and Dancing]] 3b8lvwmmj8yp0i23o7fpmp7ma8x328t 0 314615 2685539 2680483 2024-11-14T14:51:34Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685539 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MIRMILLO'NES'''. A class of [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]] usually matched in combat with the ''[[Illustrated Companion to the Latin Dictionary/Thrax|Thraces]]'', or the ''[[Illustrated Companion to the Latin Dictionary/Retiarius|retiarii]]''. They wore the Gallic [[Illustrated Companion to the Latin Dictionary/Galea|helmet]], with the image of a fish for the crest, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Mirmillones 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 424.jpg|annexed figure |caption=Mirmillones/1.1}} from a tomb near the [[Illustrated Companion to the Latin Dictionary/Porta|gate]] of Herculaneum, at Pompei. They are believed to have been originally Gauls; but the derivation, as well as the allusive meaning of the name, is very doubtful. Cic. ''Phil.'' vi. 5. Suet. ''Dom.'' 10. Juv. viii. 20. Festus ''s. Retiarius''. <gallery> File:Mirmillones 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 424.jpg|Mirmillones/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Gladiators]] 1p4l4dlt0lf7dl1cfxcsuj719223i1u 0 314616 2685540 2680484 2024-11-14T14:51:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685540 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MISSIL'IA'''. Presents of various articles, thrown from an elevated platform amongst the people by the Roman emperors, or other wealthy individuals who sought to gain the favour of the populace by a largess (''[[Illustrated Companion to the Latin Dictionary/Congiarium|congiarium]]''); to which the modern practice of scattering money amongst the crowd at a coronation or other solemnities owes its origin. The ''missilia'' were in general the objects themselves actually thrown, and belonged to those who had the good luck to catch them in the scramble; but as some things, such as corn or wine, could not be disposed of in this manner, and others would be damaged by the fall and contest for their possession, billets or tokens (''[[Illustrated Companion to the Latin Dictionary/Tessera|tesserae]]'') were in such cases thrown in their stead, upon which the name and quantity of the article to be received was inscribed, accompanied by a written order for the same, payable to the bearer upon presentation at the magazine of the donor. Suet. ''Nero'', 11. Turneb. ''Advers.'' xxix. 9. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] c9dr1q4gletr2wzyd0r709cidwkg4s5 0 314617 2685541 2680485 2024-11-14T14:51:56Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685541 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MISTA'RIUS'''. A vessel employed for the same purpose as the ''[[Illustrated Companion to the Latin Dictionary/Crater|crater]]'', in which wine was mixed with water; it is described as of tall proportions, and with a handle on each side. Lucil. ''Sat.'' v. 61. Gerlach. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Wine Vessels]] nqp82k5uvemmrdngbhvahscb3yd0sgw 0 314618 2685542 2680486 2024-11-14T14:52:07Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685542 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MITEL'LA''' ({{lang|grc|μιτρίον}}). Diminutive of [[Illustrated Companion to the Latin Dictionary/Mitra|MITRA]]. A coif or bandage, in the shape of a half-handkerchief (Celsus, viii. 10. 3.); worn by the Greek women (Virg. ''Cop.'' 1.) round the head, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mitella 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 425.jpg|annexed example |caption=Mitella/1.1}}, from a bust in the British Museum, and frequently represented on fictile vases and the Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|paintings]]. Men used a similar bandage tied round their heads when at home, or at drinking bouts, to counteract the effects of the wine (Aristot. ''ap.'' ''Athen.'' xv. 16.); and Cicero speaks of it as a scandal that he had seen both young and old persons in the public [[Illustrated Companion to the Latin Dictionary/Via|streets]] of Naples wearing ''mitellae'' (''Rab. Post.'' 10.). 2. A sling for a broken arm, made of a bandage in the shape described. Celsus, ''l. c.'' <gallery> File:Mitella 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 425.jpg|Mitella/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Coverings for the Head]] 96n6lqa519k0sh14uytcr5m6vrb8m6y 0 314619 2685543 2680487 2024-11-14T14:52:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685543 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MITRA'TUS''' ({{lang|grc|μιτρηφόρος}}). Wearing the ''mitra'', as explained and illustrated in the [[Illustrated Companion to the Latin Dictionary/Mitra|last article]]. Plin. vi. 32. of Arabs; Prop. iv. 7. 62. of Asiatics. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3v3rqq423rkubo1gdisve12xz6vnr9d 0 314620 2685544 2680488 2024-11-14T14:52:29Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685544 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MITRA''' ({{lang|grc|μίτρα}}). In the strict generic sense, means a long scarf with ties (''[[Illustrated Companion to the Latin Dictionary/Redimiculum|redimicula]]''), at the end, which served to fasten it as required for the various uses to which it might be put. This is clear from Callixenus (''ap.'' Athen. v. 28.), who describes the colossal figure of Nysas, in the Dionysiac procession of Ptolemy, as bearing a ''[[Illustrated Companion to the Latin Dictionary/Thyrsus|thyrsus]]'' in her left hand, with a ''mitra'' fastened round it, precisely as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mitra 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 425.jpg|annexed example |caption=Mitra/1.1}}, from a bas-relief of the Pio-Clementine Museum, on which various implements and persons pertaining to the worship of Bacchus are sculptured. Hence the Greek writers apply the same term to the virgin zone (Callim. ''Jov.'' 21. [[Illustrated Companion to the Latin Dictionary/Zona|ZONA]]); to a broad sash worn under the bosom (Apoll. Rhod. iii. 867. [[Illustrated Companion to the Latin Dictionary/Strophium|STROPHIUM]]); and the epithet {{lang|grc|ἄμιτρος}} (Callim. ''Dian.'' 14.), to designate a young woman who has not arrived at her full development or at marriageable years; i. e. who did not yet require the ''zona'', or the ''strophium''. Also the military belt worn round the waist, at the bottom of the cuirass, as a protection to the belly, was called by the same name. Hom. ''Il.'' iv. 137. [[Illustrated Companion to the Latin Dictionary/Cingulum|CINGULUM]], 4. 2. In accordance with the preceding definition of a scarf with ties at the extremity to fasten it, the same name was given by the writers, both of Greece and Italy, to a particular kind of covering for the head, worn by the natives of Persia, Arabia, Asia Minor, and by the women of Greece, arranged so as to envelope the whole of the head from the forehead to the nape of the neck, the sides of the face, and the chin, under which it passed; whence the person who wears it is said to be veiled in it (''mitra velatus''. Claud. ''de Laud. Stilich.'' i. 156.), as characteristically displayed by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mitra 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 425.jpg|annexed example |caption=Mitra/2.1}}, representing a Persian ''mitra'', worn by one of the followers of Darius, in the large mosaic at Pompeii. The Asiatic ''mitra'', worn by the Phrygians and Amazons, was a cloth cap, which covered the head as completely as the preceding, and was tied by strings or lappets under the chin (Isidor. ''Orig.'' xix. 31. 4. Serv. ''ad.'' Virg. ''Aen.'' iv. 216. ix. 616.); in the manner shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mitra 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|annexed example |caption=Mitra/2.2}}, representing the head of Paris, from a Pompeian painting; and in works of art, generally, it is one of the usual characteristics of Priam, and the Trojans, which distinguish them from Greeks and Romans, amongst whom the use of it was regarded as a sign of extreme effeminacy. (Cic. ''Har. resp.'' 21.) The ''mitra'' of the Greek women was formed of a scarf of mixed colours (''versicoloribus''. Plin. ''H. N.'' xxxv. 35.), fastened round the head and under the chin, in a style similar to the preceding examples, as exemplified by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Mitra 2.3 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|annexed illustration |caption=Mitra/2.3}}, from a bust at Dresden; but when introduced into Italy, its use was more particularly confined to aged persons and women of abandoned character, whether foreign or native. Ov. ''Fast.'' iv. 517. Prop. iv. 5. 70. Juv. iii. 66. Ulp. ''Dig.'' 34. 2. 25., in which passage it is mentioned as of a similar description, but different from the ''[[Illustrated Companion to the Latin Dictionary/Calantica|calantica]]''. 3. A strong ''cable'', bound round the hull of a vessel amidship, to strengthen the timbers in stress of weather. Isidor. ''Orig.'' xix. 4. 6. ''quo navis media vincitur''. Tertull. ''Carm. de Jona et Ninive''. 42. <gallery> File:Mitra 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 425.jpg|Mitra/1.1 File:Mitra 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 425.jpg|Mitra/2.1 File:Mitra 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|Mitra/2.2 File:Mitra 2.3 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|Mitra/2.3 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Coverings for the Head]] [[Category:Classed Index/Ship's Gear]] 8d3v7ev25k8i81wqkxcxpgb8acxlz0t 0 314621 2685545 2680489 2024-11-14T14:52:40Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685545 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MITTENDA'RIUS'''. An officer of the Imperial age who was sent into the provinces to collect the tribute. Cod. Theodos. 6. 30. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] nbc0akckax291q85guy8o82t6lohle0 0 314622 2685546 2680490 2024-11-14T14:52:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685546 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOD'IOLUS'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Modius|MODIUS]]; whence specially applied to various objects possessing a resemblance in form to the ''modius''; as 1. ({{lang|grc|χνόη, χοινίκη, χοινικίς, πλήμνη}}). The box or ''nave'' of a [[Illustrated Companion to the Latin Dictionary/Rota|wheel]], into which the spokes (''[[Illustrated Companion to the Latin Dictionary/Radius|radii]]'') and axle (''[[Illustrated Companion to the Latin Dictionary/Axis|axis]]'') are inserted (Plin. ''H. N.'' ix. 3. Vitruv. x. 9. 2.); whence also applied to the axle itself (Soph. ''Electr.'' 745. and Varro, ''R. R.'' xx. xxi. of the axles which suspend the wheels (''[[Illustrated Companion to the Latin Dictionary/Orbis|orbes]]'') in an oil mill (''[[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]]''). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Modiolus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|illustration |caption=Modiolus/1.1}} represents an ancient wheel, preserved in the museum of Prince Esterhazy at Vienna. The second and third of the Greek names bracketed imply that the principal dry measures of the Greeks and Roman ({{lang|grc|χοῖνιξ}} and ''modius'') were of the same form, if they differed in capacity. 2. A box, bucket, or scoop, in the shape of a ''modius'' affixed to the outer circumference of a water wheel, which fills itself with water, and discharges the contents into a receiver as the wheel revolves. (Vitruv. x. 5.) Sometimes wooden boxes were employed for the purpose, at others jars; and the Chinese make use of a joint of bamboo. See the illustration s. ''[[Illustrated Companion to the Latin Dictionary/Rota|Rota aquaria]]''; which will explain their application and object. 3. A particular part of the ''[[Illustrated Companion to the Latin Dictionary/Catapulta|catapulta]]'' and ''[[Illustrated Companion to the Latin Dictionary/Ballista|ballista]]'' (Vitruv. x. 12. 1); supposed to be a box or cap, which contained the rope; but as the exact manner in which these machines were constructed is involved in doubt and obscurity, an authorized definition is not attainable. 4. ({{lang|grc|πυχίς}}, Hero ''de Spirit.'' p. 180.). The box or cylinder in which the piston and sucker of a forcing pump acts (Vitruv. x. 7.); marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=B B}} respectively on the wood-cuts ''s.'' [[Illustrated Companion to the Latin Dictionary/Ctesibica machina|CTESIBICA MACHINA]] and [[Illustrated Companion to the Latin Dictionary/Sipho|SIPHO]]. 5. ({{lang|grc|χοινίκη}}). A [[Illustrated Companion to the Latin Dictionary/Chirurgus|surgical]] instrument, like a trepan, for cutting out parts of bones, consisting of a cylindrical borer, with serrated sides. Cels. viii. 3. 6. A small drinking goblet. Scaev. ''Dig.'' 34. 2. 37. <gallery> File:Modiolus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|Modiolus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Pumps and Water-wheels]] [[Category:Classed Index/Component Parts of Carts]] [[Category:Classed Index/Surgical Implements, etc.]] [[Category:Classed Index/Machines and Engines of War]] j993khzinauakypny6w34tc6k2k6cpf 2685986 2685546 2024-11-14T18:01:23Z CalRis25 911425 2685986 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOD'IOLUS'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Modius|MODIUS]]; whence specially applied to various objects possessing a resemblance in form to the ''modius''; as 1. ({{lang|grc|χνόη, χοινίκη, χοινικίς, πλήμνη}}). The box or ''nave'' of a [[Illustrated Companion to the Latin Dictionary/Rota|wheel]], into which the spokes (''[[Illustrated Companion to the Latin Dictionary/Radius|radii]]'') and axle (''[[Illustrated Companion to the Latin Dictionary/Axis|axis]]'') are inserted (Plin. ''H. N.'' ix. 3. Vitruv. x. 9. 2.); whence also applied to the axle itself (Soph. ''Electr.'' 745. and Varro, ''R. R.'' xx. xxi.) of the axles which suspend the wheels (''[[Illustrated Companion to the Latin Dictionary/Orbis|orbes]]'') in an oil mill (''[[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]]''). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Modiolus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|illustration |caption=Modiolus/1.1}} represents an ancient wheel, preserved in the museum of Prince Esterhazy at Vienna. The second and third of the Greek names bracketed imply that the principal dry measures of the Greeks and Roman ({{lang|grc|χοῖνιξ}} and ''modius'') were of the same form, if they differed in capacity. 2. A box, bucket, or scoop, in the shape of a ''modius'' affixed to the outer circumference of a water wheel, which fills itself with water, and discharges the contents into a receiver as the wheel revolves. (Vitruv. x. 5.) Sometimes wooden boxes were employed for the purpose, at others jars; and the Chinese make use of a joint of bamboo. See the illustration s. ''[[Illustrated Companion to the Latin Dictionary/Rota|Rota aquaria]]''; which will explain their application and object. 3. A particular part of the ''[[Illustrated Companion to the Latin Dictionary/Catapulta|catapulta]]'' and ''[[Illustrated Companion to the Latin Dictionary/Ballista|ballista]]'' (Vitruv. x. 12. 1); supposed to be a box or cap, which contained the rope; but as the exact manner in which these machines were constructed is involved in doubt and obscurity, an authorized definition is not attainable. 4. ({{lang|grc|πυχίς}}, Hero ''de Spirit.'' p. 180.). The box or cylinder in which the piston and sucker of a forcing pump acts (Vitruv. x. 7.); marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=B B}} respectively on the wood-cuts ''s.'' [[Illustrated Companion to the Latin Dictionary/Ctesibica machina|CTESIBICA MACHINA]] and [[Illustrated Companion to the Latin Dictionary/Sipho|SIPHO]]. 5. ({{lang|grc|χοινίκη}}). A [[Illustrated Companion to the Latin Dictionary/Chirurgus|surgical]] instrument, like a trepan, for cutting out parts of bones, consisting of a cylindrical borer, with serrated sides. Cels. viii. 3. 6. A small drinking goblet. Scaev. ''Dig.'' 34. 2. 37. <gallery> File:Modiolus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 426.jpg|Modiolus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Pumps and Water-wheels]] [[Category:Classed Index/Component Parts of Carts]] [[Category:Classed Index/Surgical Implements, etc.]] [[Category:Classed Index/Machines and Engines of War]] e320ix8gqhv7k7bza5qgszyuy7zv89y 0 314623 2685547 2680491 2024-11-14T14:53:02Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685547 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOD'IUS''' and '''MOD'IUM'''. The principal dry measure of the Romans containing sixteen ''[[Illustrated Companion to the Latin Dictionary/Sextarius|sextarii]]'', or the sixth part of the Greek ''[[Illustrated Companion to the Latin Dictionary/Medimnus|medimnus]]'', something like the English ''peck''. Its principal use was for measuring corn after it had been threshed; differing in this from the ''[[Illustrated Companion to the Latin Dictionary/Corbis|corbis]]'', which was employed for measuring corn in the ear, that had not been cut with its straw by the sickle, but nicked off under the ear with a serrated or forked instrument (''[[Illustrated Companion to the Latin Dictionary/Falx|falx denticulata]]'', ''[[Illustrated Companion to the Latin Dictionary/Merga|merga]]''. Cato, ''R. R.'' 136. Hor. ''Ep.'' i. 16. 55. Cic. ''Div. Verr.'' 10.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Modius 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 427.jpg|illustration |caption=Modius/1.1}} is copied from a terra-cotta lamp, evidently intended to represent a ''modius'', from the introduction of several shocks of corn, which in the original design are placed by its side. 2. The sheath or socket in which the [[Illustrated Companion to the Latin Dictionary/Malus|mast]] of a ship is fixed. Isidor. ''Orig.'' xix. 2. 9. <gallery> File:Modius 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 427.jpg|Modius/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Rigging]] r29qltf09uchuky0a6dxna72g6lo8bi 0 314624 2685548 2680493 2024-11-14T14:53:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685548 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOD'ULUS'''. In a general sense, a measure by which any thing is measured; but more specially, a ''module'', or measure of division, adopted by architects as a standard by which the proportions of an order, or the entire building, may be regulated. It may be taken at pleasure; but the diameter or semidiameter of a [[Illustrated Companion to the Latin Dictionary/Columna|column]] at the bottom of the shaft is the module mostly resorted to. Vitruv. v. 9. 3. 2. In [[Illustrated Companion to the Latin Dictionary/Aquaeductus|aqueducts]], a ''water-meter''; same as [[Illustrated Companion to the Latin Dictionary/Calix|CALIX]], 3. Front. ''Aq.'' 34. 36. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] i1zu1k61pqid55qjl80n2osrcpntq54 0 314625 2685549 2680495 2024-11-14T14:53:24Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685549 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOE'NE''', or '''MOE'NIA''', plural, which is more usual. The ''walls of a town'' (Caes. ''B. C.'' iii. 80.), almost synonymous with ''[[Illustrated Companion to the Latin Dictionary/Murus|murus]]''; but with a more comprehensive sense, as it frequently includes all the buildings in a town which were surrounded by a ''murus''. Cic. ''Cat.'' ii. 1. Vitruv. viii. 3. 24. Virg. ''Aen.'' vi. 549. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] d0qcs3nfm9gvyo3b26avqeircix3rjo 0 314627 2685550 2680497 2024-11-14T14:53:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685550 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLA'RIUS''', '''MOLENDA'RIUS''', '''MOLENDINA'RIUS''', sc. ''Asinus''. An ass which works in a [[Illustrated Companion to the Latin Dictionary/Mola|mill]]. Cato, ''R. R.'' xi. 1. Paul. ''Dig.'' 33. 7. 18. § 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 183j1fpi63tb6qmwosidx85barpk4td 0 314628 2685551 2680499 2024-11-14T14:53:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685551 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLA''' ({{lang|grc|μύλη}}). A ''mill''; a general term, like our own, including various contrivances for grinding different kinds of objects, whether driven by human labour, cattle, or water; amongst which the following varieties are particularly specified:{{mdash}} 1. ''Mola manuaria'', or ''trusatilis'' ({{lang|grc|χειρομύλη}}); a ''hand-mill'' for grinding wheat, or other farinaceous produce, such as beans, lupins, &c. (Aul. Gell. iii. 3. Cato, ''R. R.'' xi. 4. Ov. ''Med. fac.'' 72. Jabolen. ''Dig.'' 33. 7. 26.) Several of these mills, more or less perfect, have been discovered in the bakers' shops at Pompeii; all of which are constructed in the same manner, and consist of two stones cut into the peculiar shape exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed woodcut |imagelink=Media:Mola 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 427.jpg|annexed woodcut |caption=Mola/1.1}}, representing the mill with both its stones fitted together and ready for use on the right hand, and a section of the outer stone on the left, to show the different forms of each. The base consists of a cylindrical stone, about five feet in diameter, and one in height, out of which rises a conical projection about two feet high, which forms the lower millstone (''[[Illustrated Companion to the Latin Dictionary/Meta|meta]]''), and has an iron pivot fastened at its top. The outer stone (''[[Illustrated Companion to the Latin Dictionary/Catillus|catillus]]'') is made in the shape of an hour glass, so that one half of it would fit, like a cap, upon the conical surface of the lower stone, receiving the pivot just mentioned into a socket incavated for the purpose in the centre of the narrowest part, between the two hollow cones, which served the double purpose of keeping it fixed in its position, and of diminishing or equalizing the friction. The corn was then poured into the hollow cup at the top, which thus served as a hopper, and descended gradually through four holes pierced in its bottom on to the solid cone below; where it was ground into flour between the outer and inner surface of the cone and its cap, as the latter was turned round and round by the slaves who drove it, with the aid of a wooden bar inserted in each of its sides, for which the square socket is shown in the cut. The flour then fell out from the bottom all round into a channel cut round the base to receive it. 2. ''Mola asinaria'', or ''machinaria''. A mill of the same construction and use, but worked by cattle instead of men, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mola 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 428.jpg|annexed example |caption=Mola/2.1}}, from a marble in the Vatican. (Cato, ''R. R.'' xi. 4. Ov. ''Fast.'' vi. 318. Apul. ''Met.'' vii. p. 143.) It will be perceived that the animal is blindfolded, as stated by Apuleius (''Met.'' ix. p. 184.). 3. ''Mola aquaria''. A mill for grinding flour, driven by water instead of men or cattle. (Vitruv. x. 5. Pallad. ''R. R.'' 1. 42. Auson. ''Mosell.'' 362.) The millstones were similar to those represented in the two preceding woodcuts; but the outer one was turned round by means of a wheel (''[[Illustrated Companion to the Latin Dictionary/Rota|rota aquaria]]''), furnished with float boards, and having a cog wheel (''[[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum dentatum]]'') affixed to the opposite extremity of its axis, the cogs of which fitted into those of another wheel placed vertically over it, so that as the water wheel revolved, it communicated a rotatory motion through the cogs to the outer stone (''catillus'') of the mill. See also [[Illustrated Companion to the Latin Dictionary/Hydraletes|HYDRALETES]]. Ausonius mentions likewise saw mills for cutting marble into slabs, driven by water (''Mosell.'' 363.). 4. ''Mola buxea''. A small wooden handmill, for grinding pepper and articles of similar description. Pet. ''Sat.'' 74. 5. 5. ''Mola versatilis''. Probably a ''grindstone'', like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mola 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 428.jpg|annexed example |caption=Mola/5.1}}, from an engraved gem, in which the stone (''[[Illustrated Companion to the Latin Dictionary/Cos|cos]]'') is worked round by the foot in the same manner as now practised. (Plin. ''H. N.'' xxxvi. 29.) Livy also (xxviii. 45.) appears to indicate a machine of the same kind; but the interpretation is not altogether certain, for both passages might be referred to the common corn mill, No. 1. 6. ''Mola olearia''. An olive mill, employed for bruising the olives, and grinding off the fleshy parts of the fruit from the stones without breaking them. (Columell. xii. 52. 6.) In the opinion of Columella, the ''mola'' was the best of all the contrivances employed for the purpose. He does not, however, explain the manner in which it was constructed, further than by saying that the bruising stone could be elevated at pleasure to suit the exact size of the olives, and thus avoid the danger of crushing the stones with the flesh, which deteriorates the oil; but the same could also be done in the ''[[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]]'', by placing a block (''orbiculus'') under the axle, between the ''[[Illustrated Companion to the Latin Dictionary/Cupa|cupa]]'' and ''[[Illustrated Companion to the Latin Dictionary/Miliarium|miliarium]]''. (Cato, ''R. R'' 22. 2.) Still as Columella pointedly distinguishes the ''mola'' from the ''trapetum'', it may be inferred that the former was a machine of somewhat similar character to the common corn-mill (No. 1.), consisting of two stones, the upper one being moveable, and working round a stationary one below it. (Compare Geopon. x. 18. Pallad. xii. 17. 1.) A third machine used for the same purposes was the ''solea et canalis'' (Columell. ''l. c.''), the nature of which is entirely unknown; and lastly a contrivance called [[Illustrated Companion to the Latin Dictionary/Tudicula|TUDICULA]], which see. <gallery> File:Mola 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 427.jpg|Mola/1.1 File:Mola 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 428.jpg|Mola/2.1 File:Mola 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 428.jpg|Mola/5.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Bakers and Bread-making]] rc7zy9sxn5us09cm0rcfanbn5fv8wy1 0 314630 2685552 2680501 2024-11-14T14:53:57Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685552 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLENDINA'RIUS'''. A ''[[Illustrated Companion to the Latin Dictionary/Mola|miller]]''. Inscript ''ap.'' Grut. 1114. 6. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 7jvazno5muk87wt5ormiuslxfpio99x 0 314631 2685553 2680502 2024-11-14T14:54:07Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685553 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLETRI'NA''' ({{lang|grc|μυλών}}). The building or place in which a [[Illustrated Companion to the Latin Dictionary/Mola|mill]] is worked. Cato ''ap.'' Non. ''s. v.'' p. 63. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] piquh4x0dv04ai99wxmim4njoetj1wv 0 314632 2685554 2680503 2024-11-14T14:54:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685554 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLI'LE'''. The name given to a part of the apparatus used for turning a mill, both in those which were driven by men and by cattle. Varro, ''R. R.'' x. and xi. In the former passage, it probably means the handles inserted into the sides of the upper stone (wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Mola|MOLA]], 1.); in the latter, the frame over the animal's back, to which he was attached when harnessed to his work (wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Mola|MOLA]], 2.). == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Bakers and Bread-making]] d5j5nhtc0y7k79j5r50kxc4muxdp5ab 0 314633 2685555 2680504 2024-11-14T14:54:29Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685555 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLI'NA'''. The term employed by late writers for ''a [[Illustrated Companion to the Latin Dictionary/Mola|mill]]''. Ammian. xviii. 8. 11. P. Victor. ''Urb. Rom. Reg.'' iv. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] bnm7v4qv4t67jrdbm089lnea15irxbc 0 314634 2685556 2680505 2024-11-14T14:54:40Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685556 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLLIC'INA'''. See [[Illustrated Companion to the Latin Dictionary/Molochina|next word]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] irvkf8f6s5s9qo9va12ks66vcj2rckn 0 314635 2685557 2680506 2024-11-14T14:54:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685557 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLOCHINA'RIUS'''. One who deals in cloth made from the mallow plant. Plaut. ''Aul.'' iii. 40. [[Illustrated Companion to the Latin Dictionary/Molochina|MOLOCHINA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 4hutyxx8a84phcyqc2awv1u00hbw945 0 314636 2685558 2680507 2024-11-14T14:55:02Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685558 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MOLOCH'INA''', sc. ''vestis'' ({{lang|grc|μολόχινη}}). A garment made of cloth woven from the fibrous parts of the bark of the ''hibiscus'' ({{lang|grc|μολόχη}}), a species of mallow, which is still employed in India for making cordage. The word is also written ''mollicina'', ''molicina'', and ''molicinia'', all evident varieties from the Greek original. Isidor. ''Orig.'' xix. 22. 12. Novius ''ap.'' Non. p. 54. Caecil. ''Ib.'' p. 548. Yates, ''Textrin. Antiq.'' pp. 304{{mdash}}309. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Different Fabrics]] aoi8c71wuvofbqtqna6bo1icbr9bxtt 0 314637 2685559 2680508 2024-11-14T14:55:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685559 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONAU'LOS''' and '''-US''' ({{lang|grc|μόναυλος}}). A single [[Illustrated Companion to the Latin Dictionary/Tibia|pipe]], of the simplest character, and played in the same way as our flageolet and clarionet. (Plin. ''H. N.'' vii. 57. Mart. xiv. 64.) The Greek name also designates the person who played it (Hedyl. ''Ep. ap.'' Athen. iv. 78.), for which we find ''monaules'' (Not. Tires. p. 173.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Monaulos 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 429.jpg|illustration |caption=Monaulos/1.1}} represents a single pipe of this description, from a statue in the Vatican, with a performer, showing the manner in which it was handled, from the Vatican Virigil. <gallery> File:Monaulos 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 429.jpg|Monaulos/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Wind Instruments]] 82h37o1v8nyo0mfkqc2za4ey168awmh 0 314638 2685560 2680509 2024-11-14T14:55:24Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685560 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONE'RIS''' ({{lang|grc|μονήρης, μονόκροτος}}). A vessel which has only a single line of [[Illustrated Companion to the Latin Dictionary/Remus|oars]] in file; a ''galley''; as opposed to those which have two or more (Liv. xxiv. 33. Tac. ''Hist.'' v. 23. ''quae simplici ordine agebantur''), as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Moneris 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 430.jpg|annexed example |caption=Moneris/1.1}}, from the Vatican Virgil. Vessels of this class were sometimes of considerable size, and rated amongst the ''[[Illustrated Companion to the Latin Dictionary/Navis|naves longae]]''; in which several rowers worked upon the same oar, by means of a false handle attached to it, in the same way as was practised in the Mediterranean galleys of the 15th, 16th, and 17th centuries, and explained at length ''s.'' [[Illustrated Companion to the Latin Dictionary/Remex|REMEX]]. <gallery> File:Moneris 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 430.jpg|Moneris/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ships and Boats]] popf6hemuv70silqxmjecx2f11ej4v5 0 314639 2685561 2680510 2024-11-14T14:55:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685561 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONE'TA'''. The ''mint'', where money was coined; a building on the [[Illustrated Companion to the Latin Dictionary/Capitolium|Capitol]] adjoining the [[Illustrated Companion to the Latin Dictionary/Templum|temple]] of Juno Moneta. Cic. ''Phil.'' vii. 1. Suet. ''Jul.'' 76. Liv. vi. 20. 2. Hence the money itself (Ov. ''Fast.'' i. 221.); and the die or mould with which it is coined. (Mart. xii. 55.) See [[Illustrated Companion to the Latin Dictionary/Forma|FORMA]], 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Bankers, etc.]] 4s07bo1rvm3vc5aftbd4ydmeswfvnx5 0 314640 2685562 2680511 2024-11-14T14:55:46Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685562 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONI'LE''' ({{lang|grc|μάννος}}). A ''necklace''; a very usual ornament worn by the females of Greece and Italy, in the same manner as still practised; and made in every conceivable variety of form, pattern, and material, of which the excavations of Herculaneum, Pompeii, and the tombs of Etruria have afforded numerous and highly valuable originals. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=examples |imagelink=Media:Monile 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 430.jpg|examples |caption=Monile/1.1}} here introduced are all from Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|paintings]], which are selected for illustration because they afford specimens of designs which appear to have been general favourites, as they are frequently met with on the fictile vases and other works of art. The top figure is a head of Juno, who wears a necklace formed of stars of gold, alternating with a large bead between each star; the two below are [[Illustrated Companion to the Latin Dictionary/Saltatrix|dancing girls]]; the left-hand one with a single row of pearls or beads, the other with a number of gold drops or pendants, precisely similar in pattern to an original necklace now seen in the royal museum at Naples. 2. ''Monile baccatum''. A necklace made with a string of beads, berries, or stained glass, of which the left-hand figure in the preceding wood-cut affords an example. Virg. ''Aen.'' i. 654. Lamprid. ''Alex Sev.'' 41. 3. A collar or necklace placed as an ornament round the throat or neck of favourite animals, such as horses (Virg. ''Aen.'' vii. 278.) or deer. (Ov. ''Met.'' x. 112.) The fawn of Silvia is represented with this appendage in the Vatican Virgil; and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Monile 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 430.jpg|annexed example |caption=Monile/3.1}}, from a fictile vase, shows it upon a horse, having pendants in the shape of a crescent depending from it, which explains the ''monile lunatum'' of Statius, ''Theb.'' ix. 689. <gallery> File:Monile 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 430.jpg|Monile/1.1 File:Monile 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 430.jpg|Monile/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ornaments for the Person]] [[Category:Classed Index/Ornaments of Horses]] dl7mvm4aytfoan65q66g1owt9qql469 0 314641 2685563 2680512 2024-11-14T14:55:57Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685563 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOB'OLON'''. A game in which various feats of leaping were displayed without the assistance of a leaping pole, or any other aid to muscular exertion, like the "sauts perilleux" of the French, or the "mortal leaps" of our itinerant showmen. (Imp. Justin. ''Cod.'' 3. 43. 3.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Monobolon 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|example |caption=Monobolon/1.1}} is after an engraved gem; and though the word it illustrates belongs to a late period, the work of art is of a much earlier date. <gallery> File:Monobolon 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|Monobolon/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Feats of Strength or Dexterity]] hvzk9wf627veb00t12sawqh3th6glq5 0 314642 2685564 2680514 2024-11-14T14:56:08Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685564 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOCHRO'MATA''' ({{lang|grc|μονοχρώματα}}). [[Illustrated Companion to the Latin Dictionary/Pictura|Paintings]] tinted with a single colour, either red or white for instance, upon a dark ground, as frequently seen on fictile vases. Plin. ''H. N.'' xxxiii. 39. Id. xxxv. 36. § 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Painting]] 6w1umtmprmdfif691whkd63xlxymol2 0 314643 2685565 2680515 2024-11-14T14:56:19Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685565 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOGRAM'MOS''' ({{lang|grc|μονόγραμμος}}). Literally, drawn in outline, like the earliest attempts at [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], which consisted only of outlines (Plin. ''H. N.'' xxxv. 5.); thence transferred to any thing which has no substance, as the gods (Cic. ''N. D.'' ii. 23.); or a wretchedly attenuated person (Lucil. ''Sat.'' ii. 17. Gerlach. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] p7r9cr9avbsgfq7wdd2du2tzfj65hn1 0 314644 2685566 2680516 2024-11-14T14:56:30Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685566 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOLI'NUM'''. A necklace formed with a single string of pearls. Capitol. ''Maxim. Jun.'' 1. Left-hand figure ''s.'' [[Illustrated Companion to the Latin Dictionary/Monile|MONILE]], 1. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] mmecmpyyq8zaimdv4q0bdx5z84dg2j0 0 314645 2685567 2680517 2024-11-14T14:56:41Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685567 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOLITH'OS''' ({{lang|grc|μονόλιθος}}). Formed out of a single block of stone or marble, as a statue, [[Illustrated Companion to the Latin Dictionary/Columna|column]], or pillar. Laberius ''ap.'' Non. ''s. Lenis''. p. 544. Ampel. 8. Compare Plin. ''H. N.'' xxxvi. 5. § 13. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] dmkcfdd2kulsbu5x6smy86paq18r1i8 0 314646 2685568 2680518 2024-11-14T14:56:52Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685568 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOLO'RIS''', sc. ''vestis''. Decorated with a single ''paragauda'', or band of gold and purple, as explained ''s.'' [[Illustrated Companion to the Latin Dictionary/Paragauda|PARAGAUDA]]. Aurel. ''Vopisc.'' 46. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 7qb83n9vxlg3nkoyxnkg4nxyykzydg1 0 314647 2685569 2680519 2024-11-14T14:57:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685569 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOPOD'IUM'''. A word coined from the Greek to denote a table supported upon a single foot and stem (Liv. xxxix. 6. Plin. ''H. N.'' xxxiv. 8.); though it is not met with in that language with the same meaning. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Monopodium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|illustration |caption=Monopodium/1.1}} represents an original of marble found at Pompeii. <gallery> File:Monopodium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|Monopodium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Tables]] 2paskw47ig8qhyku4lzuta5ngf5k9ds 0 314648 2685570 2680520 2024-11-14T14:57:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685570 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOP'TEROS''' ({{lang|grc|μονόπτερος}}). Literally, with only one wing; whence adopted by architects to designate a circular shrine or [[Illustrated Companion to the Latin Dictionary/Templum|temple]], consisting of an open [[Illustrated Companion to the Latin Dictionary/Porticus|colonnade]] supporting a dome, under which an [[Illustrated Companion to the Latin Dictionary/Ara|altar]] might be placed, but without any cell (''[[Illustrated Companion to the Latin Dictionary/Cella|cella]]'', Vitruv. iv. 8. 1.), as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Monopteros 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|annexed example |caption=Monopteros/1.1}}. Vitruvius cites a temple of Bacchus at Teos as a specimen of this style (vii. ''Praef.'' 12.): and some architects recognize another instance in the existing ruins of an edifice at Pozzuoli, known as the temple of Serapis. <gallery> File:Monopteros 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|Monopteros/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Classes of Columnar Edifices, Arrangement of Columns, and Varieties of Intercolumniation]] k4f59pson4zcik64xr3wdo00yosipyx 0 314649 2685571 2680521 2024-11-14T14:57:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685571 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONOX'YLUS''' ({{lang|grc|μονόξυλος}}). Literally, made out of a single piece of wood; applied adjectively to any small boat scooped out of a solid trunk, such as the ''[[Illustrated Companion to the Latin Dictionary/Linter|linter]]'', ''[[Illustrated Companion to the Latin Dictionary/Alveus|alveus]]'', ''[[Illustrated Companion to the Latin Dictionary/Scaphula|scaphula]]'' (Plin. ''H. N.'' vi. 26.); and, absolutely, as the name of a small broad-bottomed boat, employed by the Roman soldiers in making [[Illustrated Companion to the Latin Dictionary/Pons|bridges]] over unfordable rivers. A certain number of these were usually transported with an army upon waggons (Veget. ''Mil.'' iii. 7.) and are repeatedly represented on the [[Illustrated Companion to the Latin Dictionary/Columna|columns]] of Trajan and Antonine, from the latter of which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Monoxylus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|annexed example |caption=Monoxylus/1.1}} is taken. <gallery> File:Monoxylus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 431.jpg|Monoxylus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ships and Boats]] cgmngy9qmgj6e21uqf08jyaqp84hzo5 0 314650 2685572 2680522 2024-11-14T14:57:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685572 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MONUMEN'TUM''' ({{lang|grc|μνήμα, μνημεῖον}}). In general, any monument, record, or memorial intended to perpetuate the memory of persons or things, such, for instance, as a statue, a building, or a [[Illustrated Companion to the Latin Dictionary/Templum|temple]], particularly one on which the name of the founder is inscribed. Caes. ''B. C.'' ii. 21. Cic. ''Verr.'' i. 4. Id. ''Div.'' i. 9. ''Ib.'' 28. 2. ''Monumentum sepulcri'', or absolutely; a ''monument, tomb'', or ''[[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]]'', erected in memory of a deceased person, including both those in which the remains were actually deposited (''[[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulcrum]]'', strictly), and such as were merely erected to record the memory of any one apart from the place where his remains were buried. (Florent. ''Dig.'' 11. 7. 42. Festus, ''s. v.'' Varro, ''L. L.'' vi. 45. Sulpic. ''ad'' Cic. ''Fam.'' iv. 12. Hor. ''Sat.'' i. 8. 13. Nepos, ''Dion.'' 10.) These monuments were not allowed within the [[Illustrated Companion to the Latin Dictionary/Moene|city walls]], excepting in a few solitary instances, granted as an especial distinction; but were usually constructed by the sides of the high [[Illustrated Companion to the Latin Dictionary/Via|roads]] in a long continuous line of magnificent elevation, forming a striking vista, suggestive of moral and noble sentiments to every passerby. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Monumentum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 432.jpg|annexed illustration |caption=Monumentum/1.1}} represents a range of tombs on each side of the way immediately outside of the [[Illustrated Companion to the Latin Dictionary/Porta|gates]] of Pompeii, on the high road to Herculaneum; and will convey an idea of the imposing character which the approach to ancient Rome must have possessed from the Appian way, on which the monuments of so many of her illustrious men, both civil and military, once stood. The remains and ruins of these are still visible to the eye, in a continuous line along both sides of the deserted road, for a distance of four or fives miles from the city. 3. ({{lang|grc|γνωρίσματα}}). The toys or tokens tied round the necks of infants when they were exposed as foundlings, in order that they might be recognized by any members of their families in after years, if they happened to survive (Ter. ''Eun.'' iv. 6. 15.); more usually designated by the general term [[Illustrated Companion to the Latin Dictionary/Crepundia|CREPUNDIA]], under which a more full description and illustration is introduced. <gallery> File:Monumentum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 432.jpg|Monumentum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Sepulchres]] 8z0pivy208o9u2hxvtnmppfhp146wfk 0 314651 2685573 2680523 2024-11-14T14:57:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685573 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MORA''' ({{lang|grc|κνώδων, πτέρυξ}}). A projecting tooth or cross-bar on each side of a [[Illustrated Companion to the Latin Dictionary/Venabulum|hunting-spear]], below the head, and fixed to the ferrule or socket into which the shaft fits. Such an adjunct was more particularly employed in boar hunting; and its object was to prevent the point from penetrating too far, which would bring the animal into close contact with the [[Illustrated Companion to the Latin Dictionary/Venator|huntsman]]; for as it came on with enormous weight and force, the shaft of the spear would follow the point unless it met with some resistance, up to the hands of the person who held it. (Grat. ''Cyneg.'' 110. Xen. ''Cyneg.'' x. 3. and 16. Pollux. v. 22.) The last cited author makes a distinction between the {{lang|grc|κνώδων}} and {{lang|grc|πτέρυξ}}, which is satisfactorily explained by the two {{Illustrated Companion to the Latin Dictionary/Image Location|text=examples annexed |imagelink=Media:Mora 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 432.jpg|examples annexed |caption=Mora/1.1}}, both representing spear-heads from ancient monuments. (Alstorp. ''de Hast.'' p. 179.) The sharp curved points, like teeth, are the {{lang|grc|κνώδοντες}}; the straight ones with widening ends, like wings, the {{lang|grc|πτέρυγες}}; but as both served the same purpose of staying the onward course of the animal, they are included by the Latin writers under the one general name of ''mora'', literally, a delay or hindrance. 2. The cross-bar which guards the handle of a sword, and prevents the blade from penetrating beyond it, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Mora 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|annexed example |caption=Mora/2.1}} from the [[Illustrated Companion to the Latin Dictionary/Sarcophagus|sarcophagus]] of Alexander Severus, at Rome. Sil. Ital. i. 515. 3. A flat cross piece of wood at the bottom of a ''splint'' in which a broken leg is confined, for the purpose of supporting the foot and keeping the instrument in its proper place. Celsus, viii. 10. 5. <gallery> File:Mora 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 432.jpg|Mora/1.1 File:Mora 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|Mora/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Spears and Missiles]] [[Category:Classed Index/Swords]] a35np0s894yyfqrbt067u1lpwyocy0b 0 314652 2685574 2680524 2024-11-14T14:57:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685574 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MORIO'NES'''. ''Deformed idiots''; who were purchased as slaves, and kept in the great Roman houses for the purpose of affording amusement by their want of mental capacity, conjoined, as it always was, with physical malconstruction (Mart. viii. 13. Id. xii. 94. Plin. ''Ep.'' ix. 17. 1.), both of which properties are visibly expressed in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Moriones 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|annexed figure |caption=Moriones/1.1}} from a small bronze statue, in which the eyes and teeth are inserted of silver, and which faithfully illustrates the description given by Martial (vi. 39.) of one of these creatures, ''acuto capite, et auribus longis, Quae sic moventur, ut solent asellorum''. <gallery> File:Moriones 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|Moriones/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Domestic Slaves]] 9u7iyk08v7kma745u58f1e4n06h5uey 0 314653 2685575 2683005 2024-11-14T14:58:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685575 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MORTA'RIUM''' ({{lang|grc|ὅλμος}}). A ''mortar'', in which ingredients are kneaded up and mixed together with a small pestle (''[[Illustrated Companion to the Latin Dictionary/Pistillum|pistillum]]''), worked by one hand (Virg. ''Moret.'' 100.) in a roundabout direction (''Ib.'' 102. ''it manus in gyrum''), and formed, as it still is, of a stone or other solid material, hollowed into the shape of a shallow basin (''Ib.'' 96., ''lapidis cavum orbem''. Plin. ''H. N.'' xxxiv. 50. Id. xxxiii. 41. Scrib. ''Comp.'' 111. Columell. xii. 57. 1. Cato, ''R. R.'' 74.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Mortarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|illustration |caption=Mortarium/1.1}} represents an original found amongst the ruins of Roman buildings in London. Compare [[Illustrated Companion to the Latin Dictionary/Pila (first syllable long)|PILA]]. 2. The hollow basin in which the olives were placed in the bruising-machine, called a ''[[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]]'', to be crushed by the wheels, which worked round it. (Cato, ''R. R.'' xxii. 1.) It will be observed from the figure on the right hand of the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed wood-cut |imagelink=Media:Mortarium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|annexed wood-cut |caption=Mortarium/2.1}}, representing an original ''trapetum'' found at Stabia in elevation and section, that the ''mortarium'' (marked 1. 1. on each plan) is a sort of basin with sides and bottom of the same hollow curvilinear form as the common mortar, though the centre of it is occupied by a short thick [[Illustrated Companion to the Latin Dictionary/Columna|column]] (''[[Illustrated Companion to the Latin Dictionary/Miliarium|miliarium]]'', 2. 2.), which supports the bruising-stones (''[[Illustrated Companion to the Latin Dictionary/Orbis|orbes]]'', 3. 3.). 3. A large basin, or receiver of similar form, in which fine cement or stucco was kneaded and mixed. Plin. ''H. N.'' xxxvi. 55. Vitruv. vii. 3. 10. 4. A hollow trench dug round the roots of a tree to collect moisture (Pallad. iv. 8. 1.); a meaning which clearly arises from the resemblance which the trench and trunk of the tree bears to the ''miliarium'' and ''mortarium'' of a ''trapetum'', as shown by the section under No. 2. <gallery> File:Mortarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|Mortarium/1.1 File:Mortarium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 433.jpg|Mortarium/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Kitchen and Cooking Utensils]] [[Category:Classed Index/Manufacture of Oil and Wine]] q2idyv0cmbepg13g36knvx4bzantyt7 0 314654 2685576 2680527 2024-11-14T14:58:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685576 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUCI'NIUM''' or '''MUCCI'NIUM'''. (Arnob. ii. 5.) A pocket-handkerchief for wiping the nose. See [[Illustrated Companion to the Latin Dictionary/Sudarium|SUDARIUM]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] gm2a777gitlq2ktkvs0les9bfvn2rw7 0 314655 2685577 2680529 2024-11-14T14:58:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685577 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MU'CRO'''. The point of any instrument, weapon, or other artificial or natural object which is pointed, jagged, or sharply acuminated; but more especially the point of ''a [[Illustrated Companion to the Latin Dictionary/Gladius|sword]]'' as opposed to ''[[Illustrated Companion to the Latin Dictionary/Cuspis|cuspis]]'', the point of a [[Illustrated Companion to the Latin Dictionary/Hasta|spear]]. Ov. ''Met.'' xii. 485. Cic. ''Phil.'' xiv. 3. Virg. Lucan, &c. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Swords]] lt4i423a578kyu4htob9exhjpnujkl3 0 314656 2685578 2680530 2024-11-14T14:58:42Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685578 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MULC'TRA''', '''MULCTRA'LE''', and '''MULC'TRUM''' ({{lang|grc|ἀμολγεύς}}). A ''milk-pail'', for milking cows and goats (Virg. ''Ecl.'' iii. 30. ''Georg.'' iii. 177. Hor. ''Epod.'' xvi. 49.); and in which the milk was carried while cried through the town. (Calpurn. ''Ecl.'' iv. 25. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Mulctra 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 434.jpg|example |caption=Mulctra/1.1}} is from the Vatican Virgil. <gallery> File:Mulctra 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 434.jpg|Mulctra/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Miscellaneous Domestic Furniture and Utensils]] [[Category:Classed Index/Agricultural Labourers]] ipv81h85md6tzl47da0wg382vv6g019 0 314657 2685579 2680531 2024-11-14T14:58:53Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685579 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MULI MARIA'NI'''. C. Marius, with the object of remedying the inconvenience resulting from the immense baggage-train which accompanied an army on its march, made each soldier carry his own rations for a certain number of days' provision, together with the vessels for dressing it, and his personal baggage, on the top of a pole fixed to his back. This custom was subsequently retained, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Muli_Mariani 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 434.jpg|annexed figure |caption=Muli_Mariani/1.1}}, representing one of the soldiers in Trajan's army, from the [[Illustrated Companion to the Latin Dictionary/Columna|column]] of that emperor; but when first introduced, the practice, being a novelty, gave rise to the joke which attached to these men the nickname of "Marius' mules," because they carried their loads like beasts of burden, on their backs. Frontin. ''Strateg.'' iv. 1. 7. Festus, ''s. v.'' and ''s.'' Aerumnula. <gallery> File:Muli_Mariani 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 434.jpg|Muli Mariani/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] dc7zm6qmplckungyieoa74oolon4pml 0 314658 2685580 2680532 2024-11-14T14:59:04Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685580 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MU'LIO''' ({{lang|grc|ὀρεοκόμος}}). A person who keeps mules to let out for hire, or for sale; a ''mule dealer'' and ''job master''. Suet. ''Vesp.'' 4. 2. ({{lang|grc|ἡμιονηγός, ἀστραβηλάτης}}) A ''muleteer'', or ''mule driver''; without reference to whether the animals were his own or not, or whether he drove them as a coachman, in harness (Suet. ''Nero'', 30. ''Vesp.'' 23.); or on foot, as beasts of burden. Id. ''Vit.'' 7. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Grooms and Drivers]] 174di1q5vx4in5axeoj3bp1p33trvex 0 314659 2685581 2683709 2024-11-14T14:59:15Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685581 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MULL'EOLUS'''. (Tertull. ''Pall.'' 4.) Diminutive of [[Illustrated Companion to the Latin Dictionary/Mulleus|MULLEUS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 7lhmt1ycrqcqql8h316h36lqhirmslk 0 314660 2685582 2680534 2024-11-14T14:59:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685582 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MULL'EUS'''. A half boot of a reddish or plum colour, worn by the patricians of Rome; not, however, by all of them, but only those who had borne the curule [[Illustrated Companion to the Latin Dictionary/Magistratus|magistracy]], a dictator, [[Illustrated Companion to the Latin Dictionary/Consul|consul]], [[Illustrated Companion to the Latin Dictionary/Praetor|praetor]], [[Illustrated Companion to the Latin Dictionary/Censor|censor]], or curule aedile. (Cato. ''ap.'' Fest. ''s. v.'' Vopisc. ''Aurel.'' 49. Isidor. ''Orig.'' xix. 34. 10.) Some think the ''mulleus'' was the same as the ''calceus patricius'' (wood-cut ''s. v.'' [[Illustrated Companion to the Latin Dictionary/Calceus|p. 99.]]); others, that it resembled the ''calceus repandus'', or ''uncinatus'', of which a figure is given on the same page, No. 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Feet]] cl4ga10x2l9xqqvrba831a8d0y9bv3o 0 314661 2685583 2680535 2024-11-14T14:59:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685583 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MULOMED'ICUS''' ({{lang|grc|κτηνίατρος}}). Strictly a veterinary who confines his practice to the diseases of mules, as contradistinguished from ''equarius [[Illustrated Companion to the Latin Dictionary/Medicus|medicus]]'', a horse doctor; but the word also bears a more extensive signification for a cattle doctor generally. Veget. ''Mulomed. Praef.'' i. and iv. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Medicine and Surgery]] t93tekia6xt3ikwautgdu6ds5u03qvd 0 314662 2685584 2680536 2024-11-14T14:59:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685584 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MULTIC'IUS''', '''MULTITIC'IUS''' or '''MULTIT'IUS'''. Used to designate some particular kind of fabric, either of a very ingenious, or costly, or fine texture, out of which the wearing apparel of women, and men of luxurious or effeminate habits, was made. The precise meaning of the word is not clearly ascertained. Some derive it from ''multum'' and ''icio'', and interpret it to mean "closely condensed" by the batten (''[[Illustrated Companion to the Latin Dictionary/Radius|radius]]'', ''[[Illustrated Companion to the Latin Dictionary/Spatha|spatha]]''), which is contrary to the character of transparency attributed to it; others from ''mollitie'' (''a mulcendo''), in allusion to the softness of its texture; and others from ''multis liciis'', i. e. which is made with many leashes (''[[Illustrated Companion to the Latin Dictionary/Licium|licia]]''), thus indicating an intricate and elaborate pattern woven up in the fabric; which seems to be the most rational interpretation. Juv. ii. 66. xi. 186. Valerian. Aug. ''in Ep. ad'' Vopisc. ''Aurel.'' 12. Gloss. Philox. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Different Fabrics]] 47dpyup9545pi9a81hjwtltnk17pm0n 0 314663 2685585 2680537 2024-11-14T14:59:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685585 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUNERA'RIUS'''. The person who gives a public show of [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]]. Suet. ''Dom.'' 10. Quint. viii. 3. 34. 2. ''Munerarius libellus''. A ''bill of the show''; or list announcing the names and descriptions of the gladiators about to be exhibited at a public show. Trebell. ''Claud.'' 5. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Gladiators]] n02s71iae9mhlbjhwilhxeuxxyhawon 0 314664 2685586 2680538 2024-11-14T15:00:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685586 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MURCUS'''. A nickname given to those who maimed themselves by cutting off their thumbs in order to escape from military service. (Ammian. xv. 12. 5.) This appears to have been not an uncommon practice (Aelian. ''Variar.'' ii. 9. Suet. ''Aug.'' 24. 27 Plut. ''Lysand.'' Cod. Theodos. 7. 13. 4, 5. and 10.); and to it our term ''poltroon'' owes its origin through the Italian ''poltrone'', abbreviated from ''pollice trunco''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Troops]] 22ziutctmvwmdhlctv40iq3gmi2wq9f 0 314665 2685587 2680539 2024-11-14T15:00:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685587 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUREX'''. A kind of fish, with a sharp-pointed and twisted shell, poetically given to the Tritons for a trumpet (Val. Flacc. iii. 726.), as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Murex 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 435.jpg|annexed example |caption=Murex/1.1}} from a terra-cotta lamp; also used as a bottle for holding unguents (Mart. iii. 82.); and in ornamenting grottos (Ov. ''Met.'' viii. 563.), of which examples are still seen in the gardens of two [[Illustrated Companion to the Latin Dictionary/Domus|houses]] at Pompeii. 2. In a secondary sense, any thing which has a rough and prickly surface, with projecting points, like the end of the murex shell; as a rock or stone full of acuminated protuberances (Plin. ''H. N.'' xix. 6. Virg. ''Aen.'' v. 205.); a box or case set with spikes inside (Gell. vi. 4.); and, as some think, a very sharp bit, armed with spikes (Stat. ''Achill.'' i. 221. ''murice fraenat acuto Delphinas''), like the ''[[Illustrated Companion to the Latin Dictionary/Lupatum|lupatum]]'', or the bits formerly used by the Mamelukes; but as the passage of Statius has reference to a Triton and his dolphins, the more poetical interpretation would be, that he checks their course with the sound of his sharp-pointed shell instead of a bit. 3. ''Murex ferreus''. A ''caltrop''; an instrument made with four spikes of iron, adjusted in such a manner that when thrown upon the ground from any distance one of them always stood upright, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Murex 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 435.jpg|annexed example |caption=Murex/3.1}} from an original. It was used in ancient warfare to impede the advance of cavalry and disable the horses. Val. Max. iii. 7. 2. Curt. iv. 17. <gallery> File:Murex 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 435.jpg|Murex/1.1 File:Murex 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 435.jpg|Murex/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Bits, Bridle, Reins, and Harness]] [[Category:Classed Index/Bows, Slings, etc.]] gyvvcy26udn3giuohnd1ctf25iq7v44 0 314666 2685588 2680540 2024-11-14T15:00:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685588 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MURICA'TUS''' and '''MURIC'IUS'''. Armed or formed with sharp projections, like the point of the ''[[Illustrated Companion to the Latin Dictionary/Murex|murex]]''. Plin. ''H. N.'' xx. 99. Auson. ''Ep.'' ix. 4. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] cu2h2vhpspt3dx03jz8qoqu9439j794 0 314667 2685589 2680541 2024-11-14T15:00:42Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685589 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MURILEG'ULUS'''. One who follows the occupation of ''[[Illustrated Companion to the Latin Dictionary/Murex|murex]]'' fishing, the juices of which were extensively used by the ancients for making a purple dye. Cod. Justin. 11. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 7dacf0ssia74h273xsejcddsgpdbdh5 0 314668 2685590 2680542 2024-11-14T15:00:52Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685590 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUR'RHINA''', '''MUR'RHEA''', and '''MYR'RHINA'''. ''Porcelain'' vases. (Plin. ''H. N.'' xxxvii. 7. Prop. iv. 5. 26. Juv. vi. 156. Lamprid. ''Elag.'' 32.) Modern investigations have placed it beyond dispute that the ''murrha'' of the ancients was a fine earth, dug in the East, out of which vases of different kinds, but of light and fragile substance, were made; and many fragments of ancient porcelain have been discovered in various excavations, agreeing remarkably with the description of Pliny (''H. N.'' xxxvii. 8.), in regard to the variety of colours with which they are covered; though in other respects his idea of the material which composes them may be said rather to verge upon the truth, than to afford a faithful account of the actual substance. But the well-attested fact that several bottles of real Chinese porcelain, inscribed with native characters, have been found in the tombs of Egypt (one of which is represented in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed woodcut |imagelink=Media:Murrhina 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 436.jpg|annexed woodcut |caption=Murrhina/1.1}}, from the original of Salt's collection in the British Museum), distinctly proves that objects of that material were exported from China at a very early period, although the art of making it may not have been discovered by the Romans; and this would account for the prodigious value set upon them. <gallery> File:Murrhina 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 436.jpg|Murrhina/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Sculpture, etc.]] h6sllihm1zsgflej2ct5xp5skokahp0 0 314669 2685591 2680543 2024-11-14T15:01:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685591 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MURUS''' ({{lang|grc|τεῖχος}}). A wall of stone or brick, built as a defence and fortification round a town, in contradistinction to ''[[Illustrated Companion to the Latin Dictionary/Paries|paries]]'', the wall of a house, or any other edifice. (Cic. ''N. D.'' iii. 40. Id. ''Off.'' i. 11. Caes. ''B. G.'' ii. 12.) [[Illustrated Companion to the Latin Dictionary/Moene|Town walls]] were usually constructed with square or round towers (''[[Illustrated Companion to the Latin Dictionary/Turris|turres]]'') at certain intervals, a fortified gate (''[[Illustrated Companion to the Latin Dictionary/Porta|porta]]'') at every point from which any of the great [[Illustrated Companion to the Latin Dictionary/Via|roads]] emanated; sometimes with a trench (''fossa'') on the outside, having a mound (''[[Illustrated Companion to the Latin Dictionary/Agger|agger]]'') within it, upon which the ramparts (''[[Illustrated Companion to the Latin Dictionary/Lorica|loricae]]'', ''[[Illustrated Companion to the Latin Dictionary/Propugnaculum|propugnacula]]'') were raised, surmounted by turrets (''[[Illustrated Companion to the Latin Dictionary/Pinna|pinnae]]'') to shield the defenders. 2. ''Murus crinalis''. A crown or ornament for the hair, made in imitation of the walls of a town, with its towers and fortifications, attributed by poets and artists to the goddess Cybele, to typify the cities of the earth over which she was presumed to reign; as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Murus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 436.jpg|annexed example |caption=Murus/2.1}} from a marble bas-relief. Claud. ''in Eutrop.'' ii. 284. <gallery> File:Murus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 436.jpg|Murus/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Fortification]] pacoxy3imtt51vsaa5mlb8qbk3gu8pi 0 314670 2685592 2680544 2024-11-14T15:01:14Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685592 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUSCA'RIUM''' ({{lang|grc|σόβη}}). A ''fly-flap'' for driving away flies, or ''whisk'' for dusting any thing; made of the long peacocks' feathers (Mart. xiv. 67.), or the tuft at the end of a cow's tail (Id. xiv. 71.); whence the word is also used for a horse's tail. Veg. ''Vet.'' vi. 2. 2. 2. A case or closet in which papers, tablets, &c., were placed to preserve them from fly stains (Inscript. ''ap.'' Romanelli, ''Viagg. a Pompei'', p. 168.) The modern Italians retain the same elements with a similar meaning in their word ''mosca-juola'', which signifies a cupboard or safe where eatables are put by. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Closets]] [[Category:Classed Index/Miscellaneous Domestic Furniture and Utensils]] 6ncwjnny0r6m861aoorzw03n5fh581j 0 314687 2685593 2680688 2024-11-14T15:01:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685593 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUSCA'RIUS'''. See [[Illustrated Companion to the Latin Dictionary/Clavus|CLAVUS]] 4. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] eb5300r7ewe6ea2g91phu5tgnzsxprc 0 314688 2685595 2680689 2024-11-14T15:01:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685595 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUS'CULUS'''. A contrivance employed in sieges for covering and protecting the men from the enemy's missiles whilst engaged in throwing up their earth works, and making their approaches to the walls. The manner in which it was constructed is detailed at length by Caesar (''B. C.'' ii. 10.) and Vegetius (''Mil.'' iv. 16.); but no representation of the object itself, except conjectural ones, exists; amongst these the one designed by Guischard (''Mémoires Milit.'' tom. ii. p. 58. tab. 2.), affords a good practical illustration to the text of Caesar. 2. A small sailing vessel of extremely short dimensions between stem and stern (Isidor. ''Orig.'' xix. 1. 14. Not. Tir. p. 178.); the characteristic build as well as the name of which is retained by the Venetians, who still use the name of ''topo'', ''the mouse'', to distinguish a particular kind of small craft, amongst the many different ones which trade in their waters. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Machines and Engines of War]] [[Category:Classed Index/Ships and Boats]] f7k8milk4mfunkvmnmwzfmkfezegw16 0 314689 2685596 2680690 2024-11-14T15:01:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685596 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUSE'UM''' and '''MUSI'UM''' ({{lang|grc|Μουσεῖον}}). Originally signified a [[Illustrated Companion to the Latin Dictionary/Templum|temple]], seat, or haunt of the Muses; thence an establishment instituted by Ptolemy Philadelphus, at Alexandria, for the promotion of learning and the support of literary and scientific persons who lived there at the public expense (Suet. ''Claud.'' 42. Spart. ''Hadr.'' 20.); and the Latin writers also gave the same name to a grotto, or place in their villas where they used to retire and enjoy intellectual conversation. Plin. ''H. N.'' xxvi. 42. Varro, ''R. R.'' iii. 5. 9. Compare Cic. ''Leg.'' ii. 1. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] miat20rk2ndxxywhuf176gmfcdh8o4j 0 314690 2685597 2683718 2024-11-14T15:01:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685597 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUSIVA'RIUS'''. An artist who made mosaic work, the ''opus musivum'', as explained under the following word: [[Illustrated Companion to the Latin Dictionary/Musivum|Musivum]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Mosaic]] 2rraywsk9t8kbjlu8dk7snvkacw7ppk 0 314691 2685598 2680692 2024-11-14T15:02:08Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685598 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUSTA'CEUM'''. A ''wedding-cake'', distributed to the friends of the bride and bridegroom when they left the marriage feast. (Juv. vi. 202.) It was made of flour kneaded with new wine or ''[[Illustrated Companion to the Latin Dictionary/Mustum|must]]'', cheese, and aniseed, and baked upon bay leaves. Cato, ''R. R.'' 121. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Marriage]] dpv8ltvreq52n8xjiwi5oo88h5efveo 0 314692 2685599 2680693 2024-11-14T15:02:19Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685599 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUSTUM''' ({{lang|grc|τρύξ}}). ''Must''; i. e. new wine not yet fermented and racked off from the lees. Cato. Columell. &c. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Manufacture of Oil and Wine]] 9863fuocob0qssddtqd06kgawk59mx4 0 314693 2685600 2680694 2024-11-14T15:02:30Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685600 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUTATIO'NES'''. ''Posting-houses'', at which relays of horses were kept along the high [[Illustrated Companion to the Latin Dictionary/Via|roads]] for the service of the state, and the accommodation of travellers. The postmaster of the smallest ''mutatio'' was compelled to keep as many as twenty horses; of the largest, not less than forty. Impp. Arcad. et Honor. Cod. Theodos. 8. 5. 53. Cod. Just. 12. 51. 15. Compare Ammian. xi. 9. 4., where the word is used for a relay or change of horses. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Inns and Public-Houses]] h2x1gohy01khybqt90yohr7qbpwxq0o 0 314694 2685601 2680695 2024-11-14T15:02:41Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685601 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUTA'TOR''', sc. ''equorum''. (Val. Flacc. vi. 161.) A poetical expression for [[Illustrated Companion to the Latin Dictionary/Desultor|DESULTOR]], which see. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 8idap85ebjbq2064mplnhr401nht4gb 0 314695 2685602 2680696 2024-11-14T15:02:52Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685602 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MUT'ULUS'''. In a general sense, any projection of stone or wood, like the end of a small beam or rafter, standing out beyond the surface of a wall (Cato, ''R. R.'' viii. 9. 3. Varro, ''R. R.'' iii. 5. 13. Serv. ''ad'' Virg. ''Aen.'' i. 740.); whence specially a ''mutule'' in architecture; i. e. an ornament properly characteristic of the Doric order, consisting of a square projecting member, arranged at intervals over the [[Illustrated Companion to the Latin Dictionary/Triglyphus|triglyphs]] and [[Illustrated Companion to the Latin Dictionary/Metopa|metopes]] under the [[Illustrated Companion to the Latin Dictionary/Corona|corona]], and intended to represent in the exterior elevation the end of a principal rafter (''[[Illustrated Companion to the Latin Dictionary/Canterius|canterius]]'') in the timber work of the roof (see woodcut ''s.'' [[Illustrated Companion to the Latin Dictionary/Materiatio|MATERIATIO]], ff.); consequently it is recessed upwards towards the front of the corona, in order to express the slanting position of the rafter, as shown by the angular mutule in {{Illustrated Companion to the Latin Dictionary/Image Location|text=our cut |imagelink=Media:Mutulus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 437.jpg|our cut |caption=Mutulus/1.1}}, representing a portion of the entablature to the [[Illustrated Companion to the Latin Dictionary/Templum|temple]] of Theseus, at Athens. Vitruv. iv. 2. 3. and 5. 2. In the Corinthian order, these members are now styled ''modillions'', and are made of a more elaborate character, resembling ornamental brackets; but in many Roman and modern elevations, their original purpose of representing the ends of the principals rafters of the roof (''canterii'') is destroyed by the custom of inserting a row of dentils (''[[Illustrated Companion to the Latin Dictionary/Denticulus|denticuli]]''), which represent the ends of the common rafters (''[[Illustrated Companion to the Latin Dictionary/Asser|asseres]]'' and woodcut ''s.'' [[Illustrated Companion to the Latin Dictionary/Materiatio|MATERIATIO]], hh.), ''below'' them; a practice always censured and avoided by the Greeks. (Vitruv. iv. 2. 5.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Multulus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 438.jpg|illustration |caption=Multulus/2.1}} represents a portion of the [[Illustrated Companion to the Latin Dictionary/Porticus|portico]] in front of the Pantheon at Rome, and shows the order in its pure state, having modillions without the objectionable introduction of dentils underneath. <gallery> File:Mutulus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 437.jpg|Mutulus/1.1 File:Multulus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 438.jpg|Multulus/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Pediment]] ij1bpvfe2m9929pyo89w5iw713zhteh 0 314696 2685603 2680697 2024-11-14T15:03:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685603 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MYOP'ARO'''. Diminutive of PARO. A small piratical craft employed by the Saxon Corsairs, made of wicker work, covered with raw hides (Isidor. ''Orig.'' xix. 1. 21.), and remarkable for its swift sailing. (Cic. ''Fragm.'' and Sallust. ''ap.'' Non. ''s. v.'' p. 534. Scheffer. ''Mil. Nav.'' ii. p. 72 Savaro ''ad'' Sidon. ''Ep.'' viii. 6. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Ships and Boats]] 6rls35jb3gn41jckb121ewg05bspr3i 0 314697 2685604 2680698 2024-11-14T15:03:14Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685604 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MYROPO'LA''' ({{lang|grc|μυροπώλης}}). A Greek ''perfumer'' or dealer in unguents and perfumes. Plaut. ''Cas.'' ii. 3. 10. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 60nwfq0fdn24sncw174abf2afxchlth 0 314698 2685605 2680699 2024-11-14T15:03:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685605 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MYROPO'LIUM''' ({{lang|grc|μυροπώλιον}}). A Greek [[Illustrated Companion to the Latin Dictionary/Myoparo|perfumer]]'s shop or stall. Plaut. ''Ep.'' ii. 2. 17. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] jdc3he4tkvaalql9jmao3kzgq3canae 0 314699 2685606 2680700 2024-11-14T15:03:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685606 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MYSTAGO'GUS''' ({{lang|grc|μυσταγωγός, περιηγητής}}). A guide or ''cicerone'', who conducts strangers over places unknown to them, and points out the objects most worthy of observation, especially at the [[Illustrated Companion to the Latin Dictionary/Templum|temples]]. Cic. ''Verr.'' ii. 4. 59. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] joemxayvlu2vhfyaf6vm7dtnqgtulp3 0 314700 2685607 2680701 2024-11-14T15:03:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685607 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MYSTA''' or '''MYSTES''' ({{lang|grc|μύστης}}). Properly a Greek term, designating one who is initiated in the secret rites or mysteries of certain worships. Ov. ''Fast.'' iv. 536. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Ministers and Attendants]] omim3ybdwxgnug9msbpl5f1umpep4cw 0 314701 2685608 2680702 2024-11-14T15:03:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685608 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MYS'TRUM''' ({{lang|grc|μύστρον}}). A liquid measure of the Greeks, containing the fourth part of a ''[[Illustrated Companion to the Latin Dictionary/Cyathus|cyathus]]''. Rhemn. Fan. 77. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] tvxaw3aedm8gf4zw8vedilaqeyym13i 0 314702 2685609 2680703 2024-11-14T15:04:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685609 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''MYX'A''' or '''MYX'US''' ({{lang|grc|μύξα, μυκτήρ}}). A word borrowed from the Greek, signifying literally the humour which discharges from the nostrils; whence it is applied in both languages to designate the ''nozzle'' of an oil lamp through which the wick protrudes; as shown on the left side of the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Myxa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 438.jpg|annexed example |caption=Myxa/1.1}}. Mart. xiv. 41. <gallery> File:Myxa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 438.jpg|Myxa/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Classed Index-category missing]] cfkslfcpkn36gndfen3q9z7bh9rwdm7 0 314703 2685610 2680704 2024-11-14T15:04:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685610 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAB'LIA''' and '''NAU'LIA''' ({{lang|grc|νάβλα, ναῦλα}}, and {{lang|grc|ναῦλον}}). A musical instrument of Phoenician origin according to Athenaeus (iv. 77.), and doubtless the same as the Hebrew ''nevel'', so often mentioned in the Psalms, whence it came to the Greeks and Romans. It was a stringed instrument, having ten cords according to Sopater (Athen. ''l. c.''), or twelve according to Josephus (''Antiq.'' vii. 10.), was of a square form (Schilte ''ad'' Kircher. ''Musurg.'' ii. p. 49.), and was played with both hands without the ''[[Illustrated Companion to the Latin Dictionary/Plectrum|plectrum]]'', but in the same manner as a harp. (Joseph. ''l. c.'' Ov. ''A. Am.'' iii. 327. ''duplici genialia naulia palma verrere''. Caesius ''in Asterismo Lyrae'', p. 189.) Ovid mentions it as an instrument of the same class as the ''[[Illustrated Companion to the Latin Dictionary/Lyra|lyra]]'' and ''[[Illustrated Companion to the Latin Dictionary/Cithara|cithara]]'', but distinct from both; particularly adapted for use in social life and festive occasions, and the study of which he recommends to all young females who wish to gain admirers and cultivate the art of pleasing. All these particulars agree so well with the instrument and figure exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed woodcut |imagelink=Media:Nablia 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 438.jpg|annexed woodcut |caption=Nablia/1.1}}, from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], as to make it extremely probable that it was intended to represent the ''nevel'', while at the same time they are scarcely reconcileable with the statement of Athenaeus (''l. c.'') that the instrument in question was a hydraulic organ. <gallery> File:Nablia 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 438.jpg|Nablia/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Stringed Instruments]] qnxt8bxa9npbr2e6869mb56vakyhmib 0 314704 2685611 2680705 2024-11-14T15:04:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685611 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NA'NI''' ({{lang|grc|νάννοι}} and {{lang|grc|νᾶνοι}}). ''Pigmies'' or ''dwarfs'', beings of diminutive stature, kept for ostentation, and as rarities amongst the number of state slaves (Suet. ''Tib.'' 61.), both males and females, ''nanae''. (Lamprid. ''Alex. Sev.'' 34.) They were neither distorted in figure, nor of mental imbecility, like the ''[[Illustrated Companion to the Latin Dictionary/Moriones|moriones]]'', for they were taught music and other accomplishments (Propert. iv. 8. 41.). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Nani 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 439.jpg|illustration |caption=Nani/1.1}} is from a small statue, probably executed as a portrait. <gallery> File:Nani 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 439.jpg|Nani/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Domestic Slaves]] 13at5cf5xqxtx8agxsoupa1gy0ph0px 0 314705 2685612 2680706 2024-11-14T15:04:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685612 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NARTHE'CIUM''' ({{lang|grc|ναρθήκιον, νάρθηξ}}). A small case for keeping unguents and medicines (Cic. ''Fin.'' ii. 7. Mart. iv. 78.); made in a cylindrical form, like a joint of the fennel giant ({{lang|grc|νάρθηξ}}), which may itself have been used for the purpose, but doubtless suggested the name, and authorised the application of it to an object of corresponding form, though made of other materials; as the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Narthecium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 439.jpg|annexed example |caption=Narthecium/1.1}}, from an original of ivory found at Pompeii. <gallery> File:Narthecium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 439.jpg|Narthecium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Classed Index-category missing]] ak2a58pqu6wr8vrksb8hosk62afhqpx 0 314706 2685613 2680707 2024-11-14T15:04:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685613 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NASITER'NA'''. A vessel which appears to have been very similar in use and character to our ''watering-pot'', employed by the ancients for watering the race-course; in gardens and vineyards, for watering the ground to lay the dust before a house, and similar purposes. (Festus ''s. v.'' Cato, ''R. R.'' x. 2. Plaut. ''Stich.'' ii. 3. 28.) It is formed from ''nasus'', a nose or spout, with an augmentative termination, like ''[[Illustrated Companion to the Latin Dictionary/Cisterna|cisterna]]'' from ''[[Illustrated Companion to the Latin Dictionary/Cista|cista]]'', thus meaning a vessel with a very long spout, and not with ''three'' spouts or three handles, as some have imagined. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] rpxkspzw8cj3f7g1msjizx95rzvheu6 0 314707 2685614 2680708 2024-11-14T15:05:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685614 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NASSA''' ({{lang|grc|κημός, κύρτη}}). A ''weel'', or basket for snaring fish, made of wicker work with a wide funnel-shaped mouth, long body, and narrow throat, constructed, as our own are, in such a manner that the fish could enter it but not get out again. Festus, ''s. v.'' Oppian. ''Hal.'' iii. 85. and 341. Sil. Ital. v. 48., where the form and manner of making it is described at length, and corresponding exactly with the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Nassa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 439.jpg|annexed figure |caption=Nassa/1.1}}, composed from two Roman [[Illustrated Companion to the Latin Dictionary/Musivum|mosaics]], in both of which it is represented lying half-buried amongst sedges in a shallow piece of water. <gallery> File:Nassa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 439.jpg|Nassa/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Baskets]] [[Category:Classed Index/Fishing]] 8hgsriehnog5u52uacucm43w207vxdl 0 314708 2685615 2680709 2024-11-14T15:05:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685615 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NASSITER'NA'''. See [[Illustrated Companion to the Latin Dictionary/Nasiterna|NASITERNA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] f7a08aei3q51rl0nwafin2gywz3mmbc 0 314709 2685616 2680710 2024-11-14T15:05:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685616 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NATA'TIO'''. A ''swimming-bath'', both in the open air and under cover (Celsus, iii. 27. 1. Coel. Aurel. ''Tard.'' i. 1.); consequently of a higher temperature and of larger dimensions than the plunging-bath, ''[[Illustrated Companion to the Latin Dictionary/Baptisterium|baptisterium]]''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Baths]] nsz5p09eploa9icples2jfqh93d5aho 0 314710 2685617 2680711 2024-11-14T15:05:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685617 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAUCLE'RUS''' ({{lang|grc|ναύκληρος}}). A Greek ''ship-owner'', who gained his subsistence by carrying freights of merchandize and passengers from place to place, himself generally acting as the skipper or captain of his own vessel. Isidor. ''Orig.'' xix. 1. 3. Plaut. ''Mil.'' iv. 3. 16. iv. 6. 68. Xen. ''Mem.'' iii. 9. 11. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Officers and Crew of the Marine]] 2tvwboas8qrqh2trzgthyd4j0ojovtz 0 314711 2685618 2680712 2024-11-14T15:05:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685618 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAU'CULA'''; for [[Illustrated Companion to the Latin Dictionary/Navicella|NAVICULA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] mwhwpr8rpdyzrmgz9yfpf17fwd3hmcv 0 314712 2685619 2680713 2024-11-14T15:06:02Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685619 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAU'LIA'''. See [[Illustrated Companion to the Latin Dictionary/Nablia|NABLIA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] s092tige1fxunbp497irpfrydbu3gws 0 314713 2685620 2680714 2024-11-14T15:06:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685620 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAU'LUM''' ({{lang|grc|ναῦλον}}). The price paid for a freight of goods or for a passage in a ship. Juv. viii. 97. Plaut. ''Dig.'' 30. 39. 1. Ulp. ''Dig.'' 20. 4. 6. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] lqp6fgsq0wmxxlygwpxv93v11vjm35p 0 314714 2685621 2680715 2024-11-14T15:06:24Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685621 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAUMACH'IA''' ({{lang|grc|ναυμαχία}}). A naval engagement; but in Latin usually applied to the representation of a sea-fight, exhibited as an entertainment to the people of Rome, in an artificial piece of water made for the purpose. Suet. ''Claud.'' 21. ''Jul.'' 44. ''Nero'', 12. 2. An edifice constructed for the exhibition of sham fights, in imitation of naval engagements (Suet. ''Tib.'' 72. ''Tit.'' 7.); of which there were several in the city of Rome; consisting of a large basin of water, surrounded by an architectural elevation, containing [[Illustrated Companion to the Latin Dictionary/Sedes|seats]] for spectators, simililary disposed to those in the [[Illustrated Companion to the Latin Dictionary/Circus|Circus]] or [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|Amphitheatre]]; as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Naumachia 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 440.jpg|annexed example |caption=Naumachia/1.1}} from a silver medal of the Emperor Domitian. <gallery> File:Naumachia 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 440.jpg|Naumachia/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Port, etc.]] jvmsjq1ctha64upxbv7lhp29ljo6n3s 0 314715 2685622 2680716 2024-11-14T15:06:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685622 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAUPE'GUS''' ({{lang|grc|ναυπηγός}}). A ''ship-wright''. Pandect. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 5vf11y6773kwczarc6c1duxivlzuqfe 0 314716 2685623 2680717 2024-11-14T15:06:46Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685623 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVA'LE''' ({{lang|grc|νεών, νεώριον}}). A ''dock'' and ''dock-yard'', in which ships were built, repaired, and laid up in ordinary, with all the gear and tackle belonging to them. Virg. ''Aen.'' iv. 593. Liv. viii. 14. xl. 51. Vitruv. v. 12. 7. 2. ({{lang|grc|ναύσταθμον}}). A ''roadstead'', or [[Illustrated Companion to the Latin Dictionary/Portus|harbour]] for ships on the coast. Ov. ''Her.'' xviii. 207. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Port, etc.]] dacfbzkipmj03mt739e8uelarcqdxje 0 314717 2685624 2680719 2024-11-14T15:06:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685624 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVAR'CHUS''' ({{lang|grc|ναύαρχος}}). A ''naval captain'' who commanded a single vessel in a squadron. (Veg. ''Mil.'' v. 2. Cic. ''Verr.'' ii. 5. 32.) But the Greeks gave the same title also to the Spartan ''admiral-in-chief''. Thucyd. iv. 11. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Officers and Crew of the Marine]] kv08k195zrv8sdacsjtcfj290dywgm8 0 314718 2685625 2680720 2024-11-14T15:07:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685625 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NA'VIA'''. A small boat, like the ''[[Illustrated Companion to the Latin Dictionary/Alveus|alveus]]'', ''[[Illustrated Companion to the Latin Dictionary/Linter|linter]]'', or ''[[Illustrated Companion to the Latin Dictionary/Monoxylus|monoxylus]]''. Macrob. ''Sat.'' i. 7. 2. ''Capita aut navia''. An expression used by the Roman boys when tossing up, corresponding with our "heads or tails," instead of which they cried "heads or vessels," because the oldest coins, the ''[[Illustrated Companion to the Latin Dictionary/As|As]]'' and ''[[Illustrated Companion to the Latin Dictionary/Semissis|Semissis]]'', had the head of Janus for a device on one side, and the [[Illustrated Companion to the Latin Dictionary/Prora|prow]] of a ship on the reverse, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Navia 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 440.jpg|annexed example |caption=Navia/2.1}}, representing an original half ''as''. Macrob. ''Sat.'' i. 7. 3. A shallow trough, excavated from a single trunk of wood, like a boat, especially employed at the vintage. Festus ''s. v.'' <gallery> File:Navia 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 440.jpg|Navia/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Games of Chance]] 79n3duw8f6qjbcdzi47exsmh1tj6s89 0 314719 2685626 2680721 2024-11-14T15:07:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685626 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVICEL'LA''' and '''NAVIC'ULA'''. Diminutives of [[Illustrated Companion to the Latin Dictionary/Navis|NAVIS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] opx8kzqkpm1j8sn879rxnknxb0cn39o 0 314720 2685627 2680722 2024-11-14T15:07:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685627 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVICULA'RIUS'''. A Roman ''shipowner'', who made an income by transporting goods and passengers from place to place in a vessel of which he was the owner and master; corresponding with the Greek ''[[Illustrated Companion to the Latin Dictionary/Nauclerus|nauclerus]]''. Cic. ''Fam.'' xvi. 9. Id. ''Verr.'' ii. 2. 55. Tac. ''Ann.'' xii. 55. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Officers and Crew of the Marine]] 27mqqx0ujeaujyd6yd1lpm8wns9msfc 0 314721 2685628 2680723 2024-11-14T15:07:42Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685628 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVICULA'TOR''' (Cic. ''Manil.'' 5.) Same as [[Illustrated Companion to the Latin Dictionary/Navicularius|last]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] rkwlei2s1j7qjv75qoo9v4p7bsmkfc8 0 314722 2685629 2683722 2024-11-14T15:07:53Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685629 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVIG'IOLUM'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Navigium|NAVIGIUM]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Ships and Boats]] js5d27ombzir9dka6p2zymg5otegqwx 0 314723 2685630 2680725 2024-11-14T15:08:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685630 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVIG'IUM''' ({{lang|grc|πλοῖον}}). A general term for any kind of vessel constructed for [[Illustrated Companion to the Latin Dictionary/Velum|sailing]] or [[Illustrated Companion to the Latin Dictionary/Remus|rowing]]. Cic. Virg. &c. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Ships and Boats]] 0b9brnd39nq5ngwstiqs7kfbfwhwns5 0 314724 2685631 2680726 2024-11-14T15:08:14Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685631 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAVIS''' ({{lang|grc|ναῦς}}). A ''ship''; as a general term, including all kinds, whether worked by [[Illustrated Companion to the Latin Dictionary/Remus|oars]] or [[Illustrated Companion to the Latin Dictionary/Velum|sails]]; but mostly applied to vessels of the larger class, with an epithet added to discriminate the particular kind intended; as 1. ''Navis oneraria'' ({{lang|grc|στρογγύλη ναύς, πλοῖον φορτικόν}}). A ship of burden; employed as a ''store ship'' in attendance on a fleet; or as a ''merchant vessel'' for the transport of goods, merchandize, or any kind of freight. It was of a heavy build, with a round hull, and generally whole decked, but had not an armed beak (''[[Illustrated Companion to the Latin Dictionary/Rostrum|rostrum]]''), and was always worked as a ''sailing'' vessel, without oars or sweeps; all which particulars are exhibited in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Navis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 441.jpg|annexed example |caption=Navis/1.1}}, representing the vessel of a Pompeian trader or [[Illustrated Companion to the Latin Dictionary/Navicularius|shipowner]], from a sepulchral monument. Liv. xxii. 11. xxx. 24. Nep. ''Them.'' 2. Non. ''s. v.'' p. 536. 2. ''Navis actuaria'' ({{lang|grc|ἐπίκωπος}}). An open vessel, worked with sweeps as well as sails; not intended to be brought into action, but employed in a fleet for all purposes requiring expedition; for keeping a look out, as a packet-boat, transport, and also by pirates. (Non. ''s. v.'' Gell. x. 25. 3. Liv. xxi. 28. xxv. 30.) It was never fitted with less than eighteen oars (Scheffer, ''Mil. Nav.'' ii. 2.); and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Navis 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 441.jpg|example |caption=Navis/2.1}} introduced, representing the vessel which transported Aeneas and his companions to Italy, in the Vatican Virgil, has twenty, ten on a side. 3. ''Navis longa'' ({{lang|grc|ναῦς μακρά}}). A long sharp-keeled ship, or ''galley''; propelled by a single [[Illustrated Companion to the Latin Dictionary/Ordo|bank]] of [[Illustrated Companion to the Latin Dictionary/Remus|oars]], and forming an intermediate class between the ''navis actuaria'' and those which had more than one bank, such as the ''[[Illustrated Companion to the Latin Dictionary/Biremis|biremis]]'', ''[[Illustrated Companion to the Latin Dictionary/Triremis|triremis]]'', &c. (Liv. xxx. 24.) These vessels were equipped with as many as fifty oars (Herod. vi. 138.); and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Navis 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 441.jpg|annexed example |caption=Navis/3.1}}, which is copied from a [[Illustrated Companion to the Latin Dictionary/Musivum|mosaic]] in a tomb near Pozzuoli, has forty-eight, twenty-four on a side, the exact number carried by the Mediterranean galleys of the middle ages. (Jal. ''Archéologie Navale'', tom. i. p. 25.) The same word is also used in a generic sense for a ''man-of-war'' in general, including those which had several banks of oars, because, in reality, they were all laid down upon the long principle, with a sharp keel and lengthened line from stem to stern, instead of the short round bottoms adopted for the commercial marine and some piratical vessels. 4. ''Navis tecta, strata'', or ''constrata'' ({{lang|grc|ναῦς κατάφρακτη}}). A ''decked'' vessel, as opposed to one which is open or half-decked. (Liv. xxx. 10. xxxvi. 43. Hirt. ''B. Alex.'' 11. Tac. ''Ann.'' ii. 6.) The first wood-cut shows a decked vessel of the commercial marine; the following one, of the navy proper. 5. ''Navis aperta'' ({{lang|grc|ἄφρακτον}}). An open vessel, without any deck, or only half-decked. (Liv. xxii. 19. xxxvi. 43.) See the example, No. 2. 6. ''Navis turrita''. A war galley, with a [[Illustrated Companion to the Latin Dictionary/Turris|tower]] erected on its deck, from which the combatants discharged their missiles as from the walls of a fortress (Virg. ''Aen.'' viii. 693. Florus, iv. 11. 5.); said to have been first introduced by Agrippa. (Serv. ''ad'' Virg. ''l. c.'') The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Navis 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 442.jpg|illustration |caption=Navis/6.1}} is from a bas-relief, published by Montfaucon. <gallery> File:Navis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 441.jpg|Navis/1.1 File:Navis 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 441.jpg|Navis/2.1 File:Navis 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 441.jpg|Navis/3.1 File:Navis 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 442.jpg|Navis/6.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ships and Boats]] 3e0gkvsnt1c8wmdt1glsm3sp2iiwadk 0 314725 2685632 2680727 2024-11-14T15:08:26Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685632 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NAXA'''. The reading of some editions of Cicero (''Att.'' xv. 20.) for [[Illustrated Companion to the Latin Dictionary/Nassa|NASSA]]; which see. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] a9eimvuzhxeapctx40rj7a5wtd80m95 0 314726 2685633 2680728 2024-11-14T15:08:37Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685633 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NEB'RIS''' ({{lang|grc|νεβρις}}). A ''fawn's skin''; worn as an article of dress by persons addicted to the chase (Serv. ''ad'' Virg. ''Georg.'' iv. 342.); but more especially occurring in works of art, and amongst poets, as a characteristic covering of Bacchus and his followers, by whom it is usually put on as an ''[[Illustrated Companion to the Latin Dictionary/Exomis|exomis]]''. (Stat. ''Theb.'' ii. 664. ''Achill.'' i. 609.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Nebris 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 442.jpg|illustration |caption=Nebris/1.1}}, from a Greek bas-relief, represents a Faun attending upon Bacchus, with the ''nebris'' in his hands; and the wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Simpulum|SIMPULUM]] shows it upon the person of a priestess engaged in making a libation. <gallery> File:Nebris 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 442.jpg|Nebris/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] 5axlgmgwbiehsglhuafc35lhz9gcc94 0 314727 2685634 2680729 2024-11-14T15:08:48Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685634 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NEO'CORUS''' ({{lang|grc|νεωκόρος}}). A Greek term, corresponding to the Latin ''[[Illustrated Companion to the Latin Dictionary/Aedituus|aedituus]]''; a verger who has the charge of a [[Illustrated Companion to the Latin Dictionary/Templum|temple]], and the objects contained in it; and whose duty it was to attend to the sweeping and cleaning of the same. Hence the inhabitants of the Greek towns often styled themselves the ''neocori'' of their patron divinity; and in later times, as a piece of refined flattery, of the Roman emperor; thereby intending to express devotion and piety towards the sovereign and at the same time insinuate his divinity. Firm. Math. 3. 7. n. 9. Inscriptions on coins and medals. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Ministers and Attendants]] tofnx08wzzdz0104awe6x18q5okqgpx 0 314728 2685635 2680730 2024-11-14T15:08:59Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685635 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NEO''' ({{lang|grc|νέω, νήθω, κλώθω}}). To ''spin'', or twist a number of separate fibres of wool or flax into a single thread. The practice of spinning afforded universal occupation to the women of ancient Greece and Italy, as it does to the modern population of the same countries, in which every peasant woman spins her own thread, with the same simple machinery as was employed by the females of the heroic ages, the distaff (''[[Illustrated Companion to the Latin Dictionary/Colus|colus]]'') and spindle (''[[Illustrated Companion to the Latin Dictionary/Fusus|fusus]]''). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Neo 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 442.jpg|annexed illustration |caption=Neo/1.1}}, representing Hercules with the distaff and spindle of Omphale, from an ancient mosaic in the [[Illustrated Companion to the Latin Dictionary/Capitolium|Capitol]] at Rome, will elucidate the manner in which the process is conducted, and explain the terms employed to describe the different steps in the operation. The loaded distaff (''colus compta'', or ''lana amictus'') was fixed to the left side of the spinner, by running the end of the stick through the girdle (''[[Illustrated Companion to the Latin Dictionary/Cingulum|cingulum]]''), instead of which the modern women use their apron strings. A number of fibres (''[[Illustrated Companion to the Latin Dictionary/Stamen|stamina]]'') are then drawn down from the top with the left hand (''ducere lanam''. Ov. ''Met.'' iv. 34.), and fastened to the spindle, which is then set twirling with the thumb and finger, as boys spin a teetotum (''stamine nere''. Ov. ''Fast.'' ii. 771. ''pollice versare''. ''Met.'' iv. 34. ''versare pollice fusum''. ''Met.'' vi. 22. Compare Tibull. ii. 1. 64.) The rotatory motion of the spindle, as it hangs suspended (wood-cut, [[Illustrated Companion to the Latin Dictionary/Colus|p. 192.]]), twists these fibres into a thread (''filum''), which is constantly fed from above by drawing out more fibres from the distaff as the twist tightens (''ducere stamina versato fuso''. Ov. ''Met.'' iv. 221.). When the length of the thread has grown so long that the spindle nearly touches the ground, the portion made is taken up and wound round the spindle, and the same process is again resumed, until other lengths are twisted, and the spindle is entirely covered with thread, so that it can contain no more, when the thread is broken from the distaff (''rumpere supremas colos''. Val. Flacc. vi. 645.), and the whole rolled up into a ball (''[[Illustrated Companion to the Latin Dictionary/Glomus|glomus]]'') ready for use. Compare Cattul. lxiv. 312{{mdash}}318., where the operation is described in detail. <gallery> File:Neo 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 442.jpg|Neo/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Spinning]] 4sqm81ik9caocd93ee2vo4gp9xnkx10 0 314729 2685636 2680731 2024-11-14T15:09:10Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685636 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NER'VIA'''. (Varro, ''ap.'' Non. ''s. v.'' p. 215.) Same as [[Illustrated Companion to the Latin Dictionary/Nervus|NERVUS]], 1. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 5lwfhyi3xnhs7o1r72uwn7of1s6e93e 0 314730 2685637 2680732 2024-11-14T15:09:21Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685637 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NER'VUS''' ({{lang|grc|νεύρον}}). The string of a musical instrument. Cic. ''Or.'' iii. 57. 2. A [[Illustrated Companion to the Latin Dictionary/Arcus|bow]]-string. Virg. ''Aen.'' x. 131. ix. 622. 3. A raw hide, with which shields were covered. Tac. ''Ann.'' ii. 14. Sil. Ital. iv. 291. 4. ({{lang|grc|ξυλοπέδη}}. Gloss. Philox.) A contrivance for confining slaves and criminals; which appears to have had a considerable resemblance to our ''stocks'', being made of wood, or of iron, with holes through which the feet were inserted, and fastened with thongs. (Festus, ''s. v.'' Plaut. ''As.'' iii. 2. 5. XII. Leg. ''ap.'' Gell. xx. 1.) Hence frequently used for [[Illustrated Companion to the Latin Dictionary/Carcer|Carcer]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Prison, and Instruments of Punishment]] 6vhz69qmheycbpb998ie596zwp0jvk1 0 314731 2685638 2680733 2024-11-14T15:09:32Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685638 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NESSOTROPHI'UM''' ({{lang|grc|νησσοτροφεῖον}}). A duck-yard, where ducks were reared and kept; comprising one of the principal dependencies of a country villa or farm. It was enclosed by a wall fifteen feet high, carefully covered with cement of a fine quality, which was highly polished to prevent cats and vermin from climbing up it, and surmounted by a strong trellis, from the top of which a net was spread over the whole enclosure, in order to protect the inmates from birds of prey, and, at the same time, prevent them from flying away. The centre of the enclosure was occupied by a pool of water, having an island planted with aquatic shrubs in the middle; and the sides of the pool laid down in grass to a depth of twenty feet from the margin of the water. Beyond this and against the outer wall the nests for the birds were ranged, each one being a foot square, formed of stone, and having some plants of box or of myrtle between it and its neighbour. Along the front of the nests there was a narrow trough or gutter sunk in the ground, through which a constant stream of water was directed, and in this the food was mixed. (Varro, ''R. R.'' iii. 10. Columell. viii. 15.) It is not to be supposed that every duck-yard was formed upon so extensive and perfect a plan; but the above description, from Cato and Columella, supplies a notion of the care and expense bestowed upoon these birds by large farmers, and wealthy country gentlemen. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] kweklryinm0hc0lwppm4b3z9o5vsbl8 0 314732 2685639 2680734 2024-11-14T15:09:43Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685639 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NEUROB'ATA''' ({{lang|grc|νευροβάτης}}). One who danced upon a very fine but strong cord made of gut, so that he would appear to the spectators at a little distance to tread upon nothing but the air; whereas the regular rope dancer (''[[Illustrated Companion to the Latin Dictionary/Funambulus|funambulus]]'') performed his exploits upon a stout rope easily discernible, and, consequently, his art was inferior in point of skill and of the illusion produced. Vopisc. ''Carin.'' 19. Firm. Math. 8. 17. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Feats of Strength or Dexterity]] dwvup3su1nmshdoohxo9mzu5b31l4is 0 314733 2685641 2680735 2024-11-14T15:09:54Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685641 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NEUROSPAS'TON''' ({{lang|grc|νευρόσπαστον}}). A ''puppet'', or ''marionette'' (Aul. Gell. xiv. 1. 9.), having the different limbs attached by wires, so that they could be put in motion imperceptibly by a thread (Hor. ''Sat.'' ii. 7. 82.), as is still a common practice. These dancing dolls (which were common amongst the Greeks) were usually exhibited at their shows, and appear to have been brought to great perfection; for Aristotle (''de Mund.'' cap. 6.), paraphrased by Apuleius (''de Mund.'' p. 741.) speaks of some which moved their limbs, hands, head, and eyes in a very natural manner. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Nursery, and Sports of Children]] e6o5jcyvxl6fd9x8bbmvtjmlx95fl8p 0 314734 2685642 2680736 2024-11-14T15:10:05Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685642 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NICETE'RIUM''' ({{lang|grc|νικητήριον}}). A prize of victory, or reward of valour, like the ''[[Illustrated Companion to the Latin Dictionary/Phalerae|phalarae]]'' or ''[[Illustrated Companion to the Latin Dictionary/Torquis|torquis]]'', which the recipient wore on his breast or neck (Juv. iii. 68.), as we do crosses and ribands; but the word is properly Greek, and has reference more particularly to the customs of that nation. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3qbhqzv3eqrt3ebd71ha5dzsx3idldg 0 314735 2685643 2680738 2024-11-14T15:10:16Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685643 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NIMBUS'''. In its ordinary signification, is applied to gloomy and troubled weather, a dark and stormy cloud, a shower of rain; whence it is also used to express any thing which spreads itself like a cloud, especially the light fleecy vapour which poets assign to their gods when they appear upon earth; as a lustrous veil irradiated by the heavenly splendour which emanates from them, like the ''nimb'' round Christian saints, and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Nimbus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 444.jpg|annexed example |caption=Nimbus/1.1}}, representing Iris, in the Vatican Virgil. (Virg. ''Aen.'' x. 634. Id. ii. 615. 2. But as an accessory of this extent would be generally embarrassing in the conduct of a [[Illustrated Companion to the Latin Dictionary/Pictura|picture]], the ancient artists resorted to the expedient of representing the same thing in a conventional manner by a circle of light thrown only round the head, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Nimbus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 444.jpg|annexed example |caption=Nimbus/2.1}}, from a painting of Pompeii. The later writers designated this circle by the same term (Serv. ''ad'' Virg. ''Aen.'' ii. 615. iii. 585. Isidor. ''Orig.'' xxix. 31. 2.); and it formed the original of the ''glory'' or ''aureole'' round the heads of Christian saints. Most writers ascribe the use of the ''nimbus'' and glory, as now explained, to the Greek {{lang|grc|μηνίσκος}}, which was a circular disk of metal placed horizontally over the head of a statue in the open air, to protect it from the weather and bird stains (Aristoph. ''Av.'' 1114.); an object of undoubted utility in actual use, but scarcely appropriate, considering the association of ideas connected with it, to be adopted as an ornament for a god or a saint. 3. A {{Illustrated Companion to the Latin Dictionary/Image Location|text=linen band |imagelink=Media:Nimbus 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 444.jpg|linen band |caption=Nimbus/3.1}}, ornamented with gold embroidery, and worn by females across the forehead (Isidor. ''Orig.'' xix. 31. 2. Arnob. ii. 72. Compare Plaut. ''Poen.'' i. 2. 138.), in order to contract its size, which produces a more juvenile appearance (compare Pet. ''Sat.'' 126. 15. ''frons minima'', as a mark of beauty); for a high forehead is the attribute of age, which bares the temples, not of youth. 4. ''Nimbus vitreus''. A vessel of glass, supposed to be used for cooling wine; and so termed, because, when filled with snow, the steam on the glass gave the appearance of a mist, or the contents of a fleecy cloud. Mart. xiv. 112. <gallery> File:Nimbus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 444.jpg|Nimbus/1.1 File:Nimbus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 444.jpg|Nimbus/2.1 File:Nimbus 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 444.jpg|Nimbus/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Head-bands]] eskvkt2ozame5amkz81t8zhf5qiq7px 0 314736 2685644 2680739 2024-11-14T15:10:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685644 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NIVA'RIUS'''. See [[Illustrated Companion to the Latin Dictionary/Colum|COLUM]], 2. and [[Illustrated Companion to the Latin Dictionary/Saccus|SACCUS]], 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] ae0s5ymbjbn3qonqlp1xl5aw8zzbyhj 0 314737 2685645 2680740 2024-11-14T15:10:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685645 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NODUS'''. A ''knot''; by which certain articles of apparel were tied on the top of the shoulder, instead of being fastened with a brooch (''[[Illustrated Companion to the Latin Dictionary/Fibula|fibula]]'' Virg. ''Aen.'' vi. 301.). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Nodus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 445.jpg|example |caption=Nodus/1.1}} represents two Roman soldiers in their [[Illustrated Companion to the Latin Dictionary/Sagum|military cloaks]], the one on the left fastened by a ''nodus'', the other with a ''fibula'', from a group on the [[Illustrated Companion to the Latin Dictionary/Columna|Column]] of Trajan. The rustic at [[Illustrated Companion to the Latin Dictionary/Monaulos|p. 429.]] playing the ''monaulos'', has an ''[[Illustrated Companion to the Latin Dictionary/Exomis|exomis]]'' fastened in the same way, which was also the ordinary costume of the Greek and Roman mariners (Plaut. ''Mil.'' iv. 4. 44.); and the barbarians on the columns are frequenly represented with their cloaks (''[[Illustrated Companion to the Latin Dictionary/Sagum|saga]]'') tied by a knot like the above figure. From these instances it will be readily understood that the practice was especially characteristic of the poorer classes, who could not afford an ornamental fastening; hence it is assigned to the ferryman Charon to describe his poverty and occupation{{mdash}}''sordidus ex humeris modo dependet amictus''. Virg. ''l. c.'' 2. A ''knot''; by which the girdle (''[[Illustrated Companion to the Latin Dictionary/Cingulum|cingulum]]'') was tied under the bosom (Virg. ''Aen.'' i. 320.); as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Nodus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 445.jpg|annexed example |caption=Nodus/2.1}}, from a small ivory carving of Diana, draped in the manner described by Virgil in the passage just cited{{mdash}}''nodo sinus collecta fluentes''. Hence the word is also applied to the embroidered girdle of Venus. (Mart. vi. 13.) See [[Illustrated Companion to the Latin Dictionary/Cestus|CESTUS]]. 3. A ''knot''; by which the band was tied round a tuft of hair (''[[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus]]'', ''[[Illustrated Companion to the Latin Dictionary/Corymbus|corymbus]]'', ''[[Illustrated Companion to the Latin Dictionary/Crobylus|crobylus]]''), produced by drawing the hair back from the roots all round the head into a mass at the occiput, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Nodus 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 445.jpg|annexed example |caption=Nodus/3.1}}, from a bas-relief of the Vatican; a fashion frequently adopted by the young women and youths of Greece, and common to some of the German tribes. Mart. ''Spect.'' iii. 9. ''Ep.'' v. 37. 8. Tac. ''Germ.'' 38. 4. The knot or thong by which the common leather amulet (''bulla scortea'') was tied round the neck of poor people's children. (Juv. v. 165.) See the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Bulla|BULLA]] 2. 5. A thong attached to a [[Illustrated Companion to the Latin Dictionary/Hasta|spear]], for the purpose of discharging it with greater power when used as a missile (Sil. Ital. i. 318.); more commonly termed [[Illustrated Companion to the Latin Dictionary/Amentum|AMENTUM]]; where see the illustration. 6. The knot by which each mesh of a [[Illustrated Companion to the Latin Dictionary/Rete|net]] is fastened; whence the mesh itself. Manil. v. 664. 7. A ''wood-bud'' on the branch of a tree (Columell. ''Arb.'' iii. 4.); whence the knot produced by cutting off the minor shoots from the parent branch (Liv. i. 18.); and thence, in a special sense, the club of Hercules, which is always represented as covered with knots. Senec. ''Herc. Oet.'' 1661. [[Illustrated Companion to the Latin Dictionary/Clava|CLAVA]], 3. <gallery> File:Nodus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 445.jpg|Nodus/1.1 File:Nodus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 445.jpg|Nodus/2.1 File:Nodus 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 445.jpg|Nodus/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Cinctures]] [[Category:Classed Index/The Hair and Beard]] [[Category:Classed Index/Spears and Missiles]] 2pc5ykkpgjl3mfk4l2xnqk28w96v5ym 0 314738 2685646 2680741 2024-11-14T15:10:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685646 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NOMENCLA'TOR'''. A sort of ''usher''; a slave kept by great personages amongst the Romans, whose business it was to make himself acquainted with the names and persons of every one who was in the habit of attending his master's levees, so that when the great man met any of them out of doors, the ''nomenclator'', who accompanied him, announced their names, and enabled him to address them personally, or pay them some little appropriate compliment; for to pass a client without notice, even inadvertently, might be regarded as an affront, and possibly be resented at the next elections. (Cic. ''Att.'' iv. i. Senec. ''Ep.'' 27.) In great houses, where the acquaintances and hangers on were very numerous, the ''nomenclator'' arranged the order of precedence amongst the guests, announced the name of each dish as it was served up, and enumerated its peculiar excellencies. Pet. ''Sat.'' 47. 8. Senec. ''Ep.'' 19. Plin. ''H. N.'' xxxii. 21. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Domestic Slaves]] 2nm1rsf0x4nwffg9jz6jk4ol72gxfeu 0 314739 2685647 2680742 2024-11-14T15:11:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685647 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NORMA''' ({{lang|grc|κανών}}). A ''square'' for measuring right angles; employed by carpenters, [[Illustrated Companion to the Latin Dictionary/Lapidarius|masons]], builders, &c. to prove that the angles are true. (Vitruv. vii. 3. Plin. xxxvi. 51.) It was formed in two ways; either by two rules (''[[Illustrated Companion to the Latin Dictionary/Regula|regulae]]'') joined together at right angles, or by a flat piece of board with a right angle cut out of it; both of which are exhibited in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Norma 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 446.jpg|illustration |caption=Norma/1.1}}, from sepulchral marbles. <gallery> File:Norma 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 446.jpg|Norma/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Carpentry and Tools for Working in Wood]] [[Category:Classed Index/Stone-masons and Builders]] 96nb28vffpvhbd3ndbpin01a9ds5xks 0 314740 2685648 2680743 2024-11-14T15:11:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685648 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NOSOCOMI'UM''' ({{lang|grc|νοσοκομεῖον}}). A ''hospital'', or ''infirmary'' for the poor. Imp. Justin. ''Cod.'' 1. 2. 19. and 20. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 76kmwhoofjmk498ssaix95gmlkcyffi 0 314741 2685649 2680744 2024-11-14T15:11:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685649 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NOTA'RII'''. ''Short-hand writer''; belonging to the class of slaves termed generally ''[[Illustrated Companion to the Latin Dictionary/Librarii|librarii]]'', amongst whom they formed a distinct body, being especially employed to commit to writing the thoughts of their master at his dictation. Plin. ''Ep.'' iii. 5. 15. ix. 26. 2. Mart. xiv. 208. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] jx7qapqkutexq1thx7x7qe1ea10zu8w 0 314742 2685650 2680746 2024-11-14T15:11:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685650 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NOTA'TUS'''. A slave ''branded'' on the forehead with certain [[Illustrated Companion to the Latin Dictionary/Stigma|marks]] or letters declaratory of the offence committed. Mart. iii. 21. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] fhz94sg6c60e8c677wmh3n56cz8ku1m 0 314743 2685651 2680747 2024-11-14T15:11:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685651 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NOVA'CULA''' ({{lang|grc|ξυρόν}}). A knife with a very sharp edge, employed for shaving the hair of the head or beard, like our ''razor''. (Pet. ''Sat.'' 103. 1. Mart. ii. 66. Suet. ''Cal.'' 23. Compare [[Illustrated Companion to the Latin Dictionary/Cultellus|CULTELLUS]] and [[Illustrated Companion to the Latin Dictionary/Culter|CULTER]], 5.) Martial (vii. 61.) applies the same name to the assassin's knife (''[[Illustrated Companion to the Latin Dictionary/Sica|sica]]''). == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Knives]] k3800y4f48a1sifvg9l1fsayva9ji2n 0 314744 2685652 2680748 2024-11-14T15:11:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685652 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NUBILA'RIUM'''. A large shed or barn, open on one side, and situated close by the threshing-floor (''[[Illustrated Companion to the Latin Dictionary/Area|area]]''), which was in the open air, in order to house grain until it was threshed out, and shelter it from sudden or partial showers. Varro, ''R. R.'' i. 13. 5. Columell. ii. 21. 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 4mfpu3wuv54ck7rxk23s34kjmks2vrf 0 314745 2685653 2680749 2024-11-14T15:12:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685653 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NUDUS''' ({{lang|grc|γυμνός}}). ''Unclad''; in the ordinary sense, denoting absolute nakedness; thence, in common language, ''scantily'' or ''imperfectly clad'', denoting a person of either sex who is divested of all clothing except that which is worn next the skin{{mdash}}the Roman of his ''[[Illustrated Companion to the Latin Dictionary/Toga|toga]]'', the Greek of his ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]''{{mdash}}as we say ''undressed'' of a man without his coat, or of a female without her gown. But the Latin ''nudus'', as well as the Greek {{lang|grc|γυμνός}}, appear to have indicated something more than the mere absence of an outer garment (''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'') over the [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]]; for both words are particularly used in describing the hardworking population, agricultural labourers, [[Illustrated Companion to the Latin Dictionary/Arator|ploughmen]], &c. (Hesiod. ''Op.'' 391. Virg. ''Georg.'' ii. 299. Aurel. Vict. ''Vir. Illust.'' 17.), who either wore an ''exomis'' (wood-cut, [[Illustrated Companion to the Latin Dictionary/Exomis|p. 269.]]), or a very short ''tunic'' girt high up above the knees, as the left-hand figure in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Nudus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 446.jpg|annexed illustration |caption=Nudus/1.1}} from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]]; and in respect of women, as descriptive of one who escapes from danger in a hurried flight and half dressed (Xen. ''Anab.'' i. 10. 3.); or of the young Doric virgins who contended in the [[Illustrated Companion to the Latin Dictionary/Gymnasium|gymnasium]] (Aristoph. ''Lys.'' 82.), and wore a very small chemise, not reaching to the knees, and leaving the right shoulder exposed (Pausan. v. 16. 2.), precisely as shown by the right-hand figure, from a statue in the Vatican. In all these instances, the style of clothing, which scarcely conceals the person, really does suggest a notion of nudity; but that is not so obviously the case when a person wears an ordinary tunic, without an ''amictus'' over it (see the examples ''s.'' [[Illustrated Companion to the Latin Dictionary/Tunica|TUNICA]]); besides which both the Greeks and Romans had a separate word to distinguish that kind of dishabille; viz. {{lang|grc|μονοχίτων}} or {{lang|grc|οἰοχίτων}}, and [[Illustrated Companion to the Latin Dictionary/Tunicatus|TUNICATUS]]. <gallery> File:Nudus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 446.jpg|Nudus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Under-Clothing]] ipqsmu5svc6yzwx26ft37om7ep754v4 0 314746 2685655 2680750 2024-11-14T15:12:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685655 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NUMEL'LA''' and '''NUMEL'LUS'''. A contrivance devised for the purpose of keeping men and animals in a fixed position without the power of motion, while under the infliction of punishment (Non. ''s. v.'' p. 144. Plaut. ''As.'' iii. 2. 5.), the operations of the veterinary (Columell. vi. 19. 2.), or any process for which steadiness of posture was deemed requisite. (Id. vii. 8. 6.) It was made like a pair of stocks for the neck, with two boards or bars sliding in grooves against the sides of two strong uprights, so as to open and shut at pleasure, which allowed the head to pass between them, and when closed, acted as a grip round the neck. (Columell. vi. 19. 2.) The legs were then picketted by thongs round the ankles, or fetlocks, if necessary. Festus. ''s. v.'' == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Prison, and Instruments of Punishment]] qfia84snpxftnsqlb48i02ib9eonkdn 0 314747 2685657 2680751 2024-11-14T15:12:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685657 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NUM'IDA'''. An ''outrider'', or ''courier-à-cheval''; a slave who rode before his master's carriage, to clear the way, announce his approach, or for the sake of ostentation; generally, a Numidian, a race of people who were famous for their horsemanship. Senec. ''Ep.'' 87. ''Ib.'' 123. Tac. ''Hist.'' ii. 40. Inscript. ''ap.'' Marin. ''Fr. Arv.'' p. 691. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Domestic Slaves]] ht1hkzpuqt9yd16398q8vhhovjvyjox 0 314748 2685658 2680752 2024-11-14T15:12:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685658 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NUP'TA''' ({{lang|grc|νύμφη}}). A ''bride''; meaning, literally, a female who is covered with a veil (from ''nubere''), because the Roman women enveloped themselves from head to foot in a large yellow-coloured veil at the wedding, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Nupta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 447.jpg|annexed figure |caption=Nupta/1.1}} of a bride, in a Roman bas-relief, representing a marriage ceremony. Cic. Ov. Caes. Juv. &c. <gallery> File:Nupta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 447.jpg|Nupta/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Marriage]] bnj0ssir9vu0lgvjuhhf7fmrcldchgc 0 314749 2685659 2680753 2024-11-14T15:12:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685659 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NUP'TIAE''' ({{lang|grc|γάμος}}). A wedding; marriage nuptials. See [[Illustrated Companion to the Latin Dictionary/Matrimonium|MATRIMONIUM]] and [[Illustrated Companion to the Latin Dictionary/Confarreatio|CONFARREATIO]]; under which the rites and ceremonies are explained. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Marriage]] 0ax2ymzigp6ddr38n8rkh80t1i5abjm 0 314750 2685660 2680754 2024-11-14T15:13:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685660 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NYCTOSTRATE'GUS'''. A title adopted under the empire instead of the old ''[[Illustrated Companion to the Latin Dictionary/Praefecti|Praefectus]] Vigilum'', to designate the officer who commanded the [[Illustrated Companion to the Latin Dictionary/Vigiles|city watch]], and went his rounds at night, attended by a guard, to protect the citizens from fire, robbery, house breaking, &c. Arcad. ''Dig.'' 50. 4. 18. § 12. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3qpsn6jg8w1whk748jwfbj3ozucut6p 0 314751 2685661 2680755 2024-11-14T15:13:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685661 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''NYMPHAE'UM''' or '''NYMPHE'UM''' ({{lang|grc|Νύμφαιον}} or {{lang|grc|Νυμφαῖον}}). Literally, a building dedicated to the Nymphs (Plin. ''H. N.'' xxxv. 43.); by which was understood a grand and lofty chamber, decorated with [[Illustrated Companion to the Latin Dictionary/Columna|columns]], statues, and [[Illustrated Companion to the Latin Dictionary/Pictura|pictures]], and having a stream of spring water gushing from a fountain in its centre (Liban. Antioch. p. 372.), so as to form a cool and agreeable retreat for the resort of a luxurious population. (Philostr. iv. 8.) Many edifices of this description are enumerated by P. Victor (''Urb. Rom.'') in the city of Rome; and other writers generally speak of them in connection with the ''[[Illustrated Companion to the Latin Dictionary/Thermae|Thermae]]'' (Ammian. xv. 7. 3. Capitol. ''Gord.'' 32. Cod. Theodos. et Valent. 11. 42. 5. and 6.), to which establishments an apartment of the character described would form a most appropriate appendage. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Public Places and Buildings]] sij6gtiuaprcp32hdkgnfd56qf7u9hb 0 314752 2685662 2680756 2024-11-14T15:13:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685662 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBBA'TUS'''. Made in the shape of an ''[[Illustrated Companion to the Latin Dictionary/Obba|obba]]'', as described under that word; applied to the skull caps worn by Castor and Pollux (Apul. ''Met.'' x. p. 234.), which are often represented on works of art ending in a sharp point at the top, like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=example annexed |imagelink=Media:Obbatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 448.jpg|example annexed |caption=Obbatus/1.1}}, from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] of Pompeii. Charon wears a cap of still closer resemblance in shape to the drinking-cup delineated in the [[Illustrated Companion to the Latin Dictionary/Obba|preceding wood-cut]] on a fictile vase in Stackelberg's ''Gräb. d. Hell.'' Pl. 47.; so that there is no necessity for altering the reading in the passage of Apuleius, as some have done. <gallery> File:Obbatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 448.jpg|Obbatus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Coverings for the Head]] pz4eq4sqcto1mal21q6vf9o9zolx65g 0 314753 2685663 2680757 2024-11-14T15:13:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685663 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBBA''' ({{lang|grc|ἄμβιξ}}). A particular kind of drinking-cup (Pers. v. 148. Varro, ''ap.'' Non. ''s. v.'' p. 545.), made of earthenware, and sometimes of wood, or of the Spanish broom. (Non. ''l. c.'') The Latin name is translated by the {{lang|grc|ἄμβιξ}} in the glossary of Philoxenus; and that word is explained by Athenaeus (xi. 8.) to be a drinking vessel with a sharp point. Dioscorides (v. 110.) applies it to the lid of a vessel used for making quicksilver, in a passage translated by Pliny (''H. N.'' xxxiii. 41.), who employs the word ''[[Illustrated Companion to the Latin Dictionary/Calix|calix]]'' for the same object. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=figure annexed |imagelink=Media:Obba 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 448.jpg|figure annexed |caption=Obba/1.1}}, from an original of baked clay, corresponds so completely with all these particulars, the pointed form of Athenaeus, the ''calix'' of Pliny, and, when inverted, the lid of Dioscorides, as to remove all doubt respecting the genuine and characteristic form of the ''obba''. <gallery> File:Obba 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 448.jpg|Obba/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Drinking Cups]] hjfxbjg3p4s65u7ojg66npmy3mhpuet 0 314754 2685664 2680758 2024-11-14T15:13:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685664 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBELIS'CUS''' ({{lang|grc|ὀβελίσκος}}). Literally, a small spit; whence applied to other things which possess a sharp or pointed extremity, like a spit; and especially to the tall, slender, rectangular [[Illustrated Companion to the Latin Dictionary/Columna|columns]], upon a narrow base, and terminating in a point at the top, which were originally invented by the Egyptians, and retain their ancient name of ''obelisk'' with us. (Plin. ''H. N.'' xxxvi. 14. Ammian. xvii. 4. 6.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Obeliscus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 448.jpg|illustration |caption=Obeliscus/1.1}} represents an original Egyptian obelisk, covered with hieroglyphics, which was originally brought to Rome for the purpose of decorating the [[Illustrated Companion to the Latin Dictionary/Mausoleum|mausoleum]] of Augustus, in the Campus Martius. <gallery> File:Obeliscus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 448.jpg|Obeliscus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] 7xu2ara9wss85h2c608rfshix1usigo 0 314755 2685665 2680759 2024-11-14T15:13:56Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685665 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBEX'''. A fastening to a door. It does not appear that the word had any special meaning, being applied in a manner which admits of various interpretations; a bolt, for instance, bar, lock, or latch; and, consequently, it may be considered as a general term applicable to any of the various contrivances adopted by the ancients as door fastenings. Ov. ''Met.'' xiv. 780. Tac. ''Hist.'' iii. 30. Paulus ''ex'' Fest. ''s.'' Obices. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Locks and Fastenings]] jrk930yr33sn54fi36tn84s0568fpwo 0 314756 2685666 2680760 2024-11-14T15:14:07Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685666 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OB'OLUS''' ({{lang|grc|ὀβολός}}). A small piece of Greek money, originally of silver coinage, but in later times of bronze; and of which there were two standards {{mdash}} the Attic, worth about 1½''d.'' of our money, and the Aeginetan, worth about 2¼''d.'' Vitruv. iii. 1. 7. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Greek Coins]] g7kpkirrue8tfpajfqgh1egpi3wmv1f 0 314757 2685667 2680761 2024-11-14T15:14:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685667 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBSERA'TUS'''. Fastened with a [[Illustrated Companion to the Latin Dictionary/Sera|SERA]], which see. Terent. ''Eun.'' iv. 6. 25. Liv. v. 41. Mart. vii. 20, 21. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 9fsyu92wperbunsch5ov31ysrlolv43 0 314758 2685668 2680762 2024-11-14T15:14:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685668 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBSTRAG'ULUM'''. The flat leather strap or thong with which a shoe of the kind called ''[[Illustrated Companion to the Latin Dictionary/Crepida|crepida]]'' was bound round the foot, passing between the great and first toe, and over the instep, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Obstragulum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|annexed example |caption=Obstragulum/1.1}}, from a Greek marble. Extravagant persons had these sometimes studded with pearls. Plin. ''H. N.'' ix. 56. <gallery> File:Obstragulum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|Obstragulum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Feet]] eyxtoz7o5y13urja0ruwq619kl4v4yl 0 314759 2685669 2680763 2024-11-14T15:14:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685669 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBSTRIGIL'LUM'''. A particular kind of shoe, which had the lappets for the strings sewed on to the sole at each side, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Obstrigillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|annexed example |caption=Obstrigillum/1.1}}, from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]]. Isidor. ''Orig.'' xix. 34. 8. <gallery> File:Obstrigillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|Obstrigillum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Feet]] cba5cmrnd9wil20pftcddep2mc5zgr4 0 314760 2685670 2680764 2024-11-14T15:14:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685670 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OBTURA'CULUM''' and '''OBTURAMEN'TUM'''. A ''stopper'', ''bung'', or ''cork'', for closing the mouth of a bottle, jar, or anything of a like nature, sometimes made of cork, and sometimes of glass. (Marcell. Empir. 35. Plin. ''H. N.'' xvi. 13.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Obturaculum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|example |caption=Obturaculum/1.1}} represents a glass bottle and stopper, from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]]. <gallery> File:Obturaculum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|Obturaculum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Classed Index-category missing]] efxau5o7k59053ajpggzukn16w6rvth 0 314761 2685671 2680765 2024-11-14T15:15:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685671 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCCA'TIO''' ({{lang|grc|βωλοκοπία}}). The process of breaking up the clods of earth left by the [[Illustrated Companion to the Latin Dictionary/Aratrum|plough]] (Cic. ''Sen.'' 15.), which we call ''harrowing''. It was effected by drawing a hurdle (''[[Illustrated Companion to the Latin Dictionary/Crates|crates]]'') over the land, or a wooden frame set with teeth (''dentata''), similar to our harrow, often weighted by the driver standing upon it; and in very stiff soils the clods were broken and levelled by hand, with a heavy pronged instrument (''[[Illustrated Companion to the Latin Dictionary/Raster|rastrum]]''), possessing the properties of a rake and hoe. (Plin. ''H. N.'' xviii. 49. § 3. Virg. ''Georg.'' i. 94, 95.) But the most approved practice amongst the old Romans was to subdue the land by repeated cross ploughings instead of harrowing. (Columell. ii. 4. 2. Plin. ''l. c.'' § 2.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Occatio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|illustration |caption=Occatio/1.1}} represents the process as performed in Egypt, from a tomb at Thebes, in which one man sows the seed, while the ''[[Illustrated Companion to the Latin Dictionary/Occator|occator]]'' covers it with his harrow. <gallery> File:Occatio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|Occatio/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] bi1nltui9qjk6reswqd9no4ipdthsto 0 314762 2685672 2680766 2024-11-14T15:15:12Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685672 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCCA'TOR''' ({{lang|grc|βωλοκόπος}}). One who harrows, as explained by the [[Illustrated Companion to the Latin Dictionary/Occatio|preceding article]] and illustration. Columell. ii. 13. 1. Plaut. ''Capt.'' iii. 5. 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Agricultural Labourers]] nw2cense0jznxqsxl7dmt63r97sxek6 0 314763 2685673 2680767 2024-11-14T15:15:23Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685673 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCELLA'TA'''. ''Marbles''; for boys to play with. Suet. ''Aug.'' 83. Varro, ''ap.'' Non. ''s.'' Margaritum, p. 213. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Nursery, and Sports of Children]] iggmxjrcg7fmm0x3b3gekwunp5nzzry 0 314764 2685674 2680768 2024-11-14T15:15:34Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685674 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCREA'TUS'''. Wearing ''[[Illustrated Companion to the Latin Dictionary/Ocrea|greaves]]''. The Greeks and Etruscans wore a pair, one on each leg, as frequently represented on their fictile vases, and exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Ocreatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 450.jpg|annexed figure |caption=Ocreatus/1.1}}, which forms an ornament to the front of the ridge piece in a bronze [[Illustrated Companion to the Latin Dictionary/Galea|helmet]] found at Pompeii; the Samnites and the [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]] equipped [[Illustrated Companion to the Latin Dictionary/Samnites|like them]], wore only one, and that upon the left leg (Liv. ix. 40. Juv. vi. 256.); and the heavy infantry of the Romans also wore a single greave, but on their right leg (Veg. ''Mil.'' i. 20.); for it was their system to come at once to close quarters, and decide the battle at the sword's point, the right leg being consequently in advance and unprotected {{mdash}} a position exactly the reverse of the one adopted by those who use a [[Illustrated Companion to the Latin Dictionary/Hasta|spear]], either for thrusting or hurling. 2. When applied to [[Illustrated Companion to the Latin Dictionary/Venator|huntsmen]], as by Hor. ''Sat.'' ii. 3. 234. poetically used for [[Illustrated Companion to the Latin Dictionary/Peronatus|PERONATUS]]; which see. <gallery> File:Ocreatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 450.jpg|Ocreatus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Defensive Armour]] 8h30vrayf0jmsyrbiw6ipvpsudkdcm2 0 314765 2685675 2680769 2024-11-14T15:15:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685675 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OC'REA''' ({{lang|grc|κνημίς}}). A ''greave'' or ''leggin''; that is, a piece of defensive armour which covered the shin bone from the ankle to a little above the knee (Varro, ''L. L.'' v. 116.), being fastened by straps and buckles at the back of the leg, which part was left uncovered. It was made of various metals, tin or bronze, modelled to the form and size of the person's leg by whom it was worn, and often highly ornamented by artistic designs embossed or chased upon it. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Ocrea 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|illustration |caption=Ocrea/1.1}} exhibits a pair of original bronze greaves, from Pompeii, represented in three-quarter front and in profile; the buckles by which they were fastened on the legs are seen at the sides, and a number of small holes all round the edges, by which the linings were fastened into them. The originals are entirely covered with ornamental chasing over the surfaces left plain in our engraving, on account of the small scale on which the drawing is made. 2. A [[Illustrated Companion to the Latin Dictionary/Venator|hunter]]'s leggin or boot; poetically for [[Illustrated Companion to the Latin Dictionary/Pero|PERO]]; which see. Virg. ''Moret.'' 121. <gallery> File:Ocrea 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 449.jpg|Ocrea/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Defensive Armour]] ehxmdlzycbixas2fm7gichvvolq9t2s 0 314766 2685676 2680770 2024-11-14T15:15:56Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685676 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCTASTY'LOS''' ({{lang|grc|ὀκτάστυλος}}). ''Octastyle''; that is, which has a row of eight [[Illustrated Companion to the Latin Dictionary/Columna|columns]], in front of the [[Illustrated Companion to the Latin Dictionary/Pronaus|pronaos]]. Vitruv. iii. 3. 7. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Classes of Columnar Edifices, Arrangement of Columns, and Varieties of Intercolumniation]] nam0fjk48rekeixupcvmoz5iuas040u 0 314767 2685677 2680771 2024-11-14T15:16:08Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685677 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCTOPH'ORON''' or '''OCTA'PHORON'''. A palanquin (''[[Illustrated Companion to the Latin Dictionary/Lectica|lectica]]'') carried by eight slaves (Suet. ''Cal.'' 43. Cic. ''Q. Fr.'' ii. 10. Mart. vi. 84.), in the manner shown by the illustrations ''s.'' [[Illustrated Companion to the Latin Dictionary/Asser|ASSER]], 1. and [[Illustrated Companion to the Latin Dictionary/Phalangarii|PHALANGARII]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Palanquins and Sedans]] czf2xa9xhy2agfkcus7yvgwa0u3jy22 0 314768 2685678 2680772 2024-11-14T15:16:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685678 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCULARIA'RIUS'''. One who followed the trade of making false eyes, of glass, silver, or precious stones, which were frequently inserted in marble statues. Inscript. ''ap.'' Grut. 645. 1. ''ap.'' Fabretti, p. 641. n. 357. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Sculpture, etc.]] 4hznruxcqvcwjs6l1a1e23awwuc3c51 0 314769 2685680 2680773 2024-11-14T15:16:29Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685680 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OCULA'RIUS'''. An ''oculist'' (Scrib. ''Comp.'' 37.); often connected with ''[[Illustrated Companion to the Latin Dictionary/Medicus|medicus]]'' and ''[[Illustrated Companion to the Latin Dictionary/Chirurgus|chirurgus]]''. Celsus, vi. 6. 8. Inscript. ''ap.'' Grut. 400. 7. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Medicine and Surgery]] 98o51raf475i1ve75fj46gqgefzx5hd 0 314770 2685681 2680774 2024-11-14T15:16:40Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685681 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ODE'UM''' ({{lang|grc|ᾠδεῖον}}). The ''Odeum''; a small [[Illustrated Companion to the Latin Dictionary/Theatrum|theatre]] with a convex roof, built by Pericles at Athens for musical performances ({{lang|grc|ᾠδαί}}. Plutarch, ''Pericl.'' 13. Vitruv. v. 9, 10.). Hence the name was adopted for any small theatre covered with a roof (''theatrum tectum''), and appropriated as a concert room. Suet. ''Dom.'' 5. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Musicians]] [[Category:Classed Index/Public Places and Buildings]] 6kzdti28gx65yyca4nf2ih31gafywh9 0 314771 2685682 2680775 2024-11-14T15:16:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685682 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OE'CUS''' or '''-OS''' ({{lang|grc|οἶκος}}). Literally, the Greek name for a house Latinized; and for a particular apartment in a [[Illustrated Companion to the Latin Dictionary/Domus|house]]; originally of Greek design, but subsequently adopted by the Roman architects, who introduced several novelties into its constructive details. In general style of arrangement, it bore a close resemblance to the [[Illustrated Companion to the Latin Dictionary/Atrium|atrium]], with the exception of being a close apartment, covered entirely by a roof, without any opening (''[[Illustrated Companion to the Latin Dictionary/Compluvium|compluvium]]'') in the centre; and was principally, though not exclusively, used as a banquetting hall, but surpassing in height and area, as well as splendour, the ordinary dining-room (''[[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]]''). (Vitruv. vi. 7. 2. and 4. Plin. ''H. N.'' xxxvi. 60.) These apartments were built in four different styles, each designated by an epithet descriptive of the construction employed, or naming the country from which the particular plan was borrowed, or where it was most in use: viz. 1. ''Oecus tetrastylos''. The four-columned oecus resembled an atrium of the same name (wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Atrium|ATRIUM]] 2.), excepting that it had no ''[[Illustrated Companion to the Latin Dictionary/Impluvium|impluvium]]'', and the roof covered the square within the four [[Illustrated Companion to the Latin Dictionary/Columna|columns]], as well as the aisles all round them. Vitruv. vi. 3. 8. 2. ''Oecus Corinthius''. The Corinthian oecus resembled an atrium of the same name (see wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Atrium|ATRIUM]], 3.), excepting that it had a vaulted roof, supported upon columns at a certain distance from the side-walls, but without any opening in the centre or impluvium below. Vitruv. vi. 3. 9. 3. ''Oecus Aegyptius''. The Egyptian oecus was more splendid than the last described, having its roof over the central portion of the saloon supported upon a ''double'' row of columns, like a ''basilica'' (see wood-cut [[Illustrated Companion to the Latin Dictionary/Basilica|p. 81.]]), and thus a story higher than the sides, which projected like wings all round, and were covered with a flat roof and pavement, forming a promenade round the central and higher portion of the building. Vitruv. vi. 3. 9. 4. ''Oecus Cyzicenus''. The Cyzicene oecus, which was a novelty in Italy at the time of Vitruvius, though of frequent occurrence in Greece, was principally intended for summer use; its characteristic peculiarity consisted in having glass doors or [[Illustrated Companion to the Latin Dictionary/Fenestra|windows]] reaching down to the ground, in order that the persons reclining at table might enjoy a view of the surrounding country on all sides. Vitruv. vi. 3. 10. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Houses]] mvl4q99klpnt76ylrepsj7c8k9fe9hz 0 314772 2685683 2680776 2024-11-14T15:17:02Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685683 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OENOPH'ORUM''' ({{lang|grc|οἰνοφόρον}}). A basket or portable case for transporting small quantities of wine from place to place; especially for the supply of persons on a journey who preferred carrying their own wine with them to taking the chance of buying what they could upon the [[Illustrated Companion to the Latin Dictionary/Via|road]]. Hor. ''Sat.'' i. 6. 108. Pers. v. 140. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] ecm99szccm7llxmui9ktb1i773n72kj 0 314773 2685684 2680777 2024-11-14T15:17:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685684 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OENOPH'ORUS''' ({{lang|grc|οἰνοφόρος}}). A slave who carried the wine basket (''[[Illustrated Companion to the Latin Dictionary/Oenophorum|oenophorum]]'') last described. Such a character was represented by one of the statues of Praxiteles, which went by the name. Plin. ''H. N.'' xxxiv. 19. § 10. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Domestic Slaves]] k696k5d2i4aml8jeizgppztesguizdx 0 314774 2685685 2680778 2024-11-14T15:17:24Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685685 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OENOPO'LIUM''' ({{lang|grc|οἰνοπώλιον}}). A wine shop; like the modern beer shop and public house; from which the inhabitants of the vicinity supplied themselves daily with the requisite quantity of wine consumed at each meal. Plaut. ''As.'' i. 3. 48. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Inns and Public-Houses]] msozxpjptcvbu0ld4e09wvbj8nq8niy 0 314775 2685686 2680779 2024-11-14T15:17:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685686 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OFFEN'DIX'''. Plural ''offendices''; the strings by which the ''[[Illustrated Companion to the Latin Dictionary/Apex|apex]]'', or cap worn by certain orders of the priesthood, as the ''[[Illustrated Companion to the Latin Dictionary/Flamen|flamines]]'' and ''[[Illustrated Companion to the Latin Dictionary/Salii|Salii]]'' for instance, was fastened under the chin, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Offendix 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 451.jpg|annexed example |caption=Offendix/1.1}}, from a Roman bas-relief. Festus, ''s. v.'' <gallery> File:Offendix 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 451.jpg|Offendix/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Coverings for the Head]] mctl9t7o3t77ajdb577a6sxaz9k5zyy 0 314776 2685687 2680780 2024-11-14T15:17:46Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685687 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OFFICI'NA''' ({{lang|grc|ἐργαστήριον}}). A ''workshop'', ''manufactory'', or place in which any handicraft trade is carried on (Cic. ''Off.'' i. 42.); as contradistinguished from ''[[Illustrated Companion to the Latin Dictionary/Taberna|taberna]]'', a shop where retail goods are sold, and from ''[[Illustrated Companion to the Latin Dictionary/Apotheca|apotheca]]'', a magazine or store; the particular kind being indicated by the name of the workmen employed in it; as, ''officina [[Illustrated Companion to the Latin Dictionary/Fullo|fullonum]]'' (Plin. ''H. N.'' xxxv. 40. § 39.), of fullers and scourers; ''tingentium'' (id. ix. 62.), of dyers; ''aerariorum'' (Id. xvi. 8.), of [[Illustrated Companion to the Latin Dictionary/Ferrarius|smiths]]; ''cetariorum'' (Columell. viii. 17. 12.), of dry salters; and so on. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Trades and Industrial Occupations]] 3lxkcgm1iduvq7jnjvi99wmyyat8286 0 314777 2685688 2680781 2024-11-14T15:17:57Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685688 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OLITO'RIUS''', sc. ''[[Illustrated Companion to the Latin Dictionary/Hortus|hortus]]'', a ''kitchen garden'' (Ulp. ''Dig.'' 50. 16. 198.; sc. ''[[Illustrated Companion to the Latin Dictionary/Forum|forum]]'', a ''vegetable market''. Liv. xxi. 62. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] ptdz5w9qs7d8wqiztzvqsv5a47wdslm 0 314778 2685689 2680782 2024-11-14T15:18:08Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685689 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OL'ITOR'''. A ''kitchen gardener'', as contradistinguished from ''[[Illustrated Companion to the Latin Dictionary/Topiarius|topiarius]]'', who attended to the shrubs and evergreens. Columell. x. 229. Id. xi. 1. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Garden]] e9wxbiq8iqrek00lqlc48qd2tk2j696 0 314779 2685690 2680783 2024-11-14T15:18:19Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685690 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OLLA'RIUM'''. A niche in a sepulchral vault, in which a cinerary ''[[Illustrated Companion to the Latin Dictionary/Olla|olla]]'' was deposited (Inscript. ''ap.'' Fabretti, p. 13. No. 60.), mostly in pairs, like pigeons in a nest, whence also termed ''[[Illustrated Companion to the Latin Dictionary/Columbarium|columbarium]]''. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Ollarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 452.jpg|illustration |caption=Ollarium/1.1}} represents two niches, each with a pair of jars in it, from a [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]] near Rome. <gallery> File:Ollarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 452.jpg|Ollarium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Sepulchres]] epkjsahpaz7qkqicjgoc7f7z1gs72bc 0 314780 2685692 2680784 2024-11-14T15:18:30Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685692 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OLLA'''. A large jar or pot of very common use and manufacture, being formed of baked earth (Columell. viii. 8. 7. Id. xii. 43. 12.), though sometimes metal was employed for the same object. (Avian. ''Fab.'' xi. Plin. ''H. N.'' xxxiv. 20.) It had a flat bottom, swelling sides, very wide mouth, and lid to cover it; and was employed for many purposes, especially for cooking, like the French, pot-à-feu, and for preserving fruits; whence grapes kept in jars are called ''ollares uvae''. (Columell. ''l. c.'' Mart. vii. 20.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Olla 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 451.jpg|illustration |caption=Olla/1.1}}, from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] at Pompeii, shows all these particulars. 2. ''Olla ossuaria'', or ''cineraria''. An earthenware jar of the same description, in which the bones and ashes of the dead were enclosed after burning, and deposited in the sepulchral chamber. (Inscript. ''ap.'' Murat. 917. 1. ''ap.'' Grut. 626. 6.) ''Ollae'' of this kind were mostly employed for persons of the humbler classes, many of them being deposited in one vault (wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Sepulcrum|SEPULCRUM COMMUNE]]); sometimes standing under niches round the walls of the chamber, but more commonly buried up to the neck in them, as shown by the [[Illustrated Companion to the Latin Dictionary/Ollarium|following wood-cut]]. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example annexed |imagelink=Media:Olla 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 452.jpg|example annexed |caption=Olla/2.1}} represents an original found in one of the sepulchres excavated in the Villa Corsini at Rome; the mouth is covered with a tile or lid (''[[Illustrated Companion to the Latin Dictionary/Operculum|operculum]]''), on which the name of the person whose ashes were contained inside is inscribed; which explains an inscription in Muratori (1756. 7.), ''Ollae quae sunt operculis et titulis marmoreis''. <gallery> File:Olla 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 451.jpg|Olla/1.1 File:Olla 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 452.jpg|Olla/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Kitchen and Cooking Utensils]] [[Category:Classed Index/Sepulchres]] 9ksmx3b2fdrlmjn3lg9bxl1cd1oc512 0 314781 2685693 2680785 2024-11-14T15:18:41Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685693 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ON'AGER'''. A powerful engine employed in sieges for discharging missiles and stones of great weight. It is described at length by Ammianus (xxiii. 4.); but the details of machinery are always obscure, when the actual form of the object itself is unknown. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Machines and Engines of War]] 13fxom7d5ssjl9xr30w22ln05wzfkgg 0 314782 2685694 2680786 2024-11-14T15:18:52Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685694 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ONERA'RIA'''. (Cic. ''Att.'' x. 12.) See [[Illustrated Companion to the Latin Dictionary/Navis|NAVIS]], 1. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] j1gcoa12ontg3mzg8soggmfw7b9m0zk 0 314783 2685695 2680787 2024-11-14T15:19:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685695 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OP'A''' or '''OP'E''' ({{lang|grc|ὀπή}}). A Greek term, for which the Roman architects employed the word ''[[Illustrated Companion to the Latin Dictionary/Columbarium|columbarium]]''. (Vitruv. iv. 2. 4.) It signifies the bed or cavity in which the head of a tie-beam (''[[Illustrated Companion to the Latin Dictionary/Tignum|tignum]]'') rests; whence the space between one ''opa'' or ''tignum'' and another was termed ''[[Illustrated Companion to the Latin Dictionary/Metopa|metopa]]'' or ''[[Illustrated Companion to the Latin Dictionary/Intertignium|intertignium]]''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Timber-work and Roof]] cz9sh97cndjhysgbsnov1ruuutsfiqu 0 314784 2685696 2683726 2024-11-14T15:19:14Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685696 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPER'CULUM''' ({{lang|grc|πώμα}}). A ''lid'' or cover for a jar, pot, or other vessel of similar description. (Cato, ''R. R.'' 104. Columell. viii. 8. 7.) See the three last illustrations ([[Illustrated Companion to the Latin Dictionary/Olla|OLLA]], [[Illustrated Companion to the Latin Dictionary/Ollarium|OLLARIUM]]). 2. ''Operculum ambulatorium.'' A sliding or moveable lid, which might be depressed or raised, so as to cover exactly the contents in the vessel it belonged to, like that now used for snuff and tobacco jars. The Romans sometimes covered their [[Illustrated Companion to the Latin Dictionary/Alveare|beehives]] with lids of this kind in order that the size of the honeycomb and hive might be exactly proportioned to each other. Plin. ''H. N.'' xxi. 47. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] cndwg3njcgq6s0vd2k781gop3b5qa57 0 314785 2685697 2680789 2024-11-14T15:19:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685697 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPERIMEN'TUM'''. A general name for anything which serves as a cover or covering. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] luo5fj8uj3t5eijc9s6hh55ntkt0sji 0 314786 2685698 2680790 2024-11-14T15:19:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685698 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPIF'ERAE'''. Probably a corruption of ''hyperae'' ({{lang|grc|ὑπέραι}}). The ropes attached to the extreme ends of the sail yard (''[[Illustrated Companion to the Latin Dictionary/Antenna|antenna]]''), for the purpose of bracing the yard round to the wind, called by our sailors ''the braces''. (Isidor. ''Orig.'' xix. 4. 6. Hom. ''Od.'' v. 260.) They are very plainly indicated in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=example annexed |imagelink=Media:Opiferae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 452.jpg|example annexed |caption=Opiferae/1.1}}, from the device on a terra-cotta lamp, each handled by a different sailor in the act of bracing round the yard by their assistance. <gallery> File:Opiferae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 452.jpg|Opiferae/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Rigging]] etdgms86njm7cr2cas5a1s95fdy9uxx 0 314787 2685699 2680791 2024-11-14T15:19:46Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685699 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPIFICI'NA'''. (Plaut. ''Mil.'' iii. 3. 6.) Same as [[Illustrated Companion to the Latin Dictionary/Officina|OFFICINA]]; which, though a contraction, is the more usual form. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 1eqdmvuhdzz1szhyvcmgkhbymek2b7s 0 314788 2685700 2680792 2024-11-14T15:19:57Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685700 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPIL'IO''' ({{lang|grc|οἰοπόλος}}). A ''[[Illustrated Companion to the Latin Dictionary/Pastor|shepherd]]'', or a ''shepherd boy'' who watches a flock of sheep at pasture. (Plaut. ''As.'' iii. 1. 36. Columell. vii. 3. 13. xi. 1. 18.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Opilio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 453.jpg|illustration |caption=Opilio/1.1}} is from an ancient manuscript of Virgil in the Vatican library. <gallery> File:Opilio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 453.jpg|Opilio/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Agricultural Labourers]] birmzd4nyj49ljvtyi9uvtgv6aou7bn 0 314789 2685701 2680794 2024-11-14T15:20:08Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685701 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPISTHOD'OMUS''' ({{lang|grc|ὀπισθόδομος}}). A private chamber, like the modern sacristy, built at the back of a [[Illustrated Companion to the Latin Dictionary/Templum|temple]]. Front. ''ad'' M. Caes. 1. 8. ed. Ang. Maio. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Places of Worship]] hvepv352agfg1e196la85dygro6txak 0 314790 2685702 2680795 2024-11-14T15:20:19Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685702 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPISTHO'GRAPHUS''' ({{lang|grc|ὀπιστθόγραφος}}). Written on both sides of the paper, or ''backed'', as it is technically called by our compositors; a practice not habitual to the ancients, but adopted sometimes for economy, especially in the case of foul copies which were intended to be written out fair afterwards. Plin. ''Ep.'' iii. 5. 17. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Paper and Writing Materials]] brb4jyel2r76sb1vmob5gv35psv0bha 0 314791 2685703 2680796 2024-11-14T15:20:30Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685703 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPOROTHE'CA''' or '''OPOROTHE'CE''' ({{lang|grc|ὀπωροθήκη}}). A store for preserving autumnal fruits, such as pears, apples, grapes, &c. Varro, ''R. R.'' i. 2. 10. Id. i. 59. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 62213luq8od2y5vl6xapkstcemyx1w5 0 314792 2685704 2680797 2024-11-14T15:20:41Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685704 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPPESSULA'TUS'''. (Apul. ''Met.'' i. p. 16. ix. p. 198. Ammian. xxxi. 13. 15.) Fastened with a [[Illustrated Companion to the Latin Dictionary/Pessulus|PESSULUS]]; which see. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3lfil4427w4e73vbgz1gtr3xs3u225h 0 314793 2685705 2680798 2024-11-14T15:20:52Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685705 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OP'PIDUM'''. Generally, a town; thence, in a special sense, the mass of buildings occupying the straight end of a [[Illustrated Companion to the Latin Dictionary/Circus|circus]] (Naevius ''ap.'' Varro, ''L. L.'' v. 133. Festus, ''s. v.''), which included the stalls for the horses and chariots (''[[Illustrated Companion to the Latin Dictionary/Carcer|carceres]]''), the row of [[Illustrated Companion to the Latin Dictionary/Sedes|seats]] above, where the musicians and spectators sat, the gate between them, through which the Circensian procession entered the course (''porta pompae''), and the towers which flanked the whole on either side, all which together presented the appearance of a town, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Oppidum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 453.jpg|annexed example |caption=Oppidum/1.1}}, representing the ''oppidum'' in the circus of Caracalla near Rome, restored from the existing remains, which are very considerable. One stall has been added on each side of the entrance, because there were generally fourteen, though this particular circus, which was a very small one, only had twelve. Its general situation as regards the rest of the edifice is shown by the ground-plan, [[Illustrated Companion to the Latin Dictionary/Circus|p. 165.]] {{Illustrated Companion to the Latin Dictionary/Inscription|text=AA}} and {{Illustrated Companion to the Latin Dictionary/Inscription|text=B.}}, and a portion in elevation, belonging to the [[Illustrated Companion to the Latin Dictionary/Hippodromus|hippodrome]] once existing at Constantinople, at [[Illustrated Companion to the Latin Dictionary/Circus|p. 166]]. <gallery> File:Oppidum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 453.jpg|Oppidum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Racecourse and Races]] 0ftkqx6hys4ofl37coum2rp6toi086h 0 314794 2685706 2680799 2024-11-14T15:21:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685706 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPTIO'NES'''. Deputies or adjutants in the army, whom the superior officers and [[Illustrated Companion to the Latin Dictionary/Centurio|centurions]] had the power of appointing to assist them in the discharge of their duties, or to perform their duty for them in case they were themselves invalided, or otherwise incapacitated. Varro, ''L. L.'' v. 91. Vet. ''Mil.'' ii. 7. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Troops]] 5t4i28n9q55y3x7oxk9w5g6uysto6l6 0 314795 2685707 2680801 2024-11-14T15:21:14Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685707 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OPTOSTRO'TUM'''. A [[Illustrated Companion to the Latin Dictionary/Pavimentum|flooring]] made, or paved, with bricks. Not. Tires. p. 164.; from {{lang|grc|ὀπτος}}, ''coctus'', and {{lang|grc|στρωτόν}}, ''stratum''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Floorings]] eo5zmf7p3r8mvo6c5hnp63o32ddt13m 0 314796 2685708 2680802 2024-11-14T15:21:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685708 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORA'RIUM'''. A scarf or handkerchief given to the populace by some of the emperors at the [[Illustrated Companion to the Latin Dictionary/Circus|Circensian]] games, to hold up and wave in the air as a sign of encouragement to the drivers. Vopisc. ''Aurel.'' 48. August. ''C. D.'' xxii. 8. n. 7. Compare Hieron. ''Ep.'' 52. 9. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3bvg23n208j9k5xtxtou9k16rt2j9o9 0 314797 2685710 2680803 2024-11-14T15:21:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685710 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORA'''. A ''hawser'', or cable by which a vessel is made fast to the shore, and which was thrown out from the stern, whilst the anchor and its cable (''[[Illustrated Companion to the Latin Dictionary/Ancorale|ancorale]]'') kept the head seawards. Liv. xxii. 19. Quint. iv. 2. 41. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Ship's Gear]] bvdi4q8usm3eymiotmt507u42dwtoyc 0 314798 2685711 2680804 2024-11-14T15:21:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685711 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORBIC'ULUS'''. A ''roller'' or ''pulley'' revolving upon an axis, and having a groove in its circumference for the rope to fit into; employed as a {{Illustrated Companion to the Latin Dictionary/Image Location|text=mechanical power |imagelink=Media:Orbiculus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 454.jpg|mechanical power |caption=Orbiculus/1.1}} for raising or drawing weights in the same manner as still practised. Cato, ''R. R.'' iii. 6. Vitruv. x. 2. ''passim''. 2. A small roller placed at each end of an axle or cylinder, to make it revolve when drawn over the ground; applied specially to the revolver of the dentated cylinder used for threshing out corn in the machina called [[Illustrated Companion to the Latin Dictionary/Plostellum|PLOSTELLUM]] PUNICUM. Varro, ''R. R.'' i. 52. 1. 3. A weight made in a flat circular form, like the pulley, such as still used in our shops; a set being made of different sizes, to fit one another, of which a specimen is engraved by Caylus (vii. 31. 1.), from originals. Columell. iv. 30. 4.; but the passage is very obscure. <gallery> File:Orbiculus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 454.jpg|Orbiculus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Scales and Weights]] a3rn0tm2rf516rx081vtvkjnch1p0ne 0 314799 2685712 2680805 2024-11-14T15:21:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685712 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORBI'LE'''. Varro, ''R. R.'' iii. 5. 15.; but the meaning, as well as the reading of the passage, is extremely doubtful. Some interpret the word to mean the felloe of a wheel; others the extreme end of the axle which enters the nave. Schneider would read ''orbis''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] tiuqdbgccavtqj8ehm2xeecrqdwr14v 0 314800 2685713 2680806 2024-11-14T15:22:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685713 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORBIS'''. In a general sense, anything of a circular shape; particularly such as are of a flat or hollow circular body, in contradistinction to ''globus'', which expresses a solid round. Thence the word is frequently used, especially amongst the poets, for any object partaking of this constructive form; as, the disk of stone or metal employed as a quoit (Ov. ''Fast.'' iii. 588. Stat. ''Theb.'' vi. 656. [[Illustrated Companion to the Latin Dictionary/Discus|DISCUS]]; the dish which contains the objects to be weighed in a pair of scales (Tibull. iv. 1. 44. [[Illustrated Companion to the Latin Dictionary/Lanx|LANX]], 3.); the metal plate employed as a looking-glass, when made of a circular shape (Mart. ix. 18. [[Illustrated Companion to the Latin Dictionary/Speculum|SPECULUM]]; a circular shield (Pet. ''Sat.'' 89. 61. Stat. ''Theb.'' iv. 132. [[Illustrated Companion to the Latin Dictionary/Clipeus|CLIPEUS]], [[Illustrated Companion to the Latin Dictionary/Parma|PARMA]]); the circle of a finger ring (Ov. ''Am.'' ii. 15. 6. [[Illustrated Companion to the Latin Dictionary/Anulus|ANULUS]]); the iron tire of a wheel (Virg. ''Georg.'' iii. 361. Plin. ''H. N.'' viii. 19. [[Illustrated Companion to the Latin Dictionary/Rota|ROTA]]; a fillet of wool (Prop. iv. 6. 6. [[Illustrated Companion to the Latin Dictionary/Infula|INFULA]]); a circular table (Mart. xiv. 138. [[Illustrated Companion to the Latin Dictionary/Cilibantum|CILIBANTUM]], [[Illustrated Companion to the Latin Dictionary/Monopodium|MONOPODIUM]]). 2. ''Orbis olearius'' ({{lang|grc|ὅρος}} Aesch. ''Fragm.'' Pollux. vii. 150. x. 130. and {{lang|grc|τριπτήρ}}, Nicand. ''ap.'' Ath. iv. 11.). A round flat board of strong wood, placed over the heap of bruised olive skins, or of grapes already crushed by treading, when they were subjected to the action of the press beam (''[[Illustrated Companion to the Latin Dictionary/Prelum|prelum]]''), in order that the beam might distribute its pressure evenly over the whole surface. (Cato, ''R. R.'' 18.) See the article and illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Torcular|TORCULAR]], 2. where it is indicated by the number 6, and which will give a distinct notion of its use and character. 3. ({{lang|grc|τροχός.}}) Geopon. ix. 19.) The grinding or bruising stone in an olive mill (''[[Illustrated Companion to the Latin Dictionary/Trapetum|trapetum]]''), formed of a circular mass of volcanic stone, made flat on one side, and cylindrical on the other, in order to coincide with the circular shape of the basin (''[[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]]''), round which it worked. (Cato, ''R. R.'' xxii. 1. cxxxvi. 6. and 7.) The character and action of these stones will be better understood by reffering to the article and illustration ''s'' [[Illustrated Companion to the Latin Dictionary/Trapetum|TRAPETUM]], on which they are marked by the numbers 3. 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Manufacture of Oil and Wine]] hx9pkmb163ckbxj8tkc66izt2zrymsz 0 314801 2685714 2680807 2024-11-14T15:22:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685714 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORCA''' ({{lang|grc|ὄρκη}} or {{lang|grc|ὕρχα}}). An earthenware vessel of considerable size, but smaller than the ''[[Illustrated Companion to the Latin Dictionary/Amphora|amphora]]'', employed for holding pickled fish (Hor. ''Sat.'' ii. 4. 66. Arist. ''Vesp.'' 676), dried figs (Columell. xii. 15. 2. Plin. ''H. N.'' xv. 21.), oil and wine (Varro, ''R. R.'' i. 13. 6.). It is described as having a full body, sharp pointed bottom, small mouth, and long narrow neck (Bartolom. Font. ''Comment. in'' Pers. iii. 48.), precisely as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Orca 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 455.jpg|annexed figure |caption=Orca/1.1}}, which represents one of the numerous earthenware vessels discovered in the wine cellar of which a description and representation is inserted p. 141.{TR: "142" -> "141"} ''s.'' [[Illustrated Companion to the Latin Dictionary/Cella|CELLA]], 2. The form of the vessel is also equally well adapted for the purpose ascribed to by Persius (''l. c.''); whether his words are taken to mean a [[Illustrated Companion to the Latin Dictionary/Fritillus|dice box]] with a long narrow neck {{mdash}} ''angustae collo non fallier orcae'', {{mdash}} or to describe a game played by the Roman children, in which a vessel of this kind was stuck upright in the ground, for boys standing at a certain distance to pitch nuts into its mouth. <gallery> File:Orca 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 455.jpg|Orca/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Kitchen and Cooking Utensils]] o9cbstqxaig4lwfhey7lw28p84savfx 0 314802 2685715 2680808 2024-11-14T15:22:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685715 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORCHES'TA''' ({{lang|grc|ὀρχηστής}}). (Cassiodor. ''Var. Ep.'' iv. 51.) Properly, a Greek word, for which the Romans used [[Illustrated Companion to the Latin Dictionary/Pantomimus|PANTOMIMUS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 2lx59vrwz9ix2xfpmmxzqxqjrjn5fy0 0 314803 2685716 2680809 2024-11-14T15:22:42Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685716 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORCHESTOPOLA'RIUS''' ({{lang|grc|ὀρχέστοπόλος}}). A dancer in some particular style not ascertained, beyond the inference collected from the name, which seems to imply that his art consisted in spinning his body round and round with great rapidity, like a dancing dervish of the East; from {{lang|grc|ὀρχηστής}}, ''saltator'', and {{lang|grc|πολέω}}, ''versor''. Firm. Math. viii. 15. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Actors, Mimics, Dancers, and Dancing]] k0txyi36c2ncxci6kolquqfxdlxpisj 0 314804 2685717 2680810 2024-11-14T15:22:53Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685717 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORCHES'TRA''' ({{lang|grc|ὀρχήστρα}}). The ''orchestra'' of a Greek and Roman [[Illustrated Companion to the Latin Dictionary/Theatrum|theatre]]; which occupied a corresponding position, as regards the rest of the edifice, with the pit of our theatres, and consisted of a flat open space in the centre of the building at the bottom, circumscribed by the lowest row of [[Illustrated Companion to the Latin Dictionary/Sedes|seats]] for the spectators, and the boundary wall of the stage in front, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed wood-cut |imagelink=Media:Orchestra 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 455.jpg|annexed wood-cut |caption=Orchestra/1.1}}, representing a view in the smaller theatre at Pompeii, in which the low wall on the left forms the boundary to the stage, and the flat semicircular recess on the right the ''orchestra''. 2. In the Greek theatres, the orchestra was the spot where the [[Illustrated Companion to the Latin Dictionary/Chorus|Chorus]] stood and performed its evolutions, for which a considerable space was required; consequently, it was deeply recessed, and consisted of more than a semicircle, as shown by the plan of the Greek theatre ''s.'' [[Illustrated Companion to the Latin Dictionary/Theatrum|THEATRUM]], on which it is marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=B}}. Plans of ten different theatres discovered in Lycia are engraved by Spratt and Forbes (''Travels in Lycia'', vol. ii. pl. 2.), all of which possess the same constructive form. In the centre of the orchestra was the ''[[Illustrated Companion to the Latin Dictionary/Thymele|thymele]]'', or [[Illustrated Companion to the Latin Dictionary/Ara|altar]] of Bacchus. 3. In the Roman theatres, the orchestra has a close affinity with our pit; for as the Romans had no chorus to their dramatic representations, it was occupied by spectators, being appropriated for the accommodation of the senators and persons of distinction (Suet. ''Aug.'' 35. ''Nero'', 12. ''Jul.'' 39.); whence the word is used to designate the upper classes as opposed to the populace. (Juv. iii. 178.) It was likewise much smaller than the Greek orchestra, for the reason already given, and consisted of an exact semicircle, as shown by the plan of the theatre at Herculaneum ''s.'' [[Illustrated Companion to the Latin Dictionary/Theatrum|THEATRUM]], on which it is marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=C}}. <gallery> File:Orchestra 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 455.jpg|Orchestra/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Theatre, and Spectators' Seats]] ncd4ldk52ypsidtuos9v681rmfpvvur 0 314805 2685718 2680811 2024-11-14T15:23:04Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685718 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OR'CULA'''. (Cato, ''R. R.'' 117.) Diminutive of [[Illustrated Companion to the Latin Dictionary/Orca|ORCA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 211s3itrser6w1nadxyf54ez35zx63k 0 314806 2685720 2680812 2024-11-14T15:23:14Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685720 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORDINA'RII'''. A general name for those slaves who occupied a position corresponding to what we should call ''upper servants'' in our households, including the ''[[Illustrated Companion to the Latin Dictionary/Atriensis|atriensis]]'' or house porter, ''[[Illustrated Companion to the Latin Dictionary/Cellarius|cellarius]]'' or cellarman, ''[[Illustrated Companion to the Latin Dictionary/Dispensator|dispensator]]'' or steward, ''[[Illustrated Companion to the Latin Dictionary/Promus|promus-condus]]'', ''[[Illustrated Companion to the Latin Dictionary/Procurator|procurator]]'', &c. They superintended and directed the execution of menial services, but did not themselves perform them, for they had slaves of their own (''[[Illustrated Companion to the Latin Dictionary/Vicarius|vicarii]]''), purchased with their own money, who attended upon them. Suet. ''Galb.'' 12. Ulp. ''Dig.'' 47. 10. 15. Id. 14. 4. 5. 2. ''Gladiatores ordinarii''. [[Illustrated Companion to the Latin Dictionary/Gladiatores|Gladiators]] bred and trained in the regular manner; that is, who were thoroughly instructed in the rules of their art (Seneca, ''Ben.'' iii. 28. Id. ''Ep.'' 7. Compare Suet. ''Aug.'' 45.) as opposed to the ''[[Illustrated Companion to the Latin Dictionary/Catervarii|catervarii]]'', who fought without science and in tumultuous bodies. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Gladiators]] [[Category:Classed Index/Domestic Slaves]] l26cr3x31o4e5fcsxe0burbabotx95l 0 314807 2685721 2680813 2024-11-14T15:23:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685721 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORDO'''. In a general sense, a ''row'' or ''series'' of things placed in regular order of succession one after the other, as a row of trees, rank or file of soldiers, &c. 2. In the ancient marine, a ''tier'', ''file'', or, as it is commonly translated, a ''[[Illustrated Companion to the Latin Dictionary/Ordo|bank]]'' of [[Illustrated Companion to the Latin Dictionary/Remus|oars]], varying in number, according to the class and size of the vessel, from one to fifty. The manner in which these banks or ''ordines'' were arranged or counted is still in some respects a subject of dispute, and will probably remain without a satisfactory solution, unless the lucky discovery of some artistic representation should enable future antiquaries to base their theories upon some better authority than mere conjecture; for amongst the many plans which have been suggested, there is not one entirely free from objection. Those which appear reasonable upon paper, and have, perhaps, some apparent classical authority to lean on, are found to involve mechancial impossibilities when reduced to practice; and those which are both feasible, and proved by actual experiment to be practicable, must still be accepted with hesitation, because they are wanting in classial authorities to support them. Up to the number of five banks, we have pretty clear evidence, both circumstantial and positive, that each one was counted by rank, and not by file; i. e. that the entire number of oars, no matter how many, extending in a line from the stem to the [[Illustrated Companion to the Latin Dictionary/Puppis|stern]], formed an ''ordo'' or bank. Thus Tacitus describes a ''[[Illustrated Companion to the Latin Dictionary/Moneris|moneris]]'', or vessel which had only one line of oars, by the expression, ''quae ordine simplici agebatur'' (''Hist.'' v. 23.), as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Ordo 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 456.jpg|annexed illustration |caption=Ordo/2.1}}, from a [[Illustrated Companion to the Latin Dictionary/Musivum|mosaic]] discovered near Pozzuoli. In the [[Illustrated Companion to the Latin Dictionary/Biremis|bireme]] or vessel with two ''ordines'', it is equally clear, from other words in the same passage of Tacitus, and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=following illustration |imagelink=Media:Ordo 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 456.jpg|following illustration |caption=Ordo/2.2}}, from a marble bas-relief, that the second bank was placed under the first, and counted in rank from the bulwarks to the water's edge, the lower [[Illustrated Companion to the Latin Dictionary/Columbarium|oar ports]], and, consequently, the [[Illustrated Companion to the Latin Dictionary/Remex|rowers]]' [[Illustrated Companion to the Latin Dictionary/Sedes|seats]], being placed diagonally under the first, in order to diminish as much as possible the interval between one bank and the other. That the same principle was observed in the disposition of a [[Illustrated Companion to the Latin Dictionary/Triremis|trireme]] or vessel with three ''ordines'', and each bank counted in a similar manner between the water and the bulwarks, is testified by the expression of Virgil{{mdash}}''terno consurgunt ordine remi'' (''Aen.'' v. 120.), and the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Ordo 2.3 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 457.jpg|annexed illustration |caption=Ordo/2.3}}, from an ancient Roman fresco [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], which confirms it. A similar construction for four ''ordines'' is indicated by the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Quadriremis|QUADRIREMIS]], in which the banks are visibly four deep, in an ascending line from the water, though the individual details are less circumstantial and explicit, from the minuteness of the design, which is only the device upon a coin; and we may thence fairly conclude that a fifth ''ordo'' was disposed and counted in the same way, because it has been ascertained by experiments that a series of five oars ascending in a slanting direction from the water's edge to the gunwale could be arranged within the space of nine perpendicular feet, the highest point of elevation from the water at which an oar could be poised from its thowl (''[[Illustrated Companion to the Latin Dictionary/Scalmus|scalmus]]'') to be handled with effect. (Howell, ''War Gallies of the Ancients'', pp. 49. 51.) Beyond this number the difficulty of counting the banks commences, and conjecture alone takes the place of authority, whether written or demonstrative. If more than five parallel tiers were placed one over the other, it would be practically impossible to use the oar in a sixth tier, the fulcrum being placed so high above the water that it would elevate the handle above the reach of the rower, or hinder the blade from touching the water, or the oar must be of such an inordinate length that the part in-board would reach from one side of the vessel to the other, and beyond it. How then are we to account for a vessel with forty banks of oars, like the one builty by Ptolemy? The most plausible solution is, that, in all the larger class of vessels, the oars were disposed in five parallel lines, as in a [[Illustrated Companion to the Latin Dictionary/Quinqueremis|quinquereme]], but that the banks or ''ordines'', after the number of five, were counted in ''file'' instead of in rank; i. e. each ascending file of five oars from the water's edge was called an ''ordo'', but the number of banks or ''ordines'' were enumerated from stem to [[Illustrated Companion to the Latin Dictionary/Puppis|stern]], instead of from the water to the gunwale. Thus a vessel with ten banks would have ten files of oars, counted from stem to stern, each one of five deep in the ascending line, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=following diagram |imagelink=Media:Ordo 2.4 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 457.jpg|following diagram |caption=Ordo/2.4}}; a vessel with forty banks would present the same arrangement of five deep in file, but each rank between stem and stern would contain forty oar ports instead of ten; a length quite within reasonable bounds, for even the ''moneris'', a small vessel, in the first cut, has twenty-four. <gallery> File:Ordo 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 456.jpg|Ordo/2.1 File:Ordo 2.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 456.jpg|Ordo/2.2 File:Ordo 2.3 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 457.jpg|Ordo/2.3 File:Ordo 2.4 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 457.jpg|Ordo/2.4 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Oarage and Rowers]] 8xfxwo575p30f36lhnka80oo7600y91 0 314808 2685722 2680814 2024-11-14T15:23:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685722 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''O'REAE''' ({{lang|grc|χαλινός}}). A ''snaffle bit''; for riding and draught horses. (Titinnius, Naevius, Cato, and Coelius ''ap.'' Fest. ''s. v.'') The curb bit, as used by us, in which a chain is pressed against the under lip and jaw by the leverage of branches, was unknown to the ancients, amongst whom the most approved bits were constructed with great regard to the tenderness of the animal's mouth, being formed with easy supple joints, so that its action was elastic, like that of a chain, and the substance thick, in order that it might bear with less severity upon the parts, by distributing its surface more extensively over them. (Xen. ''Eq.'' x. 6. seqq.) All these properties are exhibited in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Oreae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 458.jpg|annexed example |caption=Oreae/1.1}}, from an original of bronze, which is made to bend in joints, and is furnished with a circular revolver, midway between the centre and bridle ring on each side, which induced the animal to keep his tongue and mouth in motion. <gallery> File:Oreae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 458.jpg|Oreae/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Bits, Bridle, Reins, and Harness]] dnzore0478t3akiyr1zgqk5o6g0vf5f 0 314809 2685723 2680815 2024-11-14T15:23:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685723 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OR'GANUM''' ({{lang|grc|ὄργανον}}). A general name given to any instrument, machine, or contrivance by which human labour is assistened in agriculture, architecture, warfare, &c.; differing, however, from ''[[Illustrated Companion to the Latin Dictionary/Machina|machina]]'' in this particular, that it required a certain amount of skill from the person using it, whereas that only wanted brute force or numbers to work it. (Vitruv. x. 1. 3. Columell. iii. 13. 12. Plin. ''H. N.'' xix. 20.) Hence the word is especially given to musical instruments (Quint. ix. 4. 10. xi. 3. 20.), and amongst these, more particularly to the one from which our ''organ'' is descended (Suet. ''Nero'', 41. Lamprid. ''Alex. Sev.'' 27. Id. ''Heliog.'' 32.); but which also had a special name of its own, in allusion to the water originally employed, instead of weights, for working it. See [[Illustrated Companion to the Latin Dictionary/Hydraulus|HYDRAULUS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 9jy6ujoqk355ugrunyjj9rccyo0l3s2 0 314810 2685724 2680816 2024-11-14T15:23:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685724 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORNA'TRIX'''. A female slave, whose chief business consisted in attending the toilette of her mistress for the especial purpose of dressing her hair (Ov. ''A. Am.'' iii. 239. Suet. ''Claud.'' 40.), upon which the Roman women bestowed a vast deal of attention and ingenuity, judging from the various and often fantastic coiffures exhibited in the numerous busts remaining of the Imperial period. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Ornatrix 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 458.jpg|annexed illustration |caption=Ornatrix/1.1}} represents an ''ornatrix'', in a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], dressing her mistress's hair with flowers, some of which are seen lying on the toilette table beside her. <gallery> File:Ornatrix 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 458.jpg|Ornatrix/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Domestic Slaves]] 7b0jfj5e52cvo8rgy5v66w653dri4nl 0 314811 2685725 2680817 2024-11-14T15:24:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685725 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORNI'THON''' ({{lang|grc|ὀρνιθών}}). An aviary or poultry-house, forming one of the principal appurtenances to a farm, or country villa, in which all kinds of domesticated birds were reared, kept, and fattened for the table. These buildings were constructed and laid out upon a very magnificent scale by the Roman gentry and farmers. Varro, ''R. R.'' iii. 3. Columell. viii. 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 6h1sq42pp8ui43ivbo4b9uzrcx5srwu 0 314812 2685726 2680818 2024-11-14T15:24:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685726 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORPHANOTROPHI'UM''' ({{lang|grc|ὀρφανοτροφεῖον}}). An ''asylum for orphans'', where they were supported and educated at the public expense. Cod. Justin. 22. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Public Places and Buildings]] 8s63hpgpwplbkg4lxg82bu4yqtey7v1 0 314813 2685727 2680819 2024-11-14T15:24:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685727 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORTHOGRAPH'IA''' ({{lang|grc|ὀρθογραφία}}). A ''geometrical'' or ''architectural drawing'', representing an elevation or a section of a building; the first of which consists in showing the external front of the edifice, with all its parts, apertures, and decorations, not in perspective, but as they would appear to the eye of a spectator placed at an infinite distance from it; the latter, in showing the whole plan of the interior as it would appear in like manner if the external wall were removed. (Vitruv. i. 2. 3.) The designs which originally accompanied the work of Vitruvius being lost, we have no example left of this style of drawing amongst the ancients; but the skill they exhibited in making out ground-plans or mapping (''[[Illustrated Companion to the Latin Dictionary/Ichnographia|ichnographia]]'') will stand surety for their excellence in this other branch of the art. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Painting]] gmf82f2clace7kpianlenfmnx1f8ud7 0 314814 2685728 2680820 2024-11-14T15:24:42Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685728 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''ORTHOS'TATA''' ({{lang|grc|ὀρθοστάτης}}). Literally, which stands upright; whence employed by architects to designate the front or facing of a wall, composed of different materials from the internal part of it; viz. of regularly laid bricks or ashlar outside an irregular mass of rubble (''[[Illustrated Companion to the Latin Dictionary/Fartura|fartura]]''), as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimen |imagelink=Media:Orthostata 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|annexed specimen |caption=Orthostata/1.1}} of Roman building. Vitruv. ii. 8. 4. <gallery> File:Orthostata 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|Orthostata/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Architecture]] 77863q3ut2pxafv7k0dpveh9zyaiv8i 0 314815 2685730 2680821 2024-11-14T15:24:53Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685730 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OSCILLA'TIO''' ({{lang|grc|αίώρα}}). A swing, or game at swinging (Pet. ''Sat.'' 140. Hygin. ''Fab.'' 130. Festus ''s.'' Oscillum. Serv. ''ad'' Virg. ''Georg.'' ii. 389.); a favourite amusement with the ancients, and practised much in the same manner as now, excepting that the swing had four legs to stand upon the ground like a chair, and was suspended by four ropes instead of two, as indicated by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Oscillatio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|example |caption=Oscillatio/1.1}}, which represents a Greek lady swinging, from a design upon a fictile vase. The entire composition, in the original, contains another figure standing on the ground behind the swing, with her arms extended, in the attitude of one who has just pushed the swing forward, and awaits its return, to repeat the operation. <gallery> File:Oscillatio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|Oscillatio/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/The Nursery, and Sports of Children]] [[Category:Classed Index/Feats of Strength or Dexterity]] flqr4lv99ueus3hbtq8u1ozyr28n50q 0 314816 2685731 2680822 2024-11-14T15:25:04Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685731 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OSCIL'LUM'''. Diminutive of OS; a small mask or image of the face; more especially of Bacchus, which the country people suspended in a vineyard in such a manner that the mask turned round and fronted different directions, as it was impelled by the action of the wind; it being a current belief that the district became fruitful towards which the aspect of the god was directed. (Virg. ''Georg.'' ii. 388{{mdash}}392. Macrob. ''Sat.'' i. 7.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Oscillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|illustration |caption=Oscillum/1.1}} represents several of these ''oscilla'' suspended on a tree, from an engraved gem; and an original marble mask of Bacchus, in the British museum, with a ring at the top for hanging it up. <gallery> File:Oscillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|Oscillum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Classed Index-category missing]] h51dcr4hxx8q6kymy63v08nrg7oo9nz 0 314817 2685732 2680823 2024-11-14T15:25:15Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685732 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OSSA'RIUM''' and '''OSSUA'RIUM'''. A case of marble, stone, or other material within which a more valuable vase, containing the bones and ashed of the dead were frequently enclosed, when deposited in the sepulchral chamber. (Inscript. ''ap.'' Grut. 1043. 1. ''Ib.'' 915. 3. ''ossuarium viva sibi fecit.'' Ulp. Dig. 47. 12. 2.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Ossarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|example |caption=Ossarium/1.1}} represents the original case, in which the cinerary urn of Agrippina was enclosed when deposited in the [[Illustrated Companion to the Latin Dictionary/Mausoleum|mausoleum]] of Augustus, as testified by the inscription upon it; and is now preserved in the [[Illustrated Companion to the Latin Dictionary/Capitolium|Capitol]] at Rome. <gallery> File:Ossarium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 459.jpg|Ossarium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Sepulchres]] 2n0qncsrjkf5yj16qd2xvbkfx7f2u5c 0 314818 2685733 2680824 2024-11-14T15:25:26Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685733 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OSTIA'RIUS''' ({{lang|grc|θυρωρός}}). The ''door keeper'' or ''house porter''; a slave who sat in the porter's lodge (''cella ostiaria''. Pet. ''Sat.'' 29. 1.), or in ancient times was chained himself by the side of the entrance (Id. 28. 8. Suet. ''Rh.'' 3.), to take cognizance of all who entered. Same as [[Illustrated Companion to the Latin Dictionary/Janitor|JANITOR]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Domestic Slaves]] nwkb1nmz7ahvn721sntpxg3spguqg7z 0 314819 2685734 2680825 2024-11-14T15:25:37Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685734 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OS'TIUM''' ({{lang|grc|θὔρα}}). In strictness, designates a door within the house, as the door of a room contradistinguished from the [[Illustrated Companion to the Latin Dictionary/Via|street]] door (''[[Illustrated Companion to the Latin Dictionary/Janua|janua]]''). (Isidor. ''Orig.'' xv. 7. 4. Vitruv. vi. 3. 6.) This distinction is clearly drawn in a passage of Plautus (''Pers.'' v. 1. 6.), ''ante ostium et januam''; and is aptly illustrated by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed engraving |imagelink=Media:Ostium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 460.jpg|annexed engraving |caption=Ostium/1.1}}, representing the door-way of a [[Illustrated Companion to the Latin Dictionary/Domus|house]] at Pompeii, to which the ceiling and doors are restored, for the purpose of making the subject more clear and comprehensible. The ''janua'' is the door flush with the external wall of the house, which gives admission to an entrance hall or passage (''[[Illustrated Companion to the Latin Dictionary/Prothyrum|prothyrum]]''), at the further end of which is another door, the ''ostium'', half closed in the engraving, which shuts off the ''[[Illustrated Companion to the Latin Dictionary/Atrium|atrium]]'', or the ''[[Illustrated Companion to the Latin Dictionary/Aula|aula]]'' of a Greek house, from the entrance passage. Vitruvius styles both these ''duas januas'' (vi. 7. 1.); because the distinction above mentioned, though doubtless an accurate one, was seldom observed, the word ''ostium'' being commonly used as synonymous with ''janua'', for any front or entrance door, and especially for the entrance to a [[Illustrated Companion to the Latin Dictionary/Templum|temple]] (Vitruv. vi. 3. 6.), an example of which is introduced [[Illustrated Companion to the Latin Dictionary/Hypaetrum|p. 342.]] 2. The door which closed the front of the [[Illustrated Companion to the Latin Dictionary/Carcer|stalls]] in which the chariots and horses were stationed at the [[Illustrated Companion to the Latin Dictionary/Circus|Circus]] (Auson. ''Ep.'' xviii. 11.); as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Ostium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 460.jpg|annexed example |caption=Ostium/2.1}}, from a bas-relief in the British Museum. 3. The mouth or entrance to a port. (Virg. ''Aen.'' i. 400.) See the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Portus|PORTUS]]. <gallery> File:Ostium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 460.jpg|Ostium/1.1 File:Ostium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 460.jpg|Ostium/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Doors]] 8cyzrbfv12g585yedcymj27s49cieid 0 314820 2685735 2680826 2024-11-14T15:25:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685735 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OVI'LE'''. Literally, a fold or pen for sheep or goats; thence used to designate an enclosure in the Campus Martius, in which each of the tribes and centuries was separately mustered, before the members proceeded to give their votes (Liv. xxvi. 22. Lucan. ii. 197. Juv. vi. 527.); so called because it was partitioned off with a railing, like a sheep pen, which is indicated by the palisade at the bottom of the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed engraving |imagelink=Media:Ovile 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 460.jpg|annexed engraving |caption=Ovile/1.1}}, from a coin of Nerva; the figures above are intended to represent the voters as they come out of the ''ovile'', and pass over the bridge (''[[Illustrated Companion to the Latin Dictionary/Pons|pons suffragiorum]]''), to throw their balloting cards (''[[Illustrated Companion to the Latin Dictionary/Tabella|tabellae]]'') into the balloting basket (''[[Illustrated Companion to the Latin Dictionary/Cista|cista]]''). <gallery> File:Ovile 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 460.jpg|Ovile/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] gvzjqd0a9kj6j14hagwz67082ziaf2g 0 314821 2685736 2680827 2024-11-14T15:26:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685736 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OVUM'''. An ''egg''; applied specially to a number of conical balls, like eggs, which were placed on the top of a slab supported by [[Illustrated Companion to the Latin Dictionary/Columna|columns]], on the barrier (''[[Illustrated Companion to the Latin Dictionary/Spina|spina]]'') of a race-course (''[[Illustrated Companion to the Latin Dictionary/Circus|circus]]''), in order to inform the spectators of the number of circuits round the goals which had been run in each race. As a single race comprised seven circuits round the course, and the eagerness and interest taken by the populace in these exhibitions amounted to a sort of phrenzy, some contrivance became necessary for showing the number of rounds that had been made, in a manner which would at once preclude the possibility of dispute. This was effected by the plan shown in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Ovum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 461.jpg|annexed illustration |caption=Ovum/1.1}}, representing seven egg-shaped balls supported upon four columns, as they appear upon the ''spina'' of a Roman bas-relief, on which a chariot race is sculptured. The form of the object was selected in honour of Castor and Pollux; and one of these eggs was either put up immediately that each round was completed by the leading chariot, until the whole courses had been run; or the entire number of seven eggs were put up at the commencement of each race, and one taken down, as each circuit was made. Considerable doubt and contradiction exist representing which of these two methods was adopted; but the object and effect would be the same in either; perhaps, the practice varied at different periods, or in different towns. Liv. xli. 27. Varro, ''R. R.'' 1. 2. 11. Cassiodor. ''Var. Ep.'' iii. 51. Dio. xlix. p. 417. <gallery> File:Ovum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 461.jpg|Ovum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Racecourse and Races]] gbkj4dqpbxj4ch0m4021qq374xjrg26 0 314822 2685737 2680829 2024-11-14T15:26:10Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685737 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''OXYB'APHUS''' ({{lang|grc|ὀξυβάφον}}). (Rhemn. Fann. ''de Pond.'' 75. Isidor. ''Orig.'' xvi. 27.) A liquid measure containing fifteen drachms; properly, a Greek form, for which the Latin word is [[Illustrated Companion to the Latin Dictionary/Acetabulum|ACETABULUM]]; which see. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] bn4t58bm64dtsiuhtkdnrmivjc5uc09 0 314823 2685738 2680831 2024-11-14T15:26:21Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685738 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAEDAGOGIA'NI''', sc. ''pueri''. Young slaves selected for their personal beauty, and brought up in the houses of great people under the empire, to act as companions and attendants for their master's children, in place of the ''paedagogus'' of earlier times. (Ammian. xxvi. 6. 15. xxix. 3. 3.) The name, as well as the custom, in some measure, has passed down through the middle ages to the present day; for the modern name of "''page''" is an evident corruption of the old Latin term. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Domestic Slaves]] 9g4v5oqfelkgw2mk0ge0gtr3c9iscm7 0 314824 2685739 2680832 2024-11-14T15:26:32Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685739 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAEDAGO'GIUM'''. The division or department in great houses where young slaves were trained up for the service of ''pages'' (''paedagogiani''), apart from the rest of the slave family. Plin. ''Ep.'' vii. 27. 13. 2. A ''page''. (Senec. ''Vit. Beat.'' 17. Id. ''Ep'' 123. Plin. ''H. N.'' xxxiii. 54. Compare Suet. ''Nero'', 28.) See [[Illustrated Companion to the Latin Dictionary/Paedagogiani|PAEDAGOGIANI]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] qs7syzeb0im6jwbqu3cc0gchsegxlc7 0 314825 2685740 2680833 2024-11-14T15:26:43Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685740 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAEDAGO'GUS''' ({{lang|grc|παιδαγωγός}}). A slave of the better class, whose peculiar duty it was to superintend the morals habits of his master's son, accompany him in his walks, conduct him to and from school, and perhaps also to give instruction at home. (Cic. ''Am.'' 20. Senec. ''Ira'', ii. 22. Quint. i. 1. 8. Id. i. 2. 10.) He thus occupied a position somewhat, though not exactly, analogous to that of tutor amongst us; but resembled more closely the "''tutore''" of modern Italy, who is generally an "''abbate''," and accompanies his charge about upon all occasions, even when he goes to pay a visit, precisely like the pedagogue of ancient Greece and Italy. The figure introduced at p. 407. ''s.'' [[Illustrated Companion to the Latin Dictionary/Manica|MANICA]], 1. is believe to be intended for the ''paedagogus'' of one of Niobe's children; the style of the head and drapery are evidently meant to characterize a foreigner. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Domestic Slaves]] 6ol6d59exj5e5fi15grg3nnguvdf041 0 314826 2685741 2680834 2024-11-14T15:26:54Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685741 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAENULA'RIUS'''. One who makes or sells ''[[Illustrated Companion to the Latin Dictionary/Paenula|paenulae]]''. Inscript. ''ap.'' Grut. 646. 5. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Cloth-workers and Clothiers]] mzc3vxjtrpucmscg5ro5crfxw8sekgo 0 314827 2685742 2680835 2024-11-14T15:27:05Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685742 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAENULA'TUS'''. (Cic. ''Mil.'' 10. 20.) Wearing the ''[[Illustrated Companion to the Latin Dictionary/Paenula|paenula]]'', as explained and illustrated under that word. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 6wxvn4ctj62vdtmx5zrksd1hqrubdtt 0 314828 2685743 2680836 2024-11-14T15:27:16Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685743 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAE'NULA''' ({{lang|grc|φαινόλης}}). An article of the outer apparel belonging to the class of garments termed ''vestimenta clausa'', or close dresses. It was a round frock, with a hood, and opening at the top for the head, but otherwise entirely closed down the front; or sometimes with a slit reaching half way up from the bottom of the skirt in front, so that the flaps might be taken up and turned over the shoulder, in the manner shown by the right-hand figure in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed wood-cut |imagelink=Media:Paenula 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 462.jpg|annexed wood-cut |caption=Paenula/1.1}}; but in all cases without sleeves, whence those who wore it are said to be entangled, constrained, and, as it were, enclosed in their ''paenulae'' (''irretiti; adstricti et velut inclusi.'' Cic. ''Mil.'' 20. Auct. ''Dial. de Orat.'' 39.). It was worn over the [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]]; particularly on journeys, and in the city during very cold or wet weather (Quint. vi. 3. 66. Lamprid. ''Alex. Sev.'' 27.); occasionally by women (Quint. viii. 3. 54.); and was either made of cloth with a very thick and long nap (Mart. xiv. 145.), or of leather (Id. xiv. 130.). The illustrations exhibit a front and back view of the article, from statues engraved in the treatise of Bartholini, ''de Paenula''. 2. A particular part of the forcing pump invented by Ctesibius of Alexandria, and called after him [[Illustrated Companion to the Latin Dictionary/Ctesibica machina|CTESIBICA MACHINA]], under which its character is illustrated by the part marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=D}}. Vitruv. x. 7. <gallery> File:Paenula 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 462.jpg|Paenula/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Under-Clothing]] 3bzcy2i6g7lyxgurzrl011hvcbw1xkx 0 314829 2685744 2683035 2024-11-14T15:27:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685744 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAGA'NICA''', sc. ''[[Illustrated Companion to the Latin Dictionary/Pila (first syllable short)|Pila]]''. A particular kind of ball, stuffed with down, and covered with leather, originally used by the country people (''pagani''), from whom it received the name, though subsequently adopted by the more refined inhabitants of the city. It was larger and softer than the ''[[Illustrated Companion to the Latin Dictionary/Trigon|trigon]]'', but smaller and of more consistency than the ''[[Illustrated Companion to the Latin Dictionary/Follis|follis]]''. Mart. xiv. 45. Id. vii. 32. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Games of Ball]] 382hpeb4yoegvhiqlgaorb17hzbuiwd 0 314830 2685745 2680838 2024-11-14T15:27:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685745 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PA'GINA'''. Is either synonymous with ''[[Illustrated Companion to the Latin Dictionary/Scheda|scheda]]''; that is, a sheet of [[Illustrated Companion to the Latin Dictionary/Charta|paper]] composed of a number of strips of the inner bark of papyrus (''[[Illustrated Companion to the Latin Dictionary/Philyra|philyrae]]''), a number of which, when glued together, formed a book or roll (''[[Illustrated Companion to the Latin Dictionary/Liber|liber]]'', ''[[Illustrated Companion to the Latin Dictionary/Volumen|volumen]]''); or it signifies one of the written columns upon the sheet, as seen in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pagina 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 462.jpg|annexed example |caption=Pagina/1.1}}; thus corresponding pretty nearly with our ''page'', which seems the best interpretation. Plin. ''H. N.'' xiii. 24. Cic. ''Q. Fr.'' i. 2. 3. <gallery> File:Pagina 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 462.jpg|Pagina/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Books and Writing Materials]] saweph76t1djd26jkjoms209ygsnry1 0 314831 2685746 2680839 2024-11-14T15:27:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685746 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PA'GUS''' ({{lang|grc|πάγος}}). A Greek word, signifying literally a mountain peak, in which sense it was adopted by the Romans to designate any strong position in the midst of the open country, but more fortified by nature than art, like the top of a precipitous hill, to which the rural population of the surrounding district could retreat with their families, cattle, and property, as to a place of security, upon the occasion of any sudden incursion or razzia so frequent during the barbarous methods of warfare which characterized the earlier periods of Roman history. (Dionys. ii. 76. iv. 15.) And as each of these positions naturally formed the nucleus of a village, much in the same ways as many of the towns in modern Europe have sprung up, from the tendency of the industrious classes to establish themselves within the protection of a baronial castle, the name of ''pagus'' was given to the village and district immediately surrounding it, like our hundred or parish, and the name of ''pagani'' to the peasantry spread over it, expressly to distinguish them from the military. Varro, ''L. L.'' vi. 24. 26. Virg. ''Georg.'' ii. 328. Ov. ''Fast.'' i. 669. Tac. ''Ann.'' i. 56. Cic. ''Dom.'' 28. Suet. ''Aug.'' 27. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Roads and Streets]] mdtdjziis6xpr62jl82u8ekq9d5haks 0 314832 2685748 2680840 2024-11-14T15:28:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685748 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALAESTRA''' ({{lang|grc|παλαίστρα}}). Properly, a Greek word, often used in the same sense as [[Illustrated Companion to the Latin Dictionary/Gymnasium|GYMNASIUM]]; or the distinction between the two terms may consist in this, that the ''palaestra'' originally and properly speaking was the place were the ''[[Illustrated Companion to the Latin Dictionary/Athletae|athletes]]'' who contended at the public games were trained and exercised in the art of boxing, wrestling, &c.; the ''gymnasium'', on the contrary, an establishment in which the youth of Greece enjoyed the recreation of juvenile sports and gymnastic exercises; the ''palaestra'' being that particular department of it in which the gymnastic discipline was undergone. (Plaut. ''Bacch.'' iii. 3. 23. Catull. lxiii. 60. Vitruv. v. 11.) See [[Illustrated Companion to the Latin Dictionary/Gymnasium|GYMNASIUM]]. 2. The Romans, when they applied the word specially, used it to designate a particular part of their villas fitted up for the purpose of active games and exercises. Cic. ''Q. Fr.'' iii. 1. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Gymnasium and Palaestra]] [[Category:Classed Index/Public Places and Buildings]] 7t0ihj671h55x9aqwtedqpf5qyde573 0 314833 2685749 2680841 2024-11-14T15:28:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685749 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALAES'TRICUS''' ({{lang|grc|παλαιστρικός}}). In a general sense, one who is skilled in, or addicted to, the exercises of the [[Illustrated Companion to the Latin Dictionary/Palaestra|palaestra]]. (Quint. i. 11. 15.) But the same name was more frequently used in a special sense, to designate a person who acted in a capacity something between our drill master and dancing master, whose particular province it was to teach the young men of Greece and Italy how to avoid awkwardness or rusticity of manner, to acquire an elegant deportment and graceful carriage, as well as ease and propriety of attitude and gesture (Quint. i. 11. 16. Id. ii. 8. 7. Id. xii. 2. 12.); for, amongst the Greeks more especially, who were devoted admirers of the beautiful under every form and combination, grace was regarded as an essential requisite, even in the violent contests of the palaestra; hence ''palaestrici motus'' (Cic. ''Off.'' i. 36.) mean the motions and gestures acquired from these masters, which Cicero very properly condemns when carried to excess, or, as we should say, savouring of the dancing master. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Gymnasium and Palaestra]] 1aj94ydzmktncouua509x1jlvn0r642 0 314834 2685751 2680842 2024-11-14T15:28:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685751 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALAESTRI'TA''' ({{lang|grc|παλαιστρίτης}}). One who exercises himself in the [[Illustrated Companion to the Latin Dictionary/Palaestra|palaestra]]. Cic. ''Verr.'' ii. 2. 14. ''Mart.'' iii. 58. 25. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Gymnasium and Palaestra]] cmbaxfki28mtwb28392s2gfl208zcov 0 314835 2685753 2680843 2024-11-14T15:28:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685753 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALAN'GA'''. See [[Illustrated Companion to the Latin Dictionary/Phalanga|PHALANGA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 066uaqjozaytfjennmp7rbvunf40atj 0 314836 2685754 2680844 2024-11-14T15:28:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685754 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALA'RIA'''. Neuter plural. The exercise of ''tilting'', practised by recruits of the Roman armies, against a stake (''[[Illustrated Companion to the Latin Dictionary/Palus|palus]]'') set up in the ground as a manikin, by which they learnt to go through their exercise. Charis. i. 21. Compare Veg. ''Mil.'' i. 11. Id. ii. 23. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] pmcdhteziu35vxc8esoorbcp71o6nyh 0 314837 2685755 2680845 2024-11-14T15:28:54Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685755 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PA'LA'''. A ''spade'', with an iron blade (Columell. x. 45.), employed both in gardening and husbandry. (Id. v. 9. 8. Varro, ''L. L.'' v. 134. Liv. iii. 26. ''fossam fodiens palae innisus.'') The ancient spade was, however, not so heavy an implement as the one now in use, having a longer handle, and smaller, as well as pointed blade, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pala 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 463.jpg|annexed example |caption=Pala/1.1}}, from a sepulchral [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] of the Christian era. The modern Romans make use of a spade of precisely the same form, which they designate by its ancient name "''la pala''." 2. ({{lang|grc|πτύον}}). A ''wooden spade'', or shovel of the same form as the iron one, employed for winnowing corn, in the same manner as still practised both in Italy and Greece. (Cato, ''R. R.'' xi. 5.) It is made use of on the threshing floor, and in the open air when the wind sets in with a moderate freshness. The labourer takes up a shovel-full from the heap of corn already threshed out, and throws it to a considerable distance into the air across the direction of the wind, which separates and carries away with it the lighter particles of chaff and refuse, leaving the heavier grain to fall back upon the floor. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pala 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 463.jpg|illustration |caption=Pala/2.1}} represents an Albanian peasant winnowing corn with a ''pala'' in the Etesian wind. 3. ({{lang|grc|μάνδρα, σφενδόνη, πυελίς}}). The ''bezil'' of a [[Illustrated Companion to the Latin Dictionary/Anulus|ring]]. (Cic. ''Off.'' iii. 9.) Same as [[Illustrated Companion to the Latin Dictionary/Funda|FUNDA]], 4. where an illustration is given. <gallery> File:Pala 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 463.jpg|Pala/1.1 File:Pala 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 463.jpg|Pala/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Threshing and Winnowing]] [[Category:Classed Index/Agricultural Implements]] mv4x5s4v45zffc7b1tod9qtyalll75q 0 314838 2685756 2680846 2024-11-14T15:29:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685756 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALEA'RIUM'''. A ''loft'', for the stowage of fodder straw, or chaff (''palea''). Columell. i. 6. 9. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] qatoewq0v585golrqxmijjds7qxcbkr 0 314839 2685759 2680847 2024-11-14T15:29:16Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685759 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAL'E''' ({{lang|grc|πάλη}}). (Stat. ''Ach.'' ii. 441.) Properly, a Greek word, for which the Latin expression is [[Illustrated Companion to the Latin Dictionary/Lucta|LUCTA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3x128j3rn02ps50ng25l5l328qkz9pk 0 314840 2685760 2680848 2024-11-14T15:29:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685760 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALIMPSES'TUS''' ({{lang|grc|παλίμψηστος}}). [[Illustrated Companion to the Latin Dictionary/Membrana|Parchment]] from which former writings have been erased to make room for fresh ones. (Cic. ''Fam.'' vii. 18. Catull. xxii. 5.) Hence the name of ''palimpsest'' is given by learned to those manuscripts, which, though of themselves of a respectable antiquity, are found to have been written over others still older. It is probable that this practice of obliteration and rewriting upon the same skin was sometimes pursued by the Greek and Roman booksellers, in cases where the original composition was of little interest or value; but none of those now actually in existence are believed to possess a higher date than the ninth century; and it is often found that works of superior merit have been washed out, in order to receive other matter; the original writing underneath being still discoverable, and even legible. Thus Cicero's treatise ''de Repub.'' was found, and deciphered by A. Maio, under a commentary of St. Augustin on the Psalms. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Paper and Writing Materials]] nntib8rd0dfa0q9mugyefsub7o518x8 0 314841 2685761 2680849 2024-11-14T15:29:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685761 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALLA''' ({{lang|grc|ξυστίς, πέπλον}}). A term employed by the Latin authors to designate an article, strictly speaking, of the Greek female costume; worn as a robe of state by ladies of distinction, goddesses, and mythological personages; and by musicians and [[Illustrated Companion to the Latin Dictionary/Histrio|actors]] on the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]]. Non. ''s. v.'' p. 537. Hor. ''A. P.'' 278. It was composed with an oblong rectangular piece of cloth, folded before being put on, in a very peculiar manner, which will be readily understood from the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed diagram |imagelink=Media:Palla 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|annexed diagram |caption=Palla/1.1}} and description. The entire square {{Illustrated Companion to the Latin Dictionary/Inscription|text=ABCD}} was first turned back or folded down in the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=EF}}, which reduces it to the parallelogram {{Illustrated Companion to the Latin Dictionary/Inscription|text=EFCD}}, the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=AB}} coinciding at the back with the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=GH}} in front. It was then doubled across the middle in the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=IKL}}, and the side {{Illustrated Companion to the Latin Dictionary/Inscription|text=FC}} brought together with the opposite one {{Illustrated Companion to the Latin Dictionary/Inscription|text=ED}}, the part turned back being left on the outside, so that the whole is finally reduced in size to the figure {{Illustrated Companion to the Latin Dictionary/Inscription|text=EDLI}}, which is double, and entirely closed on one side, represented by {{Illustrated Companion to the Latin Dictionary/Inscription|text=IKL}}, but open at the other, {{Illustrated Companion to the Latin Dictionary/Inscription|text=EGD}}. It was then put on in the following manner. The wearer opened the two sides, thus brought together at {{Illustrated Companion to the Latin Dictionary/Inscription|text=EGD}}, and passed one of them round the back, so as to stand exactly in the centre of the square {{Illustrated Companion to the Latin Dictionary/Inscription|text=EDLI}}, or ''edli'' on the illustration on the opposite column.{TR: ''i. e. '' the second image of this entry.} She then fixed the back and front together by a brooch on the point of the left shoulder at {{Illustrated Companion to the Latin Dictionary/Inscription|text=N}}, passing her arm through the aperture {{Illustrated Companion to the Latin Dictionary/Inscription|text=NI}} of the diagram and {{Illustrated Companion to the Latin Dictionary/Inscription|text=N''i''}} in the draped figure. Another brooch was then fixed on the top of the right shoulder, at {{Illustrated Companion to the Latin Dictionary/Inscription|text=M}}, which one of the females is in the act of doing, so that the parts between {{Illustrated Companion to the Latin Dictionary/Inscription|text=M}} and {{Illustrated Companion to the Latin Dictionary/Inscription|text=N}} afford an opening for the head, and those between {{Illustrated Companion to the Latin Dictionary/Inscription|text=ME}} (or {{Illustrated Companion to the Latin Dictionary/Inscription|text=M''e''}}, draped figure), another arm-hole for the right arm, similar to the one on the other side. The corners {{Illustrated Companion to the Latin Dictionary/Inscription|text=E}}, {{Illustrated Companion to the Latin Dictionary/Inscription|text=G}}, and {{Illustrated Companion to the Latin Dictionary/Inscription|text=I}}, {{Illustrated Companion to the Latin Dictionary/Inscription|text=K}} on the first diagram, or ''e'' and ''i'' on the last one, will fall down in the direction indicated by the dotted lines, and occupying the situations marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=EG}}, {{Illustrated Companion to the Latin Dictionary/Inscription|text=IK}} on the drapery of the right-hand figure; while the whole of the upper portion of the costume corresponds exactly with the words of Sidonius Apollinaris (''Carm.'' xxii. 31.), which describe a statue of Bacchus in female attire, like the one in the Vatican (Mus. Pio-Clem. vii. 2.); ''nec tegit exsertos, sed tangit, palla lacertos''. It is, moreover, obvious, from the preceding account, that the ''palla'' thus described was in itself a loose piece of drapery, adjusted on the person by folding round it, like any other article of the [[Illustrated Companion to the Latin Dictionary/Amictus|AMICTUS]]; whence it is that persons thus attired are said to be ''pallis amictae'' (Varro. ''ap.'' Non. ''s. v.'' p. 549.); and this peculiarity will be brought still more forcibly under observation by referring to the wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Peplum|PEPLUM]], 1. which represents the side view of a figure, from a statue of Herculaneum, belonging to the same set as the {{Illustrated Companion to the Latin Dictionary/Image Location|text=two preceding |imagelink=Media:Palla 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|two preceding |caption=Palla/1.2}}, and wearing the same kind of costume, with the whole of the left side completely open, so that it might be mistaken by careless observers for a ''pallium''. But sometimes the square piece of drapery, after being folded down at the top, and again in half, as above described, was partially sewed together at the left side, from the bottom to half or two-thirds of its length, as is clearly exemplified by the figure on the left side in the preceding illustration, in which the broad band down the side shows the hem by which the united parts are joined. In this state it becomes a round or close dress{{mdash}}''vestimentum clausum''{{mdash}}which was of necessity put on over the head, like any other article of the [[Illustrated Companion to the Latin Dictionary/Indutus|INDUTUS]]; whence a person so draped is said to be ''pallam induta'' (Ov. ''Met.'' xiv. 262.); and in appearance, it possesses considerable resemblance to a [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]], a resemblance still further increased by the usual practice, when thus adjusted, of confining it round the waist, or above the hips, by a girdle, as shown by the right-hand figure above; whence the expression ''palla succinctam'' occurs in Hor. ''Sat.'' i. 8. 23. It should not be concealed that this explanation is at variance with the ordinary interpretation given to the term by lexicographers and philologists who content themselves with saying that ''palla'' is merely a poetical word for ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'', more especially used in regard to women. But, 1. The ''pallium'' is never an article of the ''indutus'', as the ''palla'' is; on the contrary it, or a piece of drapery similar in general character, was sometimes worn over the ''palla'', as by Circe in Ovid. (''l. c.''){{mdash}}''pallamque induta nitentem, Insuper aurato circumvelatur amictu''. 2. The ''palla'' is frequently described as a garment that covered the feet (Ov. ''Am.'' iii. 13. 26. Compare Virg. ''Aen.'' xi. 576. Stat. ''Ach.'' i. 262.), which the ''pallium'' never does, nor could do. 3. It was fastened with a girdle (Hor. ''l. c.''), which the pallium never is, nor could be. 4. Nonius (''s. v.'' p. 537.) and Servius (''ad'' Virg. ''Aen.'' i. 648.) both explain the term palla by a compound word ''tunico-pallium'', meaning that it possess the properties of a ''tunica'' and a ''pallium'', or in other words, that it was both an ''indutus'' and an ''amictus''; which corresponds exactly with the description given by Pollux (vii. 47.) of the Greek female dress termed {{lang|grc|ξυστίς, ἔνδυμά τε ὀμοῦ, καὶ περίβλημα, καὶ χιτών}}. 5. All the other fashions of the ''palla'', which are described and illustrated in subsequent paragraphs, have a positive affinity with the preceding one, but have no resemblance whatever to the ''pallium'', for they are close dresses in the nature of a tunic or ''indutus''. 6. When Seneca (''Ira'', iii. 22.) designates a curtain by the term ''palla'', he does not invalidate the accuracy of the above reasoning; for, when the garment was removed from the body, it formed a large rectangular piece of cloth, as already explained. 7. In a variety of other passages where the word occurs, it is introduced without any characteristic adjunct or context to explain whether a sole covering, or an inner or outer garment, is intended. The above are some of the most obvious reasons which establish a conviction that the ''pallium'' and ''palla'' are not identical terms, and which help to confirm the accuracy of the interpretation here affixed to the latter word; set out with extreme conciseness, it is true, as the nature of this work requires; but it seemed incumbent, when departing from old established opinions, supported by the sanction of great names, to produce some authority for the innovation. 2. Although the ''palla'', when worn as a robe of state, was always a long dress reaching to the feet, as described in the preceding paragraphs; yet it was sometimes of much shorter dimensions, and terminated just above the knees, as is proved by written testimony, and exhibited in works of art. In this state it is given to the hunting nymphs attendant on Diana by Valerius Flaccus (iii. 525. ''summo palla genu''); to Tisiphone by Ovid (''Met.'' iv. 481.); and is so worn by the ''Furia'', in the Vatican Virgil. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Palla 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 466.jpg|illustration |caption=Palla/2.1}}, from a bas-relief of the Villa Borghese, shows a drapery made up and put on by means of a brooch on each shoulder, precisely similar to those exhibited in the former part of this article, with the sole exception in regard to length. It is supposed to represent a Spartan damsel dancing at the fetes of Diana, which were celebrated in one of the villages of Laconia, called Caria, at which dancing was one of the characteristic solemnities, and the costume worn would be naturally allusive to the goddess of the chase (Visconti, ''Mus. Pio-Clem.'' vii. 38. n.); who is herself represented in a great number of statues, clad in a ''palla'' precisely similar to the one here exhibited, with the only difference of having a girdle on the outside, under the bosom, to keep the drapery close to the person during the pursuit and exertions of the chase. 3. The ''palla'' worn by the ladies of Rome, though not exactly identical with the Greek one, yet possessed sufficent resemblance to it in all essential particulars to justify its being included in the same class of dresses with the one already described, and designated by the same name. Like that, it partook of the double character of an ''indumentum'' and an ''amictus'', being worn ''as'' a tunic, and ''over'' a tunic (Varro, ''L. L.'' v. 131. Hor. ''Sat.'' i. 2. 99.), and adjusted to the person by clasps upon the shoulders in the same manner as explained in the two preceding paragraphs, with only this difference, that the upper part was not turned down to make a fall-over, because the tunic underneath it completely covered the bosom, and rendered such a protection unnecessary. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Palla 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|annexed figure |caption=Palla/3.1}} from a statue of the priestess Livia, found at Pompeii, illustrates all these particulars. The undermost garment, which comes close up to the throat, and has sleeves looped down the fleshy part of the arm, is the under tunic, or ''[[Illustrated Companion to the Latin Dictionary/Stola|stola]]'' (Hor. ''l. c.''); over this is seen the ''palla'', with its back and front edges fastened together by clasps upon the shoulder points, in the same manner as the three preceding figures; while a large veil or loose piece of drapery (''amictus'') is finally thrown over the whole, in the manner stated by Ovid (''Met.'' xiv. 262.), and implied by Livy (xxvii. 4.), ''pallam pictam cum amiculo purpureo'', where the diminutive expresses fineness of texture not smallness of dimensions. The skirts of the ''palla'' are concealed by the outer drapery, so that its actual length cannot be ascertained; but it probably did not reach much below the knee, in order not to hide the flounce (''[[Illustrated Companion to the Latin Dictionary/Instita|instita]]'') of the ''stola'', the lower edges and plaits of which are seen over the feet, and on the ground. In addition to all this, the lady without doubt wore a regular chemise (''tunica intima'') next the skin, which would be entirely concealed by the over-clothing. Thus we may readily understand what Horace means (''l. c.'') by contrasting the scanty apparel of immodest women with the dense barricades presented by the attire of the virtuous and high-born females; and the reason of the definition given by Nonius (''s. v.'' p. 537.) to the term ''palla{{mdash}}honestae mulieris vestimentum''. 4. The ''palla'' with which Isis in invested by Apuleius (''Met.'' xi. p. 240.) would appear from his words to be a dress of a character totally different from those which have been thus far sufficiently authenticated by written as well as demonstrative evidence, had it not been for the existence of a bas-relief in the Pio-Clementine Museum, representing a priestess of Isis, as here annexed, whose costume corresponds so closely and minutely with the particular details enumerated by Apuleis, as to leave no doubt that his description was drawn from some well-known artistic type, after which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=figure here exhibited |imagelink=Media:Palla 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|figure here exhibited |caption=Palla/4.1}} was also in a great measure modelled. It is here at once apparent that she wears a ''palla'' exactly the same in form and mode of adjustment as the right-hand figure, from the Pompeian statue, inserted above, over the outside of which there passes a broad scarf decorated with embroidered stars and half-moons, which is carried from under the right-arm, across the breast, and over the left shoulder, then turned down, so as to leave an end with fringes at its extremity depending in front; the whole of which, as well as the ornamental details, are circumstantially described in so many words by Apuleius. The obscurity of the passage arises from his giving the name of ''palla'' to the scarf only; that is, he described the part which forms so prominent a feature in the costume, and attracts so much attention, under the name of the vest on which it was embroidered, or attached as a decoration. 5. ''Palla citharoedica''. The ''palla'' worn by musicians upon the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]]; whence frequently represented in works of art as an appropriate costume for Apollo in his character of ''[[Illustrated Companion to the Latin Dictionary/Citharoedus|citharoedus]]'' and ''musagetes''. This was a long flowing robe, with sleeves reaching to the wrists, and fastened with a broad girdle round the waist, the skirts of which fell over the feet, or sometimes trained upon the ground. It thus resembles in many respects the ordinary ''[[Illustrated Companion to the Latin Dictionary/Chiridota|chiridota]]'' or ''[[Illustrated Companion to the Latin Dictionary/Tunica|tunica manicata]]'', and, consequently, is mentioned as an article of the ''indutus'' (Auct. ad ''Herenn.'' iv. 47. ''citharoedus palla indutus''. Compare Apul. ''Flor.'' ii. 15. 2. where a robe precisely like the one here exhibited is minutely described); but it differs from the common tunic in this respect, that it was not made, like that, of one uniform width from top to bottom, but was narrow at the upper part over the chest and shoulders, gradually widening downwards, until it became a loose and sweeping robe towards the feet, from which circumstance it probably received the name of ''palla''. All these particulars are conspicuously apparent in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Palla 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 468.jpg|annexed illustration |caption=Palla/5.1}}, representing a statue of Apollo in the Vatican; the loose drapery hanging behind from the shoulders is an ''amictus'' worn over the ''palla''. In the original statue the arms are restorations, and the artist has given to them short sleeves, which are corrected for long ones in the present drawing, in accordance with other representations of the same subject, and more particularly of an ancient type in the archaic style of Greek sculpture (Wink. ''Mon. Ined.'' Vignette to dedication), which formed the original after which they are all more or less modelled. 6. ''Palla Gallica''. The Gaulish jerkin; a short, close-fitting dress, slit up before and behind as high as the fork. (Mart. i. 93. compared with Strabo iv. 4. 3.) When adopted at Rome, it received the name of [[Illustrated Companion to the Latin Dictionary/Caracalla|CARACALLA]], after the emperor who introduced the fashion of wearing it; under which it is described and illustrated. <gallery> File:Palla 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|Palla/1.1 File:Palla 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|Palla/1.2 File:Palla 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 466.jpg|Palla/2.1 File:Palla 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|Palla/3.1 File:Palla 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|Palla/4.1 File:Palla 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 468.jpg|Palla/5.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] lha88p28qqgzdpqthhj7vg9fe5damkp 2685988 2685761 2024-11-14T18:10:21Z CalRis25 911425 Add zero-width spaces at two places to remove problem with template Illustrated Companion to the Latin Dictionary/Inscription. 2685988 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALLA''' ({{lang|grc|ξυστίς, πέπλον}}). A term employed by the Latin authors to designate an article, strictly speaking, of the Greek female costume; worn as a robe of state by ladies of distinction, goddesses, and mythological personages; and by musicians and [[Illustrated Companion to the Latin Dictionary/Histrio|actors]] on the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]]. Non. ''s. v.'' p. 537. Hor. ''A. P.'' 278. It was composed with an oblong rectangular piece of cloth, folded before being put on, in a very peculiar manner, which will be readily understood from the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed diagram |imagelink=Media:Palla 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|annexed diagram |caption=Palla/1.1}} and description. The entire square {{Illustrated Companion to the Latin Dictionary/Inscription|text=ABCD}} was first turned back or folded down in the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=EF}}, which reduces it to the parallelogram {{Illustrated Companion to the Latin Dictionary/Inscription|text=EFCD}}, the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=AB}} coinciding at the back with the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=GH}} in front. It was then doubled across the middle in the line {{Illustrated Companion to the Latin Dictionary/Inscription|text=IKL}}, and the side {{Illustrated Companion to the Latin Dictionary/Inscription|text=FC}} brought together with the opposite one {{Illustrated Companion to the Latin Dictionary/Inscription|text=ED}}, the part turned back being left on the outside, so that the whole is finally reduced in size to the figure {{Illustrated Companion to the Latin Dictionary/Inscription|text=EDLI}}, which is double, and entirely closed on one side, represented by {{Illustrated Companion to the Latin Dictionary/Inscription|text=IKL}}, but open at the other, {{Illustrated Companion to the Latin Dictionary/Inscription|text=EGD}}. It was then put on in the following manner. The wearer opened the two sides, thus brought together at {{Illustrated Companion to the Latin Dictionary/Inscription|text=EGD}}, and passed one of them round the back, so as to stand exactly in the centre of the square {{Illustrated Companion to the Latin Dictionary/Inscription|text=EDLI}}, or ''edli'' on the illustration on the opposite column.{TR: ''i. e. '' the second image of this entry.} She then fixed the back and front together by a brooch on the point of the left shoulder at {{Illustrated Companion to the Latin Dictionary/Inscription|text=N}}, passing her arm through the aperture {{Illustrated Companion to the Latin Dictionary/Inscription|text=NI}} of the diagram and {{Illustrated Companion to the Latin Dictionary/Inscription|text=N''i''&#x200B;}} in the draped figure. Another brooch was then fixed on the top of the right shoulder, at {{Illustrated Companion to the Latin Dictionary/Inscription|text=M}}, which one of the females is in the act of doing, so that the parts between {{Illustrated Companion to the Latin Dictionary/Inscription|text=M}} and {{Illustrated Companion to the Latin Dictionary/Inscription|text=N}} afford an opening for the head, and those between {{Illustrated Companion to the Latin Dictionary/Inscription|text=ME}} (or {{Illustrated Companion to the Latin Dictionary/Inscription|text=M''e''&#x200B;}}, draped figure), another arm-hole for the right arm, similar to the one on the other side. The corners {{Illustrated Companion to the Latin Dictionary/Inscription|text=E}}, {{Illustrated Companion to the Latin Dictionary/Inscription|text=G}}, and {{Illustrated Companion to the Latin Dictionary/Inscription|text=I}}, {{Illustrated Companion to the Latin Dictionary/Inscription|text=K}} on the first diagram, or ''e'' and ''i'' on the last one, will fall down in the direction indicated by the dotted lines, and occupying the situations marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=EG}}, {{Illustrated Companion to the Latin Dictionary/Inscription|text=IK}} on the drapery of the right-hand figure; while the whole of the upper portion of the costume corresponds exactly with the words of Sidonius Apollinaris (''Carm.'' xxii. 31.), which describe a statue of Bacchus in female attire, like the one in the Vatican (Mus. Pio-Clem. vii. 2.); ''nec tegit exsertos, sed tangit, palla lacertos''. It is, moreover, obvious, from the preceding account, that the ''palla'' thus described was in itself a loose piece of drapery, adjusted on the person by folding round it, like any other article of the [[Illustrated Companion to the Latin Dictionary/Amictus|AMICTUS]]; whence it is that persons thus attired are said to be ''pallis amictae'' (Varro. ''ap.'' Non. ''s. v.'' p. 549.); and this peculiarity will be brought still more forcibly under observation by referring to the wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Peplum|PEPLUM]], 1. which represents the side view of a figure, from a statue of Herculaneum, belonging to the same set as the {{Illustrated Companion to the Latin Dictionary/Image Location|text=two preceding |imagelink=Media:Palla 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|two preceding |caption=Palla/1.2}}, and wearing the same kind of costume, with the whole of the left side completely open, so that it might be mistaken by careless observers for a ''pallium''. But sometimes the square piece of drapery, after being folded down at the top, and again in half, as above described, was partially sewed together at the left side, from the bottom to half or two-thirds of its length, as is clearly exemplified by the figure on the left side in the preceding illustration, in which the broad band down the side shows the hem by which the united parts are joined. In this state it becomes a round or close dress{{mdash}}''vestimentum clausum''{{mdash}}which was of necessity put on over the head, like any other article of the [[Illustrated Companion to the Latin Dictionary/Indutus|INDUTUS]]; whence a person so draped is said to be ''pallam induta'' (Ov. ''Met.'' xiv. 262.); and in appearance, it possesses considerable resemblance to a [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]], a resemblance still further increased by the usual practice, when thus adjusted, of confining it round the waist, or above the hips, by a girdle, as shown by the right-hand figure above; whence the expression ''palla succinctam'' occurs in Hor. ''Sat.'' i. 8. 23. It should not be concealed that this explanation is at variance with the ordinary interpretation given to the term by lexicographers and philologists who content themselves with saying that ''palla'' is merely a poetical word for ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'', more especially used in regard to women. But, 1. The ''pallium'' is never an article of the ''indutus'', as the ''palla'' is; on the contrary it, or a piece of drapery similar in general character, was sometimes worn over the ''palla'', as by Circe in Ovid. (''l. c.''){{mdash}}''pallamque induta nitentem, Insuper aurato circumvelatur amictu''. 2. The ''palla'' is frequently described as a garment that covered the feet (Ov. ''Am.'' iii. 13. 26. Compare Virg. ''Aen.'' xi. 576. Stat. ''Ach.'' i. 262.), which the ''pallium'' never does, nor could do. 3. It was fastened with a girdle (Hor. ''l. c.''), which the pallium never is, nor could be. 4. Nonius (''s. v.'' p. 537.) and Servius (''ad'' Virg. ''Aen.'' i. 648.) both explain the term palla by a compound word ''tunico-pallium'', meaning that it possess the properties of a ''tunica'' and a ''pallium'', or in other words, that it was both an ''indutus'' and an ''amictus''; which corresponds exactly with the description given by Pollux (vii. 47.) of the Greek female dress termed {{lang|grc|ξυστίς, ἔνδυμά τε ὀμοῦ, καὶ περίβλημα, καὶ χιτών}}. 5. All the other fashions of the ''palla'', which are described and illustrated in subsequent paragraphs, have a positive affinity with the preceding one, but have no resemblance whatever to the ''pallium'', for they are close dresses in the nature of a tunic or ''indutus''. 6. When Seneca (''Ira'', iii. 22.) designates a curtain by the term ''palla'', he does not invalidate the accuracy of the above reasoning; for, when the garment was removed from the body, it formed a large rectangular piece of cloth, as already explained. 7. In a variety of other passages where the word occurs, it is introduced without any characteristic adjunct or context to explain whether a sole covering, or an inner or outer garment, is intended. The above are some of the most obvious reasons which establish a conviction that the ''pallium'' and ''palla'' are not identical terms, and which help to confirm the accuracy of the interpretation here affixed to the latter word; set out with extreme conciseness, it is true, as the nature of this work requires; but it seemed incumbent, when departing from old established opinions, supported by the sanction of great names, to produce some authority for the innovation. 2. Although the ''palla'', when worn as a robe of state, was always a long dress reaching to the feet, as described in the preceding paragraphs; yet it was sometimes of much shorter dimensions, and terminated just above the knees, as is proved by written testimony, and exhibited in works of art. In this state it is given to the hunting nymphs attendant on Diana by Valerius Flaccus (iii. 525. ''summo palla genu''); to Tisiphone by Ovid (''Met.'' iv. 481.); and is so worn by the ''Furia'', in the Vatican Virgil. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Palla 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 466.jpg|illustration |caption=Palla/2.1}}, from a bas-relief of the Villa Borghese, shows a drapery made up and put on by means of a brooch on each shoulder, precisely similar to those exhibited in the former part of this article, with the sole exception in regard to length. It is supposed to represent a Spartan damsel dancing at the fetes of Diana, which were celebrated in one of the villages of Laconia, called Caria, at which dancing was one of the characteristic solemnities, and the costume worn would be naturally allusive to the goddess of the chase (Visconti, ''Mus. Pio-Clem.'' vii. 38. n.); who is herself represented in a great number of statues, clad in a ''palla'' precisely similar to the one here exhibited, with the only difference of having a girdle on the outside, under the bosom, to keep the drapery close to the person during the pursuit and exertions of the chase. 3. The ''palla'' worn by the ladies of Rome, though not exactly identical with the Greek one, yet possessed sufficent resemblance to it in all essential particulars to justify its being included in the same class of dresses with the one already described, and designated by the same name. Like that, it partook of the double character of an ''indumentum'' and an ''amictus'', being worn ''as'' a tunic, and ''over'' a tunic (Varro, ''L. L.'' v. 131. Hor. ''Sat.'' i. 2. 99.), and adjusted to the person by clasps upon the shoulders in the same manner as explained in the two preceding paragraphs, with only this difference, that the upper part was not turned down to make a fall-over, because the tunic underneath it completely covered the bosom, and rendered such a protection unnecessary. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Palla 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|annexed figure |caption=Palla/3.1}} from a statue of the priestess Livia, found at Pompeii, illustrates all these particulars. The undermost garment, which comes close up to the throat, and has sleeves looped down the fleshy part of the arm, is the under tunic, or ''[[Illustrated Companion to the Latin Dictionary/Stola|stola]]'' (Hor. ''l. c.''); over this is seen the ''palla'', with its back and front edges fastened together by clasps upon the shoulder points, in the same manner as the three preceding figures; while a large veil or loose piece of drapery (''amictus'') is finally thrown over the whole, in the manner stated by Ovid (''Met.'' xiv. 262.), and implied by Livy (xxvii. 4.), ''pallam pictam cum amiculo purpureo'', where the diminutive expresses fineness of texture not smallness of dimensions. The skirts of the ''palla'' are concealed by the outer drapery, so that its actual length cannot be ascertained; but it probably did not reach much below the knee, in order not to hide the flounce (''[[Illustrated Companion to the Latin Dictionary/Instita|instita]]'') of the ''stola'', the lower edges and plaits of which are seen over the feet, and on the ground. In addition to all this, the lady without doubt wore a regular chemise (''tunica intima'') next the skin, which would be entirely concealed by the over-clothing. Thus we may readily understand what Horace means (''l. c.'') by contrasting the scanty apparel of immodest women with the dense barricades presented by the attire of the virtuous and high-born females; and the reason of the definition given by Nonius (''s. v.'' p. 537.) to the term ''palla{{mdash}}honestae mulieris vestimentum''. 4. The ''palla'' with which Isis in invested by Apuleius (''Met.'' xi. p. 240.) would appear from his words to be a dress of a character totally different from those which have been thus far sufficiently authenticated by written as well as demonstrative evidence, had it not been for the existence of a bas-relief in the Pio-Clementine Museum, representing a priestess of Isis, as here annexed, whose costume corresponds so closely and minutely with the particular details enumerated by Apuleis, as to leave no doubt that his description was drawn from some well-known artistic type, after which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=figure here exhibited |imagelink=Media:Palla 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|figure here exhibited |caption=Palla/4.1}} was also in a great measure modelled. It is here at once apparent that she wears a ''palla'' exactly the same in form and mode of adjustment as the right-hand figure, from the Pompeian statue, inserted above, over the outside of which there passes a broad scarf decorated with embroidered stars and half-moons, which is carried from under the right-arm, across the breast, and over the left shoulder, then turned down, so as to leave an end with fringes at its extremity depending in front; the whole of which, as well as the ornamental details, are circumstantially described in so many words by Apuleius. The obscurity of the passage arises from his giving the name of ''palla'' to the scarf only; that is, he described the part which forms so prominent a feature in the costume, and attracts so much attention, under the name of the vest on which it was embroidered, or attached as a decoration. 5. ''Palla citharoedica''. The ''palla'' worn by musicians upon the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]]; whence frequently represented in works of art as an appropriate costume for Apollo in his character of ''[[Illustrated Companion to the Latin Dictionary/Citharoedus|citharoedus]]'' and ''musagetes''. This was a long flowing robe, with sleeves reaching to the wrists, and fastened with a broad girdle round the waist, the skirts of which fell over the feet, or sometimes trained upon the ground. It thus resembles in many respects the ordinary ''[[Illustrated Companion to the Latin Dictionary/Chiridota|chiridota]]'' or ''[[Illustrated Companion to the Latin Dictionary/Tunica|tunica manicata]]'', and, consequently, is mentioned as an article of the ''indutus'' (Auct. ad ''Herenn.'' iv. 47. ''citharoedus palla indutus''. Compare Apul. ''Flor.'' ii. 15. 2. where a robe precisely like the one here exhibited is minutely described); but it differs from the common tunic in this respect, that it was not made, like that, of one uniform width from top to bottom, but was narrow at the upper part over the chest and shoulders, gradually widening downwards, until it became a loose and sweeping robe towards the feet, from which circumstance it probably received the name of ''palla''. All these particulars are conspicuously apparent in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Palla 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 468.jpg|annexed illustration |caption=Palla/5.1}}, representing a statue of Apollo in the Vatican; the loose drapery hanging behind from the shoulders is an ''amictus'' worn over the ''palla''. In the original statue the arms are restorations, and the artist has given to them short sleeves, which are corrected for long ones in the present drawing, in accordance with other representations of the same subject, and more particularly of an ancient type in the archaic style of Greek sculpture (Wink. ''Mon. Ined.'' Vignette to dedication), which formed the original after which they are all more or less modelled. 6. ''Palla Gallica''. The Gaulish jerkin; a short, close-fitting dress, slit up before and behind as high as the fork. (Mart. i. 93. compared with Strabo iv. 4. 3.) When adopted at Rome, it received the name of [[Illustrated Companion to the Latin Dictionary/Caracalla|CARACALLA]], after the emperor who introduced the fashion of wearing it; under which it is described and illustrated. <gallery> File:Palla 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|Palla/1.1 File:Palla 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 465.jpg|Palla/1.2 File:Palla 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 466.jpg|Palla/2.1 File:Palla 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|Palla/3.1 File:Palla 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 467.jpg|Palla/4.1 File:Palla 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 468.jpg|Palla/5.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] ku0xkc98ugozsh450lh48xjtchpxckc 0 314842 2685762 2680850 2024-11-14T15:29:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685762 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALLIAS'TRUM'''. An augmentative of ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]''; the augmentative indicating coarseness of texture, and, consequently, an inferior article worn by the poorer classes, and certain philosophers who affected severity of attire. Apul. ''Flor.'' ii. 14. ''Met.'' i. p. 4. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] l6v0jhkppa7uu550mrutyxcsdxwgitz 0 314843 2685763 2680851 2024-11-14T15:30:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685763 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALLIA'TUS'''. Wearing the Greek ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]''; thence, by implication, ''dressed as a Greek''; for the word is opposed in Latin to ''togatus''; that is, to a Roman, whose national costume was the [[Illustrated Companion to the Latin Dictionary/Toga|toga]]. (Plaut. ''Curc.'' iii. 2. 9. Cic. ''Rabir. Post.'' 9. Suet. ''Jul.'' 48. ''Claud.'' 15.) The illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Pallium|PALLIUM]] and [[Illustrated Companion to the Latin Dictionary/Toga|TOGA]] will at once explain the difference. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3mnvw8xuhkkb6506ljuhr95t841p1mu 0 314844 2685764 2680852 2024-11-14T15:30:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685764 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALLIOLA'TUS'''. Wearing the ''palliolum'' upon the head, as explained and exhibited in the [[Illustrated Companion to the Latin Dictionary/Palliolum|following word]] and illustration. Suet. ''Claud.'' 2. Mart. ix. 33. 2. ''Palliolata tunica.'' (Vopisc. ''Bonos.'' 15.) Like ''[[Illustrated Companion to the Latin Dictionary/Tunicopallium|tunico-pallium]]'', another expression or gloss for [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]], which see; and appropriately employed, because the upper part of the piece of drapery which formed the [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]], was turned down in such a manner that it resembles a ''palliolum'' over the shoulders and bosom, instead of the head, as is plainly shown by the illustration [[Illustrated Companion to the Latin Dictionary/Palla|p. 465.]] == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 7s9kh8sewhf3lfqyqjc6af51noqp9dj 0 314845 2685765 2680853 2024-11-14T15:30:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685765 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALL'IOLUM'''. A diminutive of ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]''; consequently, used in a general sense for any mantle of ordinary quality, small dimensions, of fine texture, adjusted and worn in the same manner as the ''pallium''. Plaut. ''Epid.'' ii. 2. 12. Cic. ''Tusc.'' iii. 23. 2. ({{lang|grc|θερίστριον}}, probably). A square cloth, doubled and adjusted to the head, like a veil or cap; and worn as a protection against the weather, especially by invalids and females of advanced age, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Palliolum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 469.jpg|annexed example |caption=Palliolum/2.1}}, representing the head of an old nurse, in a marble bas-relief. <gallery> File:Palliolum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 469.jpg|Palliolum/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] 4k3ucgr8u2qpzh0mr7qvmnwjd9khpbq 0 314846 2685766 2680854 2024-11-14T15:30:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685766 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALLIUM''' ({{lang|grc|ἱμάτιον, φᾶρος}}). The principal article of the Greek ''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'', or outer object of their apparel, as the ''[[Illustrated Companion to the Latin Dictionary/Toga|toga]]'' was of the Romans. (Quint. xi. 5. 143. Suet. ''Tib.'' 13. Liv. xxix. 19.) It consisted of a large sheet or blanket, made of wool, and of a square or oblong square form (Pet. ''Sat.'' 135. 4. Tertull. ''de Pall.'' 1. Athen. v. 50.), fastened round the neck or on the shoulder by a brooch (''[[Illustrated Companion to the Latin Dictionary/Fibula|fibula]]'', Tertull. ''l. c.''), and sometimes worn over the naked body as the only covering, but more commonly as an outside mantle over the [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]]. (Plaut. ''Ep.'' v. 2. 59. Cic. ''Verr.'' ii. 5. 52.) A garment of this nature might be adjusted upon the person in various ways, according as the fancy of the wearer or the state of the atmosphere suggested; and, as each arrangement presented a different model in the set and character of its folds, the Greeks made use of a distinct term to characterize the particular manner in which it was put on, or the appearance it presented when worn. Of these the most important are the following:{{mdash}} 1. {{lang|grc|ἐπίβλημα}}. Meaning literally, that which is ''thrown on'' or ''over'', designates the ''pallium'' when worn in the simplest manner; i. e. when the centre of one of its sides was merely put on to the back of the neck, and fastened round the throat, or on one shoulder, by a brooch, so that all the four corners hung downwards in the manner exhibited on the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Pallium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 469.jpg|annexed figure |caption=Pallium/1.1}}, representing a Greek soldier in his travelling dress, from a fictile vase. 2. {{lang|grc|ἀναβολή}}. Meaning, in a literal sense, that which is thrown ''up'', designates the ''pallium'' when adjusted in a manner similar to the old style of wearing the [[Illustrated Companion to the Latin Dictionary/Toga|toga]]; i. e. when the part which hangs down, on the right side of the preceding figure, was taken ''up'', and cast over the left shoulder, so that it would depend at the back of the wearer, as represented by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pallium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 469.jpg|annexed example |caption=Pallium/2.1}}, from the celebrated statue of Aristides in the Farnese collection. When thus worn, the brooch was not used; and the blanket, instead of being placed on the back, at the middle of its width, was drawn longer over the right side to allow sufficient length for casting on to the opposite shoulder; the right arm likewise was raised up and kept on a level with the chest, forming, as it were, a right angle (Quint. xi. 3. 141.), and having only the hand exposed; all of which particulars are plainly perceivable in the illustration. At the same time both skill and attention were required to adjust the garment, so that it should sit firmly and elegantly upon the body, which was considered as a mark of elegance, if well arranged, or awkwardness, if otherwise. Plato, ''Theaet.'' 175. Compare Aristoph. ''Av.'' 1565. 3. {{lang|grc|περίβλημα, περιβόλαιον}}. Meaning, in a literal sense, that which is thrown ''round'' one, designates the ''pallium'' when so adjusted as completely to envelope the wearer all round from head to foot, in the manner shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pallium 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 470.jpg|annexed example |caption=Pallium/3.1}}, from a fictile vase. In this method the blanket was put on, and a part thrown over the shoulder, the same as in the last example, but instead of the hand being exposed, and an opening or ''[[Illustrated Companion to the Latin Dictionary/Sinus|sinus]]'' left in front of the chest, the end thrown over the shoulder was drawn up tight under the chin, which gave a greater length to the part depending behind. The right arm was sometimes kept up in a similar position to the preceding; or it might be dropped down at the side, under the drapery, which fixed itself on the body by its own close folds, as it is represented in the illustration, in which the projection observed midway in front of the figure is produced by the hand being slightly elevated; but in either case the whole of the arm, as well as the hand, is completely covered by the drapery. The Romans indicated this confinement by the expression ''manum intra pallium continere'' (Quint. xi. 3. 138.), or ''intra pallium reducere'' (Val. Max. vi. 8. Ext. 1.): and the Greeks by a similar one{{mdash}}{{lang|grc|ἐντὸς τὴν χεῖρα ἔχειν}} (Aeschin. ''in Timarch.'' 52. Demosth. ''de Fals. Leg.'' p. 420. 10.); which was considered a becoming practice for young persons, as characteristic of a quiet, modest, and respectful demeanour. 4. Women also wore the ''pallium'' (Pet. ''Sat.'' 135. 4. Hom. ''Od.'' v. 230.) as well as men, and adjusted it upon their persons with the same varieties that have been already described, as evinced by numerous works of art both in sculpture and [[Illustrated Companion to the Latin Dictionary/Pictura|painting]]. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration annexed |imagelink=Media:Pallium 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 470.jpg|illustration annexed |caption=Pallium/4.1}} represents two females in the ''pallium'', the one on the left having it adjusted in a manner similar to that exhibited by the statue of Aristides, introduced above; while the right hand one, by raising her arm over her head, has drawn away the end previously cast over her left shoulder, and allowed the opposite side to slip off from her back; but the two together afford a good notion of the manner in which the drapery was put on and arranged. The only difference, when there was any, between the ''pallium'' of a male and female, consisted in the difference of texture and variety or brilliance of colour, the finer material and gaudier tints being naturally selected by the sex; but amongst persons of slender means the wife would sometimes wear her husband's blanket;{{mdash}}a piece of economy which the wife of Phocion practised, but Xantippe, the wife of Socrates, refused to submit to. Aelian. ''Var. Hist.'' vii. 9. and 10. 5. In a more general sense the name is given to any large rectangular piece of cloth, employed for covering various objects; as, a ''pall'' laid over a [[Illustrated Companion to the Latin Dictionary/Capulus|bier]] (Apul. ''Flor.'' i. 4.); a counterpane or blanket for a [[Illustrated Companion to the Latin Dictionary/Lectus|bed]] (Juv. vi. 236.); a warm sheet to wrap in after the [[Illustrated Companion to the Latin Dictionary/Balineum|bath]] (Pet. ''Sat.'' 28. 2.); a curtain for a room (Prudent. ''ad Symm.'' ii. 726); &c. <gallery> File:Pallium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 469.jpg|Pallium/1.1 File:Pallium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 469.jpg|Pallium/2.1 File:Pallium 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 470.jpg|Pallium/3.1 File:Pallium 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 470.jpg|Pallium/4.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] 6t9pfsys0smbcqmvl0kbsb3adr23iq0 0 314847 2685767 2680855 2024-11-14T15:30:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685767 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALL'ULA'''. Plaut. ''Truc.'' i. 1. 32. Diminutive of [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] r8amgk8dgr4r8m3tmwag7a7iumbink3 0 314848 2685768 2680856 2024-11-14T15:30:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685768 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALMA'TUS'''. ''Tunica palmata.'' See [[Illustrated Companion to the Latin Dictionary/Tunica|TUNICA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] bepf9umr2f87z86pnildxj6t69sryg0 0 314849 2685769 2680857 2024-11-14T15:31:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685769 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALMA''' ({{lang|grc|παλάμη}}). The ''palm'' of the hand; thence, from its resemblance, the broadest part or ''blade'' of an [[Illustrated Companion to the Latin Dictionary/Remus|oar]] ({{lang|grc|ταρσός}}). Vitruv. x. 3. 6. Catull. 64. 7., and woodcuts ''s.'' [[Illustrated Companion to the Latin Dictionary/Pes|PES]] and [[Illustrated Companion to the Latin Dictionary/Proreta|PRORETA]]. 2. ({{lang|grc|φοίνιξ}}). The ''palm tree'' (''phoenix dactylifera''), regarded amongst the ancients as an emblem of victory, in consequence of the great elasticity and power of resistance, without breaking, possessed by its wood. (Aul. Gell. iii. 6.) Hence it was frequently employed by [[Illustrated Companion to the Latin Dictionary/Scalptor|sculptors]] and medalists to indicate the conquest of a province, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Palma 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 471.jpg|annexed example |caption=Palma/2.1}}, from a medal of Trajan. 3. A ''palm branch'', or, as we say, ''the palm of victory''; for both the Greeks and Romans bestowed palm branches upon successful champions amongst the military combatants in the athletic games, or drivers in the race course (Liv. x. 49. Cic. ''Brut.'' 47. Hor. ''Od.'' iv. 2. 17.); hence, in works of art, wherever any object is seen with a palm branch upon it, or by its side, or a figure with one in the hand, it is implied that the object has been presented as a prize to some victor, and that the person so represented is himself the successful champion; as the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Palma 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 471.jpg|annexed figure |caption=Palma/3.1}}, from a statue representing a victorious driver in the [[Illustrated Companion to the Latin Dictionary/Circus|Circus]], who holds a palm branch in his right hand, and a purse of money containing the prize (''[[Illustrated Companion to the Latin Dictionary/Brabeum|brabeum]]'', ''[[Illustrated Companion to the Latin Dictionary/Iselasticum|iselasticum]]'') in his left. <gallery> File:Palma 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 471.jpg|Palma/2.1 File:Palma 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 471.jpg|Palma/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Racecourse and Races]] [[Category:Classed Index/Oarage and Rowers]] fgfx5ve41wwltb6t6hbpnc85h6qc3l6 0 314850 2685770 2680858 2024-11-14T15:31:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685770 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAL'MULA''' ({{lang|grc|ταρσός}}). Diminutive of [[Illustrated Companion to the Latin Dictionary/Palma|PALMA]]. The blade of a small [[Illustrated Companion to the Latin Dictionary/Remus|oar]]. Catull. iv. 4. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Oarage and Rowers]] l36nu3veouufpnpu1wii0aa51mtp1fx 0 314851 2685771 2680859 2024-11-14T15:31:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685771 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALUDAMEN'TUM'''. A military cloak worn by generals and superior officers over their armour (Isidor. ''Orig.'' xix. 24. 9. Apul. ''Apol.'' p. 441.), as the ''[[Illustrated Companion to the Latin Dictionary/Sagum|sagum]]'' was by the common soldier, from which it mainly differs in being larger, of finer texture, and richer colour, either a brilliant white, scarlet, or purple. (Val. Max. i. 6. 11. Isidor. ''l. c.'') On the other hand, it was not so large as the Greek ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'', for in all the numerous instances where it occurs on the t[[Illustrated Companion to the Latin Dictionary/Arcus|riumphal arches]] and [[Illustrated Companion to the Latin Dictionary/Columna|columns]], it is never thrown over the shoulder, nor round the figure; that is, it is always an {{lang|grc|ἐπίβλημα}}, never an {{lang|grc|ἀναβολή}}, nor a {{lang|grc|περίβλημα}}; being only worn as a pendant mantle, in the manner shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Paludamentum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 471.jpg|annexed example |caption=Paludamentum/1.1}}, representing the emperor Trajan, from the column which bears his name. It was fastened by a brooch (''[[Illustrated Companion to the Latin Dictionary/Fibula|fibula]]'') upon the shoulder; and though somewhat larger, was cut out in the same shape as the Greek ''[[Illustrated Companion to the Latin Dictionary/Chlamys|chlamys]]'' (Non. ''s. v.'' p. 538.); whence the later Greek writers translate the Latin word ''paludamentum'' by that term. Dio. lx. 30. compared with Plin. ''H. N.'' xxxiii. 19. <gallery> File:Paludamentum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 471.jpg|Paludamentum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] er6tz6prk3fckkz30hf9zw6vm4adfzq 0 314852 2685772 2680860 2024-11-14T15:31:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685772 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PALUDA'TUS'''. Wearing the ''[[Illustrated Companion to the Latin Dictionary/Paludamentum|paludamentum]]'', as explained and illustrated by the preceding article and example: but in most cases with a notion specially implied that the person so habited was engaged in military service (Cic. ''Fam.'' xv. 17. Suet. ''Vit.'' 11. ''Claud.'' 21.); during which the ''[[Illustrated Companion to the Latin Dictionary/Toga|toga]]'' or garb of peace was relinquished for the military mantle or ''paludamentum''. Isidor. ''Orig.'' xix. 24. 4. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] ijkstmvk8wmzd6glf5xpx6piubjf8p9 0 314853 2685773 2680861 2024-11-14T15:31:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685773 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PA'LUS''' ({{lang|grc|πάσσαλος}}). In a general sense, any ''pale'' or stake driven into the ground as a support or fixture for other objects to rest upon; and especially a pale, set up for the exercise and practice of [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]] and the Roman soldiery, which they were made to attack with a discharge of missiles from a distance, or with wooden swords at close quarters, in order to learn the exercise, and acquire the habit of taking a just aim at any particular part of the body required. Juv. vi. 247. Veg. ''Mil.'' i. 11. Id. ii. 23. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] q2beffsaun9quy5vqpc6k464djkzxjq 0 314854 2685774 2680862 2024-11-14T15:32:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685774 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAMMACH'IUM''' ({{lang|grc|παμμάχιον}}). Hygin. ''Fab.'' 273. Same as [[Illustrated Companion to the Latin Dictionary/Pancratium|PANCRATIUM]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] l2hhwwb4z2toobf7ni8tymnerfoy3p6 0 314855 2685775 2680863 2024-11-14T15:32:12Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685775 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAN'ACA'''. (Mart. xiv. 100.) A kind of drinking cup of which nothing characteristic is known; but the word only occurs as the title to the epigram cited, and, in consequence, is not used by Martial himself; for the headings to his epigrams were affixed by a later hand. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] n3aslon7rjsjrgwalgxs1uemgh1xnj6 0 314856 2685776 2680864 2024-11-14T15:32:23Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685776 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANA'RIOLUM'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Panarium|PANARIUM]]; a small bread-basket. Mart. v. 49. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] clvck4brmojr6vs9r3tk4mbuvwjuo78 0 314857 2685777 2680865 2024-11-14T15:32:34Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685777 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANA'RIUM''' ({{lang|grc|ἀρτοθήκη}}). A ''bread pantry'', in which the bread for a household was kept. Varro, ''L. L.'' v. 105. 2. A ''bread basket'' for transport from place to place. Plin. ''Ep.'' i. 6. 3. Suet. ''Cal.'' 18. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Baskets]] l5d20zvlbhz1vp5qqc9i4jm495qaw7t 0 314858 2685778 2680866 2024-11-14T15:32:46Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685778 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANCRAT'IAS''' and '''-AS'TES''' ({{lang|grc|παγκρατιαστής}}). One who contends in the ''Pancratium''. Aul. Gell. iii. 15. xiii. 27. See the [[Illustrated Companion to the Latin Dictionary/Pancratium|next word]] and illustration. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Gymnasium and Palaestra]] 6jwtbcfvd5ecip8gu37zmaljqmos75z 0 314859 2685779 2680867 2024-11-14T15:32:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685779 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANCRAT'IUM''' ({{lang|grc|παγκράτιον}}). An athletic contest of Grecian origin, which also became popular at Rome, after the time of Caligula. It combined both wrestling and boxing with the naked fists, but not with the ''[[Illustrated Companion to the Latin Dictionary/Caestus|caestus]]''; the combatants being allowed to make use of any means for worsting an opponent, by blows, throwing, kicking, or tripping, and to continue the contest on the ground, even when both had fallen, and until one of them was killed, or acknowledged himself to be vanquished. They fought naked, had their bodies sprinkled with fine sand (''[[Illustrated Companion to the Latin Dictionary/Haphe|haphe]]''), and their hair drawn up backwards from the roots, and tied in a tuft on the occiput (''[[Illustrated Companion to the Latin Dictionary/Cirrus|cirrus in vertice]]''), to prevent an antagonist from seizing hold by it; most of which particulars are exemplified by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pancratium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 472.jpg|illustration |caption=Pancratium/1.1}}, representing a pair of Greek ''pancratiastae'', from a bas-relief in the Vatican. Both figures have their hair tied up in the manner described; the one on the left also uses his fist as a boxer, whilst the right-hand one attempts to trip up his adversary by hooking his leg forward and pushing the body back, as still practised by our wrestlers. Prop. iii. 14. 8. Quint. ii. 8. 13. Aristot. ''Rhet.'' i. 5. 14. <gallery> File:Pancratium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 472.jpg|Pancratium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Gymnasium and Palaestra]] 82bzn0uxbgvmzfkb6ntwj606f849zqa 0 314860 2685780 2680868 2024-11-14T15:33:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685780 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANDU'RA''' ({{lang|grc|πανδούρα}}). A musical instrument, the precise character of which is not known. According to Pollux (iv. 60.) it was a stringed instrument with three chords; and the [[Illustrated Companion to the Latin Dictionary/Cithara|guitar]] is still called by the same term, "''la pandura''," in Tuscany; but Hesychius (''s.'' {{lang|grc|σύριγγες}}) makes it the same as the [[Illustrated Companion to the Latin Dictionary/Arundo|pan-pipes]]. To play upon it was expressed by the word ''pandurizo''. Lamprid. ''Elag.'' 32. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Stringed Instruments]] nlzoi7rci2skhl29aax78zqw9rh6gfl 0 314861 2685781 2680869 2024-11-14T15:33:21Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685781 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANIS''' ({{lang|grc|ἄρτος}}). ''Bread''; ''a loaf of bread''; ''binos panes'', two loaves (Plaut. ''Pers.'' iv. 3. 2.); ''mollia panis'', the ''crumb'' (Plin. ''H. N.'' xiii. 36.); ''panis crusta'', the ''crust'' (Id. xxix. 23.). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Panis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 473.jpg|illustration |caption=Panis/1.1}} represents some loaves as they were discovered in a baker's shop at Pompeii; they are about eight inches in diameter, have a crust at top and bottom, are scored above, and one has a stamp upon the top. 2. ''Panis gradilis''. Bread distributed gratuitously to the people, from the top of a flight of steps, as a largess from the emperor. For this purpose flights of steps were erected in different parts of the city contiguous to the bakers' shops, and each person who had obtained a billet or order (''[[Illustrated Companion to the Latin Dictionary/Tessera|tessera]]'') ascended the steps in turn, and there received the donation from the distributing officer in change for his ticket; the plan being adopted as a means of preventing frauds and mobbing, by only admitting the recipients to come up in regular order, and one by one. (Prudent. ''in Symm.'' i. 584. Id. ii. 984. Cod. Theodos. 14. 17. 3. and 4.) The whole process is shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Panis 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 473.jpg|illustration |caption=Panis/2.1}}, from a medal of Nerva; on the left hand sits the emperor in person upon a [[Illustrated Companion to the Latin Dictionary/Sella|curule chair]] placed on top of an elevated platform (''[[Illustrated Companion to the Latin Dictionary/Suggestum|suggestum]]''); in front of him is the relieving officer giving the bread to a citizen ascending the steps, while another figure behind him holds up for the emperor's inspection the billet containing the order handed in by the recipient. <gallery> File:Panis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 473.jpg|Panis/1.1 File:Panis 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 473.jpg|Panis/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Bakers and Bread-making]] 365z7kn4n8rgpk7bq3ewrezqxptk3m1 0 314862 2685782 2680870 2024-11-14T15:33:32Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685782 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANTOMI'MUS''' ({{lang|grc|παντόμιμος}}). A word first used in Italy about the time of Augustus to designate a performer on the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]], corresponding with the ballet or opera dancer of the present day, who represented a part by dancing and dumb show, or, as the term implies, by all sorts of conventional signs and mimic gestures, without the aid of the voice; thus constituting a distinct class from the actor of comedy or tragedy. He wore a mask, and was dressed in a costume appropriate to the character impersonated, but studiously designed with the view of exhibiting his personal beauty and bodily development to the greatest advantage (though often indelicately scanty, according to our notions of propriety); considering that love stories and bacchanalian and mythological subjects furnished the majority of characters for the exercise of his art. Hence the scandal and corruption of morals superinduced by the ballet dancers of Rome compelled several of the emperors to banish them at various periods from Italy. (Macrob. ''Sat.'' ii. 7. Suet. ''Aug.'' 45. ''Nero'', 16. Tac. ''Ann.'' iv. 14. xiii. 25. Plin. ''Paneg.'' xlvi. 4. Cassiodor. ''Var. Ep.'' i. 20.) The [[Illustrated Companion to the Latin Dictionary/Pictura|paintings]] of Pompeii exhibit numerous examples of this class of stage performers, from one of which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pantomimus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 473.jpg|annexed illustration |caption=Pantomimus/1.1}} is copied; all more or less bearing testimony to the accuracy of the preceding account; yet proving by the originality and grace with which the groups are composed, the variety of the poses, the display of muscular power exhibited in the attitudes, and the animal beauty in respect of bodily form which distinguishes the performers, that the ancient Italians, or the Greek ''artistes'' employed by them, far excelled, in professional dexterity and gracefulness (its most essential requisite), the dancers of the operatic ballet in modern times. <gallery> File:Pantomimus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 473.jpg|Pantomimus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Actors, Mimics, Dancers, and Dancing]] 5r2rh68ian47snejge8lhcxp0llhhxz 0 314863 2685783 2680871 2024-11-14T15:33:43Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685783 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PANUCEL'LIUM'''. This word is written in seven different ways; as uncertain as the meaning attached to it. Some suppose it to mean a ''spool'' or ''bobbin''; others, a shuttle with the bobbin inserted, like the example ''s.'' [[Illustrated Companion to the Latin Dictionary/Alveolus|ALVEOLUS]]. Varro, ''L. L.'' v. 114. Compare Isidor. ''Orig.'' xxix. 7. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Weaving]] eiv8s77cg3bva5w2ny1ibtepusg6d88 0 314864 2685784 2680872 2024-11-14T15:33:54Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685784 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAPIL'IO'''. In its primary sense, a butterfly; whence the name was transferred to a ''military tent'', either because the curtains with which it was closed in front, when set open, were fastened up at the sides in such a manner as to present an appearance like the wings of a butterfly, as observable in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Papilio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 474.jpg|annexed example |caption=Papilio/1.1}}, from the [[Illustrated Companion to the Latin Dictionary/Columna|column]] of Trajan; or, possibly, because it was made of richer materials and more varied colours than the common tent (''[[Illustrated Companion to the Latin Dictionary/Tentorium|tentorium]]''). Lamprid. ''Alex. Sev.'' 51. Spart. ''Pescenn.'' 11. Veg. ''Mil.'' i. 3. <gallery> File:Papilio 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 474.jpg|Papilio/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Camp and Tents]] 3sgulic5jc373rnw4ympoqmlsrytrcn 0 314865 2685785 2680873 2024-11-14T15:34:05Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685785 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAR'ADA'''. Believed to be a Gaulish word, indicating either an awning over the deck of a vessel; or, which seems more probable, a private and state cabin for the use of persons of wealth or distinction. Auson. ''Ep.'' v. 27. Sidon. ''Ep.'' viii. 12. Jal. ''Archéologie Navale'', vol. ii. p. 362. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Parts and Ornaments of Vessels]] mgi9vzyvmklm2xavhmzqjy6cfbayfm7 0 314866 2685786 2680874 2024-11-14T15:34:16Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685786 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PARAGAU'DA''' or '''PARAGAU'DIS'''. An ornamental band of gold, or of coloured silk decorated with golden embroidery, sewn on to the [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]]; whence the garment itself so decorated is also designated by the same term. It appears to have been a fashion introduced under the empire, as a sort of substitue for the more ancient ''[[Illustrated Companion to the Latin Dictionary/Clavus|clavus]]'', as the word only occurs amongst the writers of that period; and was distinguished by the epithets ''[[Illustrated Companion to the Latin Dictionary/Monoloris|monoloris]]'', ''[[Illustrated Companion to the Latin Dictionary/Diloris|diloris]]'', ''[[Illustrated Companion to the Latin Dictionary/Triloris|triloris]]'', ''pentaloris'', according to the number of bands, one, two, three, four, or five, attached. (Vopisc. ''Aurel.'' 46. Impp. Grat. Valent. et Theodos. ''Cod.'' 11. 8. 2.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Paragauda 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 474.jpg|annexed figure |caption=Paragauda/1.1}}, from an ancient Roman fresco discovered near the church of St. John in Lateran at Rome, is introduced as affording a notion, and probable specimen, of the ornament in question. <gallery> File:Paragauda 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 474.jpg|Paragauda/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Decorative Parts of the Attire]] cpimkfyxqssd92tawpplybwlrabq5ka 0 314867 2685787 2680876 2024-11-14T15:34:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685787 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PARAS'TAS''', '''PARAS'TATA''', '''PARASTAT'ICA''' ({{lang|grc|παραστάς, παραστάτης, παραστατικὴ}}). A flat [[Illustrated Companion to the Latin Dictionary/Columna|column]] or ''pilaster'', used to decorate the angular terminations of a square building, where it has two faces, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Parastas 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 475.jpg|annexed example |caption=Parastas/1.1}} of the [[Illustrated Companion to the Latin Dictionary/Templum|temple]] of Pandrosus at Athens, in which the ''parastas'' is seen behind the last figure on the extreme left; or placed against the walls of the cell (''[[Illustrated Companion to the Latin Dictionary/Cella|cella]]''), with one flat face to correspond with the opposite column which supports the entablature of the [[Illustrated Companion to the Latin Dictionary/Porticus|colonnade]]. Vitruv. v. 1. <gallery> File:Parastas 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 475.jpg|Parastas/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Column]] 3snaf6245fsddylmuj3bjg0o0i8qlv9 0 314868 2685788 2680877 2024-11-14T15:34:48Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685788 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PARAZO'NIUM''' ({{lang|grc|παραζώνιον}}). A short sword, attached to a belt round the waist (''[[Illustrated Companion to the Latin Dictionary/Cinctorium|cinctorium]]''), as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Parazonium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 475.jpg|annexed figure |caption=Parazonium/1.1}}, and worn at the left side by the [[Illustrated Companion to the Latin Dictionary/Tribunus|tribunes]] and superior officers of the Roman armies, more as a mark of distinction than for actual use (Mart. xiv. 32. August. ''Dial. Antiqu.'' 2. and wood-cuts ''s.'' [[Illustrated Companion to the Latin Dictionary/Legatus|LEGATUS]] and [[Illustrated Companion to the Latin Dictionary/Paludamentum|PALUDAMENTUM]]); whereas the glaive of the common soldier (''[[Illustrated Companion to the Latin Dictionary/Gladius|gladius]]'') was suspended from a shoulder band (''[[Illustrated Companion to the Latin Dictionary/Balteus|balteus]]''), and hung at the right side (wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Legionarii|LEGIONARII]]). <gallery> File:Parazonium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 475.jpg|Parazonium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Swords]] 4h8yiu9d8trzgb4cr4a23tyt6z0zdjw 0 314869 2685789 2680878 2024-11-14T15:34:59Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685789 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAR'IES''' ({{lang|grc|τοῖχος}}). The ''wall of a house'', or other edifice, as contradistinguished from ''[[Illustrated Companion to the Latin Dictionary/Murus|murus]]'', the wall of a town. These were made of various materials, and constructed in many different ways; amongst which the following are distinguished:{{mdash}} 1. ''Paries craticius''. A wall made of canes and hurdles, covered with a coating of clay, something like our lath and plaster; used in early times for an external wall, and subsequently for a partition in the interior of a house. Vitruv. ii. 8. 10. Pallad. i. 9. 2. 2. ''Paries formaceus''. A kind of walling now termed pisé, made of very stiff clay, rammed in between moulds as it is carried up, of very frequent occurrence at the present day in France, and in ancient times amongst the inhabitants of Africa, Spain, and the southern parts of Italy. Plin. ''H. N.'' xxxiv. 48. 3. ''Paries latericius''. A wall made of bricks; which was constructed in many different patterns, as the art of building progressed and declined. When the arts were in the greatest perfection, the bricks used were very large and thin, and of considerable size, resembling our tiles (see [[Illustrated Companion to the Latin Dictionary/Later|LATER]]), and were laid in regular even courses throughout. During the intermediate periods the bricks diminished in surface, but increased in thickness; and the walls were commonly constructed with a mixture of different sized bricks laid in alternate courses, so as to produce a pleasing pattern to the eye, although it was frequently concealed by a coating of stucco laid over it, of which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Paries 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 475.jpg|annexed example |caption=Paries/3.1}}, representing the structure employed in the entrance [[Illustrated Companion to the Latin Dictionary/Porta|gate]] to Pompeii, will afford a distinct notion. It shows the admixture of thick and thin bricks, as well as the external cement still remaining on some part of it, which has been divided into rustic work to imitate a stone wall. During the decadence the bricks were smaller and thicker, like the largest ones in the example, and frequently of irregular sizes. Caes. ''B. C.'' ii. 15. Vitruv. ii. 8. 16. 4. The different methods adopted in forming walls of stone are explained and illustrated ''s.'' [[Illustrated Companion to the Latin Dictionary/Caementicius|CAEMENTICIUS]] and [[Illustrated Companion to the Latin Dictionary/Structura|STRUCTURA]]. 5. ''Paries solidus''. (Cic. ''Top.'' 4.) A ''blank'' wall, without any opening in it, as contradistinguished from 6. ''Paries fornicatus''. A wall perforated with arched openings, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Paries 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|annexed example |caption=Paries/6.1}}, representing part of the Imperial palace on the Palatine hill. The object of this was to save consumption of material without diminishing solidity by the lightness thus given to the entire structure. Cic. ''Top.'' 4. 7. ''Paries communis''. The common or ''partition'' wall between two contiguous edifices, which was common to both of them. Cic. ''Top.'' ''l. c.'' Ov. ''Met.'' iv. 66. 8. ''Paries intergericius'' or ''intergerivus''. (Plin. ''H. N.'' xxxv. 49. Festus, ''s. v.'') Same as the preceding. 9. ''Paries directus''. A wall of partition ''within'' an edifice, separating one chamber from another. Cic. ''l. c.'' <gallery> File:Paries 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 475.jpg|Paries/3.1 File:Paries 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|Paries/6.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Architecture]] 6qsgy3h3c0psoivwapbkokx5ezzzhq9 0 314870 2685790 2680879 2024-11-14T15:35:10Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685790 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PARMA'TUS'''. Armed with the shield termed ''[[Illustrated Companion to the Latin Dictionary/Parma|parma]]''; more especially characteristic of the Roman cavalry and light-armed troops. (Liv. iv. 38.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Parmatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 477.jpg|annexed example |caption=Parmatus/1.1}}, from a bas-relief in terra-cotta, compared with the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Clipeatus|CLIPEATUS]], will afford a notion of the difference in comparative size and character between the Roman ''parma'' and the Greek ''[[Illustrated Companion to the Latin Dictionary/Clipeus|clipeus]]'', and of the different appearance presented by the men who bore them respectively. <gallery> File:Parmatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 477.jpg|Parmatus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Shields]] 6y6p1zyxdsn5g0hhmn0tl5er102ydjq 0 314871 2685791 2680880 2024-11-14T15:35:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685791 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PARMA''' ({{lang|grc|πάρμη}}). The shield used by the light-armed troops (''[[Illustrated Companion to the Latin Dictionary/Velites|velites]]'', Liv. xxxi. 35.) and the cavalry (''[[Illustrated Companion to the Latin Dictionary/Eques|equites]]'', Liv. ii. 20.) of the Roman army. It was circular in form (Varro, ''ap.'' Non. ''s.'' Veles, p. 552.), about three feet in diameter (Liv. xxxviii. 21. Polyb. vi. 22. 19.), and very strongly made upon a framework of iron. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Parma 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|annexed example |caption=Parma/1.1}} is copied from a bas-relief in terra-cotta; and corresponds in every particular of form and ornament with the shields of the equestrian [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]] at p. 264 ''s.'' [[Illustrated Companion to the Latin Dictionary/Eques|EQUES]], 10. 2. ''Parma Threcidica''. The Thracian shield, or the shield used by gladiators of the class termed Thracians (''[[Illustrated Companion to the Latin Dictionary/Thrax|Thraces]]''). This was not round, like the Roman ''parma'', but resembled the ''[[Illustrated Companion to the Latin Dictionary/Scutum|scutum]]'' in form, with the only exception of being smaller as well as shorter, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Parma 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|annexed example |caption=Parma/2.1}}, which represents a Thracian gladiator from a terra-cotta lamp. Hence it is that Martial styles it ''pumilionis scutum'' (xiv. 213.). Plin. ''H. N.'' xxxiii. 45. Fabretti, ''Col. Tr.'' p. 267. and [[Illustrated Companion to the Latin Dictionary/Peltasta|PELTASTAE]]. 3. The small {{Illustrated Companion to the Latin Dictionary/Image Location|text=round piece |imagelink=Media:Parma 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|round piece |caption=Parma/3.1}} of board placed under the vent hole of a pair of [[Illustrated Companion to the Latin Dictionary/Follis|bellows]], which opens to admit the air, as it is drawn in, but closes against the aperture immediately that the sides of the bellows are pressed together, and thus compels the wind to make an exit through the pipe at the nozzle. Auson. ''Mosell.'' 269. <gallery> File:Parma 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|Parma/1.1 File:Parma 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|Parma/2.1 File:Parma 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 476.jpg|Parma/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Fires and Fuel]] [[Category:Classed Index/Gladiators]] [[Category:Classed Index/Shields]] kj552i8dc5454c4k7dt2amdzeqbn9r3 0 314872 2685792 2680881 2024-11-14T15:35:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685792 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PARMULA'RIUS'''. A [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiator]], of the class called Thracians (''[[Illustrated Companion to the Latin Dictionary/Thrax|Thraces]]''); and so designated because he was armed with the Thracian ''parma'', as explained and illustrated ''s.'' [[Illustrated Companion to the Latin Dictionary/Parma|PARMA]], 2. Suet. ''Dom.'' 40. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Gladiators]] 9m1ul1tnatc3xsr6ynuopxykxqmieto 0 314873 2685793 2680882 2024-11-14T15:35:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685793 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAR'MULA'''. (Hor. ''Od.'' ii. 7. 10.) Diminutive of [[Illustrated Companion to the Latin Dictionary/Parma|PARMA]]; but there is no evidence that the diminutive denotes any distinct variety. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] skb6xtc9w601wx4l2a0qr38kbf3vgcq 0 314874 2685794 2680883 2024-11-14T15:35:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685794 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAR'OCHUS''' ({{lang|grc|πάροχος}}). An officer appointed to every station throughout the Roman provinces, who for a certain stipend, fixed by the state, undertook to lodge and entertain ambassadors, [[Illustrated Companion to the Latin Dictionary/Magistratus|magistrates]], and persons travelling on public business. Cic. ''Att.'' xiii. 2. Hor. ''Sat.'' i. 5. 46. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3n1e2n7ai28seikyvbj3wwxiktrnjjt 0 314875 2685795 2680884 2024-11-14T15:36:05Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685795 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAROP'SIS''' or '''PARAP'SIS''' ({{lang|grc|παροψίς}}). A term adopted from the Greeks, and used by them, as well as the Romans, much in the same sense as the word ''side-dish'' is with us; under which the dish itself is sometimes implied, at others the viands contained in it, while at others both the dish and its contents are included. The ''paropsis'' was employed for serving up the smaller and more exquisite portions of a meal, like a French ''entrée''; and was made of earthenware, bronze, or the precious metals; but though the Latin passages in which the word occurs do not afford any express indication of the precise form of the vessel, we collect from Alciphron, that it was a deep bowl with a wide top, such as we conceive under the name of ''cup''; for he designates the vessel used by thimble-riggers by the name ''paropsis'', for which the more usual Latin name is [[Illustrated Companion to the Latin Dictionary/Acetabulum|ACETABULUM]]. The illustration introduced under that word may consequently be received also as affording a specimen of the ''paropsis''. Charis. i. 82. Juv. iii. 142. Mart. xi. 27. Pet. ''Sat.'' 34. 2. Ulp. ''Dig.'' 32. 220. Alciphron. ''Epist.'' iii. 20. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Plates and Dishes]] 8k29lc5blr2d4b9b6jxkut22108tqnp 0 314876 2685796 2680885 2024-11-14T15:36:16Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685796 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAS'CEOLUS''' ({{lang|grc|φάσκωλος}} and {{lang|grc|φάσκαλος}}). A bag or pouch, made of leather, and employed for carrying money, clothes, &c. Non. ''s. v.'' p. 151. Plaut. ''Rud.'' v. 2. 27. Lucil. ''Sat.'' xiii. 6. Gerlach. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Purses and Bags]] 0dw6jbetg5hc5bnbsggdvg64wnqgkq2 0 314877 2685797 2680886 2024-11-14T15:36:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685797 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PASTIL'LUS''' ({{lang|grc|τροχίσκος}}). A small round ball of flour or other ingredients; but more especially a ''pill'' or ''pastile'' of medicinal and odoriferous powder, which was chewed to impart sweetness to the breath, or employed generally for the purpose of diffusing an agreeable odour. Plin. ''H. N.'' xiii. 43. Hor. ''Sat.'' i. 2. 27. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Surgical Implements, etc.]] 0rwsrhrcw04v3nenxzn9lgt623118ub 0 314878 2685798 2680887 2024-11-14T15:36:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685798 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PASTINA'TIO'''. The act of preparing the soil of a vineyard by digging and trenching for planting young vines with the ''[[Illustrated Companion to the Latin Dictionary/Pastinum|pastinum]]''. Columell. iii. 12. 6. Compare iii. 13.; thence the ground so prepared. Id. xi. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] sw0hdsm8qu02leaczk5h7w6tta91z4j 0 314879 2685799 2680888 2024-11-14T15:36:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685799 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PASTINA'TOR'''. A labourer who trenches the soil of a vineyard, and plants the young vines with a ''[[Illustrated Companion to the Latin Dictionary/Pastinum|pastinum]]''. Columell. iii. 13. 12. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Agricultural Labourers]] m1firnen7zxd87t571ihw761xlmkh31 0 314880 2685800 2680889 2024-11-14T15:37:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685800 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAS'TINUM'''. A particular kind of ''dibble'' employed for planting young vines, consisting of a long stick with two prongs at the end, between which the young shoot was held, as in a forceps, and by this means depressed into the ground to the depth required. (Columell. iii. 18. 1. and 6. Isidor. ''Orig.'' xix. 15.) An instrument of the same kind, called ''trivella'' by the Romans, and ''cruccia'' by the Tuscans, is still employed for a similar purpose in Italy. 2. Ground prepared by digging and trenching for the planting of young vines with the above implement (Pallad. ''Feb.'' 9. 11.); and the act of doing so (Id. ''Jan.'' 10. 1.). == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Agricultural Implements]] k1n1sojdcbdj0798za70s364342rbu9 0 314881 2685801 2680890 2024-11-14T15:37:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685801 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PASTOPH'ORUS''' ({{lang|grc|παστοφόρος}}). A member belonging to a certain order of the Egyptian priesthood, called ''pastophori'', because they carried the images of their deities through the public [[Illustrated Companion to the Latin Dictionary/Via|streets]] in a small case or shrine ({{lang|grc|παστός}}, ''thalamus''. Plin. ''H. N.'' viii. 71.), stopping at intervals to kneel down, while they displayed the image case before them, for the purpose of eliciting charitable donations from the multitude; all which particulars are apparent in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pastophorus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 478.jpg|annexed illustration |caption=Pastophorus/1.1}} from an Egyptian statue, representing one of these mendicant priests. Apul. ''Met.'' xi. pp. 250. 260. 262. <gallery> File:Pastophorus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 478.jpg|Pastophorus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] b0zaznaywlslbliv69dexged81zg55b 0 314882 2685802 2680891 2024-11-14T15:37:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685802 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PASTOR''' ({{lang|grc|νομεύς}}). A general term for any one who attends to the pasturing and feeding of any kind of live stock (Varro, ''R. R.'' ii. 10. Hor. ''Od.'' iii. 29. 21.); consequently, including the ''[[Illustrated Companion to the Latin Dictionary/Caprarius|caprarius]], [[Illustrated Companion to the Latin Dictionary/Opilio|opilio]]'', and ''[[Illustrated Companion to the Latin Dictionary/Bubulcus|bubulcus]]''; though, in some instances, the word is specially applied to the two former to distinguish them from the latter. Juv. xi. 151. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Agricultural Labourers]] 4n0jm3fg6a8en84k3emuy7gxp2mqbca 0 314883 2685803 2680892 2024-11-14T15:37:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685803 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATAGIA'RIUS'''. One who makes, or, perhaps, sells, ''[[Illustrated Companion to the Latin Dictionary/Patagium|patagia]]''. Plaut. ''Aul.'' iii. 5. 35. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Cloth-workers and Clothiers]] 129uzov5jmp3zrxf9dh9oegkjngfqro 0 314884 2685804 2680893 2024-11-14T15:37:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685804 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATAGIA'TUS'''. Decorated with a ''[[Illustrated Companion to the Latin Dictionary/Patagium|patagium]]'', as shown by the [[Illustrated Companion to the Latin Dictionary/Patagium|following illustration]]. Festus, ''s. v.'' Plaut. ''Ep.'' ii. 2. 49. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 8doqjorgxvbwicomqiaim3192molfh2 0 314885 2685805 2680894 2024-11-14T15:37:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685805 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATAGI'UM''' ({{lang|grc|παταγεῖον}}). A broad stripe of purple or gold upon the front of a woman's [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]], similar to the ''[[Illustrated Companion to the Latin Dictionary/Clavus|clavus]]'' of the other sex, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Patagium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 478.jpg|annexed example |caption=Patagium/1.1}}, from a fresco [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] in the [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]] of the Nasonian family near Rome. Festus, ''s. v.'' Non. ''s. v.'' p. 540. <gallery> File:Patagium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 478.jpg|Patagium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Decorative Parts of the Attire]] 5lj8360ecayq6qqm9f1jrkuon0qh578 0 314886 2685806 2680895 2024-11-14T15:38:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685806 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATELLA'RII''', ''sc.'' Dii. A term of derision applied to the gods by certain wits of irreverent dispositions, suggested by the images of the various deities which were enchased upon the dishes (''[[Illustrated Companion to the Latin Dictionary/Patella|patellae]]'') employed for holding the viands presented to them at their feasts. Plaut. ''Cist.'' ii. 1. 46. Compare Cic. ''Verr.'' iv. 21. 22. Becker, ''Quaest. Plaut.'' p. 50. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] jntglb5okxhx39s5k0pk11s7g1nb33f 0 314887 2685807 2680896 2024-11-14T15:38:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685807 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATEL'LA'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Patina|PATINA]]; consequently, resembling that vessel in form, with the exception of being smaller or shallower. It was used in the [[Illustrated Companion to the Latin Dictionary/Culina|kitchen]] as a cooking utensil (Mart. v. 78. Varro, ''ap.'' Prisc. vi. 681.), and in the [[Illustrated Companion to the Latin Dictionary/Triclinium|dining-room]] as a dish for the viands brought to table (Mart. xiii. 81. Juv. v. 85.). The ordinary kinds were made of earthenware, the more costly of metal and elaborate workmanship; and also of different relative sizes, conformable to the use for which they were intended; hence we find the word, though itself a diminutive, accompanied with epithets descriptive of very different dimensions; as, ''exigua'', ''modica'', ''lata'', ''grandis''. Juv. ''l. c.'' Hor. ''Ep.'' i. 5. 2. Mart. ''l. c.'' Cic. ''Verr.'' ii. 4. 21. 2. ''Patella Cumana''. A dish of the nature last described, but made of earthenware, and consequently of a common description. Mart. xiv. 114. Compare Juv. vi. 343. 3. A dish of the form and character above described, in which solid viands were offered as a feast to the [[Illustrated Companion to the Latin Dictionary/Patellarii|gods]], as contradistinguished from the ''[[Illustrated Companion to the Latin Dictionary/Patera|patera]]'', which held liquids only. (Festus, ''s. v.'' Varro, ''ap.'' Non. ''s. v.'' p. 544.) A person would have been regarded as highly irreligious who appropriated one of these dishes to the service of his own dinner table. Cic. ''Fin.'' ii. 7. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Plates and Dishes]] bzo53d70rprahhiymh5iqjjgj44nheu 0 314888 2685809 2680898 2024-11-14T15:38:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685809 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATE'NA''' ({{lang|grc|φάτνη}}). A ''manger'' for horses, made of marble, stone, or wood, and divided into a number of separate compartments or cribs (''[[Illustrated Companion to the Latin Dictionary/Loculus|loculi]]''), like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Patena 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 479.jpg|annexed example |caption=Patena/1.1}}, representing the interior of an ancient stable in the bay of Centorbi in Sicily, which is divided into square receiving troughs, precisely as directed by Vegetius (''Vet.'' ii. 28. 3.). 2. See [[Illustrated Companion to the Latin Dictionary/Patina|PATINA]]. <gallery> File:Patena 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 479.jpg|Patena/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Stable]] ggecgo776ks4rksffk9gofv3dos41o9 0 314889 2685810 2680899 2024-11-14T15:38:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685810 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAT'ERA''' ({{lang|grc|φιάλη}}). A shallow circular vessel, like our ''saucer'', employed for containing liquids, not solids, that is, as a drinking, not an eating utensil (Becker, ''Quaest. Plaut.'' p. 50.); but more especially used to receive the wine with which a libation was made, by pouring it from the ''patera'' over the head of the victim, or on to the [[Illustrated Companion to the Latin Dictionary/Ara|altar]] (wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Spondaules|SPONDAULES]]). The common qualities were made of earthenware, the more costly of bronze, silver, and also gold, highly and elaborately ornamented; sometimes with a handle, but more usually plain. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Patera 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 479.jpg|illustration |caption=Patera/1.1}} affords a specimen of both kinds, from originals in bronze discovered at Pompeii; and represented in front and profile, in order to show the circumference and depth of the vessel. Varro, ''L. L.'' v. 122. Macrob. ''Sat.'' v. 21. Virg. ''Aen.'' i. 739. Ov. ''Met.'' ix. 160. <gallery> File:Patera 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 479.jpg|Patera/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Drinking Cups]] [[Category:Classed Index/Implements of Worship and Sacrifice]] go3b0oa8pn2q5cuhc29fre17nc9ey8c 0 314890 2685811 2680900 2024-11-14T15:38:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685811 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATIBULA'TUS'''. Fastened to the ''[[Illustrated Companion to the Latin Dictionary/Patibulum|patibulum]]'' as a punishment. Plaut. ''Mil.'' ii. 4. 7. Apul. ''Met.'' iv. p. 70. where ''patibulus'' is used in the same sense. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Prison, and Instruments of Punishment]] 94oln1oxnfb1fv0njv8090t9qe98vru 0 314891 2685812 2680901 2024-11-14T15:39:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685812 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PATIB'ULUM'''. An instrument of punishment made in the shape of a fork, to be placed upon the neck of slaves and criminals, with the two prongs projecting in front, to which their hands were tied up, and in that condition flogged through the city. (Plaut. ''Mil.'' ii. 4. 7.) The illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Furca|FURCA]], 5. will afford a clear notion of the contrivance in question, although it is there used only as a machine for carrying burdens. 2. A ''cross'' or ''gallows''; probably in the shape of the letter X, forming a double ''furca'', like that on which St. Peter was crucified. Sallust. ''Fragm. ap.'' Non. ''s. v.'' p. 366. Senec. ''Cons.'' ''ad Marc.'' 20. Apul. ''Met.'' vi. pp. 130, 131. 3. A fastening for a door, probably made with two prongs to fit into a hasp. Titinn. ''ap.'' Non. ''l. c.'' 4. A wooden peg, with two prongs for fastening down the layers of a vine. Plin. ''H. N.'' xvii. 35. § 27. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Prison, and Instruments of Punishment]] 21o8e4ijxbqrz7c186ov5xd6k37z89l 0 314892 2685813 2680902 2024-11-14T15:39:12Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685813 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAT'INA''' ({{lang|grc|λεκάνη}}). A ''bowl'' or ''basin'', somewhat shallower than the ''[[Illustrated Companion to the Latin Dictionary/Olla|olla]]'', but deeper than the ''[[Illustrated Companion to the Latin Dictionary/Patera|patera]]'', as will be understood by comparing the examples introduced under those two words with the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimen |imagelink=Media:Patina 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 479.jpg|annexed specimen |caption=Patina/1.1}}, from an original discovered in a tomb at Paestum. It was generally made of earthenware, but sometimes, though rarely, of metal; frequently had a lid (''[[Illustrated Companion to the Latin Dictionary/Operculum|operculum]]'') to cover it; and was used for a great many purposes, more especially in culinary and pharmaceutical operations, as well as for bringing to table ragouts, stews, and such eatables as were served with gravy, for which the form described would be particularly appropriate. Plaut. ''Pseud.'' iii. 2. 51. Plin. ''H. N.'' xxiii. 33. Phaedr. xxvi. 3. Hor. ''Sat.'' ii. 8. 43. <gallery> File:Patina 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 479.jpg|Patina/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Plates and Dishes]] pqpnpfnuhuc5wd2p42kt2d2mhj10x51 0 314893 2685814 2680903 2024-11-14T15:39:23Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685814 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAUSA'RIUS'''. (Senec. ''Ep.'' 56.) The officer who gave out the chaunt (''[[Illustrated Companion to the Latin Dictionary/Celeusma|celeusma]]''), and beat the time, by which the [[Illustrated Companion to the Latin Dictionary/Remex|rowers]] kept their stroke; also styled [[Illustrated Companion to the Latin Dictionary/Hortator|HORTATOR]], where an illustration is given. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Oarage and Rowers]] anjxnqrn34l0r6fu35rux2ylbkz0qx7 0 314894 2685815 2680904 2024-11-14T15:39:34Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685815 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAVI'CULA'''. A ''rammer'' for beating down, and consolidating the [[Illustrated Companion to the Latin Dictionary/Pavimentum|flooring]] of a room, or other area. Cato, ''R. R.'' 91. Columell. i. 6. 2. Id. ii. 20. 1. Compare [[Illustrated Companion to the Latin Dictionary/Fistuca|FISTUCA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Stone-masons and Builders]] 6teepkvi9fatv90a8n2j7c2hwmuba3t 0 314895 2685817 2680905 2024-11-14T15:39:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685817 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAVIMENTA'TUS'''. Laid with an artificial [[Illustrated Companion to the Latin Dictionary/Pavimentum|flooring]] or pavement. Cic. ''Dom.'' 44. Id. ''Q. Fr.'' iii. 1. 1. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 4zdqriha3g6sakrr28wxk8eisqish0n 0 314896 2685818 2680906 2024-11-14T15:39:56Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685818 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAVIMEN'TUM''' ({{lang|grc|ἔδαφος, δάπεδον}}). Strictly, a flooring composed of small pieces of brick, tile, stone, and shells set in a bed of cement, and consolidated by beating down with a rammer (''[[Illustrated Companion to the Latin Dictionary/Pavicula|pavicula]]''), which gave rise to the name (Plin. ''H. N.'' xxxvi. 61. Cato, ''R. R.'' xviii. 7.); though it was thence transferred, in a more general sense, to any kind of artificial flooring, even of the most choice and elaborate workmanship, like those described in the succeeding paragraphs (Hor. ''Od.'' ii. 14. Suet. ''Aug.'' 72.), or of wood (Vitruv. vii. 1. 2.). 2. ''Pavimentum sectile''. A flooring composed of pieces of different coloured marbles, cut (''secta'') into sets of regular form and size, so that, when joined together, the whole constituted an ornamental design or pattern, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimen |imagelink=Media:Pavimentum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 480.jpg|annexed specimen |caption=Pavimentum/2.1}}, representing a portion of the ancient pavement still remaining in the church of S. Croce in Gerusalemme at Rome; the objects at the top show the different forms of the pieces with which it is composed; the triangular ones, {{Illustrated Companion to the Latin Dictionary/Inscription|text=A}} and {{Illustrated Companion to the Latin Dictionary/Inscription|text=B}}, consist of ''serpentine'' and ''palombino'' respectively; the hexagonal, {{Illustrated Companion to the Latin Dictionary/Inscription|text=C}}, of ''pavonazzetto''; and the square, {{Illustrated Companion to the Latin Dictionary/Inscription|text=D}}, of red porphyry. Vitruv. vii. 1. 4. Suet. ''Jul.'' 46. 3. ''Pavimentum tessellatum'', or ''tesseris structum''. A flooring belonging to the class of ''sectilia'', and also of an ornamental character, composed of coloured marbles, but of which the component parts were cut into regular dies, without the admixture of other forms, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pavimentum 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 480.jpg|annexed example |caption=Pavimentum/3.1}}, showing part of a pavement in the [[Illustrated Companion to the Latin Dictionary/Thermae|Thermae]] of Caracalla at Rome. (Vitruv. ''l. c.'' Suet. ''l. c.'') Square dies (''[[Illustrated Companion to the Latin Dictionary/Tessella|tessellae]]'', ''[[Illustrated Companion to the Latin Dictionary/Tessera|tesserae]]'') were likewise employed in making other kinds of mosaic pavements, as in the following specimen; but in that case they were of smaller dimensions, and less precise in their angles. 4. ''Pavimentum vermiculatum''. A [[Illustrated Companion to the Latin Dictionary/Musivum|mosaic]] flooring or pavement, representing natural objects, both animate and inanimate, in their real forms and colours, as in a [[Illustrated Companion to the Latin Dictionary/Pictura|picture]]. It was composed with small pieces of different coloured marbles, inlaid in a bed of very strong cement, the colours and arrangement of the pieces being selected and disposed in such a manner as to imitate the object designed with a considerable degree of pictorial effect. The dies, however, were not laid in a regular succession of parallel lines, nor all exactly square, as in the last example (the ''tessellatum''), but they followed the sweep and undulation in the contours and colours of the object represented, which, when viewed at a little distance, produces a close resemblance to the wreathing and twisting of a cluster of worms (''vermes''), and thus suggested the name. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pavimentum 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 481.jpg|illustration |caption=Pavimentum/4.1}}, which is copied from the fragment of an ancient vermiculated pavement, will afford a tolerable notion of this appearance, though it is not so forcibly expressed as in the original, in consequence of the absence of colour, and the diminutive scale of the drawing. Plin. ''H. N.'' xxxv. 1. Lucil. ''ap.'' Cic. ''Or.'' iii. 43. 5. ''Pavimentum scalpturatum''. An ornamental flooring or pavement on which the design is produced by engraving (''scalptura''), and, perhaps, inlaying; but, as the name implies, by a different process, or in a different manner, from either of the kinds already described. (Plin. ''H. N.'' xxxvi. 61.) The fragment of the marble floor, now preserved in the [[Illustrated Companion to the Latin Dictionary/Capitolium|Capitol]] at Rome, which originally formed the pavement to the [[Illustrated Companion to the Latin Dictionary/Templum|temple]] of Romulus and Remus, and had a complete map of the city engraved upon it (a specimen of which is introduced at p. 344. ''s.'' [[Illustrated Companion to the Latin Dictionary/Ichnographia|ICHNOGRAPHIA]]), affords an undoubted instance of the ''pavimentum scalpturatum'' in its simplest and least ornamental style; though we can readily conceive that the Romans carried this style of decorative art to much greater perfection, and conducted it upon a principle similar to that followed in the Duomo of Siena, where the effect of a finished cartoon is produced on the pavement, by inserting pieces of grey marble for the half tints into white, then hatching across both with the [[Illustrated Companion to the Latin Dictionary/Scalprum|chisel]], and filling in the incisions with black mastic for the shade, so that the design approaches to the perfection of a finished chalk drawing. This effect will be readily conceived from the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimen |imagelink=Media:Pavimentum 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 481.jpg|annexed specimen |caption=Pavimentum/5.1}}, which presents a facsimile, though on a very reduced scale, of one of the groups designed by the artist Beccafiume. 6. ''Pavimentum testaceum''. A flooring made of broken pottery (''[[Illustrated Companion to the Latin Dictionary/Testa|testa]]''). (Pallad. i. 19. 1. ''Ib.'' 40. 2.) Same as No. 1. <gallery> File:Pavimentum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 480.jpg|Pavimentum/2.1 File:Pavimentum 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 480.jpg|Pavimentum/3.1 File:Pavimentum 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 481.jpg|Pavimentum/4.1 File:Pavimentum 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 481.jpg|Pavimentum/5.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Floorings]] f7vribd79brd3z84d5jn3wotyh1fltg 0 314897 2685819 2680907 2024-11-14T15:40:07Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685819 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAVONA'CEUM''', sc. ''opus'' or ''tectum''. A method of laying tiles of brick or marble, similar to what is seen upon the roofs of old houses in England, Holland, and Germany, in which the tiles are rounded at one end, so that in overlapping, each other they present an appearance like the feathers of a peacock's tail, exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pavonaceum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 481.jpg|annexed example |caption=Pavonaceum/1.1}}, from a marble fragment excavated in the [[Illustrated Companion to the Latin Dictionary/Forum|Forum]] of Trajan. Plin. ''H. N.'' xxxvi. 44. <gallery> File:Pavonaceum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 481.jpg|Pavonaceum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Timber-work and Roof]] m6wtu57v2tiyzkiq6yt5313nuprm7wq 0 314898 2685820 2680908 2024-11-14T15:40:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685820 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PAXIL'LUS''' ({{lang|grc|πάσσαλος}}). Any small sharp pointed piece of wood; as a ''peg'' for hanging things upon (Varro, ''ap.'' Non. ''s. v.'' p. 153.); for supporting a shelf (Columell. viii. 8. 3.); a ''dibble'' for planting (Id. iv. 16. 3.). == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] qzq9ogsq7hxskrybyvlekr88h6x0e6g 0 314899 2685821 2680909 2024-11-14T15:40:29Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685821 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEC'TEN''' ({{lang|grc|κτείς}}). A ''comb'' for the hair, made of box wood (Mart. xiv. 25. Ov. ''Met.'' iv. 311.), or ivory (Claud. ''Nupt. Honor. et Mar.'' 102.). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pecten 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 482.jpg|illustration |caption=Pecten/1.1}} represents a small-toothed comb (''denso dente''. Tibull. i. 9. 68.), from an original of ancient workmanship, made of box-wood, and having a bar of ivory inlaid with a pattern in gold, placed across the back, between the two rows of teeth, which are cut extremely fine and even. The large-toothed comb (''rarus pecten'') was likewise employed in hair-cutting to place under the scissors, in order to prevent them from clipping too close. Plaut. ''Capt.'' ii. 2. 18. 2. ({{lang|grc|κερκίς}}). An instrument with teeth like a comb, employed by the ancient [[Illustrated Companion to the Latin Dictionary/Textor|weavers]] for the same purpose as the "reed," "lay," or "batten" of our own times; viz. to run the threads of the web close together, by inserting its teeth between the threads of the [[Illustrated Companion to the Latin Dictionary/Stamen|warp]], and pressing the comb up or down, according to the direction in which the web was intended to be driven. (Ov. ''Met.'' vi. 58. Virg. ''Aen.'' vii. 14.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Pecten 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 482.jpg|example |caption=Pecten/2.1}} represents an Egyptian implement of this description, from an original found in a tomb at Thebes, and now preserved in the British Museum. 3. An iron-toothed brush, set with a number of crooked pins (''pectinis unci''. Claud. ''in Eutrop.'' ii. 382.), employed for carding wool or flax. Plin. ''H. N.'' xi. 27. 4. A ''haymaker's rake'', which had the teeth set wide apart; ''rarus pecten''. Ov. ''Rem. Am.'' 192. 5. An iron instrument, with teeth like a comb, employed at harvest in some parts of ancient Italy and Gaul, instead of the reaping hook (''falx''), to nick off the ears of standing corn, as well as other grain, close under the neck, without cutting the stalk. Columell. ii. 20. 3. Plin. ''H. N.'' xviii. 72. Compare [[Illustrated Companion to the Latin Dictionary/Falx|FALX DENTICULATA]] and [[Illustrated Companion to the Latin Dictionary/Merga|MERGA]]. 6. A contrivance employed for striking the chords of a stringed instrument. (Virg. ''Aen.'' vi. 647. Juv. vi. 382.) It was either the same as the [[Illustrated Companion to the Latin Dictionary/Plectrum|PLECTRUM]] (which see); or, as the other senses of the word seem to indicate, a more complicated implement, with several teeth, instead of a single stick; but we know of no authorities, either written or demonstrative, to establish that conjecture. 7. A particular figure in a dance, the nature of which is unknown. Stat. ''Ach.'' ii. 159. <gallery> File:Pecten 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 482.jpg|Pecten/1.1 File:Pecten 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 482.jpg|Pecten/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Toilet, and Utensils of Females]] [[Category:Classed Index/Stringed Instruments]] [[Category:Classed Index/Weaving]] [[Category:Classed Index/Reaping]] [[Category:Classed Index/Agricultural Implements]] t2lbjfgotjwe6clpeqidfkvho0xg8rs 0 314900 2685822 2680910 2024-11-14T15:40:40Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685822 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PECTORA'LE''' ({{lang|grc|ἡμιθωράκιον, καρδιοφύλαξ, γύαλον}}). Strictly, the front plate of a cuirass (represented by the left-hand figure in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pectorale 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 483.jpg|illustration |caption=Pectorale/1.1}}), which covered the chest and upper part of the abdomen, being fastened by straps over the shoulders, and buckles or hinges down the sides to another plate, which protected the back, and is represented by the right-hand figure in the illustration; though the word is also used for the entire cuirass. (Varro, ''L. L.'' v. 116. Plin. ''H. N.'' xxxiv. 18. Polyb. vi. 23.) The Greeks applied the term {{lang|grc|γύαλον}} to each of these plates, the back one as well as the front; but the Romans do not appear to have distinguished the former by any special name. <gallery> File:Pectorale 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 483.jpg|Pectorale/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Defensive Armour]] ltgzrzxkhqwd4eenxcyr25m4fttya20 0 314901 2685823 2680911 2024-11-14T15:40:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685823 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PECUA'RIUS'''. A Roman ''grazier'' upon a very extensive scale, who farmed the public pastures, upon which he raised and grazed large herds of cattle. Cic. ''Verr.'' ii. 6. Liv. x. 23. Compare Varro, ''R. R.'' iii. 1. 8. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 61v2s03ix4hzousn7x1fbl4qd87qx17 0 314902 2685824 2680912 2024-11-14T15:41:02Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685824 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PED'ICA''' ({{lang|grc|πέδη}}). A general term for any snare or gin by which birds and wild animals are caught by the leg (Virg. ''Georg.'' i. 307. Liv. xxi. 36.); and sometimes applied to a fetter for men (Plaut. ''Poen.'' iii. 1. 11.). 2. ''Pedica dentata'' ({{lang|grc|ποδάγρα, ποδοστράβη}}). A particular kind of trap, employed by the ancient [[Illustrated Companion to the Latin Dictionary/Venator|huntsmen]] for taking wild deer (Grat. ''Cyneg.'' 92.), an account of which is given by Xenophon (''Cyneg.'' ix. 12{{mdash}}20. ''Cyrop.'' i. 6. 28.), and Pollux (v. 32{{mdash}}34.) It consisted of a circular wooden frame, set round with teeth of wood and iron, within which a slip noose was fitted, with a heavy log of wood attached to its opposite extremity. The trap was set in a hole dug for the purpose, and covered over with earth, and the log concealed in another one at a little distance off. When the stag trod on the trap, the spikes pricked his foot, which induced him to withdraw his leg with a jerk, and thus upset the trap. That action slipped the noose on to his foot, and consequently fixed the clog to his leg, which by trailing along the ground, displacing stones, and marking the earth along the course taken in his flight, put the huntsman upon his track, whilst it also materially checked and hampered his speed; for if it got fixed on a front leg, it would fly upwards with every bound, and strike against his breast, neck, or face; if on a hind leg, it would keep knocking against his thighs or belly; and sometimes, by getting wedged amongst stones or stumps, would bring him up to a complete stand-still. A trap very closely resembling this description is used for a similar purpose by the modern Arabs (Wilkinson, ''Manners and Customs of Ancient Egyptians'', vol. iii. p. 6.), which is supposed to be an old Egyptian invention; so that we may conclude it to have been common to several nations of antiquity. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Hunting]] [[Category:Classed Index/Fowling]] ie3fgoha7huau0h78cmjjr97w0hexxa 0 314903 2685825 2680913 2024-11-14T15:41:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685825 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEDIS'EQUI'''. Slaves of both sexes, whose duty it was to attend upon their masters and mistresses whenever they went abroad. They formed a distinct class, and had peculiar services for their own to perform, different for instance, from the ''[[Illustrated Companion to the Latin Dictionary/Anteambulo|anteambulones]]'' and ''[[Illustrated Companion to the Latin Dictionary/Nomenclator|nomenclatores]]'', who were not ''pedisequi'', though they likewise followed their masters abroad. Nepos, ''Att.'' 13. Plaut. ''As.'' i. 3. 32. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Domestic Slaves]] 6riwq60v1jn3bee0uq2akarkfxsj8sd 0 314904 2685826 2680914 2024-11-14T15:41:24Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685826 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEDUM''' ({{lang|grc|κορύνη, λαγωβόλον}}). A ''[[Illustrated Companion to the Latin Dictionary/Pastor|shepherd]]'s crook'', for catching sheep and goats by the leg; always represented, in works of art, as a simple stick bent into a curve at one end, like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pedum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 483.jpg|annexed example |caption=Pedum/1.1}}, from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], where it is carried by Paris, the Phrygian shepherd; and in this form it is ascribed by poets and artists to the pastoral deities, Pan, the Fauns, and the Satyrs, and to the Muse who presided over pastoral or comic poetry, Thalia. (Festus, ''s. v.'' Virg. ''Ecl.'' v. 88. Serv. ''ad l.'') An implement of the same description, but rather shorter and stouter, was also employed by the ancient sportsmen and rustics as a ''throw-stick'' for casting at hares (Theocr. ''Id.'' iv. 49. vii. 129.), from which practice it received the last of the two Greek names bracketed above; and consequently in works of art it is appropriately given in that form to the Centaurs, who are often represented with a dead hare in one hand and a short ''pedum'' in the other, to denote the fondness which that race was supposed to cherish for the sport of hunting. <gallery> File:Pedum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 483.jpg|Pedum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Sticks and Wands]] [[Category:Classed Index/Hunting]] [[Category:Classed Index/Agricultural Labourers]] aaze35w3m93iox49o8m06jv1lkdsura 0 314905 2685827 2680915 2024-11-14T15:41:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685827 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEGMA'RES'''. [[Illustrated Companion to the Latin Dictionary/Gladiatores|Gladiators]] introduced into the [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|amphitheatre]] upon a ''[[Illustrated Companion to the Latin Dictionary/Pegma|pegma]]'', which was then made to undergo some sudden change, such as turning into a den filled with wild beasts, amongst which they would be precipitated. (Suet. ''Cal.'' 26.) But as the word only occurs in this passage, and the reading is regarded as doubtful, the explanation of it can only be received as a conjectural probability. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Gladiators]] 5yxldlvma0te2y0u4s1wxch4kidxuth 0 314906 2685828 2680916 2024-11-14T15:41:46Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685828 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEGMA''' ({{lang|grc|πῆγμα}}). Literally, anything made of boards joined together; whence, in a special sense, a machine introduced upon the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]], in the [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|amphitheatre]], or upon other occasions where pageants were exhibited, for the purpose of representing any sudden or miraculous change of scenic effect. The apparatus was made of wood, and so constructed, by means of springs and weights in the internal machinery, that it would open and shut, expand or contract, increase or diminish in height, or change of itself into a form altogether different from the original one; like the contrivances employed at our theatres for producing the tricks and changes in a pantomime, of which the ''pegma'' was the prototype. Senec. ''Ep.'' 88. Claud. ''Mall. Theod.'' 325. Phaedr. v. 7. 7. Suet. ''Claud.'' 34. 2. In a [[Illustrated Companion to the Latin Dictionary/Domus|private house]], the term ''pegma'' was given generally to several pieces of furniture, as, the case in an [[Illustrated Companion to the Latin Dictionary/Atrium|atrium]] in which the ancestral portraits (''[[Illustrated Companion to the Latin Dictionary/Imagines majorum|imagines majorum]]'') were deposited, a bookcase, cupboard, &c., whether fixtures or not. Auson. ''Epigr.'' 26. Cic. ''Att.'' iv. 8. Ulp. ''Dig.'' 33. 7. 12. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Closets]] [[Category:Classed Index/The Stage and Scenes]] e8pd1t3zsrrm5j8b1toflwejd3kvrgs 0 314907 2685829 2680917 2024-11-14T15:41:57Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685829 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELECI'NON'''. One of the may kinds of [[Illustrated Companion to the Latin Dictionary/Solarium|sun-dials]] constructed by the ancients, supposed to have received the name from bearing a resemblance to the form of a "dove-tail" in carpentry, and thus to be derived from the Greek word {{lang|grc|πελεκῖνος}}, which has that signification; a conjecture rendered highly probable by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pelecinon 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 484.jpg|annexed example |caption=Pelecinon/1.1}}, published by Lambecccio (''Append. ad Lib. IV. Comment.'' p. 282.); the top of which is formed exactly like a dove-tail. <gallery> File:Pelecinon 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 484.jpg|Pelecinon/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Dials and Time Pieces]] klfgb2wcwn4ovhra6ykc70ofgkgg12j 0 314908 2685830 2680918 2024-11-14T15:42:08Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685830 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELLEX''' ({{lang|grc|παλλακή}}). A woman who lived in a state of immoral intercourse with a married man, or with one who had contracted the sort of alliance termed ''concubitus'' with another female. Dig. 50. 16. 144. Becker, ''Gallus''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Marriage]] l1o999rijjicocc2lr0gwhxp6lrk5u8 0 314909 2685831 2680919 2024-11-14T15:42:19Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685831 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELLICULA'TUS'''. Covered with skin or leather, especially with reference to a bottle or a jar in which fruits, preserves, and other articles requiring the air to be excluded were kept; as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pelliculatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 484.jpg|annexed example |caption=Pelliculatus/1.1}}, from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], in which the edges of the leather cap are seen protruding from underneath the lid, which is tied down by cords passing through the handles. Columell. xii. 46. 5. ''Ib.'' 39. 2. and 46. 1. <gallery> File:Pelliculatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 484.jpg|Pelliculatus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] fsgvxe016pp111y5djjs0bmya7eis7s 0 314910 2685832 2680920 2024-11-14T15:42:30Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685832 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELLI'TUS'''. Clad in fur or skins; a common style of clothing amongst the northern nations, the Greeks of the heroic ages, and Romans of primitive times, and which continued in use at a subsequent period for the peasantry, and others subjected to the exposure of a country life, such as [[Illustrated Companion to the Latin Dictionary/Venator|hunters]], fowlers, &c. (Liv. xxiii. 40. Ov. ''Pont.'' iv. 8. 83. Prop. iv. 1. 11.) Clothing of this nature is frequently met with on works of art in the form of an ''[[Illustrated Companion to the Latin Dictionary/Exomis|exomis]]''; but the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Pellitus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 485.jpg|annexed figure |caption=Pellitus/1.1}}, representing a fowler from a statue at Naples, wears a [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]], with an ''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'' over it, both made of fur. <gallery> File:Pellitus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 485.jpg|Pellitus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] 418jddjmzjuqtqm9n3jlg5rfgv1o15o 0 314911 2685833 2680921 2024-11-14T15:42:41Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685833 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELLU'VIA''' or '''-UM''' ({{lang|grc|ποδανιπτήρ}}). A ''foot-pan'', or basin for washing the feet in, as opposed to ''[[Illustrated Companion to the Latin Dictionary/Malluvia|malluvium]]'', a basin for washing the hands. (Festus, ''s. v.'') The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pelluvia 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 485.jpg|illustration |caption=Pelluvia/1.1}}, from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], represents Cupid preparing a foot-bath for Adonis, who, in the original composition, is sitting in front of the vessel; and a bas-relief in Winkelmann (''Mon. Ined.'' No. 161.) exhibits the old nurse washing the feet of Ulysses in a vessel of similar form and character. <gallery> File:Pelluvia 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 485.jpg|Pelluvia/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Miscellaneous Domestic Furniture and Utensils]] qu3t1hubl2ch26ylqaqp6349q36q1lg 0 314912 2685834 2680922 2024-11-14T15:42:52Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685834 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELTAS'TA''' ({{lang|grc|πελταστής}}). In a general sense, one who wears the light shield called ''[[Illustrated Companion to the Latin Dictionary/Pelta|pelta]]''; but the name was also specially given to a particular class of the Greek soldiery who were equipped with this defence (Liv. xxviii. 5. xxxi. 36.), composed originally of Thracian mercenaries, but subsequently adopted into the regular army by Iphicrates the Athenian. (Xen. ''Hell.'' iv. 4. 16. v. 12. seq.) In addition to the ''pelta'', they carried a knife or dirk, but had no body armour (Herod. vii. 75.), and thus occupied an intermediate grade between the heavy-armed troops ({{lang|grc|ὁπλῖται}}) and those who were altogether unprovided with protective arms ({{lang|grc|ψιλοί}}). (Polyb. v. 22. ''Ib.'' 23. ''Ib.'' 25.) The left-hand figure of Priam in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Peltasta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 486.jpg|annexed illustration |caption=Peltasta/1.1}}, from a marble bas-relief, exhibits and Asiatic ''peltasta'', whose costume corresponds very closely with the description of Herodotus (''l. c.''); and the right-hand one, from a terra-cotta lamp, represents a [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiator]] of the class called Thracians (''[[Illustrated Companion to the Latin Dictionary/Thrax|Thraces]]''), who were equipped in the same style as the soldiers of that country; and, consequently, may be received also as an exemplification of the accoutrements and general appearance presented by the military belonging to the corps in question. <gallery> File:Peltasta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 486.jpg|Peltasta/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Shields]] eryprbztub9n6xgg0fg8aqi4qpo5upv 0 314913 2685835 2680923 2024-11-14T15:43:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685835 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELTA'TA'''. In a general sense, any female who bears the small light shield called ''[[Illustrated Companion to the Latin Dictionary/Pelta|pelta]]''; but more especially used to designate a female warrior of Amazonian race, to whom it is universally attributed by poets and artists as the national arm of defence. Ov. ''Her.'' xxi. 117. ''Am.'' ii. 14. 2. Mart. ix. 102. Compare Stat. ''Theb.'' xii. 761., where ''peltifera'' is used in the same sense. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Peltata 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 486.jpg|illustration |caption=Peltata/1.1}} represents two Amazons, from a marble bas-relief; the one on the left hand, with a lunated ''pelta'' of the most usual form, the other of a cylindrical figure, which is of much rarer occurrence. <gallery> File:Peltata 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 486.jpg|Peltata/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Shields]] swpgzuisbpd7x49v3lqq63tktops12m 0 314914 2685836 2680924 2024-11-14T15:43:14Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685836 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELTA''' ({{lang|grc|πέλτη}}). A small and light shield made of the same materials as the ''[[Illustrated Companion to the Latin Dictionary/Cetra|cetra]]'' (Liv. xxviii. 5.); viz. wood or wicker-work covered with leather, but without any metallic rim. In shape it was sometimes elliptic, like the example borne by one of the [[Illustrated Companion to the Latin Dictionary/Peltata|female figures]] in the following page; but more commonly truncated at the top, and indented by one or two semicircular incavations, like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimens |imagelink=Media:Pelta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 485.jpg|annexed specimens |caption=Pelta/1.1}}, from ancient monuments, whence it is characterised by the epithet ''lunata'' (Virg. ''Aen.'' 1. 490. Compare Varro, ''L. L.'' vii. 43.); and in this form it is more especially characteristic of the Amazons and Asiatic races (Quint. Smyrn. i. 147{{mdash}}149.); for the Thracian shield, to which the name of ''pelta'' was also given (Herod. vii. 75.), because made of the same light materials, possessed a square and imbricated figure, like the Roman ''[[Illustrated Companion to the Latin Dictionary/Scutum|scutum]]'', but upon a smaller scale. See [[Illustrated Companion to the Latin Dictionary/Parma|PARMA]], 2. and the right-hand figure in the [[Illustrated Companion to the Latin Dictionary/Peltasta|next wood-cut]]. <gallery> File:Pelta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 485.jpg|Pelta/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Shields]] hevzq053ltqyu5tsotc4mqr6xgphull 0 314915 2685837 2680925 2024-11-14T15:43:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685837 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PELVIS''' ({{lang|grc|πέλις}}). A ''basin'', in the same extensive meaning as our own term; meaning thereby a large vessel of circular form and open circumference (hence ''patula'', Juv. iii. 277.), intended to hold water for washing for all general purposes, whether persons or things; thus, as a generic term, including the special varieties, although they might be designated by an appropriate name of their own; as the hand-basin (''[[Illustrated Companion to the Latin Dictionary/Malluvia|malluvium]]'', where see the illustration), the foot-basin (''[[Illustrated Companion to the Latin Dictionary/Pelluvia|pelluvium]]'', where an example is also given), and various others enumerated in the [[Illustrated Companion to the Latin Dictionary/RICH-2K/Classed Index 1849|Classed Index]]. Non. Marc. ''s. v.'' p. 543. Varro, ''L. L.'' v. 119. Pet. ''Sat.'' 70. 8. Juv. vi. 441. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Miscellaneous Domestic Furniture and Utensils]] 9vavtltg3huwr3xva92j1sfh272ng7x 0 314916 2685838 2680926 2024-11-14T15:43:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685838 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENA'TES'''. Household gods, who were believed to be the creators and dispensers of all the well-being and gifts of fortune enjoyed by a family, as well as an entire community, which it was the object of the guardian spirits (''[[Illustrated Companion to the Latin Dictionary/Lares|lares]]'') to protect and preserve. It is not clear whether all, or which of the gods, were venerated as penates; for many are mentioned of both sexes, Jupiter, Juno, Minerva, Vesta, Neptune, Apollo, &c.; but every family worshipped one or more of these, whose images were kept in the inner part of the house, the ''[[Illustrated Companion to the Latin Dictionary/Tablinum|tablinum]]'', situated beyond the [[Illustrated Companion to the Latin Dictionary/Atrium|atrium]]. (Cic. ''N. D.'' ii. 27. Macrob. ''Sat.'' iii. 4. Varro, ''ap.'' Arnob. iii. 123. Serv. ''ad Aen.'' ii. 296. and 325.) They are represented in various ways on coins and medals; but in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Penates 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 486.jpg|annexed illustration |caption=Penates/1.1}}, from the Vatican Virigil, which has the name inscribed over them, they appear as old men with their heads veiled, like a priest when officiating at the sacrifice. <gallery> File:Penates 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 486.jpg|Penates/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Spiritual and Imaginary Beings]] q1c1r941ruxz1c8k14dg0yv6qph4p4l 0 314917 2685839 2680927 2024-11-14T15:43:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685839 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENICIL'LUM''' or '''-US''' (probably {{lang|grc|ῥαβδίον}}. Clearch. ''ap.'' Athen. xv. 35.) A ''[[Illustrated Companion to the Latin Dictionary/Pictor|painter]]'s brush'' or ''pencil'' for laying on the colour (Cic. ''Or.'' 22. Quint. ii. 21. 24.); some of which were made of hair (Plin. ''H. N.'' xxviii. 71.), and others of the long pointed fibres of a sponge (Plin. ''H. N.'' ix. 69.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Penicillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 487.jpg|illustration |caption=Penicillum/1.1}} represents part of a female figure in a Roman bas-relief, presenting a paint-brush to M. Varro, in allusion to one of his works, which he illustrated with the portraits of celebrated men. The true meaning of the Greek word bracketted as synonymous admits of doubt, and has received various interpretations; but, as it is applied to Parrhasius in a paragraph treating of the effects of colour, which even in some of the encaustic processes was laid on in a liquid state with a brush (see [[Illustrated Companion to the Latin Dictionary/Encaustica|ENCAUSTICA]]), it is highly probable that the right meaning is alleged. <gallery> File:Penicillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 487.jpg|Penicillum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Painting]] bcjgxt44lfgo4m2nx6zwnyul8hkf6v1 0 314918 2685840 2680928 2024-11-14T15:43:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685840 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENICULAMEN'TUM'''. The end or pointed extremity of a loose garment, such as the ''[[Illustrated Companion to the Latin Dictionary/Chlamys|chlamys]]'' or ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'', which hangs down like the tuft end of a tail. Ennius. Lucil. Caecil. ''ap.'' Non. ''s. v.'' p. 149. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] a0oj4xb4prihlbr9c9j0rig8dblzwus 0 314919 2685841 2680929 2024-11-14T15:44:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685841 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENIC'ULUS'''. A ''paint-brush''. (Plin. ''H. N.'' xxxv. 36. § 11.) Same as [[Illustrated Companion to the Latin Dictionary/Penicillum|PENICILLUM]], which some editions have in the passage cited. 2. A brush for dusting, made out of the tuft of a cow's tail. Plaut. ''Men.'' i. 1. 1. ''Ib.'' ii. 3. 45. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Miscellaneous Domestic Furniture and Utensils]] [[Category:Classed Index/Painting]] fkxx0ew03jqfsa0ujm5jp7eup793gxt 0 314920 2685842 2680930 2024-11-14T15:44:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685842 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENNA'''. A ''quill'', or large feather growing from the wing or tail, as contradistinct from ''pluma'', the small feather composing the general plumage of the body (Columell. viii. 2. 10.); employed for various purposes, the whole feather for sweeping and dusting out confined or intricate recesses (Pallad. ''Nov.'' viii. 1.); the quill part for making [[Illustrated Companion to the Latin Dictionary/Dentiscalpium|tooth-picks]] (Mart. xiv. 22.); the feather end for making a wing (''[[Illustrated Companion to the Latin Dictionary/Ala|ala]]'') to the arrow (Ov. ''Met.'' vi. 258.), which kepts its head straight, and directed its course through the air. [[Illustrated Companion to the Latin Dictionary/Sagitta|SAGITTA]]. 2. A ''pen'' for writing (Isidor. ''Orig.'' xiv. 3.), made of a quill, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Penna 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 487.jpg|annexed example |caption=Penna/2.1}}, from the [[Illustrated Companion to the Latin Dictionary/Columna|Columns]] of Trajan and Antoninus, on both of which it appears in the hands of a female figure, personified as Victory, and occupied in recording the military successes of those emperors. The use of the quill, as an implement for writing upon [[Illustrated Companion to the Latin Dictionary/Membrana|parchment]] or [[Illustrated Companion to the Latin Dictionary/Charta|paper]], is, however, of a comparatively late period, the reed or cane (''[[Illustrated Companion to the Latin Dictionary/Arundo|arundo]], [[Illustrated Companion to the Latin Dictionary/Calamus|calamus]]'') being solely employed for that purpose in early times. Beckman assigns the fifth century as the period of its introduction (''History of Inventions'', vol. i. p. 408. London, 1846); but he was only cognizant of one instance where it is represented on works of art{{mdash}}the marble of the goddess Egeria (Gronov. ''Thesaur. Antiq. Gr.'' 2. n. 28.), in which he suggests the probability of the pen having been added by a subsequent hand. Admitting that to be an established fact, instead of a supposition, the two instances quoted above will still remain to be disposed of; and as the object in question appears on both of them about midway up the [[Illustrated Companion to the Latin Dictionary/Columna|columns]], that is, at an elevation of nearly sixty-four feet above the ground, it would be mere folly to suppose that a scaffolding of that height was ever erected for the useless purpose of making any such addition. It is, therefore, obvious that quill pens were made as early at least as the commencement of the second century, when the Column of Trajan was executed, though they may not have come into general or common use until a much later period. <gallery> File:Penna 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 487.jpg|Penna/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Paper and Writing Materials]] 8toqmrct52nk5j7eaapcs5ycu1xp3xn 0 314921 2685843 2680931 2024-11-14T15:44:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685843 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEN'NIPES'''. Having feathers or wings attached to the feet; an epithet given to Mercury and Perseus. (Catull. lxv. 24.) Same as [[Illustrated Companion to the Latin Dictionary/Alipes|ALIPES]], which see. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] d2l34094jeshvpfiqy6yvkzpkt6ramp 0 314922 2685844 2680932 2024-11-14T15:44:42Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685844 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEN'SILIS'''. See [[Illustrated Companion to the Latin Dictionary/Horreum|HORREUM]] and [[Illustrated Companion to the Latin Dictionary/Hortus|HORTUS]], 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] tctxnzcpg0lq0eju2aq13yx81t0kucr 0 314923 2685845 2680933 2024-11-14T15:44:53Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685845 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEN'SUM'''. That which is weighed out as a task; more especially applied to the labour of females, because a certain quantity of wool was weighed out daily to each of the female slaves in an ancient household, which she was expected to spin into thread for her day's work. Justin. i. 3. Plaut. Virg. Ov. and [[Illustrated Companion to the Latin Dictionary/Lanipendia|LANIPENDIA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Weaving]] d4habmw1l319z4b789eezbmx4a8l304 0 314924 2685846 2680934 2024-11-14T15:45:04Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685846 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENTASPAS'TOS''' ({{lang|grc|πεντάσπαστον}}). A pulley case, containing a set of five pullies (''[[Illustrated Companion to the Latin Dictionary/Orbiculus|orbiculi]]'') for raising weights, like the example ''s.'' [[Illustrated Companion to the Latin Dictionary/Orbiculus|ORBICULUS]], only more powerful from its increased action. Vitruv. x. 2. 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 6w7t3xca443xppujqg6p6jpighvm9gw 0 314925 2685847 2680935 2024-11-14T15:45:15Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685847 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENTATH'LUM''' ({{lang|grc|πένταθλον}}). A word merely translated from the Greek, for which the genuine Latin expression is [[Illustrated Companion to the Latin Dictionary/Quinquertium|QUINQUERTIUM]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] fu70in1uq7gyz8nb8ae8gdukqm2n2b0 0 314926 2685848 2680936 2024-11-14T15:45:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685848 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENTELO'RIS''', sc. ''vestis''. A garment ornamented with five bands of gold embroidery or purple, as explained under the word [[Illustrated Companion to the Latin Dictionary/Paragauda|PARAGAUDA]]. Aurel. ''Vopisc.'' 46. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] h7ixvgkbg704thzavvbc334cpumx5sq 0 314927 2685849 2680937 2024-11-14T15:45:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685849 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PENTE'RIS''' ({{lang|grc|πεντήρης}}). A word merely translated from the Greek, for which the genuine Latin term is [[Illustrated Companion to the Latin Dictionary/Quinqueremis|QUINQUEREMIS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] l963ghy8gmehefiog66ald09b85gi1m 0 314928 2685850 2680938 2024-11-14T15:45:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685850 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PE'NULA'''. See [[Illustrated Companion to the Latin Dictionary/Paenula|PAENULA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] n9yxghi08qir53y4ru6qs9n9n02kupo 0 314929 2685851 2680939 2024-11-14T15:46:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685851 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEP'LUM''' and '''PE'PLUS''' ({{lang|grc|πέπλον}} and {{lang|grc|πέπλος}}). A Greek word translated into Latin, designating a particular article of the female attire, which the Romans expressed by the corresponding term [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]]; the Greek word being derived, according to Riemer, from {{lang|grc|πέλλα}}, and akin to {{lang|grc|ἔπιπλα}} and {{lang|grc|ἐπίπλοον}}; from which the Latin ''pellis'', ''[[Illustrated Companion to the Latin Dictionary/Palla|palla]]'', and ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'' are likewise obtained. The ordinary interpretation given to the word, "a shawl," rests upon no substantial authority, if it be understood in our sense of the word; at the same time that it affords but a loose and incorrect notion of the dress itself, and the method of adjusting it; which is fully and circumstantially detailed under its genuine Latin name ''[[Illustrated Companion to the Latin Dictionary/Palla|Palla]]''; to which and the illustrations accompanying it, the reader is referred. As the above explanation is at variance with the notions ordinarily received, it appears incumbent to state in a concise manner some of the principal reasons for its adoption; and as the article in question belonged properly to the Greek attire, its real character must be sought in the writings and usages of that country. 1. Pollux (vii. 49, 50.) describes the ''peplum'' as a dress exclusively for females, which served the double purpose of a ''[[Illustrated Companion to the Latin Dictionary/Tunica|tunica]]'' and ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'' (like the Latin ''[[Illustrated Companion to the Latin Dictionary/Tunicopallium|tunicopallium]]''{{mdash}}{{lang|grc|ἐπιβλημα καὶ χιτὼν}}, and {{lang|grc|ἔσθημα δ᾿ ἐστὶ διπλοῦν τὴν χρείαν, ὡς ἐνδοῦναι τε καὶ ἐπιβάλλεσθαι}}). 2. The Scholiast on Homer (''Il.'' v. 734.) defines it to be a tunic, which was not put on over the head, like the common one (''[[Illustrated Companion to the Latin Dictionary/Indutus|INDUTUS]]''), but was adjusted and fastened on the person by means of brooches ({{lang|grc|γυναικεῖον ἔνδυμα, τοῦτ᾿ ἐστὶ χιτῶνα, ὃν οὐκ ἐνεδύοντο ἀλλ᾿ ἐνεπερονῶντο}}). 3. Eustathius (''ad Od.'' {{lang|grc|σ.}} p. 1847.) describes the ''peplum'' as a large wrapper which entirely covered the left shoulder, and had one of its surfaces passed behind the person, and the other across the front, until they met on the right side, where they were joined together in such a manner as to leave the arm and shoulder exposed ({{lang|grc|μέγαν περιβόλαιον, σκέπον τὸν ἀρίστερον ὦμον, καὶ ἔμπροσθεν καì ὄπισθεν συνάγον τὰς δῦο πτέρυγας εἰς τὴν δεξιὰν πλευρὰν, γυμνὴν ἐῶν τὴν δεξιὰν χεῖρα καὶ τὸν ὦμον}}). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Peplum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 488.jpg|annexed figure |caption=Peplum/1.1}}, from a statue found at Herculaneum, and composing one of the same set as the first two inserted in the article [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]], p. 465., elucidates the words of Eustathius in a striking manner, showing the character of the drapery and method of putting it on; with the exception, that his account seems to place the second brooch under the arm, instead of upon the shoulder, so as to form an ''[[Illustrated Companion to the Latin Dictionary/Exomis|exomis]]'', of which an example is afforded in Hope's ''Costumes'', vol. ii. p. 180., whence we may infer that both these fashions were practised; but that in no wise alters the essential character of the dress. 4. Panthea is described by Xenophon (''Cyr.'' v. 1. 6.) as rending her ''peplum'' during an access of grief{{mdash}}{{lang|grc|περικατερῥήξατο τὸν ἄνωθεν πέπλον}}; which does not mean simply, that she "tore and rent her outer garment," as the translators render it; but that she tore the ''upper'' part ({{lang|grc|τὸ ἄνωθεν}}) of her ''peplum''; viz. that which is turned over at the top, and covers the breast and back, rending it round ({{lang|grc|περὶ}}) and down ({{lang|grc|κατά}}){{mdash}}an action and expression perfectly intelligible when applied to a garment of the nature exhibited in the illustration above, but not so reconcileable with a shawl over the head. During this act her face, neck, and hands were exposed to the gaze of the bystanders (Xen. ''l. c.''); from which the commentators infer that the ''peplum'' covered the head and hands as a shawl; but that is quite a mistaken notion; for the Greek and Roman women, as well as Asiatics, wore a seperate shawl or veil (''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'') over the ''peplum'' (see the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]], 3. p. 467.); and it is this which got displaced, as it naturally would, from the head and face, by the violent action of tearing the body-dress (''peplum'') in the manner described. 5. The ''peplum'' is mentioned both by Greek and Latin authors as a long dress reaching to the feet, and trailing on the ground ({{lang|grc|Τρωάδας ἑλκεσιπέπλους}}, Hom. ''Il.'' vi. 443. ''peplum fluens'', Claud. ''Nupt. Honor.'' 122. Manil. v. 387.), which character it is difficult to connect with the appearance of a shawl. 6. The same term is applied by the Greeks to the long close-fitting robe with sleeves to the wrist, and skirts to the feet, which was worn by the Persians (Aesch. ''Pers.'' 474. 1060.), as the Romans gave the name of ''palla'' to a robe of the same description, which was worn by musicians on the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]]. See the illustrations to SEPTUCHUS{TR: No such article.} and [[Illustrated Companion to the Latin Dictionary/Palla|PALLA CITHAROEDICA]]. 7. The ''peplum'' was fastened by a brooch on the shoulder, which, when unclasped, left the shoulder and side naked (Soph. ''Trachin.'' 926{{mdash}}928. Sidon. Apoll. ''Carm.'' iii. 206.); but a shawl, which is only worn over some other dress, would not denude the person even when removed altogether from the body. 8. A garment of the nature described under the term [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]] answers all these conditions, and satisfactorily explains why it is sometimes mentioned as a tunic, and sometimes as an ''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'' (Mart. Capell. 6. ''amicta peplo''); why it occurs in the sense of a carpet, curtain, veil for covering anything; how the notion of its being only a shawl has obtained; and how, when carried in the Athenaic procession, it was said to be like the [[Illustrated Companion to the Latin Dictionary/Velum|sail]] of a ship; because, when loosed from its clasps, and unfolded, it was in reality nothing more than a large rectangular piece of drapery, which acquired the characteristic appearance of a legitimate garment from the manner in which it was folded and adjusted on the person. 2. The ''peplum'' of Athena was a large and splendidly embroidered piece of drapery, that was carried in public procession at the Panathenaic festival, opened out to its full dimensions, and borne between two poles, like the sail of a ship, in the same manner as emblazoned flags and banners are now carried by two men in the solemn processions of the Roman Catholic Church (Plato, ''Euthyphr.'' 6. C. Virg. ''Cir.'' 21.); but when placed on the statue of the goddess, it was folded and adjusted in the same manner as the [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]]. This will be readily admitted from the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Peplum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|annexed figure |caption=Peplum/2.1}} of Minerva on a fictile vase; although the brooches on the shoulders are concealed by the ''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'' outside, and the ''peplum'' is fastened by a girdle, rendered necessary by the great depth of the upper part turned down ({{lang|grc|τὸν ἄνωθεν πέπλον}}), thus indicating the amplitude and consequent splendour of the drapery out of which the dress was formed. Many other statues exhibit Minerva in a similar costume; and amongst these, one of the Museo Chiaramonti (tav. 14.), which has no outer drapery, shows the brooches on both shoulders, and the whole arrangement of the ''peplum'' exactly similar to the first two figures introduced under the article [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]], the only difference being that the fall over is as deep as in the annexed figure, and a narrow ''[[Illustrated Companion to the Latin Dictionary/Aegis|aegis]]'' crosses obliquely from the right shoulder, in the form of a ''[[Illustrated Companion to the Latin Dictionary/Balteus|balteus]]'', to keep the dress adjusted, instead of a girdle round the waist. <gallery> File:Peplum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 488.jpg|Peplum/1.1 File:Peplum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|Peplum/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] m1h4jh3bmzznhf79sq0k5s1aamtlyo6 2685989 2685851 2024-11-14T18:15:01Z CalRis25 911425 Note concerning article which does not exist. 2685989 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PEP'LUM''' and '''PE'PLUS''' ({{lang|grc|πέπλον}} and {{lang|grc|πέπλος}}). A Greek word translated into Latin, designating a particular article of the female attire, which the Romans expressed by the corresponding term [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]]; the Greek word being derived, according to Riemer, from {{lang|grc|πέλλα}}, and akin to {{lang|grc|ἔπιπλα}} and {{lang|grc|ἐπίπλοον}}; from which the Latin ''pellis'', ''[[Illustrated Companion to the Latin Dictionary/Palla|palla]]'', and ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'' are likewise obtained. The ordinary interpretation given to the word, "a shawl," rests upon no substantial authority, if it be understood in our sense of the word; at the same time that it affords but a loose and incorrect notion of the dress itself, and the method of adjusting it; which is fully and circumstantially detailed under its genuine Latin name ''[[Illustrated Companion to the Latin Dictionary/Palla|Palla]]''; to which and the illustrations accompanying it, the reader is referred. As the above explanation is at variance with the notions ordinarily received, it appears incumbent to state in a concise manner some of the principal reasons for its adoption; and as the article in question belonged properly to the Greek attire, its real character must be sought in the writings and usages of that country. 1. Pollux (vii. 49, 50.) describes the ''peplum'' as a dress exclusively for females, which served the double purpose of a ''[[Illustrated Companion to the Latin Dictionary/Tunica|tunica]]'' and ''[[Illustrated Companion to the Latin Dictionary/Pallium|pallium]]'' (like the Latin ''[[Illustrated Companion to the Latin Dictionary/Tunicopallium|tunicopallium]]''{{mdash}}{{lang|grc|ἐπιβλημα καὶ χιτὼν}}, and {{lang|grc|ἔσθημα δ᾿ ἐστὶ διπλοῦν τὴν χρείαν, ὡς ἐνδοῦναι τε καὶ ἐπιβάλλεσθαι}}). 2. The Scholiast on Homer (''Il.'' v. 734.) defines it to be a tunic, which was not put on over the head, like the common one (''[[Illustrated Companion to the Latin Dictionary/Indutus|INDUTUS]]''), but was adjusted and fastened on the person by means of brooches ({{lang|grc|γυναικεῖον ἔνδυμα, τοῦτ᾿ ἐστὶ χιτῶνα, ὃν οὐκ ἐνεδύοντο ἀλλ᾿ ἐνεπερονῶντο}}). 3. Eustathius (''ad Od.'' {{lang|grc|σ.}} p. 1847.) describes the ''peplum'' as a large wrapper which entirely covered the left shoulder, and had one of its surfaces passed behind the person, and the other across the front, until they met on the right side, where they were joined together in such a manner as to leave the arm and shoulder exposed ({{lang|grc|μέγαν περιβόλαιον, σκέπον τὸν ἀρίστερον ὦμον, καὶ ἔμπροσθεν καì ὄπισθεν συνάγον τὰς δῦο πτέρυγας εἰς τὴν δεξιὰν πλευρὰν, γυμνὴν ἐῶν τὴν δεξιὰν χεῖρα καὶ τὸν ὦμον}}). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Peplum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 488.jpg|annexed figure |caption=Peplum/1.1}}, from a statue found at Herculaneum, and composing one of the same set as the first two inserted in the article [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]], p. 465., elucidates the words of Eustathius in a striking manner, showing the character of the drapery and method of putting it on; with the exception, that his account seems to place the second brooch under the arm, instead of upon the shoulder, so as to form an ''[[Illustrated Companion to the Latin Dictionary/Exomis|exomis]]'', of which an example is afforded in Hope's ''Costumes'', vol. ii. p. 180., whence we may infer that both these fashions were practised; but that in no wise alters the essential character of the dress. 4. Panthea is described by Xenophon (''Cyr.'' v. 1. 6.) as rending her ''peplum'' during an access of grief{{mdash}}{{lang|grc|περικατερῥήξατο τὸν ἄνωθεν πέπλον}}; which does not mean simply, that she "tore and rent her outer garment," as the translators render it; but that she tore the ''upper'' part ({{lang|grc|τὸ ἄνωθεν}}) of her ''peplum''; viz. that which is turned over at the top, and covers the breast and back, rending it round ({{lang|grc|περὶ}}) and down ({{lang|grc|κατά}}){{mdash}}an action and expression perfectly intelligible when applied to a garment of the nature exhibited in the illustration above, but not so reconcileable with a shawl over the head. During this act her face, neck, and hands were exposed to the gaze of the bystanders (Xen. ''l. c.''); from which the commentators infer that the ''peplum'' covered the head and hands as a shawl; but that is quite a mistaken notion; for the Greek and Roman women, as well as Asiatics, wore a seperate shawl or veil (''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'') over the ''peplum'' (see the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]], 3. p. 467.); and it is this which got displaced, as it naturally would, from the head and face, by the violent action of tearing the body-dress (''peplum'') in the manner described. 5. The ''peplum'' is mentioned both by Greek and Latin authors as a long dress reaching to the feet, and trailing on the ground ({{lang|grc|Τρωάδας ἑλκεσιπέπλους}}, Hom. ''Il.'' vi. 443. ''peplum fluens'', Claud. ''Nupt. Honor.'' 122. Manil. v. 387.), which character it is difficult to connect with the appearance of a shawl. 6. The same term is applied by the Greeks to the long close-fitting robe with sleeves to the wrist, and skirts to the feet, which was worn by the Persians (Aesch. ''Pers.'' 474. 1060.), as the Romans gave the name of ''palla'' to a robe of the same description, which was worn by musicians on the [[Illustrated Companion to the Latin Dictionary/Theatrum|stage]]. See the illustrations to SEPTUCHUS<ref group="Note" name="Rich1849_Septuchus"/> and [[Illustrated Companion to the Latin Dictionary/Palla|PALLA CITHAROEDICA]]. 7. The ''peplum'' was fastened by a brooch on the shoulder, which, when unclasped, left the shoulder and side naked (Soph. ''Trachin.'' 926{{mdash}}928. Sidon. Apoll. ''Carm.'' iii. 206.); but a shawl, which is only worn over some other dress, would not denude the person even when removed altogether from the body. 8. A garment of the nature described under the term [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]] answers all these conditions, and satisfactorily explains why it is sometimes mentioned as a tunic, and sometimes as an ''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'' (Mart. Capell. 6. ''amicta peplo''); why it occurs in the sense of a carpet, curtain, veil for covering anything; how the notion of its being only a shawl has obtained; and how, when carried in the Athenaic procession, it was said to be like the [[Illustrated Companion to the Latin Dictionary/Velum|sail]] of a ship; because, when loosed from its clasps, and unfolded, it was in reality nothing more than a large rectangular piece of drapery, which acquired the characteristic appearance of a legitimate garment from the manner in which it was folded and adjusted on the person. 2. The ''peplum'' of Athena was a large and splendidly embroidered piece of drapery, that was carried in public procession at the Panathenaic festival, opened out to its full dimensions, and borne between two poles, like the sail of a ship, in the same manner as emblazoned flags and banners are now carried by two men in the solemn processions of the Roman Catholic Church (Plato, ''Euthyphr.'' 6. C. Virg. ''Cir.'' 21.); but when placed on the statue of the goddess, it was folded and adjusted in the same manner as the [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]]. This will be readily admitted from the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Peplum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|annexed figure |caption=Peplum/2.1}} of Minerva on a fictile vase; although the brooches on the shoulders are concealed by the ''[[Illustrated Companion to the Latin Dictionary/Amictus|amictus]]'' outside, and the ''peplum'' is fastened by a girdle, rendered necessary by the great depth of the upper part turned down ({{lang|grc|τὸν ἄνωθεν πέπλον}}), thus indicating the amplitude and consequent splendour of the drapery out of which the dress was formed. Many other statues exhibit Minerva in a similar costume; and amongst these, one of the Museo Chiaramonti (tav. 14.), which has no outer drapery, shows the brooches on both shoulders, and the whole arrangement of the ''peplum'' exactly similar to the first two figures introduced under the article [[Illustrated Companion to the Latin Dictionary/Palla|PALLA]], the only difference being that the fall over is as deep as in the annexed figure, and a narrow ''[[Illustrated Companion to the Latin Dictionary/Aegis|aegis]]'' crosses obliquely from the right shoulder, in the form of a ''[[Illustrated Companion to the Latin Dictionary/Balteus|balteus]]'', to keep the dress adjusted, instead of a girdle round the waist. <gallery> File:Peplum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 488.jpg|Peplum/1.1 File:Peplum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|Peplum/2.1 </gallery> == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_Septuchus">The 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' has no article ''Septuchus''.</ref> }} == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Outward Apparel]] 0wpq7q04d63d0dys034oykwmwilo8w4 0 314930 2685852 2680940 2024-11-14T15:46:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685852 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PE'RA''' ({{lang|grc|πήρα}}). A ''scrip'' or ''wallet'', made of leather and slung by a strap over the shoulder; used by travellers, rustics, mendicants, and the cynic philosophers in imitation of them, to carry provisions and other necessaries. (Phaedr. iv. 9. Senec. ''Ep.'' 91. Mart. vi. 53.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pera 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|illustration |caption=Pera/1.1}} represents a peasant with his staff and scrip (''baculo et pera'') from a marble at Ince-Blundell. <gallery> File:Pera 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|Pera/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Purses and Bags]] baqkpdmfd484pvmst80zqzgq2l3mgvv 0 314931 2685853 2680941 2024-11-14T15:46:25Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685853 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERFORA'CULUM'''. An instrument employed by carpenters, carvers in wood, and artizans of a similar class; usually translated a gimlet or auger; but it is clearly distinguished from the ''[[Illustrated Companion to the Latin Dictionary/Terebra|terebra]]'' in the following passage, where its connexion with the word ''[[Illustrated Companion to the Latin Dictionary/Dolatus|dolatus]]'' would seem to indicate some implement more in the nature of a ''gouge''{{mdash}}''perforaculis dolatum, terebrarum vertigine excavatum''. Arnob. vi. 200. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Carpentry and Tools for Working in Wood]] olj0iungh2lamn824lvifhcsikzo5k0 0 314932 2685854 2680942 2024-11-14T15:46:36Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685854 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PER'GULA'''. Literally, and in a general sense, any kind of building added on to the side of a house or other edifice, beyond the original ground-plan, as an ''outhouse'' or ''lean-to'', like the outbuilding in front of the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed landscape |imagelink=Media:Pergula 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|annexed landscape |caption=Pergula/1.1}}, representing a country-house or farm, in one of the Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|paintings]]. (Plaut. ''Pseud.'' i. 2. 84. Pet. ''Sat.'' 74.) Whence the following more special senses:{{mdash}} 2. A stall or balcony constructed over the [[Illustrated Companion to the Latin Dictionary/Porticus|colonnades]] of a [[Illustrated Companion to the Latin Dictionary/Forum|forum]], and abutting from the buildings adjacent; chiefly intended for the occupation of bankers and money changers. Plin. ''H. N.'' xxi. 6. and compare [[Illustrated Companion to the Latin Dictionary/Maenianum|MAENIANUM]]. 3. A [[Illustrated Companion to the Latin Dictionary/Pictor|painter]]'s exhibition-room; a large outbuilding in which the artists of antiquity were accustomed to expose their works to public view, when finished. Lucil. ''ap.'' Lactant. i. 22. Plin. ''H. N.'' xxxv. 36. § 12. Cod. Theodos. 13. 4. 4. 4. A lecture room in which any of the arts or sciences were taught. Suet. ''Gramm.'' 18. Juv. xi. 137. Vopisc. ''Saturn.'' 10. 5. An ''observatory'' at the top of a house for taking astronomical observations. Suet. ''Aug.'' 94. 6. In vineyards and gardens a long covered walk, over which the vines were trained to a framework of wood or trellis, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pergula 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|annexed example |caption=Pergula/6.1}} from a painting of the Nasonian [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]]. (Liv. xiv. 3. Columell. iv. 21. 2. Id. xi. 2. 32.) The modern Italians retain the word "la pergola" in the same sense. <gallery> File:Pergula 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 490.jpg|Pergula/1.1 File:Pergula 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|Pergula/6.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Houses]] [[Category:Classed Index/The Garden]] 7wlb01ldnteddgq46x68x20utvo9dkl 0 314933 2685855 2680943 2024-11-14T15:46:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685855 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERIPETAS'MA''' ({{lang|grc|περιπέτασμα}}). A general term, strictly Greek, for any thing which is spread out, as a covering, curtain, tapestry hanging, &c. Cic. ''Verr.'' ii. 4. 12. See [[Illustrated Companion to the Latin Dictionary/Aulaea|AULAEA]], [[Illustrated Companion to the Latin Dictionary/Peristroma|PERISTROMA]], [[Illustrated Companion to the Latin Dictionary/Tapes|TAPES]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] r3izu3hfgz0kzlhun4w5g2kfmxr1dl4 0 314934 2685856 2680944 2024-11-14T15:46:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685856 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERIP'TEROS''' ({{lang|grc|περίπτερος}}). A term employed by architects to designate a [[Illustrated Companion to the Latin Dictionary/Templum|temple]] or other edifice which is surrounded on the ''outside'' by a [[Illustrated Companion to the Latin Dictionary/Porticus|colonnade]] consisting of a single row of [[Illustrated Companion to the Latin Dictionary/Columna|columns]] all round. (Vitruv. iii. 2.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=temple |imagelink=Media:Peripteros 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|temple |caption=Peripteros/1.1}} of Theseus at Athens affords an existing specimen of the style. <gallery> File:Peripteros 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|Peripteros/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Classes of Columnar Edifices, Arrangement of Columns, and Varieties of Intercolumniation]] l1ooq802o3km0tppu0bdm05ivxkmxcm 0 314935 2685857 2680945 2024-11-14T15:47:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685857 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERIS'CELIS''' ({{lang|grc|περισκελίς}}). An ''anklet'', made of choice materials and workmanship, worn more particularly by the Greek women and courtezans round the ankle in the same manner as a bracelet is round the wrist. (Hor. ''Ep.'' i. 17. 56. Pet. ''Sat.'' 67. 4 and 5.) In the numerous instances where ornaments of this description are represented in the Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|paintings]], they are always introduced upon figures with bare feet and legs, dancing girls and such characters, or the goddesses and heroines draped in the poetical or heroic style, like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Periscelis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|annexed example |caption=Periscelis/1.1}} representing Ariadne; consequently, in the passage of Petronius (''l. c.''), where they are worn by the wife of Trimalchio, and seen peeping from under her [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]] above the tops of her shoes, it is expressly intended to ridicule the ostentation, vulgarity, and absurdity of the wealthy parvenu and his silly helpmate, who loads her person with finery, without regarding its fitness, or perceiving the ridiculous figure she makes of herself. <gallery> File:Periscelis 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|Periscelis/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ornaments for the Person]] 78a1mjc9rz8fs1il4kncb5l3t4x1dey 0 314936 2685858 2680946 2024-11-14T15:47:21Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685858 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERISTRO'MA''' ({{lang|grc|περίστρωμα}}). In general any thing which serves as a covering, like the curtains, carpets, and hangings of a room; but more especially a large and loose coverlet customarily spread over a [[Illustrated Companion to the Latin Dictionary/Lectus|bed]] or [[Illustrated Companion to the Latin Dictionary/Lectus|dining couch]] so as to hang down round the sides, in the manner shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Peristroma 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|annexed illustration |caption=Peristroma/1.1}} from the Vatican Virgil. Cic. ''Phil.'' ii. 27. <gallery> File:Peristroma 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 491.jpg|Peristroma/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Beds and Couches]] mtevlfvswh9u89u5jfbzkfb04rodb1m 0 314937 2685859 2680947 2024-11-14T15:47:32Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685859 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERISTYL'IUM''' ({{lang|grc|περιστύλιον}}). A ''peristyle''; that is, a [[Illustrated Companion to the Latin Dictionary/Porticus|colonnade]] round a courtyard, or in the ''interior'' of a building, which has the [[Illustrated Companion to the Latin Dictionary/Columna|columns]] on the inside and the walls without; whereas the term ''[[Illustrated Companion to the Latin Dictionary/Peripteros|peripterus]]'' is used to express a structure designed upon a plan precisely the reverse of this; viz. a colonnade on the ''exterior'' of a building, which has the columns on its outside, and the wall within. Suet. ''Aug.'' 82. Plin. ''Ep.'' x. 23. 2. Schneider. Vitruv. iii. 3. 9. 2. The ''peristyle'' of a Roman [[Illustrated Companion to the Latin Dictionary/Domus|house]], which formed the second or inner division of the general ground-plan, corresponding in locality with the ''[[Illustrated Companion to the Latin Dictionary/Gynaeceum|Gynaeconitis]]'' of a Greek domicile; and was regarded as the internal or private portion of the edifice, containing the domestic apartments in the ordinary occupation of the proprietor and his family, to which none but their immediate friends and acquaintances had access. It consisted of an open space, surrounded internally with a colonnade, like the [[Illustrated Companion to the Latin Dictionary/Atrium|Atrium]], but covering a larger area, open to the sky, and sometimes laid out as a garden, with a fountain and ''[[Illustrated Companion to the Latin Dictionary/Impluvium|impluvium]]'' in the centre; the apartments occupied by the family being distributed round its sides, and opening upon the colonnade in question. It was separated from the Atrium by the ''[[Illustrated Companion to the Latin Dictionary/Tablinum|tablinum]]'' and ''[[Illustrated Companion to the Latin Dictionary/Faux|fauces]]'', which made passages of communication between the two divisions. (Vitruv. vi. 3. 7.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Peristylium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|illustration |caption=Peristylium/2.1}} above represents an elevation of half the peristyle of a house at Pompeii, restored by Mazois; and its relative situation with respect to the rest of the house will be understood by referring to the ground-plan at [[Illustrated Companion to the Latin Dictionary/Domus|p. 248. col. 2]] on which it is marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=F F}}. <gallery> File:Peristylium 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|Peristylium/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Houses]] 7j8reb5spmb0xiagdd79kdym2u7507h 0 314938 2685861 2680948 2024-11-14T15:47:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685861 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERIS'TYLUM''' ({{lang|grc|περίστυλον}}). Cic. ''Dom.'' 44. Varro, ''R. R.'' iii. 5. 8. Same as the [[Illustrated Companion to the Latin Dictionary/Peristylium|preceding]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 0uimawfalrnq3ypcbf5ouzvrifirq9a 0 314939 2685862 2680949 2024-11-14T15:47:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685862 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERONA'TUS'''. Wearing the boots last described (''[[Illustrated Companion to the Latin Dictionary/Pero|perones]]'', Pers. v. 102.); the characteristic chaussure of agricultural labourers, [[Illustrated Companion to the Latin Dictionary/Arator|ploughmen]], and [[Illustrated Companion to the Latin Dictionary/Pastor|shepherds]], of which last a {{Illustrated Companion to the Latin Dictionary/Image Location|text=specimen |imagelink=Media:Peronatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|specimen |caption=Peronatus/1.1}} is inserted from the Vatican Virgil. <gallery> File:Peronatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|Peronatus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Feet]] q5t1f9wcpc8qkrsv8z9mx67inyajxuq 0 314940 2685863 2680950 2024-11-14T15:48:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685863 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERO''' ({{lang|grc|ἀρβύλη}}). A boot reaching up to the calf of the leg, laced in front and made of raw hide, or untanned leather, with the fur on. (Virg. ''Aen.'' vii. 690. Juv. xiv. 186. Isidor. ''Orig.'' xix. 34.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Pero 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|example |caption=Pero/1.1}} is from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]]. <gallery> File:Pero 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|Pero/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Feet]] 7rq0wweru9ku9ml0mmuuc7khgi8r4fq 0 314941 2685864 2680951 2024-11-14T15:48:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685864 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERPENDI'CULUM''' ({{lang|grc|κάθετος}}). A ''plumb-line'' or ''line and plummet'', employed by bricklayers, [[Illustrated Companion to the Latin Dictionary/Lapidarius|masons]], &c., for the purpose of proving if their work be true to the perpendicular. (Vitruv. vii. 3. 5. Cic. ''ap.'' Non. ''s. v.'' p. 162. Plin. ''H. N.'' xxxv. 49.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Perpendiculum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|illustration |caption=Perpendiculum/1.1}} represents an original found with several others in a stone mason's shop at Pompeii; and numerous examples have been discovered in various excavations, all bearing a considerable resemblance to one another, and differing in no respect from those now in use, with the exception that they are made of bronze instead of lead, and exhibit taste in their design, which the ancients constantly studied even in the commonest articles of daily use. <gallery> File:Perpendiculum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 492.jpg|Perpendiculum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Stone-masons and Builders]] 9ayo67sjaydsaofukhe7045v58hv3xt 0 314942 2685865 2680952 2024-11-14T15:48:29Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685865 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERSONA'TUS'''. ''Masked'', or wearing a mask (''[[Illustrated Companion to the Latin Dictionary/Persona|persona]]''); more especially with reference to an [[Illustrated Companion to the Latin Dictionary/Histrio|actor]] on the stage (Cic. ''Orat.'' iii. 59. Hor. ''Sat.'' i. 4. 56.); for in the ancient [[Illustrated Companion to the Latin Dictionary/Theatrum|theatres]] of Greece and Italy the performers always appeared in masks, designed to suit the particular characters which each had to play; of which an example is afforded by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Personatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 494.jpg|annexed illustration |caption=Personatus/1.1}}, representing one of the figures on a marble bas-relief, on which a scene from some comedy is delineated. <gallery> File:Personatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 494.jpg|Personatus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Actors, Mimics, Dancers, and Dancing]] 5z0njy88ojkrbhwoy0xf469tbjyohce 0 314943 2685866 2680953 2024-11-14T15:48:40Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685866 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PERSO'NA''' ({{lang|grc|πρόσωπον}} or {{lang|grc|-ειον}}). A ''mask'', always worn upon the stage in the [[Illustrated Companion to the Latin Dictionary/Theatrum|theatres]] of ancient Greece and Italy, by the [[Illustrated Companion to the Latin Dictionary/Histrio|actors]] of all classes, tragic, comic, or pantomimic. The part which covered the face was made of wood (Prudent. ''Adv. Symm.'' ii. 646. Compare Virg. ''Georg.'' ii. 387.), and to this a wig of suitable character was added, so that the entire head of the actor, as well as his face, was completely covered (Aul. Gell. v. 7.), and travestied. Moreover, every age and condition of life, from youth to decrepitude, or from the hero to the slave, was represented by an appropriate mask, the characteristics of which were sufficiently well known for the quality and condition of the personage represented to be immediately recognised by the spectators upon his appearance on the stage; and the wig belonging to each particular mask had a settled style of coiffure, as well known as the features its accompanied. Those which were intended to personify historical personages, heroes, demi-gods, &c. were designed in imitation of some well-known type, handed down through ages by the poets, [[Illustrated Companion to the Latin Dictionary/Pictor|painters]], and [[Illustrated Companion to the Latin Dictionary/Scalptor|sculptors]]; and, consequently, were oftentimes beautiful representations of ideal forms; the others, employed in general tragedy and comedy, were very numerous, and varied in their details, as explained in the two following paragraphs. 2. ''Persona tragica''. The tragic mask (Phaedr. i. 7.), of which there were at least twenty-five different kinds, six for old men, seven for young men, nine for females, and three for slaves; distinguished by a particular conformation of features, colour of the complexion, and arrangement as well as colour of the hair and beard. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Persona 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 493.jpg|illustration |caption=Persona/2.1}} shows three of these varieties, from Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|paintings]], two for old men, and one for a young character; that on the right, with the grand ''[[Illustrated Companion to the Latin Dictionary/Superficies|superficies]]'', for stately tragedy; the one on the left, with the hair also disposed in a ''superficies'', but with more sobriety, and a more natural appearance, for middle tragedy; and the youthful one in the centre, which has the hair disposed in a similar fashion, but with still less of exaggeration, belonging to the same class; all exactly as described by Pollux, iv. 133. seq. 3. ''Persona comica''. The comic mask, of which no less than forty-three different types are enumerated, distinguished, in the same manner as the last-mentioned, by their features, complexion, and wigs; viz. nine for old men, ten for young men, seven for male slaves, three for old women, and fourteen for young women. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Persona 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 493.jpg|annexed illustration |caption=Persona/3.1}} affords an example of two kinds, from the paintings of Pompeii; the right one of an old man, the other of a young woman, with her head in the ''[[Illustrated Companion to the Latin Dictionary/Mitra|mitra]]'' intended for a courtezan (''meretrix''), as described by Pollux (''l. c.''). Other specimens of comic masks are introduced, ''s.'' [[Illustrated Companion to the Latin Dictionary/Personatus|PERSONATUS]], [[Illustrated Companion to the Latin Dictionary/Lorarius|LORARIUS]], [[Illustrated Companion to the Latin Dictionary/Mimus|MIMUS]]. 4. ''Persona muta''. Another kind of mask was that worn by the dumb actor, ''persona muta'', enumerated in the dramatis personae to some of the comedies of Plautus and Terence, who comes upon the stage as an attendant upon others, but never speaks himself; corresponding with the "walking gentleman" of the modern drama. It is represented by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed woodcut |imagelink=Media:Persona 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 493.jpg|annexed woodcut |caption=Persona/4.1}} from a Pompeian painting, in which the closed mouth and compressed lips indicate the silent character of the actor who wore it. 5. A mask of terra-cotta, marble, or other material, designed to imitate the human face, heads of animals, or similar devices, generally of grotesque forms, employed as an antefix in buildings (see woodcuts ''s.'' [[Illustrated Companion to the Latin Dictionary/Antefixa|ANTEFIXA]]); as an ornamental escapement for the water of a fountain; or as a gargoil for discharging the rain-water from a roof, of which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Persona 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 494.jpg|annexed illustration |caption=Persona/5.1}} affords a specimen, from an original of terra-cotta. Lucret. iv. 297. Plin. ''H. N.'' xxxv. 43. Ulp. ''Dig.'' 19. 1. 17. <gallery> File:Persona 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 493.jpg|Persona/2.1 File:Persona 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 493.jpg|Persona/3.1 File:Persona 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 493.jpg|Persona/4.1 File:Persona 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 494.jpg|Persona/5.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Actors, Mimics, Dancers, and Dancing]] [[Category:Classed Index/Mouldings, Ornaments, and Basement]] 5t59mm6u1tmm43kt5x2nniqkaofg4yx 0 314944 2685867 2680954 2024-11-14T15:48:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685867 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PER'TICA'''. Any long thin rod or pole, for threshing corn (Plin. ''H. N.'' xviii. 72.); nut trees (Ov. ''Nux'', 67.); olives (Plin. ''H. N.'' xv. 3.); as a measuring rod, or perch (Prop. iv. 1. 130.), also termed ''pertica militaris'' (Serv. ''ad'' Virg. ''Ecl.'' ix. 7.), because the lands apportioned amongst the military were measured off into allotments by this instrument. Thence it is often expressed on medals and engraved gems by the side of a [[Illustrated Companion to the Latin Dictionary/Aratrum|plough]]. See Gorlaeus, ''Dactyliothec.'' ii. Nos. 608. 610. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Threshing and Winnowing]] patu2t8hojmuyh173uncm0okii2vfjr 0 314945 2685868 2680955 2024-11-14T15:49:03Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685868 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PES'SULUS''' ({{lang|grc|κλεῖθρον, μάνδαλος, κατοχεύς}}). A ''bolt'' for fastening a door (Ter. ''Eun.'' iii. 5. 55. Id. ''Heaut.'' ii. 3. 37.), of which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pessulus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 495.jpg|annexed illustration |caption=Pessulus/1.1}} affords a specimen, from a bronze original found at Pompeii. The doors of the ancients being generally bivalve had two, and sometimes four bolts affixed to them, one at the top, and the other at the bottom of each leaf, which shot into sockets incavated in the [[Illustrated Companion to the Latin Dictionary/Supercilium|lintel]] and [[Illustrated Companion to the Latin Dictionary/Limen|sill]] of the doorway, still to be seen in many houses of Pompeii, whence ''the bolts'' are mostly mentioned in the plural when the closing and bolting of doors is spoken of (Plaut. ''Aul.'' i. 3. 26. ''occlude fores ambobus pessulis'', Apul. ''Met.'' iii. p. 56. ''pessulis injectis'', Id. iv. p. 76. Id. i. p. 8); and sometimes they could not be drawn back without a key, for which purpose the three-toothed key (''clavis Laconica'', [[Illustrated Companion to the Latin Dictionary/Clavis|p. 174]]) was probably used (Apul. ''Met.'' i. p. 11. ''subdita clavi pessulos reduco''; though in this and other similar passages the ''pessuli'' may only mean the bolts of a lock, as we also apply our term with the same general acceptation.) <gallery> File:Pessulus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 495.jpg|Pessulus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Locks and Fastenings]] 4k2urt50l2ihneeib1cufzy7z02qn7e 0 314946 2685869 2680956 2024-11-14T15:49:15Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685869 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PES''' ({{lang|grc|πούς}}). A foot of men and animals, upon which the body is supported; thence transferred to inanimate things, as the foot of a table, chair, stool, couch, &c., which were sometimes made to imitate the feet of animals, or other ornamental terminations similar to what are still in use, as shown by numerous examples introduced in the course of these pages. Sen. ''Ben.'' ii. 34. Ov. ''Met.'' viii. 661. Plin. ''H. N.'' xxxiv. 4. 2. A ''foot measure'', which was divided into twelve inches (''[[Illustrated Companion to the Latin Dictionary/Uncia|unciae]]''), and subdivided into sixteen digits (''digiti'', Vitruv. iii. 1. Columell. v. 1. 4. Front. ''Aq.'' 24.). The precise length of the old Roman foot has not been distinctly ascertained, for though several foot rules of bronze have been found in excavations, they all vary slightly in their respective dimensions. One of these, from an original found at Pompeii, is represented ''s.'' [[Illustrated Companion to the Latin Dictionary/Regula|REGULA]] 1., for the limited width of these pages will not admit of its being inserted on a scale sufficient to show the real length. Several examples, however, of the actual size are engraved in the Museo Borbonico vi. 15. and Ficoroni, ''Labico Antico'', p. 93. 3. ''Pes veli''. A rope attached to the clew or lower corner of a square [[Illustrated Companion to the Latin Dictionary/Velum|sail]], for the purpose of setting it to the wind, called the ''sheet'' in the nautical language of our country. (Isidor. ''Orig.'' xix. 3. 4.) Each sail was furnished with two sheets, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pes 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 495.jpg|annexed example |caption=Pes/3.1}}, from a coin of Lepidus, one on the larboard, the other on the starboard clew (Catull. iv. 19.); whence the following expressions will be readily understood: ''aequo pede'', or ''pedibus aequis'' (Ov. ''Fast.'' iii. 565. Cic. ''Att.'' xvi. 6.), to sail ''before'' the wind, because then the sail was set straight across the vessel, and consequently both sheets were braced to the same length; ''obliquare laevo pede cornua'' (Lucan. v. 428.), to sail ''on'' a wind, or ''by'' the wind, because in such case the yard and sail were braced up, or slanted across the vessel, to catch the slant of the wind; ''proferre pedem'' (Plin. ''H. N.'' ii. 48.) has the same meaning, because one of the sheets was brought and braced ''forward'', as in the illustration, to give the necessary obliquity to the sail already mentioned; ''facere pedem'' (Virg. ''Aen.'' v. 828.), to slack out the sheets in order that the sail may expand to the wind, also implying that the wind comes from a favourable quarter. 4. ''Pes vinaceorum''. The mass of grape skins and stalks remaining after the first juice, which made the finest wine, had been squeezed out by the press-beam (''[[Illustrated Companion to the Latin Dictionary/Prelum|prelum]]''), and from which the wine termed ''[[Illustrated Companion to the Latin Dictionary/Circumcidaneus|circumcidaneum]]'', and other inferior qualities, were subsequently extracted by the repeated action of the beam. Columell. xii. 43. 10. ''Ib.'' 19. 3. Compare the woodcut ''s.'' [[Illustrated Companion to the Latin Dictionary/Torcular|TORCULAR]]. <gallery> File:Pes 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 495.jpg|Pes/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Manufacture of Oil and Wine]] [[Category:Classed Index/The Rigging]] 1hat38a2414e5chzrfwqjz95v5t99vg 0 314947 2685870 2680957 2024-11-14T15:49:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685870 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PETASA'TUS'''. (Cic. ''Fam.'' xv. 17. Suet. ''Aug.'' 82.) Wearing the ''[[Illustrated Companion to the Latin Dictionary/Petasus|petasus]]'', as described and illustrated in the following word. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 5a5ywi3qqhidnutswazgywvcs5gjbha 0 314948 2685871 2680958 2024-11-14T15:49:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685871 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PET'ASUS''' ({{lang|grc|πέτασος}}). A common felt hat, with a low crown and broad brim, adopted by the Romans from Greece, and worn in both countries as a protection against the sun and weather. (Plaut. ''Pseud.'' ii. 4. 45. ''Amph.'' i. 1. 190. Compare Suet. ''Aug.'' 82.) Hats of this kind were naturally made in many different shapes, according to individual caprice or fashion; but the most usual form approximated closely to that now worn by our country people and railroad labourers, with the exception of being fastened by strings, which either passed under the chin or round the back part of the head. Both of these manners are exhibited in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustrations |imagelink=Media:Petasus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 496.jpg|illustrations |caption=Petasus/1.1}}, the one from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], the other from a Greek bas-relief. Most of the horsemen in the Panathenaic procession, from the Parthenon, preserved in the British Museum, wear the ''petasus''; and one of the conventional signs, adopted by the Greek artists, to indicate that a person was represented on a journey, consisted in depicting him with a ''petasus'' slung at the back of his neck, as seen on the figure at [[Illustrated Companion to the Latin Dictionary/Ceryx|p. 147]]. <gallery> File:Petasus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 496.jpg|Petasus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Coverings for the Head]] mpncfdzs7czbwg6tdr1v3k9h2et5ocg 0 314949 2685872 2680959 2024-11-14T15:49:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685872 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PETAURIS'TA''' ({{lang|grc|πεταυριστής}}). One who performs feats of agility upon the machine termed ''[[Illustrated Companion to the Latin Dictionary/Petaurum|petaurum]]'' (Festus ''s. v.'' Varro ''ap.'' Non. ''s. v.'' p. 56. Pet. ''Sat.'' 53. 11.); but as the real nature of that object has not been ascertained, it is impossible to identify the character of those who exhibited themselves upon it. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Feats of Strength or Dexterity]] 279hj8ezbodgj9wdkx0qc266ud67tt6 0 314950 2685873 2680960 2024-11-14T15:50:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685873 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PETAU'RUM''' ({{lang|grc|πέταυρον}}). A Greek word, signifying in that language a ''perch'' for fowls to roost on; whence it was adopted, amongst the Romans more particularly, as the name for a contrivance or machine employed in the exhibition of certain feats of strengh and agility, or as in a game of mere amusement, like that of swinging. Its precise character, however, still remains involved in uncertainty, every attempt at a definite explanation failing to reconcile itself with the different passages in which the word occurs, though each appears to be supported by some one or more of them. Amongst these the following are the most plausible conjectures hazarded. 1. A general term for all the apparatus used by rope-dancers, tumblers, and similar characters; including the poles, ropes, hoops, &c., required for the different displays exhibited by them. 2. A long plank poised upon an upright at its centre of gravity, and working like our "see-saw," with one man at each extremity, and the third who stood upon the centre, and bounded over the heads of the others on to the ground and back again, something like the exhibition displayed upon the gem introduced ''s.'' [[Illustrated Companion to the Latin Dictionary/Monobolon|MONOBOLON]]. 3. A wheel suspended in the air, and worked round and round by the weight of two men standing upon it, one above and the other below, who also exhibited other feats of dexterity whilst they thus kept it in motion. 4. A wheel, placed horizontally, like a potter's wheel, upon which the tumbler performed his evolutions, whilst the wheel itself was in a state of rapid rotation. The passages relied on for each of these interpretations are the following: {{mdash}} Lucil. ''ap.'' Fest. ''s. v.'', or p. 87. 40. ed. Gerlach. Manil. ''Astron.'' v. 434. Juv. xiv. 265. Pet. ''Fragm.'' 13. Mart. ii. 86. xi. 21. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Feats of Strength or Dexterity]] st224k3t1w9fkr549kl32ogl56lo4c1 0 314951 2685874 2680961 2024-11-14T15:50:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685874 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PETO'RITUM''' or '''PETOR'RITUM'''. A four-wheeled open carriage, amongst the Romans used chiefly for the transport of servants and attendants, but of which no representation is known to exist. It was, however, of foreign origin, probably introduced from Gaul, and derived from the Celtic words ''petoar'', four, and ''rit'', a wheel. Hor. ''Ep.'' ii. 1. 192. Id. ''Sat.'' i. 6. 104. Festus ''s. v.'' Aul. Gell. xv. 30. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Carriages]] qvixpltusmp6mju24nwfv6t0s3ludq4 0 314952 2685875 2680962 2024-11-14T15:50:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685875 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHAECASIA'TUS'''. Wearing shoes of the kind called ''[[Illustrated Companion to the Latin Dictionary/Phaecasium|phaecasia]]''; especially characteristic of the Greeks. Senec. ''Ep.'' 113. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] qkzxshofwkknz3tdmop6i0ayoaxvmtl 0 314953 2685876 2680963 2024-11-14T15:50:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685876 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHAECAS'IUM''' ({{lang|grc|φαικάσιον}}). A white shoe, proper to the Athenian [[Illustrated Companion to the Latin Dictionary/Gymnasiarchus|gymnasiarchs]] and priesthood of Greece and Alexandria; though also adopted by other classes of both sexes. Senec. ''Ben.'' vii. 21. Anthol. vi. 254. Pet. ''Sat.'' 67. 4. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Feet]] ikje43p2ypq2fhw405tpsuovrlrhqq0 0 314954 2685877 2680964 2024-11-14T15:50:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685877 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHALANGA'RII''' or '''PALANGA'RII'''. Porters who carried things of bulk or great weight with the assistance of a strong pole (''[[Illustrated Companion to the Latin Dictionary/Phalanga|phalanga]]''). Four, sex, and even eight men by this means combined their strength for the transport of a single object, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Phalangarii 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 497.jpg|annexed example |caption=Phalangarii/1.1}}, from a terra-cotta lamp, representing eight porters bearing a cask of wine, suspended in the manner described. Vitruv. x. 3. 7. Inscript. ''ap.'' Fabretti, p. 10. 2. Soldiers formed into a phalanx. Lamprid. ''Alex. Sev.'' 50. <gallery> File:Phalangarii 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 497.jpg|Phalangarii/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Agricultural Labourers]] qfrw4rox6fpq8tl9kqi6rmhhoc5vjtq 0 314955 2685878 2680965 2024-11-14T15:50:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685878 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHALAN'GA''' or '''PALAN'GA''' ({{lang|grc|φάλαγξ}}). A strong round pole employed by porters to assist them in carrying heavy weights, the ends being rested on their shoulders and the load suspended from it between them at the centre of gravity, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Phalanga 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 497.jpg|annexed example |caption=Phalanga/1.1}}, which represents two of the soldiers on Trajan's [[Illustrated Companion to the Latin Dictionary/Columna|column]] making use of the contrivance in question. Vitruv. x. 3. 7, 8, and 9. 2. A wooden cylinder or roller intended for placing under objects of great weight to assist in moving them, as, for instance, under the bottom of a vessel, whilst being hauled on shore, or launched from the beach. Non. ''s. v.'' p. 163. Varro, ''ap.'' Non. ''l. c.'' Caes. ''B. C.'' ii. 10. 3. Pieces of valuable wood, such as ebony for example, cut into truncheons or cylinders, as objects of merchandise. Plin. ''H. N.'' xii. 8. 4. A truncheon employed as a weapon in warfare, the origin of which is attributed to the Africans during their contests with the Egyptians (Plin. ''H. N.'' vii. 57.). These were probably cut out of some strong and heavy kind of wood; but an instrument of iron, corresponding with the form and name of the weapon, has been discovered, amongst many other objects of an unique character, in a tomb at Paestum, together with a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] on the walls of the [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]], which represents a Greek warrior on horseback, carrying the truncheon and a shield suspended from his [[Illustrated Companion to the Latin Dictionary/Hasta|spear]], as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Phalanga 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 497.jpg|annexed illustration |caption=Phalanga/4.1}}. The implement itself, which is engraved at the bottom of the woodcut, is rather more than two feet long, not including the ring at the end; and the manner in which it and the shield are carried in the picture above, renders it probable that they were represented as a trophy, which the owner of the tomb had really taken from some enemy in battle. The object and the painting identify the instrument with its name, which hitherto had not been accomplished. <gallery> File:Phalanga 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 497.jpg|Phalanga/1.1 File:Phalanga 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 497.jpg|Phalanga/4.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Agricultural Labourers]] [[Category:Classed Index/Other Weapons]] kws66v151j1d65kqy9k0vdptk2f5y6p 0 314956 2685879 2680966 2024-11-14T15:51:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685879 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHALANGI'TES''' ({{lang|grc|φαλαγγίτης}}). A soldier armed and equipped in the same manner as those of the Macedonian phalanx. Liv. xxxvii. 40. xlii. 51. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 1viclxi03gr66eom4xvhuhhdpn9re1n 0 314957 2685880 2680967 2024-11-14T15:51:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685880 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHAL'ERAE''' ({{lang|grc|τὰ φάλαρα}}). ''Bosses'' of gold, silver, or other metals, cast or chased with some appropriate device in relief; such, for instance, as the head of a god, image of a king or emperor, or other allusive design, and frequently having additional pendants, in the form of drops and crescents attached to them; which were worn as ornaments upon the breast by persons of distinction, by soldiers as a military decoration, presented by the commander for brilliant services, and as an ornamental trapping for horses. (Liv. ix. 46. Sil. Ital. xv. 255. Virg. ''Aen.'' ix. 359. Id. v. 310. Claud. iv. ''Cons. Honor.'' 549.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Phalerae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|illustration |caption=Phalerae/1.1}} represents a collar formed of ''phalerae'', with pendants attached to each alternate boss, from an original preserved in the Museum of Antiquities at Vienna, and the manner of wearing them is explained and illustrated by the two following examples ([[Illustrated Companion to the Latin Dictionary/Phaleratus|PHALERATUS]]).{TR: LINK TO PHALERATUS ADDED} <gallery> File:Phalerae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|Phalerae/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ornaments for the Person]] [[Category:Classed Index/Ornaments of Horses]] [[Category:Classed Index/Military Rewards, Badges, etc.]] 12hbeeuv6fursl5ccev61b3p4v999cm 2685990 2685880 2024-11-14T18:16:12Z CalRis25 911425 Remove transcriber's note. 2685990 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHAL'ERAE''' ({{lang|grc|τὰ φάλαρα}}). ''Bosses'' of gold, silver, or other metals, cast or chased with some appropriate device in relief; such, for instance, as the head of a god, image of a king or emperor, or other allusive design, and frequently having additional pendants, in the form of drops and crescents attached to them; which were worn as ornaments upon the breast by persons of distinction, by soldiers as a military decoration, presented by the commander for brilliant services, and as an ornamental trapping for horses. (Liv. ix. 46. Sil. Ital. xv. 255. Virg. ''Aen.'' ix. 359. Id. v. 310. Claud. iv. ''Cons. Honor.'' 549.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Phalerae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|illustration |caption=Phalerae/1.1}} represents a collar formed of ''phalerae'', with pendants attached to each alternate boss, from an original preserved in the Museum of Antiquities at Vienna, and the manner of wearing them is explained and illustrated by the two following examples (see article [[Illustrated Companion to the Latin Dictionary/Phaleratus|PHALERATUS]]). <gallery> File:Phalerae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|Phalerae/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ornaments for the Person]] [[Category:Classed Index/Ornaments of Horses]] [[Category:Classed Index/Military Rewards, Badges, etc.]] 6pbu55zatbyzt1gn8cqatmpgr4h698x 0 314958 2685881 2680968 2024-11-14T15:51:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685881 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHALERA'TUS'''. Wearing bosses (''[[Illustrated Companion to the Latin Dictionary/Phalerae|phalerae]]'') of the precious metals, as a decoration to the person; a practice originally characteristic of foreign nations (Suet. ''Nero'', 30.), but adopted from Etruria by the Romans (Florus, i. 5, 6.), amongst whom they were chiefly employed as a military decoration for distinguished services, and worn in front of the chest (''phaleris hic pectora fulget'' Sil. Ital. xv. 255.), attached to a broad belt, fastened over the bust, as exemplified by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Phaleratus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|annexed figure |caption=Phaleratus/1.1}}, representing the portrait of a [[Illustrated Companion to the Latin Dictionary/Centurio|centurion]] in his military accoutrements, from a carving on his tomb; seven ''phalerae'' are exhibited on his person, three down the front of the breast, and two, the halves only of which appear in the drawing, on each side. 2. When applied to horses (Liv. xxx. 17. Suet. ''Cal.'' 19. ''Claud.'' 17.), it designates an ornament of similar description, sometimes affixed to the headstall or to a throat collar, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Phaleratus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|example |caption=Phaleratus/2.1}} from a fictile vase, or to a martingale over the chest, as in the woodcuts at [[Illustrated Companion to the Latin Dictionary/Eques|p. 264.]]; where they hung as pendants (Plin. ''H. N.'' xxxvii. 74. Compare Claud. iv. ''Cons. Honor.'' 549.), shaking and shining with every motion of the animal. <gallery> File:Phaleratus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|Phaleratus/1.1 File:Phaleratus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|Phaleratus/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ornaments of Horses]] [[Category:Classed Index/Military Rewards, Badges, etc.]] nssiugujq0nayt3nfmzg0mhtvnh9vjd 0 314959 2685882 2680969 2024-11-14T15:51:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685882 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHARETRA'TUS'''. Carrying a [[Illustrated Companion to the Latin Dictionary/Pharetra|quiver]] (Virg. Hor. Ovid. &c.); which was practised amongst the ancients in three different ways:{{mdash}}1. by suspending it horizontally between the shoulders and at the back, as shown by the right-hand figure of the {{Illustrated Companion to the Latin Dictionary/Image Location|text=first woodcut |imagelink=Media:Pharetratus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|first woodcut |caption=Pharetratus/1.1}}, so that the [[Illustrated Companion to the Latin Dictionary/Sagitta|arrow]] was drawn out over the right shoulder. 2. By suspending it low down the back so that the mouth came on a level with the left hip, as in the left-hand example, when the arrow was extracted by passing the hand across the belly. Both these figures personify the goddess of the chase, the first from a medal, the other from a terra-cotta lamp. 3. Or lastly, by slinging the quiver across the back, with its mouth towards the right elbow, so that the arrows were taken out by passing the right hand behind the back, in the manner exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pharetratus 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 499.jpg|annexed example |caption=Pharetratus/1.2}}, from a Greek marble, representing a Phrygian [[Illustrated Companion to the Latin Dictionary/Sagittarii|archer]]. The three figures will also explain many passages, more especially in the Greek poets, where the epithets used distinctly imply one or other of the different arrangements exhibited above. <gallery> File:Pharetratus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 498.jpg|Pharetratus/1.1 File:Pharetratus 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 499.jpg|Pharetratus/1.2 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Bows, Slings, etc.]] ownzc6jn3h3l2yjn1ec91y880d0702l 0 314960 2685883 2680970 2024-11-14T15:51:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685883 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHAR'ETRA''' ({{lang|grc|φαρέτρα}}). A ''quiver'', or case for arrows only, in contradistinction to ''[[Illustrated Companion to the Latin Dictionary/Corytus|corytus]]'', a bow case, but which sometimes held the arrows as well as the bow. See the [[Illustrated Companion to the Latin Dictionary/Pharetratus|three following illustrations]]. 2. A particular kind of [[Illustrated Companion to the Latin Dictionary/Solarium|sun-dial]], which from its designation is supposed to have borne some resemblance to a quiver; but in the absence of any known example representing such a figure, the interpretation can only be regarded in the light of a conjecture. Vitruv. ix. 8. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Dials and Time Pieces]] [[Category:Classed Index/Bows, Slings, etc.]] pngdlld8hbitht3eq7b7ec1w1x7dwbg 0 314961 2685884 2680971 2024-11-14T15:52:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685884 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHARET'RIGER'''. Sil. Ital. xiv. 286. Same as [[Illustrated Companion to the Latin Dictionary/Pharetratus|PHARETRATUS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3ln6745ifwdo9s2xhwyfcq0swhu8obd 0 314962 2685885 2680972 2024-11-14T15:52:12Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685885 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHARMACOPO'LA''' ({{lang|grc|φαρμακοπώλης}}). One who makes and vends quack medicines (Hor. ''Sat.'' i. 2. 1.); not a legitimate dealer or practitioner, but one of the class of mountebanks, still common in Italy and other countries, who frequent the public market places (Cic. ''Cluent.'' 14. ''circumforaneus''), where they hold forth the virtues of their nostrums in a loud and fluent discourse (Cato ''ap.'' Gell. i. 5. 3.) to the ignorant multitude. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] no8wdwv4jzb92t9n38c97pt52qn8a0o 0 314963 2685886 2680973 2024-11-14T15:52:23Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685886 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHAR'OS''' and '''PHAR'US''' ({{lang|grc|φάρος}}). A ''light-house'', so termed after the celebrated tower built by order of Ptolemy Philadelphus, on the island of Pharos, at the entrance to the port of Alexandria, which became a general model for most others (Plin. ''H. N.'' xxxvi. 18. Solin. 32. Suet. ''Tib.'' 74. Stat. ''Sylv.'' iii. 5. 100.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pharos 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 499.jpg|illustration |caption=Pharos/1.1}} represents a light-house on a medal of the Emperor Commodus, composed of a circular tower; others are met with of a square form; and the Roman light-house at Dover Castle, of which considerable remains are still visible, is of an octagonal figure; but they all present the same general features of a tall tower in several stories, diminishing upwards, with [[Illustrated Companion to the Latin Dictionary/Fenestra|windows]] turned towards the sea, at which torches were kept burning for beacons during the night. <gallery> File:Pharos 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 499.jpg|Pharos/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Port, etc.]] fupo1vig7kqhzvzl8m2eisy9uhlscy8 0 314964 2685887 2680974 2024-11-14T15:52:34Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685887 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHASE'LUS'''. See [[Illustrated Companion to the Latin Dictionary/Faselus|FASELUS]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] aa11fjqurse5e20gqi39ml5tk1yenjt 0 314965 2685888 2680975 2024-11-14T15:52:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685888 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHIAL'A''' ({{lang|grc|φιάλη}}). Only a Greek word Latinized, for which the genuine Latin term is [[Illustrated Companion to the Latin Dictionary/Patera|PATERA]], where an explanation and illustration are given. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] nptc20r5187jw0p68jlqnck0qla65xq 0 314966 2685889 2680976 2024-11-14T15:52:56Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685889 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHIL'YRA''' or '''PHIL'URA''' ({{lang|grc|φιλύρα}}). A thin strip cut from the inner coat of the papyrus, in order to make a sheet of writing [[Illustrated Companion to the Latin Dictionary/Charta|paper]]. This was effected by glueing together a number of these strips, sufficient for the size of the sheet required, and then consolidating it by a number of similar layers fastened cross-ways at the back, which gave the requisite texture to the whole, and prevented the sheet from splitting in the direction of the fibres. Plin. ''H. N.'' xiii. 23. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Books and Writing Materials]] drmqhakbsrfss9r48faaj99w19o95cl 0 314967 2685890 2680978 2024-11-14T15:53:07Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685890 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHI'MUS''' ({{lang|grc|φιμὸς}}), Hor. ''Sat.'' ii. 7. 17. The Greek name for a ''dice-box'' Latinized, for which the genuine Latin term is [[Illustrated Companion to the Latin Dictionary/Fritillus|FRITILLUS]], under which the word is explained and illustrated. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 1djpoug1x3cv5th3vqjjj8g53y4kivd 0 314968 2685891 2680979 2024-11-14T15:53:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685891 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHLEBOT'OMUS''' ({{lang|grc|φλεβοτόμος}}). A ''lancet'' or ''fleam'' for blood-letting. Veg. ''Vet.'' i. 19. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] al9q5s9nfd5cpk499is9d75so23wd9h 0 314969 2685892 2680980 2024-11-14T15:53:29Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685892 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHONAS'CUS''' ({{lang|grc|φωνασκός}}). One who teaches the art of regulating the voice; as a ''singing-master'' (Varro ''ap.'' Non. ''s.'' Suscitabulum. Suet. ''Nero'', 25.); or as a ''master of elocution''. (Suet. ''Aug.'' 84. Quint. ii. 8. 15. xi. 3. 19.) 2. In later times the leader of a chorus or band of singers (Sidon. ''Ep.'' iv. 11.), for which the proper word is [[Illustrated Companion to the Latin Dictionary/Praecentor|PRAECENTOR]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Musicians]] mvc8lu6d3dm48f9fbrkoojsqc9uaf7y 0 314970 2685893 2680981 2024-11-14T15:53:40Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685893 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHRYGIO'NIUS'''. ''Embroidered''. Plin. ''H. N.'' viii. 74. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] q6p62eewom1pp1rkj876mmj1uta0jew 0 314971 2685894 2680982 2024-11-14T15:53:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685894 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHRYG'IO'''. An ''embroiderer'', for which art the Phrygians were much renowned. Plaut. ''Aul.'' iii. 5. 34. ''Men.'' ii. 3. 77. Serv. ''ad'' Virg. ''Aen.'' iii. 484. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Cloth-workers and Clothiers]] mihipwr9spx9d9eiz7vz3yojgysysr2 0 314972 2685895 2680983 2024-11-14T15:54:02Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685895 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PHYL'ACA''' ({{lang|grc|φυλακή}}). Plaut. ''Capt.'' iii. 5. 93. A prison or place of custody; it is only a Greek word Latinized. See [[Illustrated Companion to the Latin Dictionary/Carcer|CARCER]] and [[Illustrated Companion to the Latin Dictionary/Ergastulum|ERGASTULUM]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 0i3cv838fryyg87w6ygr4e7sjnitfud 0 314973 2685896 2680984 2024-11-14T15:54:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685896 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PICTOR''' ({{lang|grc|γραφεύς}}). A ''painter'' or artist who exercises any branch of the pictorial art. (Cic. ''Acad.'' iv. 7. Hor. ''A. P.'' 9.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pictor 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 500.jpg|illustration |caption=Pictor/1.1}} represents a portrait painter taking the likeness of a person who is sitting before him, from a design on the walls of a house at Pompeii, which, though a palbable caricature affords a very good idea of the interior of a Roman artist's studio. He sits upon a low stool in front of his [[Illustrated Companion to the Latin Dictionary/Canteriolus|easel]], with a tray of colours beside him, and a pot of water to cleanse the only [[Illustrated Companion to the Latin Dictionary/Penicillum|brush]] he uses; both which circumstances indicate an artist in water-colours, or in that style of encaustic painting in which the colours were laid on with a liquid brush (see [[Illustrated Companion to the Latin Dictionary/Encaustica|ENCAUSTICA]]). Fronting him is the sitter, and behind, at the further end of the room, a pupil drawing on his board; while two assistants are engaged on the right in preparing the colours, probably mixed with wax, in a shallow pan placed over some hot coals, a further indication of the encaustic process. The heated coals, observable in the original, are lost in our engraving, from the inadvertance of the draughtsman, or in consequence of the very reduced scale upon which the drawing is executed. It will be remarked that the artist does not use a palette, which would not be required for either of the styles mentioned; but other examples amongst the Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|paintings]] exhibit a palette in the left hand (Mus. Borb. vi. 3.), of similar form to those used at the present day. Nevertheless, it is extremely probable that this article was not much employed by the ancient painters, as no name for it is known to exist either in the Greek or Latin language. <gallery> File:Pictor 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 500.jpg|Pictor/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Painting]] c32w6qrbippi9vka5jc5jj6des0f16w 0 314974 2685898 2680985 2024-11-14T15:54:24Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685898 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PICTURA'TUS'''. Painted in colours; and, when applied to drapery, ''[[Illustrated Companion to the Latin Dictionary/Phrygionius|embroidered]]''. Virg. ''Aen.'' iii. 483. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] tinwpupmueekzrlv0w89ijvshiz1422 0 314975 2685899 2680986 2024-11-14T15:54:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685899 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PICTU'RA''' ({{lang|grc|γραφή}}). A drawing or painting with lines or colours; thence the object itself so drawn or painted, a ''picture''; of which the following kinds are enumerated. 1. ''Pictura in tabula''. (Cic. ''Verr.'' ii. 4. 1. Quint. vi. 1. 32.) A painting ''on wood'' or ''panel'', mostly on a slab of larch, and frequently fitted with two folding doors to shut in the picture and preserve it from dust and dirt, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pictura 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 500.jpg|annexed example |caption=Pictura/1.1}}, from a design at Pompeii, representing a picture on panel suspended over a doorway, and also illustrating the method in which such works were hung. 2. ''Pictura in linteo'', or, ''in sipario''. (Plin. ''H. N.'' xxxv. 38. Quint. ''l. c.'') A painting on ''canvas'', a material probably brought into use at a much later date than wood; but clearly represented by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pictura 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 500.jpg|annexed example |caption=Pictura/2.1}}, from a design at Pompeii, which also shows the frame upon which it was stretched very similar to those now employed for embroidery and worsted working. 3. ''Pictura inusta''. (Plin. ''H. N.'' xxxv. 39. ''Ib.'' 31.) A painting in coloured wax, burnt in by the action of heat, descriptive of one of the processes employed in encaustic painting. See [[Illustrated Companion to the Latin Dictionary/Encaustica|ENCAUSTICA]]. 4. ''Pictura udo tectorio''. Vitruv. vii. 3. 6. A ''fresco-painting''; that is executed upon a wall coated with very fine cement, made of marble dust and chalk, and painted while the cement is still wet. 5. ''Pictura textilis''. (Cic. ''Verr.'' ii. 4. 1. Lucret. ii. 35.) A picture worked in embroidery; a very early invention, for which the natives of Phrygia were celebrated; hence ''acu pictus'' means [[Illustrated Companion to the Latin Dictionary/Phrygionius|embroidered]]. <gallery> File:Pictura 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 500.jpg|Pictura/1.1 File:Pictura 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 500.jpg|Pictura/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Painting]] 16dutens2f8ib9r6pma1ij4ev16qywf 0 314976 2685900 2680987 2024-11-14T15:54:47Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685900 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PI'LA''', with the first syllable long ({{lang|grc|ἴγδη}}). Properly a deep mortar (''alta'', Ov. ''Ibis'', 573.), in which things were brayed and pounded into an impalpable substance (Plin. ''H. N.'' xviii. 29. § 2.), by beating down with a pestle of great size and weight (see [[Illustrated Companion to the Latin Dictionary/Pilum|PILUM]] 1.); whence the Greek terms {{lang|grc|ἴγδις}} and {{lang|grc|ἴγδισμα}} also designate a dance, accompanied with much stamping of the feet. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pila 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 501.jpg|annexed example |caption=Pila/1.1}} is from an original discovered at Pompeii; and is thus distinguished from ''[[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]]'', a mortar of smaller dimensions, in which ingredients were kneaded and mixed together; but the distinction is not always observed with accuracy. 2. ({{lang|grc|πεσσός}}). A ''pillar'', or pier of an oval-shaped form, such as employed under water for supporting the superstructure of a [[Illustrated Companion to the Latin Dictionary/Pons|bridge]] (Liv. xl. 51. Suet. ''Claud.'' 20. Senec. ''Q. N.'' vi. 30.); as a monument to receive an inscription (Nep. ''Alc.'' 4.); in front of a [[Illustrated Companion to the Latin Dictionary/Bibliopola|bookseller]]'s shop, on which the catalogues were exposed to view (Hor. ''Sat.'' i. 4. 71.); or other purposes of a congenial nature. 3. ({{lang|grc|ἐνδόμησις}}). A ''pier'' or ''breakwater'' (Virg. ''Aen.'' ix. 711.), which is always rounded at the end, and in its entire mass from the base to the top at low water presents a figure of nearly similar form to the other objects expressly characterized by the same term. <gallery> File:Pila 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 501.jpg|Pila/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Kitchen and Cooking Utensils]] tl044osslld3fkhrraz6ty32vf7muze 0 314977 2685901 2680988 2024-11-14T15:54:58Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685901 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILA''', with the first syllable short ({{lang|grc|σφαῖρα}}). A ''ball'' for playing the game of ball; as a general term including the four distinct kinds used by the ancients; viz. ''[[Illustrated Companion to the Latin Dictionary/Follis|Follis]]'', ''Harpastum'', ''[[Illustrated Companion to the Latin Dictionary/Paganica|Paganica]]'', and ''[[Illustrated Companion to the Latin Dictionary/Trigon|Trigon]]'', each of which is described under its own specific name. 2. ''Pila picta''. (Ov. ''Met.'' x. 262.) A playing-ball, of which the outside leather was painted of different colours, and ornamented with tasty devices; frequently represented on the fictile vases, as an accessory in scenes illustrative of life in the [[Illustrated Companion to the Latin Dictionary/Gymnasium|Gymnasium]], or of female amusements, from one of which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimen |imagelink=Media:Pila 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 501.jpg|annexed specimen |caption=Pila/2.1}} is copied, where it is exhibited amongst various other trinkets, working and playthings, suspended from the tomb of a young Greek lady. It would appear that green was a favourite colour for this purpose (''prasina pila'', Pet. ''Sat.'' 27. 2.); whence the same is designated by the term ''vitrea'', in an inscription (''ap.'' Grut. tom. i. p. 2. 1537), that is, of a glassy or greenish hue, like the colour of water; as ''vitrea unda'' (Virg. ''Aen.'' vii. 759.), ''vitrea sedilia'' (Id. ''Georg.'' iv. 350.). 3. ''Pila vitrea''. (Senec. ''Q. N.'' i. 6.) A ''glass globe'' filled with water for the purpose of being placed between a person and the object he is contemplating, in order to magnify the object and render it clearer to the view; a custom still adopted in wood engraving and other occupations, requiring a strong and clear light which will not prejudice the sight. It would also appear from the above passage of Seneca that this contrivance was sometimes employed by the ancients to assist an imperfect or failing sight, in the place of our spectacles; for these useful articles were not discovered before the commencement of the 14th century, being invented by a Florentine named Salvino degli Amati, who died in 1317, as testified by the epitaph inscribed upon his tomb (Manni, ''Dissert. degli Occhiali'', p. 65.). It must, however, be remembered that the ancients, who employed a numerous class of well-educated slaves in the character of readers, secretaries, and [[Illustrated Companion to the Latin Dictionary/Amanuensis|amanuenses]], did not stand so much in need of an artificial assistance for the eye-sight as we do. Another meaning of the expression ''pila vitrea'' is explained in the preceding paragraph. 4. ''Pila Mattiaca''. (Mart. xiv. 27.) A ball of German pommade, employed by the ladies of Rome and young men of fashion, to tinge the hair of a light or fair colour. It was composed of goats' tallow and beechwood ashes made up into a ball, which received its distinguishing epithet from the town of Mattium (''Marpurg'') from whence it was imported. 5. A ''balloting-ball''; employed as a means for selecting what judge should try a cause, and prevent the packing of the bench against the interest of either party. For this purpose a certain number of balls, with the names of different judges inscribed on them, were put into a box, and thence drawn out by lot, in the same spirit as we strike a jury, each party having the right to challenge and reject any obnoxious or presumedly partial judge. Prop. iv. 11. 20., and Ascon. ''Argument. Milon''. 6. An effigy or ''Guy'', clumsily made out of old pieces of cloth stuffed with hay, employed to try the temper of some animals, bulls and buffaloes, when baited; or to infuriate them if they appeared tame and impassive; a practice still continued at Mola, on the bay of Gaeta, upon a certain festival, at which it is customary for buffaloes to be baited in the main [[Illustrated Companion to the Latin Dictionary/Via|street]]. Mart. ''Spect.'' 19. Ascon. ''ad'' Cic. ''Fragm. pro C. Cornel.'' <gallery> File:Pila 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 501.jpg|Pila/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Games of Ball]] d0gqyxcngdwq10v8xz5g0du9dj4tizk 2685991 2685901 2024-11-14T18:18:09Z CalRis25 911425 + footnote concerning non-existent article 2685991 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILA''', with the first syllable short ({{lang|grc|σφαῖρα}}). A ''ball'' for playing the game of ball; as a general term including the four distinct kinds used by the ancients; viz. ''[[Illustrated Companion to the Latin Dictionary/Follis|Follis]]'', ''Harpastum'',<ref group="Note" name="Rich1849_Harpastum"/> ''[[Illustrated Companion to the Latin Dictionary/Paganica|Paganica]]'', and ''[[Illustrated Companion to the Latin Dictionary/Trigon|Trigon]]'', each of which is described under its own specific name. 2. ''Pila picta''. (Ov. ''Met.'' x. 262.) A playing-ball, of which the outside leather was painted of different colours, and ornamented with tasty devices; frequently represented on the fictile vases, as an accessory in scenes illustrative of life in the [[Illustrated Companion to the Latin Dictionary/Gymnasium|Gymnasium]], or of female amusements, from one of which the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimen |imagelink=Media:Pila 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 501.jpg|annexed specimen |caption=Pila/2.1}} is copied, where it is exhibited amongst various other trinkets, working and playthings, suspended from the tomb of a young Greek lady. It would appear that green was a favourite colour for this purpose (''prasina pila'', Pet. ''Sat.'' 27. 2.); whence the same is designated by the term ''vitrea'', in an inscription (''ap.'' Grut. tom. i. p. 2. 1537), that is, of a glassy or greenish hue, like the colour of water; as ''vitrea unda'' (Virg. ''Aen.'' vii. 759.), ''vitrea sedilia'' (Id. ''Georg.'' iv. 350.). 3. ''Pila vitrea''. (Senec. ''Q. N.'' i. 6.) A ''glass globe'' filled with water for the purpose of being placed between a person and the object he is contemplating, in order to magnify the object and render it clearer to the view; a custom still adopted in wood engraving and other occupations, requiring a strong and clear light which will not prejudice the sight. It would also appear from the above passage of Seneca that this contrivance was sometimes employed by the ancients to assist an imperfect or failing sight, in the place of our spectacles; for these useful articles were not discovered before the commencement of the 14th century, being invented by a Florentine named Salvino degli Amati, who died in 1317, as testified by the epitaph inscribed upon his tomb (Manni, ''Dissert. degli Occhiali'', p. 65.). It must, however, be remembered that the ancients, who employed a numerous class of well-educated slaves in the character of readers, secretaries, and [[Illustrated Companion to the Latin Dictionary/Amanuensis|amanuenses]], did not stand so much in need of an artificial assistance for the eye-sight as we do. Another meaning of the expression ''pila vitrea'' is explained in the preceding paragraph. 4. ''Pila Mattiaca''. (Mart. xiv. 27.) A ball of German pommade, employed by the ladies of Rome and young men of fashion, to tinge the hair of a light or fair colour. It was composed of goats' tallow and beechwood ashes made up into a ball, which received its distinguishing epithet from the town of Mattium (''Marpurg'') from whence it was imported. 5. A ''balloting-ball''; employed as a means for selecting what judge should try a cause, and prevent the packing of the bench against the interest of either party. For this purpose a certain number of balls, with the names of different judges inscribed on them, were put into a box, and thence drawn out by lot, in the same spirit as we strike a jury, each party having the right to challenge and reject any obnoxious or presumedly partial judge. Prop. iv. 11. 20., and Ascon. ''Argument. Milon''. 6. An effigy or ''Guy'', clumsily made out of old pieces of cloth stuffed with hay, employed to try the temper of some animals, bulls and buffaloes, when baited; or to infuriate them if they appeared tame and impassive; a practice still continued at Mola, on the bay of Gaeta, upon a certain festival, at which it is customary for buffaloes to be baited in the main [[Illustrated Companion to the Latin Dictionary/Via|street]]. Mart. ''Spect.'' 19. Ascon. ''ad'' Cic. ''Fragm. pro C. Cornel.'' <gallery> File:Pila 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 501.jpg|Pila/2.1 </gallery> == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_Harpastum">The 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' has no article ''Septuchus''.</ref> }} == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Games of Ball]] s8dszl8pxpjvlzpctl3s3z33zm4251g 0 314978 2685904 2680989 2024-11-14T15:55:09Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685904 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILA'NI'''. The original name by which the soldiers composing the third line or division of the old Roman [[Illustrated Companion to the Latin Dictionary/Legio|legion]] were distinguished, because they alone at that time were armed with the heavy [[Illustrated Companion to the Latin Dictionary/Jaculum|javelin]] or ''[[Illustrated Companion to the Latin Dictionary/Pilum|pilum]]'', the other two using the spear or ''[[Illustrated Companion to the Latin Dictionary/Hasta|hasta]]''. But when the ''pilum'' was adopted for all the three divisions, the title of ''[[Illustrated Companion to the Latin Dictionary/Triarii|Triarii]]'' was substituted for that of ''Pilani'', with which it becomes thenceforth synonymous (Varro, ''L. L.'' v. 89. Paulus ''ex'' Fest. ''s. v.'' Ov. ''Fast.'' iii. 129.). Subsequently, however, to this period, and towards the close of the republic, when the custom obtained of drawing up an army by lines in [[Illustrated Companion to the Latin Dictionary/Cohors|cohorts]], the distinctive character, as well as the name of ''Pilani'' or ''Triarii'' was abandoned, because it no longer represented any real distinction. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Troops]] bocl60fp4gcif382cu0x50r1d60mdza 0 314979 2685905 2680990 2024-11-14T15:55:20Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685905 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILA'RIUS'''. One who exhibits feats of dexterity with a number of balls, similar to the Indian juggler (Quint. x. 7. 11. Inscript. ''ap.'' Fabrett. p. 250. n. 2.), by throwing them up with both hands, catching them on, and making them rebound from, the inner joint of the elbow, leg, forehead, and instep, so that they kept playing in a continuous circle round his person without falling to the ground, as minutely described by Manilius (''Astron.'' 169{{mdash}}171.), and as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Pilarius 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 502.jpg|annexed figure |caption=Pilarius/1.1}} from a Diptych in the Museum at Verona. The player is exhibiting with seven balls, in a handsome building (the ''scena pilariorum'' of Quint. ''l. c.''), whilst a number of boys and other persons stand round, and look on. Two figures in precisely the same attitude, and with the same number of balls each, are sculptured on a sepulchral marble in the collection at Mantua. Labus. ''Antich. di Mantova.'' tom. ii. <gallery> File:Pilarius 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 502.jpg|Pilarius/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Feats of Strength or Dexterity]] fd3suqarl489dhhund01rh2nfn8t982 0 314980 2685906 2680991 2024-11-14T15:55:31Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685906 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILEA'TUS''' ({{lang|grc|πιλοφόρος}}). ''Bonnetted''; that is, wearing a felt-cap termed ''[[Illustrated Companion to the Latin Dictionary/Pileus|pileus]]'', the ordinary headcovering of sailors, fishermen, and artisans, as well as of the twin brothers, Castor and Pollux, who are thence styled ''fratres pileati'' (Catull. 37. 2.); amongst the Greeks and Romans usually worn without strings, and put on in such a manner as to leave the ends of the hair just visible all round its edges, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pileatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 503.jpg|annexed example |caption=Pileatus/1.1}}, representing Ulysses on an engraved gem. Liv. xxiv. 16., and [[Illustrated Companion to the Latin Dictionary/Pileus|PILEUS]]. 2. ''Pileata Roma'', {{mdash}} ''pileata plebs'', {{mdash}} ''pileata turba''. Expressions employed to indicate the period of the Saturnalian festival, or carnival of ancient Rome; because at that fête all the people wore caps as a token of the general liberty permitted during those days of revelry and rejoicing, and in allusion to the custom of presenting a ''pileus'' to the slave who had regained his liberty. Mart. xi. 6. Suet. ''Nero'', 57. Sen. ''Ep.'' 19. 3. ''Pileati servi.'' (Aul. Gell. vii. 4.) Slaves whose heads were covered with a ''pileus'', when put up for sale, as a token that their owners could not warrant them. <gallery> File:Pileatus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 503.jpg|Pileatus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Coverings for the Head]] e3nno44oms5ub4qnfwecgsnxmihoicj 0 314981 2685908 2680992 2024-11-14T15:55:42Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685908 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILEN'TUM'''. A state carriage used by the Roman matrons and ladies of distinction on gala days and festivals, instead of the ''[[Illustrated Companion to the Latin Dictionary/Carpentum|Carpentum]]'', which they used on ordinary occasions. (Liv. v. 25. Virg. ''Aen.'' viii. 666. Festus ''s. v.'') We have not sufficient data for deciding the precise character of this conveyance, further than what is collected generally and by implication from the terms in which it is spoken of; whence it appears to have been raised to a stately height, of easy motion, with a cover over head, but open all round, and, sometimes, if Isidorus (''Orig.'' xx. 12.) be correct, furnished with four wheels. The figure in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pilentum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 503.jpg|illustration |caption=Pilentum/1.1}}, from a medal of the Empress Faustina, agrees with many of these particulars; and although it cannot be pronounced authoritatively as an accurate representation of the carriage in question, may serve to convey a notion of what it was like, and how it differed from the ordinary ''carpentum''. The circumstance of being drawn by lions instead of horses or mules, may be a piece of mere artistic exaggeration; but under the extravagant habits of the empire, we meet with various instances of wild animals being tamed and yoked to the draught. <gallery> File:Pilentum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 503.jpg|Pilentum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Carriages]] gz0ggo2rk1v38kv0j8c417rhlvccwhq 0 314982 2685909 2680993 2024-11-14T15:55:53Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685909 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PI'LEOLUS''' ({{lang|grc|πιλίδιον}}). Diminutive of ''[[Illustrated Companion to the Latin Dictionary/Pileus|pileus]]'': a small and shallow ''skull-cap'', made of felted wool, which just covered the top part of the head, leaving the hair over the forehead and at the nape of the neck entirely free (Hieron. ''Ep.'' 85. n. 6. Compare Id. ''Ep.'' 64. n. 13.) It was worn by the Romans as a protection for the head even indoors (Hor. ''Ep.'' i. 13. 15.); thus resembling in its use, as it did in form, the little cap (French, ''calotte''; Italian, ''berrettino''), which a cardinal and some of the Catholic priests put on to cover their tonsures when they take off their hats, and which is exactly similar to the example in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pileolus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 504.jpg|annexed illustration |caption=Pileolus/1.1}}, from an engraved gem, believed to contain the portrait of Alexander the Great. <gallery> File:Pileolus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 504.jpg|Pileolus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Coverings for the Head]] 2vizc4widc61dmlvu9ltbv90eoa1a0g 0 314983 2685910 2680994 2024-11-14T15:56:04Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685910 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PI'LEUS''' or '''PI'LEUM''' ({{lang|grc|πῖλος, πιλωτόν}}). A cap, properly speaking, of ''felt'', and worn by men as contradistinct from those which were worn by women (Plaut. ''Amph.'' i. 1. 300. Mart. xiv. 132. Serv. ''ad Virg. Aen.'' ix. 616). They naturally varied in form amongst different nations of antiquity, but still preserving the same general characteristics of a round cap without any brim, and fitting close or nearly so to the head, as exemplified by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=specimens |imagelink=Media:Pileus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 504.jpg|specimens |caption=Pileus/1.1}} annexed, which represent three of the most usual forms occurring in works of art. The first on the left shows the Phrygian bonnet from a statue of Paris. The centre one the Greek cap, mostly egg-shaped, as here, from a bust of Ulysses; and the last, the Roman cap of liberty, from a coin of Brutus. <gallery> File:Pileus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 504.jpg|Pileus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:Classed Index/Coverings for the Head]] 5dzy171i9apyj3um6xify1mdtecdlo5 0 314984 2685911 2680995 2024-11-14T15:56:15Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685911 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILI'CREPUS''' (Sen. ''Ep.'' 56). The correct meaning of this word is doubtful; but it is supposed to designate one who played a game at ball of the same nature as our ''tennis''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Games of Ball]] 9oleda10vjcjxun6yn5kdo5qoftpfvw 0 314985 2685912 2683061 2024-11-14T15:56:26Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685912 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PI'LULA'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Pila (first syllable short)|PILA]]. Any small globe or ball; especially a ''pill'' in medicine. Plin. ''H. N.'' xxviii. 37. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] sdsrkxlmw5639eosqo45mu8frwapf0c 0 314986 2685913 2683010 2024-11-14T15:56:37Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685913 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PILUM''' ({{lang|grc|κόπανον}}). A large and powerful instrument for bruising and braying things in a deep mortar (''[[Illustrated Companion to the Latin Dictionary/Pila (first syllable long)|pila]]'') (Cato, ''R. R.'' x. 5. Plin. ''H. N.'' xviii. 23). It was held in both hands, and the action employed when using it was that of pounding by repeated blows, as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pilum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 504.jpg|annexed example |caption=Pilum/1.1}} from an Egyptian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]], whence the operation is described by connecting it with such words as ''tundere'' (Pallad. i. 41. 2.), ''contundere'' (''Ib.'' 3); whereas the ordinary pestle (''[[Illustrated Companion to the Latin Dictionary/Pistillum|pistillum]]'') was used with one hand, and stirred round the mortar (''[[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]]''), with an action adapted for kneading and mixing, rather than pounding; but the distinction between these two words is not always preserved. 2. ({{lang|grc|ὑσσός}}). The pilum, or national arm of the Roman infantry. It was a very formidable weapon, used chiefly as a missile, but also serving as a pike to thrust with when occasion required, though shorter, stronger, and larger in the head than the ''[[Illustrated Companion to the Latin Dictionary/Hasta|hasta]]'' or spear. It seems to have varied somewhat in length at different periods, the average being near about six feet three inches from point to butt. The shaft, which was made of wood, was square at the top, and of exactly the same length as the head, which was formed of iron; and this, when riveted on to the shaft, covered one half of its length, leaving about nine inches of solid metal projecting as a head-piece beyond (Liv. ix. 19. Flor. ii. 7. 9. Veg. ''Mil.'' ii. 15. Sil. Ital. xiii. 308. Polyb. vi. 23. Id. i. 40.) It appears a remarkable circumstance that we should have no authentic specimen remaining of this national weapon, either as the product of excavations, or in artistic representations, by which its exact form and character might be ascertained from demonstrative evidence. But as the head was made of iron, a material which suffers greatly from corrosion underground, when found, it is always so much eaten away and disfigured by rust as to have lost all distinctive character; and the figures on the [[Illustrated Companion to the Latin Dictionary/Columna|columns]], [[Illustrated Companion to the Latin Dictionary/Arcus|triumphal arches]], and other sculptures illustrative of military scenes, are for the most part intended for officers, not [[Illustrated Companion to the Latin Dictionary/Legionarii|soldiers]] of the rank and file, consequently who would not use the ''pilum''; or, if the common soldiers are brought into a prominent position, they are engaged as fatigue parties, felling timber, collecting forage, transporting provisions, making stockades, raising field works, and such other duties as would preclude the artist, even if he wished it, from introducing offensive weapons into the scene. Moreover, the unartistic effect which would be produced by a forest of straight lines, the difficulty also attending the execution of such objects in sculpture, and the fragile nature of the object itself when carved into relief, induced the ancient [[Illustrated Companion to the Latin Dictionary/Scalptor|sculptors]], as a general rule of their art, to omit accessories of this kind in their works, and to content themselves with making the action represented obvious and unmistakeable by the mere thruthfulness of attitude and gesture. These reasons and motives will account for the want of an illustration, the absence of which might otherwise appear an unreasonable omission. But it may be suggested that the implement held by the figure in the last woodcut will also afford a probable proximate idea of the ''pilum'' of a Roman soldier; the description of which above given, and collected from various written authorities, corresponds in a remarkable manner, both as respects the squareness of the upper part, and relative proportions between the head and shaft, with the instrument there figured, which resemblance will thus explain why both objects were designated by the same name. <gallery> File:Pilum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 504.jpg|Pilum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Kitchen and Cooking Utensils]] [[Category:Classed Index/Spears and Missiles]] hapcbkwpeqntoj4b9cydkt2byxkllek 0 314987 2685914 2680998 2024-11-14T15:56:48Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685914 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PINACOTHE'CA''' ({{lang|grc|πινακοθήκη}}). A ''[[Illustrated Companion to the Latin Dictionary/Pictura|picture]] gallery''; an apartment, usually comprised in the [[Illustrated Companion to the Latin Dictionary/Domus|houses]] of the wealthy Greeks, and of the Romans, after they had acquired from them a taste for the arts. Vitruv. i. 2. 7. Id. vi. 3. 8. Plin. ''H. N.'' xxxv. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Houses]] cuxwnjxjj6r4z4lairt2jwm2qubsc2h 0 314988 2685915 2680999 2024-11-14T15:56:59Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685915 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PINCER'NA''' ({{lang|grc|οἰνοχόος}}). A ''cup-bearer''; a slave whose duty it was to mix the wine, fill the cups, and hand them round to the guests at table. They were in general young persons selected for the comeliness of their appearance, who wore their hair flowing on their shoulders, and a short [[Illustrated Companion to the Latin Dictionary/Tunica|tunic]]; and had particular attention bestowed upon the cleanliness of their persons and attire (Ascon. ''in Verr.'' ii. 1. 26. Lamprid. ''Alex. Sev.'' 41.) All these particulars are exhibited in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed figure |imagelink=Media:Pincerna 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 505.jpg|annexed figure |caption=Pincerna/1.1}}, from the Vatican Virgil; the long trousers and mantle indicate a youth of foreign, and probably Phrygian extraction. <gallery> File:Pincerna 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 505.jpg|Pincerna/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Attendants]] [[Category:Classed Index/Domestic Slaves]] fnbmzef7o3uymuvb79hm1fffmw7z4aq 0 314989 2685916 2681000 2024-11-14T15:57:10Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685916 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PINNA''' ({{lang|grc|πτερόν}}). The blade of a rudder (''[[Illustrated Companion to the Latin Dictionary/Gubernaculum|gubernaculum]]''): which among the ancients was little more than a large [[Illustrated Companion to the Latin Dictionary/Remus|oar]] having a broad blade at the extremity, with two drooping points, like the feather ends of birds' wings, from which it received the name, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pinna 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 506.jpg|annexed example |caption=Pinna/1.1}}, from a bas-relief found at Pozzuoli. If the blade was rounded at the bottom like a common oar, as was frequently the case, it still retained the same name; but the resemblance was drawn from a single feather, which has the quill in the centre, and, as it were, a blade with an edge on each side of it, like a double axe. Non. ''s.'' Bipennis, p. 79. 2. A ''turret'', or notched ''battlement'', along the top of a wall, fortress, [[Illustrated Companion to the Latin Dictionary/Turris|tower]], &c. (Varro, ''L. L.'' v. 142. Claud. Quadrig. ''ap.'' Gell. ix. 1. Virg. ''Aen.'' vii. 159). Some grammarians deduce this meaning of the word from a fancied resemblance to the feathers or wings worn by the Samnite soldiers and [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiators]] at the sides of their [[Illustrated Companion to the Latin Dictionary/Galea|helmets]] (see the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Samnites|SAMNITES]]); others from the turret being acuminated or bevelled upwards into an edge, like a feather, in the manner shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pinna 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 506.jpg|annexed illustration |caption=Pinna/2.1}}, which represents two turrets on the city walls of Pompeii, viewed from the inside of the ramparts. It will also be observed that they are ingeniously contrived with a shoulder, or returning angle, which protected the defenders from missiles coming with a slant against their left sides. 3. A ''paddle'' or ''float board'' attached to the outside of a water wheel (''[[Illustrated Companion to the Latin Dictionary/Rota|rota aquaria]]''), upon which the current acts to produce rotation. Vitruv. x. 5. 1. 4. A register or stop in a [[Illustrated Companion to the Latin Dictionary/Hydraulus|water organ]]. Vitruv. x. 8. 4. <gallery> File:Pinna 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 506.jpg|Pinna/1.1 File:Pinna 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 506.jpg|Pinna/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Pumps and Water-wheels]] [[Category:Classed Index/Fortification]] [[Category:Classed Index/Ship's Gear]] a3mbnp3w3hhed428wzs1kho8nqsn5e5 0 314990 2685917 2681002 2024-11-14T15:57:21Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685917 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PINNIR'APUS'''. Any [[Illustrated Companion to the Latin Dictionary/Gladiatores|gladiator]] matched with a [[Illustrated Companion to the Latin Dictionary/Samnites|Samnite]] or [[Illustrated Companion to the Latin Dictionary/Thrax|Thracian]], each of whom wore feathers (''pinnae'') in their [[Illustrated Companion to the Latin Dictionary/Galea|helmets]] (as shown by the illustrations to those words) which it was an object of their opponents to ''snatch away'', whence the name arose. Juv. iii. 158. Schol. Vet. ''ad l.'' == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 3r4nm6stsozkchq1ef0e56kmy7egeoq 0 314991 2685918 2681003 2024-11-14T15:57:32Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685918 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PINSOR'''. An early form for [[Illustrated Companion to the Latin Dictionary/Pistor|PISTOR]]. Varro. ''de Vit. P. R.'' ''ap.'' Non. p. 152. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] e6ccl3ihw3nfdt0anweoc2a7dhf2sem 0 314992 2685919 2681004 2024-11-14T15:57:43Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685919 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PISCA'TOR''' ({{lang|grc|ἁλιεύς}}). A ''fisher-man'', understood, like our own term, in the same general sense of one who takes fish in salt or fresh water, with the [[Illustrated Companion to the Latin Dictionary/Rete|net]] or line; and also a ''fish-man'' who sells through the town the fish he has taken himself (Plaut. ''Capt.'' iv. 2. 34. Terent. ''Eun.'' ii. 2. 26. Inscript. ap. Fabretti, p. 371. n. 450. ''piscatores propolae''). == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Fishing]] ky0twi2c6ud1y8g7qxo6gcb3k6wu0km 0 314993 2685920 2681005 2024-11-14T15:57:54Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685920 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PISCI'NA''' ({{lang|grc|ἰχθυοτροφεῖον}}). A ''stew'' or ''stock pond'' for fish, an usual appendage to the villa residences of the wealthy Romans. Aul. Gell. ii. 20. 2. Cic. ''Att.'' ii. 1. Varro, ''R. R.'' iii. 17. Columell. viii. 17. 2. A large ''swimming bath'' in the open air (Plin. ''Ep.'' v. 6. 25.), either of tepid water warmed by the heat of the sun, or from a naturally warm spring (Id. ii. 17. 11. Suet. ''Nero'', 31.); but sometimes reduced in temperature by the admixture of snow (Id. ''Nero'', 27.). It differs from the ''[[Illustrated Companion to the Latin Dictionary/Baptisterium|baptisterium]]'', in not being under cover and generally colder. 3. ''Piscina limaria''. A clearing tank, constructed at the commencement or termination of an [[Illustrated Companion to the Latin Dictionary/Aquaeductus|aqueduct]] for the purpose of allowing the water to purify itself by depositing its sediment before it was transmitted through the city (Frontin. ''Aq.'' 15. 19.). Many remains of such works have been discovered in different parts of Italy, some of which are constructed upon a scale of very great extent and magnificence; but the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Piscina 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 507.jpg|annexed illustration |caption=Piscina/3.1}}, representing the plan of one which formerly existed under the Pincian hill (''collis hortulorum''), and served to purify the ''aqua Virgo'', though small and inconsiderable as compared with many others, will explain the general nature of these structures, and the manner in which they operated. {{Illustrated Companion to the Latin Dictionary/Inscription|text=A A}} represents the duct or water course of the aqueduct, which discharges its waters into the chamber {{Illustrated Companion to the Latin Dictionary/Inscription|text=B}}, where the onward course of the stream is arrested, and ceases to flow. {{Illustrated Companion to the Latin Dictionary/Inscription|text=C}} is an aperture in the floor of the chamber, through which the water descends into another vault, {{Illustrated Companion to the Latin Dictionary/Inscription|text=D}}, below the level of the duct, at the bottom of which the sediment contained in the water deposits itself. {{Illustrated Companion to the Latin Dictionary/Inscription|text=E}}, another aperture through which the water passes on to a second vault, also below the level of the duct, and in which it continues to throw down any remaining deposits. From this it rises through the aperture {{Illustrated Companion to the Latin Dictionary/Inscription|text=G}}, into an upper chamber, {{Illustrated Companion to the Latin Dictionary/Inscription|text=H}}, and again restores itself in a purified state to the duct {{Illustrated Companion to the Latin Dictionary/Inscription|text=I I}} which it had left on the opposite side. The door-way, {{Illustrated Companion to the Latin Dictionary/Inscription|text=K}}, at the bottom of the lower chamber on the right hand, is a sluice-gate (''[[Illustrated Companion to the Latin Dictionary/Cataracta|cataracta]]'') through which the mud and other impurities were discharged into the [[Illustrated Companion to the Latin Dictionary/Cloaca|sewer]]. 4. A tank, or basin of water, in the [[Illustrated Companion to the Latin Dictionary/Atrium|atrium]] or [[Illustrated Companion to the Latin Dictionary/Peristylium|peristylium]] of private [[Illustrated Companion to the Latin Dictionary/Domus|houses]] (Pet. ''Sat.'' 62. 7.); more usually termed [[Illustrated Companion to the Latin Dictionary/Impluvium|IMPLUVIUM]], which see. 5. Any large wooden vat for holding water. Plin. ''H. N.'' xxxiv. 32. <gallery> File:Piscina 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 507.jpg|Piscina/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Aqueducts]] [[Category:Classed Index/The Baths]] 7xg3f09unmia2o4nk8ur5cextenqxaz 0 314994 2685921 2683016 2024-11-14T15:58:05Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685921 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PISTILLUM''' or '''PISTILLUS''' ({{lang|grc|ὑπέρον}}). Our ''pestle''; an instrument with a bluff head (Hieron. ''Ep.'' 69. n. 4.) used with a mortar (''[[Illustrated Companion to the Latin Dictionary/Mortarium|mortarium]]'', Plaut. ''Aul.'' i. 3. 17.), for kneading, mixing, and stirring things round (Virg. ''Moret.'' iii. 102. and the Greek proverb {{lang|grc|ὑπέρου περιστοφή}}); whereas the ''[[Illustrated Companion to the Latin Dictionary/Pilum|pilum]]'' was a larger implement, used with an action of pounding and braying in a deep vessel termed ''[[Illustrated Companion to the Latin Dictionary/Pila (first syllable long)|pila]]''. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Pistillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 507.jpg|example |caption=Pistillum/1.1}} represents an original pestle found amongst some ruins of Roman building, excavated when making the approaches to London Bridge, and resembling in every respect those now in use; but an epigram (''ap.'' Sympos. 85.) implies that the Romans also made pestles with a double head, one at each end, like our dumb bells; and the two words ''pistillum'' and ''pilum'', as well as the Greek names which correspond with them, are frequently interchanged with each other without regard to the accurate notion they contained. <gallery> File:Pistillum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 507.jpg|Pistillum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Kitchen and Cooking Utensils]] r5y1ntiytbve6b7e3rv7x8im08oz0j5 0 314995 2685922 2681007 2024-11-14T15:58:15Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685922 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PISTOR'''. Literally one who pounds and brays things in a [[Illustrated Companion to the Latin Dictionary/Mortarium|mortar]]; thence, more specially, a ''miller'', because in very early times, before the invention of [[Illustrated Companion to the Latin Dictionary/Mola|mills]] for grinding, the corn was brayed into flour with a very heavy pestle, in the manner represented by the figure ''s.'' [[Illustrated Companion to the Latin Dictionary/Pilum|PILUM]] 1.; and subsequently the same word also signified a ''baker'' (Greek {{lang|grc|ἀρτοποιός}}), because those tradesmen always ground the flour with which they made their bread. Varro ''ap.'' Non. ''s.'' Pinsere, p. 152. Plin. ''H. N.'' xviii. 28. Varro, ''ap.'' Gell. xv. 19. 2. ''Pistor dulciarius''. A confectioner. Mart. xiv. 222. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Bakers and Bread-making]] tdsdgndbmrrie72e0mnkr51ru4zplj0 0 314996 2685923 2681008 2024-11-14T15:58:26Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685923 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PISTRIL'LA'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Pistrina|PISTRINA]]. Terent. ''Adelph.'' iv. 2. 45. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 929w28jg0jtnzn5i3r7r06p2d48rn4w 0 314997 2685924 2681009 2024-11-14T15:58:37Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685924 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PISTRI'NA'''. (Plin. ''H. N.'' xviii. 20.). Same as [[Illustrated Companion to the Latin Dictionary/Pistrinum|PISTRINUM]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] hqs691dgcu9lhdx10e9bt0mg814mk8h 0 314998 2685925 2681010 2024-11-14T15:58:48Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685925 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PISTRI'NUM''' ({{lang|grc|μυλών}}). Originally signified the place where corn was brayed into flour by means of a large [[Illustrated Companion to the Latin Dictionary/Pilum|pestle]] and deep [[Illustrated Companion to the Latin Dictionary/Mortarium|mortar]], in the manner shown by the figure ''s.'' [[Illustrated Companion to the Latin Dictionary/Pilum|PILUM]] 1.; but after the invention of mills for grinding ([[Illustrated Companion to the Latin Dictionary/Mola|MOLA]]), the same term was retained to designate the ''mill-house'' (Terent. ''Phorm.'' ii. 1. 19. Cic. ''Or.'' i. 11.), where the mills were driven by slaves, cattle, or water (Pallad. i. 42.); and which, in consequence of the laborious exertion required for grinding by hand, as well as the continuousness of the toil, for they were frequently kept going by night as well as day (Apul. ''Met.'' ix. p. 183.), was commonly used as a place of punishment for offending slaves, like our workhouse, where they were condemned to undergo a period of imprisonment with hard labour. Plaut. ''passim''. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Bakers and Bread-making]] 0ygcxt1wxu4p4kfcellgy8k01jxs270 0 314999 2685926 2683802 2024-11-14T15:58:59Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685926 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PIS'TRIS''' or '''PRIS'TIS''', and '''PIS'TRIX''' or '''PRIS'TIX''' ({{lang|grc|πίστρις}} and {{lang|grc|πρίστις}}). A sea-monster (Florus, iii. 5. 16. Plin. ''H. N.'' ix. 2.); but always represented by the ancient artists with the same characteristic features as are exhibited in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pistris 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 508.jpg|annexed illustration |caption=Pistris/1.1}} from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] at Pompeii, viz. the head of a dragon, the neck and breast of a beast, with fins in the place of front legs, and the tail and body of a fish (Virg. ''Aen.'' iii. 427.); a form generally adopted by the early Christian artists to represent the whale which swallowed Jonah. 2. The name given to a particular class of ships of war (Liv. xxxv. 26. Polyb. xvii. 1. 1.), doubtless from a certain resemblance in general form to the above figure; perhaps from the [[Illustrated Companion to the Latin Dictionary/Prora|bow]] rising very high out of the water, like the head and neck there portrayed. In Virgil (''Aen.'' v. 116.) ''pistris'' is the adopted name of a vessel, after the image of this monster borne on its bows as a figure-head (''[[Illustrated Companion to the Latin Dictionary/Insigne|insigne]]''). See the woodcut at [[Illustrated Companion to the Latin Dictionary/Insigne|p. 352]].<ref group="Note" name="Rich1849_325/> <gallery> File:Pistris 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 508.jpg|Pistris/1.1 </gallery> == Notes == {{reflist |group="Note" |refs= <ref group="Note" name="Rich1849_325>The 1849-edition of Anythony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek lexicon'' refers to page 325, which is wrong.</ref> }} == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Classed Index-category missing]] bezgbzdzax8pbaz3npus6t3e3ys64no 0 315000 2685927 2681012 2024-11-14T15:59:10Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685927 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PITTAC'IUM''' ({{lang|grc|πιττάκιον}}). A slip or bit of [[Illustrated Companion to the Latin Dictionary/Charta|paper]], [[Illustrated Companion to the Latin Dictionary/Membrana|parchment]], or leather for writing on; especially as a ''label'' for a wine bottle, on which the date of the vintage, quality of the wine, and time of bottling, was inscribed. Pet. ''Sat.'' 34. 6. ''Ib.'' 56. 7. 2. A piece of linen spread with ointment to form a plaster. Laber. ''ap.'' Gell. xvi. 7. Celsus, iii. 10. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Manufacture of Oil and Wine]] [[Category:Classed Index/Surgical Implements, etc.]] 9qpvwnzt4k2dl1zyzynaok39rzpn2zm 0 315001 2685928 2681013 2024-11-14T15:59:21Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685928 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLACEN'TA''' ({{lang|grc|πλακοῦς}}). A thin flat cake made of wheat flour, mixed with cheese and honey, but of considerable size, so that it would cut up into a number of separate pieces, for each of the guests present. Cato. ''R. R.'' 76. Hor. ''Ep.'' i. 10. 11. Compare ''Sat.'' ii. 8. 24. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Viands]] i9rnbvu12wyoquggnyev7pe7b344znk 0 315002 2685929 2681014 2024-11-14T15:59:32Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685929 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLAGA''' ({{lang|grc|ἐνόδιον}}). A hunting net, intended to be drawn across a [[Illustrated Companion to the Latin Dictionary/Via|road]], opening, or ride in the cover, in order to prevent the game from getting out of bounds. (Grat. ''Cyneg.'' 300. Hor. ''Epod.'' 2. 23. Lucret. v. 1250. Compare Serv. ''ad'' Virg. ''Aen.'' iv. 131.) Though the exact nature and character of this net is open to dispute, yet it would appear from a general comparison of the passages in which mention of it occurs, that it was similar in form and use to the [[Illustrated Companion to the Latin Dictionary/Rete|RETE]]; with the exception of being smaller, and employed as a subsidiary to the larger one, across narrow and confined passes, which would otherwise give an inlet into the open country. 2. Same as [[Illustrated Companion to the Latin Dictionary/Plagula|PLAGULA]]. Afranius and Varro, ''ap.'' Non. ''s. v.'' pp. 378. 537. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Hunting]] qwnabp8k6rwj5entqbxzv9i94ju1ryh 0 315003 2685930 2681015 2024-11-14T15:59:43Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685930 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLAG'ULA'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Plaga|PLAGA]], but applied with the following special senses:{{mdash}} 1. A curtain or rideau, suspended like a [[Illustrated Companion to the Latin Dictionary/Rete|net]] round the couches of a ''[[Illustrated Companion to the Latin Dictionary/Triclinium|triclinium]]'' to keep off the dust or currents of air from the guests reclining at table, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Plagula 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 509.jpg|annexed example |caption=Plagula/1.1}} from a bas-relief in the British Museum. Liv. xxxix. 6. 2. A curtain which could be drawn or withdrawn round the sides of a palanquin (''[[Illustrated Companion to the Latin Dictionary/Lectica|lectica]]''), so as to seclude the inmate when desired, or convert the whole into an open carriage. Suet. ''Tit.'' 10. and illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Lectica|LECTICA]]. 3. A ''breadth'' of cloth, two or more of which, when sewed together, make up a dress. Varro, ''L. L.'' ix. 79. 4. A strip or file of [[Illustrated Companion to the Latin Dictionary/Charta|paper]], several of which, when glued together, make up a [[Illustrated Companion to the Latin Dictionary/Pagina|sheet]]. Plin. ''H. N.'' xiii. 23. <gallery> File:Plagula 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 509.jpg|Plagula/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Decorative Parts of the Attire]] [[Category:Classed Index/Palanquins and Sedans]] [[Category:Classed Index/Books and Writing Materials]] ajsg1gmwsqrj32r2u8v0ij69auagcsx 0 315004 2685931 2681016 2024-11-14T15:59:54Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685931 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLAGUN'CULA''' ({{lang|grc|πλαγγών}}). A ''wax doll''. Cic. ''Att.'' vi. Ernesti, ''Clavis'', ''s. v.'' Callim. ''Dem.'' 92. [[Illustrated Companion to the Latin Dictionary/Pupa|PUPA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Nursery, and Sports of Children]] cr1t1qcuws3272oq18u5l98mgqv2q5z 0 315005 2685932 2681017 2024-11-14T16:00:05Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685932 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLA'NIPES'''. An [[Illustrated Companion to the Latin Dictionary/Histrio|actor]] who played a part in a species of low farce, termed a mime (''[[Illustrated Companion to the Latin Dictionary/Mimus|mimus]]''), and who received that designation because he came upon the stage with naked feet, without either the ''[[Illustrated Companion to the Latin Dictionary/Cothurnus|cothurnus]]'' or ''[[Illustrated Companion to the Latin Dictionary/Soccus|soccus]]'', ''planis pedibus'', i. e. ''non arte exaltatis''. (Diomed. iii. 487. Aul. Gell. i. 11. 7. Macrob. ''Sat.'' ii. 1.) The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Planipes 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 509.jpg|illustration |caption=Planipes/1.1}} is from an engraved gem. <gallery> File:Planipes 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 509.jpg|Planipes/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Actors, Mimics, Dancers, and Dancing]] l9jegb7zsdbwr9az0pnnv2avy2e2dbl 0 315006 2685933 2681018 2024-11-14T16:00:16Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685933 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLAS'TES''' ({{lang|grc|πλάστης}}). One who models works of art in clay or wax. Vell i. 17. 4. Plin. ''H. N.'' xxxv. 45. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Sculpture, etc.]] ee9xz7n1v271kadqur5wygjm8z25ag6 0 315007 2685934 2681019 2024-11-14T16:00:27Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685934 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLASTICA'TOR'''. (Firm. Matth. viii. 16.) Same as [[Illustrated Companion to the Latin Dictionary/Plastes|preceding]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 9bchngr4aunxkxbcxpou78u4ry7j1fh 0 315008 2685935 2681020 2024-11-14T16:00:38Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685935 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLATE'A''' and '''PLAT'EA''' ({{lang|grc|πλατεῖα}}, ''sc.'' {{lang|grc|ὁδός}}.) A broad or principal [[Illustrated Companion to the Latin Dictionary/Via|street]] in a town, as contradistinguished from a bye-lane or back-street (''[[Illustrated Companion to the Latin Dictionary/Angiportus|angiportus]]'') in the same. Ter. ''Andr.'' iv. 5. 1. Hor. ''Ep.'' ii. 2. 71. Caes. ''B. C.'' i. 27. Hirt. ''B. Alex.'' 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Roads and Streets]] dfwlqm8bf71169u613ppzt5nme7m7p3 0 315009 2685936 2681021 2024-11-14T16:00:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685936 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLAUSTRA'RIUS''' ({{lang|grc|ἁμαξοπηγός}}). A wagon maker or ''cartwright''. Lamprid. ''Alex. Sev.'' 24. 2. ({{lang|grc|ἁμαξεύς}}.) A ''wagoner''. Ulp. ''Dig.'' 9. 2. 27. and woodcut, ''s.'' [[Illustrated Companion to the Latin Dictionary/Plaustrum|Plaustrum Majus]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] h5f0wawq087zgxtus58kyu8htxin7cm 0 315010 2685937 2681022 2024-11-14T16:01:00Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685937 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLAUS'TRUM''' ({{lang|grc|ἅμαξα}}). A ''wagon'' on two wheels usually drawn by oxen, and particularly employed in country occupations for the conveyance of heavy loads and produce of every description. (Plaut. ''Aul.'' iii. 5. 31.) Though we make use of the term wagon as the nearest corresponding expression for the Roman ''plaustrum'', that by no means suggests a true notion of the actual object, which in reality consisted of nothing more than a strong platform of boards placed upon a pair of wheels, that were not radiated with spokes (''[[Illustrated Companion to the Latin Dictionary/Radius|radii]]''), but formed out of a tambourine of solid wood (''[[Illustrated Companion to the Latin Dictionary/Tympanum|tympanum]]''), fixed permanently to the axle, so that the whole, both wheels and axle, revolved together; and this explains why the ''plaustrum'' is usually spoken of as a noisy and creaking cart (''stridens'', Virg. ''Georg.'' iii. 536. Ov. ''Trist.'' iii. 10. 59.) The load itself was merely fastened upon this platform, when of a nature to be so disposed; or was included in a large basket (''scirpea in plaustro.'' Ov. ''Fast.'' vi. 680.), as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=present example |imagelink=Media:Plaustrum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 509.jpg|present example |caption=Plaustrum/1.1}} from a Roman bas-relief, when composed of many small articles which could not otherwise be held together; or, in other cases, a moveable rail was affixed to the sides, which kept the load together, without concealing it; or, as Varro expresses it, left it open on all sides (''ex omni parte palam'', Varro, ''L. L.'' v. 140.), as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed specimen |imagelink=Media:Plaustrum 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|annexed specimen |caption=Plaustrum/1.2}}, also from a bas-relief. 2. ''Plaustrum majus''. (Cato, ''R. R.'' x. 2. Varro, ''R. R.'' i. 22. 3.) A wagon of the same description, and employed for similar purposes, but of larger dimensions, and placed upon four wheels instead of two, as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Plaustrum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|annexed example |caption=Plaustrum/2.1}}, from a sepulchral bas-relief discovered at Langres in France. <gallery> File:Plaustrum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 509.jpg|Plaustrum/1.1 File:Plaustrum 1.2 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|Plaustrum/1.2 File:Plaustrum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|Plaustrum/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Carts]] b26wr3sxzih51wq8fvz12nv4b96f699 0 315011 2685938 2681023 2024-11-14T16:01:11Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685938 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLECTRUM''' ({{lang|grc|πλῆκτρον}}). Properly a Greek word, which, in its primitive sense, means a thing that is used to strike with (from {{lang|grc|πλήσσω}}, to strike); whence in both languages it is specially used to designate a short stick or quill with which the chords of a stringed instrument were struck, by inserting the end between the strings, or running it over them, when required. (Cic. ''N. D.'' ii. 59.) The instrument itself is shown on the left side of the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Plectrum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|illustration |caption=Plectrum/1.1}}, from a Pompeian [[Illustrated Companion to the Latin Dictionary/Pictura|painting]]; and the manner of using it, by the figure annexed, from an ancient Roman fresco preserved in the Vatican, who twangs the strings of a [[Illustrated Companion to the Latin Dictionary/Lyra|lyre]] with the fingers of her left hand, and strikes them with a ''plectrum'' in her right. 2. Poetically applied to the handle (''[[Illustrated Companion to the Latin Dictionary/Ansa|ansa]]''), or to the tiller (''[[Illustrated Companion to the Latin Dictionary/Clavus|clavus]]'') of a rudder. Sil. Ital. xiv. 402. ''Ib.'' 548. See [[Illustrated Companion to the Latin Dictionary/Gubernaculum|GUBERNACULUM]]. <gallery> File:Plectrum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|Plectrum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Stringed Instruments]] f79d16ex19tva8q20ecghafpmq2eq69 0 315012 2685939 2681024 2024-11-14T16:01:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685939 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLIN'THIS''' ({{lang|grc|πλινθίς}}). Diminutive of [[Illustrated Companion to the Latin Dictionary/Plinthus|PLINTHUS]]. Vitruv. iii. 3. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] p7pdo0cukuj0walr0q43zk5475d3dkq 0 315013 2685940 2681026 2024-11-14T16:01:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685940 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLIN'THIUM''' ({{lang|grc|πλινθίον}}). A [[Illustrated Companion to the Latin Dictionary/Solarium|sun-dial]] described upon a flat slab, laid horizontally, like a [[Illustrated Companion to the Latin Dictionary/Plinthus|plinth]]. Vitruv. ix. 8. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Dials and Time Pieces]] dv15rpfsz5m97alrf6khawivfh3m4f0 0 315014 2685941 2681027 2024-11-14T16:01:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685941 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLIN'THUS''' ({{lang|grc|πλίνθος}}). The ordinary Greek name for a brick or a tile; whence the word was adopted by the Roman architects to designate the {{Illustrated Companion to the Latin Dictionary/Image Location|text=lowest member |imagelink=Media:Plinthus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|lowest member |caption=Plinthus/1.1}} in the base of a [[Illustrated Companion to the Latin Dictionary/Columna|column]], our ''plinth'', which is a square slab, like a thick tile, placed under the lowest ''[[Illustrated Companion to the Latin Dictionary/Torus|torus]]'', and supposed to have originated from the necessity of placing a large flat surface under the column to prevent it from rotting, when formed of wood, or from penetrating too far into the ground, if stone. Vitruv. iv. 7. 3. <gallery> File:Plinthus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|Plinthus/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Column]] asquwgumato4a40cfdkt5pf148fo3sl 0 315016 2685942 2681029 2024-11-14T16:01:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685942 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLOSTEL'LUM''' ({{lang|grc|ἁμαξίς}}). Diminutive of [[Illustrated Companion to the Latin Dictionary/Plaustrum|PLAUSTRUM]]; consequently applicable to any cart of the construction explained under that word, but of less than the usual size, like the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Plostellum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|annexed example |caption=Plostellum/1.1}}, from an engraved gem, which is fitted for the draught of goats instead of oxen (Augustin. ''C. D.'' vii. 21. Hor. ''Sat.'' ii. 3. 247., in which passage the diminutive is applied to a toy with mice harnessed to it). 2. ''Plostellum punicum''. A ''threshing machine'', or sort of ''sledge cart'' invented by the Carthaginians, and from them adopted into Italy and other countries. It consisted of a wooden frame, like a sledge, into which a certain number of rollers, set round with projecting teeth, were fitted; these threshed out the corn as they turned round when drawn over the floor by the cattle attached to the machine, which was further weighted by the driver, who sat in a sort of frame or chair placed on it. (Varro, ''R. R.'' i. 51. 2.) The preceding account from Varro describes so exactly a contrivance still used in Egypt for the same purpose, called the "Noreg," and represented in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Plostellum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 511.jpg|annexed illustration |caption=Plostellum/2.1}}, as to leave no doubt respecting the identity of the original one. <gallery> File:Plostellum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 510.jpg|Plostellum/1.1 File:Plostellum 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 511.jpg|Plostellum/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Carts]] [[Category:Classed Index/Threshing and Winnowing]] lywwpewwgiuuvuyrrm41o3jdd2iatpd 0 315017 2685943 2681030 2024-11-14T16:02:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685943 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLOX'EMUM''', '''PLOX'EMUS''', '''PLOX'IMUS''' or '''PLOX'ENUS'''. The body part of a two-wheeled carriage or gig (''[[Illustrated Companion to the Latin Dictionary/Cisium|cisium]]''), which was made or covered with leather. (Catull. 97. 6. Festus ''s. v.'') According to Quintilian (i. 5. 8.), the term was a provincial one, which Catullus learnt amongst the districts bordering on the river Po; an opinion in some measure corroborated by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed engraving |imagelink=Media:Ploxemum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 511.jpg|annexed engraving |caption=Ploxemum/1.1}}, from an ancient sepulchral marble now preserved in the Museum at Verona, which closey resembles a very peculiar description of one-horse carriage, still commonly used in the same parts of the Lombardo-Venetian kingdom, where it goes by the name of a "''Padovanino.''" <gallery> File:Ploxemum 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 511.jpg|Ploxemum/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Component Parts of Carts]] e8x8ua8caso5kpljo0sj1jne9a30m3t 0 315018 2685944 2681031 2024-11-14T16:02:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685944 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLUMAE'''. The scales in a [[Illustrated Companion to the Latin Dictionary/Lorica|corslet]] or cuirass, when formed in imitation of a bird's feathers, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Plumae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 511.jpg|annexed illustration |caption=Plumae/1.1}}, from a bas-relief which originally decorated the [[Illustrated Companion to the Latin Dictionary/Arcus|arch]] of Trajan, from whence it was removed by Constantine to the one which bears his name. Virg. ''Aen.'' xi. 771. Sallust. ''Fragm. ap.'' Serv. ''ad l.'' 2. Ornaments, either embroidered, or sewed on, or woven into the fabric of a piece of cloth, serving as a coverlet to a pillow, cushion, or other object, in order to produce a rich and fanciful pattern. (Mart. xiv. 146. Prop. iii. 7. 50.) It has not been satisfactorily ascertained what these ''plumae'' were, whether ornaments of gold, or tapestry patterns, or real feathers of different colours sewed on the fabric in the same manner as now practised in India and China. Professor Becker inclines to the latter interpretation (''Gallus.'' p. 9. n. 15. Lond. 1844.). <gallery> File:Plumae 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 511.jpg|Plumae/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Decorative Parts of the Attire]] qx19350c69cordpbg8r9f3lb6gk19y9 0 315019 2685945 2681032 2024-11-14T16:02:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685945 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLUMA'RIUS'''. One who followed the art of making ''[[Illustrated Companion to the Latin Dictionary/Plumae|plumae]]'', as explained in the preceding paragraph (Vitruv. vi. 4. Varro. ''ap.'' Non. ''s. v.'' p. 162.); but as the real nature of those ornaments is yet undecided, it is impossible to declare in what precisely his art consisted. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Cloth-workers and Clothiers]] 5s8ee4awk63ibo7aoi701nk7ko8uk9q 0 315020 2685946 2681033 2024-11-14T16:02:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685946 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLUMA'TUS'''. 1. Covered with scales in the form of bird's feathers (Justin. xli. 2.), as shown by the [[Illustrated Companion to the Latin Dictionary/Plumae|preceding illustration]]. 2. Decorated with the ornaments termed ''plumae''. Lucan. x. 125. Pet. ''Sat.'' 55. 5. See [[Illustrated Companion to the Latin Dictionary/Plumae|PLUMAE]], 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] pageri1tdsn372p5z5q9xs49wnrmtg2 0 315021 2685947 2681034 2024-11-14T16:02:49Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685947 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLUMBUM''' ({{lang|grc|μόλυβδος}}). ''Lead''; whence used as a special name for various articles made of that metal:{{mdash}}as 1. A leaden water-pipe. Hor. ''Ep.'' i. 10. 20. Stat. ''Silv.'' i. 3. 67. See [[Illustrated Companion to the Latin Dictionary/Fistula|FISTULA]], 1. 2. A leaden plummet, employed as a bullet to be cast from a [[Illustrated Companion to the Latin Dictionary/Funda|sling]]. Ov. ''Met.'' ii. 727. See [[Illustrated Companion to the Latin Dictionary/Glans|GLANS]]. 3. A whip with lumps of metal knotted into the thongs, employed for punishing slaves. Prudent. {{lang|grc|περὶ στεφ.}} x. 116. Compare Cod. Theodos. 9. 35. 2.; and see the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Flagrum|FLAGRUM]], 1. 4. A leaden plummet for drawing lines (Catull. 22. 8.); corresponding in use with our own, but differing in form and character: for amongst the ancients these articles were made out of a small round plate, instead of a long pipe; a much more convenient form, requiring no cutting, less apt to get bent, or to scratch the [[Illustrated Companion to the Latin Dictionary/Membrana|parchment]]. Salmas. ''ad'' Solin. p. 644. Beckman. ''History of Inventions'', vol. ii. p. 389. Lond. 1846. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Aqueducts]] [[Category:Classed Index/The Prison, and Instruments of Punishment]] [[Category:Classed Index/Paper and Writing Materials]] [[Category:Classed Index/Bows, Slings, etc.]] mbytxeft9gcva6s52a381ab007udz0y 0 315022 2685948 2681035 2024-11-14T16:03:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685948 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PLUT'EUS''' and '''PLUT'EUM'''. In a general sense any thing made of boards, hurdles, &c., joined together in order to form a cover or give support; whence the following specific meanings are deduced:{{mdash}} 1. ({{lang|grc|θωράκιον}}). A breastwork of boarding which served to screen the assailants of fortified places from the missiles and attacks of the enemy, whilst making their approaches, preparatory to an assault. For this purpose they were advanced in front of the storming parties, placed upon the military engines and moveable towers, or planted round the spot where earthworks were being thrown up. Caes. ''B. G.'' vii. 41. Id. ''B. C.'' i. 25. ii. 15. Liv. x. 38. Ammian. xxi. 12. 2. A moveable tower with a roof overhead, made of boards or hurdles covered with raw hides, or hair cloth, and fixed upon wheels, under the shelter of which a besieging party could advance close up to the walls of a beleaguered fortress, and clear it from its defenders before commencing the escalade. Veget. ''Mil.'' iv. 15. Vitruv. x. 15. 3. The back board of a [[Illustrated Companion to the Latin Dictionary/Lectus|bed]], opposite to the ''[[Illustrated Companion to the Latin Dictionary/Sponda|sponda]]'', or side at which the parties got in, which is plainly exhibited in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pluteus 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 512.jpg|annexed example |caption=Pluteus/3.1}} from a Roman bas-relief. Mart. iii. 91. 10. 4. The raised end of a [[Illustrated Companion to the Latin Dictionary/Lectus|tricliniary couch]], in the form of a French sofa, which was placed towards the table, for the upper part of the occupant to rest against, whilst his legs and feet were stretched out to its opposite extremity, as plainly shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pluteus 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 512.jpg|annexed illustration |caption=Pluteus/4.1}}, from a Roman bas-relief. Suet. ''Cal.'' 26. 5. A dwarf wall closing up the lower portions of an [[Illustrated Companion to the Latin Dictionary/Intercolumnium|intercolumniation]] (Vitruv. iv. 4. 1.), or placed as a parapet upon the upper stories of an edifice (Vitruv. v. 1. 5.), to preclude the danger of falling over, as seen in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed engraving |imagelink=Media:Pluteus 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 513.jpg|annexed engraving |caption=Pluteus/5.1}} from the Vatican Virgil, representing Dido watching the departure of Aeneas from the upper story of her palace. 6. A ''shelf'', affixed to the walls of a room, upon which articles of common use were deposited for convenience, or objects of luxury displayed for ornament (Juv. ii. 7. Pers. i. 106. Ulp. ''Dig.'' 29. 1. 17.). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Pluteus 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 513.jpg|example |caption=Pluteus/6.1}}, from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] of Herculaneum, represents a shelf fastened to the wall in a [[Illustrated Companion to the Latin Dictionary/Calceolarius|shoemaker]]'s shop, upon which a number of [[Illustrated Companion to the Latin Dictionary/Forma|lasts]] are deposited. 7. A board upon which a corpse is laid out. Mart. viii. 44. 13. <gallery> File:Pluteus 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 512.jpg|Pluteus/3.1 File:Pluteus 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 512.jpg|Pluteus/4.1 File:Pluteus 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 513.jpg|Pluteus/5.1 File:Pluteus 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 513.jpg|Pluteus/6.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Internal Fittings]] [[Category:Classed Index/Beds and Couches]] [[Category:Classed Index/Machines and Engines of War]] [[Category:Classed Index/Mouldings, Ornaments, and Basement]] koi9kx3lxuv5szxr2a9eh22vuqvuegq 0 315023 2685949 2681036 2024-11-14T16:03:12Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685949 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PNI'GEUS''' ({{lang|grc|πνιγεύς}}). A damper made in the shape of an inverted funnel, and intended to stop or suppress the rising air in a [[Illustrated Companion to the Latin Dictionary/Hydraulus|water organ]]. Vitruv. x. 8. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 5w4yj2f5v6mh3ygx5y5ijtqt2x32jgx 0 315024 2685950 2681037 2024-11-14T16:03:22Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685950 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POCILLA'TOR''' ({{lang|grc|οἰνοχόος}}). A young slave who filled the wine cups (''[[Illustrated Companion to the Latin Dictionary/Pocillum|pocilla]]''), and handed them to the guests. Apul. ''Met.'' x. p. 233. Same as [[Illustrated Companion to the Latin Dictionary/Pincerna|PINCERNA]]; which see. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Attendants]] [[Category:Classed Index/Domestic Slaves]] ezscwj4zhxy38yzwqlphb7cbi6d6po5 0 315025 2685951 2681038 2024-11-14T16:03:33Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685951 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POCI'LLUM'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Poculum|POCULUM]]. Liv. x. 42. Suet. ''Vesp.'' 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] n0vhpi7wh8vfpfkkc2cj0lkpms3b7hp 0 315026 2685952 2681039 2024-11-14T16:03:44Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685952 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PO'CULUM''' ({{lang|grc|ποτήρ, ποτήριον}}). A general term for any description of vessel employed as a drinking-cup, and thus including all the special ones which are enumerated in the list of the [[Illustrated Companion to the Latin Dictionary/RICH-2K/Classed Index 1849|Classed Index]]. Virg. Ov. Tibull. Hor. &c. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Drinking Cups]] b6qwt48bzewo3r7cp5ii9govcnt7axu 0 315027 2685953 2681040 2024-11-14T16:03:55Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685953 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PODE'RES''' or '''PODE'RIS''' ({{lang|grc|ποδήρης}}). Literally ''reaching down to the feet''; a Greek word, applied adjectively in that language to any garment of the dimensions stated, for which the genuine Latin expression is [[Illustrated Companion to the Latin Dictionary/Talaris|TALARIS]]; but the writers of the Christian period made use of the term in a substantive sense to designate a long linen robe, fitting close to the body and reaching to the feet, which was worn by the Jewish priests. Isidor. ''Orig.'' xix. 21. 2. Tertull. ''adv. Jud.'' 11. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] a4f1v3qdzrmj0q09o6wthm90kzre2kq 0 315028 2685954 2681041 2024-11-14T16:04:06Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685954 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POD'IUM'''. A low basement, projecting like a step from the wall of a room or building, and intended to form a raised platform for the convenience of depositing other articles upon; as, for instance, a row of [[Illustrated Companion to the Latin Dictionary/Alveare|bee-hives]] (Pallad. i. 38. 2.); a number of wine casks in a cellar (Id. i. 18. 2.); or any object whether of ornament or use, such as shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Podium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 513.jpg|annexed illustration |caption=Podium/1.1}}, representing the interior of a tomb at Pompeii, on which three [[Illustrated Companion to the Latin Dictionary/Olla|cinerary urns]] are situated. 2. In an [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|amphitheatre]] or a [[Illustrated Companion to the Latin Dictionary/Circus|circus]], a basement raised about eighteen feet above the level of the [[Illustrated Companion to the Latin Dictionary/Arena|arena]], which it circumscribed, intended for the occupation of the emperor, the curule [[Illustrated Companion to the Latin Dictionary/Magistratus|magistrates]], and the [[Illustrated Companion to the Latin Dictionary/Vestales|Vestal virgins]], who sat there upon their ivory stools (''[[Illustrated Companion to the Latin Dictionary/Sella|sellae curules]]''). Suet. ''Nero'', 12. Juv. ii. 147. See the section of the amphitheatre at Pola, [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|p. 29.]], on which the ''podium'' is marked {{Illustrated Companion to the Latin Dictionary/Inscription|text=A}}. 3. A ''socle'' or ''zocle'' in architecture; i. e. a projecting basement on the outside of a building, serving to raise pedestals, or to support vases or other ornaments, being itself plain, without either cornice or base. Vitruv. iii. 4. 5. <gallery> File:Podium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 513.jpg|Podium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Internal Fittings]] [[Category:Classed Index/The Amphitheatre and its Component Parts]] [[Category:Classed Index/Mouldings, Ornaments, and Basement]] qlanqczbd9bug8upy7d74aoshns622q 0 315029 2685955 2681042 2024-11-14T16:04:17Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685955 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POLLINC'TOR'''. One of the undertaker's men whose business it was to wash and anoint a corpse, and prepare it for [[Illustrated Companion to the Latin Dictionary/Sepultura|burial]], or for the [[Illustrated Companion to the Latin Dictionary/Pyra|funeral pile]]. He was a slave of the ''[[Illustrated Companion to the Latin Dictionary/Libitinarius|Libitinarius]]''. Varro and Plaut. ''ap.'' Non. ''s. v.'' p. 157. Mart. x. 97. Ulp. Dig. 14. 3. 5. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Funeral Rites and Burial]] nl6sm9cf4sicj8sbgc1a67crni522s1 0 315030 2685956 2681043 2024-11-14T16:04:28Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685956 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POLLU'BRUM''' and '''POLU'BRUM'''. An old name for the basin employed in ablution of the hands and feet before and after meals. It was held by a slave in his left hand underneath the feet or hands extended over it, to catch the water poured down upon them from a jug in the right. At a subsequent period a vessel termed ''[[Illustrated Companion to the Latin Dictionary/Trulleum|trulleum]]'' was invented for the same object. Non. ''s. v.'' p. 544. Liv. Andron. and Fabius Pictor, ''l. c.'' == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/The Meals]] 8c7gj4s2v5kjcjygzl5gus6cuhj3cya 0 315031 2685957 2681044 2024-11-14T16:04:39Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685957 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POLYAN'DRION''' ({{lang|grc|πολυάνδριον}}). A place in which many people are buried. Arnob. 6. p. 194. Inscript. ''ap.'' Pitisc. ''s. v.'' == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Sepulchres]] 0zf984szjslv6kw7s3bwjqj8671twg3 0 315032 2685958 2681045 2024-11-14T16:04:50Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685958 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POLYMI'TUS''' ({{lang|grc|πολύμιτος}}). Literally woven by the assistance of many ''leashes'' ({{lang|grc|μίτος}}, ''[[Illustrated Companion to the Latin Dictionary/Licium|licia]]''); thence by implication figured with various patterns, like our damask, for the manufacture of which a great number of leashes are requisite, in order that the threads of the [[Illustrated Companion to the Latin Dictionary/Stamen|warp]] may be opened in many different ways; for it is by this means that all varieties in the pattern of stuffs are made. Plin. ''H. N.'' viii. 74. Mart. xiv. 150. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Different Fabrics]] jrtj8rloo0wkdvvm1ija228ni6lgj64 0 315033 2685959 2681046 2024-11-14T16:05:01Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685959 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POLYMYX'OS''' ({{lang|grc|πολύμυξος}}). See [[Illustrated Companion to the Latin Dictionary/Lucerna|LUCERNA]], 3. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] hzszhdp4f3ono7t3rlymar9f4kxpukr 0 315034 2685960 2681047 2024-11-14T16:05:12Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685960 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POLYP'TYCHA''' ({{lang|grc|πολύπτυχα}}). A set of tablets consisting of many leaves. Veg. ''Mil.'' ii. 19. Cassiodor. ''Var. Ep.'' v. 14. See [[Illustrated Companion to the Latin Dictionary/Cera|CERA]], 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Tablets]] q2x62m7fjnqvul22rg9x1rz9d1jjyki 0 315035 2685961 2681048 2024-11-14T16:05:23Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685961 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POLYSPA'STON''' ({{lang|grc|πολύσπαστον}}). A contrivance for raising weights by the assistance of many pulleys (''[[Illustrated Companion to the Latin Dictionary/Orbiculus|orbiculi]]'') set in a case (''[[Illustrated Companion to the Latin Dictionary/Trochlea|trochlea]]''). Vitruv. x. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] onwh5ce7940zqpbdhbrd973ujpa1375 0 315036 2685962 2681049 2024-11-14T16:05:34Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685962 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PO'NDUS''' ({{lang|grc|σταθμός}}). A ''weight'', for weighing objects in a [[Illustrated Companion to the Latin Dictionary/Libra|pair of scales]] (Liv. v. 48. Ulp. ''Dig.'' 19. 1. 32). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pondus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 514.jpg|illustration |caption=Pondus/1.1}} represents an original found at Herculaneum, similar to the larger weights in use amongst ourselves; but sets of smaller ones, made to stand upon a counter, and divided into fractional parts which fit into one another, like those commonly employed in our retail shops, have also been found in the same city. 2. A weight fastened to the extremities of the warp threads (''[[Illustrated Companion to the Latin Dictionary/Stamen|stamina]]'') in an upright [[Illustrated Companion to the Latin Dictionary/Tela|loom]] (Senec. ''Ep.'' 90.), for the purpose of keeping them steady, and imparting a sufficient degree of tension to the warp, while the woof (''[[Illustrated Companion to the Latin Dictionary/Subtemen|subtemen]]'') was driven home and compressed by the comb (''[[Illustrated Companion to the Latin Dictionary/Pecten|pecten]]'') or batten (''[[Illustrated Companion to the Latin Dictionary/Spatha|spatha]]''). The ancient method of fixing these weights is shown by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pondus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 514.jpg|illustration |caption=Pondus/2.1}} representing a loom of very primitive construction, still employed in Iceland (Schneider, ''Index R. R. Script.'' ''s.'' Tela), in which they are composed of large stones tied by a number of threads collected into separate parcels. In modern [[Illustrated Companion to the Latin Dictionary/Textor|weavings]], weights are placed upon the [[Illustrated Companion to the Latin Dictionary/Scapus|yarn beam]] for a similar purpose. <gallery> File:Pondus 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 514.jpg|Pondus/1.1 File:Pondus 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 514.jpg|Pondus/2.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Scales and Weights]] [[Category:Classed Index/Weaving]] 3u5ia92di0st8u8p0c8sqym6fc4gv9y 0 315037 2685963 2681050 2024-11-14T16:05:45Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685963 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PONS''' ({{lang|grc|γέφυρα}}). A ''bridge''. Vitruvius has not left any account respecting the construction of bridges; but the numerous examples still remaining testify the great skill of the Roman engineers and builders in this branch of art. The following account is consequently derived from observation of existing examples, and not from written authorities. The causeway (''[[Illustrated Companion to the Latin Dictionary/Via|via]], [[Illustrated Companion to the Latin Dictionary/Agger|agger]]'') is uniformly laid down, like the [[Illustrated Companion to the Latin Dictionary/Via|roads]], with large masses of polygonal stones, flanked on each side with a raised trottoir (''[[Illustrated Companion to the Latin Dictionary/Crepido|crepido]]'') or pavement for foot-passengers, and enclosed on each side by a low parapet wall (''[[Illustrated Companion to the Latin Dictionary/Pluteus|pluteus]]''), but not formed of open balustrades, as is the more common practice at the present day. A gateway (''[[Illustrated Companion to the Latin Dictionary/Porta|porta]]''), which might be closed by a bar or portcullis (''[[Illustrated Companion to the Latin Dictionary/Cataracta|cataracta]]''), is frequently erected at one end of the bridge (see the woodcut ''s.'' [[Illustrated Companion to the Latin Dictionary/Cataracta|CATARACTA]], 2.), or an ornamental archway (''[[Illustrated Companion to the Latin Dictionary/Fornix|fornix]]''), which might also be converted to the same use, is sometimes situated in the centre, or at each end, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pons 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 515.jpg|annexed example |caption=Pons/1.1}}, representing the bridge at St. Chamas in its present state. The line of some bridges is nearly horizontal, of others which span a torrent stream, very much hog-backed, with an extremely sharp ascent and declivity. The [[Illustrated Companion to the Latin Dictionary/Arcus|arches]] are in all cases nearly semicircular, and sometimes of great span. A single remaining one at Narni is 150 feet wide, springing from a pier at the height of 100 feet from the river below. The bridge built by Augustus at Rimini, which Palladio regarded as the finest model he had seen, contains seven arches, and is horizontal in the centre, but has a slight devergence on each of its ends. 2. ({{lang|grc|γέφυρα}}). The original Greek bridge, as the name imports, was nothing more than a dam or mound of earth, forming a raised causeway, such as we use in localities subject to inundations; the smallness of the rivers or streams in that country rendering them for the most part fordable, or easily crossed by a few planks. Hence the art of bridge-building, like that of road-making and drainage, owes its perfection to the Romans, who were the first people to make an extensive use of the arch, and consequently those which are enumerated in that country as regular bridges of any length (Plin. ''H. N.'' iv. 1. ''Ib.'' 21.) may be fairly believed to have been executed after the Roman conquest. 3. ''Pons sublicius''. A ''timber bridge'', upon piles of wood; frequently constructed for a temporary purpose, such as the passage of an army across a stream. Numerous specimens are in consequence exhibited on the [[Illustrated Companion to the Latin Dictionary/Columna|columns]] of Trajan and Antoninus, from which latter the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed illustration |imagelink=Media:Pons 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 515.jpg|annexed illustration |caption=Pons/3.1}} is taken. The famous ''sublician bridge'' at Rome, when rebuilt after its destruction in the war with Porsena, was constructed without nails, in order that the timbers might be taken to pieces, and replaced again whenever occasion required that the communication should be interrupted or re-opened. Liv. i. 33. Plin. ''H. N.'' xxxvi. 23. 4. ''Pons suffragiorum''. A temporary bridge of planks erected during the Roman [[Illustrated Companion to the Latin Dictionary/Comitium|comitia]], over which the voters passed one by one as they came out from the ''[[Illustrated Companion to the Latin Dictionary/Septum|septum]]'', to cast their votes (''[[Illustrated Companion to the Latin Dictionary/Tabella|tabellae]]'') into the box (''[[Illustrated Companion to the Latin Dictionary/Cista|cista]]'') (Cic. ''Att.'' i. 14. Ov. ''Fast.'' v. 634.). The object was to prevent fraud, tumult, and intimidation, and to secure, as far as possible, freedom of action to the voter, who received his [[Illustrated Companion to the Latin Dictionary/Tabella|ballot]] from an officer stationed at one end of the bridge, over which he then crossed to the opposite extremity, where the [[Illustrated Companion to the Latin Dictionary/Cista|ballotting box]] was placed, and having deposited his vote, passed out. These particulars are all expressed in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pons 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|illustration |caption=Pons/4.1}}, from a consular coin, which shows part of the railing enclosing the ''septum'', one voter receiving a ballot, and another in the act of depositing one in the box. 5. ({{lang|grc|ἐπιβάθρα, ἀποβάθρα}}). A bridge formed by a broad plank laid from the shore to a vessel, over which the crew and passengers embarked or disembarked (Virg. ''Aen.'' x. 288.). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Pons 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|illustration |caption=Pons/5.1}} represents a bridge of this description, from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] in the Nasonian [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]] near Rome, by means of which a horseman is escaping from the pursuit of a tiger, which other persons in the original composition are hunting. 6. The deck of a vessel upon which towers and military engines were erected, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Pons 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|annexed example |caption=Pons/6.1}} from a marble bas-relief. Tac. ''Ann.'' ii. 6. 7. A ''drawbridge'', let down from the upper story of a moveable tower, or any other elevated object, during sieges, over which the attacking party could pass on to the ramparts without the aid of scaling [[Illustrated Companion to the Latin Dictionary/Scalae|ladders]]. Tac. ''Ann.'' iv. 51. Suet. ''Aug.'' 20. Veg. ''Mil.'' iv. 21. 8. A ''viaduct'' over a ravine, or between any two points of eminence, such as that which Caligula built to make a direct communication between the Palatine and Capitoline hills. Suet. ''Cal.'' 22. Xen. ''Anab.'' vi. 5. 22. <gallery> File:Pons 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 515.jpg|Pons/1.1 File:Pons 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 515.jpg|Pons/3.1 File:Pons 4.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|Pons/4.1 File:Pons 5.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|Pons/5.1 File:Pons 6.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|Pons/6.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Machines and Engines of War]] [[Category:Classed Index/Ship's Gear]] 0jlfxywy6mvpdw12kp828bxqn8qrnty 0 315038 2685964 2681051 2024-11-14T16:05:57Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685964 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PONTIC'ULUS'''. Diminutive of [[Illustrated Companion to the Latin Dictionary/Pons|PONS]]. Cic. ''Tusc.'' v. 10. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] d95gg5392znzrqq3mk4rgflq2k605ad 0 315039 2685965 2681052 2024-11-14T16:06:07Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685965 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PO'NTIFEX''' ({{lang|grc|γεφυροποιός}}). A ''pontiff''; that is, a member of the principal order of Roman priests, to whom the superintendence of the state religion and its ceremonies was entrusted. The head of the order was styled "chief pontiff" (''Pontifex Maximus'', {{lang|grc|ἱεροφάντης}}). On coins and marbles the pontiffs are distinguished by the following implements of worship, placed as symbols by their sides:{{mdash}}the ''[[Illustrated Companion to the Latin Dictionary/Simpulum|simpulum]]'', ''[[Illustrated Companion to the Latin Dictionary/Securis|securis]]'', ''[[Illustrated Companion to the Latin Dictionary/Apex|apex]]'', and an aspersoir, or whisk for sprinkling the lustral water, designated ''[[Illustrated Companion to the Latin Dictionary/Aspergillum|aspergillum]]'' by modern writers; but the real Latin name of which has not come down to us. The chief pontiff is in most instances accompanied with the adjunct of a ''simpulum'' only; though, sometimes a ''securis'' or a ''[[Illustrated Companion to the Latin Dictionary/Secespita|secespita]]'' is added. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Priests]] htlxlnehb5yux714d8qwfbu4qve781i 0 315040 2685966 2681053 2024-11-14T16:06:18Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685966 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PONTO'''. A large flat-bottomed craft, more especially employed by the Gauls (Caes. ''B. C.'' iii. 29.), and intended for the transport of passengers, soldiers, or cattle across rivers (Paul. ''Dig.'' 8. 3. 38. Isidor. ''Orig.'' xix. 1. 24.). The {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Ponto 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|example |caption=Ponto/1.1}} is from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] in the Nasonian [[Illustrated Companion to the Latin Dictionary/Sepulcrum|sepulchre]]; and the illustration on the [[Illustrated Companion to the Latin Dictionary/Pons|opposite column]] exhibits a man on horseback entering a vessel of the nature described. 2. A ''pontoon'', formed by a flooring, of planks laid between two boats with sharp heads (''[[Illustrated Companion to the Latin Dictionary/Linter|lintres]]''), so as to form a floating bridge for transport across a river It was attached by a running rope, sliding on a transverse one, stretched over-head athwart the stream, and thus driven over by the simple action of the current, as still seen on the Po, Tiber, and other large rivers. Auson. ''Idyll.'' xii. 20. <gallery> File:Ponto 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 516.jpg|Ponto/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ships and Boats]] 0wdzxglpcqfmpt5teaykytpvr4atfin 0 315041 2685967 2681054 2024-11-14T16:06:29Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685967 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POP'ANUM''' ({{lang|grc|πόπανον}}). A flat round cake used at sacrifices. Juv. vi. 541. Aristoph. ''Thesm.'' 285. Suidas. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Implements of Worship and Sacrifice]] c1g8eiub41gbajilj6evw8l5mvhulus 0 315042 2685968 2681055 2024-11-14T16:06:40Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685968 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POPA''' ({{lang|grc|θύτης}}). The minister who conducted a victim to the [[Illustrated Companion to the Latin Dictionary/Ara|altar]], and knocked it down with a [[Illustrated Companion to the Latin Dictionary/Malleus|mallet]], or with the bluff side of an [[Illustrated Companion to the Latin Dictionary/Securis|axe]], as contradistinguished from the ''[[Illustrated Companion to the Latin Dictionary/Cultrarius|cultrarius]]'', who dispatched it with the sacrificial [[Illustrated Companion to the Latin Dictionary/Culter|knife]]. He wore a short apron or kilt from the waist to the knees (whence styled ''[[Illustrated Companion to the Latin Dictionary/Succinctus|succinctus]]''. Suet., ''Cal.'' 32. Prop. iv. 3. 62.); the upper part of his person being naked, as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Popa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 517.jpg|annexed example |caption=Popa/1.1}} from a Roman bas-relief. The manner of giving the blow is shown by the illustration ''s.'' [[Illustrated Companion to the Latin Dictionary/Victimarii|VICTIMARII]]. <gallery> File:Popa 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 517.jpg|Popa/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Ministers and Attendants]] sfc99p5rguu8929g6cuierk6hvslr28 0 315043 2685969 2681056 2024-11-14T16:06:51Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685969 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POPINA'RIUS'''. The owner or keeper of an eating-house (''[[Illustrated Companion to the Latin Dictionary/Popina|popina]]''). Lamprid. ''Alex. Sev.'' 49. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] ohmylofgyq4v7g90rg1o0adisdh473i 0 315044 2685970 2681057 2024-11-14T16:07:02Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685970 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POPINA'TOR'''. Same as [[Illustrated Companion to the Latin Dictionary/Popinarius|preceding]]. Macrob. ''Sat.'' vii. 14. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] 44ajlr4vhynresujxapwp40qjhjg5j9 0 315045 2685971 2681058 2024-11-14T16:07:13Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685971 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POPI'NA''' ({{lang|grc|ὀψοπωλεῖον}}). An eating-house, cook's-shop, or tavern, in which ready-dressed victuals were sold, as contradistinguished from ''[[Illustrated Companion to the Latin Dictionary/Caupona|caupona]]'', which was more particularly established for the sale of liquors, though the master of a ''popina'' also drew wine for his customers. (Plaut. ''Poen.'' iv. 2. 13. Cic. ''Phil.'' ii. 28. Mart. i. 42.) It was customary to display some dainties and choice viands in the [[Illustrated Companion to the Latin Dictionary/Fenestra|windows]] of these eating-houses, deposited in glass bottles filled with water, in order to magnify their size and entice customers. Macrob. ''Sat.'' vii. 14. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Inns and Public-Houses]] g7qludw8b87fp36zr8u37etfwm2brz2 0 315046 2685972 2681059 2024-11-14T16:07:24Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685972 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''POPI'NO'''. Literally, one who frequents taverns and eating-houses (''[[Illustrated Companion to the Latin Dictionary/Popina|popinae]]''); thence, by implication, a glutton, debauchee, or person of disorderly habits, because such places were chiefly resorted to by people of low rank, or of idle and dissolute character. Hor. ''Sat.'' ii. 7. 39. Suet. ''Gramm.'' 15. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] exb7dtifgh5olfmawktezb5atkp2e08 0 315047 2685973 2681060 2024-11-14T16:07:35Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685973 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PORCA'RIUS''' ({{lang|grc|συβώτης}}). A ''swineherd''. Firm. Matth. iii. 6. 6. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Dead-end-pages]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Agricultural Labourers]] olpzjtnhahk1p6x1l8epb2ela9w91yf 0 315048 2685974 2681061 2024-11-14T16:07:46Z CalRis25 911425 Project RICH-2K: Remove heading to change article from initial version into production version and replace it with a template 2685974 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} {{Illustrated Companion to the Latin Dictionary/RICH-1849}} '''PORCA'''. The ridge between two furrows in [[Illustrated Companion to the Latin Dictionary/Aratrum|ploughed]] land. Varro, ''L. L.'' v. 39. Id. ''R. R.'' i. 29. 2. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Orphaned articles]] [[Category:RICH-2K/Articles without images]] [[Category:RICH-2K/Classed Index-category missing]] l2hxwh2drx21jwv8rnib0ilcn2hdsxx 0 315518 2686005 2681643 2024-11-14T18:54:23Z CalRis25 911425 Fix ligature in inscription. 2686005 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} == Illustrated Companion to the Latin Dictionary, and Greek Lexicon (Rich, 1849) == '''SPAR'SIO'''. An artificial ''sprinkling'', or mist (''nimbus'', Mart. ''Spect.'' 3. Id. v. 25.) of scented waters, made to fall over the interior of a [[Illustrated Companion to the Latin Dictionary/Theatrum|theatre]] or [[Illustrated Companion to the Latin Dictionary/Amphitheatrum|amphitheatre]] by means of pipes and machinery. (Senec. ''Controv.'' v. ''Praef.'' Id. ''Ep.'' 90. ''Q. N.'' ii. 9.) This treat was not an ordinary occurrence, but given occasionally by the munificence of some individual; and consequently it was customary to announce it by an advertisement (''[[Illustrated Companion to the Latin Dictionary/Album|album]]'') posted in prominent parts of the city, such as the following found at Pompeii.{{mdash}}{{Illustrated Companion to the Latin Dictionary/Inscription|text=VENATIO . ATHLETÆ . SPARSIONES . VELA ERUNT}}. That is, "There will be a hunt of wild beasts, an exhibition of athletic contests, a discharge of perfumed waters, and an [[Illustrated Companion to the Latin Dictionary/Velarium|awning]] over the spectators." 2. A scattering of presents to be scrambled for by the people (Stat. ''Sylv.'' i. 6. 65. Compare Suet. ''Cal.'' i. 8. ''Dom.'' 4.); same as [[Illustrated Companion to the Latin Dictionary/Missilia|MISSILIA]]. == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:RICH-2K/Articles without images]] [[Category:Classed Index/Gladiators]] hgy7kjwde0kii61zhak3ihjxvdoqzmg 0 315839 2685992 2682070 2024-11-14T18:22:22Z CalRis25 911425 Resolve unclear reference to images. 2685992 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} == Illustrated Companion to the Latin Dictionary, and Greek Lexicon (Rich, 1849) == '''TRICLI'NIUM''' ({{lang|grc|τρίκλινον}}). Does not imply a single tricliniary couch (''[[Illustrated Companion to the Latin Dictionary/Lectus|lectus tricliniaris]]''), but the conjunction of ''three'' dining couches arranged together (Varro, ''L. L.'' ix. 9. Id. ''R. R.'' iii. 13. 2. Macrob. ''Sat.'' ii. 9.), so as to form three sides of a square, leaving a vacant space in the centre for the dining-table, and the fourth side open for the servants to enter and place the trays upon it. A ''triclinium'' thus constituted was in general intended for the reception of nine persons, three on each couch; but that precise number was not rigorously enjoined, for sometimes the places were not all filled; at others, the couches were only adapted to receive a single person (see the wood-cut ''s.'' [[Illustrated Companion to the Latin Dictionary/Accubitum|ACCUBITUM]]), so that the party would not consist of more than three; and in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=example |imagelink=Media:Triclinium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 686.jpg|example |caption=Triclinium/1.1}} here introduced, though the two sides accommodate three each, no less than seven individuals repose upon the cross end. The original bas-relief from which the illustration is taken, was found at Padua (formerly ''Patavium''), a good deal corroded, but still retaining sufficient details to afford an accurate notion of the exact manner in which the three couches of a ''triclinium'' were disposed with the company upon them; though in this instance they are not absolutely couches (''[[Illustrated Companion to the Latin Dictionary/Lectus|lecti]]''), but permanent bases of [[Illustrated Companion to the Latin Dictionary/Structura|masonry]], of the same character as those shown in the [[Illustrated Companion to the Latin Dictionary/Trichila|preceding illustration]], upon each of which a mattress was laid, as seen under the bodies of the recumbent figures. If a table like that of the last cut were placed in the centre the whole scene would be complete. The figures on the left side are still reclining as at dinner; those on the right, already replete, have turned on their backs to take a siesta (Juv. i. 56. Ov. ''Am.'' ii. 5. 13.), while the rest of the party, at the further end of the triclinium, are enjoying their cups. The scene may possibly represent a funeral feast (''[[Illustrated Companion to the Latin Dictionary/Silicernium|silicernium]]''); or, more probably, a drinking party after a feast (''[[Illustrated Companion to the Latin Dictionary/Comissatio|comissatio]]'', ''[[Illustrated Companion to the Latin Dictionary/Symposium|symposium]]''), to which it was customary to invite other companions besides the dinner guests; and thus the extra numbers crowded upon the furthest mattress would be accounted for. 2. A ''dining-room'', in which the ''triclinium'' was laid out. (Cic. ''Or.'' ii. 65. Phaedr. iv. 24. Pet. ''Sat.'' 22. 3. Vitruv. vi. 6. 7. ''Ib.'' 7. 4.) Several apartments of this kind have been exposed to view in the [[Illustrated Companion to the Latin Dictionary/Domus|houses]] of Pompeii, mostly small, and with fixed basements, instead of moveable couches, for the occupants to recline upon, as shown by the two preceding wood-cuts (see image ''Triclinium/1.1'' in this article and image ''Trichila/1.1'' in the article [[Illustrated Companion to the Latin Dictionary/Trichila|Trichila]]); but it will be understood that other dining-rooms, originally fitted with regular couches, have lost their characteristic features by the removal of the furniture belonging to them. <gallery> File:Triclinium 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 686.jpg|Triclinium/1.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/The Meals]] [[Category:Classed Index/The Houses]] [[Category:Classed Index/Beds and Couches]] mdwvhrrr4bugy5bi0wzmqt980ov0v89 0 316029 2686006 2682272 2024-11-14T18:55:01Z CalRis25 911425 Fix ligatures in inscription. 2686006 wikitext text/x-wiki {{Template:Illustrated Companion to the Latin Dictionary/Navbox}} == Illustrated Companion to the Latin Dictionary, and Greek Lexicon (Rich, 1849) == '''VITTA'''. A riband, or band, commonly worn round the head by free-born ladies both before and after marriage (Virg. ''Aen.'' ii. 168. Prop. iv. 3. 16.), to confine the hair in a neat and modest manner (Ov. ''Met.'' ii. 413. Id. ''A. Am.'' i. 31.); and to distinguish them from women of easy virtue (Id. ''Rem.'' 386.), who dressed so as to attract observation by their meretricious appearance. The {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Vitta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 728.jpg|illustration |caption=Vitta/1.1}} is from a [[Illustrated Companion to the Latin Dictionary/Pictura|painting]] at Pompeii. 2. The sacred ''vitta'', strictly speaking, is the long riband which fastened together the flocks of wool forming an ''[[Illustrated Companion to the Latin Dictionary/Infula|infula]]'', the two ends of which, with their fringed extremities (''[[Illustrated Companion to the Latin Dictionary/Taenia|taeniae]]'') hung down at the back of the neck (Virg. ''Georg.'' iii. 487. Id. ''Aen.'' x. 538. Isidor. ''Orig.'' xix. 30. 4.); whence the term is frequently used, in a collective sense, for the fillet itself, formed of these three parts, and which was born by both sexes of the priesthood (Virg. ''Aen.'' ii. 221. ''Ib.'' vii. 418. Juv. iv. 9.), and especially by those attached to the service of Vesta (Ov. ''Fast.'' iii. 30.), as exhibited by the {{Illustrated Companion to the Latin Dictionary/Image Location|text=illustration |imagelink=Media:Vitta 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 728.jpg|illustration |caption=Vitta/2.1}}, which represents a [[Illustrated Companion to the Latin Dictionary/Vestales|Vestal virgin]] on a medal, bearing the inscription {{Illustrated Companion to the Latin Dictionary/Inscription|text=BELLICIÆ MODESTÆ, V. V.}} 3. A riband of the same description fastened round the ''[[Illustrated Companion to the Latin Dictionary/Infula|infula]]'', with which the head of a victim was dressed at the sacrifice (Serv. ''ad'' Virg. ''Aen.'' ii. 133. Ov. ''Pont.'' iii. 2. 75.); or round the festoons (''[[Illustrated Companion to the Latin Dictionary/Serta|serta]]'') with which [[Illustrated Companion to the Latin Dictionary/Ara|altars]], [[Illustrated Companion to the Latin Dictionary/Templum|temples]], and [[Illustrated Companion to the Latin Dictionary/Domus|houses]] were decorated upon solemn occasions (Virg. ''Ecl.'' viii. 64. ''Aen.'' iii. 64. Prop. iv. 9. 27. Tac. ''Hist.'' iv. 53.), as in the {{Illustrated Companion to the Latin Dictionary/Image Location|text=annexed example |imagelink=Media:Vitta 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 728.jpg|annexed example |caption=Vitta/3.1}} from a sculptured altar. In this sense the term is likewise applied collectively to the whole ornament as well as the ligature which bound it. <gallery> File:Vitta 1.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 728.jpg|Vitta/1.1 File:Vitta 2.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 728.jpg|Vitta/2.1 File:Vitta 3.1 - Anthony Rich, Illustrated Companion to the Latin Dictionary, and Greek Lexicon, p. 728.jpg|Vitta/3.1 </gallery> == References == {{reflist}} [[Category:RICH-2K/Articles]] [[Category:RICH-2K/RICH-1849]] [[Category:RICH-2K/References missing or incomplete]] [[Category:RICH-2K/Comparison with 1890-edition outstanding]] [[Category:Classed Index/Head-bands]] [[Category:Classed Index/Implements of Worship and Sacrifice]] e0w6d5luwuibzalannuqttvh8a1582k 1 316492 2685470 2024-11-14T12:43:01Z IRAKOZE DYLAN 2993702 /* greetings */ new section 2685470 wikitext text/x-wiki == greetings == hi [[User:IRAKOZE DYLAN|IRAKOZE DYLAN]] ([[User talk:IRAKOZE DYLAN|discuss]] • [[Special:Contributions/IRAKOZE DYLAN|contribs]]) 12:43, 14 November 2024 (UTC) 1ryn4qwn91umuj2kvevflriuwjk50ar 2 316493 2685471 2024-11-14T12:45:16Z IRAKOZE DYLAN 2993702 basic algebra discussion 2685471 wikitext text/x-wiki This page is for basic algebra discussions 3o11pxph9zlwthpgka7avwxz889sgwy 0 316495 2685481 2024-11-14T13:30:28Z Lbeaumont 278565 Created the adventure 2685481 wikitext text/x-wiki In mathematics, multiplying two negative numbers together gives a positive number as a result. For example, -2 x -5 = 10. For many people, this seems strange. Provide a list of everyday examples that illustrate the multiplication of two negative quantities to produce a positive result. What can you add to this list of possible answers: # Each source of pollution contributes to degrading our environment. The more pollution sources we remove, the greater impact there is on the environment. Removing (a negative) pollutants (an environmental negative) provides a better environment (a positive). # Turning around and then walking backwards results in forward progress. # When played backwards, a video originally recording a water tank draining now shows a tank filling. # Bank assets increase as each debt is discharged. Each debt (negative) removed (negative) from an account balance result in positive financial standing. # Public safety increases as each criminal is quarantined. # Each instance of scrubbing (removing dirt, a negative) on a dirty (negative) surface leaves the surface cleaner (a positive result). # Reducing each instance of a bad habit (like smoking) removes negative health impacts, resulting in positive health benefits. # Each incorrect answer removed (corrected) from a test improves the accuracy of the test (a positive outcome). {{CourseCat}} [[Category:Mathematics/Activities]] 20kvr5kwpfsqcj5l339n7thvl0hxc05 0 316496 2685485 2024-11-14T13:46:10Z Bocardodarapti 289675 New resource with "{{ Mathematical text/Fact |Text= {{ Factstructure|typ= |Situation= Let {{ Mapping/display |name=\varphi |V|V || |pm= }} be an {{ Definitionlink |isometry| |Context=| |pm= }} on the {{ Definitionlink |euclidean vector space| |Context=| |pm= }} {{mat|term= V |pm=.}} |Condition= |Segue= |Conclusion= Then {{mat|term= V |pm=}} is a {{ Definitionlink |orthogonal direct sum| |Context=| |pm= }} {{ Relationchain/display | V || G_1 {{oplusdots|}} G_p \oplus H_1 {{oplusdots|}} H..." 2685485 wikitext text/x-wiki {{ Mathematical text/Fact |Text= {{ Factstructure|typ= |Situation= Let {{ Mapping/display |name=\varphi |V|V || |pm= }} be an {{ Definitionlink |isometry| |Context=| |pm= }} on the {{ Definitionlink |euclidean vector space| |Context=| |pm= }} {{mat|term= V |pm=.}} |Condition= |Segue= |Conclusion= Then {{mat|term= V |pm=}} is a {{ Definitionlink |orthogonal direct sum| |Context=| |pm= }} {{ Relationchain/display | V || G_1 {{oplusdots|}} G_p \oplus H_1 {{oplusdots|}} H_q \oplus E_1 {{oplusdots|}} E_r || || || |pm= }} of {{ Definitionlink |Premath=\varphi |invariant| |Context=endomorphism| |pm= }} {{ Definitionlink |linear subspaces| |Context=| |pm=, }} where the {{mat|term= G_i,H_j|pm=}} are one-dimensional, and the {{mat|term= E_k |pm=}} are two-dimensional. The restriction of {{mat|term= \varphi|pm=}} to the {{mat|term= G_i|pm=}} is the identity, the restriction to {{mat|term= H_j|pm=}} is the negative identity, and the restriction to {{mat|term= E_k|pm=}} is a rotation without eigenvalue. |Extra= }} |Textform=Fact |Category= |Factname=Structure theorem for isometries }} 5vwkuspd2d2vui8tdtbmm6x74u2756a 6 316497 2685491 2024-11-14T13:59:03Z Young1lim 21186 {{Information |Description=VLSI.Arith: Carry Skip Adders 1A (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2685491 wikitext text/x-wiki == Summary == {{Information |Description=VLSI.Arith: Carry Skip Adders 1A (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} ctqn14i61tgnqw46pjtj7ks1byan214 0 316498 2685492 2024-11-14T13:59:24Z Bocardodarapti 289675 New resource with "{{ Mathematical text/Proof |Text= {{ Proofstructure |Strategy= |Notation= |Proof= We do induction over the {{ Definitionlink |dimension| |Context=vs| |pm= }} {{mat|term= n |pm=}} of {{mat|term= V |pm=.}} The one-dimensional case is clear, due to {{ Factlink |Factname= Unitary vector space/Isometry/Eigenvalues/Fact |Nr= |pm=. }} Let {{ Relationchain |n ||2 || || || |pm=. }} The determinant has, because of {{ Factlink |Factname= Linear isometry/Determinant is 1 or -1/Fact..." 2685492 wikitext text/x-wiki {{ Mathematical text/Proof |Text= {{ Proofstructure |Strategy= |Notation= |Proof= We do induction over the {{ Definitionlink |dimension| |Context=vs| |pm= }} {{mat|term= n |pm=}} of {{mat|term= V |pm=.}} The one-dimensional case is clear, due to {{ Factlink |Factname= Unitary vector space/Isometry/Eigenvalues/Fact |Nr= |pm=. }} Let {{ Relationchain |n ||2 || || || |pm=. }} The determinant has, because of {{ Factlink |Factname= Linear isometry/Determinant is 1 or -1/Fact |Nr= |pm= }} either the value {{ Mathcor|term1= 1 |or|term2= -1 |pm=. }} In case it is {{mathl|term= -1 |pm=,}} the characteristic polynomial has two distinct zeroes, and these zeroes are, due to {{ Factlink |Factname= Unitary vector space/Isometry/Eigenvalues/Fact |Nr= |pm=, }} {{ Mathcor|term1= 1 |and|term2= -1 |pm=. }} Then we have a reflection at an axis, and {{ Relationchain/display |V ||G \oplus H || || || |pm=. }} If the determinant is {{mat|term= 1 |pm=,}} then we are in the situation of {{ Factlink |Factname= Euclidean plan/Proper isometry/Rotation/Fact |Nr= |pm=, }} and we have a rotation. If the angle of rotation is {{mat|term= 0 |pm=,}} then we have the identity, and we can decompose {{ Relationchain | V ||G_1 \oplus G_2 || || || |pm=. }} If the angle of rotation is {{mat|term= \pi|pm=,}} then we have a point reflection {{mathl|term= - {{op:identity||}} |pm=;}} therefore, we have a decomposition {{ Relationchain |V ||H_1 \oplus H_2 || || || |pm=. }} For all other angles, there is no eigenvector. Let now {{ Relationchain |n |\geq|1 || || || |pm= }} be arbitrary, and suppose that the statement is proven for smaller dimensions. Because of {{ Factlink |Factname= Endomorphism/Real/Two-dimensional invariant/Fact |Nr= |pm=, }} there exists a {{mat|term= \varphi|pm=-}}invariant linear subspace {{mat|term= U |pm=}} of dimension {{ Mathcor|term1= 1 |or|term2= 2 |pm=, }} and, because of {{ Factlink |Factname= Unitary vector space/Isometry/Orthogonal complement/Fact |Nr= |pm=, }} there exists an invariant {{ Definitionlink |orthogonal complement| |Context=| |pm=, }} that is, {{ Relationchain/display | V || U \oplus W || || || |pm=. }} The induction hypothesis, applied to {{mat|term= W |pm=,}} yields the result. |Closure= }} |Textform=Proof |Category=See }} 6g0v07ossm0xu1woudvz4imrebesjun 6 316499 2685494 2024-11-14T14:07:51Z Young1lim 21186 {{Information |Description=C04.SA2: Applications of Arrays 1A (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2685494 wikitext text/x-wiki == Summary == {{Information |Description=C04.SA2: Applications of Arrays 1A (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 5vjx24pfkf6sw9qebu24dpqkxfb2otj 0 316500 2685495 2024-11-14T14:14:21Z Bert Niehaus 2387134 New resource with " ==Definition== Power series <math display="inline"> p(x) </math> is in [[Calculus]] a [[w:en:series|series]] of the following form :<math display="block"> p(x) = \sum_{n=0}^\infty p_n (x-x_0)^n </math> with * any [[w:de:Folge (Mathematik)|Folge]] <math display="inline"> (p_n)_{n \in \mathbb N_0} </math> [[w:de:Reelle Zahl|reeller]] or [[w:de:Komplexe Zahl|komplexer]] * the 'development point' <math display="inline"> x_0 </math> of the potency series. ==Referen..." 2685495 wikitext text/x-wiki ==Definition== Power series <math display="inline"> p(x) </math> is in [[Calculus]] a [[w:en:series|series]] of the following form :<math display="block"> p(x) = \sum_{n=0}^\infty p_n (x-x_0)^n </math> with * any [[w:de:Folge (Mathematik)|Folge]] <math display="inline"> (p_n)_{n \in \mathbb N_0} </math> [[w:de:Reelle Zahl|reeller]] or [[w:de:Komplexe Zahl|komplexer]] * the 'development point' <math display="inline"> x_0 </math> of the potency series. ==Reference to real analysis== Potency series play an important role in the [[w:de:Funktionentheorie|Funktionentheorie]] and often allow a meaningful continuation [[w:de:Reelle Funktion|reeller Funktionen]] into the complex numerical level. In particular, the question arises for which real or complex numbers converge a potency series. This question leads to the term [[w:de:Konvergenzradius|Konvergenzradius]]. ==Convergence radius== The largest number <math display="inline"> x_0 </math> is defined as the convergence radius of a potency series around the development point <math display="inline"> r </math>, for which the potency series for all <math display="inline"> x </math> with <math display="inline"> r > |x-x_0| </math> (702-535-173155525) The [[w:de:Offene Menge#Metrischer Raum|offene Kugel]] <math display="inline"> U_r(x_0) </math> with radius <math display="inline"> r </math> around <math display="inline"> x_0 </math> are called 'convergence circle''. The convergence radius is therefore the radius of the convergence circle. If the series is converged for all <math display="inline"> x </math>, it is said that the convergence radius is infinite. Converged only for <math display="inline"> x_0 </math>, the convergence radius is 0, the row is then sometimes called 'nowhere convergent''. ===Calculation Convergence radius - Cauchy-Hadamard=== In potency rows, the convergence radius <math display="inline"> r </math> can be calculated with the 'formula of Cauchy-Hadamard'. It shall apply: :<math display="block"> r = \frac{1}{\limsup\limits_{n\rightarrow\infty}\ \sqrt[n]{|a_n|}} </math> In this context, <math display="inline"> \tfrac{1}{0} := +\infty </math> and <math display="inline"> \tfrac{1}{\infty} := 0 </math> are defined ===Calculation Convergence radius - non-threatening coefficients=== In many cases, the convergence radius can also be calculated in a simpler manner in the case of potency rows with non-shrinkable coefficients. In fact, :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math> where this limit value exists. ==Examples== Each [[w:de:Polynom|Polynomfunktion]] can be classified as a potency series, in which [[w:de:fast alle|fast alle]] coefficients <math display="inline"> a_n </math> are equal to 0. Important other examples are [[w:de:Taylorreihe|Taylorreihe]] and [[w:de:Maclaurinsche Reihe|Maclaurinsche Reihe]]. Functions which can be represented by a potency series are also called [[w:de:analytische Funktion|analytische Funktion]]. Here again by way of example the potency series representation of some known functions: ===Exposential function=== [[w:de:Exponentialfunktion|Exponentialfunktion]] <math display="inline"> exp:\mathbb{C} \to \mathbb{C}\setminus \{0\} </math>: :<math display="block"> e^z = \exp(z) = \sum_{n=0}^\infty \frac{z^n}{n!} = \frac{z^0}{0!} + \frac{z^1}{1!} + \frac{z^2}{2!} + \frac{z^3}{3!} + \dotsb </math> for all <math display="inline"> x \in \mathbb{C} </math>, i.e., the convergence radius is infinite. ===Sinus function/cosine=== [[w:de:Sinus|Sinus]]: :<math display="block"> \sin(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n+1}}{(2n+1)!} = \frac{x}{1!} - \frac{x^3}{3!} + \frac{x^5}{5!}\mp\dotsb </math> [[w:de:Kosinus|Kosinus]]: :<math display="block"> \cos(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n}}{(2n)!} = \frac{x^0}{0!} - \frac{x^2}{2!} + \frac{x^4}{4!}\mp\dotsb </math> ===Convergence radius for sin, cos, exp=== The [[w:de:Konvergenzradius|Konvergenzradius]] is infinite both for the sine, cosine and for the exponential function. The potency series representation results directly from the exponential function with the [[w:de:Eulersche Formel|eulerschen Formel]]. ===Logarithm=== [[w:de:Logarithmus|Logarithmusfunktion]]: :<math display="block"> \ln(1+z) = \sum_{k=1}^\infty (-1)^{k+1} \frac{z^k}{k}= z-\frac{z^2}{2} + \frac{z^3}{3} -\frac{z^4}{4}+ \dotsb </math> for <math display="inline"> |z| < 1 </math>, i.e. The convergence radius is 1, for <math display="inline"> z=1 </math> the series is convergent, for <math display="inline"> z=-1 </math> divergent. ===Rice=== [[w:de:Wurzel (Mathematik)|Wurzelfunktion]]: :<math display="block"> \sqrt{1+x} = 1 + \frac{1}{2} x-\frac{1}{2\cdot4} x^2+\frac{1\cdot3}{2\cdot4\cdot6} x^3 \mp \dotsb </math> for <math display="inline"> -1 \leq x \leq 1 </math>, i.e., the convergence radius in <math display="inline"> \mathbb{R} </math> is 1 and the series converged both for <math display="inline"> x=1 </math> and for <math display="inline"> x=-1 </math>. ==Characteristics== The potency series is important in the function theory because holomorphic functions can always be developed locally in potency rows. The following topics are dealt with in the course. ===Stability - Differenceability=== Potency rows are within their convergence circle [[w:de:Normale Konvergenz|normal konvergent]]. This directly follows that each function defined by a potency series is continuous. Furthermore, it follows that compact subsets of the convergence circle [[w:de:gleichmäßige Konvergenz|gleichmäßige Konvergenz]] are present. This justifies the elemental differentiation and integration of a potency series and shows that potency rows are infinitely differentiable. ===Absolute convergence=== Within the Convergence Circle [[w:de:absolute Konvergenz|absolute Konvergenz]]. No general statement can be made about the behaviour of a potency series on the edge of the convergence circle, but in some cases the [[w:de:Abelscher Grenzwertsatz|abelsche Grenzwertsatz]] allows to make a statement. ===Unambiguousness of the potency series representation=== The potency series representation of a function around a development point is clearly determined (identity set for potency rows). In particular, for a given development point, Taylor development is the only possible potency series development. ==Operations with potency series== Potency rows <math display="inline"> p </math> can be recorded as vectors in a vector space <math display="inline"> (\mathbb{C}[z],+,\cdot,\mathbb{C}) </math>. ===Addition and scalar multiplication=== Are <math display="inline"> f </math> and <math display="inline"> g </math> by two potency rows :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_0)^n </math> :<math display="block"> g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with the convergence radius <math display="inline"> r </math>. ===Scale multiplication=== If <math display="inline"> f </math> and <math display="inline"> g </math> are due to two potency rows and <math display="inline"> c </math> is a fixed complex number, then <math display="inline"> f+g </math> and <math display="inline"> cf </math> are considered to be at least :<math display="block"> f(x)+g(x) = \sum_{n=0}^\infty (a_n + b_n) (x-x_0)^n </math> :<math display="block"> cf(x) = \sum_{n=0}^\infty (c a_n) (x-x_0)^n </math> ===Multiplication=== The product of two potency rows with the convergence radius <math display="inline"> r </math> is a potency row with a convergence radius which is at least <math display="inline"> r </math>. Since there is absolute convergence within the convergence circle, the following applies after [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]]: :<math display="block"> \begin{align} f(x)g(x) &= \left(\sum_{n=0}^\infty a_n (x-x_0)^n\right)\left(\sum_{n=0}^\infty b_n (x-x_0)^n\right)\\ &= \sum_{i=0}^\infty \sum_{j=0}^\infty a_i b_j (x-x_0)^{i+j} = \sum_{n=0}^\infty \left( \sum_{i=0}^n a_i b_{n-i}\right) (x-x_0)^n \end{align} </math> The sequence defined by <math display="inline"> \textstyle c_n = \sum_{i=0}^n a_i b_{n-i} </math> <math display="inline"> (c_n) </math> is called [[w:de:Faltung (Mathematik)#Diskrete Faltung|Faltung]] or convolution of the two sequences <math display="inline"> (a_n) </math> and <math display="inline"> (b_n) </math>. ===Chain=== There were <math display="inline"> f </math> and <math display="inline"> g </math> two potency series :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_1)^n. \mbox{.und } g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with positive convergence radii and property :<math display="block"> b_0 = g(x_0) = x_1 </math>. The linking <math display="inline"> f\circ g </math> of both functions can then be developed locally again [[w:de:analytische Funktion|analytische Funktion]] and thus by <math display="inline"> x_0 </math> into a potency series: :<math display="block"> (f\circ g)(x) = \sum_{n=0}^\infty c_n (x-x_0)^n </math> ===Taylor series=== According to [[w:de:Satz von Taylor|Satz von Taylor]]: :<math display="block"> c_n = \frac{(f\circ g)^{(n)}(x_0)}{n!} </math> With the [[w:de:Formel von Faà di Bruno|Formel von Faà di Bruno]], this expression can now be indicated in a closed formula as a function of the given series coefficients, since: :<math display="block"> \begin{align} f^{(n)}(g(x_0)) &= f^{(n)}(x_1) \\ &= n!\cdot a_n \\ g^{(m)}(x_0) &= m!\cdot b_m \end{align} </math> [[w:de:Multiindex|Multiindex]] procedure is obtained: :<math display="block"> \begin{align} c_n &=\frac{(f\circ g)^{(n)}(x_0)}{n!} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{f^{(|\boldsymbol{k}|)}(g(x_0))}{\boldsymbol{k}!} \prod_{m=1\atop k_m\ge1}^n \left(\frac{g^{(m)}(x_0)}{m!}\right)^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{|\boldsymbol{k}|! \cdot a_{|\boldsymbol{k}|}}{\boldsymbol{k}!} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} {{|\boldsymbol{k}|} \choose \boldsymbol{k}} \, a_{|\boldsymbol{k}|} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \end{align} </math> <math display="inline"> {{|\boldsymbol{k}|} \choose \boldsymbol{k}} </math> of the [[w:de:Multinomialkoeffizient|Multinomialkoeffizient]] is <math display="inline"> \boldsymbol{k} </math> and <math display="inline"> T_{n}=\left\{ \boldsymbol{k}\in\mathbb{N}_{0}^{n} \, \Big | \, \sum_{j=1}^{n}j\cdot k_{j}=n\right\} </math> is the amount of all partitions of <math display="inline"> n </math> (cf. ===Differentiation and integration=== A potency series can be differentiated in the interior of its convergence circle and the [[w:de:Differentialrechnung|Ableitung]] is obtained by elemental differentiation: :<math display="block"> f^\prime(x) = \sum_{n=1}^\infty a_n n \left( x-x_0 \right)^{n-1}= \sum_{n=0}^\infty a_{n+1} \left(n+1 \right) \left( x-x_0 \right)^{n} </math> <math display="inline"> f </math> can be differentiated as often as desired and the following applies: :<math display="block"> f^{(k)}(x) = \sum_{n=k}^\infty \frac{n!}{(n-k)!} a_n (x-x_0)^{n-k} = \sum_{n=0}^\infty \frac{(n+k)!}{n!} a_{n+k} (x-x_0)^n </math> Analogously, a [[w:de:Stammfunktion|Stammfunktion]] is obtained by means of a link-wise integration of a potency series: :<math display="block"> \int f(x)\,\text{d}x = \sum_{n=0}^\infty \frac{a_n \left( x-x_0 \right)^{n+1}} {n+1} + C = \sum_{n=1}^\infty \frac{a_{n-1} \left( x-x_0 \right)^{n}} {n} + C </math> In both cases, the convergence radius is equal to that of the original row. ==Presentation of functions as potency series== Often, a given function is interested in a potency series representation – in particular to answer the question whether the function [[w:de:Analytische Funktion|analytisch]] is. There are some strategies to determine a potential series representation, the most common by the [[w:de:Taylorreihe|Taylorreihe]]. Here, however, the problem often arises that one needs a closed representation for the discharges, which is often difficult to determine. However, there are some lighter strategies for [[w:de:gebrochen rationale Funktion|gebrochen rationale Funktion]]. As an example the function :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3} </math> to be considered. ===By means of the geometric series=== By factoring the denominator and subsequent use of the formula for the sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]], a representation of the function as a product of infinite rows is obtained: :<math display="block"> f(z)=\frac{z^2}{(1-z)(3-z)}=\frac{z^2}{3}\cdot \frac{1}{1-z} \cdot \frac{1}{1-\frac{z}{3}} = </math> :<math display="block"> = \frac{z^2}{3}\cdot \left(\sum_{n=0}^\infty z^n \right) \cdot \left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right)= \frac{1}{3}\left(\sum_{n=2}^\infty z^n \right)\left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right) </math> ===Product of geometric rows=== Both rows are potency rows around the development point <math display="inline"> z_0=0 </math> and can therefore be multiplied in the above-mentioned manner. The same result also provides the [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]] :<math display="block"> f(z)=\sum_{n=0}^\infty \left( \underbrace{\sum_{k=0}^n a_k b_{n-k}}_{c_n} \right) \cdot z^n </math> Series (mathematics) ===Coefficients of individual series=== The following shall apply: :<math display="block"> a_k= \begin{cases} 0 & \text{ für } k\in\{0,1\} \\ 1 & \text{ sonst} \end{cases} </math> and :<math display="block"> b_k=\frac{1}{3^k}. </math> ===Cauchy product formula=== This follows by applying the formula for the partial sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]] :<math display="block"> c_n = \sum_{k=0}^n a_k b_{n-k}= \sum_{k=2}^n \left( \frac{1}{3}\right)^{n-k}=\frac{1}{3^{n-2}}\sum_{k=0}^{n-2} 3^k= -\frac{1-3^{n-1}}{2 \cdot 3^{n-2}} </math> as a closed representation for the coefficient sequence of the potency series. Thus, the potency series representation of the function around the development point 0 is given by :<math display="block"> f(z)= \sum_{n=2}^\infty \frac{3}{2} \cdot \left(1-\frac{1}{3^{n-1}} \right) \cdot z^n </math>. ===Application of geometric rows or coefficient comparison=== As an alternative to geometrical series, it is an alternative to [[w:de:Koeffizientenvergleich|Koeffizientenvergleich]] an: One assumes that a potency series representation exists for <math display="inline"> f </math>: :<math display="block"> f(z)= \frac{z^2}{z^2-4z+3}= \sum_{n=0}^\infty c_n z^n </math> The function <math display="inline"> f </math> has the unknown coefficient sequence <math display="inline"> (c_n)_{n \in \mathbb{N}} </math>. After multiplication of the denominator and an index shift, the identity results: :<math display="block"> \begin{align} z^2 & = (z^2-4z+3)\sum_{n=0}^\infty c_n z^n \\& = \sum_{n=2}^\infty c_{n-2} z^n - \sum_{n=1}^\infty 4c_{n-1} z^n + \sum_{n=0}^\infty 3c_n z^n \\& = 3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n \end{align} </math> The potency series <math display="inline"> g(z):=z^2Series (mathematics) </math> is compared with the potency series <math display="inline"> h(z):=3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n </math>. Both potency rows have the same development point <math display="inline"> z_o=0 </math>. Therefore, the coefficients of both potency rows must also correspond. Thus, the coefficient of (698-1047-1731592552598-341-99 must be <math display="inline"> 0=3c_0 </math>, for which the coefficient of <math display="inline"> z^1 </math> applies <math display="inline"> 0=3c_1-4c_0 </math>, ... ===Recursion formula for coefficients=== However, since two potency rows are exactly the same when their coefficient sequences correspond, the coefficient comparison results :<math display="block"> c_0=0,\ c_1=0,\ c_2=\frac{1}{3} </math> and the recursion equation :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math>; the above closed representation follows from the complete induction. ===Benefits coefficient comparison=== The method by means of coefficient comparison also has the advantage that other development points than <math display="inline"> z_0=0 </math> are possible. Consider the development point <math display="inline"> z_1=-1 </math> as an example. First, the broken rational function must be shown as a polynomial in <math display="inline"> (z-z_1)=(z+1) </math>: :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=\frac{(z+1)^2-2(z+1)+1}{(z+1)^2-6(z+1)+8} </math> ===Other points of development=== Analogously to the top, it is now assumed that a formal potency series around the development point exists with unknown coefficient sequence and multiplied by the denominator: :<math display="block"> \begin{align} (z+1)^2-2(z+1)+1 & = ((z+1)^2 - 6(z+1)+8)\sum_{n=0}^\infty c_n (z+1)^n \\ & = 8c_0+(z+1)(8c_1-6c_0) + \\ & \qquad + \sum_{n=2}^\infty (c_{n-2}-6c_{n-1}+8c_n)(z+1)^n \end{align} </math> Again, by means of coefficient comparison :<math display="block"> c_0=\frac{1}{8},\ c_1=-\frac{5}{32},\ c_2=-\frac{1}{128} </math> and as a recursion equation for the coefficients: :<math display="block"> c_n=\frac{-c_{n-2}+6c_{n-1}}{8} </math> ===Partial breakage=== If the given function is first applied [[w:de:Polynomdivision|Polynomdivision]] and then [[w:de:Partialbruchzerlegung|Partialbruchzerlegung]], the representation is obtained :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=1+\frac{4z-3}{(z-1)(z-3)}= 1 + \frac{1}{2} \cdot \frac{1}{1-z} - \frac{3}{2} \cdot \frac{1}{1-\frac{z}{3}} </math>. By inserting the geometric row, the following results: :<math display="block"> {f(z)=1+\frac{1}{2} \cdot \sum_{n=0}^\infty z^n - \frac{3}{2} \cdot \sum_{n=0}^\infty \frac{1}{3^n}z^n = 1+\sum_{n=0}^\infty \frac{3}{2} \cdot\left( 1- \frac{1}{3^{n-1}} \right) z^n} </math> The first three sequence elements of the coefficient sequence are all zero, and the representation given here agrees with the upper one. ==Generalizations== Potency rows can be defined not only for <math display="inline"> x \in \mathbb{R} </math>, but are also generalizable. Thus, for example, R B is the [[w:de:Matrixexponential|Matrixexponential]] and the [[w:de:Matrixlogarithmus|Matrixlogarithmus]] generalizations of potency rows in the area of the [[w:de:Matrix (Mathematik)|quadratischen Matrizen]]. If in a row also potencies with negative integer exponents occur, one speaks of a [[w:de:Laurent-Reihe|Laurent-Reihe]]. If the exponent is allowed to accept broken valuSeries (mathematics)es, it is a [[w:de:Puiseux-Reihe|Puiseux-Reihe]]. [[w:de:Formale Potenzreihe|Formale Potenzreihe]] are used, for example, as [[w:de:erzeugende Funktion|erzeugende Funktion]]s in [[w:de:Kombinatorik|Kombinatorik]] and [[w:de:Wahrscheinlichkeitstheorie|Wahrscheinlichkeitstheorie]] (approximately as [[w:de:wahrscheinlichkeitserzeugende Funktion|wahrscheinlichkeitserzeugende Funktion]]ene). In the [[w:de:Algebra|Algebra]], formal potency series are examined over general [[w:de:Kommutativer Ring|kommutativen Ringen]]. ==Literature== * Kurt Endl, Wolfgang Luh: ''Analysis II.' Aula-Verlag 1973, 7th edition 1989, ISBN 3-89104-455-0, pp. 85–89, 99. * E. D. Solomentsev: [http://eom.springer.de/P/p074240.htm ''Power series.''] In: ''(702-535-1731592552598-58.'' [[Category:Analytische Funktion|Analytische Funktion]] [[Category:Folgen und Reihen|Folgen und Reihen]] [[w:de:Funktionentheorie|Funktionentheorie]] == Page Information == === Translation and Version Control === This page was translated based on the following [https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe Wikiversity source page] and uses the concept of [[Translation and Version Control]] for a transparent language fork in a Wikiversity: * [[wikiversity:Kurs:Funktionentheorie/Potenzreihe|Kurs:Funktionentheorie/Potenzreihe]] https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe * Date: 11/14/2024 * [https://niebert.github.com/Wikipedia2Wikiversity Wikipedia2Wikiversity-Converter]: https://niebert.github.com/Wikipedia2Wikiversity <span type="translate" src="Kurs:Funktionentheorie/Potenzreihe" srclang="de" date="11/14/2024" time="14:57" status="inprogress"></span> <noinclude>[[de:Kurs:Funktionentheorie/Potenzreihe]]</noinclude> <!-- <noinclude>[[en:Course:Function theory/Potence series]]</noinclude> --> [[Category:Wiki2Reveal|Wiki2Reveal]] igyfdwhfkhbjyho8iifsbxqhi8d1312 2685496 2685495 2024-11-14T14:16:48Z Bert Niehaus 2387134 /* Examples */ 2685496 wikitext text/x-wiki ==Definition== Power series <math display="inline"> p(x) </math> is in [[Calculus]] a [[w:en:series|series]] of the following form :<math display="block"> p(x) = \sum_{n=0}^\infty p_n (x-x_0)^n </math> with * any [[w:de:Folge (Mathematik)|Folge]] <math display="inline"> (p_n)_{n \in \mathbb N_0} </math> [[w:de:Reelle Zahl|reeller]] or [[w:de:Komplexe Zahl|komplexer]] * the 'development point' <math display="inline"> x_0 </math> of the potency series. ==Reference to real analysis== Potency series play an important role in the [[w:de:Funktionentheorie|Funktionentheorie]] and often allow a meaningful continuation [[w:de:Reelle Funktion|reeller Funktionen]] into the complex numerical level. In particular, the question arises for which real or complex numbers converge a potency series. This question leads to the term [[w:de:Konvergenzradius|Konvergenzradius]]. ==Convergence radius== The largest number <math display="inline"> x_0 </math> is defined as the convergence radius of a potency series around the development point <math display="inline"> r </math>, for which the potency series for all <math display="inline"> x </math> with <math display="inline"> r > |x-x_0| </math> (702-535-173155525) The [[w:de:Offene Menge#Metrischer Raum|offene Kugel]] <math display="inline"> U_r(x_0) </math> with radius <math display="inline"> r </math> around <math display="inline"> x_0 </math> are called 'convergence circle''. The convergence radius is therefore the radius of the convergence circle. If the series is converged for all <math display="inline"> x </math>, it is said that the convergence radius is infinite. Converged only for <math display="inline"> x_0 </math>, the convergence radius is 0, the row is then sometimes called 'nowhere convergent''. ===Calculation Convergence radius - Cauchy-Hadamard=== In potency rows, the convergence radius <math display="inline"> r </math> can be calculated with the 'formula of Cauchy-Hadamard'. It shall apply: :<math display="block"> r = \frac{1}{\limsup\limits_{n\rightarrow\infty}\ \sqrt[n]{|a_n|}} </math> In this context, <math display="inline"> \tfrac{1}{0} := +\infty </math> and <math display="inline"> \tfrac{1}{\infty} := 0 </math> are defined ===Calculation Convergence radius - non-threatening coefficients=== In many cases, the convergence radius can also be calculated in a simpler manner in the case of potency rows with non-shrinkable coefficients. In fact, :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math> where this limit value exists. ==Examples== Each [[w:en:Polynomial|Polynomial function]] can be classified as a power series, in which [[w:de:fast alle|fast alle]] coefficients <math display="inline"> a_n </math> are equal to 0. Important other examples are [[w:de:Taylorreihe|Taylorreihe]] and [[w:de:Maclaurinsche Reihe|Maclaurinsche Reihe]]. Functions which can be represented by a power series are also called [[w:de:analytische Funktion|analytische Funktion]]. Here again by way of example the potency series representation of some known functions: ===Exposential function=== [[w:de:Exponentialfunktion|Exponentialfunktion]] <math display="inline"> exp:\mathbb{C} \to \mathbb{C}\setminus \{0\} </math>: :<math display="block"> e^z = \exp(z) = \sum_{n=0}^\infty \frac{z^n}{n!} = \frac{z^0}{0!} + \frac{z^1}{1!} + \frac{z^2}{2!} + \frac{z^3}{3!} + \dotsb </math> for all <math display="inline"> x \in \mathbb{C} </math>, i.e., the convergence radius is infinite. ===Sinus function/cosine=== [[w:de:Sinus|Sinus]]: :<math display="block"> \sin(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n+1}}{(2n+1)!} = \frac{x}{1!} - \frac{x^3}{3!} + \frac{x^5}{5!}\mp\dotsb </math> [[w:de:Kosinus|Kosinus]]: :<math display="block"> \cos(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n}}{(2n)!} = \frac{x^0}{0!} - \frac{x^2}{2!} + \frac{x^4}{4!}\mp\dotsb </math> ===Convergence radius for sin, cos, exp=== The [[w:de:Konvergenzradius|Konvergenzradius]] is infinite both for the sine, cosine and for the exponential function. The potency series representation results directly from the exponential function with the [[w:de:Eulersche Formel|eulerschen Formel]]. ===Logarithm=== [[w:de:Logarithmus|Logarithmusfunktion]]: :<math display="block"> \ln(1+z) = \sum_{k=1}^\infty (-1)^{k+1} \frac{z^k}{k}= z-\frac{z^2}{2} + \frac{z^3}{3} -\frac{z^4}{4}+ \dotsb </math> for <math display="inline"> |z| < 1 </math>, i.e. The convergence radius is 1, for <math display="inline"> z=1 </math> the series is convergent, for <math display="inline"> z=-1 </math> divergent. ===Rice=== [[w:de:Wurzel (Mathematik)|Wurzelfunktion]]: :<math display="block"> \sqrt{1+x} = 1 + \frac{1}{2} x-\frac{1}{2\cdot4} x^2+\frac{1\cdot3}{2\cdot4\cdot6} x^3 \mp \dotsb </math> for <math display="inline"> -1 \leq x \leq 1 </math>, i.e., the convergence radius in <math display="inline"> \mathbb{R} </math> is 1 and the series converged both for <math display="inline"> x=1 </math> and for <math display="inline"> x=-1 </math>. ==Characteristics== The potency series is important in the function theory because holomorphic functions can always be developed locally in potency rows. The following topics are dealt with in the course. ===Stability - Differenceability=== Potency rows are within their convergence circle [[w:de:Normale Konvergenz|normal konvergent]]. This directly follows that each function defined by a potency series is continuous. Furthermore, it follows that compact subsets of the convergence circle [[w:de:gleichmäßige Konvergenz|gleichmäßige Konvergenz]] are present. This justifies the elemental differentiation and integration of a potency series and shows that potency rows are infinitely differentiable. ===Absolute convergence=== Within the Convergence Circle [[w:de:absolute Konvergenz|absolute Konvergenz]]. No general statement can be made about the behaviour of a potency series on the edge of the convergence circle, but in some cases the [[w:de:Abelscher Grenzwertsatz|abelsche Grenzwertsatz]] allows to make a statement. ===Unambiguousness of the potency series representation=== The potency series representation of a function around a development point is clearly determined (identity set for potency rows). In particular, for a given development point, Taylor development is the only possible potency series development. ==Operations with potency series== Potency rows <math display="inline"> p </math> can be recorded as vectors in a vector space <math display="inline"> (\mathbb{C}[z],+,\cdot,\mathbb{C}) </math>. ===Addition and scalar multiplication=== Are <math display="inline"> f </math> and <math display="inline"> g </math> by two potency rows :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_0)^n </math> :<math display="block"> g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with the convergence radius <math display="inline"> r </math>. ===Scale multiplication=== If <math display="inline"> f </math> and <math display="inline"> g </math> are due to two potency rows and <math display="inline"> c </math> is a fixed complex number, then <math display="inline"> f+g </math> and <math display="inline"> cf </math> are considered to be at least :<math display="block"> f(x)+g(x) = \sum_{n=0}^\infty (a_n + b_n) (x-x_0)^n </math> :<math display="block"> cf(x) = \sum_{n=0}^\infty (c a_n) (x-x_0)^n </math> ===Multiplication=== The product of two potency rows with the convergence radius <math display="inline"> r </math> is a potency row with a convergence radius which is at least <math display="inline"> r </math>. Since there is absolute convergence within the convergence circle, the following applies after [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]]: :<math display="block"> \begin{align} f(x)g(x) &= \left(\sum_{n=0}^\infty a_n (x-x_0)^n\right)\left(\sum_{n=0}^\infty b_n (x-x_0)^n\right)\\ &= \sum_{i=0}^\infty \sum_{j=0}^\infty a_i b_j (x-x_0)^{i+j} = \sum_{n=0}^\infty \left( \sum_{i=0}^n a_i b_{n-i}\right) (x-x_0)^n \end{align} </math> The sequence defined by <math display="inline"> \textstyle c_n = \sum_{i=0}^n a_i b_{n-i} </math> <math display="inline"> (c_n) </math> is called [[w:de:Faltung (Mathematik)#Diskrete Faltung|Faltung]] or convolution of the two sequences <math display="inline"> (a_n) </math> and <math display="inline"> (b_n) </math>. ===Chain=== There were <math display="inline"> f </math> and <math display="inline"> g </math> two potency series :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_1)^n. \mbox{.und } g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with positive convergence radii and property :<math display="block"> b_0 = g(x_0) = x_1 </math>. The linking <math display="inline"> f\circ g </math> of both functions can then be developed locally again [[w:de:analytische Funktion|analytische Funktion]] and thus by <math display="inline"> x_0 </math> into a potency series: :<math display="block"> (f\circ g)(x) = \sum_{n=0}^\infty c_n (x-x_0)^n </math> ===Taylor series=== According to [[w:de:Satz von Taylor|Satz von Taylor]]: :<math display="block"> c_n = \frac{(f\circ g)^{(n)}(x_0)}{n!} </math> With the [[w:de:Formel von Faà di Bruno|Formel von Faà di Bruno]], this expression can now be indicated in a closed formula as a function of the given series coefficients, since: :<math display="block"> \begin{align} f^{(n)}(g(x_0)) &= f^{(n)}(x_1) \\ &= n!\cdot a_n \\ g^{(m)}(x_0) &= m!\cdot b_m \end{align} </math> [[w:de:Multiindex|Multiindex]] procedure is obtained: :<math display="block"> \begin{align} c_n &=\frac{(f\circ g)^{(n)}(x_0)}{n!} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{f^{(|\boldsymbol{k}|)}(g(x_0))}{\boldsymbol{k}!} \prod_{m=1\atop k_m\ge1}^n \left(\frac{g^{(m)}(x_0)}{m!}\right)^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{|\boldsymbol{k}|! \cdot a_{|\boldsymbol{k}|}}{\boldsymbol{k}!} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} {{|\boldsymbol{k}|} \choose \boldsymbol{k}} \, a_{|\boldsymbol{k}|} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \end{align} </math> <math display="inline"> {{|\boldsymbol{k}|} \choose \boldsymbol{k}} </math> of the [[w:de:Multinomialkoeffizient|Multinomialkoeffizient]] is <math display="inline"> \boldsymbol{k} </math> and <math display="inline"> T_{n}=\left\{ \boldsymbol{k}\in\mathbb{N}_{0}^{n} \, \Big | \, \sum_{j=1}^{n}j\cdot k_{j}=n\right\} </math> is the amount of all partitions of <math display="inline"> n </math> (cf. ===Differentiation and integration=== A potency series can be differentiated in the interior of its convergence circle and the [[w:de:Differentialrechnung|Ableitung]] is obtained by elemental differentiation: :<math display="block"> f^\prime(x) = \sum_{n=1}^\infty a_n n \left( x-x_0 \right)^{n-1}= \sum_{n=0}^\infty a_{n+1} \left(n+1 \right) \left( x-x_0 \right)^{n} </math> <math display="inline"> f </math> can be differentiated as often as desired and the following applies: :<math display="block"> f^{(k)}(x) = \sum_{n=k}^\infty \frac{n!}{(n-k)!} a_n (x-x_0)^{n-k} = \sum_{n=0}^\infty \frac{(n+k)!}{n!} a_{n+k} (x-x_0)^n </math> Analogously, a [[w:de:Stammfunktion|Stammfunktion]] is obtained by means of a link-wise integration of a potency series: :<math display="block"> \int f(x)\,\text{d}x = \sum_{n=0}^\infty \frac{a_n \left( x-x_0 \right)^{n+1}} {n+1} + C = \sum_{n=1}^\infty \frac{a_{n-1} \left( x-x_0 \right)^{n}} {n} + C </math> In both cases, the convergence radius is equal to that of the original row. ==Presentation of functions as potency series== Often, a given function is interested in a potency series representation – in particular to answer the question whether the function [[w:de:Analytische Funktion|analytisch]] is. There are some strategies to determine a potential series representation, the most common by the [[w:de:Taylorreihe|Taylorreihe]]. Here, however, the problem often arises that one needs a closed representation for the discharges, which is often difficult to determine. However, there are some lighter strategies for [[w:de:gebrochen rationale Funktion|gebrochen rationale Funktion]]. As an example the function :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3} </math> to be considered. ===By means of the geometric series=== By factoring the denominator and subsequent use of the formula for the sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]], a representation of the function as a product of infinite rows is obtained: :<math display="block"> f(z)=\frac{z^2}{(1-z)(3-z)}=\frac{z^2}{3}\cdot \frac{1}{1-z} \cdot \frac{1}{1-\frac{z}{3}} = </math> :<math display="block"> = \frac{z^2}{3}\cdot \left(\sum_{n=0}^\infty z^n \right) \cdot \left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right)= \frac{1}{3}\left(\sum_{n=2}^\infty z^n \right)\left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right) </math> ===Product of geometric rows=== Both rows are potency rows around the development point <math display="inline"> z_0=0 </math> and can therefore be multiplied in the above-mentioned manner. The same result also provides the [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]] :<math display="block"> f(z)=\sum_{n=0}^\infty \left( \underbrace{\sum_{k=0}^n a_k b_{n-k}}_{c_n} \right) \cdot z^n </math> Series (mathematics) ===Coefficients of individual series=== The following shall apply: :<math display="block"> a_k= \begin{cases} 0 & \text{ für } k\in\{0,1\} \\ 1 & \text{ sonst} \end{cases} </math> and :<math display="block"> b_k=\frac{1}{3^k}. </math> ===Cauchy product formula=== This follows by applying the formula for the partial sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]] :<math display="block"> c_n = \sum_{k=0}^n a_k b_{n-k}= \sum_{k=2}^n \left( \frac{1}{3}\right)^{n-k}=\frac{1}{3^{n-2}}\sum_{k=0}^{n-2} 3^k= -\frac{1-3^{n-1}}{2 \cdot 3^{n-2}} </math> as a closed representation for the coefficient sequence of the potency series. Thus, the potency series representation of the function around the development point 0 is given by :<math display="block"> f(z)= \sum_{n=2}^\infty \frac{3}{2} \cdot \left(1-\frac{1}{3^{n-1}} \right) \cdot z^n </math>. ===Application of geometric rows or coefficient comparison=== As an alternative to geometrical series, it is an alternative to [[w:de:Koeffizientenvergleich|Koeffizientenvergleich]] an: One assumes that a potency series representation exists for <math display="inline"> f </math>: :<math display="block"> f(z)= \frac{z^2}{z^2-4z+3}= \sum_{n=0}^\infty c_n z^n </math> The function <math display="inline"> f </math> has the unknown coefficient sequence <math display="inline"> (c_n)_{n \in \mathbb{N}} </math>. After multiplication of the denominator and an index shift, the identity results: :<math display="block"> \begin{align} z^2 & = (z^2-4z+3)\sum_{n=0}^\infty c_n z^n \\& = \sum_{n=2}^\infty c_{n-2} z^n - \sum_{n=1}^\infty 4c_{n-1} z^n + \sum_{n=0}^\infty 3c_n z^n \\& = 3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n \end{align} </math> The potency series <math display="inline"> g(z):=z^2Series (mathematics) </math> is compared with the potency series <math display="inline"> h(z):=3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n </math>. Both potency rows have the same development point <math display="inline"> z_o=0 </math>. Therefore, the coefficients of both potency rows must also correspond. Thus, the coefficient of (698-1047-1731592552598-341-99 must be <math display="inline"> 0=3c_0 </math>, for which the coefficient of <math display="inline"> z^1 </math> applies <math display="inline"> 0=3c_1-4c_0 </math>, ... ===Recursion formula for coefficients=== However, since two potency rows are exactly the same when their coefficient sequences correspond, the coefficient comparison results :<math display="block"> c_0=0,\ c_1=0,\ c_2=\frac{1}{3} </math> and the recursion equation :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math>; the above closed representation follows from the complete induction. ===Benefits coefficient comparison=== The method by means of coefficient comparison also has the advantage that other development points than <math display="inline"> z_0=0 </math> are possible. Consider the development point <math display="inline"> z_1=-1 </math> as an example. First, the broken rational function must be shown as a polynomial in <math display="inline"> (z-z_1)=(z+1) </math>: :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=\frac{(z+1)^2-2(z+1)+1}{(z+1)^2-6(z+1)+8} </math> ===Other points of development=== Analogously to the top, it is now assumed that a formal potency series around the development point exists with unknown coefficient sequence and multiplied by the denominator: :<math display="block"> \begin{align} (z+1)^2-2(z+1)+1 & = ((z+1)^2 - 6(z+1)+8)\sum_{n=0}^\infty c_n (z+1)^n \\ & = 8c_0+(z+1)(8c_1-6c_0) + \\ & \qquad + \sum_{n=2}^\infty (c_{n-2}-6c_{n-1}+8c_n)(z+1)^n \end{align} </math> Again, by means of coefficient comparison :<math display="block"> c_0=\frac{1}{8},\ c_1=-\frac{5}{32},\ c_2=-\frac{1}{128} </math> and as a recursion equation for the coefficients: :<math display="block"> c_n=\frac{-c_{n-2}+6c_{n-1}}{8} </math> ===Partial breakage=== If the given function is first applied [[w:de:Polynomdivision|Polynomdivision]] and then [[w:de:Partialbruchzerlegung|Partialbruchzerlegung]], the representation is obtained :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=1+\frac{4z-3}{(z-1)(z-3)}= 1 + \frac{1}{2} \cdot \frac{1}{1-z} - \frac{3}{2} \cdot \frac{1}{1-\frac{z}{3}} </math>. By inserting the geometric row, the following results: :<math display="block"> {f(z)=1+\frac{1}{2} \cdot \sum_{n=0}^\infty z^n - \frac{3}{2} \cdot \sum_{n=0}^\infty \frac{1}{3^n}z^n = 1+\sum_{n=0}^\infty \frac{3}{2} \cdot\left( 1- \frac{1}{3^{n-1}} \right) z^n} </math> The first three sequence elements of the coefficient sequence are all zero, and the representation given here agrees with the upper one. ==Generalizations== Potency rows can be defined not only for <math display="inline"> x \in \mathbb{R} </math>, but are also generalizable. Thus, for example, R B is the [[w:de:Matrixexponential|Matrixexponential]] and the [[w:de:Matrixlogarithmus|Matrixlogarithmus]] generalizations of potency rows in the area of the [[w:de:Matrix (Mathematik)|quadratischen Matrizen]]. If in a row also potencies with negative integer exponents occur, one speaks of a [[w:de:Laurent-Reihe|Laurent-Reihe]]. If the exponent is allowed to accept broken valuSeries (mathematics)es, it is a [[w:de:Puiseux-Reihe|Puiseux-Reihe]]. [[w:de:Formale Potenzreihe|Formale Potenzreihe]] are used, for example, as [[w:de:erzeugende Funktion|erzeugende Funktion]]s in [[w:de:Kombinatorik|Kombinatorik]] and [[w:de:Wahrscheinlichkeitstheorie|Wahrscheinlichkeitstheorie]] (approximately as [[w:de:wahrscheinlichkeitserzeugende Funktion|wahrscheinlichkeitserzeugende Funktion]]ene). In the [[w:de:Algebra|Algebra]], formal potency series are examined over general [[w:de:Kommutativer Ring|kommutativen Ringen]]. ==Literature== * Kurt Endl, Wolfgang Luh: ''Analysis II.' Aula-Verlag 1973, 7th edition 1989, ISBN 3-89104-455-0, pp. 85–89, 99. * E. D. Solomentsev: [http://eom.springer.de/P/p074240.htm ''Power series.''] In: ''(702-535-1731592552598-58.'' [[Category:Analytische Funktion|Analytische Funktion]] [[Category:Folgen und Reihen|Folgen und Reihen]] [[w:de:Funktionentheorie|Funktionentheorie]] == Page Information == === Translation and Version Control === This page was translated based on the following [https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe Wikiversity source page] and uses the concept of [[Translation and Version Control]] for a transparent language fork in a Wikiversity: * [[wikiversity:Kurs:Funktionentheorie/Potenzreihe|Kurs:Funktionentheorie/Potenzreihe]] https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe * Date: 11/14/2024 * [https://niebert.github.com/Wikipedia2Wikiversity Wikipedia2Wikiversity-Converter]: https://niebert.github.com/Wikipedia2Wikiversity <span type="translate" src="Kurs:Funktionentheorie/Potenzreihe" srclang="de" date="11/14/2024" time="14:57" status="inprogress"></span> <noinclude>[[de:Kurs:Funktionentheorie/Potenzreihe]]</noinclude> <!-- <noinclude>[[en:Course:Function theory/Potence series]]</noinclude> --> [[Category:Wiki2Reveal|Wiki2Reveal]] fuahk80rgxfv45exjpq2lhy6b2hybtc 2685497 2685496 2024-11-14T14:17:45Z Bert Niehaus 2387134 /* Translation and Version Control */ 2685497 wikitext text/x-wiki ==Definition== Power series <math display="inline"> p(x) </math> is in [[Calculus]] a [[w:en:series|series]] of the following form :<math display="block"> p(x) = \sum_{n=0}^\infty p_n (x-x_0)^n </math> with * any [[w:de:Folge (Mathematik)|Folge]] <math display="inline"> (p_n)_{n \in \mathbb N_0} </math> [[w:de:Reelle Zahl|reeller]] or [[w:de:Komplexe Zahl|komplexer]] * the 'development point' <math display="inline"> x_0 </math> of the potency series. ==Reference to real analysis== Potency series play an important role in the [[w:de:Funktionentheorie|Funktionentheorie]] and often allow a meaningful continuation [[w:de:Reelle Funktion|reeller Funktionen]] into the complex numerical level. In particular, the question arises for which real or complex numbers converge a potency series. This question leads to the term [[w:de:Konvergenzradius|Konvergenzradius]]. ==Convergence radius== The largest number <math display="inline"> x_0 </math> is defined as the convergence radius of a potency series around the development point <math display="inline"> r </math>, for which the potency series for all <math display="inline"> x </math> with <math display="inline"> r > |x-x_0| </math> (702-535-173155525) The [[w:de:Offene Menge#Metrischer Raum|offene Kugel]] <math display="inline"> U_r(x_0) </math> with radius <math display="inline"> r </math> around <math display="inline"> x_0 </math> are called 'convergence circle''. The convergence radius is therefore the radius of the convergence circle. If the series is converged for all <math display="inline"> x </math>, it is said that the convergence radius is infinite. Converged only for <math display="inline"> x_0 </math>, the convergence radius is 0, the row is then sometimes called 'nowhere convergent''. ===Calculation Convergence radius - Cauchy-Hadamard=== In potency rows, the convergence radius <math display="inline"> r </math> can be calculated with the 'formula of Cauchy-Hadamard'. It shall apply: :<math display="block"> r = \frac{1}{\limsup\limits_{n\rightarrow\infty}\ \sqrt[n]{|a_n|}} </math> In this context, <math display="inline"> \tfrac{1}{0} := +\infty </math> and <math display="inline"> \tfrac{1}{\infty} := 0 </math> are defined ===Calculation Convergence radius - non-threatening coefficients=== In many cases, the convergence radius can also be calculated in a simpler manner in the case of potency rows with non-shrinkable coefficients. In fact, :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math> where this limit value exists. ==Examples== Each [[w:en:Polynomial|Polynomial function]] can be classified as a power series, in which [[w:de:fast alle|fast alle]] coefficients <math display="inline"> a_n </math> are equal to 0. Important other examples are [[w:de:Taylorreihe|Taylorreihe]] and [[w:de:Maclaurinsche Reihe|Maclaurinsche Reihe]]. Functions which can be represented by a power series are also called [[w:de:analytische Funktion|analytische Funktion]]. Here again by way of example the potency series representation of some known functions: ===Exposential function=== [[w:de:Exponentialfunktion|Exponentialfunktion]] <math display="inline"> exp:\mathbb{C} \to \mathbb{C}\setminus \{0\} </math>: :<math display="block"> e^z = \exp(z) = \sum_{n=0}^\infty \frac{z^n}{n!} = \frac{z^0}{0!} + \frac{z^1}{1!} + \frac{z^2}{2!} + \frac{z^3}{3!} + \dotsb </math> for all <math display="inline"> x \in \mathbb{C} </math>, i.e., the convergence radius is infinite. ===Sinus function/cosine=== [[w:de:Sinus|Sinus]]: :<math display="block"> \sin(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n+1}}{(2n+1)!} = \frac{x}{1!} - \frac{x^3}{3!} + \frac{x^5}{5!}\mp\dotsb </math> [[w:de:Kosinus|Kosinus]]: :<math display="block"> \cos(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n}}{(2n)!} = \frac{x^0}{0!} - \frac{x^2}{2!} + \frac{x^4}{4!}\mp\dotsb </math> ===Convergence radius for sin, cos, exp=== The [[w:de:Konvergenzradius|Konvergenzradius]] is infinite both for the sine, cosine and for the exponential function. The potency series representation results directly from the exponential function with the [[w:de:Eulersche Formel|eulerschen Formel]]. ===Logarithm=== [[w:de:Logarithmus|Logarithmusfunktion]]: :<math display="block"> \ln(1+z) = \sum_{k=1}^\infty (-1)^{k+1} \frac{z^k}{k}= z-\frac{z^2}{2} + \frac{z^3}{3} -\frac{z^4}{4}+ \dotsb </math> for <math display="inline"> |z| < 1 </math>, i.e. The convergence radius is 1, for <math display="inline"> z=1 </math> the series is convergent, for <math display="inline"> z=-1 </math> divergent. ===Rice=== [[w:de:Wurzel (Mathematik)|Wurzelfunktion]]: :<math display="block"> \sqrt{1+x} = 1 + \frac{1}{2} x-\frac{1}{2\cdot4} x^2+\frac{1\cdot3}{2\cdot4\cdot6} x^3 \mp \dotsb </math> for <math display="inline"> -1 \leq x \leq 1 </math>, i.e., the convergence radius in <math display="inline"> \mathbb{R} </math> is 1 and the series converged both for <math display="inline"> x=1 </math> and for <math display="inline"> x=-1 </math>. ==Characteristics== The potency series is important in the function theory because holomorphic functions can always be developed locally in potency rows. The following topics are dealt with in the course. ===Stability - Differenceability=== Potency rows are within their convergence circle [[w:de:Normale Konvergenz|normal konvergent]]. This directly follows that each function defined by a potency series is continuous. Furthermore, it follows that compact subsets of the convergence circle [[w:de:gleichmäßige Konvergenz|gleichmäßige Konvergenz]] are present. This justifies the elemental differentiation and integration of a potency series and shows that potency rows are infinitely differentiable. ===Absolute convergence=== Within the Convergence Circle [[w:de:absolute Konvergenz|absolute Konvergenz]]. No general statement can be made about the behaviour of a potency series on the edge of the convergence circle, but in some cases the [[w:de:Abelscher Grenzwertsatz|abelsche Grenzwertsatz]] allows to make a statement. ===Unambiguousness of the potency series representation=== The potency series representation of a function around a development point is clearly determined (identity set for potency rows). In particular, for a given development point, Taylor development is the only possible potency series development. ==Operations with potency series== Potency rows <math display="inline"> p </math> can be recorded as vectors in a vector space <math display="inline"> (\mathbb{C}[z],+,\cdot,\mathbb{C}) </math>. ===Addition and scalar multiplication=== Are <math display="inline"> f </math> and <math display="inline"> g </math> by two potency rows :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_0)^n </math> :<math display="block"> g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with the convergence radius <math display="inline"> r </math>. ===Scale multiplication=== If <math display="inline"> f </math> and <math display="inline"> g </math> are due to two potency rows and <math display="inline"> c </math> is a fixed complex number, then <math display="inline"> f+g </math> and <math display="inline"> cf </math> are considered to be at least :<math display="block"> f(x)+g(x) = \sum_{n=0}^\infty (a_n + b_n) (x-x_0)^n </math> :<math display="block"> cf(x) = \sum_{n=0}^\infty (c a_n) (x-x_0)^n </math> ===Multiplication=== The product of two potency rows with the convergence radius <math display="inline"> r </math> is a potency row with a convergence radius which is at least <math display="inline"> r </math>. Since there is absolute convergence within the convergence circle, the following applies after [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]]: :<math display="block"> \begin{align} f(x)g(x) &= \left(\sum_{n=0}^\infty a_n (x-x_0)^n\right)\left(\sum_{n=0}^\infty b_n (x-x_0)^n\right)\\ &= \sum_{i=0}^\infty \sum_{j=0}^\infty a_i b_j (x-x_0)^{i+j} = \sum_{n=0}^\infty \left( \sum_{i=0}^n a_i b_{n-i}\right) (x-x_0)^n \end{align} </math> The sequence defined by <math display="inline"> \textstyle c_n = \sum_{i=0}^n a_i b_{n-i} </math> <math display="inline"> (c_n) </math> is called [[w:de:Faltung (Mathematik)#Diskrete Faltung|Faltung]] or convolution of the two sequences <math display="inline"> (a_n) </math> and <math display="inline"> (b_n) </math>. ===Chain=== There were <math display="inline"> f </math> and <math display="inline"> g </math> two potency series :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_1)^n. \mbox{.und } g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with positive convergence radii and property :<math display="block"> b_0 = g(x_0) = x_1 </math>. The linking <math display="inline"> f\circ g </math> of both functions can then be developed locally again [[w:de:analytische Funktion|analytische Funktion]] and thus by <math display="inline"> x_0 </math> into a potency series: :<math display="block"> (f\circ g)(x) = \sum_{n=0}^\infty c_n (x-x_0)^n </math> ===Taylor series=== According to [[w:de:Satz von Taylor|Satz von Taylor]]: :<math display="block"> c_n = \frac{(f\circ g)^{(n)}(x_0)}{n!} </math> With the [[w:de:Formel von Faà di Bruno|Formel von Faà di Bruno]], this expression can now be indicated in a closed formula as a function of the given series coefficients, since: :<math display="block"> \begin{align} f^{(n)}(g(x_0)) &= f^{(n)}(x_1) \\ &= n!\cdot a_n \\ g^{(m)}(x_0) &= m!\cdot b_m \end{align} </math> [[w:de:Multiindex|Multiindex]] procedure is obtained: :<math display="block"> \begin{align} c_n &=\frac{(f\circ g)^{(n)}(x_0)}{n!} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{f^{(|\boldsymbol{k}|)}(g(x_0))}{\boldsymbol{k}!} \prod_{m=1\atop k_m\ge1}^n \left(\frac{g^{(m)}(x_0)}{m!}\right)^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{|\boldsymbol{k}|! \cdot a_{|\boldsymbol{k}|}}{\boldsymbol{k}!} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} {{|\boldsymbol{k}|} \choose \boldsymbol{k}} \, a_{|\boldsymbol{k}|} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \end{align} </math> <math display="inline"> {{|\boldsymbol{k}|} \choose \boldsymbol{k}} </math> of the [[w:de:Multinomialkoeffizient|Multinomialkoeffizient]] is <math display="inline"> \boldsymbol{k} </math> and <math display="inline"> T_{n}=\left\{ \boldsymbol{k}\in\mathbb{N}_{0}^{n} \, \Big | \, \sum_{j=1}^{n}j\cdot k_{j}=n\right\} </math> is the amount of all partitions of <math display="inline"> n </math> (cf. ===Differentiation and integration=== A potency series can be differentiated in the interior of its convergence circle and the [[w:de:Differentialrechnung|Ableitung]] is obtained by elemental differentiation: :<math display="block"> f^\prime(x) = \sum_{n=1}^\infty a_n n \left( x-x_0 \right)^{n-1}= \sum_{n=0}^\infty a_{n+1} \left(n+1 \right) \left( x-x_0 \right)^{n} </math> <math display="inline"> f </math> can be differentiated as often as desired and the following applies: :<math display="block"> f^{(k)}(x) = \sum_{n=k}^\infty \frac{n!}{(n-k)!} a_n (x-x_0)^{n-k} = \sum_{n=0}^\infty \frac{(n+k)!}{n!} a_{n+k} (x-x_0)^n </math> Analogously, a [[w:de:Stammfunktion|Stammfunktion]] is obtained by means of a link-wise integration of a potency series: :<math display="block"> \int f(x)\,\text{d}x = \sum_{n=0}^\infty \frac{a_n \left( x-x_0 \right)^{n+1}} {n+1} + C = \sum_{n=1}^\infty \frac{a_{n-1} \left( x-x_0 \right)^{n}} {n} + C </math> In both cases, the convergence radius is equal to that of the original row. ==Presentation of functions as potency series== Often, a given function is interested in a potency series representation – in particular to answer the question whether the function [[w:de:Analytische Funktion|analytisch]] is. There are some strategies to determine a potential series representation, the most common by the [[w:de:Taylorreihe|Taylorreihe]]. Here, however, the problem often arises that one needs a closed representation for the discharges, which is often difficult to determine. However, there are some lighter strategies for [[w:de:gebrochen rationale Funktion|gebrochen rationale Funktion]]. As an example the function :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3} </math> to be considered. ===By means of the geometric series=== By factoring the denominator and subsequent use of the formula for the sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]], a representation of the function as a product of infinite rows is obtained: :<math display="block"> f(z)=\frac{z^2}{(1-z)(3-z)}=\frac{z^2}{3}\cdot \frac{1}{1-z} \cdot \frac{1}{1-\frac{z}{3}} = </math> :<math display="block"> = \frac{z^2}{3}\cdot \left(\sum_{n=0}^\infty z^n \right) \cdot \left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right)= \frac{1}{3}\left(\sum_{n=2}^\infty z^n \right)\left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right) </math> ===Product of geometric rows=== Both rows are potency rows around the development point <math display="inline"> z_0=0 </math> and can therefore be multiplied in the above-mentioned manner. The same result also provides the [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]] :<math display="block"> f(z)=\sum_{n=0}^\infty \left( \underbrace{\sum_{k=0}^n a_k b_{n-k}}_{c_n} \right) \cdot z^n </math> Series (mathematics) ===Coefficients of individual series=== The following shall apply: :<math display="block"> a_k= \begin{cases} 0 & \text{ für } k\in\{0,1\} \\ 1 & \text{ sonst} \end{cases} </math> and :<math display="block"> b_k=\frac{1}{3^k}. </math> ===Cauchy product formula=== This follows by applying the formula for the partial sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]] :<math display="block"> c_n = \sum_{k=0}^n a_k b_{n-k}= \sum_{k=2}^n \left( \frac{1}{3}\right)^{n-k}=\frac{1}{3^{n-2}}\sum_{k=0}^{n-2} 3^k= -\frac{1-3^{n-1}}{2 \cdot 3^{n-2}} </math> as a closed representation for the coefficient sequence of the potency series. Thus, the potency series representation of the function around the development point 0 is given by :<math display="block"> f(z)= \sum_{n=2}^\infty \frac{3}{2} \cdot \left(1-\frac{1}{3^{n-1}} \right) \cdot z^n </math>. ===Application of geometric rows or coefficient comparison=== As an alternative to geometrical series, it is an alternative to [[w:de:Koeffizientenvergleich|Koeffizientenvergleich]] an: One assumes that a potency series representation exists for <math display="inline"> f </math>: :<math display="block"> f(z)= \frac{z^2}{z^2-4z+3}= \sum_{n=0}^\infty c_n z^n </math> The function <math display="inline"> f </math> has the unknown coefficient sequence <math display="inline"> (c_n)_{n \in \mathbb{N}} </math>. After multiplication of the denominator and an index shift, the identity results: :<math display="block"> \begin{align} z^2 & = (z^2-4z+3)\sum_{n=0}^\infty c_n z^n \\& = \sum_{n=2}^\infty c_{n-2} z^n - \sum_{n=1}^\infty 4c_{n-1} z^n + \sum_{n=0}^\infty 3c_n z^n \\& = 3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n \end{align} </math> The potency series <math display="inline"> g(z):=z^2Series (mathematics) </math> is compared with the potency series <math display="inline"> h(z):=3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n </math>. Both potency rows have the same development point <math display="inline"> z_o=0 </math>. Therefore, the coefficients of both potency rows must also correspond. Thus, the coefficient of (698-1047-1731592552598-341-99 must be <math display="inline"> 0=3c_0 </math>, for which the coefficient of <math display="inline"> z^1 </math> applies <math display="inline"> 0=3c_1-4c_0 </math>, ... ===Recursion formula for coefficients=== However, since two potency rows are exactly the same when their coefficient sequences correspond, the coefficient comparison results :<math display="block"> c_0=0,\ c_1=0,\ c_2=\frac{1}{3} </math> and the recursion equation :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math>; the above closed representation follows from the complete induction. ===Benefits coefficient comparison=== The method by means of coefficient comparison also has the advantage that other development points than <math display="inline"> z_0=0 </math> are possible. Consider the development point <math display="inline"> z_1=-1 </math> as an example. First, the broken rational function must be shown as a polynomial in <math display="inline"> (z-z_1)=(z+1) </math>: :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=\frac{(z+1)^2-2(z+1)+1}{(z+1)^2-6(z+1)+8} </math> ===Other points of development=== Analogously to the top, it is now assumed that a formal potency series around the development point exists with unknown coefficient sequence and multiplied by the denominator: :<math display="block"> \begin{align} (z+1)^2-2(z+1)+1 & = ((z+1)^2 - 6(z+1)+8)\sum_{n=0}^\infty c_n (z+1)^n \\ & = 8c_0+(z+1)(8c_1-6c_0) + \\ & \qquad + \sum_{n=2}^\infty (c_{n-2}-6c_{n-1}+8c_n)(z+1)^n \end{align} </math> Again, by means of coefficient comparison :<math display="block"> c_0=\frac{1}{8},\ c_1=-\frac{5}{32},\ c_2=-\frac{1}{128} </math> and as a recursion equation for the coefficients: :<math display="block"> c_n=\frac{-c_{n-2}+6c_{n-1}}{8} </math> ===Partial breakage=== If the given function is first applied [[w:de:Polynomdivision|Polynomdivision]] and then [[w:de:Partialbruchzerlegung|Partialbruchzerlegung]], the representation is obtained :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=1+\frac{4z-3}{(z-1)(z-3)}= 1 + \frac{1}{2} \cdot \frac{1}{1-z} - \frac{3}{2} \cdot \frac{1}{1-\frac{z}{3}} </math>. By inserting the geometric row, the following results: :<math display="block"> {f(z)=1+\frac{1}{2} \cdot \sum_{n=0}^\infty z^n - \frac{3}{2} \cdot \sum_{n=0}^\infty \frac{1}{3^n}z^n = 1+\sum_{n=0}^\infty \frac{3}{2} \cdot\left( 1- \frac{1}{3^{n-1}} \right) z^n} </math> The first three sequence elements of the coefficient sequence are all zero, and the representation given here agrees with the upper one. ==Generalizations== Potency rows can be defined not only for <math display="inline"> x \in \mathbb{R} </math>, but are also generalizable. Thus, for example, R B is the [[w:de:Matrixexponential|Matrixexponential]] and the [[w:de:Matrixlogarithmus|Matrixlogarithmus]] generalizations of potency rows in the area of the [[w:de:Matrix (Mathematik)|quadratischen Matrizen]]. If in a row also potencies with negative integer exponents occur, one speaks of a [[w:de:Laurent-Reihe|Laurent-Reihe]]. If the exponent is allowed to accept broken valuSeries (mathematics)es, it is a [[w:de:Puiseux-Reihe|Puiseux-Reihe]]. [[w:de:Formale Potenzreihe|Formale Potenzreihe]] are used, for example, as [[w:de:erzeugende Funktion|erzeugende Funktion]]s in [[w:de:Kombinatorik|Kombinatorik]] and [[w:de:Wahrscheinlichkeitstheorie|Wahrscheinlichkeitstheorie]] (approximately as [[w:de:wahrscheinlichkeitserzeugende Funktion|wahrscheinlichkeitserzeugende Funktion]]ene). In the [[w:de:Algebra|Algebra]], formal potency series are examined over general [[w:de:Kommutativer Ring|kommutativen Ringen]]. ==Literature== * Kurt Endl, Wolfgang Luh: ''Analysis II.' Aula-Verlag 1973, 7th edition 1989, ISBN 3-89104-455-0, pp. 85–89, 99. * E. D. Solomentsev: [http://eom.springer.de/P/p074240.htm ''Power series.''] In: ''(702-535-1731592552598-58.'' [[Category:Analytische Funktion|Analytische Funktion]] [[Category:Folgen und Reihen|Folgen und Reihen]] [[w:de:Funktionentheorie|Funktionentheorie]] == Page Information == === Translation and Version Control === This page was translated based on the following [https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe Wikiversity source page] and uses the concept of [[Translation and Version Control]] for a transparent language fork in a Wikiversity: * [[w:de:Kurs:Funktionentheorie/Potenzreihe|Kurs:Funktionentheorie/Potenzreihe]] URL: https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe * Date: 11/14/2024 * [https://niebert.github.com/Wikipedia2Wikiversity Wikipedia2Wikiversity-Converter]: https://niebert.github.com/Wikipedia2Wikiversity <span type="translate" src="Kurs:Funktionentheorie/Potenzreihe" srclang="de" date="11/14/2024" time="14:57" status="inprogress"></span> <noinclude>[[de:Kurs:Funktionentheorie/Potenzreihe]]</noinclude> <!-- <noinclude>[[en:Course:Function theory/Potence series]]</noinclude> --> [[Category:Wiki2Reveal|Wiki2Reveal]] 12thv328pp60afo1f0co7tuvvd63e7v 2685498 2685497 2024-11-14T14:19:24Z Bert Niehaus 2387134 2685498 wikitext text/x-wiki ==Definition== Power series <math display="inline"> p(x) </math> is in [[Calculus]] a [[w:en:series|series]] of the following form :<math display="block"> p(x) = \sum_{n=0}^\infty p_n (x-x_0)^n </math> with * any [[w:de:Folge (Mathematik)|Folge]] <math display="inline"> (p_n)_{n \in \mathbb N_0} </math> [[w:de:Reelle Zahl|reeller]] or [[w:de:Komplexe Zahl|komplexer]] * the 'development point' <math display="inline"> x_0 </math> of the potency series. ==Reference to real analysis== Potency series play an important role in the [[w:de:Funktionentheorie|Funktionentheorie]] and often allow a meaningful continuation [[w:de:Reelle Funktion|reeller Funktionen]] into the complex numerical level. In particular, the question arises for which real or complex numbers converge a potency series. This question leads to the term [[w:de:Konvergenzradius|Konvergenzradius]]. ==Convergence radius== The largest number <math display="inline"> x_0 </math> is defined as the convergence radius of a potency series around the development point <math display="inline"> r </math>, for which the potency series for all <math display="inline"> x </math> with <math display="inline"> r > |x-x_0| </math> (702-535-173155525) The [[w:de:Offene Menge#Metrischer Raum|offene Kugel]] <math display="inline"> U_r(x_0) </math> with radius <math display="inline"> r </math> around <math display="inline"> x_0 </math> are called 'convergence circle''. The convergence radius is therefore the radius of the convergence circle. If the series is converged for all <math display="inline"> x </math>, it is said that the convergence radius is infinite. Converged only for <math display="inline"> x_0 </math>, the convergence radius is 0, the row is then sometimes called 'nowhere convergent''. ===Calculation Convergence radius - Cauchy-Hadamard=== In potency rows, the convergence radius <math display="inline"> r </math> can be calculated with the 'formula of Cauchy-Hadamard'. It shall apply: :<math display="block"> r = \frac{1}{\limsup\limits_{n\rightarrow\infty}\ \sqrt[n]{|a_n|}} </math> In this context, <math display="inline"> \tfrac{1}{0} := +\infty </math> and <math display="inline"> \tfrac{1}{\infty} := 0 </math> are defined ===Calculation Convergence radius - non-threatening coefficients=== In many cases, the convergence radius can also be calculated in a simpler manner in the case of potency rows with non-shrinkable coefficients. In fact, :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math> where this limit value exists. ==Examples== Each [[w:en:Polynomial|Polynomial function]] can be classified as a power series, in which [[w:de:fast alle|fast alle]] coefficients <math display="inline"> a_n </math> are equal to 0. Important other examples are [[w:de:Taylorreihe|Taylorreihe]] and [[w:de:Maclaurinsche Reihe|Maclaurinsche Reihe]]. Functions which can be represented by a power series are also called [[w:de:analytische Funktion|analytische Funktion]]. Here again by way of example the potency series representation of some known functions: ===Exposential function=== [[w:de:Exponentialfunktion|Exponentialfunktion]] <math display="inline"> exp:\mathbb{C} \to \mathbb{C}\setminus \{0\} </math>: :<math display="block"> e^z = \exp(z) = \sum_{n=0}^\infty \frac{z^n}{n!} = \frac{z^0}{0!} + \frac{z^1}{1!} + \frac{z^2}{2!} + \frac{z^3}{3!} + \dotsb </math> for all <math display="inline"> x \in \mathbb{C} </math>, i.e., the convergence radius is infinite. ===Sinus function/cosine=== [[w:de:Sinus|Sinus]]: :<math display="block"> \sin(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n+1}}{(2n+1)!} = \frac{x}{1!} - \frac{x^3}{3!} + \frac{x^5}{5!}\mp\dotsb </math> [[w:de:Kosinus|Kosinus]]: :<math display="block"> \cos(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n}}{(2n)!} = \frac{x^0}{0!} - \frac{x^2}{2!} + \frac{x^4}{4!}\mp\dotsb </math> ===Convergence radius for sin, cos, exp=== The [[w:de:Konvergenzradius|Konvergenzradius]] is infinite both for the sine, cosine and for the exponential function. The potency series representation results directly from the exponential function with the [[w:de:Eulersche Formel|eulerschen Formel]]. ===Logarithm=== [[w:de:Logarithmus|Logarithmusfunktion]]: :<math display="block"> \ln(1+z) = \sum_{k=1}^\infty (-1)^{k+1} \frac{z^k}{k}= z-\frac{z^2}{2} + \frac{z^3}{3} -\frac{z^4}{4}+ \dotsb </math> for <math display="inline"> |z| < 1 </math>, i.e. The convergence radius is 1, for <math display="inline"> z=1 </math> the series is convergent, for <math display="inline"> z=-1 </math> divergent. ===Rice=== [[w:de:Wurzel (Mathematik)|Wurzelfunktion]]: :<math display="block"> \sqrt{1+x} = 1 + \frac{1}{2} x-\frac{1}{2\cdot4} x^2+\frac{1\cdot3}{2\cdot4\cdot6} x^3 \mp \dotsb </math> for <math display="inline"> -1 \leq x \leq 1 </math>, i.e., the convergence radius in <math display="inline"> \mathbb{R} </math> is 1 and the series converged both for <math display="inline"> x=1 </math> and for <math display="inline"> x=-1 </math>. ==Characteristics== The potency series is important in the function theory because holomorphic functions can always be developed locally in potency rows. The following topics are dealt with in the course. ===Stability - Differenceability=== Potency rows are within their convergence circle [[w:de:Normale Konvergenz|normal konvergent]]. This directly follows that each function defined by a potency series is continuous. Furthermore, it follows that compact subsets of the convergence circle [[w:de:gleichmäßige Konvergenz|gleichmäßige Konvergenz]] are present. This justifies the elemental differentiation and integration of a potency series and shows that potency rows are infinitely differentiable. ===Absolute convergence=== Within the Convergence Circle [[w:de:absolute Konvergenz|absolute Konvergenz]]. No general statement can be made about the behaviour of a potency series on the edge of the convergence circle, but in some cases the [[w:de:Abelscher Grenzwertsatz|abelsche Grenzwertsatz]] allows to make a statement. ===Unambiguousness of the potency series representation=== The potency series representation of a function around a development point is clearly determined (identity set for potency rows). In particular, for a given development point, Taylor development is the only possible potency series development. ==Operations with potency series== Potency rows <math display="inline"> p </math> can be recorded as vectors in a vector space <math display="inline"> (\mathbb{C}[z],+,\cdot,\mathbb{C}) </math>. ===Addition and scalar multiplication=== Are <math display="inline"> f </math> and <math display="inline"> g </math> by two potency rows :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_0)^n </math> :<math display="block"> g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with the convergence radius <math display="inline"> r </math>. ===Scale multiplication=== If <math display="inline"> f </math> and <math display="inline"> g </math> are due to two potency rows and <math display="inline"> c </math> is a fixed complex number, then <math display="inline"> f+g </math> and <math display="inline"> cf </math> are considered to be at least :<math display="block"> f(x)+g(x) = \sum_{n=0}^\infty (a_n + b_n) (x-x_0)^n </math> :<math display="block"> cf(x) = \sum_{n=0}^\infty (c a_n) (x-x_0)^n </math> ===Multiplication=== The product of two potency rows with the convergence radius <math display="inline"> r </math> is a potency row with a convergence radius which is at least <math display="inline"> r </math>. Since there is absolute convergence within the convergence circle, the following applies after [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]]: :<math display="block"> \begin{align} f(x)g(x) &= \left(\sum_{n=0}^\infty a_n (x-x_0)^n\right)\left(\sum_{n=0}^\infty b_n (x-x_0)^n\right)\\ &= \sum_{i=0}^\infty \sum_{j=0}^\infty a_i b_j (x-x_0)^{i+j} = \sum_{n=0}^\infty \left( \sum_{i=0}^n a_i b_{n-i}\right) (x-x_0)^n \end{align} </math> The sequence defined by <math display="inline"> \textstyle c_n = \sum_{i=0}^n a_i b_{n-i} </math> <math display="inline"> (c_n) </math> is called [[w:de:Faltung (Mathematik)#Diskrete Faltung|Faltung]] or convolution of the two sequences <math display="inline"> (a_n) </math> and <math display="inline"> (b_n) </math>. ===Chain=== There were <math display="inline"> f </math> and <math display="inline"> g </math> two potency series :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_1)^n. \mbox{.und } g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with positive convergence radii and property :<math display="block"> b_0 = g(x_0) = x_1 </math>. The linking <math display="inline"> f\circ g </math> of both functions can then be developed locally again [[w:de:analytische Funktion|analytische Funktion]] and thus by <math display="inline"> x_0 </math> into a potency series: :<math display="block"> (f\circ g)(x) = \sum_{n=0}^\infty c_n (x-x_0)^n </math> ===Taylor series=== According to [[w:de:Satz von Taylor|Satz von Taylor]]: :<math display="block"> c_n = \frac{(f\circ g)^{(n)}(x_0)}{n!} </math> With the [[w:de:Formel von Faà di Bruno|Formel von Faà di Bruno]], this expression can now be indicated in a closed formula as a function of the given series coefficients, since: :<math display="block"> \begin{align} f^{(n)}(g(x_0)) &= f^{(n)}(x_1) \\ &= n!\cdot a_n \\ g^{(m)}(x_0) &= m!\cdot b_m \end{align} </math> [[w:de:Multiindex|Multiindex]] procedure is obtained: :<math display="block"> \begin{align} c_n &=\frac{(f\circ g)^{(n)}(x_0)}{n!} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{f^{(|\boldsymbol{k}|)}(g(x_0))}{\boldsymbol{k}!} \prod_{m=1\atop k_m\ge1}^n \left(\frac{g^{(m)}(x_0)}{m!}\right)^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{|\boldsymbol{k}|! \cdot a_{|\boldsymbol{k}|}}{\boldsymbol{k}!} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} {{|\boldsymbol{k}|} \choose \boldsymbol{k}} \, a_{|\boldsymbol{k}|} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \end{align} </math> <math display="inline"> {{|\boldsymbol{k}|} \choose \boldsymbol{k}} </math> of the [[w:de:Multinomialkoeffizient|Multinomialkoeffizient]] is <math display="inline"> \boldsymbol{k} </math> and <math display="inline"> T_{n}=\left\{ \boldsymbol{k}\in\mathbb{N}_{0}^{n} \, \Big | \, \sum_{j=1}^{n}j\cdot k_{j}=n\right\} </math> is the amount of all partitions of <math display="inline"> n </math> (cf. ===Differentiation and integration=== A potency series can be differentiated in the interior of its convergence circle and the [[w:de:Differentialrechnung|Ableitung]] is obtained by elemental differentiation: :<math display="block"> f^\prime(x) = \sum_{n=1}^\infty a_n n \left( x-x_0 \right)^{n-1}= \sum_{n=0}^\infty a_{n+1} \left(n+1 \right) \left( x-x_0 \right)^{n} </math> <math display="inline"> f </math> can be differentiated as often as desired and the following applies: :<math display="block"> f^{(k)}(x) = \sum_{n=k}^\infty \frac{n!}{(n-k)!} a_n (x-x_0)^{n-k} = \sum_{n=0}^\infty \frac{(n+k)!}{n!} a_{n+k} (x-x_0)^n </math> Analogously, a [[w:de:Stammfunktion|Stammfunktion]] is obtained by means of a link-wise integration of a potency series: :<math display="block"> \int f(x)\,\text{d}x = \sum_{n=0}^\infty \frac{a_n \left( x-x_0 \right)^{n+1}} {n+1} + C = \sum_{n=1}^\infty \frac{a_{n-1} \left( x-x_0 \right)^{n}} {n} + C </math> In both cases, the convergence radius is equal to that of the original row. ==Presentation of functions as potency series== Often, a given function is interested in a potency series representation – in particular to answer the question whether the function [[w:de:Analytische Funktion|analytisch]] is. There are some strategies to determine a potential series representation, the most common by the [[w:de:Taylorreihe|Taylorreihe]]. Here, however, the problem often arises that one needs a closed representation for the discharges, which is often difficult to determine. However, there are some lighter strategies for [[w:de:gebrochen rationale Funktion|gebrochen rationale Funktion]]. As an example the function :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3} </math> to be considered. ===By means of the geometric series=== By factoring the denominator and subsequent use of the formula for the sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]], a representation of the function as a product of infinite rows is obtained: :<math display="block"> f(z)=\frac{z^2}{(1-z)(3-z)}=\frac{z^2}{3}\cdot \frac{1}{1-z} \cdot \frac{1}{1-\frac{z}{3}} = </math> :<math display="block"> = \frac{z^2}{3}\cdot \left(\sum_{n=0}^\infty z^n \right) \cdot \left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right)= \frac{1}{3}\left(\sum_{n=2}^\infty z^n \right)\left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right) </math> ===Product of geometric rows=== Both rows are potency rows around the development point <math display="inline"> z_0=0 </math> and can therefore be multiplied in the above-mentioned manner. The same result also provides the [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]] :<math display="block"> f(z)=\sum_{n=0}^\infty \left( \underbrace{\sum_{k=0}^n a_k b_{n-k}}_{c_n} \right) \cdot z^n </math> Series (mathematics) ===Coefficients of individual series=== The following shall apply: :<math display="block"> a_k= \begin{cases} 0 & \text{ für } k\in\{0,1\} \\ 1 & \text{ sonst} \end{cases} </math> and :<math display="block"> b_k=\frac{1}{3^k}. </math> ===Cauchy product formula=== This follows by applying the formula for the partial sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]] :<math display="block"> c_n = \sum_{k=0}^n a_k b_{n-k}= \sum_{k=2}^n \left( \frac{1}{3}\right)^{n-k}=\frac{1}{3^{n-2}}\sum_{k=0}^{n-2} 3^k= -\frac{1-3^{n-1}}{2 \cdot 3^{n-2}} </math> as a closed representation for the coefficient sequence of the potency series. Thus, the potency series representation of the function around the development point 0 is given by :<math display="block"> f(z)= \sum_{n=2}^\infty \frac{3}{2} \cdot \left(1-\frac{1}{3^{n-1}} \right) \cdot z^n </math>. ===Application of geometric rows or coefficient comparison=== As an alternative to geometrical series, it is an alternative to [[w:de:Koeffizientenvergleich|Koeffizientenvergleich]] an: One assumes that a potency series representation exists for <math display="inline"> f </math>: :<math display="block"> f(z)= \frac{z^2}{z^2-4z+3}= \sum_{n=0}^\infty c_n z^n </math> The function <math display="inline"> f </math> has the unknown coefficient sequence <math display="inline"> (c_n)_{n \in \mathbb{N}} </math>. After multiplication of the denominator and an index shift, the identity results: :<math display="block"> \begin{align} z^2 & = (z^2-4z+3)\sum_{n=0}^\infty c_n z^n \\& = \sum_{n=2}^\infty c_{n-2} z^n - \sum_{n=1}^\infty 4c_{n-1} z^n + \sum_{n=0}^\infty 3c_n z^n \\& = 3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n \end{align} </math> The potency series <math display="inline"> g(z):=z^2Series (mathematics) </math> is compared with the potency series <math display="inline"> h(z):=3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n </math>. Both potency rows have the same development point <math display="inline"> z_o=0 </math>. Therefore, the coefficients of both potency rows must also correspond. Thus, the coefficient of (698-1047-1731592552598-341-99 must be <math display="inline"> 0=3c_0 </math>, for which the coefficient of <math display="inline"> z^1 </math> applies <math display="inline"> 0=3c_1-4c_0 </math>, ... ===Recursion formula for coefficients=== However, since two potency rows are exactly the same when their coefficient sequences correspond, the coefficient comparison results :<math display="block"> c_0=0,\ c_1=0,\ c_2=\frac{1}{3} </math> and the recursion equation :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math>; the above closed representation follows from the complete induction. ===Benefits coefficient comparison=== The method by means of coefficient comparison also has the advantage that other development points than <math display="inline"> z_0=0 </math> are possible. Consider the development point <math display="inline"> z_1=-1 </math> as an example. First, the broken rational function must be shown as a polynomial in <math display="inline"> (z-z_1)=(z+1) </math>: :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=\frac{(z+1)^2-2(z+1)+1}{(z+1)^2-6(z+1)+8} </math> ===Other points of development=== Analogously to the top, it is now assumed that a formal potency series around the development point exists with unknown coefficient sequence and multiplied by the denominator: :<math display="block"> \begin{align} (z+1)^2-2(z+1)+1 & = ((z+1)^2 - 6(z+1)+8)\sum_{n=0}^\infty c_n (z+1)^n \\ & = 8c_0+(z+1)(8c_1-6c_0) + \\ & \qquad + \sum_{n=2}^\infty (c_{n-2}-6c_{n-1}+8c_n)(z+1)^n \end{align} </math> Again, by means of coefficient comparison :<math display="block"> c_0=\frac{1}{8},\ c_1=-\frac{5}{32},\ c_2=-\frac{1}{128} </math> and as a recursion equation for the coefficients: :<math display="block"> c_n=\frac{-c_{n-2}+6c_{n-1}}{8} </math> ===Partial breakage=== If the given function is first applied [[w:de:Polynomdivision|Polynomdivision]] and then [[w:de:Partialbruchzerlegung|Partialbruchzerlegung]], the representation is obtained :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=1+\frac{4z-3}{(z-1)(z-3)}= 1 + \frac{1}{2} \cdot \frac{1}{1-z} - \frac{3}{2} \cdot \frac{1}{1-\frac{z}{3}} </math>. By inserting the geometric row, the following results: :<math display="block"> {f(z)=1+\frac{1}{2} \cdot \sum_{n=0}^\infty z^n - \frac{3}{2} \cdot \sum_{n=0}^\infty \frac{1}{3^n}z^n = 1+\sum_{n=0}^\infty \frac{3}{2} \cdot\left( 1- \frac{1}{3^{n-1}} \right) z^n} </math> The first three sequence elements of the coefficient sequence are all zero, and the representation given here agrees with the upper one. ==Generalizations== Potency rows can be defined not only for <math display="inline"> x \in \mathbb{R} </math>, but are also generalizable. Thus, for example, R B is the [[w:de:Matrixexponential|Matrixexponential]] and the [[w:de:Matrixlogarithmus|Matrixlogarithmus]] generalizations of potency rows in the area of the [[w:de:Matrix (Mathematik)|quadratischen Matrizen]]. If in a row also potencies with negative integer exponents occur, one speaks of a [[w:de:Laurent-Reihe|Laurent-Reihe]]. If the exponent is allowed to accept broken valuSeries (mathematics)es, it is a [[w:de:Puiseux-Reihe|Puiseux-Reihe]]. [[w:de:Formale Potenzreihe|Formale Potenzreihe]] are used, for example, as [[w:de:erzeugende Funktion|erzeugende Funktion]]s in [[w:de:Kombinatorik|Kombinatorik]] and [[w:de:Wahrscheinlichkeitstheorie|Wahrscheinlichkeitstheorie]] (approximately as [[w:de:wahrscheinlichkeitserzeugende Funktion|wahrscheinlichkeitserzeugende Funktion]]ene). In the [[w:de:Algebra|Algebra]], formal potency series are examined over general [[w:de:Kommutativer Ring|kommutativen Ringen]]. ==Literature== * Kurt Endl, Wolfgang Luh: ''Analysis II.' Aula-Verlag 1973, 7th edition 1989, ISBN 3-89104-455-0, pp. 85–89, 99. * E. D. Solomentsev: [http://eom.springer.de/P/p074240.htm ''Power series.''] In: ''(702-535-1731592552598-58.'' == Page Information == === Translation and Version Control === This page was translated based on the following [https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe Wikiversity source page] and uses the concept of [[Translation and Version Control]] for a transparent language fork in a Wikiversity: * [[w:de:Kurs:Funktionentheorie/Potenzreihe|Kurs:Funktionentheorie/Potenzreihe]] URL: https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe * Date: 11/14/2024 * [https://niebert.github.com/Wikipedia2Wikiversity Wikipedia2Wikiversity-Converter]: https://niebert.github.com/Wikipedia2Wikiversity <span type="translate" src="Kurs:Funktionentheorie/Potenzreihe" srclang="de" date="11/14/2024" time="14:57" status="inprogress"></span> <noinclude>[[de:Kurs:Funktionentheorie/Potenzreihe]]</noinclude> <!-- <noinclude>[[en:Course:Function theory/Potence series]]</noinclude> --> [[Category:Wiki2Reveal|Wiki2Reveal]] [[Category:Analytic functions|analytic function]] [[Category:Sequences|Sequences]] hzu9b50uyzajfesnryqstctpos1zz0e 2685501 2685498 2024-11-14T14:22:08Z Bert Niehaus 2387134 /* Definition */ 2685501 wikitext text/x-wiki ==Definition== Power series <math display="inline"> p(x) </math> is in [[Calculus]] a [[w:en:series|series]] of the following form :<math display="block"> p(x) = \sum_{n=0}^\infty p_n (x-x_0)^n </math> with * any [[w:en:Sequence (Mathematics)|sequence]] <math display="inline"> (p_n)_{n \in \mathbb N_0} </math> [[w:en:real number|real]] or [[w:en:complex number|complex number]] * the 'center of series' is <math display="inline"> x_0 </math>. ==Reference to real analysis== Potency series play an important role in the [[w:de:Funktionentheorie|Funktionentheorie]] and often allow a meaningful continuation [[w:de:Reelle Funktion|reeller Funktionen]] into the complex numerical level. In particular, the question arises for which real or complex numbers converge a potency series. This question leads to the term [[w:de:Konvergenzradius|Konvergenzradius]]. ==Convergence radius== The largest number <math display="inline"> x_0 </math> is defined as the convergence radius of a potency series around the development point <math display="inline"> r </math>, for which the potency series for all <math display="inline"> x </math> with <math display="inline"> r > |x-x_0| </math> (702-535-173155525) The [[w:de:Offene Menge#Metrischer Raum|offene Kugel]] <math display="inline"> U_r(x_0) </math> with radius <math display="inline"> r </math> around <math display="inline"> x_0 </math> are called 'convergence circle''. The convergence radius is therefore the radius of the convergence circle. If the series is converged for all <math display="inline"> x </math>, it is said that the convergence radius is infinite. Converged only for <math display="inline"> x_0 </math>, the convergence radius is 0, the row is then sometimes called 'nowhere convergent''. ===Calculation Convergence radius - Cauchy-Hadamard=== In potency rows, the convergence radius <math display="inline"> r </math> can be calculated with the 'formula of Cauchy-Hadamard'. It shall apply: :<math display="block"> r = \frac{1}{\limsup\limits_{n\rightarrow\infty}\ \sqrt[n]{|a_n|}} </math> In this context, <math display="inline"> \tfrac{1}{0} := +\infty </math> and <math display="inline"> \tfrac{1}{\infty} := 0 </math> are defined ===Calculation Convergence radius - non-threatening coefficients=== In many cases, the convergence radius can also be calculated in a simpler manner in the case of potency rows with non-shrinkable coefficients. In fact, :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math> where this limit value exists. ==Examples== Each [[w:en:Polynomial|Polynomial function]] can be classified as a power series, in which [[w:de:fast alle|fast alle]] coefficients <math display="inline"> a_n </math> are equal to 0. Important other examples are [[w:de:Taylorreihe|Taylorreihe]] and [[w:de:Maclaurinsche Reihe|Maclaurinsche Reihe]]. Functions which can be represented by a power series are also called [[w:de:analytische Funktion|analytische Funktion]]. Here again by way of example the potency series representation of some known functions: ===Exposential function=== [[w:de:Exponentialfunktion|Exponentialfunktion]] <math display="inline"> exp:\mathbb{C} \to \mathbb{C}\setminus \{0\} </math>: :<math display="block"> e^z = \exp(z) = \sum_{n=0}^\infty \frac{z^n}{n!} = \frac{z^0}{0!} + \frac{z^1}{1!} + \frac{z^2}{2!} + \frac{z^3}{3!} + \dotsb </math> for all <math display="inline"> x \in \mathbb{C} </math>, i.e., the convergence radius is infinite. ===Sinus function/cosine=== [[w:de:Sinus|Sinus]]: :<math display="block"> \sin(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n+1}}{(2n+1)!} = \frac{x}{1!} - \frac{x^3}{3!} + \frac{x^5}{5!}\mp\dotsb </math> [[w:de:Kosinus|Kosinus]]: :<math display="block"> \cos(x) = \sum_{n=0}^\infty (-1)^n\frac{x^{2n}}{(2n)!} = \frac{x^0}{0!} - \frac{x^2}{2!} + \frac{x^4}{4!}\mp\dotsb </math> ===Convergence radius for sin, cos, exp=== The [[w:de:Konvergenzradius|Konvergenzradius]] is infinite both for the sine, cosine and for the exponential function. The potency series representation results directly from the exponential function with the [[w:de:Eulersche Formel|eulerschen Formel]]. ===Logarithm=== [[w:de:Logarithmus|Logarithmusfunktion]]: :<math display="block"> \ln(1+z) = \sum_{k=1}^\infty (-1)^{k+1} \frac{z^k}{k}= z-\frac{z^2}{2} + \frac{z^3}{3} -\frac{z^4}{4}+ \dotsb </math> for <math display="inline"> |z| < 1 </math>, i.e. The convergence radius is 1, for <math display="inline"> z=1 </math> the series is convergent, for <math display="inline"> z=-1 </math> divergent. ===Rice=== [[w:de:Wurzel (Mathematik)|Wurzelfunktion]]: :<math display="block"> \sqrt{1+x} = 1 + \frac{1}{2} x-\frac{1}{2\cdot4} x^2+\frac{1\cdot3}{2\cdot4\cdot6} x^3 \mp \dotsb </math> for <math display="inline"> -1 \leq x \leq 1 </math>, i.e., the convergence radius in <math display="inline"> \mathbb{R} </math> is 1 and the series converged both for <math display="inline"> x=1 </math> and for <math display="inline"> x=-1 </math>. ==Characteristics== The potency series is important in the function theory because holomorphic functions can always be developed locally in potency rows. The following topics are dealt with in the course. ===Stability - Differenceability=== Potency rows are within their convergence circle [[w:de:Normale Konvergenz|normal konvergent]]. This directly follows that each function defined by a potency series is continuous. Furthermore, it follows that compact subsets of the convergence circle [[w:de:gleichmäßige Konvergenz|gleichmäßige Konvergenz]] are present. This justifies the elemental differentiation and integration of a potency series and shows that potency rows are infinitely differentiable. ===Absolute convergence=== Within the Convergence Circle [[w:de:absolute Konvergenz|absolute Konvergenz]]. No general statement can be made about the behaviour of a potency series on the edge of the convergence circle, but in some cases the [[w:de:Abelscher Grenzwertsatz|abelsche Grenzwertsatz]] allows to make a statement. ===Unambiguousness of the potency series representation=== The potency series representation of a function around a development point is clearly determined (identity set for potency rows). In particular, for a given development point, Taylor development is the only possible potency series development. ==Operations with potency series== Potency rows <math display="inline"> p </math> can be recorded as vectors in a vector space <math display="inline"> (\mathbb{C}[z],+,\cdot,\mathbb{C}) </math>. ===Addition and scalar multiplication=== Are <math display="inline"> f </math> and <math display="inline"> g </math> by two potency rows :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_0)^n </math> :<math display="block"> g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with the convergence radius <math display="inline"> r </math>. ===Scale multiplication=== If <math display="inline"> f </math> and <math display="inline"> g </math> are due to two potency rows and <math display="inline"> c </math> is a fixed complex number, then <math display="inline"> f+g </math> and <math display="inline"> cf </math> are considered to be at least :<math display="block"> f(x)+g(x) = \sum_{n=0}^\infty (a_n + b_n) (x-x_0)^n </math> :<math display="block"> cf(x) = \sum_{n=0}^\infty (c a_n) (x-x_0)^n </math> ===Multiplication=== The product of two potency rows with the convergence radius <math display="inline"> r </math> is a potency row with a convergence radius which is at least <math display="inline"> r </math>. Since there is absolute convergence within the convergence circle, the following applies after [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]]: :<math display="block"> \begin{align} f(x)g(x) &= \left(\sum_{n=0}^\infty a_n (x-x_0)^n\right)\left(\sum_{n=0}^\infty b_n (x-x_0)^n\right)\\ &= \sum_{i=0}^\infty \sum_{j=0}^\infty a_i b_j (x-x_0)^{i+j} = \sum_{n=0}^\infty \left( \sum_{i=0}^n a_i b_{n-i}\right) (x-x_0)^n \end{align} </math> The sequence defined by <math display="inline"> \textstyle c_n = \sum_{i=0}^n a_i b_{n-i} </math> <math display="inline"> (c_n) </math> is called [[w:de:Faltung (Mathematik)#Diskrete Faltung|Faltung]] or convolution of the two sequences <math display="inline"> (a_n) </math> and <math display="inline"> (b_n) </math>. ===Chain=== There were <math display="inline"> f </math> and <math display="inline"> g </math> two potency series :<math display="block"> f(x) = \sum_{n=0}^\infty a_n (x-x_1)^n. \mbox{.und } g(x) = \sum_{n=0}^\infty b_n (x-x_0)^n </math> with positive convergence radii and property :<math display="block"> b_0 = g(x_0) = x_1 </math>. The linking <math display="inline"> f\circ g </math> of both functions can then be developed locally again [[w:de:analytische Funktion|analytische Funktion]] and thus by <math display="inline"> x_0 </math> into a potency series: :<math display="block"> (f\circ g)(x) = \sum_{n=0}^\infty c_n (x-x_0)^n </math> ===Taylor series=== According to [[w:de:Satz von Taylor|Satz von Taylor]]: :<math display="block"> c_n = \frac{(f\circ g)^{(n)}(x_0)}{n!} </math> With the [[w:de:Formel von Faà di Bruno|Formel von Faà di Bruno]], this expression can now be indicated in a closed formula as a function of the given series coefficients, since: :<math display="block"> \begin{align} f^{(n)}(g(x_0)) &= f^{(n)}(x_1) \\ &= n!\cdot a_n \\ g^{(m)}(x_0) &= m!\cdot b_m \end{align} </math> [[w:de:Multiindex|Multiindex]] procedure is obtained: :<math display="block"> \begin{align} c_n &=\frac{(f\circ g)^{(n)}(x_0)}{n!} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{f^{(|\boldsymbol{k}|)}(g(x_0))}{\boldsymbol{k}!} \prod_{m=1\atop k_m\ge1}^n \left(\frac{g^{(m)}(x_0)}{m!}\right)^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} \frac{|\boldsymbol{k}|! \cdot a_{|\boldsymbol{k}|}}{\boldsymbol{k}!} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \\ &=\sum_{\boldsymbol{k}\in T_n} {{|\boldsymbol{k}|} \choose \boldsymbol{k}} \, a_{|\boldsymbol{k}|} \prod_{ m=1\atop k_m\ge1}^n b_m^{k_m} \end{align} </math> <math display="inline"> {{|\boldsymbol{k}|} \choose \boldsymbol{k}} </math> of the [[w:de:Multinomialkoeffizient|Multinomialkoeffizient]] is <math display="inline"> \boldsymbol{k} </math> and <math display="inline"> T_{n}=\left\{ \boldsymbol{k}\in\mathbb{N}_{0}^{n} \, \Big | \, \sum_{j=1}^{n}j\cdot k_{j}=n\right\} </math> is the amount of all partitions of <math display="inline"> n </math> (cf. ===Differentiation and integration=== A potency series can be differentiated in the interior of its convergence circle and the [[w:de:Differentialrechnung|Ableitung]] is obtained by elemental differentiation: :<math display="block"> f^\prime(x) = \sum_{n=1}^\infty a_n n \left( x-x_0 \right)^{n-1}= \sum_{n=0}^\infty a_{n+1} \left(n+1 \right) \left( x-x_0 \right)^{n} </math> <math display="inline"> f </math> can be differentiated as often as desired and the following applies: :<math display="block"> f^{(k)}(x) = \sum_{n=k}^\infty \frac{n!}{(n-k)!} a_n (x-x_0)^{n-k} = \sum_{n=0}^\infty \frac{(n+k)!}{n!} a_{n+k} (x-x_0)^n </math> Analogously, a [[w:de:Stammfunktion|Stammfunktion]] is obtained by means of a link-wise integration of a potency series: :<math display="block"> \int f(x)\,\text{d}x = \sum_{n=0}^\infty \frac{a_n \left( x-x_0 \right)^{n+1}} {n+1} + C = \sum_{n=1}^\infty \frac{a_{n-1} \left( x-x_0 \right)^{n}} {n} + C </math> In both cases, the convergence radius is equal to that of the original row. ==Presentation of functions as potency series== Often, a given function is interested in a potency series representation – in particular to answer the question whether the function [[w:de:Analytische Funktion|analytisch]] is. There are some strategies to determine a potential series representation, the most common by the [[w:de:Taylorreihe|Taylorreihe]]. Here, however, the problem often arises that one needs a closed representation for the discharges, which is often difficult to determine. However, there are some lighter strategies for [[w:de:gebrochen rationale Funktion|gebrochen rationale Funktion]]. As an example the function :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3} </math> to be considered. ===By means of the geometric series=== By factoring the denominator and subsequent use of the formula for the sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]], a representation of the function as a product of infinite rows is obtained: :<math display="block"> f(z)=\frac{z^2}{(1-z)(3-z)}=\frac{z^2}{3}\cdot \frac{1}{1-z} \cdot \frac{1}{1-\frac{z}{3}} = </math> :<math display="block"> = \frac{z^2}{3}\cdot \left(\sum_{n=0}^\infty z^n \right) \cdot \left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right)= \frac{1}{3}\left(\sum_{n=2}^\infty z^n \right)\left( \sum_{n=0}^\infty \left(\frac{z}{3}\right)^n\right) </math> ===Product of geometric rows=== Both rows are potency rows around the development point <math display="inline"> z_0=0 </math> and can therefore be multiplied in the above-mentioned manner. The same result also provides the [[w:de:Cauchy-Produktformel|Cauchy-Produktformel]] :<math display="block"> f(z)=\sum_{n=0}^\infty \left( \underbrace{\sum_{k=0}^n a_k b_{n-k}}_{c_n} \right) \cdot z^n </math> Series (mathematics) ===Coefficients of individual series=== The following shall apply: :<math display="block"> a_k= \begin{cases} 0 & \text{ für } k\in\{0,1\} \\ 1 & \text{ sonst} \end{cases} </math> and :<math display="block"> b_k=\frac{1}{3^k}. </math> ===Cauchy product formula=== This follows by applying the formula for the partial sum of a [[w:de:Geometrische Reihe|geometrischen Reihe]] :<math display="block"> c_n = \sum_{k=0}^n a_k b_{n-k}= \sum_{k=2}^n \left( \frac{1}{3}\right)^{n-k}=\frac{1}{3^{n-2}}\sum_{k=0}^{n-2} 3^k= -\frac{1-3^{n-1}}{2 \cdot 3^{n-2}} </math> as a closed representation for the coefficient sequence of the potency series. Thus, the potency series representation of the function around the development point 0 is given by :<math display="block"> f(z)= \sum_{n=2}^\infty \frac{3}{2} \cdot \left(1-\frac{1}{3^{n-1}} \right) \cdot z^n </math>. ===Application of geometric rows or coefficient comparison=== As an alternative to geometrical series, it is an alternative to [[w:de:Koeffizientenvergleich|Koeffizientenvergleich]] an: One assumes that a potency series representation exists for <math display="inline"> f </math>: :<math display="block"> f(z)= \frac{z^2}{z^2-4z+3}= \sum_{n=0}^\infty c_n z^n </math> The function <math display="inline"> f </math> has the unknown coefficient sequence <math display="inline"> (c_n)_{n \in \mathbb{N}} </math>. After multiplication of the denominator and an index shift, the identity results: :<math display="block"> \begin{align} z^2 & = (z^2-4z+3)\sum_{n=0}^\infty c_n z^n \\& = \sum_{n=2}^\infty c_{n-2} z^n - \sum_{n=1}^\infty 4c_{n-1} z^n + \sum_{n=0}^\infty 3c_n z^n \\& = 3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n \end{align} </math> The potency series <math display="inline"> g(z):=z^2Series (mathematics) </math> is compared with the potency series <math display="inline"> h(z):=3c_0+z(3c_1-4c_0) + \sum_{n=2}^\infty (c_{n-2} -4 c_{n-1} +3 c_n)z^n </math>. Both potency rows have the same development point <math display="inline"> z_o=0 </math>. Therefore, the coefficients of both potency rows must also correspond. Thus, the coefficient of (698-1047-1731592552598-341-99 must be <math display="inline"> 0=3c_0 </math>, for which the coefficient of <math display="inline"> z^1 </math> applies <math display="inline"> 0=3c_1-4c_0 </math>, ... ===Recursion formula for coefficients=== However, since two potency rows are exactly the same when their coefficient sequences correspond, the coefficient comparison results :<math display="block"> c_0=0,\ c_1=0,\ c_2=\frac{1}{3} </math> and the recursion equation :<math display="block"> r = \lim_{n\to\infty} \left| \frac{a_{n}}{a_{n+1}} \right|, </math>; the above closed representation follows from the complete induction. ===Benefits coefficient comparison=== The method by means of coefficient comparison also has the advantage that other development points than <math display="inline"> z_0=0 </math> are possible. Consider the development point <math display="inline"> z_1=-1 </math> as an example. First, the broken rational function must be shown as a polynomial in <math display="inline"> (z-z_1)=(z+1) </math>: :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=\frac{(z+1)^2-2(z+1)+1}{(z+1)^2-6(z+1)+8} </math> ===Other points of development=== Analogously to the top, it is now assumed that a formal potency series around the development point exists with unknown coefficient sequence and multiplied by the denominator: :<math display="block"> \begin{align} (z+1)^2-2(z+1)+1 & = ((z+1)^2 - 6(z+1)+8)\sum_{n=0}^\infty c_n (z+1)^n \\ & = 8c_0+(z+1)(8c_1-6c_0) + \\ & \qquad + \sum_{n=2}^\infty (c_{n-2}-6c_{n-1}+8c_n)(z+1)^n \end{align} </math> Again, by means of coefficient comparison :<math display="block"> c_0=\frac{1}{8},\ c_1=-\frac{5}{32},\ c_2=-\frac{1}{128} </math> and as a recursion equation for the coefficients: :<math display="block"> c_n=\frac{-c_{n-2}+6c_{n-1}}{8} </math> ===Partial breakage=== If the given function is first applied [[w:de:Polynomdivision|Polynomdivision]] and then [[w:de:Partialbruchzerlegung|Partialbruchzerlegung]], the representation is obtained :<math display="block"> f(z)=\frac{z^2}{z^2-4z+3}=1+\frac{4z-3}{(z-1)(z-3)}= 1 + \frac{1}{2} \cdot \frac{1}{1-z} - \frac{3}{2} \cdot \frac{1}{1-\frac{z}{3}} </math>. By inserting the geometric row, the following results: :<math display="block"> {f(z)=1+\frac{1}{2} \cdot \sum_{n=0}^\infty z^n - \frac{3}{2} \cdot \sum_{n=0}^\infty \frac{1}{3^n}z^n = 1+\sum_{n=0}^\infty \frac{3}{2} \cdot\left( 1- \frac{1}{3^{n-1}} \right) z^n} </math> The first three sequence elements of the coefficient sequence are all zero, and the representation given here agrees with the upper one. ==Generalizations== Potency rows can be defined not only for <math display="inline"> x \in \mathbb{R} </math>, but are also generalizable. Thus, for example, R B is the [[w:de:Matrixexponential|Matrixexponential]] and the [[w:de:Matrixlogarithmus|Matrixlogarithmus]] generalizations of potency rows in the area of the [[w:de:Matrix (Mathematik)|quadratischen Matrizen]]. If in a row also potencies with negative integer exponents occur, one speaks of a [[w:de:Laurent-Reihe|Laurent-Reihe]]. If the exponent is allowed to accept broken valuSeries (mathematics)es, it is a [[w:de:Puiseux-Reihe|Puiseux-Reihe]]. [[w:de:Formale Potenzreihe|Formale Potenzreihe]] are used, for example, as [[w:de:erzeugende Funktion|erzeugende Funktion]]s in [[w:de:Kombinatorik|Kombinatorik]] and [[w:de:Wahrscheinlichkeitstheorie|Wahrscheinlichkeitstheorie]] (approximately as [[w:de:wahrscheinlichkeitserzeugende Funktion|wahrscheinlichkeitserzeugende Funktion]]ene). In the [[w:de:Algebra|Algebra]], formal potency series are examined over general [[w:de:Kommutativer Ring|kommutativen Ringen]]. ==Literature== * Kurt Endl, Wolfgang Luh: ''Analysis II.' Aula-Verlag 1973, 7th edition 1989, ISBN 3-89104-455-0, pp. 85–89, 99. * E. D. Solomentsev: [http://eom.springer.de/P/p074240.htm ''Power series.''] In: ''(702-535-1731592552598-58.'' == Page Information == === Translation and Version Control === This page was translated based on the following [https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe Wikiversity source page] and uses the concept of [[Translation and Version Control]] for a transparent language fork in a Wikiversity: * [[w:de:Kurs:Funktionentheorie/Potenzreihe|Kurs:Funktionentheorie/Potenzreihe]] URL: https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Potenzreihe * Date: 11/14/2024 * [https://niebert.github.com/Wikipedia2Wikiversity Wikipedia2Wikiversity-Converter]: https://niebert.github.com/Wikipedia2Wikiversity <span type="translate" src="Kurs:Funktionentheorie/Potenzreihe" srclang="de" date="11/14/2024" time="14:57" status="inprogress"></span> <noinclude>[[de:Kurs:Funktionentheorie/Potenzreihe]]</noinclude> <!-- <noinclude>[[en:Course:Function theory/Potence series]]</noinclude> --> [[Category:Wiki2Reveal|Wiki2Reveal]] [[Category:Analytic functions|analytic function]] [[Category:Sequences|Sequences]] t8b1lu2bmco8qgacddlg3b3eexykihd 6 316501 2685500 2024-11-14T14:20:27Z Young1lim 21186 {{Information |Description=Laurent.5: Permutation 6B (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2685500 wikitext text/x-wiki == Summary == {{Information |Description=Laurent.5: Permutation 6B (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} ef5gmg6tnxmclj2snedtchx09wgt5d0 0 316502 2685518 2024-11-14T14:47:55Z Bocardodarapti 289675 New resource with "{{ Mathematical text/Fact |Text= {{ Factstructure|typ= |Situation= At the beginning of a football game, the football lies on the center spot. After a goal is scored, the ball is again put on the center spot. |Condition= |Segue=In this situation, the following holds: |Conclusion= There exists at least two {{ Extra/Bracket |text=antipodal| |Ipm=|Epm= }} points on the ball {{ Extra/Bracket |text=its surface| |Ipm=|Epm= }} that are at the new kick-off exactly at the positio..." 2685518 wikitext text/x-wiki {{ Mathematical text/Fact |Text= {{ Factstructure|typ= |Situation= At the beginning of a football game, the football lies on the center spot. After a goal is scored, the ball is again put on the center spot. |Condition= |Segue=In this situation, the following holds: |Conclusion= There exists at least two {{ Extra/Bracket |text=antipodal| |Ipm=|Epm= }} points on the ball {{ Extra/Bracket |text=its surface| |Ipm=|Epm= }} that are at the new kick-off exactly at the position where they were at the first kick-off. The total movement of the ball is a rotation around an axis. |Extra= }} |Textform=Fact |Category= }} n7mx72ks9nlqh2zbulsie68uvoz55hp 0 316503 2685530 2024-11-14T14:50:00Z Bocardodarapti 289675 New resource with "{{ Mathematical text/Proof |Text= {{ Proofstructure |Strategy= |Notation= |Proof= The total movement is a {{ Definitionlink |Premath= |linear isometry| |Context=R| |pm=; }} therefore, the statement follows from {{ Factlink |Factname= Euclidean vector space/R^3/Proper isometry/Representation/Fact |Nr= |pm=. }} |Closure= }} |Textform=Proof |Category=See }}" 2685530 wikitext text/x-wiki {{ Mathematical text/Proof |Text= {{ Proofstructure |Strategy= |Notation= |Proof= The total movement is a {{ Definitionlink |Premath= |linear isometry| |Context=R| |pm=; }} therefore, the statement follows from {{ Factlink |Factname= Euclidean vector space/R^3/Proper isometry/Representation/Fact |Nr= |pm=. }} |Closure= }} |Textform=Proof |Category=See }} c4rwyuqzolri4vs7o5mjyytsarwlnzd 0 316504 2685594 2024-11-14T15:01:35Z 65.190.86.250 numbers 2685594 wikitext text/x-wiki Primes and numbers: See 30 is divisible by 15 so 2x15=30. Which can be an integer of an number greater or less than an number it Can be 5x7=35 see it is also divisible by any integers. [[File:CMAP - Centre de Mathématiques Appliquées de l'Ecole polytechnique.jpg|thumb|Mathmatiecs from adding]] Table: {| class="wikitable" |+ !1 !2 !3 !4 !5 !6 !7 !8 !9 !10 |- |18 |6 |9 |14 |18 |23 |35 |11 |32 |34 |- |26 |16 |12 |4 |28 |36 |22 |19 |49 |4 |- |24 |27 |14 |3 |42 |24 |13 |7 |33 |45 |- |36 |7 |21 |11 |12 |9 |31 |7 |28 |21 |- |55 |29 |40 |17 |21 |25 |24 |1 |32 |42 |- |17 |2 |21 |1 |6 |10 |13 |12 |28 |18 |- |50 |45 |23 |20 |12 |3 |13 |8 |35 |48 |- |33 |25 |28 |1 |6 |14 |27 |20 |11 |18 |- |56 |45 |31 |34 |13 |6 |16 |18 |25 |5 |- |27 |12 |16 |36 |21 |15 |5 |31 |22 |26 |} This can be math very previous [[File:Numbers grid in NY.jpg|thumb|207x207px|Numbers 1-68]] while adding more numbers. there is an grid. <references responsive="" /> {{Numbers|Adding=5+7+12|Subtcracting=16-7=9}} cp3stjm5ihlcbw9k7ezwrb0pgdv5t98 2685860 2685594 2024-11-14T15:47:43Z Atcovi 276019 {{subst:Prod}} 2685860 wikitext text/x-wiki <!-- TO CONTEST THIS PROPOSED DELETION, remove the following template, including this comment, up to the CLOSING COMMENT --> {{Ombox | type = delete | image = [[File:Orologio rosso.svg|45x45px|center|No license|link=]] | text = Please [{{fullurl:{{FULLPAGENAME}}|action=edit}} help improve] the [[WV:WIW|educational quality]] of this resource to increase [[Wikiversity:Learning|engagement]] by [[Wikiversity:Who are Wikiversity participants?|participants]]. Any concrete improvements made by '''{{#time:F j, Y|{{REVISIONTIMESTAMP}} +90 days}}''' may allow it to be [[WV:PROD|kept]]. <br> You may remove {{tl|proposed deletion}} from this resource's source text to contest this proposal, with or without [[{{TALKPAGENAME}}|discussion]]. {{#if:|---- <div style="text-align:center; margin-bottom:0em;"> ''The Nominator gave the following reason for their nomination'': {{cquote|{{{1}}}}} </div> }}}}{{center|[[Special:PrefixIndex/{{FULLPAGENAME}}/|''Link to any subpages this page might have'']]}} {{event trigger|date=November 14, 2024|when=90 days|[[Category:Pending deletions|{{PAGENAME}}]]}} {{event trigger|date=November 14, 2024|when=60 days|[[Category:60-day proposed deletions|{{PAGENAME}}]]}} [[Category:Proposed deletions|{{PAGENAME}}]] <!-- CLOSING COMMENT, remove up to and including this comment --> Primes and numbers: See 30 is divisible by 15 so 2x15=30. Which can be an integer of an number greater or less than an number it Can be 5x7=35 see it is also divisible by any integers. [[File:CMAP - Centre de Mathématiques Appliquées de l'Ecole polytechnique.jpg|thumb|Mathmatiecs from adding]] Table: {| class="wikitable" |+ !1 !2 !3 !4 !5 !6 !7 !8 !9 !10 |- |18 |6 |9 |14 |18 |23 |35 |11 |32 |34 |- |26 |16 |12 |4 |28 |36 |22 |19 |49 |4 |- |24 |27 |14 |3 |42 |24 |13 |7 |33 |45 |- |36 |7 |21 |11 |12 |9 |31 |7 |28 |21 |- |55 |29 |40 |17 |21 |25 |24 |1 |32 |42 |- |17 |2 |21 |1 |6 |10 |13 |12 |28 |18 |- |50 |45 |23 |20 |12 |3 |13 |8 |35 |48 |- |33 |25 |28 |1 |6 |14 |27 |20 |11 |18 |- |56 |45 |31 |34 |13 |6 |16 |18 |25 |5 |- |27 |12 |16 |36 |21 |15 |5 |31 |22 |26 |} This can be math very previous [[File:Numbers grid in NY.jpg|thumb|207x207px|Numbers 1-68]] while adding more numbers. there is an grid. <references responsive="" /> {{Numbers|Adding=5+7+12|Subtcracting=16-7=9}} 40hn6l5oln5irgzdko3jw138o5qt4s0 14 316505 2685654 2024-11-14T15:12:12Z Sylvain Ribault 2127778 New resource with " [[Category: Quantum field theory]]" 2685654 wikitext text/x-wiki [[Category: Quantum field theory]] 4ykke5qrif9ocy64shptcf6hey0pl8f 2685656 2685654 2024-11-14T15:12:28Z Sylvain Ribault 2127778 2685656 wikitext text/x-wiki [[Category: Conformal field theory]] re8tyq7pyqtsyt35kyi2nkx9vodq2eq 0 316506 2685691 2024-11-14T15:18:28Z Sylvain Ribault 2127778 New resource with " The prerequisites are in two areas of mathematics: * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. == Exercises ==" 2685691 wikitext text/x-wiki The prerequisites are in two areas of mathematics: * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. == Exercises == qenvmughcf8wb7ju5u1bsdi8fjvfji0 2685709 2685691 2024-11-14T15:21:30Z Sylvain Ribault 2127778 2685709 wikitext text/x-wiki The prerequisites are in two areas of mathematics: * Complex analysis: contour integrals of complex analytic functions on <math>\mathbb{C}</math>. * Lie algebras and their representations. == Exercises == [[Category: CFT course]] 0ivra922m4fo7gdp9826c9tuusels6k 0 316507 2685729 2024-11-14T15:24:49Z Sylvain Ribault 2127778 New resource with " == Scale invariance and conformal invariance == == Fixed points of the renormalization group == == Applications == == Exercises == [[Category: CFT course]]" 2685729 wikitext text/x-wiki == Scale invariance and conformal invariance == == Fixed points of the renormalization group == == Applications == == Exercises == [[Category: CFT course]] ks13spcbyq8t9b4qhwuy185n6w3n8sq 6 316508 2685757 2024-11-14T15:29:15Z Young1lim 21186 {{Information |Description=LCal.8A: Combinator (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2685757 wikitext text/x-wiki == Summary == {{Information |Description=LCal.8A: Combinator (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} fgzrsro6hhpozbcik1qcyjx9nc4qc4y 6 316509 2685816 2024-11-14T15:39:40Z Young1lim 21186 {{Information |Description=ARM.2ASM: Thumb Programming (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2685816 wikitext text/x-wiki == Summary == {{Information |Description=ARM.2ASM: Thumb Programming (20241114 - 20241113) |Source={{own|Young1lim}} |Date=2024-11-14 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} qho2d077jrhjgxq4fhz589a18qvxqej 0 316510 2685903 2024-11-14T15:55:07Z Atcovi 276019 Atcovi moved page [[Revision of the ILO Guidelines for medical examinations of seafarers Part I]] to [[User:Saltrabook/Revision of the ILO Guidelines for medical examinations of seafarers Part I]]: moving under userspace 2685903 wikitext text/x-wiki #REDIRECT [[User:Saltrabook/Revision of the ILO Guidelines for medical examinations of seafarers Part I]] 9n7pk56b39e6klg4t0a4iacml7ccik3 6 316511 2686018 2024-11-14T23:04:52Z Young1lim 21186 {{Information |Description=Link.3A: Static Linking Overview (20241115 - 20241114) |Source={{own|Young1lim}} |Date=2024-11-15 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2686018 wikitext text/x-wiki == Summary == {{Information |Description=Link.3A: Static Linking Overview (20241115 - 20241114) |Source={{own|Young1lim}} |Date=2024-11-15 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 9dftki69k082jys3msiyex92dpue3j9 6 316512 2686022 2024-11-14T23:48:01Z Young1lim 21186 {{Information |Description=LCal.8A: Combinator (20241115 - 20241114) |Source={{own|Young1lim}} |Date=2024-11-15 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2686022 wikitext text/x-wiki == Summary == {{Information |Description=LCal.8A: Combinator (20241115 - 20241114) |Source={{own|Young1lim}} |Date=2024-11-15 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 3p2vcij18kuc77wk5bcnawau4ykrrd5