How to Prove Your Family Tree Connections

There is nothing more frustrating to a genealogist than locating details on an ancestor in a published book, Web page, or database, only to later find that the information is full of errors and inconsistencies. Grandparents are often linked as parents, women bear children at the tender age of 6, and often entire branches of a family tree are attached based on nothing more than a hunch or guess. Sometimes you may not even discover the problems until sometime later, leading you to spin your wheels struggling to confirm inaccurate facts, or researching ancestors who arent even yours. What can we as genealogists do to: Make sure that our family histories are as well-researched and accurate as possible.Educate others so that all of these inaccurate family trees dont continue to procreate and multiply? How can we prove our family tree connections and encourage others to do the same? This is where the Genealogical Proof Standard established by the Board for Certification of Genealogists comes in. Genealogical Proof Standard As outlined in Genealogy Standards by the Board for Certification of Genealogists, the Genealogical Proof Standard consists of five elements: A reasonably exhaustive search for all pertinent informationA complete and accurate citation to the source of each item usedAnalysis of the collected informations quality as evidenceResolution of any conflicting or contradictory evidenceArrive at a soundly reasoned, coherently written conclusion A genealogical conclusion that meets these standards can be considered proved. It may still not be 100% accurate, but it is as close to accurate as we can attain given the information and sources available to us. Sources, Information Evidence When collecting and analyzing the evidence to prove your case, it is important first to understand how genealogists use sources, information, and evidence. Conclusions which meet the five elements of the Genealogical Proof Standard will generally continue to hold as true, even if new evidence is uncovered. The terminology used by genealogists is also a little different than what you may have learned in history class. Instead of using the terms primary source and secondary source, genealogists quantify the difference between sources (original or derivative) and the information that is derived from them (primary or secondary).   Original vs. Derivative SourcesReferring to the provenance of the record, original sources are records that contribute written, oral, or visual information not derived—copied, abstracted, transcribed, or summarized—from another written or oral record. Derivative sources are, by their definition, records which have been derived—copied, abstracted, transcribed, or summarized—from previously existing sources. Original sources usually carry more weight than derivative sources.Primary vs. Secondary InformationReferring to the quality of the information contained within a particular record, primary information comes from records created at or near the time of an event with information contributed by a person who had reasonably close knowledge of the event. Secondary information, by contrast, is information found in records created a significant amount of time after an event occurred or contributed by a person who was not present at the event. Primary information usually carries more weight than secondary information.Direct vs. Indirect EvidenceEvidence only comes into play when we ask a question and then consider whether the information found in a particular record answers that question. Direct evidence is information that directly answers your question (e.g., When was Danny born?) without a need for other evidence to explain or interpret it. Indirect evidence, on the other hand, is circumstantial information that requires additional evidence or thought to convert it into a reliable conclusion. Direct evidence usually carries more weight than indirect evidence. These classes of sources, information, an original source, and evidence are rarely as clear-cut as they sound since information found in one particular source can be either primary or secondary. For example, a source containing primary information directly relating to the death may also provide secondary information regarding items such as the deceaseds date of birth, parents names, and even childrens names. If the information is secondary, it will have to be further assessed based on who provided that information (if known), whether or not the informant was present at the events in question, and how closely that information correlates with other sources.

British-Imperialism In George Orwells Shooting An Elephant

The essay â€Å"Shooting an Elephant,† by George Orwell tells about the life of the narrator in a time of British-Imperialism. He tells the story of himself being a sub-divisional police officer in a town that was against the occupation of the British. The narrator worked in an aimless and lack of control area. The essay often tells of the anger that Orwell feels about the natives. The narrator’s attitude toward the natives is anger because the natives made his job difficult, they ridiculed him, and pressured him to make bad decisions. The narrators feeling of anger toward the natives is fueled by them making his job difficult. Orwell’s job as a sub-divisional police officer created more problems for him. The natives did not like†¦show more content†¦The narrator’s trouble was heightened due to the fact that there was a loose elephant. For safety, and safety only, Orwell grabbed an elephant rifle in the case that problems were aroused. Upon seeing the rifle, the natives followed him like a pack of hungry wolves. The narrator told the readers that â€Å"The sole thought in my mind was that if anything went wrong those two thousand Burmans would see me pursued, caught, trampled on, and reduced to a grinning corpse like that Indian up the hill. And if that happened it was quite probable that some of them would laugh. That would never do. There was only one alternative. I shoved the cartridges, into the magazine and lay down the road to get a better aim† (Orwell 5). The narrator was angry that he was pressured to kill the elephant. In his conscience, he thought that he would leave the elephant alone because it was acting peaceful. He felt that the elephant was settling down and does not require to be put down. Orwell felt as though the crowd was going to laugh at him for being a coward. Orwell did not want to be labeled as a coward and therefore felt the need to kill the elephant. The narrator did not want to feel as tho ugh he could not kill the elephant and because he did feel this way, he was angry that the natives pressured him to shoot the elephant. The attitude conveyed in the essay â€Å"Shooting an Elephant† is anger because theShow MoreRelatedBritish Imperialism In George Orwells Shooting An Elephant1042 Words   |  5 Pages Shooting an Elephant by George Orwell portrays the fictional life of Orwell during his time as sub-divisional police officer in Moulmein, Lower Burma. The essay unveils the identity crisis as a British man, where rising imperialism of British in Burma is becoming more dominant. The essay started off identifying who George Orwell was. A sub-divisional police officer of Moulmein, who developed a feeling of being anti-European towards the Burmese people. By claiming that no one is courageous enoughRead More George Orwells Shooting an Elephant as an Attack on Colonialism and Imperialism842 Words   |  4 PagesGeorge Orwells Shooting an Elephant as an Attack on Colonialism and Imperialism    The glorious days of the imperial giants have passed, marking the death of the infamous and grandiose era of imperialism. George Orwells essay, Shooting an Elephant, deals with the evils of imperialism. The unjust shooting of an elephant in Orwells story is the central focus from which Orwell builds his argument through the two dominant characters, the elephant and its executioner. The British officer, theRead MoreThe Evil Of Imperialism In George Orwells Shooting An Elephant1023 Words   |  5 PagesShooting An Elephant In George Orwell’s narrative, â€Å"Shooting An Elephant,† Orwell recreates his experience as a soldier trying to end imperialism in the country of Burma by shooting an elephant. George Orwell recreates this experience of imperialism being evil through the use of literary devices. Orwell opens his essay by reflecting upon the evil of British imperialism before shooting the elephant. Orwell’s hatred for imperialism is exemplified when he mentions â€Å"was hated by large numbers of peopleRead MoreRhetorical Analysis Of George Orwell s Shooting An Elephant 1272 Words   |  6 PagesRhetorical Analysis of George Orwell’s â€Å"Shooting an Elephant† George Orwell, a journalist and an author of 1903 through 1950, is not only the author of â€Å"Shooting an Elephant,† but surprisingly, he is also the narrator and the main character. Orwell’s narrative essay of 1936 takes place in squalid, British-occupied Moulmein, lower Burma. To begin, in the opening of his piece, Orwell describes himself as a young, British police officer who, ironically, despises the British imperial project in BurmaRead MoreShooting an Elephant938 Words   |  4 PagesGeorge Orwell’s â€Å"Shooting an Elephant† â€Å"Shooting an Elephant† is an essay written by George Orwell and published in 1936 (Orwell 66). Orwell was born June 25, 1903, as Eric Arthur Blair and passed away January 21, 1950, in India (â€Å"George Orwell Biography†). Orwell was known for his journals, novels, and essays published about his own political views (â€Å"George Orwell Biography†). Orwell traveled to Burma after not doing good enough in school to earn a scholarship and decided to join the imperialRead MoreAnalysis Of Shooting An Elephant By George Orwell988 Words   |  4 Pagescommonly known as George Orwell, is the author of many compositions. Blair, the author of two of the most famous novels of the 1920s; Animal Farm and Nineteen Eighty-Four, was born in Eastern Indian. He joined the Indian Imperial Police in Burma but resigned in 1927 to become a writer (BBC). Orwell’s style of writing can be described as bold and vivid. He puts the truth in his writing. Orwell’s novel, â€Å"Shooting an Elephant,† was published in 1936. In the novel, a colonial policeman in British Burma is calledRead MoreCritical Analysis Of Shooting An Elephant1165 Words   |  5 PagesIn George Orwell’s story ‘Shooting an Elephant’, insight is given into the life of an oppressor in the British Empire. Orwell, having undergone a significant personal experience, illustrates his experience of imperialism and the resounding effects is has on the ethical conduct and ideals of man, not only of the oppressed but also in regards of the oppressor. Orwell’s ‘Shooting an Elephant’ attempts to convey the sacrifice of one’s morality in service of imperialism. Through the spread of the BritishRead MoreEssay on Imperialism: Shooting an Elephant635 Words   |  3 PagesIn George Orwells â€Å"Shooting an Elephant,† deals with the evil side of imperialism. The shooting of the elephant in Orwells story is the c entral focus from which Orwell builds his argument through the two dominant characters, the elephant and the British officer. The British officer, acts as a symbol of the imperial country and the elephant is the victim of imperialism. Together, the solider and the elephant turns this into an attack on the evils of imperialism. The shooting of the elephant showsRead MoreLiterary Analysis of â€Å"Shooting an Elephant,† by George Orwell1152 Words   |  5 PagesIn â€Å"Shooting an Elephant,† George Orwell achieves two achievements : he shows us his personal experience and his expression while he was in Burma; he use the metaphor of the elephant to explain to describe what Burma looked like when it was under the British Imperialism. The special about this essay is that Orwell tells us a story not only to see the experience that he had in Burma; he also perfectly uses the metaphor of the elephant to give us deep information about the Imperialism. By going throughRead M oreGeorge Orwells Essay Showing Regret for Shooting an Elephant880 Words   |  4 Pagesrepresentation of George Orwell’s perception of British imperialism around the world. It is a firsthand account of how imperialism affects both rulers and the oppressed using a short story. The author shows how imperialism is a prison to not only the Burmese, but also the British. The message can clearly be seen though Orwell’s regret in being forced to kill an elephant. The purpose of this essay is to explain Orwell’s true message of anti-imperialism using the nature of tyranny and the British Empire as

Methodology in Second Language Teaching

Question: Discuss about the Methodology in Second Language Teaching. Answer: Introduction: The aim of the present assignment is to make a profound analysis of the classroom strategies that a teacher has applied in his/her classroom in order to facilitate a fruitful learning atmosphere as well as to stimulate collaborative dialogue. For the aforementioned aim of the assignment, concentration will be given to my teaching experience in a class of 7 students, where I with my other three friends have taught topics like technology, holiday habits and food. The objective would be to identify flaws in the teaching as well as the aspects of our teaching practice those can be improvised. However, in order to acquire a wider perspective about second language teaching, in this assignment, I would analyze a particular video of language teaching and three of the strategies applied by the respective teacher in the video. Prior to accomplish the above-mentioned purpose, it is essential to mention that dialogic teaching is essential for a teacher to adopt in order to explore the thought process of the learner as well as to properly treat the responses acquired from the students (Brinton Celce-Murcia, 2014). Most significantly, the dialogic teaching has proven most convenient in nurturing some of the significant teaching outcomes, which are engagement, confidence, independence and responsibility of the students (Mackey Gass, 2015). In this context, it is also significant to denote that for a successful teaching outcome, it is necessary first to script or design right classroom discourse. Classroom talk technique is one of the efficient processes that are included in a proper classroom discourse (Richards Rodgers, 2014). Appropriate classroom talk techniques include recapitulations, elicitation, repetition, reformulation and exhortation (Lantolf et al., 2015). Considering the fundamental aim of the present assignment, the video of Lauras lesson has been selected. From the video, it has been understood that the respective teacher Laura has designed an efficient as well as an attractive way in engaging her students into the classroom activity. After watching and understanding the video, it can be said that the second language teacher Laura has efficiently pursued a convenient scripting classroom discourse. It is evident as per the reason, the teacher has adopted the strategy of expanded IRF, the strategy of recoding and modeling, recalling and drafting participation and mode shifting and recasting. The video has also given the hint that the teacher Laura has purposefully considered the revoicing responses strategy too (youtube.com, 2017). Here it is needed to mention that the video is indicative of the fact that the teacher Laura has utilized the teaching concept of scaffolding. The concept of scaffolding is to guide participation of the students and assist performance of them as well. Three main aspects of scaffolding are initiation, response and feedback (Arends, 2014). Moreover, in the scaffolding procedure, teachers generally ask thinking questions and keep pushing their students to acquire the proper answer (Schachter Gass, 2013). On the other hand, it is also to contemplate that following the classroom discourse used by the teacher Laura, it can be said that the teacher has considered to utilize the strategies of classroom discourse in terms of a mediating tool. Nevertheless, three main strategies, which can be considered for the present purpose, are expanded IRF, recoding and modeling and recalling and drafting participation. The teacher through her activity of drawing a picture of an advertisement and then asking her students to give response regarding it has applied the first strategy - expanded IRF initially. The strategy of expanded IRF is a particular pattern of discussion between a teacher and a learner, in which the teachers initiate and the response of the student and thereafter the teachers give feedback (Gibbons, 2006). As per the consequence of the strategy, the students are found to be interested and enthusiastic to give response. The second strategy, which immediately followed application of the first one as the teacher Laura seems to decode most of the students answers (youtube.com, 2017). The strategy of recoding and modeling is to help a student of second language learning in properly pronouncing a word or phrase (Harmer, 2015). It should be said that the particular strategy helped and motivated the students in giving further responses. The third strategy recalling and drafting participation has been done after the teacher provided the students papers to fill about their perception regarding the advertisement. The strategy of recalling and drafting participation is to encourage a student in identifying alternating answer from the past experience for a particular solution and making more fruitful participation. Therefore, it is indicative of the fact that the teacher has efficiently applied the scaffold as well as mediation techniques. It is because, through the basic processes of scaffolding, the teacher engaged her students into internal mental functions. Human mediation is pursued in the form of assistance from the peers or the teachers (Arends, 2014). The teachin g style of Laura is evident of the fact. Now, I would like to analyze my own style of teacher talk that I have applied in the class of seven students. I with my companions have applied the expanded IRF technique at first and following the first step of scaffolding, I have started my teaching with thinking question on photographs of varied places and their regional signature foods. I should mention the fact that initially I get huge response and attention from the students. They have been enthusiastic enough in answering the questions I have designed. I considered giving them assistance in expressing their views and percepts, which I believe is the strategic option of recoding and modeling. I think both of the aforementioned strategies have been worked well though I could not have appropriately applied the other significant aspects of classroom discourse. However, I should mention that I did not forget to give feedback to the students, which I believe is the strategy of revoicing responses. Henceforth, I believe I need to im provise my skills of mode shifting and recasting as well as recalling and drafting participation techniques as I have not properly applied them. Hence, I can conclude that I have learned one of the most significant aspects of second language teaching methodology, which is how to grab attention of the students and make them enthusiastic enough in classroom activities. I have learned that without proper contents, guidance and enthusiasm from the part of the teacher, it is not possible to successfully engage the students in classroom learning. Most significantly, I have come to realize the fact that I still have to learn and acquire varied techniques and methods of scaffolding and mediation, as I believe both of them are essential in fruitfully teaching secondary language in a classroom. References Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Brinton, D. M., Celce-Murcia, M. (2014).Teaching English as a second or foreign language. Heinle and Heinle. Gibbons, P. (2006). Bridging discourses in the ESL classroom. Continuum, London. Harmer, J. (2015). The practice of English language teaching (5th ed). Harlow, England: Pearson Education. King, K. A., Mackey, A. (2016). Research methodology in second language studies: Trends, concerns, and new directions.The Modern Language Journal,100(S1), 209-227. Lantolf, J. P., Thorne, S. L., Poehner, M. E. (2015). Sociocultural theory and second language development.Theories in second language acquisition: An introduction, 207-226. Laura. (2017).YouTube. Retrieved 5 May 2017, from https://www.youtube.com/watch?v=rv_Ud2lq-Wwlist=PLrk8hPUvXUfdiG-RDlT4-vgaxYn9_idEeindex=1 Mackey, A., Gass, S. M. (2015).Second language research: Methodology and design. Routledge. Richards, J. C., Rodgers, T. S. (2014).Approaches and methods in language teaching. Cambridge university press. Schachter, J., Gass, S. M. (2013).Second language classroom research: Issues and opportunities. Routledge.

Learn From You Essays - Educational Psychology, Herbert Kohl

Learn From You The purpose of this paper will be to make a thorough review of the book, "I Won't Learn from You!". I will do this by discussing some of the main ideas and points that are focused on throughout the book. Also compare and contrast the different stories within the book, to earn a better understanding of the concept and overall meaning that the author, Herbert Kohl, is trying to get across to the reader. I believe reviewing the ideas of the book will allow us to not only comprehend the true meaning more, but also make it more applicable to our education and careers. The author begins the book with main idea displayed, the idea of "learning how to not-learn". This is a very complex thought and many times is misconceived as being an excuse for the inability to learn. Although, the process of "learning how to not-learn" is generally a much more grueling experience. This process of "learning how to not-learn" consists of an active and willful rejection of someone teaching something new to you. The first example that the authors uses to implicate this willful process, is with a fifth grader who explains to his teacher that his grandfather will not learn how to speak English. Even after being confronted and offered a chance to learn English, the grandfather still refuses. He refuses due to the fact that if he gave in like the rest of his family and spoke English instead of Spanish, then they wouldn't know who they were. This fear of losing one's culture caused the grandfather to learn how to not-learn. To support the idea of this being misinterpreted, I will use the example of other views of this action. The author presented this story to colleagues who concluded that the grandfather was doing this for the fear of learning or the failure there of. The author also backs this story up with a personal experience, which is on the same track as the Spanish to English story above. As a child the author was brought up in a family, which he was traditionalized in a Jewish sense. His parents made him attend a class where he was suppose to learn Yiddish. As the grandfather had chosen to "not-learn", so did Herbert Kohl himself as a child. He refused to learn Yiddish. When it was spoken he, would change the subject, when talked to in Yiddish he responded in English, and when tested in Yiddish he cheated. He willfully refused to learn, because he found it useless and pointless for him to know such language he would never use. Now, he regretted not learning the language because it would have made him a better person, but at the time there was no realization of this. Learning to not-learn can be noble and useful as well as harmful. The author then takes an education turn and talks about a student named Barry. Barry was an African-American student who was being held back because of his supposed inability to read. This supposed inability was just that, he had chosen to not- learn to read. The teacher Barry previously had from last year was afraid and labeled Barry as basically being useless. Barry was know by the other students as being the child that the teachers were afraid of. Herbert Kohl confronted Barry with a book and asked him to read it, which in turn, Barry through a temper tantrum and threw the book on the floor. After assessing the situation, Herbert Kohl went to Barry and quickly read the first sentence to Barry and asked him to read it back. This allowed Barry to not give in to the teacher's demands but just repeat the sentence that was just stated by the teacher. Barry did so and slowly throughout the next few weeks his reading gained strength and durability. Another example used in the book is a student by the name of Akmir. Akmir was an African-American student who struggled to maintain his culture and his roots despite the racist school systems he was brought up in. He attacked the curriculum in class and made it a time to fight back against the white racism taught in the classroom. This way, of "not learning" allowed Akmir to live the life he wanted and not to conform to an already racist system. This is just another example of a child willfully refusing and learning not to learn. Although there were more stories within the text, I believe that the ones