The Jolly Roger essays

The Jolly Roger essays The name of the pirate flag, the Jolly Roger, might have been named after the devil- Old Roger, but it is more probable it comes from the French name Jolie Rouge which means lovely or pretty red. It was a blood-red flag flown by pirates who intended to kill everyone on board a ship they were about to attack. There were many different Jolly Roger flags. Pirates had their own versions of the Jolly Roger but all of them were guaranteed to strike terror into sailors hearts. Pirates probably borrowed the symbols they used on Jolly Rogers from gravestones. Usually a skull and crossbones, which was the most common on a Jolly Roger, represented death. Sometimes pirates had hourglasses with or without wings to show time was running out for the ship they were going to attack. The first Jolly Roger appeared around 1700 when the pirate Emmanuel Wynne hoisted one in the Caribbean. The flag quickly caught on and other pirates designed their own versions. When pirates neared a target, sometimes they raised a friendly flag and then at the last minute, they would raise a Jolly Roger to frighten their enemy into surrendering. When pirates were giving chase, they hoisted a white flag, and if the ship refused to slow down then the pirates usually raised a red flag which symbolized blood. It also meant that once the pirates boarded the ship, no lives would be spared. Pirates often stole flags from captured ships to add to their collection of false flags. ...

What Happened During the Russian Revolution of 1917

What Happened During the Russian Revolution of 1917 In 1917, two revolutions completely changed the fabric of Russia. First, the February Russian Revolution toppled the Russian monarchy and established a Provisional Government. Then in October, a second Russian Revolution placed the Bolsheviks as the leaders of Russia, resulting in the creation of the worlds first communist country. The February 1917 Revolution Although many wanted a revolution, no one expected it to happen when it did and how it did. On Thursday, February 23, 1917, women workers in Petrograd left their factories and entered the streets to protest. It was International Womens Day and the women of Russia were ready to be heard. An estimated 90,000 women marched through the streets, shouting Bread and Down With the Autocracy! and Stop the War! These women were tired, hungry, and angry. They worked long hours in miserable conditions in order to feed their families because their husbands and fathers were at the front, fighting in World War I. They wanted change. They werent the only ones. The following day, more than 150,000 men and women took to the streets to protest. Soon more people joined them and by Saturday, February 25, the city of Petrograd was basically shut down no one was working. Although there were a few incidents of police and soldiers firing into the crowds, those groups soon mutinied and joined the protesters. Czar Nicholas II, who was not in Petrograd during the revolution, heard reports of the protests but did not take them seriously. By March 1, it was obvious to everyone except the czar himself that the czars rule was over. On March 2, 1917 it was made official when Czar Nicholas II abdicated. Without a monarchy, the question remained as to who would next lead the country. Provisional Government vs. The Petrograd Soviet Two contending groups emerged out of the chaos to claim leadership of Russia. The first was made up of former Duma members and the second was the Petrograd Soviet. The former Duma members represented the middle and upper classes while the Soviet represented workers and soldiers. In the end, the former Duma members formed a Provisional Government which officially ran the country. The Petrograd Soviet allowed this because they felt that Russia was not economically advanced enough to undergo a true socialist revolution. Within the first few weeks after the February Revolution, the Provisional Government abolished the death penalty, granted amnesty for all political prisoners and those in exile, ended religious and ethnic discrimination, and granted civil liberties. What they did not deal with was an end to the war, land reform, or better quality of life for the Russian people. The Provisional Government believed Russia should honor its commitments to its allies in World War I and continue fighting. V.I. Lenin did not agree. Lenin Returns From Exile Vladimir Ilyich Lenin, leader of the Bolsheviks, was living in exile when the February Revolution transformed Russia. Once the Provisional Government allowed back political exiles, Lenin boarded a train in Zurich, Switzerland and headed home. On April 3, 1917, Lenin arrived in Petrograd at the Finland Station. Tens of thousands of workers and soldiers had come to the station to greet Lenin. There were cheers and a sea of red, waving flags. Not able to get through, Lenin jumped on top of a car and gave a speech. Lenin at first congratulated the Russian people for their successful revolution. However, Lenin had more to say. In a speech made just hours later, Lenin shocked everyone by denouncing the Provisional Government and calling for a new revolution. He reminded the people that the country was still at war and that the Provisional Government had done nothing to give the people bread and land. At first, Lenin was a lone voice in his condemnation of the Provisional Government. But Lenin worked ceaselessly over the following few months and eventually, people began to really listen. Soon many wanted Peace, Land, Bread! The October 1917 Russian Revolution By September 1917, Lenin believed the Russian people were ready for another revolution. However, other Bolshevik leaders were not yet quite convinced. On October 10, a secret meeting of the Bolshevik party leaders was held. Lenin used all his powers of persuasion to convince the others that it was time for an armed insurrection. Having debated through the night, a vote was taken the following morning it was ten to two in favor of a revolution. The people themselves were ready. In the very early hours of October 25, 1917, the revolution began. Troops loyal to the Bolsheviks took control of the telegraph, power station, strategic bridges, post office, train stations, and state bank. Control of these and other posts within the city were handed over to the Bolsheviks with barely a shot fired. By late that morning, Petrograd was in the hands of the Bolsheviks all except the Winter Palace where the leaders of the Provisional Government remained. Prime Minister Alexander Kerensky successfully fled but by the following day, troops loyal to the Bolsheviks infiltrated the Winter Palace. After nearly a bloodless coup, the Bolsheviks were the new leaders of Russia. Nearly immediately, Lenin announced that the new regime would end the war, abolish all private land ownership, and would create a system for workers control of factories. Civil War Unfortunately, as well intended as Lenins promises might have been, they proved disastrous. After Russia pulled out of World War I, millions of Russian soldiers filtered home. They were hungry, tired, and wanted their jobs back. Yet there was no extra food. Without private land ownership, farmers began to grow just enough produce for themselves; there was no incentive to grow more. There were also no jobs to be had. Without a war to support, factories no longer had vast orders to fill. None of the peoples real problems were fixed; instead, their lives became much worse. In June 1918, Russia broke out in civil war. It was the Whites (those against the Soviets, which included monarchists, liberals, and other socialists) against the Reds (the Bolshevik regime). Near the beginning of the Russian Civil War, the Reds were worried that the Whites would free the czar and his family, which would not only have given the Whites a psychological boost but might have led to the restoration of the monarchy in Russia. The Reds were not going to let that happen. On the night of July 16-17, 1918, Czar Nicholas, his wife, their children, the family dog, three servants, and the family doctor were all woken up, taken to the basement, and shot. The Civil War lasted over two years and was bloody, brutal, and cruel. The Reds won but at the expense of millions of people killed. The Russian Civil War dramatically changed the fabric of Russia. The moderates were gone. What was left was an extreme, vicious regime that was to rule Russia until the fall of the Soviet Union in 1991.

Ethics Related Information Management System Essay

Ethics Related Information Management System - Essay Example It is paramount to understand, manage and maintain highly diverse values in the school operation so as to the issues of ethics highly accessible and understandable for all. Much of contemporary literature concerning information management ethics is not directed toward the actual benefits of managers and leaders of the school institution (the people who are primarily responsible ethic management in the school community), but it is a domain for all parties involved both managers and students. Lack of primary information is not the mistake of the academics, social critics or philosophers, (Bynum and Rogerson). This challenge is the result of insufficient involvement managers and leaders in the literature and discussion about school ethics. All the leaders and managers school must participate to assist address the ethical issues. The socialization process and the environment to which learners and the entire school community are exposed remain critical factors that determine the character building and academic success. Every school environment critically contributes to the information system of the school and the general shaping of the ethical values of both the student and teachers before joining the labour market. Effectiveness of ethics and its contribution help in shaping the moral values of the school community. Ethics deal with the people’s moral actions. Mainly school ethics apply to teachers, students, the school board and administrators. In each case, a conduct of conduct is established form within the school institution, via the professional, organization. This code of ethics provides ethical standards that regulate the behavior of the people associated with and how they are supposed to relate with others in the decision-making process and working. It also helps in management of the information system of school. Ethical codes outline the outcomes for the parties that do not follow the school ethic policies concerning the handling of the school vital information, examinations, school records and other relevant information. The ethics are designed to develop an atmosphere of honesty, exemplary citizenship and trust in relation to students the ethics are based on student showing respect for the administrators, teachers, parents, school non-teaching staff and other students. In addition, the ethics require that students should respect the program of the school, facilities and the school information, as well. Ethics guard about plagiarism among the students, they are required by law to submit for marking their own unique work and be ready to face the consequences and punishment such as expulsion, suspension or other related administrative actions if they plagiarize their work. Administrators and teachers are ethically guided through the institutional and professional, ethical codes. The law demands them to establish a learning atmosphere that promotes high ethical standards for learners through instruction and modeling. In addition , the administrators and teachers must provide a safe learning condition where all students have equal educational opportunities and are able to attain success. Ethic demands that educators should show high ethical standards when conveying some information concerning the school or communicating with the peers, students, parents and other party’

History of Cognitive Psychology Essay Example | Topics and Well Written Essays - 4000 words

History of Cognitive Psychology - Essay Example The contribution of early researchers under the guidance of cognitive behaviour made it possible to verify every research. They did not design a grand scheme to guide cognitive psychology through its development. Rather, early researchers applied insights from their immediate work to make initial headway. Their accomplishments were substantial and are reflected extensively in current work. (Barsalou, Lawrence.1992, p. 341) Modern psychology is initiated with the enhanced significance in cognition, which is unsceptical, as the same approach has been shared by all the researchers hitherto, which possess a solid ground of theoretical methodology. Cognitive psychology began to explore towards the end of the nineteenth century when in 1879 the first psychology laboratory was set up by Wilhelm Wundt at Leipzig. Wundt's research was mainly concerned with perception, including some of the earliest studies of visual illusions. Among one of the major studies on visual illusions was visual processing proposed by Mishkin in 1982. (Hahn, Martin, 1999, p. 71). In 1885 Hermann Ebbinghaus published the first experimental research on memory, and many subsequent researchers were to adopt his methods over the years that followed. Perhaps the most lasting work of this early period was a remarkable book written by William James in 1890, entitled Principles of Psychology. (Groome, David, 1999, p. 5). In this book James proposed a number of theories, which still remain acceptable to modern cognitive psychologists, including a theory distinguishing between short-term working memory and long-term storage memory. Watson (1913) Watson was the first cognitive psychologist to state the behaviourist position clearly as before Watson there was little progress in cognitive psychology in the early years due to the growing influence of behaviourism. Being the first influential figure, he maintained that psychologists should consider only observable variables such as the stimulus presented to the organism and any consequent response to that stimulus. He argued that they should not concern themselves with processes that they could not observe in a scientific manner, such as thought and conscious experience. The behaviourists were essentially trying to establish psychology as a true science, comparable in status with other sciences such as physics or chemistry. This was perhaps a worthy aim, but it had unfortunate consequences for the study of psychology for the next fifty years, as it had the effect of restricting experimental psychology mainly to the recording of externally observable responses. (Groome, David, 19 99, p. 5) Indeed, some behaviourists were so enthusiastic to explore beyond human experience that they never bothered to eliminate inner mental processes from their studies, which showed their eagerness to work on rats rather than on human subjects. No doubt, what experience a human being brings to a laboratory, nothing else can bring. B.F. Skinner (1938) Skinner, continued the classic work on the behaviourist approach, by training

Hager Shipley in The Stone Angel Essay Example for Free

Hager Shipley in The Stone Angel Essay In Margaret Laurences novel, The Stone Angel, Hagar Shipley is the main character. Born the daughter of Jason Currie, she is one who possesses incredible depth in character. Mingling past and present, we observe the very qualities, which sustained her and deprived her of joy such as her lack of emotional expression. As well, inheriting her fathers harsh qualities, she exhibited pride that detested weakness in any form. Despite of her negative attributes she also displayed a positive mannerism through courage. Thus, Hagar is a cold, but strong willed woman. Such qualities give us a portrait of a remarkable character. Hagars most noticeable characteristic was her lack of feeling and emotion. Indeed there where many situations where she could not physically express what she felt in her heart. She did not cry at the death of her son John. That night she was transformed to stone and never wept at all (Laurence 243). During Marvins childhood, she would impatiently dismiss him due to his slowness of speech. Once when an ecstatic Marvin told Hagar that he finished his chores, Hagar bluntly sends him away saying, I can see youve finished. Ive got eyes. Get along now  ¼ (Laurence 112). Even as a child she was lacked emotion when she could not provide comfort to her dying brother, Daniel. Daniel needed the comfort of his mother, but for Hagar, to play at being her it was beyond me (Laurence 25). Indeed, Hagars deficiency in feeling or expressing emotion was a visible characteristic throughout the novel. As a result of her upbringing, Hagar possesses pride that despises weakness in any form. As a young girl she displayed this trait when her dad slapped her hand, I wouldnt let him see me cry, I was so enraged (Laurence 9). As previously mentioned before, Hagar could not portray her mother to comfort her dying brother. She characterized her mother as the woman Dan was said to resemble so much and from whom hed inherited a frailty I could not help but detest (Laurence 25). When Hagar brought upon the subject of marriage with Bram Shipley to her father he made it clear that theres not a decent girl in this town would wed without her familys consent (Laurence 49). Hagar rebelliously responded, It will be done by me (Laurence 49) and eventually marries Bram. Thus, throughout the novel, Hagars attribute of scornful pride is evidently exhibited. In contrast to her negative character, Hagar exhibits a great deal of courage. Following Hagars marriage to Bram, she immediately faced the reality of the life. The next day Hagar cleaned the house inside out. I had never scrubbed a floor in my life, but I worked that day as though Id been driven by a whip (Laurence 52). Hagar also had the courage to leave Bram for the sake of her childrens future. Physically, Hagar did not lack courage. At the age of 90, Hagar was able to painfully endure her journey to Shadow Point. Thus, her courageous character classifies her as a strong willed woman. Theres no question that Hagar, young or old, is a cold yet courageous woman. She was deficient in physically expressing her feelings and emotions. She also possessed an unbending pride, which despised weakness in any form. However, despite of her negative attributes she still exhibits a positive aspect through her courage. Hagars character has such immense depth. She may not be perfect; nevertheless she is unique. Important Note: If youd like to save a copy of the paper on your computer, you can COPY and PASTE it into your word processor. Please, follow these steps to do that in Windows: 1. Select the text of the paper with the mouse and press Ctrl+C. 2. Open your word processor and press Ctrl+V. Companys Liability 123HelpMe.com (the Web Site) is produced by the Company. The contents of this Web Site, such as text, graphics, images, audio, video and all other material (Material), are protected by copyright under both United States and foreign laws. The Company makes no representations about the accuracy, reliability, completeness, or timeliness of the Material or about the results to be obtained from using the Material. You expressly agree that any use of the Material is entirely at your own risk. Most of the Material on the Web Site is provided and maintained by third parties. This third party  Material may not be screened by the Company prior to its inclusion on the Web Site. You expressly agree that the Company is not liable or responsible for any defamatory, offensive, or illegal conduct of other subscribers or third parties. The Materials are provided on an as-is basis without warranty express or implied. The Company and its suppliers and affiliates disclaim all warranties, including the warranty of non-infringement of proprietary or third party rights, and the warranty of fitness for a particular purpose. The Company and its suppliers make no warranties as to the accuracy, reliability, completeness, or timeliness of the material, services, text, graphics and links. For a complete statement of the Terms of Service, please see our website. By obtaining these materials you agree to abide by the terms herein, by our Terms of Service as posted on the website and any and all alterations, revisions and amendments thereto.

Comparing Mens Assumptions in Susan Glaspells Trifles and Henrik Ibse

Men's Assumptions in Trifles and A Doll House There are many similarities in the relationships between men and women in Susan Glaspell's Trifles and Henrik Ibsen's A Doll House. The conflict in each play is the result of incorrect assumptions made by the males of a male-dominated society. The men believe that women focus on trivial matters and are incapable of intelligent thinking, while the women quietly prove the men's assumptions wrong. In the plays Trifles and A Doll House men believe women only focus on trivial matters. While Mrs. Wright is being held in jail for the murder of her husband, she is concerned about the cold weather causing her jars of fruit to freeze and burst. Mrs. Peters and Mrs. Hale discuss Mrs. Wright's concern over her canned fruit after finding a broken jar. Mrs. Peters voices Mrs. Wright's concern, "She said the fir'd go out and her jars would break" (Glaspell 1.27). The Sheriff's response is, "Well can you beat the women! Held for murder and worryin' about her preserves" (Glaspell 1.28). The women realize the hard work involved in canning this fruit and understand Mrs. Wright's concern. The men see this as unimportant compared to the trouble Mrs. Wright is facing. Likewise, in Isben's play A Doll House Helmer believes that his wife Nora only focuses on trivial matters. Three weeks prior to Christmas Nora spent every evening working alone. Helmer believes that Nora is making the family Christmas ornaments and other treats for the Christmas holidays. In reality, Nora is working for money to repay a loan that she illegally acquired when Helmer was ill. The house cat is blamed for destroying the nonexisting ornaments. Helmer reminds her of the long hours spent away from the family. Helmer sa... ...n, John S. Ibsen: The Open Vision. 1982. Durbach, Errol. A Doll's House: Ibsen's Myth of Transformation. Boston: Twayne, 1991. Glaspell, Susan. "Trifles." Plays by Susan Glaspell. New York: Dodd, Mead and Company,   Inc., 1920. Reprinted in Literature: An Introduction to Fiction, Poetry and Drama.   X.J. Kennedy and Dana Gioia Eds. New York: Harper Collins Publisher, 1995.  Ã‚  Ã‚  Ã‚   Glaspell, Susan. Trifles. Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. Boston: Bedford / St. Martin's, 2000. 127-137. Ibsen, Henrik. A Doll House (1879). Trans. Rolf Fjelde. Rpt. in Michael Meyer, ed. The Bedford Introduction to Literature. 5th edition. Boston & New York: Bedford/St. Martin's Press, 1999. 1564-1612. Templeton, Joan. "The Doll House Backlash: Criticism, Feminism, and Ibsen." PMLA (January 1989): 28-40.    Comparing Men's Assumptions in Susan Glaspell's Trifles and Henrik Ibse Men's Assumptions in Trifles and A Doll House There are many similarities in the relationships between men and women in Susan Glaspell's Trifles and Henrik Ibsen's A Doll House. The conflict in each play is the result of incorrect assumptions made by the males of a male-dominated society. The men believe that women focus on trivial matters and are incapable of intelligent thinking, while the women quietly prove the men's assumptions wrong. In the plays Trifles and A Doll House men believe women only focus on trivial matters. While Mrs. Wright is being held in jail for the murder of her husband, she is concerned about the cold weather causing her jars of fruit to freeze and burst. Mrs. Peters and Mrs. Hale discuss Mrs. Wright's concern over her canned fruit after finding a broken jar. Mrs. Peters voices Mrs. Wright's concern, "She said the fir'd go out and her jars would break" (Glaspell 1.27). The Sheriff's response is, "Well can you beat the women! Held for murder and worryin' about her preserves" (Glaspell 1.28). The women realize the hard work involved in canning this fruit and understand Mrs. Wright's concern. The men see this as unimportant compared to the trouble Mrs. Wright is facing. Likewise, in Isben's play A Doll House Helmer believes that his wife Nora only focuses on trivial matters. Three weeks prior to Christmas Nora spent every evening working alone. Helmer believes that Nora is making the family Christmas ornaments and other treats for the Christmas holidays. In reality, Nora is working for money to repay a loan that she illegally acquired when Helmer was ill. The house cat is blamed for destroying the nonexisting ornaments. Helmer reminds her of the long hours spent away from the family. Helmer sa... ...n, John S. Ibsen: The Open Vision. 1982. Durbach, Errol. A Doll's House: Ibsen's Myth of Transformation. Boston: Twayne, 1991. Glaspell, Susan. "Trifles." Plays by Susan Glaspell. New York: Dodd, Mead and Company,   Inc., 1920. Reprinted in Literature: An Introduction to Fiction, Poetry and Drama.   X.J. Kennedy and Dana Gioia Eds. New York: Harper Collins Publisher, 1995.  Ã‚  Ã‚  Ã‚   Glaspell, Susan. Trifles. Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. Boston: Bedford / St. Martin's, 2000. 127-137. Ibsen, Henrik. A Doll House (1879). Trans. Rolf Fjelde. Rpt. in Michael Meyer, ed. The Bedford Introduction to Literature. 5th edition. Boston & New York: Bedford/St. Martin's Press, 1999. 1564-1612. Templeton, Joan. "The Doll House Backlash: Criticism, Feminism, and Ibsen." PMLA (January 1989): 28-40.   

Wendell Phillip Speech

Wendell Phillips, a white American abolitionist, used the power of language to his advantage to collaborate an influential speech filled with praises and moving words for the former slave, Haitian general, Toussaint-Louverture. His words reveal an unmistakable abolitionist fervor that screams to Americans to allow African Americans to serve in the military and open their eyes to the oppression of slavery. He attempts to ignite this passion through his zealous attitude, his strategic defense for Louverture, and his fluid progression of ideas. His most effective technique, however, is hidden under the surface in his use of stellar parallel structure and reference to historical allusions. These tools allow him to praise his esteemed subject while at the same time moving and influencing his audiences. Phillips speech is rich with historical allusions to the great leaders of our past- leaders who have had a significant impact on our American history. He first juxtaposes his introduction of Louverture with an input about George Washington, the great American President and military leader. This appeals to American emotions as an influential leader is followed up by a Haitian Negro. By placing the two names side by side, Phillips emphasizes a much-intended similarity between the two in terms of greatness. He makes a second juxtaposition when Oliver Cromwell, an important English political leader known for his military skill, is stated parallel to Toussaint’s. Similar to the juxtaposition to Washington, Phillips looks to dispel the mere differences between Cromwell and Toussaint and portray them as equals. A second effective mechanic used in Phillips speech is the flawless use of parallel sentence structure throughout the passage. He admires Toussaint’s action when he â€Å"forged a thunderbolt and hurled it† and follows this assertion by paralleling the Spaniards, French, and English. This structure illuminates how the Haitian successfully challenged each of these â€Å"great† European powers and came up victorious. The structure creates a build-up, each one effectively following the next. This syntax adds to the emphasis of Louverture’s great accomplishments and puts them in a light not too far-fetched from those of the great Europeans. Wendell Phillips carefully chosen diction and use of syntax frees the audience of prejudice in debating whether to allow Negroes into the military. He embodies his speech with emotion and power that pushes the idea that Toussaint should be credited along with the other renound leaders. His language moves his audience in a way that contributes to the developing abolitionist fervor that helped the North win the Civil War. He instills in them the same respect for Louverture as for Washington, the Father of their country and Cromwell, the great military leader. His words were strong enough to influence America as a whole and carried with it so much truth and emotions that people were left with only one thing to do-fight to free the ever-oppressing chains of slavery.