FLAG of IRELAND - a BRIEF HISTORY Where in the World
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Republican SINN FÉIN Poblachtach Theobald Wolfe Tone Commemoration Bodenstown, County Kildare
Republican SINN FÉIN Poblachtach Theobald Wolfe Tone Commemoration Bodenstown, County Kildare 2000 ‘Former Republicans have been bought off with palliatives’ Cathleen Knowles McGuirk, Vice President Republican Sinn Féin delivered the oration at the grave of Theobald Wolfe Tone, the founder of Irish Republicanism, on Sunday, June 11 in Bodenstown cemetery, outside Sallins, Co Kildare. The large crowd, led by a colour party carrying the National Flag and contingents of Cumann na mBan and Na Fianna Éireann, as well as the General Tom Maguire Flute Band from Belfast marched the three miles from Sallins Village to the grave of Wolfe Tone at Bodenstown. Contingents from all over Ireland as well as visitors from Britain and the United States took part in the march, which was marshalled by Seán Ó Sé, Dublin. At the graveside of Wolfe Tone the proceedings were chaired by Seán Mac Oscair, Fermanagh, Ard Chomhairle, Republican Sinn Féin who said he was delighted to see the large number of young people from all over Ireland in attendance this year. The ceremony was also addressed by Peig Galligan on behalf of the National Graves Association, who care for Ireland’s patriot graves. Róisín Hayden read a message from Republican Sinn Féin Patron, George Harrison, New York. Republican SINN FÉIN Poblachtach Theobald Wolfe Tone Commemoration Bodenstown, County Kildare “A chairde, a comrádaithe agus a Phoblactánaigh, tá an-bhród orm agus tá sé d’onóir orm a bheith anseo inniu ag uaigh Thiobóid Wolfe Tone, Athair an Phoblachtachais in Éirinn. Fellow Republicans, once more we gather here in Bodenstown churchyard at the grave of Theobald Wolfe Tone, the greatest of the Republican leaders of the 18th century, the most visionary Irishman of his day, and regarded as the “Father of Irish Republicanism”. -
Zur Vollversion 3 1 Denise Sarrach: Lesespurgeschichten Englisch Landeskunde 5–7 © Auer Verlag Start Start Reading at Number 1
Lesespurlandkarte Ireland VORSCHAU Denise Sarrach: Lesespurgeschichten Englisch Landeskunde 5–7 Lesespurgeschichten Englisch Sarrach: Denise Verlag Auer © zur Vollversion3 1 Lesespurgeschichte Ireland Ireland Ireland is split (geteilt) into Northern Ireland and the Republic of Ireland. Northern Ireland is a part of the United Kingdom. The Republic of Ireland is independent (unabhängig). To learn more about the Republic of Ireland, start reading at number 1. 1 The Republic of Ireland is a country in Wes- tern Europe. It is also an island. It borders on (angrenzen an) Northern Ireland, but it’s not part of the United Kingdom. Can you find its flag? It’s green, white and orange. 2 The River Shannon is the longest river in Ireland. It flows (fließen) all the way from Dowra to a place near Limerick. Limerick is a big city in Ireland. But the biggest city is Dublin. 3 The Irish name of the country is not that easy to pronounce (aussprechen). The name of the biggest mountain in Ireland – Carrauntoohil – is also very difficult. 4 These words are not Irish, but English. 5 This is a guitar. It is sometimes used in Irish music, but it’s not typically Irish. 6 This is an Irish policeman. The Irish call the police ‘Garda’. One last fact about Ireland has something to do with the church. 7 This flag is green, white and red. It’s the flag of Italy, not Ireland. 8 The flag of Ireland is green, white and orange. You can find it all over Ireland. The Irish love their flag, and they also love their second official languageVORSCHAU (Amtssprache), which is Irish. -
Flags for Nations of the United Kingdom
Flags for Nations of the United Kingdom Proposal to include Emoji Flags for England, Scotland and Wales Jeremy Burge Emojipedia [email protected] Owen Williams BBC [email protected] Original document 20160610 Last revised 20160707 1 of 15 Introduction The United Kingdom of Great Britain and Northern Ireland is comprised of four nations, which each have their own distinct and internationally recognised flags which are not currently available as emoji. Current flags are represented by region codes in CLDR, which are based on the ISO 316611 standard. If England, Scotland and Wales had their own ISO 31661 codes, they would already be represented. The flags of England, Scotland and Wales are in widespread use in many international contexts, and the flag for England is already available as an emoji within WhatsApp. We are requesting the addition of emoji flags for the nations of England, Scotland, and Wales. Notes 1. The flag of Northern Ireland currently holds no official status, and as such is not proposed for inclusion in this submission. 2. The terms "nation" and "country" are often used interchangeably to refer to England, Scotland and Wales. United Kingdom Summary The United Kingdom of Great Britain and Northern Ireland (UK) is a sovereign state lying off the northwestern coast of the European mainland. Comprised of two islands, Britain and the isle of Ireland (of which only the northeastern part Northern Ireland is considered part of the UK). Four distinct nations make up the UK state; the largest is England, followed by Scotland, Wales and Northern Ireland. -
NTP 13 (B): Flags, Pennants, & Customs
UNCLASSIFIED NTP 13 (B) NAVAL TELECOMMUNICATIONS PROCEDURES FLAGS, PENNANTS & CUSTOMS NTP 13 (B) NAVAL COMPUTER AND TELECOMMUNICATIONS COMMAND 4401 MASSACHUSETTS AVE., N.W. WASHINGTON, D.C. 20394-5460 DISTRIBUTION AUTHORIZED TO U.S. GOVERNMENT AGENCIES ONLY FOR OPERATIONAL USE (29 August 1986). OTHER REQUESTS FOR THIS DOCUMENT SHALL BE REFERRED TO COMNAVCOMTELCOM. AUGUST 1986 This publication contains U.S. military information and release to other than U.S. military agencies will be on a need-to-know basis. UNCLASSIFIED ORIGINAL (Reverse Blank) NTP-13(B) DEPARTMENT OF THE NAVY NAVAL TELECOMMUNICATIONS COMMAND 440l MASSACHUSETTS AVENUE, N.W. WASHINGTON, D.C. 20394-5460 15 September 1986 LETTER OF PROMULGATION 1. NTP 13(B), FLAGS, PENNANTS AND CUSTOMS, was developed under the direction of the Commander, Naval Telecommunications Command, and is promulgated for use by the U.S. Navy and Coast Guard. 2. NTP 13(B) is an unclassified, non-registered publication. 3. NTP 13(B) is EFFECTIVE UPON RECEIPT and supersedes NTP 13(A). 4. Permission is granted to copy or make extracts from this publication without the consent of the Commander, Naval Telecommunications Command. 5. This publication, or extracts thereof, may be carried in aircraft for use therein. 6. Correspondence concerning this publication should be addressed via the normal military chain of command to the Commander, Naval Telecommunications Command (32), 4401 Massachusetts Avenue, N.W., Washington, D.C. 20394-5460. 7. This publication has been reviewed and approved in accordance with SECNAV Instruction 5600.16. A. F. CAMPBELL Rear Admiral, U.S. Navy Commander, Naval Telecommunications Command ORIGINAL ii NTP-13(B) RECORD OF CHANGES AND CORRECTIONS Enter Change or Correction in Appropriate Column Identification of Change or Correction; Reg. -
To Plant and Improve: Justifying the Consolidation of Tudor and Stuart Rule in Ireland, 1509 to 1625
To Plant and Improve: Justifying the Consolidation of Tudor and Stuart Rule in Ireland, 1509 to 1625 Samantha Watson A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Humanities and Languages Faculty of Arts and Social Sciences September 2014 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Watson First name: Samantha Other name/s: Abbreviation for degree as given in the University calendar: PhD School: School of Humanities and Languages Faculty: Faculty of Arts and Social Sciences Title: To plant and improve: justifying the consolidation of Tudor and Stuart rule in Ireland, 1509 to 1625. Abstract 350 words maximum: (PLEASE TYPE) This thesis aims to examine the ideologies employed in justifying English conquest and plantation of Ireland between 1509 and 1625. It adopts the methodology of a contextualist intellectual history, which situates the sources within the intellectual and material world, and in relation to the publically approved paradigms, available to the authors. The thesis encompasses a range of source material - correspondence, policy papers and published tracts - from major and minor figures in government and undertakers of colonisation schemes. The source material will be examined with respect to the major upheavals in intellectual culture in late medieval and early modern England and, in particular, the impact of major pan- European movements, the Protestant Reformation and the Renaissance. Focussing on the ethics associated with the spread of Renaissance humanism and Calvinist Protestantism, it explores socio-political ideas in England and examines the ways that these ideas were expressed in relation to Ireland. -
JC445 Causeway Museum Emblems
North East PEACE III Partnership A project supported by the PEACE III Programme managed for the Special EU Programmes Body by the North East PEACE III Partnership. JJC445C445 CausewayCauseway Museum_EmblemsMuseum_Emblems Cover(AW).inddCover(AW).indd 1 009/12/20119/12/2011 110:540:54 Badge from the anti-home rule Convention of 1892. Courtesy of Ballymoney Museum. Tourism Poster. emblems Courtesy of Coleraine Museum. ofireland Everywhere we look we see emblems - pictures which immediately conjure connections and understandings. Certain emblems are repeated over and over in a wide range of contexts. Some crop up in situations where you might not expect them. The perception of emblems is not fi xed. Associations change. The early twentieth century was a time when ideas were changing and the earlier signifi cance of certain emblems became blurred. This leafl et contains a few of the better and lesser known facts about these familiar images. 1 JJC445C445 CCausewayauseway Museum_EmblemsMuseum_Emblems Inner.inddInner.indd 1 009/12/20119/12/2011 110:560:56 TheThe Harp HecataeusHecata of Miletus, the oldest known Greek historian (around 500BC),500BC) describes the Celts of Ireland as “singing songs in praise ofof Apollo,Apo and playing melodiously on the harp”. TheThe harpha has been perceived as the central instrument of ancientancient Irish culture. “The“Th Four Winds of Eirinn”. CourtesyCo of J & J Gamble. theharp The Image of the Harp Harps come in many shapes and sizes. The most familiar form of the Irish harp is based on the so called “Brian Boru’s Harp”. The story is that Brian Boru’s son gave it to the Pope as a penance. -
The Irish Brawn Drain: English League Clubs and Irish Footballers, 1946-1995
Patrick McGovern The Irish brawn drain: English league clubs and Irish footballers, 1946-1995 Article (Accepted version) (Refereed) Original citation: McGovern, Patrick (2000) The Irish brawn drain: English league clubs and Irish footballers, 1946-1995. British journal of sociology, 51 (3). pp. 401-418. DOI: 10.1111/j.1468-4446.2000.00401.x © 2000 The London School of Economics and Political Science This version available at: http://eprints.lse.ac.uk/19000/ Available in LSE Research Online: January 2013 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s final manuscript accepted version of the journal article, incorporating any revisions agreed during the peer review process. Some differences between this version and the published version may remain. You are advised to consult the publisher’s version if you wish to cite from it. The Irish brawn drain: English League clubs and Irish footballers, 1946-19951 Patrick McGovern Department of Sociology, London School of Economics & Political Science Houghton Street, London WC2 2AE Word Count: 7,582. -
Union Flag Or Union Jack?
UNION FLAG OR UNION JACK? An Official Flag Institute Guide INDEX Foreword by the Chairman of the Flags & Heraldry Committee ...............................................................1 Introduction ............................................................................................................................................2 David Lister .............................................................................................................................................2 The Many Names of the Flag ...................................................................................................................3 Derivation of the Word “Jack” .................................................................................................................3 Origins of Flags in the Fore of Ships .........................................................................................................3 The Name of the Flag in Royal Proclamations ......................................................................................... 4 The Name of the Flag in Official Statements ........................................................................................... 6 Writers About Flags ................................................................................................................................ 6 The Jack and the Jack-Staff ...................................................................................................................... 8 Conclusion: Union Flag or Union Jack? ................................................................................................. -
Elizabeth I and Irish Rule: Causations For
ELIZABETH I AND IRISH RULE: CAUSATIONS FOR CONTINUED SETTLEMENT ON ENGLAND’S FIRST COLONY: 1558 - 1603 By KATIE ELIZABETH SKELTON Bachelor of Arts in History Oklahoma State University Stillwater, Oklahoma 2009 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF ARTS May, 2012 ELIZABETH I AND IRISH RULE: CAUSATIONS FOR CONTINUED SETTLEMENT ON ENGLAND’S FIRST COLONY: 1558 - 1603 Thesis Approved: Dr. Jason Lavery Thesis Adviser Dr. Kristen Burkholder Dr. L.G. Moses Dr. Sheryl A. Tucker Dean of the Graduate College ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION ...................................................................... 1 II. ENGLISH RULE OF IRELAND ...................................................... 17 III. ENGLAND’S ECONOMIC RELATIONSHIP WITH IRELAND ...................... 35 IV. ENGLISH ETHNIC BIAS AGAINST THE IRISH ................................... 45 V. ENGLISH FOREIGN POLICY & IRELAND ......................................... 63 VI. CONCLUSION ...................................................................... 90 BIBLIOGRAPHY ........................................................................ 94 iii LIST OF MAPS Map Page The Island of Ireland, 1450 ......................................................... 22 Plantations in Ireland, 1550 – 1610................................................ 72 Europe, 1648 ......................................................................... 75 iv LIST OF TABLES Table Page -
Flags and Banners
Flags and Banners A Wikipedia Compilation by Michael A. Linton Contents 1 Flag 1 1.1 History ................................................. 2 1.2 National flags ............................................. 4 1.2.1 Civil flags ........................................... 8 1.2.2 War flags ........................................... 8 1.2.3 International flags ....................................... 8 1.3 At sea ................................................. 8 1.4 Shapes and designs .......................................... 9 1.4.1 Vertical flags ......................................... 12 1.5 Religious flags ............................................. 13 1.6 Linguistic flags ............................................. 13 1.7 In sports ................................................ 16 1.8 Diplomatic flags ............................................ 18 1.9 In politics ............................................... 18 1.10 Vehicle flags .............................................. 18 1.11 Swimming flags ............................................ 19 1.12 Railway flags .............................................. 20 1.13 Flagpoles ............................................... 21 1.13.1 Record heights ........................................ 21 1.13.2 Design ............................................. 21 1.14 Hoisting the flag ............................................ 21 1.15 Flags and communication ....................................... 21 1.16 Flapping ................................................ 23 1.17 See also ............................................... -
1 FENIANISM RECONSIDERED 1. F.L. Crilly, the Fenian Movement
Notes 1 FENIANISM RECONSIDERED 1. F.L. Crilly, The Fenian Movement: the Story of the Manchester Martyrs (London, 1908) 59. 2. The Whiggish Illustrated London News reported on 25 May 1854 that the American consul in London, G.N. Sanders, had given a dinner on the eve of Washington's birthday to what amounted to a who's who of European revolutionists, including: Kossuth, Mazzini, Ledru-Rollin, Garibaldi, Orsini, Pulksy and Hertzen. All were at that time living in exile in the English capital. 3. John Newsinger, Fenianism in Mid-Victorian Britain (London, 1994) 1-3. 4. The Irishman, 16 Mar. 1867, 592. 5. T.W. Moody,Davitt and the Irish Revolution, 1846-82 (Oxford, 1981) 41. 6. Paul Bew, Land and the National Question in Ireland, 1858-82 (Dublin, 1978) 40. 7. R. Pigott, Personal Recollections of an Irish Nationalist Journalist (Dublin, 1882) 133-4. 8. David Thornley, Isaac Butt and Home Rule (London, 1964) 13. 9. Quoted in Thomas Frost, The Secret Societies of the European Revolution, 1776-1876 ii (London, 1876) 282. 10. John Neville Figgs and Reginald Vere Laurence (eds) Selections from the Correspondence of the First Lord Acton (London, 1917), Gladstone to Acton 1 Mar. 1870, 106. 11. R.V. Comerford, The Fenians in Context: Irish Politics and Society 1848-82 (Dublin, 1985) 79 and 153. 12. Bodleian Library, Oxford Clarendon Papers Irish deposit 99, Wodehouse to Clarendon 14 May 1865. 13. Irish People, 16 April 1864, 328. A point which was also given promi nence in The Fenian Catechism: from the Vulgate of Sf Laurence O'Toole (New York, 1867) 11. -
The Story of the Tricolour
The Story of the Tricolour Subject: History Strand: Historical Skills Strand Unit: Looking at evidence Class Level: Middle/Senior Primary Objectives: that the children will identify and develop respect for the tricolour as the National Flag of Ireland that the children will draw a diagram of the flag to scale that the children will generate and discuss historical enquiry questions based on the flag Integration: Maths - scale, lines and angles, ordering; Oral Language Development; Activity - The Flag Introduce the flag to the children. Ask them to describe the flag - colours, order, scale. Locate and read Article 7 of the Constitution (online) - "The National Flag is the Tricolour of Green, White and Orange." Draw the flag to scale and colour. IN groups ask children to brainstorm questions that they have about the Irish Flag? Provide them with the questions prompt chart or remind them of: Who? What? When? Where? Why? You could also suggest questions beginning with Can…?..Should…? Could…? Each questions can be written on a post-it and placed on a chart. Once the brainstorm is complete each group can arrange their questions according to their own criteria: Questions we know the answer to/ Questions we can’t answer On a scale from the most important to the least important Big Questions/ little questions Each group can then present their work. Discussion points the teacher can address are: Why did you group the questions in that way? What question do you think is the most interesting? How might we find the answer to that question? Do you think that question can be answered easily? Is there more than one way of answering that question? The teacher can facilitate the subsequent whole class discussion to identify the most important (key)questions which the class can pursue in subsequent lessons.