Facts About Eoraptor, the Worlds First Dinosaur

Lee-Enfield Rifle in World War I and II

The Lee-Enfield was the primary infantry rifle used by British and Commonwealth forces during the first half of the 20th century. Introduced in 1895, it was a magazine-fed, bolt-action rifle that replaced the earlier Lee-Metford. Constantly improved and enhanced, the Lee-Enfield moved through a multitude of variants during its service life. The Short Lee-Enfield (SMLE) Mk. III was the principal rifle used during World War I, while the Rifle No. 4 version saw extensive service in World War II. Variants of the Lee-Enfield remained the British Armys standard rifle until 1957. The weapon and its derivatives continued to be used around the world. Development The Lee-Enfield traces it roots back to 1888, when the British Army adopted the Magazine Rifle Mk. I, also known as the Lee-Metford. Created by James P. Lee, the rifle utilized a cock-on-closing bolt with rear locking lugs, and was designed to fire the British .303 black powder cartridge. The design of the action permitted easier and faster operation than similar German Mauser designs of the day. With the shift to smokeless powder (cordite), problems began to arise with the Lee-Metford as the new propellant caused greater heat and pressure which wore away the barrels rifling. To address this issue, the Royal Small Arms Factory at Enfield designed a new square-shaped rifling system which proved resistant to wear. Combining Lees bolt-action with the Enfield barrel led to the production of the first Lee-Enfields in 1895. Designated .303 caliber, Rifle, Magazine, Lee-Enfield, the weapon was frequently referred to as the MLE (Magazine Lee-Enfield) or the Long Lee in reference to its barrel length. Among the upgrades incorporated into the MLE, was a 10-round detachable magazine. This was initially debated as some critics feared that soldiers would lose it in the field. In 1899, both the MLE and the cavalry carbine version saw service during the Boer War in South Africa. During the conflict, problems arose regarding the weapons accuracy and a lack of charger loading. Officials at Enfield began working to address these issues, as well as to create a single weapon for both infantry and cavalry use. The result was the Short Lee-Enfield (SMLE) Mk. I, which possessed charger loading (2 five-round chargers) and vastly improved sights. Entering service in 1904, the design was further refined over the next three years to produce the iconic SMLE Mk. III. Lee Enfield Mk. III Cartridge: .303 BritishCapacity: 10 roundsMuzzle Velocity: 2,441 ft./sec.Effective Range: 550 yds.Weight: approx. 8.8 lbs.Length: 44.5 in.Barrel Length: 25 in.Sights: Sliding ramp rear sights, fixed-post front sights, dial long-range volley sightsAction: Bolt-actionNumber Built: approx. 17 million Short Lee-Enfield Mk. III Introduced on January 26, 1907, the SMLE Mk. III possessed a modified chamber capable of firing the new Mk. VII High Velocity spitzer .303 ammunition, a fixed charger guide, and simplified rear sights. The standard British infantry weapon of World War I, the SMLE Mk. III soon proved too complicated for industry to produce in sufficient numbers to meet wartime needs. To deal with this problem, a stripped down version was designed in 1915. Dubbed the SMLE Mk. III*, it did away with the Mk. IIIs magazine cut-off, volley sights, and rear-sight windage adjustment. British forces with their SMLE Mk. IIIs in the trenches during World War I. Public Domain During the conflict, the SMLE proved a superior rifle on the battlefield and one capable of keeping up high rates of accurate fire. Many stories recount German troops reporting encountering machine gun fire, when in fact they had met trained British troops equipped with SMLEs. In the years after the war, Enfield attempted to permanently address the Mk. IIIs production issues. This experiment resulted in the SMLE Mk. V which possessed a new receiver-mounted aperture sighting system and a magazine cut-off. Despite their efforts, the Mk. V proved to be more difficult and costly to build than the Mk. III. World War II In 1926, the British Army changed its nomenclature and the Mk. III became known as Rifle No. 1 Mk. III. Over the next few years, Enfield continued to improve the weapon, ultimately producing the Rifle No. 1, Mk. VI in 1930. Retaining the Mk. Vs rear aperture sights and magazine cut-off, it introduced a new floating barrel. With tensions in Europe rising, the British began searching for a new rifle in the late 1930s. This resulted in the design of the Rifle No. 4 Mk. I. Though approved in 1939, large-scale production did not begin until 1941, forcing British troops to begin World War II with the No. 1 Mk. III. While British forces in Europe deployed with the No. 1 Mk. III, ANZAC and other Commonwealth troops retained their No. 1 Mk. III*s which remained popular due to their simple, easy to produce design. With the arrival of the No. 4 Mk. I, British forces obtained a version of the Lee-Enfield that possessed the updates of the No. 1 Mk. VIs, but was heavier than their old No. Mk. IIIs due to a longer barrel. During the war, the Lee-Enfields action was utilized in a variety of weapons such as jungle carbines (Rifle No. 5 Mk. I), commando carbines (De Lisle Commando), and an experimental automatic rifle (Charlton AR). Post-World War II: With end of hostilities, the British produced a final update of the venerable Lee-Enfield, the Rifle No. 4, Mk. 2. All existing stocks of No. Mk. Is were updated to the Mk. 2 standard. The weapon remained the primary rifle in the British inventory until the adoption of the L1A1 SLR in 1957. It is still used by some Commonwealth militaries today, though it is more commonly found in ceremonial, reserve force, and police roles. The Ishapore Rifle Factory in India began producing a derivative of the No. 1 Mk. III in 1962.

Autobiography of a Yogi Summary - 2861 Words

Introduction In 1946, the book simply titled Autobiography of a Yogi was published. It was written by a hitherto unknown saint from India named Paramahansa Yogananda. Paramahansa Yogananda was an Indian Yogi who left the shores of India in 1920 to teach God realization to people of the West. In this inspiring book, he describes his meetings with miracle performing yogis in India such as the levitating saint, a tiger fighting swami, a yogi who bilocates and other great saints search for a guru, and his encounters with leading spiritual figures such as Therese Neumann, the Hindu saint Sri Anandamoyi Ma, Mohandas Gandhi, Rabindranath Tagore, Nobel Prize winning physicist Sir C. V. Raman, and noted American plant scientist Luther Burbank, to†¦show more content†¦Spiritual lineage and influences Lahiri Mahasaya was the guru of Yoganandas parents and also the guru of Sri Yukteswar, Yoganandas guru. At the age of 8, Yogananda was instantly healed of cholera after his mothers insistence that he pray to Lahiri Mahasaya. Beginning with chapter 31 of his autobiography, Yogananda spends the next five chapters interweaving the life of Lahiri Mahasaya with that of Lahiri Mahasayas guru, Mahavatar Babaji. Using the stories and biographical facts collected on his return trip to India in 1935 from various disciples of Lahiri Mahasaya (including the wife of Lahiri Mahasaya) as well as Yoganandas own personal testimony, he pays tribute to the three individuals whose lives and collective influence became inseparable from his own life and teachings: Mahavatar Babaji, his chief disciple Lahiri Mahasaya, and his own guru Sri Yukteswar. The guru-disciple relationship Yoganandas lifelong search for his guru ended when he met Swami Sri Yukteswar. Even though Yogananda described many saints and miracle workers in his book, his relationship with Sri Yukteswar was unique. Yogananda spent several years being trained by Sri Yukteswar for the ultimate mission of spreading the science of yoga to the west. The wisdom of Sri Yukteswar, and the many spiritual lessons that Yogananda learned at his gurus feet are described in the chapter Years in My Masters Hermitage. His guru also bestowed on Yogananda theShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesWhat Are Management Skills? 9 Improving Management Skills 12 An Approach to Skill Development 13 Leadership and Management 16 Contents of the Book 18 Organization of the Book 19 Practice and Application 21 Diversity and Individual Differences 21 Summary 23 SUPPLEMENTARY MATERIAL 24 Diagnostic Survey and Exercises 24 Personal Assessment of Management Skills (PAMS) 24 What Does It Take to Be an Effective Manager? 28 SSS Software In-Basket Exercise 30 SCORING KEY AND COMPARISON DATA 42 Personal Assessment

Essay on Environmental Differences - 793 Words

Environmental differences affected social, political, and economic institutions in the Delhi Sultanate, the Swahili city-states, and Mali. Many of these differences helped the civilizations, but some affected them badly. Mali had abundant rainfall and a very tropic climate which helped with the fertile soil in the area for farming. Although there was also high mountain ranges and plateaus that had cooler weather and shorter growing seasons. Malians adapted to this tropic climate by using their positive environmental factors to outweigh their negatives. Although the mountainous regions took space from farming areas, there was abundant wild food and fish that helped the Malian civilization develop without farming, agriculture, or herding.†¦show more content†¦These ports and ships would have to be fixed every sea travel because although they used higher value metals for their ships, most ships still couldn’t without the strong tidal waves mostly because this trading sys tem occurred in 1200 C.E. Communication was also a big problem that people had to adapt to, to participate in the Indian Ocean trading system. Miscommunication usually occurred from the environment and weather. Messengers would be delayed because of the weather patterns and environment. People that participated in the Indian Ocean trading system had to use more durable wagons and once again, ships. 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Divorce and Its Impact on the Family Free Essays

string(80) " their line pure and to improve their power, this would go for royalty as well\." Introduction A significant and often heated debate has been in progress for years regarding the effect of divorce on the family, and more specifically, on children of different ages. On the one side, there are writers, theorists and scholars who argue that divorce does not affect the children over the long term and on the other side are those who argue that divorce has a negative effect on the children for all their lives. It is indeed impossible to make a clear and definitive conclusion based on the research studies that have been conducted over the years. We will write a custom essay sample on Divorce and Its Impact on the Family or any similar topic only for you Order Now Each investigator argues strongly for their own conclusions, providing statistical evidence to support those conclusions. Does divorce have a negative impact on children, regardless of age when the divorce occurs? Does divorce have more impact on specific age ranges of children? If divorce has a negative impact on children, then, how long does that impact last? Do adult children of divorced parents find it easier to blame all their failures and pitfalls on their parents’ divorce instead of taking responsibility for their own actions through the years? These are the only some of the questions that underlie the problem: What impact does divorce have on the children. Very few definitions are needed regarding this investigation: †¢Children means the children of the parents who get divorced, regardless of age. Thus, â€Å"children† refers to adolescents as well as younger children. When a specific age range is meant, that will be clarified in the text. †¢Divorce means that the couple has gone through the legal process of divorce and are, thus, no longer legally married. †¢Absent father refers to those fathers who do not keep in contact with their children subsequent to a divorce. Also, the absent father does not contribute to the children’s support. †¢Custodial parent refers to the parent who has legal primary custody of the children. First a brief overview of what marriage and divorce was throughout history, and what would happen to those children after the divorce was finalized Marriage and Divorce in History The roots of marriage can be traced back to time of the Romans and Greeks. For the Greeks and Romans marriage wasn’t really something of a choice. It was more of a family obligation and a way to help the family gain higher status. Marriage in Roman times was often not at all romantic. Rather, it was an agreement between families. Men would usually marry in their mid-twenties, while women married while they were still in their early teens. As they reached these ages, their parents would consult with friends to find suitable partners that could improve the family’s wealth or class. †(PBS) Women really didn’t have a choice in who they married, they were chosen by their fathers. And even for the men, love wasn’t taken into account because it was up to the parents who they married. The actual marriage in Roman times was very simple. The couple would just have to declare their desire to live with each other in front of both families. Divorce in this time was just as easy as marriage. â€Å"Just as marriage was only a declaration of intent to live together, divorce was just a declaration of a couple’s intent not to live together. All that the law required was that they declare their wish to divorce before seven witnesses. † (PBS) Divorce was a very common thing for the Romans. The only condition was the woman would get her dowry back, and she would move back in with her father. If the wife was divorced because of adultery only half of her dowry was given back. The laws did not mention anything about husbands as they could not be divorced because of an adulterous they have committed. It is assumed that children were left with the father as men were the law in Roman times. Not much is known on what happened to the children after a divorce, whether they are allowed to see their mother or not, if the mothers were allowed to keep the children, or if the child’s best interests were ever a factor for who got to keep them after the divorce. Marriage in African countries was relatively similar to the Greeks and Romans, but with a few changes. Marriage signified a union between two families. â€Å"The death of a husband did not terminate the union of families. Upon a husband’s death a relative would assume his role. † (Simon and Altstein) Marriage was more of a binding contract than anything else. The woman being married didn’t really matter in the long run either as if she died or was unable to bare children, a younger sister would take over her role as the wife â€Å"But the wife wasn’t fully excepted until she gave birth to her first child. (Simon and Altstein) The actual marriage didn’t really require that much, just consent from both parties and their guardians, as well as some form of payment from the husband’s family to the wife’s. This would most likely be cattle. There wasn’t really any ceremony like today; it was more of a series of rituals. Divorce was a simple thing for Africans. Grounds for divorce were; adultery, desertion, insanity for at least seven years, and being imprisoned for more than five years. The children would normally have been given to the father, but in more recent times the child would go with whichever parent was more able to take care of them. If a child was old enough to make up their own mind the court would consider who they wished to live with, but that didn’t always mean the child’s pick would be the one he/she would be given to. In the 1500’s after the Reformation, a change in how marriages and divorces were performed occurred. The peasants were allowed to marry whomever they choose, but the nobles still kept with the arranged marriages to keep their line pure and to improve their power, this would go for royalty as well. You read "Divorce and Its Impact on the Family" in category "Family" Marriage then became a public affair, and it was considered part of the earthly kingdom instead of the heavenly kingdom. This meant that vows would be made in public before the church consummated the marriage. Prior to this the Church was in charge of marriage and divorce but they lost that power with the coming of the Reformation. â€Å"Marital disputes would be tried before a civil court, not a Church court. The Church did not have legal authority over marriage. †(Simon and Altstein) Also laws that prohibited the marriage of clerics, monks, and nuns were also rejected. Divorces were allowed as long as there was just cause. Cause included impotence, sexual incompatibility, abuse and acts of incest. † (Simon and Altstein) The average length of a marriage was only fifteen years at the time, but this was caused more by death, than by divorce. In more recent times a decision was made by the courts of the United Kingdom that they will not longer decide which parent the child should custody of. The parents were to make the decision together and stick with it, only if they can not agree will the court make one, this decision can not be argued. In the United States of America, arriage is â€Å"the legal union of a man and a woman as husband and wife, and a spouse is a husband or wife of the opposite sex. † (Simon and Altstein) Only men and women are allowed to be married to each other, in some states though same-sex civil unions are allowed. The church is where the marriage is held but the state must approve the marriage for it to be final. The laws of marriage vary from state to state. In the United States of America divorce rates are very close or over fifty percent. Divorce varies on the state as well but some form is permitted by every state. Thirty-four states have adopted no-fault divorce in addition to traditional grounds for divorce. † (Simon and Altstein) As for the children, their wishes are considered by all but four states. The effects in which those children concur will be explained later. Literature Review The literature regarding the impact of di vorce on children is voluminous. It is also highly contradictory and heated in terms of debate. Anyone investigating this topic can find research studies to support their own opinions no matter what that opinion is. We begin by offering some data regarding divorce. In the United States, one out of every two marriages will end in divorce (Marano, 2000). Despite this devastating statistic, 90 percent of Americans will marry (Marano, 2000). Of those individuals who divorce their first spouse, 75 percent will remarry, even though their first marriage ended (Marano, 2000). Given that so many divorced individuals simply live with other persons or combine the homes with others without the sanction of legal marriage, the figure for â€Å"remarriages† escalates significantly when these people are included (Marano, 2000). Out of all second marriages, 60 percent end in divorce (Marano, 2000). It is not just in the U. S. that a large proportion of marriages fail. The BBC reported that one in seven marriages (16. 4 percent) end in divorce in the United Kingdom (2000). The divorce rate differs dramatically by location in the UK, for example, in Biggleswade, only 6 percent of marriages end in divorce but in Skelmersdale in Lancashire, 32. 4 percent of marriages end in divorce (BBC, 2000). The divorce rates have risen in most European countries, as well (Bjornberg, nd). The highest rates are found in Denmark, Sweden, Estonia and the United Kingdom (Bjornberg, nd). In the year 2000, there were 45,500 divorces, a new high (Victorian State Conference of Teams, 2001). Anyone who has kept up with public mass media also knows that the divorce rate in China has escalated to as much as 25 percent in recent years. It has become such an issue that the government began debating about a new law that would make adultery a crime and that would put further restrictions on divorce in that country. Most of the research regarding the impact of divorce on children has been conducted in the United States and the United Kingdom. Two of the primary and most discussed studies contradict each other, which has come to be known as the â€Å"Hetherington-Wallerstein debate–a battle of superstars† (Corliss, 2002, p. 40). Hetherington argues that â€Å"75% to 80% of children of divorce function well, with little long-term harm to their adult lives† and Wallerstein argues that â€Å"the damaging effects of divorce on children are cumulative, and the major impact comes in adulthood† (Corliss, 2002, p. 0). Wallerstein first published her findings in a book in 1971; this was then updated in another book entitled The Unexpected Legacy of Divorce: A 25 Year Landmark Study in 2000 (Corliss, 2002). In the most recent book, Wallerstein concluded that divorce leads to depression, juvenile delinquency, poor grades, among other things and that the divorce affects people wel l into adulthood (Corliss, 2002). Hetherington published her findings in a co-authored book (with John Kelly) entitled For Better or For Worse: Divorce Reconsidered (Corliss, 2002). In this book, Hetherington and Kelly argue â€Å"that 75% to 80% of children of divorce are functioning well, with little long-term damage† (Corliss, 2002, p. 40). Hetherington and Kelly tracked nearly 1,400 families and more than 2,500 children, some for three decades and concluded: Within two years of their parents’ divorce, the vast majority of children are beginning to function reasonably well again (Corliss, 2002, p. 40). 70 percent of divorced parents are living happier lives than they did before divorce (Corliss, 2002, p. 0). Some women and girls turned out to be more competent, able people than if they had stayed in unhappy family situations (Corliss, 2002, p. 40). In Hetherington’s study, 25 percent of the children from divorced families had serious emotional, psychological or social problems (Corliss, 2002). This compares to 10 percent of children from families that remain intact (Corliss, 2002). Still, it is a much smaller proportion than many other st udies, including Wallerstein’s. Cudina and Obradovic summarized a great deal of the research, most of which concludes that children from divorced families are â€Å"more aggressive and depressive†; â€Å"more prone to anxiety†; and â€Å"of a generally poorer adjustment than children living in intact families† (2001, p. 247). The instability of the marriage also affects boys and girls differently, for instance, â€Å"boys are more often found to be more vulnerable† and â€Å"more aggressive and displayed more behavioural problems than girls† (Cudina and Obradovic, 2001, p. 247). It should be pointed out, however, that the gender differences found have not been consistent. Another finding is that the reaction of children seem to differ according to age when the divorce occurs (Cudina and Obradovic, 2001). For instance, the research suggests that â€Å"emotional response being more intense for children younger than 6, and for those in early adolescence at the time of parental divorce† (Cudina and Obradovic, 2001, p. 247). There is also a substantial amount of research that concludes that â€Å"prolonged parental marital distress could be even more damaging to the child’s emotional and social development than parental divorce† (Cudina and Obradovic, 2001, p. 47). Fighting, conflict, violence all combine to make the child feel insecure and unstable as well as fearful (Cudina and Obradovic, 2001). Mitigating factors that affect the impact of divorce on children have been identified as the availability of the noncustodial parent, the relationship between the parents after the divorce, the quality of the parent-child relationships with b oth parents, and the degree of economic hardship and stress the child experiences after the divorce (Cudina and Obradovic, 2001). Because the overwhelming majority of research has been conduced in English-speaking countries, Cudina and Obradovic studied the impact of divorce on children in Croatia, a society that is very different in many ways from the United States and other English-speaking nations (Cudina and Obradovic, 2001). Croatia is smaller, has a relatively low GNP and in most ways can be considered a developing nation (Cudina and Obradovic, 2001). The divorce rate in Croatia has increased over the last 30 years, rising from 13. 5 percent in 1962 to 17. percent in 1996 (Cudina and Obradovic, 2001). The Croatian family reflects a myriad of both traditional and modern values (Cudina and Obradovic, 2001). Nonetheless, there is still a stigma attached to divorced individuals in Croatia (Cudina and Obradovic, 2001). Cudina and Obradovic found that Croatian children respond in much the same way as children in other countries – children of divorced parents are more emotionally unstable and more depress ive than children from intact families (Cudina and Obradovic, 2001). The study did not support the premise that children suffer equally negative effects from living in a home where the parents are in conflict as do the children from divorced parents (Cudina and Obradovic, 2001). They study also confirmed that the degree of impact is related to age – younger children showed more emotional distress than did older children (Cudina and Obradovic, 2001). Hyatt reported that the adjustment of the children is primarily dependent on the parents and how they behave after the divorce (1999). Hyatt was reporting a study conducted at Iowa State University and reported in the Journal of Marriage and the Family. Simons, who led the research investigation team, said that â€Å"Even though divorce more than doubles the risk for emotional and behavioral problems in both boys and girls, the good news is that the vast majority of children from divorced families do just fine. . . . What is essential for kids is that they be parented well. If mom and dad continue to persevere in their parenting, are warm and supportive, monitor the kids and are consistent in discipline, the risk for conduct problems is no greater than in two-parent families. This is a more optimistic scenario than is often assert† (Hyatt, 1999). This was also a longitudinal study that involves 600 families and is ongoing (Hyatt, 1999). Theoretical Foundations Attachment theory would seem to be the most appropriate theory to discuss in terms of the effects of divorce on children. Beginning in infancy, the child develops an attachment to the parent through interactions with the parent. According to Bowlby, an interruption or disruption of the attachment relationship can result in psychopathology (Garelli, 1997). Research indicates that the formation of attachments in infancy and childhood contribute to healthy adulthood (Galston, 1996; Fields, 1996). Research also indicates that when the attachment is disrupted, the child may well suffer both emotional and physical traumas affecting their ability to function today and in their future life (Galston, 1996; Fields, 1996). Divorce is an event that disrupts attachments. Attachment theory asserts that children do develop attachment feelings to people, places and objects. Research concludes that attachments are essential for good mental health. One study in Israel concluded that â€Å"Attachment between parent and child plays a crucial role in the healthy development of the child. Accordingly disturbances in parental bonding will be linked with the development of mental disorders later in life† (Canetti et al, 1997, p. 381). Note that the need for attachment is for all children. Divorce does not necessarily mean that the child’s attachment to the noncustodial parent would be eliminated by the divorce. Discussion, Summary and Conclusions As can be seen from the few research studies presented, there is a heated debate and strong controversy regarding the effects of divorce on the family. There is equally strong evidence to support either side of the debate. That leaves the reader with a strong question as to how much divorce actually does affect the future development and adult life of the divorced family. There is no perfect study, which means that every study has its limitations. More studies suggest that children face significant effects when their parents divorce. It does seem, however, that the impact of a divorce on a child would be dependent upon the circumstances and the subsequent behaviors of the parents involved. More studies in recent years are pointing to this premise. If the parents both continue parenting and they parent well, a far smaller proportion of children will experience significant negative effects than what has been said in the past. If the parents continue their fighting and place the child in the middle of that fighting, then, common sense would tell us that the child will have any number of psychological and emotional problems as a result. It is important to note the studies that have compared children of divorced parents to children of parents who stayed married but whose relationship was so unstable. Certainly, living with verbal conflict and loud fighting between the parents has a devastating effect on the child. Living with parents where spousal abuse is prevalent would have tragic effects on the child, worse effects than would a divorce. Even the researchers who conclude that a small percentage of children experience serious problems after a divorce, clearly state that they are no promoting divorce and that children will develop more securely and more positively if the family is kept intact – except when violence and abuse is present. The conclusions, in other words, do not support divorce; they are simply saying the outlook for these children is not as bleak as has been publicized. There is another issue that one must also look at. These kinds of studies rely a great deal on interviews with the survivors of divorce. It is very convenient for many of these adults or older adolescents to blame all the problems in their lives on their parents’ divorce. Scapegoating is very prevalent in today’s society – people simply do not want to take responsibility for their own lives. The conclusion of this paper must be that: 1. Divorce will have an effect on children – to think otherwise is naive. 2. Children of divorced families do not automatically develop serious emotional and psychological problems. 3. The full effect of divorce on children will depend on how the parents behave after the divorce, the degree of attachment that was in existence prior to the divorce and the child’s own mental state/stability at the time of the divorce. REFERENCES BBC. (2000, November 15). The capital of happy ever after. Retrieved April 05, 2007, BBC Web Site: http://news. bbc. co. uk/hi/english/uk/newsid_1024000/1024963. stm Bjornberg, Dr. Ull. (nd). Children and their Families/Children and Society. 2002, Retrieved April 05, 2007, Council of EuropeConseil de l’Europe Web Site: http://eurochild. gla. ac. uk/Documents/CoE/Reports/estud/Estud_2. htm Canetti, Laura, Bachar, Eytan, Weisstub, Esti Galili, De-Nour, Atara Kaplan Shalev, Arieh Y. (1997, Summer). Parental Bonding And Mental Health In Adolescence. Adolescence 32(126), 381 – 395. Corliss, Richard. (2002, January 28). Does Divorce Hurt Kids? Time 159(4), 40 Cudina, Mira Obradovic, Josip. (2001, Spring). Child’s Emotional Well-being and Parental Marriage Stability in Croatia. Journal of Comparative Family Studies 32(2), 247. Field, Tiffany. (1996, Annual). Attachment And Separation In Young Children. Annual Review of Psychology 47, 541-562. Galston, William A. (1996, June). Divorce American style. The Public Interest, 12 – 27. Garelli, Juan Carlos. (1997). Controversial Aspects Of Bowlby’s Attachment Theory. Bowlby’s Theory of Attachment. Retrieved April 03, 2007, Attachment Research Center at St. John’s University Web Site: http://rdz. stjohns. edu/lists/bowlby-l/ Hyatt, Kay. (1999, November 19). Children’s Adjustment to Divorce Largely in Hands of Parents. Retrieved April 03 2007, National Council on Family Relations Web Site: http://www. cfr. org/pdf/childr_1. pdf Marano, Hara Estroff. (2000, March). Divorced? Psychology Today 33(2), 56. Simon, R. J. , Altstein, H. (2003). Marriage and Divorce (pp. 5-7, 29-34). New York: Lexington Books. Victorian State Conference of Teams. (2001, October). Looking forward in Confidence. A Married Couple’s Movement: Conferenc e Reports Proceedings Web Site: http://www. tol-oceania. catholic. org. au/publications_vicconf. htm#Victorian%20State%20Conference Weddings, Marriage Divorce. (n. d. ). Retrieved April 25, 2007, from http://www. pbs. org/empires/romans/empire/weddings. html How to cite Divorce and Its Impact on the Family, Essays

Thomas Jefferson Against His Republican Ideals Essay Example For Students

Thomas Jefferson Against His Republican Ideals Essay While Thomas Jefferson was President of the United States, some of his actions conflicted his beliefs and the beliefs of his supporters in the Republican party. For example, he was elected as a highly pacifistic President, but he ended up leading the country toward war. War came about when more money was being given to piratical Algiers than it would have cost to fight a war. This caused Jefferson to rethink his ideas about involving the nation in war. The showdown finally came in 1801. The Pasha of Tripoli declared war on the United States indirectly, and Jefferson was forced to make a decision against his own beliefs his pacifism, his criticism against big-ship navies all faded before him. He sent the nations infant army to the shores of Tripoli and, after 4 years of fighting, Jefferson was finally able to sign a peace treaty from Tripoli. Also contrary to his own thoughts against huge navies, Jefferson ordered that two hundred tiny gunboats be constructed, which were virtually defenseless and would have been better off had they never been built. In addition to all this, the passionate hater of war who hated alliances which entangled nations together, Jefferson proposed to make an alliance with England, then an enemy, against France, a long-time ally, with the object of waging a defensive war against France on American soil. The Republican party also favored small government, with little power given to the federal government, especially the President. Jefferson broke away from these beliefs also by his purchase of Louisiana from Spain. Nowhere in the Constitution, which he followed passionately, was there anything that gave the President the authorization to negotiate treaties, especially when it involved doubling the size of the union and allowing 50,000 non-Americans to live on this newly acquired land. Since his conscience bothered him, Jefferson secretly proposed an amendment to the Constitution which would grant him more power. This amendment failed, however, and he was forced to let the country know that his actions were unconstitutional. This change of ideals actually helped Jefferson to become re-elected. He breezed through the election of 1804, winning 162 electoral votes, as opposed to the 14 gained by his Federalist opponent. It was not that he imposed his Republican ideas on the Federalists, but that he did exactly the opposite. Jefferson actually was elected as Republican president, but he adopted many Federalist principles and embraced them as his own. This is how the most bipartisan President in history was able to come to power in one of the most bitterly partisan periods in Americas history.Bibliography: