The Union Jack Flag - Flag of the United Kingdom

The Union Jack, or Union Flag, is the flag of the United Kingdom. The Union Jack has been in existence since 1606, when England and Scotland merged, but changed to its current form in 1801 when Ireland joined the United Kingdom Why the Three Crosses? In 1606, when England and Scotland were both ruled by one monarch (James I), the first Union Jack flag was created by merging the English flag (the red cross of Saint George on a white background) with the Scottish flag (the diagonal white cross of Saint Andrew on a blue background). Then, in 1801, the addition of Ireland to the United Kingdom added the Irish flag (the red Saint Patricks cross) to the Union Jack. The crosses on the flags relate to the patron saints of each entity - St. George is the patron saint of England, St. Andrew is the patron saint of Scotland, and St. Patrick is the patron saint of Ireland. Why Is It Called the Union Jack? While no one is quite certain where the term Union Jack originated, there are many theories. Union is thought to come from the union of the three flags into one.   As for Jack, one explanation states that for many centuries a jack referred to a small flag flown from a boat or ship and perhaps the Union Jack was used there first.   Others believe that Jack could come from the name of James I or from a soldiers jack-et. There are plenty of theories, but, in truth, the answer is that no one knows for sure where Jack came from. Also Called the Union Flag The Union Jack, which is most properly called the Union Flag, is the official flag of the United Kingdom and has been in its current form since 1801. The Union Jack on Other Flags The Union Jack is also incorporated into the flags of four independent countries of the British Commonwealth - Australia, Fiji, Tuvalu, and New Zealand.

Essay on Summary and Analysis of The Pardoners Tale

Summary and Analysis of The Pardoners Tale (The Canterbury Tales) Prologue to the Pardoners Tale: The Host thinks that the cause of Virginias death in the previous tale was her beauty. To counter the sadness of the tale, the Host suggests that the Pardoner tell a lighter tale. The Pardoner delays, for he wants to finish his meal, but says that he shall tell a moral tale. He says that he will tell a tale with this moral: the love of money is the root of all evil. He claims that during his sermons he shows useless trifles that he passes off as saints relics. He proudly tells about how he defrauds people who believed they have sinned. He states explicitly that his goal is not to save people from sin, but to gain money from them. The†¦show more content†¦Although he is one of the most developed characters, he is the character perhaps most defined by his profession. The Pardoner has substituted a system of values with a rote performance, which conforms to his profession, which substitutes a meaningless monetary transaction for penance for sin. The Pardoner therefore suggests a traditional Vice character who behaves strictly out of the most impure motives, but where he departs from vice characters, who shamelessly commit misdeeds for their own pleasure, is that he lacks the necessary amoral quality. The Pardoner is not a moral man, but he nevertheless has a moral system to which he most certainly does not adhere. The Pardoners Tale: There once lived in Flanders a group of three rioters who did nothing but engage in irresponsible and sinful behavior. They were blasphemous drunkards who, while in a tavern one night, witnessed men carrying a corpse to its grave. A boy told the rioters that the dead man was one of their friends, slain by an unseen thief called Death. They remark that Death has slain thousands, and vow to slay Death themselves. The three drunken men go off to find Death, but only come across an ancient man shrouded in robes. He claims that Death will not take him, and says that they can find Death underneath a nearby oak tree. When they found the tree they only found bushels of gold. They decide to take the treasure and divide it evenly, but realize that if they immediate wentShow MoreRelatedSniper and How Much Land Does Man Require5559 Words   |  23 Pagesones used in Chaucer’s â€Å"The Pardoner’s Tale.†Ã‚   The writing style of Tolstoy is reminiscent of Chaucer’s style. Both Chaucer and Tolstoy use apostrophe, where a belief or idea is portrayed as a character. In â€Å"The Pardoner’s Tale† death is a character. â€Å"There came a privy thief, they call him Death.† Tolstoy’s â€Å"How Much Land Does a Man Need?† has the devil as a character. â€Å"But the Devil sitting behind the stove had heard everything.†Ã‚   Chaucer’s â€Å"The Pardoner’s Tale† and Tolstoy’s â€Å"How Much LandRead MoreFigurative Language and the Canterbury Tales13472 Words   |  54 Pagesones. Often this term is used interchangeably with both the literary technique and the larger story itself that contains the smaller ones, which are called framed narratives or embedded narratives. The most famous example is Chaucers Canterbury Tales, in which the overarching frame narrative is the story of a band of pilgrims traveling to the shrine of Thomas a Becket in Canterbury. The band passes the time in a storytelling contest. The framed narratives are the individual stories told by the

Russian Revolution Of 1917 Essay Research Paper free essay sample

Russian Revolution Of 1917 Essay, Research Paper THE RUSSIAN REVOLUTION February Revolution At times, Nicholas II was warned by the Durma what catastrophes could take topographic point if he didn t do any reforms. The Durma believed that a constitutional authorities should be started. Nicholas ignored these warnings. Soon after this a group of work forces killed Rasputin, trusting this would alter the emperors mind, and Nicholas II responded by prefering Raspution s followings in tribunal. War was shortly followed. The Revolution began on February 23rd with a rebellion which lasted until the 27th in 1917. The chief cause of the rebellion was the terminal of the czarist government. Another cause of this was their hapless economic system which made it difficult to vie with Germany in World War II. Russia was besides non able to build up and fit many of the work forces whom sent to contend. During February23-25th over 90,000 work forces and adult females went on work stoppage in Petrogad. We will write a custom essay sample on Russian Revolution Of 1917 Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During these yearss many brushs came between constabularies and demonstrators. Cossack military personnels were so called in to assist out the constabulary, but they didn t aid much. By this clip the workers had took over several constabularies Stationss, and so fire them down. On February 26th, more military personnels from Petrograd were sent out to c ontrol workers. Soldiers killed a figure of workers, because they were ordered to. When firing began many workershid, but every bit shortly as it stop they went face to face with the soldiers once more. The workers managed to go through through their lines. On February 27th the revolution was exultant. The Petrograd soldiers had joined forces with workers. They finally took over the capital. The lone bad portion about this was 1500 people were killed. Two new organic structures of authorities were started, the Petrograd Soviet of Workers and Soldiers Deputies and a probationary authorities was formed. On February 2th the Soviet had Nicholas s curates arrested, and the Durma placed its commissars in charge of the ministries. Finally, on March 1st, Nicholas stepped down. The October Revolution Lenin noticed what was go oning with the probationary authorities and asked the Solshevik Party to form an ground forces and seize power. This program was approved October 10th by the commission. It was carried out during the dark of October 24-25th by the leader of the Military Revolutionary commission under the lead of Trotsky. Armed electors, soldiers, and seamsters broke into the Winter Palace and took over. On October 25th Trotsky announced the terminal of probationary authorities.

Multicultural Books free essay sample

Leah Chapman Literature Elementary Reading Task 8 Annotated List of Multicultural Books Craighead George, Jean. Julie of the wolves. Harper Publishers. 1972. New York, NY. Julie of the Wolves is a fiction novel that would be appropriate from children ages 10-14, or grades 5-8. It is a captivating tale about a young Eskimo girl who runs away from home and finds herself lost in the Alaskan tundra. The story depicts Julie’s fight for survival as well as the fight within herself. She is torn between two sides of herself, and must decide whether she will be know as Julie, her white people name, or Miyax, the Eskimo girl. This book would be considered to be in the adolescence genre, as well as the Native American genre, as the book tells about Julie’s family and the â€Å"old ways† of Eskimo people and their way of life. This book received many awards including:  ·1973 John Newberry Medal  ·National Book Award finalist  ·One of the 10 Best Children’s Books in 200 Years (by the Children’s Literature Assoc. We will write a custom essay sample on Multicultural Books or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ) DePoala, Tomie. The legend of the indian paintbrush. G. P. Putnam‘s. 1988. New York, NY. The Legend of the Indian paintbrush is a colorful depiction of the Native American Indian legend of the Indian paintbrush flower and how it came into being. It is a children’s book that would be appropriate for ages birth-10 or grades K-4. The book is a re-telling of the legend of Little Gopher, a Native American boy who cannot run or fight like his peers. However, Little Gopher does have a gift most unique—he is a very talented artist. Little Gopher wants to paint a sunset but is never happy with the colors of his paintings until one night when he has a â€Å"dream vision† and he is told by the spirits where he can find paint brushes filled with the colors of the sunset. He does, and he creates a beautiful masterpieces. Afterwards, he strews the magic brushes all over the hillside, which root and become the beautiful Indian Paintbrush flowers. This book is clearly about Native American culture. Author and illustrator Tomie DePoala has received numerous honors and awards but none specifically for this book. Frank, Anne. Anne Frank: The diary of a young girl. Doubleday. 1953. New York, NY. Anne Frank: The Diary of a Young Girl is a non-fiction autobiographical collection of writings from the diary of a young Jewish girl named Anne Frank. This book would be most appropriate for children ages 11-18 or grades 5-12. The entries in the diary were written between 1942-1944, the time during the Nazi-Occupation of the Netherlands at the beginning of World War II. Anne Frank’s diary is one of the most moving and most enduring accounts of what happened during the Nazi occupation and what was experienced by the families living in hiding during that time. Anne tells her diary (whom she nicknamed â€Å"Kitty†) all of her secrets, her frustrations, and her aspirations to become a journalist, which tragically, never come to pass, for after they are discovered, Anne and of her family members are sent to a concentration camp where Anne dies just shy of her 16th birthday. This book will help readers paint a mental picture of European life during World War II and the Nazi invasions, and offers a glimpse into this turbulent time from a young person’s point of view. This would be considered an autobiography as well as a book about European culture during the 1940’s. It was made into a feature-length motion picture in 1959 which garnered numerous awards, including 3 Academy Awards. The book has received worldwide praise and reception and has been honored with many awards including:  ·1952 New York Times Best-Seller  ·1955 New York Times Best-Seller 1996 ALA Best Books for Young Adults Award  ·1997 Waterstones Books of the Century Award  ·2003 ALA Popular Paperbacks for Young Adults Award  ·2004 ALA Popular Paperbacks for Young Adults Award Jaffe, Nina. Older brother, younger brother. Viking Publishers. 1995. New York, NY. Older Brother, Younger Brother is the re-telling of a popular Korean folk story. This book would be appropriate for children ages 4-8, or grades P-3. This book tells the story of the two brothers Nolbu and Hungbu. Nolbu is the older brother, and is very mean and hard-hearted. Hungbu is the youngest, and unlike Nolbu, is kind and generous. After their father dies, Nolbu inherits the family wealth and banishes Hungbu and his family. The story tells how even through struggle and destitution Hungbu remains kind and selfless and in turn reaps great rewards because of his kind acts. This story is fiction folklore and gives children insight into Korean customs and traditions. Author Nina Jaffe has received numerous awards and accolades for her writings and children’s books, but none specifically for this title. Krebs, Laurie. We all went on safari: a counting journey through Tanzania. Barefoot Books. 2003. Cambridge, MA. We All Went on Safari: a Counting Journey through Tanzania is a lively rhyming book that takes children on an exciting adventure with the Maasai people through Tanzania. This book would be appropriate for children ages 3-8 or grades P-3. In this book, children are introduced to the Swahili language as well as the people and animals native to the African country of Tanzania. The rhyming text is complimented by the bright colorful illustrations of the African grasslands. This book is a fiction poetry story about Massai culture and life in Tanzania. Honors bestowed to this book include:  ·2003 Child magazine’s Best Book of the Year  ·2003 Oppenheim Toy Portfolio Gold Award Long, Loren. Otis. Philomel of The Penguin Group. 2009. New York, NY. Otis is a fictitious heart-warming tale of a tractor named Otis who becomes best friends with a young calf who lives on the farm. This children’s book would be appropriate for children ages 4-8 or grades P-2. This book is about Otis, who is a friendly little tractor who loves his life on the farm until he is replaced by a big yellow tractor. But when Otis’s best friend the little calf gets in trouble, it is Otis, not the big yellow tractor, who comes to her rescue. This book gives delightful depiction of life on a farm and rural American culture. This book has received many awards including:  ·2010 Texas 2X2 Reading List, Recommended  ·2010 Indies Choice Awards, Finalist  ·2010 Buckaroo Book Award, Nominee  ·2010 Midwest Booksellers Choice Awards Winner 2010 Capitol Choices, Recommended  ·2012 Monarch Award, Nominee McDermott, Gerald. Anansi the spider: a tale from the ashanti. Henry Holt Co. 1972. New York, NY. Anansi the Spider: A Tale From the Ashanti is a delightful retelling of the traditional Ashanti folktale involving the mischievous spider Anansi and his six spider sons. This book is appropriate for children ages 3-9 or grades P-3. This story is an account of Ana nsi, a loveable hero who is popular folk story character in Ashanti tales in Africa. In the story, Anansi goes on a journey and encounters many difficulties. Each of his sons use their unique talents and abilities to help their father, and at the end he wants to reward them with a beautiful glowing globe he has found, but Anansi can’t decide which son deserves the prize. This story is a children’s folklore book that will introduce young readers to Ashanti African culture. This book has been honored with the following awards:  ·1973 Caldecott Medal  ·1973 Lewis Carroll Shelf Award Politi, Leo. Three stalks of corn. Simon Schuster. 1994. New York, NY. Three Stalks of Corn is a children’s fiction storybook that tells the story f Angelica, a Hispanic heritage girl who lives with her grandmother and learns about her heritage and the important role of corn in their culture. This book would be appropriate for children ages 4-10 or grades P-4. In Three Stalks of Corn, Angelica and her grandmother live in Poco Riveria, California. The book tells how Angelica learns about her heritage and her native country when her grandm other explains all of the legends and the various uses for corn, and in turn, Angelica gains a new understanding and respect for the three stalks of corn growing Abuelita’s garden. The end of this book features recipes for making homemade tortillas and other corn dishes. This fiction book would be a great way to introduce young readers to Mexican or Hispanic culture. This book has not garnered any notable awards or recognition. Spinelli, Jerry. Maniac McGee. Little Brown Books. 1990. New York, NY. Maniac McGee is a fiction novel about an orphaned boy named Jeffery Lionel who runs away from home and has many exciting adventures, meets unique and interesting people, and ultimately becomes a legend in his own backyard. This book would be appropriate for children ages 10-14 or grades 4-8. This book tells the story of Jeffery, a boy who is left an orphan after a tragic trolley accident kills both of his parents. Tired of living with his aunt and uncle, Jeffery runs away from home. Along the way he makes many friends (and a few enemies) and accomplishes many amazing feats, including breaking the racial barriers between the feuding East Side and West Side. This book introduces students to many complicated topics such as racism, homelessness, and the search for personal identity. This book is a compelling and challenging read for both elementary and middle school students and would be considered a book about urban American culture. This book has garnered an astounding number of awards including:  ·1990 Boston Globe-Horn Book Awards[-;0], Fiction Winner  ·1991 Carolyn W. Field Award[-;1]  ·1991 John Newbery Medal [-;2]  ·1993 Arkansas Charlie May Simon Childrens Book Award[-3]  ·1993 Missouri Mark Twain Book Award[-4] Taylor, Mildred. Roll of thunder, hear my cry. Penguin Books. 1976. New York, NY. Roll of Thunder, Hear My Cry by Mildred Taylor is a fiction novel about a young African American girl growing up in rural south during the Great Depression. This book would be appropriate for children ages 8-14 or grades 4-8. The book tells the story of Cassie Logan, a nine-year old girl who belongs to a hard-working land-owning black family during the 1930’s. Cassie has grown up very sheltered and protected, and could never imagine that a white person or any other stranger would ever cause her family harm. The opposite proves to be true in this novel that challenges readers to face difficult issues such as racism, poverty, violence, and betrayal. This book is a children’s and young adult fiction novel that depicts rural American culture during the Great Depression, as well as offering insight into the life and customs of African American families during that time period. This book has been honored with the following distinguished awards:  · 1977 Newbery Medal Award  · 1991 George G. Stone Center Recognition of Merit Award  · 1977 Jane Addams Book Award  · 1977 Coretta Scott-King Award 1977 Boston Globe-Horn Book Award Honor Book C. Fry Readability Graph Activity 1. Explain the specific steps you took to determine the grade level. For this activity I chose to evaluate Maniac McGee and Anne Frank: Diary of a Young Girl. For both books I chose a passage and counted out 100 words in the passage. After the 100 words were counted and marked, I then counted how many sentences w ere in each passage and how many syllables were in each passage. Here are those figures for the passages from these two books: Number of Words Number of SentencesNumber of Syllables Maniac McGee:1008. 5139 Anne Frank:1004. 129 2. Identify the determined grade level for each of the two books Grade Level As Determined by Fry Readability Graph Maniac McGee:6th Grade Reading Level Anne Frank:7th Grade Reading Level [-0] http://www. literatureplace. com/awards/award_title. asp? AwardTitleID=5 [-1] http://www. literatureplace. com/awards/award_title. asp? AwardTitleID=13 [-2] http://www. literatureplace. com/awards/award_title. asp? AwardTitleID=25 [-3] http://www. literatureplace. com/awards/award_title. asp? AwardTitleID=54 [-4] http://www. literatureplace. com/awards/award_title. asp? AwardTitleID=55

A Brief Biography of Ulysses S. Grant.

A Brief Biography of Ulysses S. Grant. Born on April 27, 1822, in the humble village of Point Pleasant, Ohio, was a child destined to be the president of the United States; the little son of Jesse and Hannah Simpson Grant would change history forever. Christened Hiram Ulysses Grant, the infant soon grew to be a youngster who embraced his bucolic lifestyle. The young boy enjoyed doing farm work, especially taking care of horses on the Georgetown family farm. This eventually evolved into a passion for horsemanship that was equaled by few.Ulysses received his early education from local schools in Georgetown. At the age of fourteen, his father decided to send him to Maysville, Kentucky to study at a formal academy. One year later in 1838, Grant was transferred to a Ripley, Ohio academy, which was a bit closer to home. Not much longer afterward, Ulysses' father learned of an opening at the U.S. Military Academy.In the left of this picture U.S. Grant can be seen...Jesse Grant was determined to get his son the best education pos sible, so he asked his congressman to appoint Grant to fill the opening. In doing so, the congressman made a mistake in Grant's name. He thought that "Simpson", Grant's mother's maiden name, was his middle name, and that "Ulysses" was the boy's actual first name. Unbeknownst to the congressman, he had created the name that the adolescent would decide to keep for the rest of his life.Grant was accepted into the U.S. Military Academy at West Point. There, he was a decent pupil, but in no means was he superb. Ulysses often read novels to pass his time instead of studying for his classes. The only areas in which he excelled were mathematics and horsemanship. Grant did not receive a good impression of army life, and had no intent to pursue a career in the army.

Free Essays on The Englishwoman

The Englishwoman by Ruth Prawer Jhabvala Setting The Indian setting brings to mind a hot and oppressive atmosphere, where all of the title character’s desires are smothered by her relatives’ rigid sense of tradition. Thus, Sadie, feeling unwanted and unneeded, yearns to return to her native land, where she can uncover some sense of belonging. The reader is constantly bombarded with the imagery of radiant, glowing skin. Although normally referred to as a sign of robustness and good health, the description only emphasizes Sadie’s seclusion. She concludes that Monica’s lustrous skin resembles more the Indian mistress than her mother; signifying the distance between them and her inability to relate to her own daughter. This is further exemplified when Monica happily accepts Sadie’s explanation to leave due to homesickness, an excuse so shallow that even her father’s mistress sees through it. Annapurna’s â€Å"tight glowing skin† indicates her vigorousness; something that she possesses in such abundance that she usurps Sadie’s position as head of the household (123). Later on, Sadie justifies her husband’s unfaithfulness as the natural desires of every healthy man. She pictures her him cavorting with prostitutes’ â€Å"wriggling young bodies, greasy with scented oil† (127). When she panics because there are too many people in the room with her sick son, Annapurna and her husband’s shining faces envelope her in a suffocating embrace, treating her with pitying condescension. â€Å"She could hardly breathe, and perspiration ran down her in tunnels from being squashed† (127). Clearly, the glowing health depicted in everyone else only adds to Sadie’s sense of isolation, for she describes herself as sickly and pale. It is obvious that Sadie doesn’t possess this luminosity because she is an outsider and English. Her husband’s family has always treated her like a doll; something pretty to play with, but n... Free Essays on The Englishwoman Free Essays on The Englishwoman The Englishwoman by Ruth Prawer Jhabvala Setting The Indian setting brings to mind a hot and oppressive atmosphere, where all of the title character’s desires are smothered by her relatives’ rigid sense of tradition. Thus, Sadie, feeling unwanted and unneeded, yearns to return to her native land, where she can uncover some sense of belonging. The reader is constantly bombarded with the imagery of radiant, glowing skin. Although normally referred to as a sign of robustness and good health, the description only emphasizes Sadie’s seclusion. She concludes that Monica’s lustrous skin resembles more the Indian mistress than her mother; signifying the distance between them and her inability to relate to her own daughter. This is further exemplified when Monica happily accepts Sadie’s explanation to leave due to homesickness, an excuse so shallow that even her father’s mistress sees through it. Annapurna’s â€Å"tight glowing skin† indicates her vigorousness; something that she possesses in such abundance that she usurps Sadie’s position as head of the household (123). Later on, Sadie justifies her husband’s unfaithfulness as the natural desires of every healthy man. She pictures her him cavorting with prostitutes’ â€Å"wriggling young bodies, greasy with scented oil† (127). When she panics because there are too many people in the room with her sick son, Annapurna and her husband’s shining faces envelope her in a suffocating embrace, treating her with pitying condescension. â€Å"She could hardly breathe, and perspiration ran down her in tunnels from being squashed† (127). Clearly, the glowing health depicted in everyone else only adds to Sadie’s sense of isolation, for she describes herself as sickly and pale. It is obvious that Sadie doesn’t possess this luminosity because she is an outsider and English. Her husband’s family has always treated her like a doll; something pretty to play with, but n...

OUR CLASSIFICATION AND DIVISION ESSAY Example | Topics and Well Written Essays - 750 words

OUR CLASSIFICATION AND DIVISION - Essay Example ustomer, who opts to purchase a product because it is the best one to be found from the perspective of price or value and because they have had positive experiences with it. The third category is the neutral customer, who has had a mixture of negative and positive experiences with products and comes forward to purchase a product somewhat reluctantly, prepared for a negative experience. The fourth category is the tolerating customer. This customer does not enjoy a product or service but only buys it out of necessity, hence they rarely talk positively about the product. The last category is the critical customer, who has mostly had so many negative experiences with products or services that s/he tries to sabotage the business by spreading negative feedback about products and services. While all churchgoers purportedly are religious, there is a wide range of difference in the manner in which they express their religious beliefs and they may be divided into four primary categories. One category is the evangelistic church goer, who is so involved with religion that s/he insists on trying to convert everyone else. This person attends church with a fanatical devotion and works hard to persuade or push others into religion and church as well. The next category of church goer is the Sunday churchgoer, who turns up at church regularly on Sundays but does not venture anywhere near church the rest of the week. A third group is the big occasion churchgoer, or in other words, those who go to church only during Christmas or easter. Another category is the sporadic churchgoer, who is irregular and attends church sporadically. The last category is the rare church goer who only attends church once in a blue moon. A first date could initially be divided into two main categories, i.e, the rookie and the experienced person on a first date. The rookie is generally a teenager who is experiencing the very first date of his or her life and in rare instances, it may also be an adult