He Must and Shall Appear Essays -- God Religion Religious Bible Essays

He Must and Shall Appear The theophany is a central focus in the Old Testament. Theophany is a Greek term, meaning â€Å"Appearance of God†. Because God is transcendent and above all things spiritually, He needed to reveal Himself to His creation physically in various ways. God would appear before men of His choosing in order to bless them and have His will be done on Earth. A major theophany takes place with Abram in the book of Genesis. At this time, he is successful but has no children. The Lord told him, â€Å"’Look up at the heavens and count the stars – if indeed, you can count them.’ Then he said to him, ‘So shall your offspring be.’ (Genesis 15:5).† Abram wanted assurance that his descendants would take possession of the land, so God instructed him to bring certain animals and cut them in halves opposite each other. When the darkness loomed over the earth, God revealed Himself in flames of glory. â€Å"A smoking firepot with a blazing torch appeared and passed through the pieces (Genesis 15:17).† Abram was still without a son and decided to produce a child with his wife’s maidservant, Hagar. While he felt that this would satisfy God, he later realized that he was wrong, as their son Ishmael would become the father of the Arabs. The angel of the Lord was correct in ascertaining that the nation of Ishmael would produce great quarrels; centuries later, a prophet would come and devise a revolting religion designed to undermine God’s will on earth (salvation through the Son), while achieving the schemes of his political agenda. We saw proof that this is not what God wanted, so He established a covenant with Abram. Not only did He change his name to â€Å"Abraham† but also assured him that his descendents would be numer... ...m and bless him, for it’s through this man that the Son of Man would become the Lamb of God. The Lord appeared to Moses to use him to achieve a great goal: breaking the chains of slavery and entering the Promised Land, also a symbolic revelation of the Son breaking the chains of sin and offering eternal life in the Promised Land. Elijah was the great instrument of God who showed the Baals the power and might of God. Because Israel and Judah were being disobedient, He commissioned prophets to warn these kingdoms to change their ways or face punishment. Each and every theophany was unique and served the purpose of fulfilling the Lord’s will on Earth through people God has chosen and blessed. Works Cited: McKay, John. A History of Western Society. 7th ed. Massachusetts: Houghton Miflin, 2003. NIV Study Bible. 3rd ed. Grand Rapids, MI: Zondervan, 2002.

Psychological Theories

Psychological Theory Psych525 Psychological Theory This paper examines how a person’s cultural ethnocentric perspective causes them to react to a person from another culture based on the behavior/social cognitive theory. For the purposes of description, this presentation will explore both Irish and Japanese ethnocentric perspectives and how they relate to one another using the behavior/social cognitive theory. Ethnocentricity Before continuing on to describe Irish and Japanese cultural interaction, there needs to be clear understanding of what is meant by ethnocentric perspectives. According to Segall, Dasen, Berry, & Poortinga (1999) an ethnocentric perspective is the belief that a person’s culture is the center of all. The other part of an ethnocentric perspective is that it promotes postive feelings of self while creating negative thought patterns about others (Segall et al, 1999). Behavior/Social Cognitive Theory This theory was built upon the theory that behavior is a learned response primarily learned through social environment (Cervone & Pervin, 2010). Social-cognitive theorists also believe that a person’s cognitive functions allow for growth beyond the initial environmental contributors (Cervone & Pervin, 2010). A person’s culture represents their primary social environment and therefore is the predominant contributor to their personality development. This cultural awareness, or ethnocentric perspective, provides a framework of thought that affects a person’s future development. Behavior Cognitive theory presents points such as; avoiding conflicting stimuli and attempting to meet equilibrium state by means of using their cognitive elements. Cognitive elements are elements such as; values, beliefs, knowledge, and attitudes (Awa & Nwuche, 2010). The social aspect of this theory delineates the thoughts that evaluation of such experiences occur in context with uses past experiences. In addition, the social aspect of the theory helps to explain how as social beings we work as â€Å"information processing machines† (Landau et al, 2010). By the use of this combination of theories, we are able to explain and evaluate in a deeper way two very distinctive cultures. The Irish and the Japanese cultures are two cultures so deeply rooted, their culture serves as a means for further understanding cultural dynamics. Irish Ethnocentric Perspective Ireland’s culture is wrapped around its loss of freedom and loss of self after colonization by England (Howard, 2009). Ireland is a predominately Catholic nation while the colonizing English were Protestant causing considerable tensions towards England (Howard, 2009). The Irish view their nation as one of culture and peace in comparison with England’s militarism (Howard, 2009). The colonization by England, as with many other nations, resulted in a loss of language (Howard, 2009). A movement that picked up speed during the 1970’s allowed Ireland to regain its language (Pinter, 2010). The Irish also view themselves as Celtic, a subset of â€Å"white† (Chan, 2006). This racial identity was important because the English viewed them as something less evolved or refined (Chan, 2006). Irish pride is seen in the fight to regain their religion, their language and their national identity and independence from the English (Pinter, 2010). Japanese Even though it could be argued that ethnocentric bias mostly affects those countries that are diversely populated, Japan can be an exception. Japan is known typically to be composed of a homogeneous population. Japanese culture is known to isolate themselves politically and socially from outsiders. â€Å"Gaijin† is a term usually used in Japan to describe outsiders or an out-group. Prior to the 1860’s, the Tokugawa Shoguns adopted a policy enforcing the seclusion of their people. This policy restricted the contact between the Japanese society and people from the outside (Neuliep et al, 2001). A century has passed by, and most of the Japanese culture still maintains that seclusion mentality towards out-groups. The Japanese culture is an example of how even the most developed county can posses such ethnocentric biases. The Japanese culture is not willing to assimilate out-groups into their society. This perception goes as far as to treating Koreans who were raised in Japan, and speak the Japanese language as â€Å"Gaijin† or outsiders. The Koreans raised in Japan must undergo the discrimination and the prejudice (Neuliep et al, 2001). Conclusion References Awa, H. O. , & Nwuche, C. A. (2010). Cognitive Consistency in Purchase Behaviour: Theoretical & Empirical Analyses. International Journal of Psychological Studies, 2(1), 44-54. Retrieved from EBSCOhost. Cervone, D. , & Pervin, L. A. (2010). Personality: Theory and research (11th ed. ). Hoboken, NJ: Wiley. Chan, S. (2006). ‘Kiss My Royal Irish Ass. ‘ Contesting identity: Visual culture, gender, whiteness and diaspora. Journal of Gender Studies, 15(1), 1-17. doi:10. 1080/09589230500486850 Howard, B. (2009). In Sunlight and in Shadow. Sewanee Review, 117(4), 665. Retrieved from EBSCOhost. Maclaran, P. , & Stevens, L. (2009). Magners man: Irish cider, representations of masculinity and the ‘Burning Celtic Soul. ’. Irish Marketing Review, 20(2), 77-88. Retrieved from EBSCOhost. Neuliep, J. W. , Chaudoir, M. , & McCroskey, J. C. (2001). A Cross-Cultural Comparison of Ethnocentrism Among Japanese and United States College Students. Communication Research Reports, 18(2), 137-146. Retrieved from EBSCOhost. Pinter, M. (2010). English or Irish? Cultural nationalist ideology in late 19th century Ireland. Bulletin of the Transilvania University of Brasov, Series IV: Philology & Cultural Studies, 3(52), 233-242. Retrieved from EBSCOhost. Segall, M. H. , Dasen, P. R. , Berry, J. W. , & Poortinga, Y. H. (1999). Human behavior in global perspective: An introduction to cross-cultural psychology (2nd ed. ). Needham Heights, MA: Allyn & Bacon/Pearson. Smyth, G. (2004). Ireland unplugged: the roots of Irish folk/trad. (Con)Fusion. Irish Studies Review, 12(1), 87-97. Retrieved from EBSCOhost. Sturgeon, S. (2006). Maria Edgeworth, William Carleton, and the Battle for the Spirit of Ireland. Irish Studies Review, 14(4), 431-445. doi:10. 1080/09670880600984400

Explore the behavioral and humanistic theory Essay

INTRODUCTION This project, emphasis is on the behavioral theory and humanistic theory. My research constructed chiefly on two behavioral theorists Burrhus Fredric Skinner and John Broadus Watson and two humanistic theorists Abraham Maslow and Carl Rogers. In behavioral theory, the founder of psychological behaviorism, John Watson believed that internal thinking process could not be observed; therefore, psychologists should not focus on it. An American psychologist, Burrhus Fredric Skinner social philosopher behaviorist, inventor, and author, developed the theory of Operant conditioning believed we learn new behavior through traditional or operant conditioning and all behavior is learnt from the environment. One of the early pioneers of humanistic psychology was Abraham Maslow; he established the hierarchy levels of needs and believed that by achieving the needs in the correct order would allow individuals to become self-actualized. However, Carl Rogers a psychologist and father of Client–centered theory felt that in addition to Maslow’s hierarchical needs, in order for someone to achieve self-actualization they need to be in a positive environment. Which would provide them with, approval, understanding and authenticity, and if one were deprive of such nourishment in an environment, healthy personalities and relationships would be unable to blossom. Humanistic Theory Emphasis of the humanistic perspective is on the self, which interprets into â€Å"you†, and â€Å"your† opinion of â€Å"your† experiences. This assessment claims that you are permitted to select your own performance, rather than responding to environmental stimuli and reinforcers. Such as matters dealing with self-esteem, self-fulfilment, and needs are vital, the chief focus is to enable personal development. There are two major theorists associated with this view Carl Rogers and Abraham Maslow. Carl Rogers feels that each individual functions from an exceptional frame of reference in terms of building self-regard or his or her self-concept. As we know, self-concept is one’s own belief about one’s self. Such beliefs stem, in part, from the perception of unconditional positive affection which occurs when individuals, (especially parents), exhibit unconditional love, and  conditional positive affection happens when that love appears only when cert ain conditions are met. Rogers’s theory states that psychologically healthy people enjoy life to the fullest; hence, they are seen as fully functioning individuals. Carl believed that, along with Maslow’s hierarchical needs a loving, respectable, and truthful environment has a big part to play in developing a person, and without such commodities in the environment; healthy personalities and relationships would not be able to grow. Nevertheless, Abraham Maslow developed his theory not by studying mentally ill patients, (which is where much psychological knowledge derived from), but by studying healthy, productive, creative individuals lives and careers. Maslow felt that individuals have definite needs that must be met in a hierarchical fashion, from the lowest to highest. These comprise f basic needs, safety needs, love and belonging needs, achievement needs, and ultimately, self-actualization, according to Maslow’s Hierarchy of Needs, the needs must be achieve in order. For example, one would be incapable of fulfilling their safety needs if their physiological needs are not met. This theory founded upon the knowledge that everyone has the prospective to contribute to the social order and be a respectable person if his or her needs are attained. Psychotherapy Humanistic psychology introduced in the 1950’s as a movement to bring psychology to an understanding of what it means to be a person. The theory took psychology beyond unconscious thoughts, beliefs or behavioral responses to stimuli, to a process of understanding free will, feelings, ethics and relationships with others. Humanistic psychotherapy was initially promoted as a â€Å"third force† in psychotherapy. Humanistic theory seems to provide both the therapist and client the opportunity to focus on what the client is doing right, as well as the challenges that he or she may face. Given the emphasis on emotional genuineness, humanistic psychotherapists place a great deal of importance on the therapist  ¬client relationship. One could argue that humanistic theory cannot be taken seriously because it is intent on blending the medical and scientific along with philosophy and subjectivity. Yet, if the APA affirms that, the theory’s focus is â€Å"on people’s capacity to make rational choices and develop to their maximum potential† (APA.org), it  is difficult to determine if the critics of the theory have a valid case. Nevrtheless, added methodologies also identify the significance on the therapist  ¬client relationship, viewing the relationship mainly as a means of providing the treatment. In humanistic therapy, the relationship is the treatment. The Major Concepts of Humanistic Theory Humanism came about as a reaction to the theories of psychoanalysis and behaviourism. Humanists felt that focusing on unconscious thoughts in psychoanalysis ignored the thoughts humans were having and the experiences they caused. Unlike behaviourists, humanists felt humans have more control over their responses than to simply be a puppet to conditioning. These new thinkers focused on what it was to be human and the entire spectrum of human feeling. Qualitative Research and Idiographic Approach †¢The humanists believed that statistics and numbers told very little about the human experience and were, therefore, irrelevant as research. The only thing that mattered was so-called qualitative research, such as case studies, unstructured interviews and diary accounts. This also outlines an idiographic approach, or studying individuals. Only by experiencing what it means to be human can the researcher truly understand what a person is going through. Humanists believed in studying individuals in-depth to understand the human condition. The Self and Congruence †¢Humanists believed that the ultimate aim of human beings was to achieve a state of congruence. This is when the actual self is the same as the ideal self. They believed in the constant pursuit of self-knowledge and self-improvement to achieve this state. All people are thought to have inherent worth merely by being human. A person’s actions may be positive or negative, but that does not affect his worth. Holism †¢The person in humanism is studied as a whole. She is not looked at in separate parts but is looked at as an entire unit. The theories that came before the humanists focused on the unconscious mind or observable behavior  rather than on how a person thinks and feels. This theory was groundbreaking for focusing on what it means to be human rather than the scientific, laboratory data that other theories produced. Hierarchy of Needs †¢Abraham Maslow was one of the pioneers of the humanist movement. He developed a pathway of needs that people must meet in order to achieve self-actualization or congruence. It starts off with the need for physical things, such as air, food and water. The pyramid moves on to the need for safety, love and belonging, self-esteem and then knowledge. It ends with the pursuit of aesthetics and then self-actualization. This is where a person achieves his entire potential. This is a point not many people ever reach. Free Will †¢People who believe in free will believe that humans have the ability to choose how to live their lives free of any external forces making them chose. Humanists believe that all people have this ability and can exercise it at any time. Instead of believing that things such as behavioral conditioning or animalistic drives determine our choices, humanists believe that we naturally want to choose the positive path and will do so freely Theoretical Concepts Underlying Humanistic Theory The motivation for the development of humanism was a reaction against the idea of the human as a machine, towards a holistic and inherently optimistic view of people. The humanistic or â€Å"third force† perspective is based on the belief that the sources of personal distress lie in the conscious mind and result from experience (George Boeree 1998b). Maslow developed a theory of personal motivation based on the idea of a hierarchy of needs (Noel Sheehy 2004 p163, George Boeree 1998a). At the top of this hierarchy Maslow believed was the possibility of self-actualisation, but he saw it as a rare achievement reached by only a very few people, since in his theory all lower-level needs had to be met before self-actualisation could take place. Maslow’s Hierarchy of Needs Rogers also believed in self-actualisation, but in contrast to Maslow, believed that it was a motivating force in all humans he saw babies as the  best examples of self-actualisation. This led to the core concept in humanistic theory the Actualising Tendency (Steve Vincent 1999). This is the tendency to thrive that is built-in to human beings. This tendency also implies that people are inherently good and healthy this is a given. The emphasis then in humanistic therapies is on the â€Å"potentiality model† of human development rather than the â€Å"deficiency model† of other therapies (Dave Mearns et al. 2000 p33). Rogers proposed that distress is a result of incongruence in the individual (George Boeree 1998b, Brian Thorne 2003 p31). The greater the incongruence, the greater the distress. Incongruity is the difference between the Real Self, which is the you that you can become as a result of self-actualisation, and the Ideal Self, which is the you created by external pressures such as society, family. Thus incongruence is like the tension in an elastic band attaching the two selves the greater the separation the greater the tension. A person has a basic need for Positive Regard. However, in society this is made conditional there are social attitudes that say you are only worthy if you conform. These Conditions of Worth combine with the in-built need for positive regard to create Conditional Positive Regard and this shapes the Ideal Self as something other than the Real Self conditions of worth push the ideal self away from the real self and generate incongruence. In time this force becomes internalised as Conditional Positive Self-Regard so the person generates their own incongruence. The aim of therapy is to achieve Congruence the situation where Real Self and Ideal Self match or at least decrease incongruence and therefore distress (Carl R. Rogers 1961 p279). This is achieved by building an unconditional sense of self-worth which then gets internalised as Unconditional Positive Self-Regard. In the therapeutic relationship, counsellor and client form a personal relationship rather than a power-based professional one and it is the quality of this relationship that is key to success. It is Rogers’ claim that there are just three Core Conditions which a therapist must achieve for therapy to be effective (Carl R. Rogers et al. 1967 p89). The first is that the counsellor must be Congruent that is, without a front or professional mask in the therapeutic relationship and that the counsellor must share this congruence with the client. Secondly, the counsellor must be Empathic towards the client, that is they experience the client’s internal world and can sh are this with the  client, but without losing the separation between the counsellor’s world and the client’s. Finally, the counsellor’s view of the client must be one of Unconditional Positive Regard, one of accepting and prizing the client as a whole, without reservations or judgements. There are other forms of humanistic therapy than the Rogerian person-centred approach. Probably the best known is Gestalt therapy, founded by Fritz Perls (Gary Yontef 1993, Frederick S. Perls 1957). This has much in common with Rogers’ theories in that it focuses on process rather than content, in which counsellor and client share their perception, with the intention of allowing the client to become aware of their internal process, how they are doing it and how they can change it. There is a strong emphasis on acceptance and self-valuing. One aspect of Gestalt theory that is not present in Rogerian theory is the idea of Unfinished Situations. The idea is that a person’s natural state is one of homeostasis. However, whenever something, such as an upsetting situation, happens to the person, that disturbs the balance. The normal outcome is that the person responds in such a way as to restore the balance or a different balance that accommodates a change. However, if the nat ural response is interrupted, for example by social pressures not to respond, the person stays out of balance. This is an unfinished situation and Gestalt therapy aims to finish this situation and restore balance again. Critically Examine the Humanistic Theory The humanistic theory has profoundly affected our society. It provided much of the impetus for a broad social movement of the 1960s and 1970s in which many people searched inward to find direction and meaning to their lives. It renewed the age-old debate about free will and determinism and focused attention on the need to understand the subjective or conscious experiences of individuals (Bargh & Chartrand, 1999). Rogers’s method of therapy, client-centered therapy, remains highly influential. And perhaps most important of all, humanistic theorists helped restore to psychology the concept of self that center of our conscious experience of being in the world. Yet the very strength of the humanistic viewpoint, its focus on conscious experience, is also its greatest weakness when approached as a scientific endeavor. Ultimately your conscious experience is known or knowable only to an audience of one you. Yet how can humanistic  psychologists ever be certain that they are measuri ng with any precision the private, subjective experience of another person? Humanistic psychologists might answer that we should do our best to study conscious experience scientifically, for to do less is to ignore the very subject matter human experience we endeavor to know. Indeed, they have been joined by cognitive psychologists in developing methods to study conscious experience, including rating scales and thought diaries that allow people to make public their private experiences to report their thoughts, feelings, and attitudes in systematic ways that can be measured reliably. Though verbal or written statements of private experiences are a step removed from consciousness itself, they provide a means that scientists can use to study people’s subjective experiences. Critics also contend that the humanistic approach’s emphasis on self fulfillment may lead some people to become self-indulgent and so absorbed with themselves that they develop a lack of concern for others. Even the concept of self-actualization poses challenges. For one thing, humanistic psychologists consider self-actualization to be a drive that motivates behavior toward higher purposes. Yet how do we know that this drive exists? If self-actualization means different thin gs to different people one person may become self-actualized by pursuing an interest in botany, another by becoming a skilled artisan how can we ever measure self-actualization in a standardized way? To this, humanistic psychologists might respond that because people are unique, we should not expect to apply the same standard to different people. Humanistic Theory Usefulness to Nursing Practice Nurses provide individual care recognizing the holistic needs of the patient. Nurses seek to understand the health needs of the people they work with but also to change their behaviours, thoughts and feelings to enhance the well-being of the person, not only at present moment but also for the future. At times nurses need to provide very basic care for the people they work with but they are always looking to develop the person’s ability to be more independent in any area of their life. Nurses can use psychological research and theories to enhance their nursing practice, and most nursing practice has a foundation in psychology, sociology or biology. Nursing now  has developed its own unique body of knowledge but other sciences can still enhance nurses’ understanding and practice. Applying Theories to Healthcare Practice allows growth in a positive way for both the client and the nurse. Spontaneity, the importance of emotions and feelings, the right of individuals to make their own choices, and human creativity are the cornerstones of a humanistic approach to learning (Rogers, 1994; Snowman & Biehler, 2006). The major contribution that Rogers added to nursing practice is the understandings that each client is a unique individual, so, person-centered approach is practice in nursing. Humanistic theory is especially compatible with nursing’s focus on caring and patient centeredness an orientation that is increasingly challenged by the emphasis in medicine and health care on science, technology, cost efficiency, for profit medicine, bureaucratic organization, and time pressures. Like the psychodynamic theory, the humanistic perspective is largely a motivational theory. From a humanistic perspective, motivation is derived from each person’s needs, sub jective feelings about the self, and the desire to grow. A positive self-concept, and open situations in which people respect individuality and promote freedom of choice. Maslow (1954, 1987), best known for identifying the hierarchy of needs which he says plays an important role in human motivation and nursing care. At the bottom of the hierarchy are physiological needs (food, warmth, sleep); then come safety needs; then the need for belonging and love; followed by self-esteem. At the top of the hierarchy are self-actualization needs (maximizing one’s potential). Additional considerations include cognitive needs (to know and understand) and, for some individuals, aesthetic needs (the desire for beauty). An assumption is that basic-level needs must be met before individuals can be concerned with learning and self actualizing. Thus, clients who are hungry, tired, and in pain will be motivated to get these biological needs met before being interested in learning about their medications, rules for self care, and health education. Beside s personal needs, humanists contend that self-concept and self-esteem are necessary considerations in any situation. The therapist Carl Rogers (1961, 1994) argued that what people want is unconditional positive self regard (the feeling of being loved without strings attached). It is essential that those in positions of authority  convey a fundamental respect for the people with whom they work. If a health professional is prejudiced against patients, then little will be healing or therapeutic in her relationship with them until she is genuinely able to feel respect for the patient as an individual. Rather than acting as an authority, say humanists, the role of any educator or leader is to be a facilitator (Rogers, 1994). Listening rather than talking is the skill needed. Because the uniqueness of the individual is fundamental to the humanistic perspective much of the learning experience requires a direct relationship. Safe clinical environments, where humanistic principles can be taught through caring, role modeling, small group discussion, case discussions, attention to self-awareness and feelings, role playing. Humanistic psychology contends that feeling. Humanistic principles have been a cornerstone of self-help groups, wellness programs, and palliative care. Humanistic theory has also been found to be well suited to working with children and young patients undergoing separation anxiety due to illness, surgery, and recovery (Holyoake,1998) and for working in the areas of mental health and palliative care (Barnard, Hollingum, & Hartfiel, 2006). Similar to psychodynamic theory, a principal emphasis is on the healing nature of the therapeutic relationship (Pearson, 2006) and the need for nursing students and health professionals to grow emotionally from their healthcare experiences (Block & Billings, 1998). Principles Derived From Humanistic Theory t o Improve Assess and Plan Care for Mentally Ill Client. Sometimes people understand psychosis or schizophrenia to be unrelenting, even with the intervention of psychotherapy. It is contended herein that therapy, and humanistic therapy in particular, can be helpful to the psychotic individual, but, perhaps, the therapist may have difficulty understanding how this approach can be applied to the problems of psychosis. Although it is a prevalent opinion in our society that schizophrenics are not responsive to psychotherapy, it is asserted herein that any therapist can relate in a psychotic individual, and, if therapy is unsuccessful, this  failure may stem from the therapist’s qualities instead of those of the psychotic individual. Carl Rogers created a theory and therapy indicated by the terms â€Å"umanistic theory† and â€Å"person-centered therapy†. This theoretical perspective postulates many important ideas, and several of these ideas are pertinent to this discussion. The first of these is the idea of â€Å"condi tions of worth†, and the idea of â€Å"the actualizing tendency.† Rogers asserts that our society applies to us â€Å"conditions of worth†. This means that we must behave in certain ways in order to receive rewards, and receipt of these rewards imply that we are worthy if we behave in ways that are acceptable. As an example, in our society, we are rewarded with money when we do work that is represented by employment. In terms of the life of a schizophrenic, these conditions of worth are that from which stigmatization proceeds. The psychotic individuals in our society, without intentionality, do not behave in ways that produce rewards. Perhaps some people believe that schizophrenics are parasites in relation to our society. This estimation of the worth of these individuals serves only to compound their suffering. The mentally ill and psychotic individuals, in particular, are destitute in social, personal and financial spheres. Carl Roger’s disapproved of conditions of worth, and, in fact, he believed that human beings and other organisms strive to fulfill their potential. This striving represents what Roger’ s termed â€Å"the actualizing tendency† and the â€Å"force of life.† This growth enhancing aspect of life motivates all life forms to develop fully their own potential. Rogers believed that mental illness reflects distortions of the actualizing tendency, based upon faulty conditions of worth. It is clear that psychotic people deal with negatively skewed conditions of worth. It is an evident reality that the mentally ill could more successfully exist in the world if stigmas were not applied to them. The mentally ill engage in self-denigration and self-laceration that culminate in the destruction of selfhood. This psychological violence toward the mentally ill is supported by non-mentally ill others. The type of self-abuse by psychotic individuals would certainly abate if the normative dismissal of the mentally ill as worthless is not perpetuated. In spite of a prevalent view that psychotic individuals are unsuccessful in the context of psychotherapy, Roger’s theory and therapy of compassion cannot be assumed to be unhelpful to the mentally ill. The key components of Rogers’ approach to  psychotherapy include unconditional positive regard, accurate empathy and genuineness. Unconditional positive regard, accurate empathy and genuineness are considered to be qualities of the therapist enacted in relation to the client in terms of humanistic therapy. These qualities are essential to the process of humanistic therapy. In terms of these qualities, unconditional positive regard is a view of a person or client that is accepting and warm, no matter what that person in therapy reveals in terms of his or her emotional problems or experiences. This means that an individual in the context of humanistic psychotherapy, or in therapy with a humanistic psychologist or therapist, should expect the therapist to be accepting of whatever that individual reveals to the therapist. In this context, the therapist will be accepting and understanding regardless of what one tells the therapist. Accurate empathy is represented as understanding a client from that person’s own perspective. This means that the humanistic psychologist or therapist will be able to perceive you as you perceive yourself, and that he will feel sympathy for you on the basis of the knowledge of your reality. He will know you in terms of knowing your thoughts and feelings to ward yourself, and he will feel empathy and compassion for you based on that fact. . As another quality enacted by the humanistic therapist, genuineness is truthfulness in one’s presentation toward the client; it is integrity or a self-representation that is real. To be genuine with a client reflects qualities in a therapist that entail more than simply being a therapist. It has to do with being an authentic person with one’s client. Carl Rogers believed that, as a therapist, one could be authentic and deliberate simultaneously. This means that the therapist can be a â€Å"real† person, even while he is intentionally saying and doing what is required to help you. The goal of therapy from the humanistic orientation is to allow the client to achieve congruence in term of his real self and his ideal self. This means that what a person is and what he wants to be should become the same as therapy progresses. Self-esteem that is achieved in therapy will allow the client to elevate his sense of what he is, and self-esteem will also lessen his need to be better than what he is. Essentially, as the real self is more accepted by the client, and his raised self-esteem will allow him to be less than some kind of â€Å"ideal† self that he feels he is compelled to be. It is the qualities of unconditional positive  regard, accurate empathy and genuineness in the humanistic therapist that allow the therapist to assist the client in cultivating congruence between the real self and the ideal self from that cli ent’s perspective. What the schizophrenic experiences can be confusing. It is clear that most therapists, psychiatrists and clinicians cannot understand the perspectives of the chronically mentally ill. Perhaps if they could understand what it is to feel oneself to be in a solitary prison of one’s skin and a visceral isolation within one’s mind, with hallucinations clamoring, then the clinicians who treat mental illness would be able to better empathize with the mentally ill. The problem with clinicians’ empathy for the mentally ill is that the views of mentally ill people are remote and unthinkable to them. Perhaps the solitariness within the minds of schizophrenics is the most painful aspect of being schizophrenics, even while auditory hallucinations can form what seems to be a mental populace. Based upon standards that make them feel inadequate, the mentally ill respond to stigma by internalizing it. If the mentally ill person can achieve the goal of congruence between the real self and the ideal self, their expectations regarding who â€Å"they should be† may be reconciled with an acceptance of â€Å"who they are†. As they lower their high standards regarding who they should be, their acceptance of their real selves may follow naturally. Carl Rogers said, â€Å"As I accept myself as I am, only then can I change.† In humanistic therapy, the therapist can help even a schizophrenic accept who they are by reflecting acceptance of the psychotic individual. This may culminate in curativeness, although perhaps not a complete cure. However, when the schizophrenic becomes more able to accept who they are, they can then change. Social acceptance is crucial for coping with schizophrenia, and social acceptance leads to self-acceptance by the schizophrenic. The accepting therapist can be a key component in reducing the negative consequences of stigma as it has affected the mental ill patient client. This, then, relates to conditions of worth and the actualizing tendency. â€Å"Conditions of worth† affect the mentally ill more severely than other people. Simple acceptance and empathy by a clinician may be curative to some extent, even for the chronically mentally ill. If the schizophrenic individual is released from conditions of worth that are entailed by stigmatization, then perhaps the actualizing tendency would assert itself in them in a positive way, lacking distortion. In the tradition of person-centered therapy, the client is allowed to lead the conversation or the dialogue of the therapy sessions. This is ideal for the psychotic individual, provided he believes he is being heard by his therapist. Clearly, the therapist’s mind will have to stretch as they seek to understand the client’s subjective perspective. In terms of humanistic therapy, this theory would seem to apply to all individuals, as it is based upon the psychology of all human beings, each uniquely able to benefit from this approach by through the growth potential that is inherent in them. In terms of the amelioration of psychosis by means of this therapy, Rogers offers hope. Behavioral Treatment Modalities that Evolved from Humanistic Theory Treatment modalities can be simply defined as methods of treatment. These are ways in which a doctor or an allied health professional would go about treating a condition. The major behavioral treatments in Humanistic Theory are: Client-Centered Therapy Carl Rogers and his client-centered therapy provide a clear example of the humanistic focus on the therapeutic relationship. Rogers wrote extensively about the process of fostering a warm and genuine relationship between therapist and client. He particularly noted the importance of empathy, or emotional understanding. Empathy involves putting yourself in someone else’s shoes and conveying your understanding of that person’s feelings and perspectives. The client-centered therapist does not act as an â€Å"expert† who knows more about the client than the client knows about himself or herself. Rather, the therapeutic goal is to share honestly in another human’s experience. Rogers encouraged self-disclosure on the part of the therapist, intentionally revealing aspects of the therapist’s own, similar feelings and experiences as a way of helping the client. Rogers also felt that client-centered therapists must be able to demonstrate unconditional positive regard for their clients. Unconditional positive regard involves valuing clients for who they are and refraining from judging them. Because of this basic respect for the client’s humanity, client-centered therapists  avoid directing the therapeutic process. According to Rogers, if clients are successful in experiencing and accepting themselves, they will achieve their own resolution to their difficulties. Thus client-centered therapy is nondirective. Gestalt therapy Gestalt therapy is a humanistic form of treatment developed by Perls. Perls viewed life as a series of figure-ground relationships. For example a picture is hanging on a wall. The picture is a figure and the wall is the back ground. For a healthy person current needs can be perceived clearly in that person’s life, just as figure can be perceived against a distinct ground (background).when current needs are satisfied, they fade into the ground and are replaced by new needs, which stand out in their turn and are equally recognizable. Perls believed that mental disorders represent disruptions in these figure-ground relationships. People who are unaware of their needs or unwilling to accept or express them are avoiding their real inner selves. They lack self awareness and self acceptance, they fear judgment of others. The technique of role playing that is to act out various roles assigned by the therapist. Therapies Identified in Humanistic Theory and their Therapeutic Benefits to the Client. The Benefits of Humanistic Therapy Applying Theories to Healthcare Practice allows growth in a positive way for both the client and the nurse. Spontaneity, the importance of emotions and feelings, the right of individuals to make their own choices, and human creativity are the cornerstones of a humanistic approach to learning (Rogers, 1994; Snowman & Biehler, 2006). During humanistic therapy sessions, patients are treated in a manner that emphasizes their innate goodness and potential. The humanistic therapist is encouraged to act in a manner consistent with the themes of unconditional positive regard, empathy, genuineness, and congruence. In an article on the website of the Association for Humanistic Psychology, humanistic psychologist Stan Charnofsky described the benefits of humanistic therapy in this manner: †¢Ã¢â‚¬Å"Humanistic therapy has  a crucial opportunity to lead our troubled culture back to its own healthy path. More than any other therapy, Humanistic-Existential therapy models democracy. It imposes upon the client least of all. Freedom to choose is maximized. We validate our clients’ human potential. Carl Rogers proposed that therapy could be simpler, warmer and more optimistic than that carried out by behavioral or psychodynamic psychologists. According to Carl Rogers he suggested that clients would be better helped if they were encouraged to focus on their current subjective understanding rather than on some unconscious motive or someone else’s interpretation of the situation. Rogers strongly believed that in order for a client’s condition to improve therapists should be warm, genuine and understanding. The starting point of the Rogerian approach to counseling and psychotherapy is best stated by Rogers (1986) himself. â€Å"It is that the individual has within himself or herself vast resources for self-understanding, for altering his or her self-concept, attitudes and self-directed behavior – and that these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided.† Rogers rejected the deterministic n ature of both psychoanalysis and behaviorism and maintained that we behave as we do because of the way we perceive our situation. â€Å"As no one else can know how we perceive, we are the best experts on ourselves.† (Gross, 1992) Believing strongly that theory should come out of practice, Rogers developed his theory based on his work with emotionally troubled people and claimed that we have a remarkable capacity for self-healing and personal growth leading towards self-actualization. He placed emphasis on the person’s current perception and how we live in the here-and-now. Theory is the notion of self or self-concept. This is defined as â€Å"the organized, consistent set of perceptions and beliefs about oneself†. It consists of all the ideas and values that characterize ‘I’ and ‘me’ and includes perception and valuing of ‘what I am’ and ‘what I can do’. Consequently, the self concept is a central component of our total experience and influences both our perception of the world and perception of oneself. For instance, a woman who perceives herself as strong may well behave with confidence and come to see her actions as actions performed by someone who is confident. The self-concept  does not necessarily always fit with reality, though, and the way we see ourselves may differ greatly from how others see us. For example, a person might be very interesting to others and yet consider himself to be boring. He judges and evaluates this image he has of himself as a bore and this valuing will be reflected in his self-esteem. The confident woman may have a high self-esteem and the man who sees himself as a bore may have a low self-esteem, presuming that strength/confidence are highly valued and that being boring is not. Person Centered Therapy Personal Centered Therapy or client centered therapy. The Rogerian client-centered approach puts emphasis on the person coming to form an appropriate understanding of their world and themselves. A person enters person centered therapy in a state of incongruence. It is the role of the therapists to reverse this situation. Rogers (1959) called his therapeutic approach client-centered or person-centered therapy because of the focus on the person’s subjective view of the world. Rogers regarded every one as a â€Å"potentially competent individual† who could benefit greatly from his form of therapy. The purpose of Roger’s humanistic therapy is to increase a person’s feelings of self-worth, reduce the level of incongruence between the ideal and actual self, and help a person become more of a fully functioning person. Client-centered therapy operates according to three basic principles that reflect the attitude of the therapist to the client: 1. The therapist is congruent with the client. 2. The therapist provides the client with unconditional positive regard. 3. The therapist shows empathetic understanding to the client. Congruence in Counseling  Congruence is also called genuineness. Congruence is the most important attribute in counseling, according to Rogers. This means that, unlike the psychodynamic therapist who generally maintains a ‘blank screen’ and reveals little of their own personality in therapy, the Rogerian is keen to allow the client to experience them as they really are. The therapist does not have a faà §ade (like psychoanalysis), that is, the therapist’s internal and external experiences are one in the same. In short, the therapist is authentic. Unconditional Positive Regard The next Rogerian core condition is unconditional positive regard. Rogers believed that for people to grow and fulfill their potential it is important that they are valued as themselves. This refers to the therapist’s deep and genuine caring for the client. The therapist may not approve of some of the client’s actions but the therapist does approve of the client. In short, the therapist needs an attitude of â€Å"I’ll accept you as you are.† The person-centered counselor is thus careful to always maintain a positive attitude to the client, even when disgusted by the client’s actions. Empathy is the ability to understand what the client is feeling. This refers to the therapist’s ability to understand sensitively and accurately [but not sympathetically] the client’s experience and feelings in the here-and-now. An important part of the task of the person-centered counselor is to follow precisely what the client is feeling and to communica te to them that the therapist understands what they are feeling. In the words of Rogers (1975), accurate empathic understanding is as follows: â€Å"If I am truly open to the way life is experienced by another person†¦if I can take his or her world into mine, then I risk seeing life in his or her way†¦and of being changed myself, and we all resist change. Since we all resist change, we tend to view the other person’s world only in our terms, not in his or hers. Then we analyze and evaluate it. We do not understand their world. But, when the therapist does understand how it truly feels to be in another person’s world, without wanting or trying to analyze or judge it, then the therapist and the client can truly blossom and grow in that climate.† Because the person-centered counselor places so much emphasis on genuineness and on being led by the client, they do not place the same emphasis on boundaries of time and technique as would a psychodynamic therapist. If they judged it appropriate, a person-centered counselor might diverge considerably from orthodox counseling techniques. As Mearns and Thorne (1988) point out, we cannot understand person-centered counseling by its techniques alone. The person-centered counselor has a very positive and optimistic view of human nature. The philosophy that people are essentially good, and that ultimately the individual knows what is right for them, is the essential ingredient of successful person centered therapy as â€Å"all about loving†.

Principles of the Human Relations Movement Essays

Principles of the Human Relations Movement Essays Principles of the Human Relations Movement Essay Principles of the Human Relations Movement Essay In today’s successful organisations, the most important focus is managing individual employee satisfaction and motivation, apart from complying with formal rules and operating procedures, to maintain high qualityproductivity. Unlike the classical perspectives of management such as Scientific Management and Bureaucracy, â€Å"the importance of informal social factors in the work place such as co-worker relationships and group norms that influence employee motivation and performance is highlighted† (Macky Johnson, 2003, p. 2) under the ‘Human Relations Movement’. This essay will discuss how the Human Relations Movement has been adapted and carried out successfully in New Zealand by the restaurant chain, Starbucks Coffee. By focusing on the principles of maintaining a socialised natural group working environment and two-way communication between employees and managers, this essay will demonstrate how they became the most powerful and w ell-known coffee franchise restaurant in New Zealand market. To start with, the Human Relations Movement firstly emphasises the importance of the working environment for employees as a socialised natural group in which social aspects for both employees and managers take precedence over functional organisational structures. Elton Mayo, who was called â€Å"the founder of both the Human Relations Movement and of industrial sociology† (Pugh Hickson, 1989, P. 152), had the basic idea that â€Å"workers had strong social needs which they tried to satisfy through membership of informal social groups at work place† (Nicholson, 1998, p. 15). Opposing the classical perspectives of management principles of the Scientific Management and Bureaucracy, Mayo claimed that scientifically clarified rules, strict work procedure and incentive money payments were not the only stimulus to inspire workers and that they were â€Å"less factors in determining output than were group standards, sentiments and security† (Robbins, Millett Waters-Mar sh, 2004, p. 815-816) after he proceeded an experiment, called the ‘Hawthorne Experiment’. According to the Hawthorne Studies, employees were motivated to work harder and efficiently when managers provided a more comfortable and informal working environment taking into account individual satisfaction and their personal needs rather than manipulating employees by way of higher remuneration. Mayo demonstrated that an organisation could not generate much beneficial output if managers â€Å"treat workers simply as economic individuals wanting to maximise pay and minimise effort† (cited Nicholson, 1998, p. 215). As a result, â€Å"managers would no longer consider the issue of organisation design without including the effects on work groups and employee attitudes† (Robbins Barnwell, 2006, p. 47). They now see their jobs as dealing with human beings rather than simply with work. One of the most well-known and influencing coffee franchise restaurants in New Zealand, Starbucks Coffee, tries its best to offer an informal and social working environment in which employees can enjoy themselves and be enthusiastic, in order to satisfy and motivate those employees at the same time increasing company sales. The company expects and encourages every employee to participate in developing plans, creating and achieving their goals. First of all, Starbucks Coffee, for example, treats every employee equally and they are all called ‘partners’. Therefore, those employees can feel more familiar and closer to their work place which could otherwise have been formal and difficult to feel part of. Also, Starbucks Coffee puts its effort into paying attention to employees, so as to satisfy their personal needs and wants. Managers schedule and allocate employees’ work hours and schedule time off with the needs of those employees being central. Additionally, employees, including part-time employees, for instance, are provided a number of benefits such as medical and dental health care coverage, vacations, discounts on merchandise, etc, apart from money. Also, Starbucks Coffee develops tools and courses to support and train employees towards their future career development. Although the costs of these partner benefits are rapidly rising, Starbucks Coffee covers the financial risks and funds to display benefits and training courses, because it is aware how employee satisfaction affects the productivity and behaviour towards customers. Accordingly, great treatment of employees in the well-developed and humanly concentrated environment has brought Starbucks Coffee much impact on the high quality services to customers and thus an increase in company sales each year. In addition to the Human Relations Management being focused on the importance of the working environment for employees as a socialised natural group that is aimed at satisfying personal needs and wants of each employee, there is another significant principle of the Human Relations Movement. This is two way communications between employees and managers. According to the Hawthorne experiment, which was performed by Elton Mayo, as explained above, Bartol (2005) advocates that â€Å"collaborative and co-operative supervisor-and-worker relationships was emphasised† (Bartol, Tein, Matthews Martin, 2005, P. 3) Mayo carried out an experiment about the effects of physical conditions of work. During the experiment, he observed the impact on the productivity of workers by varying the lighting conditions, however there was no particular change found that affected workers. Mayo (1932, P. 153, as cited in Pugh Hickson, 1989) eventually realised that â€Å"communication between workers an d the research team was very full and open throughout the experimental period. † Mayo had discovered that the communication was one of the most effective fundamentals to stimulate the motivation of employees so as to boom a level of production. Unlike the classical perspectives of management principles of the Scientific Management and Bureaucracy, which stated the significance of one way communication by giving orders and requirements from managers to workers, the Human Relations Movement stresses â€Å"the importance of an adequate communication system, particularly upwards from workers to management (Pugh Hickson, 1989, P. 155). In today’s organisations, employees have a right to express and indicate their opinions and personal thoughts towards the management, so that the decisions can be made widely throughout whole organisation. As a result, in order to operate this management system, the role of managers in the organisation requires them to have â€Å"social skills as well as technical skills† (Bartol, Tein, Matthews Martin, 2005, P. 43) to understand the influence of human control on organisational outputs. Starbucks, for instance, performs its operations under the principles of the Human Relations Movement by displaying two-way communication between employees and managers in their work environment. In the first place, Starbucks Coffee ensures all its policies, standards and procedures are communicated between employees and managers. Managers in this organisation allow employees to provide their own suggestions and complaints, therefore Starbucks Coffee can improve its effectiveness and correct any deficiencies. The managers conduct daily and weekly interviews to listen to what individual employees want. Starbucks Coffee also holds a special survey for employees every 18 to 24 months, called a ‘Partner View Survey’. By operating this survey, employees give the management feedback as they are requested to point out what in the organisation performs well and issues which it needs to consider more closely. In addition, Starbucks supplies training courses for managers so that they can act as role models for employees and can lead and control employees in a positive manner. This organisation is concerned about the importance of personal control with every employee so as to construct a closer and informal relationship with each other. Starbucks Coffee is hence continuing to develop passionate, motivated employees who have a large impact on their consistent sale increases. As stated so far, the Human Relations Movement is mainly based on the satisfaction and motivation of each individual employee rather than a formally structured organisational group. As distinct from Scientific Management and Bureaucracy, a socialised natural work environment for employees and two-way communication between employees and managers, especially upwards from employees to managers, conceptualises the Human Relations Movement. Starbucks Coffee could become one of the most successful coffee franchise restaurants in New Zealand, because it has adapted well to and operate effectively in modern management based on the Human Relations Movement. Managers show their respect towards individual employee by treating every employee equally. Also the organisation offers employees a lot of personal benefits rather than incentives. Besides, the management in Starbuck Coffee open their minds to communicate efficiently with employees as they conduct a survey, interview and receive feedback. Overall, as a result, the Human Relations Movement is an obviously essential method of the management that modern organisations must apply to operate as a successful and influencing business in the market. 1359 Words Reference List Badol, K. , Tein, M. , Matthews, G. Martin D. (2005). Management: A Pacific Rim Focus 4E. Mc Graw Hill Australia. James, H. (2003). The Gurus who created Modern Management and why their ideas are bad for Business today. Cambridge. MA Perseus Books Group. Macky, K. Johnson, G. (2003). Managing Human Resources in New Zealand (2nd ed. . Mc Graw Hill Australia. Nicholson, N. (1998). Encyclopedic Dictionary of Organisational Behaviour. Blackwell. Pugh, D. S. Hickson, D. J. (1989). Writers on Organisations – An invaluable introduction to the ideas and arguments of leading writers on MGMT (4th ed). Penguin Business. Robbins, S. P. Barnwell, N. (2006). Organisation Theory – Concepts and cases (5th ed. ). Pearson education Australia. Robbins, S. P . Judge, T. A. (2007). Organisational Behavior. Robbins, S. P. , Millett, B. Waters-Marsh. (2004). Organisational Behaviour. Pearson

Biography of José Francisco de San Martín, Latin American Liberator

Biography of Josà © Francisco de San Martà ­n, Latin American Liberator Josà © Francisco de San Martà ­n (February 25, 1778–August 17, 1850) was an Argentine general and governor who led his nation during the wars of Independence from Spain. He is counted among the founding fathers of Argentina and also led the liberations of Chile and Peru. Fast Facts: Josà © Francisco de San Martà ­n Known For:  Leading or helping to lead the liberations of Argentina, Chile and Peru from Spain.Born: February 25, 1778 in Yapeyu, Province of Corrientes, Argentina.Parents: Juan de San Martà ­n and Gregoria Matorras.Died:  August 17, 1850, Boulogne-sur-Mer, France.Education: Seminary of Nobles, enrolled as cadet in the Murcia infantry regiment.Published Works:  Antologà ­a.Spouse: Marà ­a de los Remedios de Escalada de la Quintana.Child: Marà ­a de las Mercedes Tomasa de San Martà ­n y Escalada.Notable Quote: The soldiers of our land know no luxury, but glory. Early Life Josà © Francisco de San Martin was born on February 25, 1878 in Yapeyu in the Province of Corrientes, Argentina, the youngest son of Lieutenant Juan de San Martà ­n, the Spanish governor. Yapeyu was a beautiful town on the Uruguay River, and young Josà © lived a privileged life there as the governors son. His dark complexion caused many whispers about his parentage while he was young, although it would serve him well later in life. When Josà © was seven years old, his father was recalled to Spain and returned with his family. In Spain, Josà © attended good schools, including the Seminary of Nobles where he showed skill in math and joined the army as a cadet at the young age of eleven. By seventeen he was a lieutenant and had seen action in North Africa and France. Military Career with the Spanish At the age of 19, he was serving with the Spanish navy, fighting the British on several occasions. At one point, his ship was captured, but he was returned to Spain in a prisoner exchange. He fought in Portugal and at the blockade of Gibraltar, and rose swiftly in rank as he proved to be a skilled and loyal soldier. When France invaded Spain in 1806, he fought against them on several occasions, eventually rising to the rank of Adjutant-General. He commanded a regiment of dragoons, very skilled light cavalry. This accomplished career soldier and war hero seemed the most unlikely of candidates to defect and join the insurgents in South America, but thats exactly what he did. Joining the Rebels In September of 1811, San Martin boarded a British ship in Cadiz with the intention of returning to Argentina, where he had not been since the age of seven, and joining the Independence movement there. His motives remain unclear  but may have had to do with San Martà ­ns ties to the Masons, many of whom were pro-Independence. He was the highest ranking Spanish officer to defect to the patriot side in all of Latin America. He arrived in Argentina in March of 1812 and at first, he was greeted with suspicion by Argentine leaders, but he soon proved his loyalty and ability. San Martà ­n accepted a modest command, but made the most of it, ruthlessly drilling his recruits into a coherent fighting force. In January of 1813, he defeated a small Spanish force that had been harassing settlements on the Parana River. This victory - one of the first for Argentines against the Spanish - captured the imagination of the Patriots, and before long San Martà ­n was head of all of the armed forces in Buenos Aires. The Lautaro Lodge San Martà ­n was one of the leaders of the Lautaro Lodge, a secretive, Mason-like group dedicated to complete liberty for all of Latin America. The Lautaro Lodge members were sworn to secrecy and so little is known about their rituals or even their membership, but they formed the heart of the Patriotic Society, a more public institution which consistently applied political pressure for greater freedom and independence. The presence of similar lodges in Chile and Peru aided the independence effort in those nations as well. Lodge members often held high government posts. Argentinas Army of the North, under the command of General Manuel Belgrano, had been fighting royalist forces from Upper Peru (now Bolivia) to a stalemate. In October 1813, Belgrano was defeated at the Battle of Ayahuma and San Martà ­n was sent to relieve him. He took command in January of 1814 and soon mercilessly drilled the recruits into a formidable fighting force. He decided it would be foolish to attack uphill into fortified Upper Peru. He felt that a far better plan of attack would be to cross the Andes in the south, liberate Chile, and attack Peru from the south and by sea. He would never forget his plan, even though it would take him years to fulfill. Preparations for the Invasion of Chile San Martà ­n accepted the governorship of the Province of Cuyo in 1814 and set up shop in the city of Mendoza, which at that time was receiving numerous Chilean Patriots going into exile after the crushing Patriot defeat at the Battle of Rancagua. The Chileans were divided even amongst themselves, and San Martà ­n made the fateful decision to support Bernardo OHiggins over Jose Miguel Carrera and his brothers. Meanwhile, in northern Argentina, the Army of the north had been defeated by the Spanish, clearly proving once and for all that the route to Peru through Upper Peru (Bolivia) would be too difficult. In July of 1816, San Martà ­n finally got approval for his plan to cross into Chile and attack Peru from the south from President Juan Martà ­n de Pueyrredà ³n. The Army of the Andes San Martà ­n immediately began recruiting, outfitting and drilling the Army of the Andes. By the end of 1816, he had an army of some 5,000 men, including a healthy mix of infantry, cavalry, artillerymen and support forces. He recruited officers and accepted tough Gauchos into his army, usually as horsemen. Chilean exiles were welcome, and he appointed OHiggins as his immediate subordinate. There was even a regiment of British soldiers who would fight bravely in Chile. San Martà ­n was obsessed with details, and the army was as well equipped and trained as he could make it. The horses all had shoes, blankets, boots, and weapons were procured, the food was ordered and preserved, etc. No detail was too trivial for San Martà ­n and the Army of the Andes, and his planning would pay off when the army crossed the Andes. Crossing the Andes In January of 1817, the army set off. The Spanish forces in Chile were expecting him and he knew it. Should the Spanish decide to defend the pass he chose, he could face a hard battle with weary troops. But he fooled the Spanish by mentioning an incorrect route in confidence to some Indian allies. As he had suspected, the Indians were playing both sides and sold the information to the Spanish. Therefore, the royalist armies were far to the south of where San Martà ­n actually crossed. The crossing was arduous, as flatland soldiers and Gauchos struggled with the freezing cold and high altitudes, but San Martà ­ns meticulous planning paid off and he lost relatively few men and animals. In February of 1817, the Army of the Andes entered Chile unopposed. The Battle of Chacabuco The Spanish soon realized they had been duped and scrambled to keep the Army of the Andes out of Santiago. The Governor, Casimiro Marcà ³ del Pont, sent all available forces out under the command of General Rafael Maroto with the purpose of delaying San Martà ­n until reinforcements could arrive. They met at the  Battle of Chacabuco  on February 12, 1817. The result was a huge patriot victory: Maroto was completely routed, losing half his force, while the Patriot losses were negligible. The Spanish in Santiago fled, and San Martà ­n rode triumphantly into the city at the head of his army. The Battle of Maipu San Martà ­n still believed that for Argentina and Chile to be truly free, the Spanish needed to be removed from their stronghold in Peru. Still covered in glory from his triumph at Chacabuco, he returned to Buenos Aires to get funds and reinforcements. News from Chile soon brought him hurrying back across the Andes. Royalist and Spanish forces in southern Chile had joined with reinforcements and were threatening Santiago. San Martà ­n took charge of the patriot forces once more and met the Spanish at  the Battle of Maipu  on April 5, 1818. The Patriots crushed the Spanish army, killing some 2,000, capturing around 2,200 and seizing all of the Spanish artillery. The stunning victory at Maipu marked the definitive liberation of Chile: Spain would never again mount a serious threat to the area. On to Peru With Chile finally secure, San Martin could set his sights on Peru at last. He began building or acquiring a navy for Chile: a tricky task, given that the governments in Santiago and  Buenos Aires  were virtually bankrupt. It was difficult to make Chileans and Argentines see the benefits of liberating Peru, but San Martà ­n had great prestige by then and he was able to convince them. In August of 1820, he departed from Valparaiso with a modest army of some 4,700 soldiers and 25 cannons, well supplied with horses, weapons, and food. It was a smaller force than what San Martà ­n believed he would need. March to Lima San Martà ­n believed that the best way to liberate Peru was to get the Peruvian people to accept independence voluntarily. By 1820, royalist Peru was an isolated outpost of Spanish influence. San Martà ­n had liberated Chile and Argentina to the south, and  Simà ³n Bolà ­var  and Antonio Josà © de Sucre had freed Ecuador, Colombia, and Venezuela to the north, leaving only Peru and present-day Bolivia under Spanish rule. San Martà ­n had brought a printing press with him on the expedition, and he began bombarding citizens of Peru with pro-independence propaganda. He maintained a steady correspondence with Viceroys Joaquà ­n de la Pezuela and Josà © de la Serna in which he urged them to accept the inevitability of independence and surrender willingly in order to avoid bloodshed. Meanwhile, San Martà ­ns army was closing in on Lima. He captured Pisco on September 7 and Huacho on November 12. Viceroy La Serna responded by moving the royalist army from Lima to the defensible port of Callao in July of 1821, basically abandoning the city of Lima to San Martà ­n. The people of Lima, who feared an uprising by slaves and Indians more than they feared the army of Argentines and Chileans at their doorstep, invited  San Martin  into the city. On July 12, 1821, he triumphantly entered Lima to the cheers of the populace. Protector of Peru On July 28, 1821, Peru officially declared independence, and on August 3, San Martà ­n was named Protector of Peru and set about setting up a government. His brief rule was enlightened and marked by stabilizing the economy, freeing slaves, giving freedom to the Peruvian Indians and abolishing such hateful institutions as censorship and the Inquisition. The Spanish had armies at the port of Callao and high in the mountains. San Martà ­n starved out the garrison at Callao and waited for the Spanish army to attack him along the narrow, easily defended coastline leading to Lima: they wisely declined, leaving a sort of stalemate. San Martà ­n would later be accused of cowardice for failing to seek out the Spanish army, but to do so would have been foolish and unnecessary. Meeting of the Liberators Meanwhile, Simà ³n Bolà ­var and Antonio Josà © de Sucre were sweeping down out of the north, chasing the Spanish out of northern  South America. San Martà ­n and Bolà ­var met in Guayaquil in July of 1822 to decide how to proceed. Both men came away with a negative impression of the other. San Martà ­n decided to step down and allow Bolà ­var the glory of crushing the final Spanish resistance in the mountains. His decision was most likely made because he knew that they would not get along and one of them would have to step aside, which Bolà ­var would never do. Retirement and Death San Martà ­n returned to Peru, where he had become a controversial figure. Some adored him and wanted him to become King of Peru, while others detested him and wanted him out of the nation completely. The staid soldier soon tired of the endless bickering and backstabbing of government life and abruptly retired. By September of 1822, he was out of Peru and back in Chile. When he heard that his beloved wife Remedios was ill, he hastened back to Argentina but she died before he reached her side. San Martà ­n soon decided that he was better off elsewhere, and took his young daughter Mercedes to Europe. They settled in France. In 1829, Argentina called him back to help settle a dispute with Brazil which eventually would lead to the establishment of the nation of Uruguay. He returned, but by the time he reached Argentina the tumultuous government had once again changed and he was not welcome. He spent two months in Montevideo before returning once again to France. There he led a quiet life before passing away in 1850. Personal Life San Martà ­n was a consummate military professional, who lived a  Spartan  life. He had little tolerance for dances, festivals and showy parades, even when they were in his honor (unlike Bolà ­var, who loved such pomp and pageantry). He was loyal to his beloved wife during most of his campaigns, only taking a clandestine lover at the end of his fighting in Lima. His early wounds pained him greatly, and San Martin took a great deal of laudanum to relieve his suffering. Although it occasionally clouded his mind, it did not keep him from winning great battles. He enjoyed cigars and an occasional glass of wine. He refused almost all of the honors and rewards that grateful people of South America tried to give him, including rank, positions, land, and money. Legacy San Martà ­n had asked in his will that his heart is buried in Buenos Aires: in 1878 his remains were brought to the Buenos Aires Cathedral, where they still rest in a stately tomb. San Martà ­n is the greatest national hero of Argentina and he is considered a great hero by Chile and Peru as well. In Argentina, there are statues, streets, parks, and schools named after him wherever you go. As a liberator, his glory is as great or nearly as great as that of Simà ³n Bolà ­var. Like Bolà ­var, he was a visionary able to see beyond the confining borders of his own homeland and visualize a continent free of foreign rule. Also like Bolà ­var, he was constantly stymied by the petty ambitions of the lesser men who surrounded him. He differs from Bolà ­var chiefly in his actions after independence: while Bolà ­var exhausted the last of his energies fighting to unite South America into one great nation, San Martà ­n quickly tired of backstabbing politicians and retired to a quiet life in exile. The history of South America might have been very different had San Martà ­n remained involved in politics. He believed that the people of Latin America needed a firm hand to lead them and was a proponent of establishing a monarchy, preferably led by some European prince, in the lands he liberated. San Martà ­n was criticized during his life for cowardice for failing to chase nearby Spanish armies or for waiting for days in order to meet them on a ground of his choosing. History has borne out his decisions and today his military choices are held up as examples of martial prudence rather than cowardice. His life was full of courageous decisions, from deserting the Spanish army to fight for Argentina to crossing the Andes to  free Chile  and Peru, which were not his homeland. San Martà ­n was an outstanding general, courageous leader, and visionary politician and is very deserving of his heroic status in the nations he liberated. Sources Gray, William H. â€Å"The Social Reforms of San Martin.† The Americas 7.1, 1950. 3–11.Francisco San Martà ­n, Jose. Antologà ­a. Barcelona: Linkgua-Digital, 2019.Harvey, Robert.  Liberators: Latin Americas Struggle for Independence  Woodstock: The Overlook Press, 2000.Lynch, John.  The Spanish American Revolutions 1808-1826  New York: W. W. Norton Company, 1986.

Final Essay Example | Topics and Well Written Essays - 1000 words - 10

Final - Essay Example Fats are digested in the small intestine. An enzyme known as lipase breaks down fat into fatty acids and glycerol. Peptidases complete the digestion of proteins by turning polypeptides into amino acids. Although they are active in the small intestine,most enzymes are produced by the pancreas. The pancreas produces the amalyze, trypsin and lipase. The gastric glands produce pepsin.The wall of the small intestine produces maltase, sucrose and peptides. The thick and muscular stomach wall contains nearly 35 million gastric glands (Roberts and Ingram, 2001). The gastric glands produce a fluid known as gastric juice, which contains pepsin. The amalyse in the mouth cavity is produced by gastric glands while that found in the small intestine is produced by the pancreas. Pepsin works best in acidic conditions. The gastric juice contains hydrochloric acid, an enzyme that works best in the stomach. Trypsin is active in the small intestine. Enzyme amalayse is active in the mouth cavity and the small intestine. Peptidases and lipase are active in the small intestine. A chromosome is a long, continuous strand of DNA that contains RNA and a number of different associated proteins. The four types alterations to a chromosome structure are inversion, deletion, duplication, and translocation. Deletion is the loss of a nucleotide from a gene by mutation.It is the loss of a fragment of a chromosome. An example of deletion of chromosomes is the Cri du Chat which is caused by a missing part in the #5 chromosome. Duplication is the repetition of a part of a chromosome as a result of fusion of a fragment of a homologous chromosome. It is a result of an error in meiosis or mutagens. An example of duplication is the Pallister an syndrome part of the #12 chromosome is duplicated. Inversion is a change in chromosome as a result of a reattachment of a fragment chromosome to the original

How can we make the roads safer for those who share the road with Thesis - 1

How can we make the roads safer for those who share the road with bicyclists - Thesis Example The roads must be safer for all those who share them with bicyclists. Every life is precious, that of the rider on the bicycle or the gentleman driving the car. An accident is an accident and we know that it is an accident only when it happens! Deaths and injuries from car-bike collisions are common. The blame game-the motorists claiming the exclusive rights on the road, and the cyclists demanding equal rights-- is no solution to the issue. For road fatalities, cyclists are not alone responsible. The reasons are varied. Carelessness of the adventurous rider, mechanical problems, and bad road conditions are some of them. The cyclists demand their right on the road along with safety. An individual must first live to exercise the right! It is not a posthumous award! The argument that if there is no bicycle lane, the road should be out of bound for the cyclists, may be technically correct, but it defies solution. The motorists need to give up the stand that they are born to race the car at 100-120 km per hour, from the moment it is out of the garage till the final destination, is a greedy and one-sided approach. Limit the speed and accommodate the bicycle riders, instead of going ballistic over them. While tendering the advice I would address the session for the bicyclists first and urge them to follow the rules scrupulously. It is not a circus performance. Never zigzag to challenge the oncoming cars. Self-discipline is the life-saver. Cyclists demand rights on a city road, and that underlines perfect regard for the traffic rules. The end-results should be a win-win situation for all. The argument of the motorists that they have the exclusive rights to use the roads, for which they pay tax in dollars, is not perfect. Cyclists too have paid taxes at the time of purchasing the bicycle (though indirectly) and they are citizens of the country subject to all