Why, 100 years after the Easter Rising, are Irish women still fighting?

by  Olivia O’Leary
Gender equality was the radical promise of the 1916 rebellion. The reality was very different. Drawn by the ideals of 1916, many women signed up to the republican cause.

Published Friday 25 March 2016 in The Guardian.
It was never just England. It was always Pagan England. When I was a small child at school in Ireland, that was the difference between us. England was pagan, and Ireland was holy. And Holy Ireland had no place for liberated women.

So what happened to the promise of equality in the Proclamation of the Irish Republic read out on Easter Monday 1916 by the poet and rebel leader Patrick Pearse, and addressed to “Irishmen and Irishwomen”? The proclamation declared an end to British rule but it also guaranteed religious and civil liberty, equal rights and equal opportunities for all citizens. It made a commitment to universal suffrage, extraordinary for the time, and two years before women in Britain won the vote.
So how did the document’s message become stifled by a conservative culture obsessed with female chastity and purity, and so terrified of glimpsing the outlines of a woman’s body that in the 1950s we were still condemned to conceal ourselves in voluminous cardigans? How did that dream of a radical, free Ireland give way in the succeeding years to Holy Ireland, where generations of women felt they had to hide themselves away?

Historians now tell us that there was a tussle to have women included so pointedly in the proclamation. It was a struggle won by James Connolly – socialist, trade union leader and head of the Irish Citizen Army – and by Constance Markievicz, the prominent feminist and socialist. But even two years later in the general election of 1918, when Sinn Féin swept the boards, it was clear that socialists and feminists had been pushed aside. Most of the dreamers and visionaries had been shot in 1916, and a more pragmatic and conservative leadership concentrated totally on the nationalist goal of separation from the UK. The Irish Labour movement decided to stand aside in 1918 so as not to split the nationalist vote, and the only woman elected was Markievicz.

However, the real change that occurred between 1916 and 1918 was that the Roman Catholic church had finally come on board to back the rebel cause. The church didn’t like radical movements, and individual senior church men actually condemned the 1916 Easter Rising. But anger at the execution of the rising’s leaders swung public opinion firmly behind the rebels, and the Catholic church, ever pragmatic, quietly changed its stance.
The church was by far the largest and most powerful institution in the new Irish state that would emerge six years after the rebellion, and was determined to shape it. The first Free State government tried in its first constitution to reflect a pluralist state, but in Eamon de Valera’s 1937 constitution the church was given a special position, and its social teachings were enshrined. Contraception and divorce were expressly banned – and women were told to stay at home.

Article 41 of the constitution declared that the state shall “endeavour to ensure that mothers shall not be obliged by economic necessity to engage in labour to the neglect of their duties in the home”. This was used not to give state support to women who stayed at home, but to discriminate against women who went out to work. Women public servants – doctors, nurses, teachers, television producers – had to resign because of their positions on marriage. They might be re-employed in a temporary capacity but at a reduced salary. There were always lower rates of pay for women in the public and the private sector.
This continued right up into the 70s, and a male-dominated establishment – including the trade union movement – went along with it. I remember arguing about women’s right to equal pay with a prominent Irish union leader. “When men with families get a decent wage,” he said, “I’ll start to worry about equal pay for women.”

Women always had to wait. Even when the then EEC insisted on equal pay in 1975, a government that included the Irish Labour party put off implementing it. It was only when the civil rights lawyer Mary Robinson, who would much later be elected Ireland’s president, told us all to write to the European commission – and we did – that the government was shamed into implementing equal pay.

So as long as Ireland was isolated and inward-looking, women did badly. As soon as membership of the European Union opened Ireland up to a wider world, the lot of women improved. But what if Ireland had never achieved independence, had remained part of the British empire, had not become the confessional state it became after independence – would life have been better for Irish women?

All I know is that Pagan England certainly spelled freedom for my two O’Leary aunts. They were nurses who joined Queen Alexandra’s Imperial Nursing Service during the second world war. One served in field hospitals in France after the D-day landings; the other survived when the boat taking her to serve in India was torpedoed.

Both aunts went on to settle in England and lead lives that might well have been forbidden to Catholics in Ireland
They both went on to settle in England and lead lives that might well have been forbidden to them as Catholics in Ireland. One married an Anglican and converted to Anglicanism; the other married a divorcee. Their families in Ireland may have been shocked, but the aunts were able to lead the lives they wanted to.

England was where pregnant unmarried Irish girls could go and have their babies and not be judged; where women who had been enslaved in the Magdalene Laundries could start new lives and not be judged; where Irish women can have abortions today and not be judged. Pagan England has often offered Irish women a more Christian welcome than they would ever have got at home.

So did living in an independent Ireland make me as a woman less free? No. What it did mean was that we had a lot of battles to fight in order to feel like full citizens of the Irish republic. And I was reminded of this a few weeks ago, at a special event in Dublin to commemorate – for perhaps the first time – the Irish women who took part in the Easter Rising, and to honour the involvement of Irish women in the life of the state ever since.

This weekend marks the high point of the 1916 centenary commemorations in Dublin, but I’m deeply ambivalent about the Easter Rising. I admire the bravery of people like my own grandfather who was involved in both that rebellion and the war of independence. I also have to ask if 1916 created a precedent for armed republican violence in Northern Ireland during the troubles.

So looking down at that audience of brilliant Irish women, I preferred to be inspired by the living, rather than the dead. We have a female chief justice, a female attorney general, a female director of public prosecutions, a female head of the Garda Síochána (police), a female minister for justice, a female deputy prime minister, and a whole new crop of members of parliament to swell women’s numbers in the Dail. They all represent battles hard won. But there are more to be tackled, including a woman’s right to abortion.

The fight for Irish freedom goes on.

Historical recipes: How to make Russian Easter sweet bread Kulich

In every issue of BBC History Magazine, picture editor Sam Nott brings you a recipe from the past. This month, it’s kulich, a rich, buttery Russian sweet bread usually eaten at Easter, but tasty at any time of year

Kulich is a rich, buttery Russian sweet bread usually eaten at Easter

Often baked in a coffee tin so its shape resembles that of the hats of Russian Orthodox priests, kulich remains a tasty treat after the restrictions of Lent. Traditionally it is decorated with the letters XB – Христос Воскресе (Khristos Voskrese – Christ is risen).

Ingredients

Bread:

– 20g dried active baking yeast
– 350ml warm milk
– 200g caster sugar
– 80g sultanas
– 50ml rum
– 750g plain flour, sifted
– 5 eggs
– 1tsp vanilla extract
– pinch of salt
– 250g butter, softened
– 80g almonds
– 80g chopped mixed peel

Icing (optional):

– 1 egg white
– 250g icing sugar
– 1tsp lemon juice

Method

Bread:

Dissolve yeast in 100ml warm milk, add ½tsp sugar. Soak sultanas in rum.

Sift 120g of flour into a bowl, add remaining 250ml milk and mix well.

Add yeast mixture, cover, and let it stand in a warm place for 30 mins.

Separate egg yolks and beat with sugar until fluffy and pale in colour.

Stir in the rum, add vanilla and mix. In a separate bowl, add a pinch of salt to egg whites. Whisk until peaks form and set aside.

Add egg yolk mixture to yeast mixture and mix. Fold in the egg whites. Add the remaining flour in small batches, mixing well each time.

Knead until dough separates from sides of the bowl. Transfer dough to a flat surface and knead for 10 mins.

When pliable add butter, 50g at a time. Knead for 2 mins and form into a ball.

Transfer to a lightly oiled bowl, cover with cling film and wrap in a tea towel.

Leave to rise in a warm place for 90 mins. When dough doubles in size, remove and knead for 2 mins. Knead in sultanas, almonds and mixed peel.

Line a tin with baking paper, fill 1/3 full with dough and cover with a tea towel. Leave to prove until dough rises to the top.

Preheat oven to 180°C. Bake for 45–60 mins.

Icing (optional):

Mix raw egg white with icing sugar and lemon juice. Spread over the top of the bread and let it drizzle down the sides.

Difficulty: 4/10
Time: 220 mins

Recipe provided by allrecipes.co.uk

If you enjoyed this article, why not subscribe to the print edition of BBC History Magazine? Alternatively, subscribe to the magazine digitally – on iPad and iPhone, Kindle and Kindle Fire, Google Play and Zinio.

Joe Satriani Plays “Surfing With The Alien” with a Strat Copy and Practice Amp at a Fan’s Home

Joe Satriani Plays “Surfing With The Alien” with a Strat Copy and Practice Amp at a Fan’s Home

If you ever needed any more proof that the majority of a guitar players ‘sound’ is in their fingers then definitely check out the video clip below.

Uploaded to YouTube channel TheMexican1, Joe Satriani performs “Surfing With The Alien” (from his 1987 album of the same name), not with his signature combination of Ibanez and Marshall but instead, using a Pignose brand Stratocaster copy and a Peavey Backstage 30 practice amp.

Minus a couple of dive-bombs and the “Satch Scream”, Joe gives a pretty much note-for-note rendition of the track using the starter guitar. However, it maybe wasn’t quite as easy as it looked with Joe commenting right at the end of the clip, “That was a little painful on this guitar”.

Forgotten Guitar

If you ever needed any more proof that the majority of a guitar players ‘sound’ is in their fingers then definitely check out the video clip below.

Uploaded to YouTube channel TheMexican1, Joe Satriani performs “Surfing With The Alien” (from his 1987 album of the same name), not with his signature combination of Ibanez and Marshall but instead, using a Pignose brand Stratocaster copy and a Peavey Backstage 30 practice amp.

Minus a couple of dive-bombs and the “Satch Scream”, Joe gives a pretty much note-for-note rendition of the track using the starter guitar. However, it maybe wasn’t quite as easy as it looked with Joe commenting right at the end of the clip, “That was a little painful on this guitar”.

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Autism and Christmas

People with autism or Aspergers often do not seem to enjoy Christmas very much. Not because they are Grinches, but because Christmas has grown into a celebration where everything needs to change.

People with autism or Aspergers prefer a certain order in their lives and find it difficult to deal with changes. Christmas is a holiday that is supposed to be about the family and a sense of security, but over the years has grown into a holiday where we do things we don’t usually do, eat things we don’t usually eat and cramp into houses full of people singing loud songs, watching movies we don’t usually watch and so on, and so on.

In short, Christmas is a celebration of change nowadays and people that prefer not too many changes in their lives often find it difficult to cope with that.

Christmas may be an exciting and fun time, but people within autistic spectrum may be confused or distressed by all the new activity.

The readers of Your Autism Magazine have compiled a list of tips that may help you through the festive period.

Preparing

A person with an autism can find any kind of change difficult. You could:

  • use a calendar or visual timetable to prepare for Christmas, for specific events, to highlight school days and home days, or the night when Nana is coming to sleep
  • talk about Christmas time and what this means for your family
  • make a booklet about Christmas with pictures of Christmas trees, decorations and Christmas food –  if your family member takes things very literally, they may become anxious if your Christmas does not appear exactly as the pictures
  • liaise with school or college so that the same strategies and visual supports are used as at home, and so that Christmas preparation is started at the same time
  • prepare the person for specific events, eg by showing them a photo of a man dressed as Father Christmas.

Schedules

Many people with autism have a strong need for routine. You could:

  • keep the daily schedule the same as far as possible, including on Christmas Day
  • if at all possible celebrate Christmas at home and invite people over rather than spending Christmas at someone else’s house
  • incorporate a Christmas activity that they enjoy into their daily schedule, eg opening the advent calendar, or switching on the tree lights
  • give them some Christmas-free time on their daily schedule – this could help you to observe anxiety levels and make any adaptations for the rest of the day
  • give them quiet time with a favourite activity in a Christmas-free zone at key moments that may be stressful, such as when other people are opening their presents.

Decorations

Returning home to find a tree with flashing lights could be a bit of a shock. You could:

  • involve the person in changes to the house, eg take them shopping for decorations, let them handle decorations, let them see decorations being hung up, or let them help putting them up
  • consider decorating gradually, eg you could put the Christmas tree in position, decorate it the next day, then put up other decorations even later
  • keep things that might overload them away from communal areas, eg flashing Christmas lights could go in bedrooms rather than the living room.
  • personally I find bright lights quite disturbing and the typical flashy Christmas decorations are instruments of torture to me
  • I find it very hard to adapt to new additions to the house and the Christmas trees, candles, decorations and all the other added stuff lead to an overload of things I have to deal with for me.

Presents

Having a large number of presents could be overwhelming. You could:

  • set a limit on the number of presents, eg one from mum and dad and one from grandparents – other family members could perhaps give money
  • introduce presents one by one, instead of all at once
  • put out a present next to a favourite item (eg a new toy next to a favourite toy)
  • leave their presents unwrapped unless they like the sensation of unwrapping.

Travel

Getting support

  • Get support from friends and family, eg a grandparent could watch your child doing a favourite activity while you help your other children to decorate.
  • Get ideas from other families, and share your tips with them, at www.autism.org.uk/community

Learn more about:

Quick link to the national autistic society in the UK: www.autism.org.uk/christmas

A person with an ASD can find any kind of change difficult. Sometimes, changes that are apparently small and insignificant may cause more difficulties than a significant change, such as the death of a relative. But there are many things you can do to support someone with an ASD through change.

This guide talks about situations where change has taken place and the strategies that can be used to help manage the situation.

A person with an ASD thrives on being in a familiar environment with routine and structure. As soon as you know what the change involves, start to prepare them. This may mean that, as parent or carer, you have to be proactive in finding out what is involved in a specific change. For example, if you know your child finds certain changes at school difficult, such as changes to PE lessons, you may need to talk to the school. If possible, find out when exactly changes are going to take place, what is involved and if a different PE kit will be needed.

If someone with an ASD is going to a new service such as a day centre or a school, or on a holiday, perhaps flying abroad, it’s important that you prepare and brief staff about the things that the person finds difficult or may become anxious about.

Give staff information on how to deal with any specific behaviours or obsessions. If you have used visual supports (see later) before to communicate for example, PECS (Picture Exchange Communication System) boards then it’s also important that these are ready for the person with an ASD to come in and use. Some people with an ASD find it difficult to transfer certain skills into different situations so putting these means of communication in place is important in case they experience any difficulties.

Here are some information materials that you might find useful, available from our Autism Helpline.

Use visual supports

Visual supports can help to explain what will be happening to someone with an ASD. They help with understanding and re-inforce what you are saying. You will need to explain what’s going to happen more than once particularly if the change is going to take place over a long time. It’s important to use clear language and give the person time to process what you say.

Use visual supports to show the person with an ASD the outcome of certain activities. For example, if you are a family with a teenager going on holiday, just showing your son a picture of an aeroplane may make him reluctant and nervous to go on a plane he may not see the relevance of doing this. If you show him pictures of the whole process, including the destination your family is heading for, this will help him understand the whole situation better (see later, Going on holiday). By reversing the series of pictures to show the return journey, you can talk about the return home.

Also mark on a calendar when the change will be happening and encourage the person with an ASD to count down the days until the change takes place. On the day of the change, a visual timetable can be useful to explain exactly what will be happening.

Many books explain major events and you can use these to help a child or young person’s understanding:

Divorce

Brown, M. and Krasny Brown, L. Dinosaurs divorce: a guide for changing families. London: Little, Brown Book Group

Lansky, V. It’s not your fault, Koko Bear: a read-together book for parents and young children during divorce. Quality Books Limited

Going on holiday

Auld, M. Going on holiday (My family and me). London: Franklin Watts

Lewis, M. Going on a holiday. Glasgow: Collins Education

Moving house

Cartwright, S. and Civardi, A. Moving house. London: Usborne Publishing

Hunter, R. Moving house. London: Evans Publishing Group

School

Civardi, A. Going to school. London: Usbourne Publishing

Alexander, J. Going up!: the no-worries guide to secondary school.
London: A & C Black Publishers

You can also use social stories to prepare a child for a change. You can adapt them to suit an individuals understanding. For more information, see our information sheets, Visual supportsand Social stories™ and comic strip conversations.


Visit the new place

If someone with an ASD is due to move somewhere new, for example to a new school or house, visit the new place several times beforehand so that they can get used to the unfamiliar environment. Take photos of any key people who are going to be involved. Making a book of photos and information that they can refer to before the change will help to relieve their anxieties. For advice on what to do when moving house, see our information sheet, ‘Moving house’, available online at www.autism.org.uk/a-z

Manage anxiety

If you are concerned that the person with an ASD may become particularly anxious about the change, make sure you give them the opportunity to ask questions to help with their concerns about the change. You could provide them with a worry book or box where they can write or draw any concerns they have. Explain the benefits of the change, for example if you are moving to a bigger house or going on holiday.

Set aside a time to work on relaxation techniques to manage anxiety before the change. Create an anxiety plan or use a social story to explain what the person should do if they are anxious. If you can see that the person is becoming anxious before or during the change, remind them to use any relaxation techniques you have worked on.

For more information about managing anxiety in adults with an ASD, see our information sheet Anxiety, available online at www.autism.org.uk/a-z

The following books offer information on how to support children who have autism and experience anxiety:

*Dunn Buron, K. (2008). When my worries get too big: a relaxation book for children with autism spectrum disorders. London: National Autistic Society

*Dunn Buron, K. and Curtis, M. (2008). The incredible 5-point scale: assisting children with ASDs in understanding social interactions and controlling their emotional responses. London: National Autistic Society

Some people with an ASD have complex sensory issues and will become anxious because of different smells, noises and lights in different environments. To help them cope with this in a new environment, let them bring reassuring smells, such as relaxing lavender, to the new place. Some people are sensitive to bright lights or noise so sunglasses or earplugs may help them.


During the change

When the change is taking place, keep familiar things close to the person and make sure you communicate clearly with them so you don’t add to any stress or confusion. When giving specific instructions to someone with an ASD, don’t use gestures or specific facial expressions as this will enable them to process what you are saying more effectively. Also give them time to process what you say to them.

Use visual supports and a visual timetable so the person knows what’s happening. Afterwards, if possible, try and keep the persons routine the same as before. Give them lots of praise and support for coping with the change.

If the change is because of a move to a new school or care service, try to keep in regular contact with the people working with the person with an ASD to see how they are progressing. If you notice that the service is not dealing with specific behaviours appropriately or using the means of communication that the person with an ASD is familiar with, bring this to the attention of the relevant staff and arrange to have a meeting with them, if necessary.

Finally, remember it can be difficult for people with an ASD to deal with change. It can often take time to adjust so you may notice a few problems to begin with. Hopefully, if you have prepared the person well for the change and have kept things as structured as possible, it won’t take them too long to adapt.


Strategies for managing change

Going on holiday

Joe is 14 and has an ASD. Joe and his family are due to go on holiday in the summer. Joe’s mum explains what will happen to him a month in advance. Together, they make a book about their holiday, explaining what will happen when they go on holiday, including going to the airport, what will happen at the airport and travelling on the aeroplane, where they are going and what hotel they will be staying in.

Joe’s mum marks on the calendar the dates of the holiday. Joe counts down the days to the holiday by crossing out days on the calendar.

Joe’s mum contacts the airline and explains that Joe has an ASD. They suggest that she sends staff information about ASDs. Joe’s mum sends the information and also contacts our Autism Helpline and asks for our information sheets, Guidelines for airline staff concerning flight passengers with an autism spectrum disorder and Holidays: preparation and practicalities.

On the day they fly, Joe’s mum uses a visual timetable to explain to him exactly what will be happening and gets Joe to bring a bag of items he likes for the aeroplane. She gives the airline staff the information sheets she got from us and talks them through any behavioural problems Joe may have and how the family support Joe with these. Joe’s family continues to use a daily visual timetable throughout the holiday.

Divorce in the family

Sue is 11 and has Asperger syndrome. Her parents have decided they are going to divorce. Sue’s dad will be moving out of the family home in the next two months. Sue will stay with her mum in the week and visit her dad every other weekend.

Sue’s mum explains what divorce is to Sue. She uses a social story to do this and emphasises the fact that her parents still love her very much. She explains to her daughter that she will still see her dad at weekends and marks on a calendar when her dad will move out.

Once her dad has decided on a place to live, he takes Sue to visit the house several times. He shows Sue her room for when she stays there and gets her involved in decorating it. He suggests that she brings some of her toys and books to put in her new room. They take pictures of his new house and her room and make a book about her dad’s new home.

When Sue’s dad moves out, Sue’s mum continues to keep her routine as normal as possible and tries to do a few more things with Sue as she sees she has become unsettled. Sue asks frequently, ‘Does daddy still love me?’. Sue’s mum reassures her that he does and continues to use the social story to explain divorce and when she will see her dad. She marks on a calendar when she will see her dad and refers to the book about dads house. On the day of visiting her dad, they use a daily visual timetable to show Sue what will be happening. Sue’s dad continues to use the daily visual timetable and also marks on the calendar when she will be going back to her mums house. He gets Sue to mark off the days to show her when she is going back to her mum’s house.

Moving to a residential service

Zack is 20 and has an ASD. He is due to go to a residential service in the next two months. Zack’s parents have visited the service before and met staff. They talk through Zack’s needs and tell staff of specific behavioural problems Zack has had in the past and how other staff managed these successfully. They show staff Zack’s visual timetable and PECS book that he uses. They ask for this to be put in place for Zack to use as soon as he comes in. They ask about the types of things Zack will be taking part in.

They decide to take Zack to the service several times in the months leading up to him moving to the service. They get him to meet staff at the service and take photos of them and the bedroom he will be sleeping in. Together, Zack and his parents make a book about the residential service and have in it pictures of the staff and his bedroom, and the types of activities they will be doing. They refer to this often and talk to Zack about it in the weeks leading up to the transition. They also mark on a calendar when the change will be happening and get Zack to mark off the days till the change. They talk Zack through what to do if he feels anxious during the change and explain they will come to see him at the weekends. They make sure that Zack can take familiar items with him to the service.

 

Last updated: March 2013

If you require further information, please contact:

Autism Helpline

Tel: 0808 800 4104
(open Monday-Thursday 10am-4pm
Friday 9am-3pm)
Text: 07903 200 200
(to request information packs only)
Minicom service: 0845 070 4003
Email enquiry service: visit www.autism.org.uk/enquiry 
and complete the online form

The Autism Helpline  provides impartial, confidential information, advice and support for people with autism spectrum disorders and their families.

6 British Meals Russians Will Never Eat

6 British Meals Russians Will Never Eat

Brits & Russkies

In my previous blogpost 5 Russian Meals English Will Never Dare To Try I was talking about weird Russian food. This time, let’s  mock & troll some ridicilous British cookery creations. Not only Russian cuisine should be considered as the objects of butt, there are plenty of the British dishes which tickles my throat just by a quick glance.

Let’s smash it:

1. Deep Fried Mars Bars

30-Deep-Fried-Mars-BarImage Source 

Seriously? Cooking Mars bars in batter? Sinking already extremely fat chocolate bars into the bowl of the figure enemy? What a Scottish perversion. This is a real caloriс bomb for your body. In Russian, the saying goes “isn’t your butt going to stick together”?

If You Dare Find The Recipe Here

2. Haggis

recipe-image-legacy-id--1335_10

Image Source

Meet the traditional Scottish sausage made from a sheep’s stomach stuffed with diced sheep’s liver, lungs and heart, oatmeal, onion, suet and seasoning. Yum-yum! What a shame I’ve never tried that…

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Cloud Shields and Cow Pills: The Craziest Climate Change Fixes

by Tia Ghose, Senior Writer   |   December 13, 2015

Wounded British soldier shuts up anti-Muslim racists with epic message

Chris Herbert was serving in Iraq when his right leg was blown off by a roadside bomb.
Here’s what he has to say about anti-Muslim racism:

Getting frustrated by some people expecting racism from me, because I got blown up. Yes. A Muslim man blew me up, and I lost my leg.

A Muslim man also lost his arm that day wearing a British Uniform.
A Muslim medic was in the helicopter that took me from the field
A Muslim surgeon performed the surgery that saved my life
A Muslim Nurse was part of the team that helped me when I returned to the UK
A Muslim Healthcare Assistant was part of the team that sorted out my day to day needs in rehabilitation when I was learning to walk
A Muslim taxi driver gave me a free ride the first time I went for a beer with my Dad after I came home.
A Muslim doctor offered my Dad comfort and advice in a pub, when he didnt know how to deal with my medicines and side effects.

Contrary to that,
A white brit spat in my girlfriends face for ‘fucking a cripple when you could have me [him]’
A White brit pushed my wheelchair away from a lift so he could use it first.
A White brit screamed at my Dad for parking in a disabled bay when I was in the services coming home
(Although, alot of people helped in my recovery! I dont hate white brits either! hahaha)

Point is, fuck off. I know who I dislike, and I know who I dont. I know who I appreciate, and I know who I dont. If you want to hate an entire race of men and women for the actions of a few dickheads feel free, but don’t push your views on me, thinking I am an easy target because one douchebag decided it was my day to die.

Blaming all Muslims for the actions of groups like Daeshe and the Taliban, is like blaming all Christians for the actions of the KKK or Westboro Baptist Church.
Get a grip of your lives, hug your family and get back to work.

Pride's Purge

GET A GRIP

Chris Herbert was serving in Iraq when his right leg was blown off by a roadside bomb.
Here’s what he has to say about anti-Muslim racism:

Getting frustrated by some people expecting racism from me, because I got blown up. Yes. A Muslim man blew me up, and I lost my leg.

A Muslim man also lost his arm that day wearing a British Uniform.
A Muslim medic was in the helicopter that took me from the field
A Muslim surgeon performed the surgery that saved my life
A Muslim Nurse was part of the team that helped me when I returned to the UK
A Muslim Healthcare Assistant was part of the team that sorted out my day to day needs in rehabilitation when I was learning to walk
A Muslim taxi driver gave me a free ride the first time I went for a beer with my Dad after…

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Irish History, Tours and more, more, more….

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