Events During the Cold War Essay Example for Free

Events During the Cold War Essay The Cold War was a very terrible war that started in 1945 between the United States and the Soviet Union and lasted 45 years. The Cold War got its name because both sides were too afraid to fight each other directly. They used words against each other to make the enemy look dumb and foolish. They fought through many other wars, too afraid of nuclear attacks directly hitting them. These wars caused great devastation across the globe. This war had started because the Soviet Union wanted to spread communism across the world, but America being a democracy, did not want that. The first ten years were somewhat interesting. On February 4 1945, there was a Yalta Conference, a wartime meeting between the heads of government from the United States, United Kingdom and Soviet Union, and the Cold War began. Right after that, Germany surrendered to the Red Army in Berlin. On August 6, the United States dropped an atomic bomb on Hiroshima and killed 80,000 people. Then three days after, the United States dropped another bomb on Nagasaki that killed 70,000. Shortly after that, the Japanese surrendered and that was the end of World War II. Winston Churchill had issued warnings about the Soviets in 1946 and first used the term iron curtain. This term was used to describe how the Soviets had wanted power. 1946 was also the year Josef Stalin made a very hostile speech, claiming communism and capitalism couldnt live in peace. In June of 1947, the Marshall Plan was announced. This plan set a precedent for helping countries combat poverty, disease and malnutrition. That same year, the Rio Pact was established. This was a security zone around the hemisphere with the 19 Latin American countries. Between June 1948 and September 1949, Britain and America were struggling to keep West Berlin supplied through aircraft, since the Soviet government closed all ground traffic. That year, they made 277,000 flights to carry products. In March of 1948, Truman started a Loyalty Program which was made to catch Cold War spies. Then, in that same year the Brussels Pact was made to protect Europe from communism. In 1949, China became a communist country because Mao Zedong took over. He then established the Peoples  Republic of China. In June of 1950, the Korean War started and Stalin supported North Korea and gave them Soviet weapons to invade South Korea. The war in Korea ended two years later, though. In 1951 the Federal Defense Administration was established which was a program that spread information about communism and the threat of attacks. March 1954 was when KGB (Committee for State Security) was established. KGB was the national security of the Soviet Union during the Cold War. In May of 1955 the Warsaw Pact was established. This pact was a mutual defense treaty between the eight communist states of Eastern Europe during the Cold War. During these ten years, there were a few treaties and some different experimental things done, also some different groups were made just for this one huge war. The next 10 years (1956-65) didnt have as many exciting things happen. In 1956, there was a rebellion in Communist Hungary. Then after that in 1957, Sputnik was launched into space and Laika died in space. In 1958, Khrushchev, the leader of the Soviet Union during part of the Cold War, made the Soviet troops withdrawal from Berlin. Khrushchev then visited the United States in 1959 which caused the Kitchen Debate. This was a debate between Nixon and Khrushchev at the opening of the American National Exhibition. In 1960, the Soviets revealed that there had been a United States plane shot down over Soviet territory. This year was also the year John F. Kennedy was elected president of the United States. Cuba aligns itself with the Soviet Union and their policies that same year. The Bay of Pigs invasion happened in 1961, this invasion was by CIA trained exiles of Cuba into southern Cuba to try to overthrow the government, but it was unsuccessful. In 1962 the United States becomes more involved in the Vietnam War to keep communist takeover of South Vietnam as a strategy of containment. That was the same year of the Cuban missile crisis between the Soviet Union and Cuba and the United States, it lasted thirteen days. November of 1963 was a sad month because President Kennedy was assassinated, probably because of a conspiracy. The Gulf of Tonkin incident was in 1964 which was a confrontation between North Vietnam and the United States. In 1965 some United States marines were sent to the Dominican Republic to fight Communism. These 10 years were not very exciting but there were a few important events that changed the United States. From 1966 to 1975, not much happened. It was kind of a dull period compared to the last twenty years. In 1967 the United Stated Secretary of Defense, Robert McNamara admitted that the United States bombing raids had failed to meet their objectives. Richard Nixon was elected for president and North Korea captured U.S.S. Pueblo the year after. The USS Pueblo was a United States spy ship and it is still currently being held captive by Korea, though it is a museum now. Then, in 1969 Apollo 11 landed on the moon which had Neil Armstrong in it. He was the first person to step on the moon and it was a great accomplishment in US history. In 1970 Nixon spread the Vietnam War to Cambodia. The Pentagon papers were signed the year after in 1971. These papers were a United States history of its involvement in the Vietnam War. In 1972 not only did Nixon visit China, but SALT I (Strategic Arms Limitation Talk) was signed; this was between the two Cold War superpowers, the United States and the Soviet Union on the issue of armament control. The United States supported coup overthrew the Chilean government in 1973. The year after that, Nixon resigned but since then he has been the only president to ever resign. In 1975 North Vietnam defeated South Vietnam who then fell into communism. I do not know why these ten years were so boring, but they were even though they ended in another country falling into communism. The next ten years from 1976 to 1985 were even duller than the ones before. It started off with the Soviet Union and Cuba forcing Angola to become a communist state. In 1979, SALT II was signed. This time it was just an experimental negotiation about curtailing the manufacturing of nuclear weapons. The same year SALT II was signed, the Soviet forces invaded Afghanistan and the United States and China established diplomatic relations. In 1980, Polish shipyard workers started a strike and the Solidarity Union was formed, which was the first non-communist trade union in Warsaw Pact territory, and the strike leader, Lech Walesa, was elected as the head of the Solidarity Union. Three years later, President Reagan proposed the Strategic Defense Initiative. That initiative was created to protect the United States from nuclear missile attacks. In that same year, United States troops invaded and overthrew the regime in Grenada and ended  in a victory. Mikhail Gorbachev became the leader of the Soviet Union and initiated a campaign of increased openness and transparency in government institutions called glasnost and a political movement within the Soviet Union called perestroika in 1985. As you can see, not much happened during these ten years but there were still some interesting things that happened. The last five years were when quite a few countries became independent after so long. In 1986 President Ronald Reagan and Mikhail Gorbachev resolve to remove all intermediate nuclear missiles from Europe. Then in the year after that, Reagan and Gorbachev agree to remove all medium and short-range nuclear missiles. This meant that the war was coming to a close and things were becoming less violent. The Soviet groups with drawled from Afghanistan in 1989. Poland and Hungary both become independent and communist governments fall in Czechoslovakia, Bulgaria, and Rumania, the Soviet empire declined in this year as well. Russia got a new president; Boris Yeltsin, in 1990 also. Another country became independent a year later, Lithuania. Germany also became reunited during this year. In 1991, the Warsaw Pact ended which meant the Cold War was over and the Soviet Union was done for, the end of it all. The Cold War was something terrible that happened between the United States and the Soviet Union for a stupid reason. It caused a lot of problems and different wars throughout the world just because they were too afraid to fight face to face but, it did not cause a huge amount of deaths. The Cold War was not really the kind of war that killed people; it was more of a war on which country could develop faster. This war could have been easily prevented but I guess some things just have to happen. A 45 year war for only one thing. Power. Works Cited Cold War. enotes. n.d. Web. 20 May, 2012. Cold War Timeline. History Timelines. n.d. Web. 20 May, 2012. Pillai, Prabhakar Causes and Effects of the Cold War. Buzzle. n.d. 21 May, 2012. Timeline of the Cold War. Think Quest. n.d. Web. 20 May 2012. Wikipedia.org.

Martin Chuzzlewit by Charles Dickens :: essays research papers

Martin Chuzzlewit by Charles Dickens "My main object in this story was, to exhibit in a variety of aspects the commonest of all the vices: to show how Selfishness propagates itself; and to what a grim giant it may grow, from small beginnings"- Charles Dickens about the purpose of his novel: Martin Chuzzlewit (130)"Because the selfish man sees no common interest or bond between himself and the rest of his world he is free from moral compunction, free to construct a false self, mask, rà ´le, or persona, and at pains to protect his real self from the encroachments of a hostile world." - Joseph Gold (131)"Any kind of imagination separated from its material or emanation becomes a Spectre of Selfhood"- Blake (134) 12/20/96Selfishness Versus Goodness and Hypocrisy Versus CandorIn his book, Joseph Gold gives us a rundown on how selfishness embodies itself throughout Martin Chuzzlewit. He analyses likely symbols in the book, which gave me more of an insight and a new perspective that helped me vie w the main characters and their transformation in a different setting. Selfishness and hypocrisy mark their victims with false shells and distorted personalities and lead them to believe in their superiority over mankind. This renders them incapable of experiencing anything real and leave them fumbling after false truths, while taking advantage of the pure at heart. This seems to be the essence of what Gold wants to communicate with his analysis.Pecksniff is the hypocrite who shuns no one when it comes to him making a profit. Unconscious of his inability to self-reflect or perhaps proud of his exalted virtuousness, Pecksniff is the epitome of righteousness, as Gold explains; he is in the book to display the extreme and helps clarify America’s role as a "national Pecksniff". Through him do Thomas Pinch and Martin Chuzzlewit the Elder finally open their eyes to their own lesser vices; Pinch’s naà ¯ve behavior changes after confronted with the real, or should I say false shell of, Pecksniff, while Chuzzlewit Sr. sees parts of himself in Pecksniff and is at the same time reminded of true virtue, honesty and human interdependence through Thomas Pinch. Gold goes thoroughly into an analysis of the paradigm between Jonas and the Book of Jonah, both characters fleeing from their own selves; it isn’t until they accept the wale, as Sairey Gamp puts it, signifying Jonah’s return to God in the whale’s stomach, that they can reach self-fulfillment.

The Earth

1.   Generally, atmosphere layers are hot if they contain gases that absorb some of the light that penetrates to that depth. Transparent layers are cool. The temperature of a layer is generally found by the balance between absorption of solar radiation (heating) and the emission of radiation (cooling). A planet reaches a temperature at which there is a balance between absorption of solar radiation and the emission of infrared radiation by the planet’s surface.The material in the atmosphere, which absorbs solar radiation most actively in ozone. Ozone absorbs electromagnetic waves in the ultra-violet wavelength band. It mainly resides in the stratosphere. Nevertheless, emission and absorption of terrestrial radiation occur at any levels, and the amounts are larger as temperature is higher. Absorption of solar radiation, on the other hand, is mostly limited to the ozone layer. Therefore, resulting equilibrium temperature is high in the ozone layer and low elsewhere.The part of solar radiation that transmit through the ozone layer, though somewhat absorbed in atmospheric constituents and clouds, mostly arrives at the surface (of sea and land) and is absorbed there. In the troposphere, the atmosphere tend to lose energy by radiation alone, but it is compensated by the energy transfer from the surface by means of vertical motion of air (i.e. by convection), and relatively high temperature is maintained. The vertical distribution of temperature in the troposphere is essentially determined as the result of convection.The atmosphere emits terrestrial radiation downward as well as upward. Therefore, terrestrial radiation from the atmosphere arrives at the surface in addition to solar radiation transmitted through the atmosphere. The atmosphere, containing water vapor and carbon dioxide, also absorbs a large part of terrestrial radiation emitted by the surface. The surface air temperature in reality (approximately 287 K) is significantly higher than the temperatu re of the radiation emitted by the earth to space (255 K), because of the effect of the atmosphere absorbing and re-emitting terrestrial radiation. Stratospheric cooling and tropospheric warming are intimately connected, not only through radiative processes, but also through dynamical processes, such as the formation, propagation and absorption of planetary waves. At present not all causes of the observed stratospheric cooling are completely understood.2.   The Earth’s rotational axis is inclined 23.5 degrees from the perpendicular to the plane of the Earth’s orbit. The orientation of the Earth’s axis relative to the Sun and its rays changes continuously as our planet speeds along its orbital path. Twice a year the Earth’s axis is positioned perpendicular to the Sun’s rays, when all places on Earth except the poles experience equal periods of daylight and darkness. These times are the equinoxes, the first days of spring and fall, and they occur o n or about March 21 and September 23, respectively. The Earth’s rotational axis is positioned at the greatest angle from its perpendicular equinox orientation to the Sun’s rays on the solstices – on or about June 21 and December 21.As the Earth orbits the Sun, the inclined axis causes the Northern Hemisphere to tilt towards the Sun for half of the year, i.e. the spring and summer seasons in North America. During this time, more than half of the Northern Hemisphere is in sunlight at any instant of time. During the other half of the year, i.e. the fall and winter seasons in North America, the axis tilts away and less than half of the Northern Hemisphere is in sunlight. The tilting of the Southern Hemisphere relative to the Sun’s rays progresses in opposite fashion, reversing its seasons relative to those in the Northern Hemisphere. The changing orientation of the Earth’s axis to the Sun’s rays determines the length of daylight and the path of the Sun as it passes through the sky at every location on Earth. The continuous change in the angular relationship between the Earth’s axis and the Sun’s rays causes the daily length of daylight to vary throughout the year everywhere on Earth except at the equator.At the equator the daily period of daylight is the same day after day. The changing path of the Sun through the sky produces over the year a cyclical variation in the amounts of solar radiation received that exhibit maximum near the equinoxes and minimum near the solstices. The relatively little variation in the amounts of solar energy received over the year produces seasons quite different from those experienced at higher latitudes. Away from the tropics, the variations in the amounts of solar radiation received over the year increase as latitude increases. The amounts of sunlight received exhibit one minimum and one maximum in their annual swings. The poles have the greatest range since the Sun is in their skies continuously for six months and then below the horizon for the other half year.All seasonal changes are driven by changes in the amount of the Sun’s energy reaching the Earth’s surface (i.e., the amount of insolation). For example, more energy leads to higher temperatures, which results in more evaporation, which produces more rain, which starts plants growing. This sequence describes spring at mid-latitudes. Since visible light is the main form of solar energy reaching Earth, day length is a reasonably accurate way to gauge the level of insolation and has long been used as a way to understand when one season stops and the next one starts.3.   Temperature is a number that is related to the average kinetic energy of the molecules of a substance. If temperature is measured in Kelvin degrees, then this number is directly proportional to the average kinetic energy of the molecules. Heat is a measurement of the total energy in a substance. That total energy is made up of not only of the kinetic energies of the molecules of the substance, but total energy is also made up of the potential energies of the molecules. So, temperature is not energy. It is, though, a number that relates to one type of energy possessed by the molecules of a substance.Because adding heat energy usually results in a temperature rise, people often confuse heat and temperature. In common speech, the two terms mean the same: â€Å"I will heat it† means I will add heat; â€Å"I will warm it up† means I will increase the temperature. No one usually bothers to distinguish between these. Adding heat, however, does not always increase the temperature. For instance, when water is boiling, adding heat does not increase its temperature. This happens at the boiling temperature of every substance that can vaporize. At the boiling temperature, adding heat energy converts the liquid into a gas without raising the temperature.When energy is added to a liquid at the boilin g temperature, its converts the liquid into a gas at the same temperature. In this case, the energy added to the liquid goes into breaking the bonds between the liquid molecules without causing the temperature to change. The same thing happens when a solid changes into liquid. For instance, ice and water can exist together at the melting temperature. Adding heat to ice-water slush will convert some of the ice to water without changing the temperature. In general, whenever there is a change of state, such as the solid-liquid or the liquid-gas transition, heat energy can be added without a temperature change. The change of state requires energy; so added energy goes into that instead of increasing the temperature.The Celsius scale has been calibrated to the physical properties of pure water. It illustrates the significance of water as physical matter in all forms. The normal freezing point of water was set as 0  °C and the normal boiling point of water was set at 100  °C.4.   I have picked following atmospheric optical effects to examine and describe.Mirages are optical phenomena produced by refraction of light rays through air layers with large temperature gradients. An inferior mirage (i.e. it appears below its actual position) occurs when the temperature initially decreases rapidly with height. Light rays from the sky moving through the layers will be refracted upward in the less dense air (i.e. bent toward the denser air) giving the appearance of a layer of water. When seen from the ground or water a superior mirage (i.e. it appears above its actual position) occurs when there is a pronounced inversion near the surface, and normally over the sea or a large body of water. A distant object within the inversion layer, even something below the horizon, will appear in the sky above its actual position – possibly totally upside down or the upper portion upside down, but certainly distorted and wavering.A rainbow is the atmospheric optical phenomenon o bserved by solar light’s being reflected and refracted by the round water drops floating in the air. Because the refraction angle varies in the wavelength of the light, rainbow seems divided into seven colors from inside blue to outer red. The observer will see this concentration of reflected light rays as an intensified colored light band. This band consists of the first reflection rays from all the raindrops which lie on the surface of a cone, subtended at the observers eye, with an angular radius of 42 ° from an axis line drawn from the sun (directly behind the observer) through the observer’s head and extended down-sun to the antisolar point i.e. below the horizon where the shadow of the observer’s head might be.The Parhelia. When ice crystals are distributed on some condition in the sky, we can observe the lumps of light like the two suns in both sides of real sun. In case that ice crystals are distributing at random, the refracted light of 22 degrees by the solar light forms the â€Å"22 degrees halo†. But when crystal distributed being their bottom plate paralleling to the ground is superior, only refracted solar light on the right and left of the sun 22 degrees apart reaches observer. These refracted lights are detected as the Parhelia. It sometimes seems that some colors are separated like a rainbow.Circumzenithal arc. Refraction through the edges of plate crystals with nearly horizontal bases may produce a circumzenithal arc which is part of a circle, possibly one third, centered directly above the observer’s head and above the sun, just outside the 46 ° halo position. The halo may also be visible. The circumzenithal arc cannot occur when the sun’s elevation exceeds 32 °.Wave clouds. When air is lofted over a mountain range, it cools, saturates and condenses a windward-side cloud. The air surmounting the summit is just about at saturation, sometimes with respect to ice and at other times with respect to water, depending on the temperature and the height of the mountain barrier. Forcing air up over the overlying atmosphere causes a spring-like rebound and so the air stream downwind from the mountain barrier often undergoes an undulatory wave-like motion. At the crest of such waves, the airmass is supersaturated and a â€Å"wave-cloud† condenses out.

Want and Ambition

1. What spring in to your mind when you hear the word â€Å"ambition†? Whenever I hear the word ambition as if there’s someone beside me and telling to take actions! I have so many ambitions in life that I need to fulfill. These ambitions will help me to strive harder and reach the goal to be a successful one. 2. Are you ambitious? Yes, I am ambitious. Definitely I am, we all need to accept the facts that people meant to be ambitious to take harder or strive to get what we goal in life. Related article: My Aim Is To Become A CollectorPeople who are â€Å"ambitious† are viewed sometimes as either selfish or unrealistic. But still no matter how we look on it, there are no such bad things in having ambition. All we need to do is admit it to ourselves and give ourselves permission to pursue it. 4. Who is the most ambitious person you know? I am ambitious person; I have many ambitions in life that I need to fulfill. I knew inside me that I have many things I want to have or achieve. In family, career and even in fame there are a lot of these ambitions in my life. 5.What were your ambitions when you were a child? When I was small, I was dreaming to become a journalist. Whenever I hear someone reporting on television I will face in front of the mirror and will hold anything and pretend that it’s a microphone and start repeating the message that the reporter stated on the news. Later on I decided that I would like to build a big shop where kids would be able t o find everything they needed so as their dreams would come true. My parents were always smiling at me, charmed by my high ambitions in life.While growing, I started to form more  definite picture of my future  and was almost sure that I want to be a diplomat. 7. What ambition do you have that you think you'll realize and won't realize? 8. Why do you have ambitions? I have my ambition because, having ambition in hard times like things are not going well, will lead me to get myself out of them and find happiness and success. If we have no ambition in our life, we have no drive for anything. Nothing will seem important. 9.What’s the different between ambition and a dream? To dream is without effort as if your only dreaming for an impossible thing to happen while ambition you have to take step by step to reach each of your ambition and take risks to fulfill all of these. 10. What ambition have you held the longest? The ambition I held the longest in real life is to graduate in a diplomat with a degree holder. Wherein I can find a good job to help my parents and provide them own house and live with a happy and contented life. 11.What happens after you have fulfilled all your ambitions? The best is when the source of ambition becomes my desire to reach my big goal or to fulfill my life in purpose. The only thing that will happen after fulfilling my ambition is contentment. 12. What do you think it feels like to fulfill a lifetime ambition? I think it feels like I am the happiest person and will having a peaceful mind. Of course everyone is asking and striving to reach a lifetime ambition. And if that happens to me and in God’s will, I’ll thank him.

The Psychological Effects of Divorce on Children Essays

The Psychological Effects of Divorce on Children Essays The Psychological Effects of Divorce on Children Essay The Psychological Effects of Divorce on Children Essay The Psychological Effects of Divorce on Children Dee Whitworth Angelina College Abstract Divorce can have many psychological effects on a child. When a marriage ends in divorce, a child of the marriage may view the divorce the same as if a parent has died. During the period following a parental separation a child may have feelings of denial, anxiety, abandonment, anger, guilt, depression and conflicts of loyalty. Because of the pain and emotional damage the child is sure to suffer, many parents stay in a dysfunctional marriage believing it is the best thing for their child. There are some cases where staying together for the sake of the child can actually be detrimental to the child. A parent can diminish the negative effects of a divorce by supporting and reassuring their children, before, during and after the separation. A parent can rebuild the child’s sense of security by reestablishing stability. If parents do not take the time to address the emotional needs of the child during the process of a divorce, parents can damage their relationship with their child and the emotional development of the child. Keywords: Divorce, Psychological effects, Children Divorce is a stressful time for every member of a family. The psychological effects of a child during this stressful time depend in part on the age of the child and the parents’ ability to control their emotions and to work together to sooth and reassure the child. Hetherington and Stanley-Hagan (1999) believe children in this age group are too young to understand what is happening. Even though these children may not understand what is happening between their parents, they may sense the distress their parents are feeling, and react negatively. According to Cohen (2002), â€Å"Infants and children younger than 3 years may reflect their caregivers’ distress, grief, and preoccupation; they often show irritability, increased crying, fearfulness, separation anxiety, sleep and gastrointestinal problems, aggression, and developmental regression† (p. 1019). The parents of a child in this age group need to work together to foster feelings of security in their child. According to Henning and Oldham (1977), Parents of pre-school hildren that establish consistent routines and reassure their children that they will not be abandoned are able to reestablish a child’s sense of security. Children that are four and five years of age sometimes feel that they are to blame for their parent’s divorce. They feel that if they had not been bad their parents would not be getting divorced. Additionally, children in this age group tend to believe that they can make their parents reconcile by being a good child. According to Henning and Oldham (1977), â€Å"Young children and pre-school children have an incomplete and confused understanding of what has caused such a radical change in the family routine† (p. 55). Cohen (2002) states that â€Å"At 4 to 5 years of age, children often blame themselves for the breakup and parental unhappiness, become more clingy, show externalizing behavior (acting out), misperceive the events of the divorce situation, fear that they will be abandoned, and have more nightmares and fantasies† (p. 1019). It has been implied that boys in this age group have a harder time adjusting to the divorce than young girls. According to Max (1970), the effects of an absent father are felt the most by boys aged four to six. Hetherington and Stanley-Hagen (1999) found that â€Å"Fathers involvement has been found to be greater with sons following divorce and to be more important for the development of boys than of girls† (p. 132). You could argue that the reason for this is because sons get their gender identify from their father, so the loss of a father affects a boy more than it does a girl. Parents can alleviate some of the anxiety of the child by allowing the father access to the child. If it is not possible for the father to maintain a close relationship with the child, due to violence or sexual abuse, the mother should take steps to find a suitable male role model to help her children, like a coach or scout leader (Sugar, 1970, p. 592). Gardner (1977) tells us that children often use a male teacher as a surrogate father figure. Adolescents and teenagers are more likely to openly show their anger toward their parents and become depressed during a divorce. They are more likely to act out by stealing, lying and becoming sexually promiscuous. These behaviors can lead the child to become pregnant or associate with other children who are also displaying delinquent behavior (Hetherington and Stanley-Hagan, 1999, p. 131). Cohen (2002) has stated that â€Å"School-aged children may be moody or preoccupied; show more aggression, temper, and acting out behavior; seem uncomfortable with gender identity; and feel rejected and deceived by the absent parent. School performance may decrease, and they may agonize about their divided loyalties and feel that they should be punished† (p. 1019). Adolescents and teenagers are often torn between their parents and show an alliance to one parent over the other parent. This alliance makes it difficult for the child to talk to one parent without feeling as if they are betraying their loyalty to the other parent. The alliance may also be utilized by the child to manipulate their parent (Henning @ Oldham, 1977, p. 56). Some children in this age group deal with their negative feelings by pulling away from their parents and becoming more independent. Hetherington and Stanley-Hagan (1999) found that â€Å"Some girls actually seem to be enhanced by dealing with the responsibilities, independence, and challenges associated with divorce in a supportive environment† (p. 132). Although some girls do seem to thrive after a divorce, they often grow into young women who set exceptionally high expectations for themselves, but still feel inadequate no matter how much they may accomplish. Although divorce has been found to enhancement some girls, it is rarely found that divorce has enhanced boys (Hetherington @ Stanley-Hagan, 1999, p. 132). Some parents maintain their unhappy marriage because they fear a divorce would negatively affect their child. In some cases, maintaining a turbulent marriage may be more detrimental to a child than an actual divorce (Rosen, 1977, p. 26). Additionally, â€Å"children adjust better in a harmonious single parent household that in an acrimonious two-parent household† (Hetherington @ Stanley-Hagan, 1999, p. 37). This confirms that a child can be negatively affected when parents try to stay together for the sake of the child. Rhona Rosen, M. A. , interviewed 92 children of divorce and found that â€Å"73 children stated in the strongest terms that they would not have chosen to have their parents stay together in conflict† (Rosen, 1977, p. 24). Parents who maintain a combative relationship for the sake of the child are actua lly hurting the child’s psychological development more than if they divorced. Hetherington and Stanley-Hagan (1999) believe â€Å"Children whose parents will later divorce is already showing problems in adjustment many years before the divorce† (p. 133). Children who are well adjusted before divorce are better able to adapt and navigate through the stressful time of divorce. Children who were poorly adjusted before a divorce continue having problems after a divorce and are at greater risk for adjustment problems in later life (Hetherington, 1999, p. 133). A lack of parental communication and guidance causes great distress to a child during a pending divorce. The paramount problem of children during the divorce process is that the adults involved in marital strife are not looking for ways in which to help their children adjust to the transition, but are searching for ways to implement their own personal life readjustment† (Henning @ Oldham, 1977, p. 56). Parents neglect to talk to their child the divorce because they fear giving too much informatio n would be detrimental to the child. This lack of information causes the child to blame themselves for the divorce or to come up with their own explanations for their parent’s divorce, which could be worse than the actual reasons for the divorce. According to Gardner (1977), â€Å"To deprive the children of information regarding the major issues that brought about the divorce can only produce distrust of the parents at a time when they are most in need of a trusting relationship† (p. 4). Couples that have friendly, cooperative relationships do not usually get divorced. When a relationship deteriorates and a couple decides to divorce, and there is a child involved, they need to put aside their hostilities and focus on the needs of the child. A child who is a product of divorce who has loving, supportive, communicative parents is more likely to be happy and social well adjusted. Alternatively, a child who is a product of divorce and has parents who remain combative and hostile is more likely to suffer depression and have dysfunctional relationships throughout their life. References Cohen, G. (2002). Helping Children and Families Deal With Divorce and Separation. American Academy of Pediatrics, 110(6), 1019-1023. Gardner, R. (1977). CHILDREN OF DIVORCE-SOME LEGAL AND PSYCHOLOGICAL CONSIDERATIONS. Journal of Clinical Child Psychology, 6(2), 3-6. Henning, J. , Oldham, J. (1977). CHILDREN OF DIVORCE: LEGAL AND PSYCHOLOGICAL CRISES. Journal of Clinical Child Psychology, 6(2), 55-58. Hetherington, E. , Stanley-Hagan, M. (1999). The Adjustment of Children with Divorced Parents: A Risk and Resiliency Perspective. Journal of Child Psychology Psychiatry Allied Disciplines, 40(1), 129-140. Rosen, R. (1977). CHILDREN OF DIVORCE: WHAT THEY FEEL ABOUT ACCESS AND OTHER ASPECTS OF THE DIVORCE EXPERIENCE. Journal of Clinical Child Psychology, 6(2), 24-26. Sugar, M. (1970). CHILDREN OF DIVORCE. Pediatrics, 46(4), 588-595.

Tradition and Treason

Tradition and Treason Tradition and Treason Tradition and Treason By Mark Nichol Curiously, a word referring to the handing down of beliefs and customs and one pertaining to a breakdown in fidelity to a political system, which is based on beliefs and customs, though they are not antonyms, have a common etymology. This post discusses these words and several others with the same ancestor. The words listed below all derived from tradere, a Latin verb meaning â€Å"deliver† or â€Å"hand over.† That word, in turn, stems from a combination of the Latin preposition trans, meaning â€Å"over† (seen in words such as transfer and transport) and the Latin verb dare, meaning â€Å"do.† Interestingly, however, though to trade is to deliver or hand over (in return for something else), the English word trade is not related; its origin is the Germanic trade, meaning â€Å"course† or â€Å"track† and cognate with tread. (Likewise, the English verb and noun dare is from Old English, not Latin.) Tradition comes from traditionem, referring to an act of delivery or handing over; the adjectival and adverbial forms are traditional and traditionally. (Trad occasionally appears as a slang abbreviation of traditional.) Adherence to tradition is called traditionalism, and one who advocates that philosophy is a traditionalist. Extradition, meanwhile, refers to handing over, as when the authorities in one country deliver a fugitive to those in the country in which he or she committed a crime; the verb is extradite. This fugitive may very well be a traitor to the country to which he or she is being extradited. Traitor, from the Latin noun traditor by way of French, means â€Å"one who delivers,† originally in the sense of information injurious to one nation and beneficial to an antagonistic country. By extension, one who merely betrays another’s trust may be branded a traitor. The act of betrayal is called treason, and the adjectival form is treasonous (and, less often, treasonable, with the adverbial form treasonably); however, treasonously is not employed as an adverb. (Treachery and its similarly inflected adjectival and adverbial forms is a similar-looking but unrelated synonym.) Speaking of betray, that word’s root stems from tradere as well. (An act of unfaithfulness is betrayal, and the actor is a betrayer.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases5 Brainstorming Strategies for Writers20 Tips to Improve your Writing Productivity

The Balanced Scorecard Essay Example | Topics and Well Written Essays - 2000 words

The Balanced Scorecard - Essay Example Who and how it is being promoted today, how it is being used to link employee performance to organizational strategy, and how successful have the companies been who have adopted the Scorecard as a performance measurement and strategy implementation tool in the long-term. This study will answer these questions. "What you measure is what you get" is an often-heard phrase, which emphasizes the importance of performance measurement to the success of an organization. Performance measurement can be defined as the quantification of either a process output or the activities that constitute that process. An effective set of performance measures should have the following characteristics: (a) communicate and summarize those critical activities necessary to meet customer requirements, (b) reflect outputs of processes and outcomes (how customers value the outputs), (c) be comprehensive, and (d) provide feedback to the organization (Atkinson, Waterhouse, & Wells, 1997). Selecting the proper performance measures is one of the key challenges facing management (Ittner & Larcker, 1998), yet it is perhaps the most misunderstood and difficult aspect of a management control systems (Atkinson, Waterhouse et al., 1997). Performance measures can be financial or non-financial. Financial (or traditional) performance measures are dollar value measures produced by the organization's accounting system. Examples of financial measures would include return on investment, return on equity, operating margin, unit cost, or cost variances. Non-financial performance measures are typically derived from outside the accounting system. Examples of non-financial measures include customer satisfaction measures, manufacturing cycle time, new product introductions, R&D productivity, market growth, and market share. Observers have noted that performance measurement has gained added significance, because organizations are faced with the twin challenges of adapting to new rules of competition and responding to the rapid changes often taking place in the marketplace (Stivers & Joyce, 2000). The factors driving this evolution are the opportunities and formidable challenges of escalating globalization, the increasing transparency of manager actions, the need to develop intangible assets to sustain competitive advantage, the escalating pace of technological change, an increase in competition among firms, and the rise of process change initiatives such as TQM (Malina & Selto, 2001). The right measures correctly linked to the organization's strategy gives managers and employees the guidance they need to act appropriately (Kaplan & Norton, 1996). This conclusion is echoed by a survey of executives indicating that performance measurement is critical in translating a business strategy into results (Lingle & Schiemann, 1996). Performance measures designed outside of the strategic planning process creates potential for disconnect. The reason performance measurement systems fail to live up to expectations is commonly attributed to this disconnect (Atkinson, Waterhouse et al., 1997). Traditional accounting-based performance measures, with their one-dimensional focus on financial results, have been criticized as not being up to the task faced by modern organizations. The sense is that financial performa