How to Construct a Gaelic Name (And Not Get It Returned Or Changed)
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Unity in Diversity, Volume 2
Unity in Diversity, Volume 2 Unity in Diversity, Volume 2: Cultural and Linguistic Markers of the Concept Edited by Sabine Asmus and Barbara Braid Unity in Diversity, Volume 2: Cultural and Linguistic Markers of the Concept Edited by Sabine Asmus and Barbara Braid This book first published 2014 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2014 by Sabine Asmus, Barbara Braid and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-5700-9, ISBN (13): 978-1-4438-5700-0 CONTENTS Introduction .............................................................................................. vii Cultural and Linguistic Markers of the Concept of Unity in Diversity Sabine Asmus Part I: Cultural Markers Chapter One ................................................................................................ 3 Questions of Identity in Contemporary Ireland and Spain Cormac Anderson Chapter Two ............................................................................................. 27 Scottish Whisky Revisited Uwe Zagratzki Chapter Three ........................................................................................... 39 Welsh -
Etymology of the Principal Gaelic National Names
^^t^Jf/-^ '^^ OUTLINES GAELIC ETYMOLOGY BY THE LATE ALEXANDER MACBAIN, M.A., LL.D. ENEAS MACKAY, Stirwng f ETYMOLOGY OF THK PRINCIPAL GAELIC NATIONAL NAMES PERSONAL NAMES AND SURNAMES |'( I WHICH IS ADDED A DISQUISITION ON PTOLEMY'S GEOGRAPHY OF SCOTLAND B V THE LATE ALEXANDER MACBAIN, M.A., LL.D. ENEAS MACKAY, STIRLING 1911 PRINTKD AT THE " NORTHERN OHRONIOLB " OFFICE, INYBRNESS PREFACE The following Etymology of the Principal Gaelic ISTational Names, Personal Names, and Surnames was originally, and still is, part of the Gaelic EtymologicaJ Dictionary by the late Dr MacBain. The Disquisition on Ptolemy's Geography of Scotland first appeared in the Transactions of the Gaelic Society of Inverness, and, later, as a pamphlet. The Publisher feels sure that the issue of these Treatises in their present foim will confer a boon on those who cannot have access to them as originally published. They contain a great deal of information on subjects which have for long years interested Gaelic students and the Gaelic public, although they have not always properly understood them. Indeed, hereto- fore they have been much obscured by fanciful fallacies, which Dr MacBain's study and exposition will go a long way to dispel. ETYMOLOGY OF THE PRINCIPAI, GAELIC NATIONAL NAMES PERSONAL NAMES AND SURNAMES ; NATIONAL NAMES Albion, Great Britain in the Greek writers, Gr. "AXfSiov, AX^iotv, Ptolemy's AXovlwv, Lat. Albion (Pliny), G. Alba, g. Albainn, * Scotland, Ir., E. Ir. Alba, Alban, W. Alban : Albion- (Stokes), " " white-land ; Lat. albus, white ; Gr. dA</)os, white leprosy, white (Hes.) ; 0. H. G. albiz, swan. -
Reference Guides for Registering Students with Non English Names
Getting It Right Reference Guides for Registering Students With Non-English Names Jason Greenberg Motamedi, Ph.D. Zafreen Jaffery, Ed.D. Allyson Hagen Education Northwest June 2016 U.S. Department of Education John B. King Jr., Secretary Institute of Education Sciences Ruth Neild, Deputy Director for Policy and Research Delegated Duties of the Director National Center for Education Evaluation and Regional Assistance Joy Lesnick, Acting Commissioner Amy Johnson, Action Editor OK-Choon Park, Project Officer REL 2016-158 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States. JUNE 2016 This project has been funded at least in part with federal funds from the U.S. Department of Education under contract number ED‐IES‐12‐C‐0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. REL Northwest, operated by Education Northwest, partners with practitioners and policymakers to strengthen data and research use. As one of 10 federally funded regional educational laboratories, we conduct research studies, provide training and technical assistance, and disseminate information. Our work focuses on regional challenges such as turning around low-performing schools, improving college and career readiness, and promoting equitable and excellent outcomes for all students. -
Barristers on Panel
st Report Run Date: 21 Jun 2019 BARRISTERS ON PANEL The below list contains information on the number of payments* and the total amount paid to On Panel barristers for the period 1/07/18 – 31/12/18 Amount Number Amount Number Amount Number Amount Number Barrister Name Payable of Barrister Name Payable of Barrister Name Payable of Barrister Name Payable of (€) Payments (€) Payments (€) Payments (€) Payments Buckley, Declan 417,945 52 McGrath, Imogen 43,604 15 Binchy, Michael 11,132 8 Fitzpatrick, Andrew 3,094 6 Egan, Emily 394,952 24 Boughton, David 43,480 86 Farrelly, Aoife 10,908 13 Fitzgerald, William 2,653 11 Hanratty, Patrick 385,932 11 Fleck, Kieran 43,142 7 Delaney, Michael Patrick 10,701 2 MacMahon, Noel A. 2,583 1 Halpin, Conor 337,833 26 Gayer, Sasha Louise 39,452 4 Lydon, Eileen 10,578 2 Roberts, Conor 2,030 3 O'Braonain, Luan 231,215 17 Ramsey, Michael 37,023 1 Hand, Derry 10,376 8 Cheatle, John 1,845 1 Kavanagh, James M. 187,198 6 Fahey, Grainne 36,678 73 Scully, Lorraine 9,696 6 Maher, Jeremy 1,538 2 Foley, Brian 181,914 20 McGuinness, Donal 29,223 5 Hogan, John 9,545 7 Keleher, Daniel 1,162 1 Woulfe, Donnchadh 179,160 9 Lowe, Robert 28,226 2 Walsh, Aidan 8,979 1 Hewson, Dermot G. 1,119 1 McCrann, Oonah 159,623 18 Barrington, Eileen 27,596 2 Kilfeather, Jonathan 8,642 4 Keane, Deirdre 1,076 4 McCullough, Eoin 143,268 14 White, Rory 27,032 14 Fleming, David 8,107 2 Danaher, Gerard 954 2 Corcoran, Sarah 139,707 104 Farren, Georgina 25,227 5 Tennyson, Lauren 7,679 3 Cullinane, Padraig J. -
Name Standards User Guide
User Guide Contents SEVIS Name Standards 1 SEVIS Name Fields 2 SEVIS Name Standards Tied to Standards for Machine-readable Passport 3 Applying the New Name Standards 3 Preparing for the New Name Standards 4 Appendix 1: Machine-readable Passport Name Standards 5 Understanding the Machine-readable Passport 5 Name Standards in the Visual Inspection Zone (VIZ) 5 Name Standards in the Machine-readable Zone (MRZ) 6 Transliteration of Names 7 Appendix 2: Comparison of Names in Standard Passports 10 Appendix 3: Exceptional Situations 12 Missing Passport MRZ 12 SEVIS Name Order 12 Unclear Name Order 14 Names-Related Resources 15 Bibliography 15 Document Revision History 15 SEVP will implement a set of standards for all nonimmigrant names entered into SEVIS. This user guide describes the new standards and their relationship to names written in passports. SEVIS Name Standards Name standards help SEVIS users: Comply with the standards governing machine-readable passports. Convert foreign names into standardized formats. Get better results when searching for names in government systems. Improve the accuracy of name matching with other government systems. Prevent the unacceptable entry of characters found in some names. SEVIS Name Standards User Guide SEVIS Name Fields SEVIS name fields will be long enough to capture the full name. Use the information entered in the Machine-Readable Zone (MRZ) of a passport as a guide when entering names in SEVIS. Field Names Standards Surname/Primary Name Surname or the primary identifier as shown in the MRZ -
History of the Mackenzies Alexander Mackenzie
History Of The Mackenzies Alexander Mackenzie THE HISTORY OF THE MACKENZIES. ORIGIN. THE CLAN MACKENZIE at one time formed one of the most powerful families in the Highlands. It is still one of the most numerous and influential, and justly claims a very ancient descent. But there has always been a difference of opinion regarding its original progenitor. It has long been maintained and generally accepted that the Mackenzies are descended from an Irishman named Colin or Cailean Fitzgerald, who is alleged but not proved to have been descended from a certain Otho, who accompanied William the Conqueror to England, fought with that warrior at the battle of Hastings, and was by him created Baron and Castellan of Windsor for his services on that occasion. THE REPUTED FITZGERALD DESCENT. According to the supporters of the Fitzgerald-Irish origin of the clan, Otho had a son Fitz-Otho, who is on record as his father's successor as Castellan of Windsor in 1078. Fitz-Otho is said to have had three sons. Gerald, the eldest, under the name of Fitz- Walter, is said to have married, in 1112, Nesta, daughter of a Prince of South Wales, by whom he also had three sons. Fitz-Walter's eldest son, Maurice, succeeded his father, and accompanied Richard Strongbow to Ireland in 1170. He was afterwards created Baron of Wicklow and Naas Offelim of the territory of the Macleans for distinguished services rendered in the subjugation of that country, by Henry II., who on his return to England in 1172 left Maurice in the joint Government. -
First Name Last Name GB Approval Date Date Informed Discipline/Area
First Name Last Name GB Approval Date Date Informed Discipline/area College Roger Garrett Barden Philosophy CACSSS Brian Bocking 2015 Nov 15 2016 March 14 Study of Religions CACSSS Desmond M Clarke 2007 Dec 11 Philosophy CACSSS Pat Coughlan 2013 Nov 5 2013 Nov 15 English CACSSS David Cox 2010 Nov 2 2010 Nov 5 Music CACSSS Robert Devoy 2011 Dec 13 2012 Jan 11 Geograhy CACSSS Francis Douglas 2009 Dec 8 2010 Feb 8 Education CACSSS Thomas J Dunne History CACSSS Maire Herbert 2013 Nov 5 2013 Nov 15 Irish CACSSS Aine Hyland 2009 Dec 8 2010 Feb 8 Education CACSSS Colbert Kearney 2009 Dec 8 2010 Feb 8 English CACSSS Dermot Keogh 2010 Nov 2 2010 Nov 5 History CACSSS Joe Lee 2009 Dec 8 2010 Feb 8 History CACSSS Mathew M MacNamara 2005 Nov 8 French CACSSS John Maguire Sociology CACSSS Grace Neville 2012 Nov 6 2012 Dec 6 French/T&L CACSSS Eamonn O Carragain 2010 Nov 2 2010 Nov 5 English CACSSS Sean O Coileain 2006 Dec 12 Irish CACSSS Donnchadh O Corrain 2007 Dec 11 History CACSSS Gearóid Ó Crualaoich Folklore and CACSSS Ethnology Padraig O Riain irish CACSSS Patrick O'Flanagan 2010 Nov 2 2010 Nov 5 Geography CACSSS Elisabeth Okasha 2007 Dec 11 English CACSSS Brendan E O'Mahony Philosophy CACSSS Terence W O'Reilly 2007 Dec 11 Hispanic Studies CACSSS Denis O'Sullivan 2011 April 19 2011 May 11 Education CACSSS Fred Powell 2014 Nov 4 2014 Nov 24 Applied Social CACSSS Studies Geoffrey Roberts 2017 June 13 2017 Dec 01 History CACSSS Joseph Ruane 2014 Nov 4 2014 Nov 24 Sociology CACSSS Manfred Schewe 2019 June 11 2019 June 18 School of Lang, Lit, CACSSS -
7 Naming Customs from Around the World
7 Naming Customs From Around the World http://blog.tesol.org/7-naming-customs-from-around-the-world/ Posted on 30 July 2015 by Judie Haynes Immigrant students in the United States have already suffered the trauma of leaving behind their extended family, friends, teachers, and schools. They enter a U.S. school and can also lose their name. Their name may be deliberately changed by parents or school staff, or an error may be made in the order of the name or its spelling. These mistakes can have lasting effects on students. A person’s name is part of his or her cultural identity, and it is up to schools to get it right. In order for teachers, administrators, or office staff in your school to enroll students with the correct the name, they need to understand the naming conventions of different cultures. Here are seven naming customs from different cultures. Korean names are written with the family name first. If Yeon Suk has the family name “Lee,” his name will be written Lee Yeon Suk. The given name usually has two parts, and it follows the family name. Either part of the given name can be a generation marker: Two- part given names should not be shortened— that is, Lee Yeon Suk should be called Yeon Suk, not Yeon. Russian names have three parts: a given name, a patronymic (a middle name based on the father’s first name), and the father’s surname. If Viktor Aleksandrovich Rakhmaninov has two children, his daughter’s name would be Svetlana Viktorevna Rakhmaninova. -
Choosing a Confirmation Name and Paper Guidelines
St. Rose Catholic Church St. John Catholic Church Parish Office Building 222 S. West Street Lima, Ohio 45801 Choosing a Confirmation Name A Confirmation name may be the candidate’s baptismal (given) name, thereby strengthening the link between baptism and Confirmation. A candidate may also choose the name of a saint or virtue (Faith, Hope…). Girls may, if they wish, use the female version of a male saint’s name, such as Denise for Dennis. A candidate may also use the foreign-language equivalent of any acceptable name (Esperanza for Hope, Francesca for Frances or Francis). Only ONE name may be used. How do I choose a name? You may want to honor a relative or your sponsor by using their name. In this case, find a saint with the same name. You may use your baptismal name if it is a Christian name. You may choose a saint who is a patron of a group you can relate to. Sebastian is the patron saint of athletes, Cecelia of musicians. Websites to give you some ideas: http://www.catholic.org/saints/ http://www.americancatholic.org/ http://www.catholic-forum.com/saints/ There are also books available in the Religious Education room at St. Rose that may be used to research ideas. Guidelines for paper on Confirmation name Write a brief essay (2-4 paragraphs) explaining why you chose this name. Your paper must be typed, double-spaced and 12 font. Include in your paper: The meaning of the name Why you chose the name If it is a saint’s name, give information about the saint’s life If you are taking the name of your sponsor and it is NOT a saint’s name, tell why you chose that person as your sponsor. -
What's in an Irish Name?
What’s in an Irish Name? A Study of the Personal Naming Systems of Irish and Irish English Liam Mac Mathúna (St Patrick’s College, Dublin) 1. Introduction: The Irish Patronymic System Prior to 1600 While the history of Irish personal names displays general similarities with the fortunes of the country’s place-names, it also shows significant differences, as both first and second names are closely bound up with the ego-identity of those to whom they belong.1 This paper examines how the indigenous system of Gaelic personal names was moulded to the requirements of a foreign, English-medium administration, and how the early twentieth-century cultural revival prompted the re-establish- ment of an Irish-language nomenclature. It sets out the native Irish system of surnames, which distinguishes formally between male and female (married/ un- married) and shows how this was assimilated into the very different English sys- tem, where one surname is applied to all. A distinguishing feature of nomen- clature in Ireland today is the phenomenon of dual Irish and English language naming, with most individuals accepting that there are two versions of their na- me. The uneasy relationship between these two versions, on the fault-line of lan- guage contact, as it were, is also examined. Thus, the paper demonstrates that personal names, at once the pivots of individual and group identity, are a rich source of continuing insight into the dynamics of Irish and English language contact in Ireland. Irish personal names have a long history. Many of the earliest records of Irish are preserved on standing stones incised with the strokes and dots of ogam, a 1 See the paper given at the Celtic Englishes II Colloquium on the theme of “Toponyms across Languages: The Role of Toponymy in Ireland’s Language Shifts” (Mac Mathúna 2000). -
Poems of Oisin, Bard of Erin : "The Battle of Ventry Harbour," &C. from the Irish
/l,í / ^ i-^^ 9 POEMS OF OISIN, ETC. fnms OISIN, BAED OF EEIN. '* THE BATTLE OF YENTEY HAEBOUE," &c. Emm i\^ S^rfeij. BY JOHN HAWKINS SIMPSON. AUTHOR OF " AN ENGLISHMAN'S TESTIMONY TO THE URGENT NECESSITY FOR A TENANT RIGHT BILL FOR IRELAND." LONDON: BOSWOPtTH & HAPRÍSON, 21.% REGENT STREET. EDINBURGH : JOHN MENZIES. DUBLIN: M'GLASHAN AND GILL. 1857. [The Right of Transkition is reserved.] LONDOM : Printed bv 04, J. Paljiek. 27, Lamb's Conduit Street. PEEFACE, Mr. John Mac Faden, a highly intelligent young farmer in Mayo, and Mr. James O'Sul- LiVAN, a native of the county Kerry, have greatly aided me in the translation of these ancient poems ; to each of them I take this opportunity of tendering my -svarmest thanks for their kind assistance. There are many in Ireland ^Yho could ])roduce far better works on the poems of Oisin, and it is to be hoped that some of them will, ere long, give to the public good translations of the old and beautiful literature of their native land. VI PREFACE. I shall esteem it a great favour on the part of any one who will famish me with corrections of this little volume, or with materials for additional notes, explanatory of the Fenian Heroes and their exploits ; and shall gratefully acknowledge any contributions towards another work, should this be deemed worthy a successor. J. H. S. London, Oct. 2Sth, 1857. CONTENTS. PAGE Preface ...... v OlSIN, BARD OF ErIN ..... 1 Deardra . .12 conloch, son of cuthullin . .24 The Fenii of Erin and Fionn Mac Cumhal . 31 Dialogue between Oisin and St. -
Language Education Policy Profile IRELAND
Language Education Policy Profile IRELAND Language Policy Division Strasbourg Department of Education and Science Ireland 2005 - 2007 1. INTRODUCTION.................................................................................................5 1.1. The origins, context and purpose of the Profile................................................................................5 1.2. Council of Europe policies ..................................................................................................................6 1.3. Irish priorities and key issues in the review of language teaching..................................................8 1.3.1. National Language Policy and Societal Attitudes.......................................................................8 1.3.2. The Irish Language in Society and in Education .......................................................................8 1.3.3. Language as a Resource................................................................................................................8 1.3.4. National Policy and European Policy ..........................................................................................8 1.3.5. The Changing Sociolinguistic Map of Ireland ............................................................................8 1.3.6. An Integrated Approach to Language Teaching........................................................................9 1.3.7. The Future of Modern Foreign Languages in Primary School.................................................9 1.3.8. Assessment