Orphans Revenge

In the 1600s New York a group of orphans survive in the town by theft and sharing what they stole. After being chased out of town by authorities and the Black Hand Gang they find a beached ship to winter in. Fixing holes from cannon fire was a challenge, but they got afloat by spring. A former first mate of the pirate ship shows up as they prepare to sail away; though none of them knows how. Capitan John would teach them what they need to become rich as pirates. They named their ship Orphans revenge to show they weren’t the worthless trash they were seen as. Becoming Buccaneers under Henry Morgan would make them rich without fear of the Hangman. They were getting rich, but were worried about becoming ruthless and violent like the rest of Morgan’s fleet. In the end, they decided to go their own ways.

They had two things in common. They wanted to get out of New York and they were all orphans. They grew up while becoming Buccaneers and then realized it wasn't who they wanted to be.

Stolen cakes, major explosions and an unforgettable cast of characters – dive into The Orphans of St Halibut's, a hilarious caper from debut author Sophie Wills and million-copy bestselling illustrator, David Tazzyman. Perfect for fans of Roald Dahl and Lemony Snicket. Life has been perfect ever since the orphans of St Halibut's buried their matron – don't look like that, it was an accident! Tig, Stef, Herc, and Pamela the goat just have to make sure nobody finds out they're on their own. Discovering that an Inspector is on his way, they'll need to convince him that everything is peachy or they'll be sent to the Mending House – where badly behaved orphans go, never to return. But the Inspector is not quite what he seems and things very quickly go from bad to spectacularly out of hand . . . Can these crafty kids outsmart the adults and save their home? 'This book reminded me of an old fashioned film caper – a little like St Trinians meets Oliver with a twist of Matilda thrown in' Year 6 Teacher and Parent ‘I would recommend this book to people that like spooky, funny and adventurous stories’ Reader, aged 8

At some level, most patients who are undergoing therapy have issues of revenge and forgiveness to contend with. Mary Sherrill Durham explores the concepts of vengeance, revenge fantasies, and the granting or withholding of forgiveness, as they are manifested to the therapist during treatment. She argues that revenge is usually expressed in one of two ways, and categorizes patients accordingly into two archetypes. The `Exploited - Repressive Individual' is anxious and depressed, and during therapy wishes to retaliate against a parent who has used him or her in an inappropriate and self-serving manner. The `Vindictive Character', on the other hand, has usually been more openly rejected or manipulated and may well suffer from a personality disorder. This character is more likely to act out his or her rage than repress it. Identifying a renewed interest in the topic of forgiveness, the author takes a pragmatic view of its potential for healing and closure, and examines our ambivalent relationship to it. Mary Sherrill Durham draws on her extensive clinical experience to illustrate her arguments, and relates them to society in general. She devotes separate chapters to revenge and forgiveness as they are expressed by children and adolescents, and by offenders. She also examines potential for the therapist/patient relationship to become a re-enactment of an abusive or controlling situation.

This volume brings together research on revenge across childhood and adolescence to explore how revenge is a part of normative development, but also arises from maladaptive social environments. The chapters demonstrate the ways in which revenge is intertwined with social, emotional, cognitive, and moral development as well as being informed by interpersonal experiences within familial, educational, community, and cultural social settings. The book summarizes international scholarship on revenge across early childhood to late adolescence from a wide variety of interdisciplinary perspectives to provide a comprehensive overview of the field. The authors address how individual differences in revenge emerge as an adaptation to the challenges faced when growing up in adverse social and societal conditions. They then suggest a range of avenues for effective intervention that take account of the complexity of revenge as a psychological and social phenomenon.

This book looks at the physical and metaphorical attributes of the human body as a site of contention, politics, and cultural protest. It discusses a range of issues, from torture and moral panics to the "AIDS plague" and the homosocial subtexts of George Bush's political speeches.

Social Goals in the Classroom is the first volume to comprehensively examine the variety of students’ non-academic goals and motivations within the classroom. Each expertly written chapter defines and investigates a particular aspect of students’ social objectives before addressing related findings on academic performance, interpersonal outcomes, and directions for future research. Presented in three succinct and comprehensive parts, this book reviews, expands upon, and theoretically synthesizes current research on the many different social goals to offer readers a thorough understanding of non-academic desires and their consequences on learners’ educational experiences. Situated in evidence-based theory as well as real-world contexts such as ethnicity, sexual orientation, and social media, this insightful collection—ideal for graduate students, teachers, and researchers—explores how students' social motives influence their academic performance and peer relationships.

This book is designed for clinicians, educators, clergy, and nurses - anyone who is assisting children who have experienced the death of a loved one. This work offers a unique framework for helping children heal from the wounds created by the life process of death, a framework that has its defining basis in children's magical thought. Magical thought is motivated by the desire of a child with incomplete cognitive equipment to understand his world. Magical thought helps children develop inaccurate conclusions about many aspects of death and their own personal grief, often suggesting that they or someone else is responsible for the loss.

The book is the volume of “History of Literature in the Yuan Dynasty ” among a series of books of “Deep into China Histories”. The earliest known written records of the history of China date from as early as 1250 BC, from the Shang dynasty (c. 1600–1046 BC) and the Bamboo Annals (296 BC) describe a Xia dynasty (c. 2070–1600 BC) before the Shang, but no writing is known from the period The Shang ruled in the Yellow River valley, which is commonly held to be the cradle of Chinese civilization. However, Neolithic civilizations originated at various cultural centers along both the Yellow River and Yangtze River. These Yellow River and Yangtze civilizations arose millennia before the Shang. With thousands of years of continuous history, China is one of the world's oldest civilizations, and is regarded as one of the cradles of civilization.The Zhou dynasty (1046–256 BC) supplanted the Shang and introduced the concept of the Mandate of Heaven to justify their rule. The central Zhou government began to weaken due to external and internal pressures in the 8th century BC, and the country eventually splintered into smaller states during the Spring and Autumn period. These states became independent and warred with one another in the following Warring States period. Much of traditional Chinese culture, literature and philosophy first developed during those troubled times.In 221 BC Qin Shi Huang conquered the various warring states and created for himself the title of Huangdi or "emperor" of the Qin, marking the beginning of imperial China. However, the oppressive government fell soon after his death, and was supplanted by the longer-lived Han dynasty (206 BC – 220 AD). Successive dynasties developed bureaucratic systems that enabled the emperor to control vast territories directly. In the 21 centuries from 206 BC until AD 1912, routine administrative tasks were handled by a special elite of scholar-officials. Young men, well-versed in calligraphy, history, literature, and philosophy, were carefully selected through difficult government examinations. China's last dynasty was the Qing (1644–1912), which was replaced by the Republic of China in 1912, and in the mainland by the People's Republic of China in 1949.Chinese history has alternated between periods of political unity and peace, and periods of war and failed statehood – the most recent being the Chinese Civil War (1927–1949). China was occasionally dominated by steppe peoples, most of whom were eventually assimilated into the Han Chinese culture and population. Between eras of multiple kingdoms and warlordism, Chinese dynasties have ruled parts or all of China; in some eras control stretched as far as Xinjiang and Tibet, as at present. Traditional culture, and influences from other parts of Asia and the Western world (carried by waves of immigration, cultural assimilation, expansion, and foreign contact), form the basis of the modern culture of China.