Battle of York in the War of 1812

Battle of York in the War of 1812 The Battle of York was fought April 27, 1813, during the War of 1812 (1812-1815). In 1813, American commanders around Lake Ontario elected to move against York (present-day Toronto), the capital of Upper Canada. Though lacking in strategic value, York presented an easier target than the main British base on the lake at Kingston. Landing on April 27, American forces were able to overwhelm Yorks defenders and captured the town, though promising young commander Brigadier General Zebulon Pike was lost in the process. In the wake of the battle, American troops looted and burned the town. Background In the wake of the failed campaigns of 1812, newly re-elected President James Madison was forced to reassess the strategic situation along the Canadian border. As a result, it was decided to focus American efforts for 1813 on achieving victory on Lake Ontario and the Niagara frontier. Success on this front also required control of the lake. To this end, Captain Isaac Chauncey had been dispatched to Sackets Harbor, NY in 1812 for the purpose of constructing a fleet on Lake Ontario. It was believed that victory in and around Lake Ontario would cut off Upper Canada and open the way for an attack on Montreal. In preparation for the main American push at Lake Ontario, Major General Henry Dearborn was ordered to position 3,000 men at Buffalo for a strike against Forts Erie and George as well as 4,000 men at Sackets Harbor. This second force was to attack Kingston at the upper outlet of the lake. Success on both fronts would sever the lake from Lake Erie and the St. Lawrence River. At Sackets Harbor, Chauncey had rapidly constructed a fleet that had wrested naval superiority away from the British. Meeting at Sackets Harbor, Dearborn and Chauncey began to have misgivings about the Kingston operation despite the fact that the objective was only thirty miles away. While Chauncey fretted about possible ice around Kingston, Dearborn was concerned about the size of the British garrison. Instead of striking at Kingston, the two commanders instead elected to conduct a raid against York, Ontario (present-day Toronto). Though of minimal strategic value, York was the capital of Upper Canada and Chauncey had intelligence that two brigs were under construction there. Battle of York Conflict: War of 1812Dates: April 27, 1813Armies Commanders:AmericansMajor General Henry DearbornBrigadier General Zebulon PikeCommodore Isaac Chauncey1,700 men, 14 shipsBritishMajor General Roger Hale Sheaffe700 regulars, militia, and Native AmericansCasualties:Americans: 55 killed, 265 woundedBritish: 82 killed, 112 wounded, 274 captured, 7 missing The Americans Land Departing on April 25, Chaunceys ships carried Dearborns troops across the lake to York. The town itself was defended by a fort on the west side as well as a nearby Government House Battery mounting two guns. Further west was the small Western Battery which possessed two 18-pdr guns. At the time of the American attack, the lieutenant governor of Upper Canada, Major General Roger Hale Sheaffe was in York to conduct business. The victor of the Battle of Queenston Heights, Sheaffe possessed three companies of regulars, as well as around 300 militia and as many as 100 Native Americans. Having crossed the lake, American forces began landing approximately three miles west of York on April 27. A reluctant, hands-off commander, Dearborn delegated operational control Brigadier General Zebulon Pike. A famed explorer who had traversed the American West, Pikes first wave was led by Major Benjamin Forsyth and a company of the 1st US Rifle Regiment. Coming ashore, his men were met by intense fire from a group of Native Americans under James Givins. Sheaffe ordered a company of the Glengarry Light Infantry to support Givins, but they became lost after leaving town. Map of the Battle of York.   Public Domain Fighting Ashore Outflanking Givins, the Americans were able to secure the beachhead with the assistance of Chaunceys guns. Landing with three more companies, Pike began forming his men when they were attacked by the grenadier company of the 8th Regiment of Foot. Outnumbering their attackers, who launched a bayonet charge, they repelled the assault and inflicted heavy losses. Reinforcing his command, Pike began advancing by platoons towards the town. His advance was supported by two 6-pdr guns while Chaunceys ships began a bombardment of the fort and Government House Battery. Directing his men to block the Americans, Sheaffe found that his forces were being steadily driven back. An attempt was made to rally around the Western Battery, but this position collapsed following the accidental detonation of the batterys travelling magazine. Falling back to a ravine near the fort, the British regulars joined with the militia to make a stand. Outnumbered on land and taking fire from the water, Sheaffes resolve gave way and he concluded that the battle was lost. Instructing the militia to make the best terms possible with the Americans, Sheaffe and regulars retreated east, burning the shipyard as they departed. As the withdrawal began, Captain Tito LeLià ¨vre was sent to blow up the forts magazine to prevent its capture. Unaware that the British were departing, Pike was preparing to assault the fort. He was approximately 200 yards away interrogating a prisoner when LeLià ¨vre detonated the magazine. In the resulting explosion, Pikes prisoner was killed instantly by debris while the general was mortally wounded in the head and shoulder. In addition, 38 Americans were killed and over 200 wounded. With Pike dead, Colonel Cromwell Pearce took command and re-formed the American forces. A Breakdown of Discipline Learning that the British wished to surrender, Pearce sent Lieutenant Colonel George Mitchell and Major William King to negotiate. As talks began, the Americans were annoyed at having to deal with the militia rather than Sheaffe and the situation worsened when it became clear that the shipyard was burning. As talks moved forward, the British wounded were gathered in the fort and largely left unattended as Sheaffe had taken the surgeons. That night the situation deteriorated with American soldiers vandalizing and looting the town, despite earlier orders from Pike to respect private property. In the days fighting, the American force lost 55 killed and 265 wounded, mostly as a result of the magazine explosion. British losses totaled 82 killed, 112 wounded, and 274 captured. The next day, Dearborn and Chauncey came ashore. After prolonged talks, a surrender agreement was produced on April 28 and the remaining British forces paroled. While war material was confiscated, Dearborn ordered the 21st Regiment into the town to maintain order. Searching the shipyard, Chaunceys sailors were able to refloat the aged schooner Duke of Gloucester, but were unable to salvage the sloop of war Sir Isaac Brock which had been under construction. Despite the ratification of the surrender terms, the situation in York did not improve and soldiers continued to loot private homes, as well as public buildings such as the town library and St. James Church. The situation came to a head when the Parliament buildings burned. Aftermath On April 30, Dearborn returned control to the local authorities and ordered his men to re-embark. Before doing so, he ordered other government and military buildings in the town, including the Governors Residence, deliberately burned. Due to foul winds, the American force unable to depart the harbor until May 8. Though a victory for American forces, the attack on York cost them a promising commander and did little to alter the strategic situation on Lake Ontario. The looting and burning of the town led to calls for revenge across Upper Canada and set the precedent for subsequent burnings, including that of Washington, DC in 1814.

How to Write a Research Paper on Abortion

How to Write a Research Paper on Abortion Research Paper on Abortion How to start a research paper Tips on how to start Example of an outline Example of a thesis statement for an abortion research paper Example of introduction to abortion research paper How to write body paragraphs of a research paper on abortion Tips on body writing Example of the 1st body paragraph Example of the 2nd body paragraph Example of the 3rd body paragraph How to finish a research paper on abortion Tips on conclusion writing Example of a conclusion Tips on research paper revision How to start a research paper on abortion Abortion is one ethical issue that falls under the category of ethical issues that are very much problematic to resolve because it coincides with different cultural and religious implications. The discourse on abortion reaches many levels and branches and it is broad in nature. Writing a research paper on abortion requires a recognition of different perspectives in order to build a multifaceted discourse that would be well understood by different kinds of readers. Tips on how to start In starting a research paper on abortion, first, determine on what specific topic about abortion you would want to research on. This may be based on your interest or from reading various literature on abortion. What of these information that you know and you have read about sparks your interest? Interest is however not enough. A topic needs to be researchable. One cannot actually choose any topic on abortion without examining if it is a good one to research on. When we say a researchable topic, this means that your research questions may be answered by your research. Or that it should be able to be answered within the timeframe of your research. After you have chosen a topic, you may start coming up with an outline of your research. Example of an outline An example outline for your research paper may be the following: Introduction A. Subject matter B. Statement of the problem C. History of the problem Body Section 1 A. Extent of the problem B. Related literature (Examples, stories, facts) Section 2 A. Cause and Effect B. Repercussions in contemporary times Section 3 A. Possible solutions Conclusion A. Relate back to intro B. Restate thesis Example of a good thesis statement for abortion research paper A thesis or hypothesis is the researcher’s perception on the result of the study. This is based on the knowledge, observations or other study results. Examples may be: The reason why women resort to abortion is mostly because they are not prepared for the pregnancy. Most of the people resorting to abortion are teenagers. Most women who go on abortion do the act by themselves. The most common method used by women in abortion is by taking abortifacients. Example of an introduction to an abortion research paper Abortion is the termination of pregnancy before it is viable, usually before the pregnancy is before its 25th week. There are two types of abortion, spontaneous and induced. Spontaneous abortion is one which occurs naturally due to some complications during pregnancy or due to trauma occurring to the mother or the fetus. An induced abortion is one which was done intentionally. More and more teenagers opt to undergo induced abortion in the US. Trends in the number of abortions by females aged 13 to 18 show a significant increase from 2015 to 2016 ( this should be supported by statistical data from reliable source/s). To be able to know why teenagers resort to this practice, the study has the following specific questions: Determine the circumstances that lead to the pregnancy. Determine the reasons why the respondents opted to terminate their pregnancy. Identify the methodology they used to terminate their pregnancy. How to write body paragraphs for a research paper on abortion The body of the paper covers the methodology and the results from the data gathering. Paragraphs on the methodology part may be subdivided into: methodology to be used; how to do data gathering using the methodology; the number of respondents needed in the study and a description of the respondents; and how long the data gathering will be done. For the results and discussion, the paragraphs may contain a little introduction on the general findings and then each paragraph will contain the answer to each question asked in the interview or survey and the results of the survey or interview. This is followed by an interpretation of the data gathered. Tips on body writing Determine the number of respondents that you need. Take only a few sample from the total number of possible respondents. A good number will help you get a good data and also save you time. Research on good methodologies to be used that matches the type of research you are using. Some questions are answered by surveys, some by interviews and some by observations. Provide statistical data as well as observations on your presentation of data. If some of the respondents have stated something you know is good to include on the paper, then include it on the paper. Be truthful with what you will write on the results even if it is different from what you have expected. You shouldn’t also plagiarize and provide proper citations if you need to support your findings with other researches from other authors. This is one of the ethics of research writing. If you used many different methods and you have a lot of data, divide these per theme and then present it per theme to make your data presentation organized. Example of the 1st body paragraph For the first body paragraph on the presentation of data one may write the following: There are various circumstances that lead to the pregnancy of the respondents, most answers were because of curiosity. However, some of the respondents got pregnant because of rape. In a nutshell, there is a number of other reasons among the most widespread. Example of the 2nd body paragraph There are various reasons that made the respondents opt to have their pregnancy terminated. Most of the answers are due to reasons that they are not yet ready for the pregnancy. Based on national statistics from a research done by (mention author and year), most females aged 13-17 terminate their pregnancy also due to the same reason. †¨ Example of the 3rd body paragraph The methodologies used by the respondents to terminate their pregnancy were the use of abortifacients by their own, going to a licensed medical practitioner, going to an unlicensed abortionist and doing it on their own by the help of a friend or partner. Most of them opted for the use of abortifacients. Most of them said that it is easy to buy such medicine online. Some respondents also sought medical help and a few respondents did the termination by themselves. How to finish a research paper on abortion To finish a research paper, write a concluding paragraph. This summarizes the findings, also still answering the research questions. Tips on conclusion writing In writing a conclusion, a writer may write one paragraph that summarizes all the findings. Make sure that the main answer to each research question should be stated in the conclusion. A student may write one or two sentence/s to provide an answer to each of the research question. Example of a conclusion From data gathered on the research paper, the main reason that leads to the pregnancy among teenage females in the US is because of curiosity. The main reason, on the other hand of terminating the pregnancy, is because they are not yet ready to face parental responsibilities. Thus, there should be a huge work done to inform teenage females about all negative impacts of interrupting pregnancy so to ensure that abortion was a well-thought-out decision. Tips on research paper revision Revising a research paper will be less taxing than starting one. The following should be taken note of. Take note on the revisions suggested by the editor or adviser and do those revisions first. Do revisions per section or per chapter so it will be easier. Read more on additional sources that might be helpful for revisions. Check your grammar as well when doing the revisions. Read the write-up thoroughly after the revision to check if the flow is still well even after adding up more information. It is also helpful to ask somebody to read your paper to check if it is understood by the reader and also to help proofread the paper.

The Use of Conflict Management Styles Across Different Cultures Assignment

The Use of Conflict Management Styles Across Different Cultures - Assignment Example The study will also intend to evaluate the process of selection of the conflict management styles in the organizations and the factors influencing them. The cultural identities of the organizations have become more diversified in the contemporary scenario as the internal workforce is more widespread and open (Cochran & Harpending, 2009). According to Devine et al. (2002), culture defines the identity of an individual, group or an institution and is one of strongest psychological attachments that can give rise to conflicts if tempered with. Blair (2001) opined that often it is observed that mergers and strategic alliances fail in the real world businesses because of their cultural differences. For instance, the merger between Ford and Chrysler in the year 1998 failed because of the inability of their workforce of the organizations to adapt to the changes in the work structure. In order to assess the influence of culture on the conflict management process, it is essential to first understand the factors involved in culture. Devine et al. (2002) reflected that although culture is not always the cause of the conflict but it can influenc e the conflict resolving process. In the words of Blair (2001), culture of a firm reflects the core values, passion and its aim. Geary (2005) added that the stakeholders of a firm contribute towards the development of its culture. This again creates complicacies and conflicts among the management and the shareholders of a company. Bentley et al. (2007) argued that organizational culture is influenced by the aims and objectives which in turn dominate the work process of the firm. Devine et al. (2002) focused on the influence of cultures on the business process and stated that when the basic needs of an individual, group or organization are satisfied, conflicts do not rise among diverse cultures. However, Chiappe & MacDonald (2005) stated that cultural diversity also increases the chances of conflict among the people as it reflects

Electronic Commerce Undefined Essay Example | Topics and Well Written Essays - 1000 words

Electronic Commerce Undefined - Essay Example That is, for a contract to exist there should be an offer made by the offeror and this should be accepted by the offeree and this amounts to an acceptance. This acceptance must be communicated to the offeror and a contract might be concluded when the offeree receives the acceptance. Once again, it should be noted that these transactions are conducted through an electronic portal and are facilitated through the use of emails. This is called the receipt rule and is the general rule. Because of the different and new nature of e-commerce, the described rule above is not applicable to traditional contracts created and facilitated through the post. Traditionally, for these types of contracts the postal rule applies. As opposed to the general law practice in the e-commerce world, the postal rule provides that an acceptance is active and a contract is concluded from the moment the offeree drops the acceptance in the letter box. This is applied even if the acceptance letter is delayed or failed to reach the other party. The postal rule is held to apply only to acceptances in the case of Adams v Lindsell (book). Even if some rules are already practiced in the e-commerce, there are still disputes which tackle the applicability of the receipt rule and the possible usage of the postal rule. Considering the almost similar nature of posts and emails, there have been suggestions and arguments supporting the usage of the postal rule to internet transactions. In line with this, this essay aims to give an analysis on the applicability of postal rule to e-commerce. In so doing, the essay will limit itself to consider the issue of whether the postal rule should extend to contracts created by electronic communications. To give light to the situation, it is extremely necessary to explore the rationale behind the creation of the postal rule. In contract law, as mentioned above, the general rule is that acceptance must be communicated to the offeror in order to conclude a contract. This has been illustrated by Lord Denning in the case of Entores Ltd v Miles Far East Corp: "Suppose, for instance, that I shout an offer to a man across a river ... but I do not hear his reply because it is drowned by an aircraft flying overhead. There is no contract at that moment. If he wishes to make a contract, he must wait until the aircraft is gone and then shout back his acceptance so that I can hear what he says." However, the exception to this rule emerged in 1918 with the creation of the postal rule. It should be noted that back in those days, the main method of communication is the post. This method is extremely slow and delays were very common. One of the main reasons for the existence of the rule is to ensure certainty in contract formation. One might argue that if the postal service did not carry much importance in those days then the creation of the postal rule would have been insignificant. Since delay is a common feature of the postal service, this meant that if the receipt rule applied, the offeree would not know if his acceptance is received, i.e. whether a binding contract is created. One alternative to the postal rule might

Theme and Narrative Elements in the Short Story Essay Example for Free

Theme and Narrative Elements in the Short Story Essay The short story of Little Red Riding Hood is a simple to understand child’s tale and clearly portrays the deceitfulness of appearance. The story is clearly organized with characters and symbols of innocence by a child and the sly dangers represented by a wolf. Throughout the story we see the characters build more of a persona of innocence and evil. It is stated by Cassady, M. (1991), â€Å"Symbolism plays a large part in Identity and Difference.† This is seen a lot and very clearly with the oblivious thoughts of Red Riding Hood and the singular objective of the wolf constantly reminded throughout the story. The characters add to the theme and the theme is portrayed though these characters. The theme of Little Red Riding Hood is made clearer and understanding in many ways. In the original short story there are clear references to what the clear idea is behind the theme. These are pointed out and recognized by asking simple questions even supported through the text. Clungston, R. (2010), â€Å"How does the writer use setting to narrow the underlying idea? How do characters make particular aspects of the underlying idea clear? How does conflict reveal the strength or worth of the underlying idea?† These are questions more clearly defined in this story than could be found in many others. The most clear and obvious would be the characters. The antagonist being represented as a mischievous and blood thirsty wolf gave a clear view on the danger posed against the young and innocent Little Red Riding Hood. The little fun loving child was also a character who added to the theme, making it clear there was an innocent victim. Along with the presence of the characters there is a clear instance of conflict making the theme clearer. In the short story there was a most noted and memorable moment when the wolf and Little Red Riding Hood reunited without Red Riding Hood knowing she was in the presence of the wolf. The famous lines in the story written by l’Oye (1697), â€Å"Grandmother, what big arms you have! All the better to hug you with, my dear. Grandmother, what big legs you have! All the better to run with, my child. Grandmother, what big ears you have! All the better to hear with, my child. Grandmother, what big eyes you have! All the better to see with, my child. Grandmother, what big teeth you have got! All the better to eat you up with.† Said and repeated, this became one of the most notorious childhood short stories to ever exist. This conflict showed the adolescence of the child and the trust she put into the wolf’s words. As these go on it becomes more obvious the appearance of Little Red Riding Hood’s grandmother become less resembling to how Little Red Riding Hood know her to appear. This is where â€Å"looks can be deceiving† seems to be most appropriately referenced. In the story of Little Red Riding Hood the child character had no knowledge of not talking to the stranger wolf, which led to her and her grandmother’s peril. . The story has the intertwining relations between the characters and their symbolism in the story. As the little child frolics and plays with butterflies and picks up nuts to enjoy the wolf tears through the woods to be sure not to lose out on his opportunity to feast. This is the image brought to the reader of the characters and heightened by the influences of the child being a child and the wolf being a wolf. Cassady, M. (1991) also states, â€Å"the characters are symbols as well as individuals† this explain our predicted image of the characters and the importance of why these two characters have to be who they are to make a clear statement in the story. Without the presence of these characters or the manifestation of the theme, neither would exist without the other to create the effect this story created. This is symbolism and character created strongest in the story of Little Red Riding Hood.

Greek Mythology: Metamorphosis :: essays research papers

Greek Mythology: Metamorphosis Metamorphosis is a key element in Greek mythology. This ability to change shape or form is a major development in the stories of Arachne, Zeus, and Daphne. Almost all of the gods had the power of metamorphosis. The first story was the one of Arachne. Arachne was a mortal, who was a great weaver. She was the best of all the mortals. She even thought she was as good as one of the gods. Nobody was as good as the gods at anything. She thought she was as good as the god Athene. Athene was the god of arts. When Athene heard Arachne say she was better than her, Athene challenged Arachne to a contest. The winner would chose the losers punishment. Arachne accepted and went first in the competition. Hers was very beautiful, but she was no match for Athene. Athene was weaving about things that happened to the gods. While the crowd watched Athene, Arachne new that she had lost, so she went and hung herself. She soon shriveled up and had eight legs. That is how the Greeks explained the way spiders came to be. Another example of metamorphosis is Zeus. Zeus was the king of all gods. He had probably the most changes in Greek mythology. He was always changing to get a girl to marry him. The most important change was when he got his first wife Hera. Zeus had ask Hera to marry him every year for three hundred years. One stormy night Zeus changed into a pigeon, and flew onto a window seal near Hera. She let what she thought was a helpless little pigeon in through the window. She did not know it was Zeus at the time. Hera petted the bird and told it she loved it. At that time Zeus changed into himself and Hera had to marry him. That made her the queen of all gods. The Greeks believed in having many wives. And the sneaky god Zeus was he had over one hundred wives, none of them where as important as Hera. Daphne was another example of metamorphosis. Daphne was not one of the gods of the Pantheon. One of the gods from the Pantheon loved her, his name was Apollo. Apollo liked chasing Daphne. Daphne did not like to run, so one day she cried out "please turn me into a tree". Her wish was granted. She was turned into what we know today as the laurel tree.

Psychology of Guido Orifice in “Life Is Beautiful” Essay

Guido Orefice, the main character from ‘La Vita E Bella,’ is a very optimistic person. He works for his uncle in a hotel in Italy. He keeps bumping into a lady, whom he considers to be his princess, Principessa Dora. Guido does many things and takes many risks just to see Dora. So they fall in love with each other and get married. They have a boy name Joshua. Their life is very great until the Nazis come and take them all away to a concentration camp. On that very same day it is Joshua’s 7th birthday. Guido says that he has planned a birthday surprise and that they are going to a fun place to play fun games. Guido tells his son that he needs to be quiet and do what the guards say while the adults go and play games. He also said that every game they win and for every time they do something correctly they get a certain number of points. The first person to win 1,000 points gets a real tank. Joshua really wants it so he does what he is told to. So while Joshua is hiding all the other kids are being gassed and killed. Also Guido is working very hard so he does not get killed and can make his son happy. He gives up his food and other basic needs to have his son think they are playing a game. By the end of the war, Guido says they have 940 points; the Nazis are mercilessly killing the Jews. Guido tell Joshua to hide in a little box, and not to come out until he comes back or until it is totally quiet, and that this will get him to 1,000 points and he will him the game. Guido then dresses up as a girl and goes looking for his wife. A Nazi comes and takes him into an alley and shoots him. Soon the gunshots die down and everyone leaves. Then Joshua comes out of his box and looks around. He sees a large tank coming towards him and is excited because he won the game and got his tank. In the end, Joshua is a grown man and you hear him say, â€Å"This is my story. This was the sacrifice my father made. This was his gift to me.† Erik Erikson identified eight psychosocial stages during which an individual’s primary goal is to satisfy desires associated with inborn social needs. He hypothesized that from infancy through adulthood, we proceeds through these stages, each of which is related to a different problem that needs to be resolved. If the potential problem is dealt with  successfully it will result in a positive personality trait. If not dealt with properly he or she may become anxious, worried, or troubled and develop social and personality problems. Guido has gone through every stage with a successful result. He has trust, autonomy, initiative, industry, identity and intimacy. Generativity versus stagnation is the Stage 7 problem. So far, Guido is leaning towards generativity, but it could change. If Guido had remained alive till Stage 8, he would have integrity instead of despair. Sigmund Freud hypothesized five psychosexual stages during which a child’s primary goal is to satisfy desires associated with innate biological needs. Freud believed that the interactions between parent and child greatly influenced the child’s social development and future social interactions. Guido is currently in the genital stage, the last stage that lasts from puberty through adulthood. It is the time when an individual has renewed sexual desires that he or she seeks to fulfill through relationships. Guido must have had a problem during the oral stage so therefore he had an oral fixation. Guido loves to talk and make people laugh, that is how we figure that out. Lawrence Kohlberg developed a theory to explain moral development. His theory had some similar features to the other analysts. He classified moral reasoning into 3 levels, pre-conventional, conventional, and post-conventional. The three levels are each divided into two stages. Also, he suggested that everyone progresses through the levels in order, from lowest to highest. Not many people make it to the higher stages of moral development. Guido is considered to be in Stage 3 because his wife and his son guide his moral decisions. Guido can understand the actions and talk of Stage 4 where moral reasoning is determined most by confirming laws of society. Abraham Maslow was interested in human motivations, especially in how humans go about choosing which biological or social needs to satisfy. He proposed the hierarchy of needs. It is an ascending order with biological needs at the bottom and social needs at top. This shows that we first satisfy our biological needs before social ones. Before the Nazis came and took Guido  and his family away, Guido was on the highest level, the level of Self-Actualization. It involves developing and reaching our full potential as a unique human being. When he was in the concentration camp, his whole hierarchy of needs started all over again and he was back at level one. When he was shot he was still at level one because he had no protection and harm. Carl Rogers had a personality theory that was often called the self-theory because of his emphasis on the ‘self.’ Our society also leads us astray with conditions of worth. As we grow up, our parents, teachers, peers, the media, and others, only give us what we need when we show we are â€Å"worthy,† rather than just because we need it. We get a drink when we finish our class, we get something sweet when we finish our vegetables, and most importantly, we get love and affection if and only if we behave. These actions of only getting positive regard on condition are called conditional positive regard. Because we do indeed need positive regard, these conditions are very powerful, and we bend ourselves into a shape determined by a society that may or may not truly have our best interests at heart. A good little boy or girl may not be a healthy or happy boy or girl. Over time, this â€Å"conditioning† leads us to have conditional positive self-regard as well. We begin to like ourselves only if we meet up with the standards others have applied to us, rather than if we are truly actualizing our potentials. And since these standards were created without keeping each individual in mind, more often than not we find ourselves unable to meet them, and therefore unable to maintain any sense of self-esteem. Guido had unconditional positive regard and unconditional positive self-regard. This is the opposite of what is above. Guido was loved no matter what happened and he loved himself because of that. He did not keep and high goals and was always happy and had a high self-esteem. The last, and probably the most detailed analysis of Guido’s personality would be Myers-Briggs. According to the Myers-Briggs test, Guido is an ENFP. This stands for Extrovert, Intuitive, Feeling, and Perceiving. ENFPs want to both help and be liked and admired by other people, on an individual and a humanitarian level. They have a large amount of passionate charm. They are outgoing, fun, and genuinely like people. They are warm, affectionate, and  disconcertingly spontaneous. However, their attention span can be short. ENFPs are easily intrigued and distracted by new friends and acquaintances, forgetting about the older ones. ENFPs are pleasant, easygoing, and usually fun to work with. They come up with great ideas, and are a major asset in brainstorming sessions. Follow-through tends to be a problem because they get bored quickly, especially if a newer, more interesting project comes along. They also tend to be procrastinators, both about meeting hard deadlines and about p erforming any small, uninteresting tasks that they’ve been assigned. Guido meets almost all of the traits of an ENFP.