Hunting for Witches in the Family Tree

Whether your ancestor was actually a practicing witch, or someone accused of or involved with witchcraft or witch hunting, it can add a touch of interest to your family history. Of course, were not talking about the witches we think of today - the black pointy hat, the warty nose, and the ragged broomstick. Most women, and men, who were accused of witchcraft, were feared for their nonconformist ways more than anything else. It can still be fun to claim a witch in the family tree. Witchcraft in Europe Colonial America Talk of witches often brings the famous Salem Witch Trials to mind, but punishment for practicing witchcraft was not unique to colonial Massachusetts. A strong fear of witchcraft was prevalent in 15th century Europe where strict laws against witchcraft were put into effect. It is estimated that around 1,000 people were hanged as witches in England over a 200-year period. The last documented case of an individual found guilty of the crime of witchcraft was Jane Wenham, charged with â€Å"conversing familiarly with the Devil in the shape of a cat  in 1712. She was reprieved. The largest group of convicted witches in England were nine Lancashire witches sent to the gallows in 1612, and nineteen witches hanged at Chelmsford in 1645. Between 1610 and 1840, it is estimated that over 26,000 accused witches were burned at the stake in Germany. Between three and five thousand witches were executed in 16th and 17th century Scotland. The anti-witchcraft sentiment that had been growing in England and Europe undoubtedly had an impact on the Puritans in America, ultimately leading to the witch craze and subsequent Salem Witch Trials Resources for Researching the Salem Witch Trials Salem Witch Trials - Documentary Archive Transcription ProjectThe Salem Witchcraft Papers from the University of Virginias Electronic Text Institute provide a wealth of primary source documents, including a verbatim transcript of the legal documents generated during the arrests, trials, and deaths of the accused Salem witches in 1692. The site also includes site lists of jurors, Puritan ministers, judges, defenders and others involved in the Salem Witch Trials, plus historical maps.The Associated Daughters of Early American WitchesA membership society geared toward preserving the names of those accused of witchery in Colonial America prior to 1699 and to locate living female descendants of those witches. Contains a comprehensive list of accused witches.Genealogy of Witch Trial Ancestors FamiliesGenealogy reports for six of the individuals involved in the infamous Salem Witch Trials, including accused witches and officials involved in the trials. Researching Witch Trials the Witch Craze in Europe The Witch Hunts (1400-1800)Maintained by Professor Brian Pavlac at Kings College in Wilkes Barre, PA, this site examines the European witch craze through timelines and discussion of common theories, errors, and myths behind the Witch Hunts. You can also suffer through witch hunting first hand in an interesting simulation of a 1628 witch hunt.​Survey of Scottish Witchcraft 1563 - 1736An interactive database contains all individuals known to have been accused of witchcraft in early modern Scotland - nearly 4,000 in total. Supporting material provides background information on the database and an introduction to Scottish witchcraft. References Gibbons, Jenny. Recent Developments in the Study of the Great European Witch Hunt. Pomegranate, Vol. 5, 1998.History of the witch hunt (Geschichte der Hexenverfolgung). Maintained by the Server Frà ¼he Neuzeit (University of Mà ¼nchen) in cooperation with the Arbeitskreis fà ¼r Interdisziplinà ¤re Hexenforschung (research group for interdisciplinary witchcraft research). Mainly in German.Zguta, Russell. Witchcraft Trials in Seventeenth-Century Russia The American Historical Review, Vol. 82, No. 5, Dec. 1977, pp. 1187-1207.

The Rate Of Return On Education Human Capital Theory And...

Introduction The aims of this section are to outline the main theoretical approaches that underpin the rates of return on education – human capital theory and signalling models, together with reviewing the empirical literature on the topic based on such theory and the estimation issues encountered in section one. The section starts by introducing the underlying theory explaining the typical modelling attempts that take place at both the macro and microeconomic levels. Background Causal effects of education have long been a popular research topic for both labour economists and governments to estimate the effects on earnings and years of schooling. As a result, vast literature has been covered from as early as the 1990’s to present, each one proving in some way that the results from previous papers are negatively affected by some factor, and then aim to correct for this by using a variety of different techniques. This kind of debate provides a fascinating setting for research into the returns to education in the UK. Investment in the knowledge and skills of individuals takes places in three periods; early childhood, teenage years and as an adult in the labour market. During childhood, gaining human capital is predominantly determined by the decisions of others, in particular parents, our cultural environment and early schooling experiences which help to form basic language and mathematical skills and stem our attitudes towards learning from there onwards. As teenagers, weShow MoreRelatedHuman Capital Theory Vs. Theory Essay1500 Words   |  6 PagesEconomists have debated over Human Capital Theory versus Signaling Theory for years. Whilst differences have been analysed, limitations in these attempts have continued this long running debate. However, it is clear that as an individual receives higher education, their ability to attain higher earnings increases. The question now that must be acknowledged, is why individuals with a higher education attain higher earnings? Human Capital Theory suggests that the economic value of individuals withinRead MoreResearch And Professional Practice : Annotated Bibliography1948 Words   |  8 Pagesincidence of over-education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...4 4. Why does over-education happen?.................................................................5 5. What is the impact of over-education on the job satisfaction of those graduates who are in that position?.....................................................................6 6. Discuss to what extent over-education is a short-term phenomenon†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 7. What are the implications of over-education for UniversitiesRead MoreCorporate Finance69408 Words   |  278 Pagesis for a Level 3 course (also known as a ‘300 course’) offered as part of the University of London International Programmes in Economics, Management, Finance and the Social Sciences. This is equivalent to Level 6 within the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). For more information about the University of London International Programmes undergraduate study in Economics, Management, Finance and the Social Sciences, see: www.londoninternationalRead MoreHuman Resource Management and Balanced Score Card5186 Words   |  21 PagesScorecard in Human Recourse Development. Research objective: to find out the relationship between Balanced Score Card in relation with Human Resource development. Research Questions: What are the areas of HRD in which BSC can be implemented? What is the importance of performance measurement systems for Sustainable HRD? What are the problems associated with the successful implementation of BSC? Hypotisis: Implemetation of Balanced Scorecard(BSC) has a major contiribution towards Human ResourseRead MorePrinciples of Microeconomics Fifth Canadian Edition20085 Words   |  81 PagesChapter 1 Chapter 2 Chapter 3 Ten Principles of Economics Thinking Like an Economist Interdependence and the Gains from Trade The study of economics is guided by a few big ideas. Economists view the world as both scientists and policymakers. The theory of comparative advantage explains how people benefit from economic interdependence. PART TWO: SUPPLY AND DEMAND I: HOW MARKETS WORK Chapter 4 The Market Forces of Supply and Demand Elasticity and Its Application Supply, Demand, and GovernmentRead MoreProject on Risk Management46558 Words   |  187 Pagesmarket variables such as Interest Rate, Foreign Exchange Rate, Equity Price, and the Liquidity risk as banks fund long term assets (loans) with short term liabilities (deposits) thereby exposing themselves to the funding, time and call risks. 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Secret Essay Example For Students

Secret Essay SecretsIt is a nature of people to share their feelings and secrets with their so-called friends. Secrets are mostly situation that involves this one person who has to deal with the issues of his or her privacy when telling the secret and at the same time does not want third party to know. However, it is better to the listener than the secret teller. For instance, if a person has an important decision to make and if he/she does not want anybody to else to know the situation, but at the same token needs suggestion or advice from people who he/she can trust, it does not matter how hard he/she thinks, he/she might not be able to come up with a good decision. The reason being is that he/she is too involved in the situation hence prevent him/her from thinking properly. At this point, it is better to ask for second opinion especially from a friend or someone who can be trusted. I believe that secrets should be kept between you and your friend because that is the foundation of a relationshi p and it helps you release the stress thats building inside. Every individual has at one time or another shares some kind of secret to his or her friend. This is where the foundation of a true friendship begins. Good friends are hard to find; therefore, if you happen to have a good friend you would want to share things with that friend and expect that friend to keep your secret for you. By doing so implies that you consider him/her as one of your own people such as your father/mother or husband/wife. Also, you are insinuating to your friend that you trust him/her enough to share your most intimate thoughts and feelings. Thus in return that friend should respect you enough to keep your secret for you until you are ready to announce it to the world. Another example is that when you tell your friend your secret, you expect that friend to help you solve your problem. Or at least give you some suggestions in finding a solution to your problem. A true friend would not mind helping you because he/she knows that you would do the same for him/her. This friend not only would feel good about helping you but also feels fortunate that you would go to him/her for help. Just the thought of helping you release all those tension is enough to cheer your friend. Nonetheless, the reason you would want to tell someone your secret is because it is eating you up inside and the only way to release it is to tell someone something. After telling the whole secret or even just a little part of it does a lot of good. That is why many people tell their friends things. Many people tell secrets for different reason. It is a part of human nature for one friend to tell another the secret and expect that friend to keep the secret for you. A strong friendship should have some kind of foundation and trust. If a friendship lacks these two fundamental elements, then that relationship would not last. Friends should be able to trust one another and share whatever on ones mind. Also, friends tell another friend their secrets because it helps them liberate the pressure and anxiety thats building inside. For these reasons, I truly believe that a true friend will keep your secrets for you.

Reflective Journal free essay sample

What I have pro-actively tried to do is participate in the discussions regarding student groups and what other peers do to motivate, engage and ensure differentiation within their sessions. Avis et al in â€Å"Teaching in Lifelong Learning† was a useful book which has provided me with practical teaching guidance on classroom sessions and what I can do to improve my delivery to students. I have drawn on this resource and it has assisted me with discussing with my peers in the PGCE sessions about what is beneficial to learners and what can be detrimental within a classroom environment. By engaging in these types of debates within PGCE it has given me additional confidence to contribute when in the Higher Education arena with colleagues. In year 1, due to my lack of experience I felt reticent to share comments about how I felt I could inspire learners and contribute to their enthusiasm. In contrast this year I have felt a more active part of the team. We will write a custom essay sample on Reflective Journal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This has been further evidenced by me trying to insert new teaching assessments and techniques for example: the snowball event which has been referred to in PDP4. The observations which I undertook to assist with PDP2 have demonstrated further how a tutor should take risks with their delivery and be encouraged to try new approaches. When observing the HND class, although many of the techniques may have been considered basic, the students clearly enjoyed the interaction and the opportunity to be integrated in the session. Feedback from my second teaching observation this year, was I had not interpreted a model correctly to students. I subsequently sought advice from my tutor to ask to discuss my interpretation of the model and how this could be rectified with the students. This was a steep learning curve for myself, asking for help and support should not be seen as detrimental. Reviewing what happened, realistically I need to ensure I review all models and seek advice from colleagues if I am not sure how to approach them. I have taken on board Schon’s reflective model on how you learn from experience and your teaching can improve from ensuring you develop from these action points and improve your practice. One of the modules which I taught this academic year was a lecture as a guest speaker, followed by a seminar and the students were split into two seminar groups. I therefore had to co-teach the seminar group with a colleague. The same lecturer had taught the â€Å"People and Organisation† module previously. I found this situation quite difficult, as although I was preparing the material for both seminar groups the other lecturer did provide feedback, comments on how things could have been done differently. The feedback was not constructive on lesson techniques instead was more a personal opinion on what he would have included in sessions etc. I took this feedback on board and ensured I acted professionally in the meetings; however I did discuss this with my mentor to get feedback on whether I handled it correctly and what way I could approach it in the future. Initially, I began to doubt if I had the confidence and ability to teach the module and evaluated this situation after the first four sessions. I then applied Egan’s model of Explore, Understand and Act and began to discuss with the lecturer what would he do differently, understand what his views were and then act on that. I moved the situation by evaluating my performance, discussing it with a peer and then identifying what is best for the students. In addition, my mentor and I discussed the issue and I explained I was keen to learn from any errors I had made, however I did review the situation that both the colleague and I should be working together to ensure a consistent delivery package and should not be competing as â€Å"us and them†. Roffey-Barentsen amp; Malthouse (2009) (p7) in their model helped me to evaluate and take the necessary relevant action of â€Å"reading about what I was going to deliver† â€Å"planning† for the seminar, â€Å"doing it†, taking time to â€Å"reflect† on it and then the cycle can be undertaken again. By using an academic model it has helped me to understand the process of reflection and how I can move a situation forward in an academic situation. Although I recognise the support of peers and the importance of sharing best practice as a professional I do understand how I need to undertake my own personal development to ensure I maintain my standards. By doing this, it will encourage colleagues to seek support from myself and guidance when requiring information about my subject specialist area. Currently within my department I am the only colleague who is CIPD qualified. I take this qualification seriously and want to ensure my colleagues can draw upon my professional experience to assist them in the workplace. Within the limitations of teaching reduced hours I do aim to try to provide additional support to my colleagues by providing journal articles or other relevant Employment Law information. In addition on three occasions this year I have facilitated on the BA programme as a guest speaker. Based on this delivery, in preparation for next year I have been asked to facilitate on the course next year. A further contribution which I have made to the Higher Education department was a new colleague joined the team. As he was allocated a module which I had previously facilitated on, I provided my entire lesson plans to him, DVD resources etc for the whole module. In addition, we discussed his facilitation during 1:1’s and I explained I recognised he would want to change, amend and update how the resources were his to utilise as he felt appropriate. In summary I feel it is important to work as a co-operative team member to ensure best practice is shared and to provide support and guidance to colleagues. As Belbin’s teamwork theory illustrates the team will include a variety of different personalities and it is essential an effective work practice is undertaken. By working as a team this will benefit the students which should be the priority for all of the teaching staff.