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The Catholic Church Essay The Iroquois Confederacy, an association of six linguistically related tribes in the northeastern woodlands, was a sophisticated society of some 5,500 people when the first white explorers encountered it at the beginning of the seventeenth century. The 1990 Census counted 49,038 Iroquois living in the United States, making them the countrys eighth most populous Native American group. Although Iroquoian tribes own seven reservations in New York state and one in Wisconsin, the majority of the people live off the reservations. An additional 5,000 Iroquois reside in Canada, where there are two Iroquoian reservations. The people are not averse to adopting new technology when it is beneficial, but they want to maintain their own traditional identity. INDIVIDUAL AND GROUP CONTRIBUTIONS Although disputed by some, there is significant evidence that the Iroquois Confederacy served as a model or inspiration for the U. S. Constitution. Benjamin Franklin and Thomas Paine were well acquainted with the League. John Rutledge, chairman of the committee that wrote the first draft of the Constitution, began the process by quoting some passages from the Haudenosaunee Great Law. The Iroquois form of government was based on democracy and personal freedom, and included elements equivalent to the modern political tools of initiative, referendum, and recall. In 1987 Senator Daniel Inouye sponsored a resolution that would commemorate the Iroquois contributions to the formation of the federal government. Many Iroquois people have made notable contributions to society and culture that transcend political boundaries. A dramatic example is Oren Lyons (1930– ), an Onondaga chief who has led political delegations to numerous countries in support of the rights of indigenous people. Twice named an All-American lacrosse goal-keeper, he led his 1957 team at Syracuse University to an undefeated season and was eventually enrolled in the sports Hall of Fame. He was a successful amateur boxer in both the U. S. Army and in the Golden Gloves competition. He worked as a commercial artist for several years before returning to the reservation to assume his position as faithkeeper. An author and illustrator, he has served as Chairman of American Studies at the State University of New York (SUNY) at Buffalo and as publisher of Daybreak, a national quarterly newspaper of Native American views. In 1992 he became the first indigenous leader to have addressed the United Nations General Assembly. Arden, Harvey. The Fire That Never Dies, National Geographic, September 1987. Axtell, James. The European and the Indian: Essays in the Ethnohistory of Colonial North America. New York: Oxford University Press, 1981. A Basic Call to Consciousness. Rooseveltown, NY: Akwesasne Notes, 1978. Bruchac, Joseph. New Voices from the Longhouse: An Anthology of Contemporary Iroquois Writing. Greenfield Center, NY: Greenfield Review Press, 1989. Fenton, Willam N. The Great Law and the Long-house: A Political History of the Iroquois Confederacy. Norman: University of Oklahoma Press, 1998. Graymont, Barbara. The Iroquois. Norman: University of Oklahoma Press, 1991. Indian Roots of American Democracy, Northeast Indian Quarterly, edited by Jose Barreiro. Winter/Spring, 1987/1988. An Iroquois Source Book, Volumes 1 and 2, edited by Elisabeth Tooker. New York: Garland Publishing, Inc. , 1985. Iroquois Women: An Anthology, edited by W. G. Spittal. Ohsweken, Ontario: Iroqrafts Ltd, 1990. Johnson, Elias. Legends, Traditions and Laws of the Iroquois, or Six Nations, and History of the Tuscarora Indians. New York: AMS Press, 1978 (reprint of 1881 edition). Josephy, Alvin M. , Jr. Now That the Buffalos Gone: A Study of Todays American Indians. New York: Alfred A. Knopf, 1982. Snow, Dean R. The Iroquois. Cambridge, MA: Blackwell, 1996. Tooker, Elisabeth. Lewis H. Morgan on Iroquois Material Culture. Tucson: University of Arizona Press, 1994. http://www. ipoaa. com/iroquois_constitution_united_states. htm The Effect of the Iroquois Constitution on the United States Constitution originally titled The United States Constitution: Is it a Native American Myth? by Janet L. Daly Fitchburg State College (1997) The United States Constitution was influenced by the concepts and the principles contained in the Iroquois Indian Confederacy form of governance which was founded in Native American mythology. Several different areas must be discussed in order to substantiate this premise that the Native Americans that arrived on the North American continent around 12,000 years ago did indeed influence the very basis of the United States governmental system which is written in the form of the United States Constitution. One of the first concepts which must be explored is the tradition of the Iroquois League, since the basis of the thesis is that the League tradition preceded and influenced the thinking of the Founding Fathers. The next topics must include a discussion of opinions and supporting details that the Iroquoian Confederacy method of governance did influence the development of the U. S. Constitution and specifically how key contributors to the writing of the Constitution, including Benjamin Franklin and Thomas Jefferson, were brought into the Native American sphere of thinking. Finally, a comparison of the League Tradition and several areas of the U. S. Constitution will show clearly that the Native American Myth lives on even though the Native American population has been drastically diminished by the very Country which it helped to found. The Iroquois League tradition was first written down in an Iroquois language format in 1912 by anthropologist Alexander A. Goldenweiser. 1 This handwritten transcript as dictated by Chief John Arthur Gibson has been recently (1992) newly elicited, edited and translated by Hanni Woodbury in collaboration with Reg Henry and Harry Webster with the resultant fluently reading legend of the foundation of the League of the Iroquois. Chief John Gibson, born in 1849 was unquestionably the greatest mind of his generation among the Six Nations [who] became the greatest living source on Iroquois culture at the turn of the century. 2 Chief Gibson was appointed a member of a committee of chiefs that undertook the task of codifying the League Tradition because of the high regard by his own people for his knowledge of the League traditions and the various rituals connected with them. 3 What follows is a condensed version of the League Tradition as put forth in the work translated by Hanni Woodbury which will provide a general overview of the mythology which lead to the Tradition and the components of the Tradition which allowed a working unification system for the Iroquois Confederacy. This Confederacy contained the original Five Nations of the Confederacy which included the Seneca, Mohawk, Onondaga, Oneida and Cayuga and in 1715 increased to Six Nations with the inclusion of the Tuscaroras. Feuding and warfare were endemic in the land of the Mohawks which was located on the northern shore of Lake Ontario. A mother Kahetoktha (End of the Field) takes her daughter Kahetehsuk (She Walks Ahead) to live in a remote area of bush in order to protect her child. After living there a considerable amount of time the daughter becomes pregnant and the Mother accuses her daughter of wrongdoing. The Mother then has a dream from the messenger of the Great Spirit which reveals her daughter and not been with a man and will have a divine birth and the boy child to be born will be called Tekanawita and his life will be devoted to promoting peace among men. After the dream message is received the Mother and daughter reconcile and the son is born as prophesied. The boy grows quickly and when he is a young man Tekanawita returns to his mothers and grandmothers former settlement to announce to their people the Good Message (kaihwiyoh), the Power (katshatstehsae) and the Peace (shenu) which are the three concepts that together spell out the call to unify the separate nations of the Iriquois. 4 Tekanawita visits the then separate nations and convinces them through demonstrating some miraculous feats. One such trial proposed by the Mohawk Nation was forTekanawita to sit atop a tree next to the river. The tree would then be cut down and Tekanawita would be thrown into the cold raging waters. If he emerged the next day alive this would be proof that he was the true messenger of the Great Spirit and the Good Message, the Power and the Peace would be accepted. When he successfully emerges the next day from the waters the Mohawk tribe is convinced. The five nations are receptive to the message and Tekanawita proceeds to frame the central concepts of the Great Law and organizes the Confederacy Council on the basis of principles which underlie Iroquois social structure. He divides the five nations into moieties related to one another as fathers (Mohawk, Onondaga and Seneca) and sons (Oneida and Cayuga). 5 The decision making process which was to be followed involved the Mohawk Nation considering the issue and after a consensus is reached within the Nation, V the question was to be passed to their moiety brother, the Seneca who reach a consensus. There is to be an attempt to consolidate their decision with that of the Mohawk. If two groups agree they are to appoint a speaker for the moiety who movesacross the fireto bring the opinion and the question to the Oneida. The Oneida are to pass the question on to the Cayuga and if the two groups reach consensus the issue is to be passed back across the fire to the Mohawk who present the outcome to the firekeepers, the Onondagas. The Onondagas then consider the issue and if they agree with the consensus reached by the other four nations, they ratify the opinion. 6 However, if there are divergent opinions from the Mohawk and Seneca, both opinions are to be handed across the fire to the Oneida and Cayuga to be considered equally. If the Oneida and Cayuga are split in opinion then both opinions must be handed on to the firekeepers. The Firekeepers can break the tie by choosing one opinion over the other. If the Oneida and Cayuga agree wit just one of the opinions handed to them by the Mohawk and Seneca, they return this opinion to the latter, and the speaker for the Mohawk and Seneca will present the opinions to the firekeepers, with an explanation of the outcome. The Onondaga consider the issue together with the results arrived at among the other nations, and the final decision will be announced. 7 After establishing the vital decision making process to be followed Tekanawita establishes the symbolism of the central hearth, that is the Confederacy fire, whose smoke will rise, the beautiful smoke, piercing the sky. 8 At the central fire he planted a tree a great white pine that put forth white roots East, West, North and South. Each nation would contribute one arrow to form a single strong bundle bound together with the sinew of a deer and as joined were to represent the Confederacy solidarity. Tekanawita addressed the Nations with the message that all Nations exercise equal authority in the Confederacy and that as individuals the Chiefs the tall trunks of the Confederacy are all equal in status. He then warned that if the arrows of the Nations are withdrawn from the bundle that represent the power of their solidarity, the bundle of arrows will weaken. 9 After describing the basic workings of the Confederacy, Tekanawita called a lengthy recess, and members of the council returned to their settlements to inform the people of the Confederacy of the formation and to determine the existing organization of lineages and clans in their respective nations, and to select in terms of their lineage affiliations more candidates for the positions on the council. Fifty titles are eventually assigned by clan and were assigned as follows- Mohawk 9, Seneca 8, Oneida 9, Cayuga -10, and Onondaga 14. The women of the clan or clan mothers were designated to be the holders of the clan titles and had control in large measure in the choice of successors. 10 The chiefs appointed were expected to maintain certain standards or there was to be a recall process that would be followed. At times of stress in the Confederacy, the hereditary Chiefs were to be allowed to appoint a Pine Tree Chief who would have special skills or qualities that could be of help to the hereditary chiefs in their difficult tasks. Pine Tree Chiefs were to be appointed for life and their titles were not to be passed on after their death. 11 The final major process that Tekanawita was to call for was the orderly replacement of the Chiefs upon their dismissal or more likely their death. This process was to allow an orderly transition of power within the Confederacy. This process consisted of the Clan Matron selecting a candidate and the women of the clan approving the selection followed by the chiefs who represent the tribal moiety, then the Chiefs of the Nation, then the Chiefs from her side of the Confederacy fire. At the Condolence Council the candidate was to be stood up for approval by the chiefs of the opposite moiety. The candidate is to be raised up by being crowned with the antlers of office representing his status as a Chief. 12 This was then the basic outline of the principles and philosophy of the Confederacy of the Iroquois. They agreed to stop fighting amongst themselves and to accept the Good Message that called upon them to find a peaceful way to resolve issues among the tribes. They were directed by the messenger of the Great Spirit to uphold certain standards of leadership and to fill vacancies in a peaceful manner. They were to stand together so that they may be stronger than one individual tribe. There is a plethora of opinion which concurs with the thesis that the Iroquois Confederacy had a strong influence on the final document which was to be the law of the land for the United States from its inception to present day. Some of these sources not only attribute the Iroquois Confederacy with significantly affecting the form of the Government of the United States but also with instilling the American independence mentality which would give rise to the impetus to make the initial break from the British. As the Indians were standing along the shore watching the Puritans arrive, the Indians carried with them a tradition of meeting and democracy, of free speech, of free thinking, of tolerance for each others differences of religion, of all those things which got attached to the Bill of Rights. 13 White leaders watched the method of government that the Iroquois utilized and they learned union and democracy from it. Historians are now beginning to admit what they must have been aware of, that the government of the United States is not patterned after something across the ocean where there was a belief in the divine right of kings and where the people had no voice, but it is patterned after the government of the People of the Long House, where all people, including both men and women were respected and took a part in their government. 14 The interaction between the colonial Americans and the Iroquois Confederacy began immediately upon the arrival of the Europeans. The importance of conciliating the powerful Confederacy was fully appreciated by the colonial authorities and great pains were taken to secure and retain the favor of the confederacy. Each successive governor announced his arrival to the Sachems of the League, and invited them to meet him in council, at an early day, to renew the covenant chain or agreement to work together peacefully. 15 Beginning in the early 1740s, Iroquois leaders strongly urged the colonists to form a federation similar to their own with the immediate benefit to their interests of having a unified management of Indian trade with resultant minimization of fraud, and a unity of the two peoples in the face of the cold war which was occurring between the English and the French. 16 This urging became a more forceful admonition when the Iroquois Chief Canssatego spoke to Pennsylvania officials gathered at Lancaster in 1744 with the following words: Our wise forefathers established Union and Amity between the Five Nations. This has made us formidable; this has given us great Weight and Authority with our neighboring Nations. We are a powerful Confederacy; and by your observing the same methods, our wise forefathers have taken, you will acquire such Strength and power. Therefore whatever befalls you, never fall our with one another. 17 A crucial step forward towards colonial American unification necessary for the eventual independence movement took place in Albany, New York in 1754. The Albany Plan was a landmark on the rough road that was to lead through the first Continental Congress and the Articles of Confederation and then to the Constitution of 1787. 18 On the eve of the Albany Congress, Franklin had a great deal of exposure to the imagery and political ideas of the Iroquois from first hand experience and from his study of Cadwallader Coldens History of the Five Nations. 19 Franklin met with both Colonial and Iroquois delegates to create a plan of unity that was in part derived from some of the tenets of the Great Law of the Iroquois. 20 During the discussions at Albany Franklin addressed the assemblage in words that freely acknowledged the Iroquois Confederacy as a model to build upon: It would be a strange thing if Six Nations of ignorant savages should be capable of forming such a union and be able to execute it in such a manner that it has subsisted ages and appears indissoluble, and yet that a like union should be impractical for ten or a dozen English colonies, to whom it is more necessary and must be more advantageous, and who cannot be supposed to want an equal understanding of their interest. 21 When Franklin proposed his plan of union before the Congress it had a Grand Council, a Speaker, and called for a general government under which each colony may retain its present constitution all nomenclature and concept derived from the Confederacy. 22 Franklins writings indicate that as he became more deeply involved with the Iroquois and other Indian peoples, he picked up ideas from them concerning not only federalism, but concepts of natural rights, the nature of society and mans place in it, the role of property in society, and other intellectual constructs that would eventually be called into service by Franklin as he and the other American revolutionaries shaped an 23 official ideology for the soon to be founded United States of America. 23 As the relationship between the colonies and Great Britain became more and more strained rebellion became a more realistic and viable alternative. In the eyes of the rebellious American Colonists, the Iroquois symbolized autonomy and a new American identity. 24 The intervening years between the Albany Plan of Union, the Articles of Confederation and the final Declaration of Independence included events such as the protest of the Stamp Act, the Boston Tea Party, formation of the Sons of Liberty. Each of these events drew upon the symbolism and philosophy of the Iroquois. The Sons of Liberty during the Stamp Act Crisis sent wampum belts to the Iroquois asking them to intercept the British moving down the Hudson. 25 The Boston Tea Party was carried out by Colonists dressed as Indians and the formation of the Sons of Liberty involved putting up a pine post called the Tree of Liberty, a direct transference of symbolism from the Iroquois symbol of Liberty. 26 On June 11, 1776, while the question of independence was being debated, twenty-one visiting Iroquois chiefs were actually lodged on the second floor of the Pennsylvania State House and were formally invited into the meeting hall of the Continental Congress. 27 During speeches delivered to the delegation of Native Americans they were addressed as Brothers and told of the delegates wish that the friendship between them would continue as long as the sun shall. shine and the water run. 28 The speech expressed hope that new Americans and Iroquois would act as one people, and have but one heart. 29 In a speech on July 26, 1776, James Wilson, delegate from Pennsylvania and future author of the first draft of the U. S. Constitution, argued forcefully for a confederation similar to the Iroquois League and asserted that Indians know the striking benefits of confederation and we have an example of it in the Union of the Six Nations. 30 In essence, Wilson, a friend of Franklin, believed that a strong confederacy like the Iroquois Confederacy was crucial to the development of a new nation and to maintaining a friendly relationship with the Indian populations. 31 Thomas Jefferson has also documented his appraisal of the attributes of the Native American concepts of morality and governance. In his writings Jefferson states: Their only controls are their manners, and that moral sense of right and wrong, which, like the sense of tasting and feeling in every man, makes a part of his nature. An offense against these is punished by contempt, by exclusion from society, or, where the case is serious, as that of murder, by the individuals whom it concerns. Imperfect as this species of coercion may seem, crimes are very rare among them; insomuch that were it made a question, whether no law, as among the savage American, or too much law, as among the civilized Europeans, submits man to the greatest evil, one who has seen both conditions of existence would pronounce it to be the last; and that the sheep are happier of themselves, than under care of the wolves. It will be said, the great societies cannot exist without government. The savages, therefore, break them into small ones. 32 Several areas of the Iroquois Constitution of the Five Nations which clearly have a parallel in the U. S. Constitution would be paragraph 84 dealing with the right of self-determination, paragraph 96, stipulating government by the people, by the consent of the governed, Paragraph 98 stating definite provision for such consent of the governed and controls by those governed and as a last example; Paragraph 99 guaranteeing freedom of religion. 33 Paragraph 33 stipulates the process by which a Chief shall be replaced upon dismissal or death. This systematic transmission of official rank was, in fact, the vital principle of the Iroquois Government. 34 The decision-making process of the League resembles that of a two-house congress in one body, with the older brothers and younger brother each comprising a side of the house. 35 The Onondagas filled something of an executive role, with a veto that could be overridden by the older and younger brothers in concert. 36 By implication in five places within the U. S. Constitution the impact of the Iroquois Confederacys continual urgings that the colonists should coordinate Indian negotiations and policies through a central authority were codified. 37 This codification is included in Article 11, Section 10, which prohibits the States from entering into treaties; Article 11, Section 2, which also prohibits States from entering into treaties; Article 11, Section 2, Clause 2, which defines the treaty process- Article VI, Section 2, which defines a treaty as the supreme law of the land; and finally, Article 111, Section 2, which grants the federal courts over U. S. citizenry who violate treaties. 38 These provisos were to find an impact on the Native American populations to present day and beyond. Even in light of the preceding discussion of the documented influence by the Iroquois Confederacy on the Founding Fathers and the resultant inclusion of many of the basic concepts and premises of the Iroquois Law within the U. S. Constitution, there is still an apparent oversight of the this impact in a scholarly work as recently as 1994. David N. Mayor in his discussion of the influences on the thinking of Thomas Jefferson in relation to his intellectual contribution to the U. S. Constitution mentions only Locke, Scottish moral sense of philosophy, deistic natural religion and the economic theories developed by British and French antimercantilists. 39 Not one mention or word of credit is given to the Native Americans who have so clearly been a major contributor in the formation of the American persona. Donald A. Grinde comments that ignoring the processes whereby Euroamericans created a new culture out of the American experience impoverishes everyone and gives an appearance that scholars are seeking to stop the process of de-Europeanizing America. 40 He specifically discusses Temple University anthropologist Dr. Elisabeth Tooker who contends that American Indian government figures not at all in the standard histories of the Constitution, nor in the documents on which they rest. 41 As a refutation of this premise Grinde goes on to quote many of the specifics of the writings generated by the founders some of which have been stated herein along with scholarly input with justification for their own viewpoint. It is truly a revelation as a student of history to study the impact that Native America had in the development of the United States of America. The fact that the Native Americans preceded the settlement of the Europeans and were a part of the innate character of the New World must logically affect the development of the new settlers. It is the ultimate irony that by the initial assistance given to the entering immigrants by the Native American population that they were in fact aiding in the ultimate decimation of their people, and the diminishment of their land and their mythological based form of government. Lesson 2 The Invasion of America Reading Assignment: Calloway, 67-136. Introduction: The Columbian encounter is arguably the most pivotal event in the history of the world. Neither Europe nor the Americas would be the same after this watershed event. This lesson highlights the merging of two previously distinct ecosystems and the devastating effect it would have on native peoples. Then it traces emergence of three European powers as they became dominant colonizers in North America. The lesson emphasizes that regardless of the variety of experiences Indians had in their relations with Europeans, they all shared irreversible changes in their cultures. This lesson will also introduce you to some of the primary sources related to the Spanish, French, and English invasions of North America and their consequences. Essay topics for Lesson 2 Write on one of the following topics or combine any of the topics into one. 1. What are the arguments for viewing Columbus as a hero? Villain? Where do you come down on this contentious issue? 2. What were the main differences in the motives of the Spanish, French, and English when they colonized the Americas? Was the European conquest of the Americas inevitable? Why or why not? 3. What role did Indian relationships play in the outcome of the various European invasions? Explain the â€Å"Columbian Exchange† and how it affected both Europe and the Americas. 4. How does Apess deal with the fact that the Pequot supported the English in King Phillip’s War? Does Apess’s writing tell us more about Pequots in the nineteenth century or seventeenth century Massachusetts? Early European Exploration and Colonization. Leah S. Glaser VUS. 2 Describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians. For many years, students of American history have learned about the era of European exploration and colonization in terms of conquest and defeat. Europes entry into the Americas had economic and political motivations, but over the last several years historians have begun to emphasize that exploration and colonization also allowed cultural contacts and exchanges among three different continents: Europe, Africa, and America. Each society viewed the other through their respective perceptions and culture. Historians like Colin Calloway and Gary Nash explain that these relationships created new worlds for all. The nature of cultural contact and change in America varied from region to region, and can be traced to Europes different colonizing strategies and the response of the existing local population. America, Africa, and Europe: Three Worlds on the Eve of 1492 Contrary to longstanding European assumptions, native societies in the Americas possessed their own rich and varied cultures. An estimated 3 to 5 million people, speaking hundreds of languages, inhabited the region; with about 60 million people living in the Western Hemisphere, the population rivaled that of Europe and Africa. While they did not yet possess the same farming techniques or methods of transportation as those of Europe and Africa, these societies were diverse and sophisticated, and adapted continually to changing environments. Irrigation communities in the Southwest, mound cities in the Mississippi and Ohio Valleys, and the villages of the eastern woodlands characterized the nature of these societies at the time of European contact. Climatic changes, over hundreds of years, had altered farming patterns and prompted different groups to compete for dominance through warfare, as well as to participate in a vast trade network that spread across the continent. The African societies (like those of the American Indians and the Europeans) were highly dependent on the environmental conditions and varied widely across the continent. Africa very much resembled America in its diversity of cultures across deserts, grasslands, and forests, its established networks of trade, and resource competition. The early use of iron implements raised productivity and subsequently increased the continents population, which reached about 50 million by the fifteenth century. Much of that population was organized politically under large empires, like the Kingdom of Ghana. Ghana achieved architectural and artistic wealth principally through important trading contacts with the Middle and Far East. Other kingdoms also developed skilled craftsmanship, codes of law, and trading networks. Alongside these trade relationships, Muslim influences, which had spread throughout Africa since the eleventh century, also shaped African community life. African societies differed most markedly from those in Europe in terms of familial organization (matrilineal rather than patrilineal). For example, property rights and inheritance descended through the mother. Europeans did not engage with Africa until the early fifteenth century, though they had been fascinated with the East for hundreds of years prior to contact. They were particularly eager to control the Mediterranean trade routes that tapped into the vast markets and goods. Throughout the Middle Ages, the East also served as a battleground for two of the worlds fastest growing religions, Islam and Christianity, as evidenced in the Crusades. The Catholic Church and the Holy Roman Empire ruled supreme over Europe in opposition to the growing Ottoman (Islamic) Empire. By the fifteenth century, the invention of the printing press and improvements in navigation techniques (like the compass and the hourglass) helped spawn the Renaissance, an era known for challenging the power of the Church and celebrating human possibility though exploration, ideas, art, and literature. Spain joined in this creative celebration, but also gained political power by successfully defeating Islamic forces in Granada and by consolidating two powerful Catholic monarchies through the marriage of Ferdinand of Aragon and Isabella of Castille. In 1492, the two Catholic leaders launched the Inquisition to make Spain, once part of the Ottoman Empire, into a fully Catholic country. Their efforts spawned the Reconquista, an era fueled by violence and religious intolerance as Spain sought to expel all Jews and Muslims from its borders. Amidst this political climate and activity, Ferdinand and Isabella granted a Genoan explorer, Christopher Columbus, funding to expand Spains empire. 1492: Americas Indians Encounter the Spanish After he landed on the islands we know today as the Bahamas, Columbus explored the island of Hispaniola where he met the lands native inhabitants. He and his crews returned to the Caribbean three more times. Columbuss so called discovery offered Spain tremendous opportunities for wealth, particularly from the mining of gold and silver. It also provided new soil for European plants like sugar, cof

Phoenix Jacksons Story in A Worn Path :: essays research papers

"Little by little, one walks far." Peruvian Proverb As this cherished saying from Peru is implying, great things never happen in single leaps. It takes small steps, and plenty of determination, to get to the end. Phoenix Jackson, an elderly African-American, is a great example of this proverb as she walks that long distance to town, determination in her every step. Even in her old age Phoenix is a shining example of what can be accomplished with determination. Phoenix?s unwavering determination is clearly evidenced in her reaction to the dog, in her meeting with the hunter, and in her personal battle of age. One aspect of determination is the bravery to keep going no matter what may happen, which Phoenix displays often throughout the story. When Phoenix was attacked by a large black dog on her way to town, the elderly woman was unfazed. While some people would have panicked, Phoenix simply laid ?there and presently went to talking. ?Old woman,? she said to herself, ?that black dog come up out of the weeds to stall you off, and now there he sitting on his fine tail, smiling at you??. Phoenix?s reaction to the dog was one of good humor, which shows that even though she was startled, she was not flustered in the face of danger. After being tackled by the large dog, a hunter with a dog of his own comes along and rescues the Phoenix. After the hunter had shooed the large dog away, he pointed the barrel of his gun directly at Phoenix. She was unfazed and if anything she stood up straighter. When the hunter asked if the gun scared her, she replied, ?No, sir, I seen plenty go off closer by, in my day, and for less than what I done.? Phoenix?s bold statement hints at her probably tragic past, which undoubtedly shaped her to become the woman she is today. Determination alone is not enough to accomplish a task. Motivation is needed as well. For Phoenix, she has her grandson, who needs medicine from town or else he could not breathe. At the doctor?s office, the nurse explained to the attendant the ?she doesn?t come for herself- she has a little grandson. She makes these trips just as regular as clockwork.? Phoenix, even in her old age, travels that long way in every kind of weather, just to ensure her young grandson?

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WWW. JAGRANJOSH. COM SSC COMBINED GRADUATE LEVEL (MAIN) EXAMINATION 2012 QUESTION PAPER SSC Combined Graduate Level (Main) Examination 2012 Question Paper 1. (a) . . =? 9 44 27 44 (b) (c) 44 9 (d) 27 42 2. Complete the series 7, 26, 63, 124, 215, 342,? (a) 481 (b) 511 (c) 391 (d) 421 3. A woman sells to the first customer half her stock of apples and half an apple, to the second customer half an apple and half of her remaining stock and so also to a third and to a fourth customer. She finds that she has now 15 apples left.How many had she at first? (a) 250 (b) 155 (c) 125 (d) 255 4. There are 200 questions on a 3 hour examination. Among 200 questions, 50 are from Maths, 100 are in GK and 50 are in Science. He spent twice as much time on each mathematics question as for each other question. How many minutes did he spend on mathematics question? (a) 36 (b) 72 (c) 100 (D) 60 5. The reminder when (a) 2 (b) 3 919 + 6 is divided by 8 is (c) 5 (d) 7 6. The least five-digit perfect square n umber which is divided be 3, 4, 5, 6 and 8 is a) 14400 (b) 32400 (c) 10800 (d) 10201 7. Which of the following numbers does not fit into the series? 4, 19, 29, 40, 44, 51, 59, 73 (b) 51 (c) 44 (d) 29 (a) 59 8. What will be the remainder when 19100 is divided be 20? (b) 20 (c) 3 (d) 1 (a) 19 9. A toy factory manufactured a batch of electronic toys. If the toys were packed in boxes of 155 each, 13 boxes would not be filled completely. If the toys were packed in boxes of 65 each, 22 such boxes would not be enough to pack all of them. Coincidentally, in the end, the toys were packed in n toys each, without any remainder. The total number of toys was (a) 1424 (b) 1434 (c) 1444 (d) 1454 2 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 10.A and B started a business with Rs 20000 and Rs 35000 respectively. They agreed to share the profit in the ratio of their capital. C joins the partnership with the condition that A, B, and C will share profit equally and pays Rs 220000 as premium for this, to be shared between A and B. This is to be divided between A and B in the ratio of (a) 10: 1 (b) 1: 10 (c) 9: 10 (d) 10: 9 11. A can complete a work in 20 days and B in 30 days. A worked alone for 4 days and then B complete the remaining work along with C in 18 days. In how many days can C working alone complete the work? (a) 12 (b) 68 (c) 72 (d) 90 12.A pipe can fill a cistern in 12 minutes and another pipe can fill it in 15 minutes, but a third pipe can empty it in 6 minutes. The first two pipes are kept open for 5 minutes in the beginning and then the third pipe is also opened. Number of minutes taken to empty the cistern is (a) 38 (b) 22 (c) 42 (d) 45 13. A and B can complete a job in 24 days working together. An alone can complete it in 32 days. Both of them worked together for 8 days and then A left. The number of days b will take to complete the remaining job is (a) 16 (b) 32 (c) 64 (d) 128 14. In a factory, there are equal number of women and children. Women work for 6 hours a day and children for 4 hours a day. During festival time, the work load goes up by 50%. The government rule does not allow children to work for more than 6 hours a day. If they are equally efficient and the extra work is done by women, then extra hours of work put in by women every day are (a) 5 (b) 3 (c) 4 (d) 9 15. A and B each working alone can do a work in 15 days and 25 days respectively. They started the work together, but B left after some time and A finished the remaining work in 7 days. After how many days from the start did B leave? (a) 3 (b) 5 (c) 7 (d) 9 16.A and B undertaken to do a piece of work for Rs 1200. A alone can do it in 8 days, while B can do it in 6 days. With the help of C, they complete it in 3 days. Find Cs share. (a) Rs 450 (b) Rs 300 (c) Rs 150 (d) Rs 100 17. By selling an article at 80% of its marked price, a trader makes a loss of 10%. What will be the profit percentage if he sells it at 95% if its marked price? (a) 6. 9 (b) 5 (c) 5. 9 (d) 12. 5 3 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 18. By selling an umbrella for Rs 30, a shopkeeper gains 20%. During a clearance sale, the shopkeeper allows a discount of 10% of the marked price.His gain percentage during the sale season is (a) 7 (b) 7. 5 (c) 8 (d) 9 19. What is maximum percentage discount (approximately) that a merchant can offer on his marked price so that he ends up selling at no profit or loss, id he initially marked his goods up by 40%? (a) 60% (b) no discount (c) 33. 5% (d) 28. 5% 20. A shopkeeper marks the prices at 15% higher than the original price. Due to increase in demand, he further increase the price by 10%. How much percentage profit will he get? (a) 25 (b) 26. 5 (c) 20 (d) 24. 5 21. From a vessel containing100 litres of wine, 10 litres are drawn out and an equal amount of water is added.From the mixture, 10 litres is again drawn out and same quantity of water is added. What is the final ratio of wine and water? (a) 80 : 20 (b) 90 : 10 (c) 91 : 9 (d) 81 : 19 22. From each of two given numbers, half the smaller number is subtracted. After such subtraction, the larger number is 4 times as large as the smaller number. What is the ratio of the number? (a) 5: 2 (b) 1: 4 (c) 4: 1 (d) 4: 5 23. Men, women and children are employed to do a work in the proportion of 3: 2: 1 and their wages as 5: 3: 2. When 90 men are employed, total daily wages of all amounts to Rs 10350. Find the daily wage of a man. (a) Rs 45 (b) Rs 57. 0 (c) Rs 115 (d) Rs 75 24. Brothers A and B had some savings in the ratio 4: 5. They decided to buy a gift for their sister, sharing the cost in the ratio 3: 4. After they bought, A spent two-third of his amount while B is left with Rs 145. Then the value of the gift is (a) Rs 70 (b) Rs 105 (c) Rs 140 (d) Rs 175 25. The taxi charges in a city contain fixed charges and additional charge/km. The fixed charge is for a distance of upto 5 km and additional charge/km thereafter. The char ge for a distance of 10 km is Rs 350 and for 25 km is Rs 800. The charge for a distance of 30 km is (a) Rs 800 (b) Rs 750 (c) Rs 900 (d) Rs 950 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 26. The marks of 3 students A, B and C are in the ratio 10: 12: 15. If the maximum marks of the paper are 100, then the marks of B cannot be in the range of (a) 20 – 30 (b) 40 – 50 (c) 70 – 80 (d) 80 – 90 27. The average of the test scores of a class of ‘m’ student is 70 and that of ‘n’ students is 91. When the scores of both the classes are combined, the average is 80. What is n/m? (a) 11/10 (b) 13/10 (c) 10/13 (d) 10/11 28. The average salary per head of all workers of an institution is Rs 60. The average salary per head of 12 officers is Rs 400.The average salary per head of the rest is Rs 56. Then the total number of workers in the institution is (a) 1030 (b) 1032 (c) 1062 (d) 1060 29. A cricket played 80 innings and s cored an average of 99 runs. His score in the last inning is zero run. To have an average of 100 at the end, his score in the last innings should have been (a) 10 runs (b) 1 run (c) 60 runs (d) 80 runs 30. A man spends an average of Rs 1694. 70 per month for the first 7 months and Rs 1810. 50 per month for the next 5 months. His monthly salary if he saves Rs 3084. 60 during the whole year is (a) Rs 2400 (b) Rs 3000 (c) Rs 1000 (d) Rs 2000 31.Three years ago, the average age of A, B and C was 27 years, and that of B and C five years ago was 20 years. A’s present age is (a) 30 years (b) 35 years (c) 40 years (d) 48 years 32. The average height of the basketball team A is 5 feet 11 inches and that of B is 6 feet 2 inches. There are 20 players in team A and 18 players in team B. The overall average height is (a) 72. 42 inches (b) 72 inches (c) 70. 22 inches (d) 70 inches 33. A shopkeeper sells a transistor at 15% above its cost price. If he had bought it at 5% more than what he p aid for it and sold it for Rs 6 more, he would have gained 10%.The cost price of the transistor is (a) Rs 800 (b) Rs 1000 (c) Rs 1200 (d) Rs 1400 34. A seller user 920 g in place of one kg to sell his articles at 15% gain on cost price, the actual percentage of profit is (a) 20 (b) 15 (c) 25 (d) 30 35. A man sold two houses for Rs 96000 each. In the sale of the first house, he incurred 20% profit and in the sale of the second, he incurred 20% loss. What is the gain or loss percentage in total? 5 SSC Combined Graduate Level (Main) Examination 2012 Question Paper (a) 6% gain (b) 6% loss (c) 4% gain (d) 4% loss 36. The price of a land passing through three hands, rises on the whole by 65%.If the first and second sellers earned 20% and 25% profit respectively. Find the profit earned by the third seller. (a) 20% (b) 55% (c) 10% (d) 25% 37. One year payment to the servant is Rs 500 plus one shirt. The servant leaves after 10 months and receives Rs 350 and a shirt of the same value. What i s the price of the shirt? (a) Rs 150 (b) Rs 350 (c) Rs 400 (d) Rs 500 38. A person purchased a certain number of articles at 11 articles for Rs 10 and sold them at 10 articles for Rs 11. Find the gain percentage. (a) 22 (b) 20 (c) 1 (d) 21 39. Of the adult population in a certain city, 45% of men and 25% of women are married.Assuming that no man marries more than one women, and vice versa, the percentage of total population of adults who are married, is (a) 33. 33 (b) 35. 14 (c) 31. 1 (d) 30 40. A garrison is provided with ration for 72 soldiers to last for 54 days. Find how long would the same amount of food last for 90 soldiers. If the individual ration is reduced by 10%? (a) 48 days (b) 72 days (c) 54 days (d) 126 days 41. In an examination paper of five questions, 5% the candidates answered all of them and 5% answered none. Of the rest, 25% candidates answered only one question and 20% answered 4 questions and 20% answered 4 questions.If 396 candidates answered either 2 question s or 3 questions, the number of candidates that appeared for the examination was (a) 800 (b) 1000 (c) 850 (d) 900 42. In a test, A scored 10% more than B and scored 5% more C. If C scored 300 marks out of 400, then A’s marks are (a) 310 (b) 325 (c) 350 (d) 360 43. A train crosses a bridge of length 150 m in 15 seconds and a man standing on it in 9 sec. The train is travelling at a uniform speed. Length of the train is (a) 225 m (b) 200 m (c) 135 m (d) 90 m 44. Arun and Bhaskar start from place P at 6 am and 7. 30am respectively and run in the same direction.Arun and Bhaskar run at 8 km/h and 12 km/h respectively. Bhaskar overtakes Arun at (a) 10:30 am (b) 9 am (c) 11:30 am (d) 11 am 6 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 45. A man can row at 10 km/h in still water. If it takes a total of 5 hours for him to go to a place 24 km away and return, then the speed of the water current is (a) 2 km/h (b) 3 km/h (c) 2 km/h 1 (d) 1 km/h 46. A man started 2 0 min late and travelling at a speed of 1 times of his usual speed reaches his office in time. The time taken by the man to reach his office at his speed is (a) 40 min (b) 1 h 20 min (c) 1 h (d) 30 min 7. Divided Rs 15494 between A and B so that A’s share at the end of years may be equal to B’s share at the end of 11 years, compound interest being 20% per annum. Then A’s share is (a) Rs 8000 (b) Rs 9140 (c) Rs 9144 (d) Rs 9414 48. The principal amount which yields a compound interest of Rs 208 in the second year at 4% is (a) Rs 5000 (b) Rs 10000 (c) Rs 13000 (d) Rs 6500 49. An amount is invested in a blank at compound rate of interest. The total amount, including interest, after first and third years is Rs 1200 and Rs 1587 respectively. What is the rate of interest? (a) 10% (b) 3. 9% (c) 12% (d) 15% 50.The difference between compound and simple rates of interest on Rs 10000 for 3 years at 5% per annum is (a) Rs 76. 25 (b) Rs 76. 75 (c) Rs 76. 50 (d) Rs 76 51. A solid consist of circular cylinder with exact fitting right circular cone placed on the top. The height of the cone is h. If total volume of the solid is three times the volume of the cone, then the height of the circular cylinder is (a) 2 h (b) 2? 3 (c) 4 h (d) 3? 2 52. Water flows at a rate of 10 meters per in diameter. How long will it take to fill up a conical vessel whose diameter at the base is 40 cm and depth is 24 cm? a) 51 min 12 sec (b) 52 min 1 sec (c) 48 min 15 sec (d) 55 min 53. The three perpendicular distances of three sides of an equilateral triangle from a point which lies inside that triangle are 6 cm, 9 cm and 12 cm respectively. The perimeter of the triangle is (a) 42 2 cm (b) 45 3 cm (c) 52 2 cm (d) 54 3 cm 54. The area of a right-angled triangle is 24 cm2 and one of the sides containing the right angle is 6 cm. The altitude on the hypotenuse is 7 SSC Combined Graduate Level (Main) Examination 2012 Question Paper (a) 3. 6 cm (b) 4. 8 cm (c) 5. 2 cm (d) 12 cm 55 . A cost of cultivating a square field at a rate of Rs 135 per hectare is Rs 1215.The cost of putting a fence around it at the rate of 75 paise per metre would be (a) Rs 360 (b) Rs 810 (c) Rs 900 (d) Rs 1800 56. The area of a trapezium is 384 cm2. If its parallel sides are in ratio 3: 5 and the perpendicular distance between them is 12 cm, the smaller of the parallel sides is (a) 20 cm (b) 24 cm (c) 30 cm (d) 36 cm 57. The perimeter of the triangular base of a right prism is 60 cm and the sides of the base are in the ratio 5: 12: 13. Then its volume will be (height of the prism being 50 cm) (a) 6000 cm3 (b) 6600 cm3 (c) 5400 cm3 (d) 9600 cm3 58.If the length of a rectangular parallelepiped is 3 times of its breadth and 5 times of its height and its volume is 14400 cu cm, then area of the total surface will be (a) 2420 sq cm (b) 3320 sq cm (c) 4320 sq cm (d) 5320 sq cm 59. The capacities of two hemispherical bowls are 6. 4 litres and 21. 6 litres respectively. Then the ratio of their internal curved surface areas will be (a) 4 : 9 (b)2 : 3 (c) 2 : 3 (d) 16 : 81 60. Let A and B be two solid spheres such that the surface area of B is 300% higher than the surface area of A. The volume of A is found to be k% lower than the volume of B. The value of k must be (a) 85. (b) 92. 5 (c) 90. 5 (d) 87. 5 61. The ratio of the areas of the circum circle and the incircle of a square is (a) 2: 1 (b) 1 : 2 (c) 2 : 1 (d) 1 : 2 62. From a circular sheet of paper of radius 10 cm, a sector of area 40% is removed. If the remaining part is used to make a conical surface, then the ratio of the radius and the height of the cone is (a) 1 : 2 (b) 1 : 1 (c) 3 : 4 (d) 4 : 3 63. If the area of the circular shell having inner and outer radii of 8 cm and 12 cm respectively is equal to the total surface area of cylinder of radius R1 and height h, then h, in terms of R1 will be (a) 2 3 1 ? 30 7 (b) 2 1 ? 40 2 1 (c) 30 1 2 1 (d) 2 40 1 1 8 SSC Combined Graduate Level (Main) Examination 2012 Q uestion Paper 64. A well of radius 3. 5 m is dug 16 m deep. The earth removed is spread over an area of 400 m2 to form a platform. Height of the platform is (a) 1. 54 m (b) 154 m (c) 7. 7 m (d) 77 m 65. The ratio of the number of sides of two regular polygons is 1: 2. If each interior angle of the first polygon is 120o, then the measure of each interior angle of the second polygon is (a) 140o (b) 135o (c) 150o (d) 160o + 66. If x = (a) 0 , hen x2 – x – 1 is equal to (c) 2 (d) 5 + + + (b) 1 67. If x = , then the value of (a) 0 (b) 1 (c) + 3 is equal to (d) 68. The area of the region bounded by y = ?x? – 5 with the co-ordinate axes is (a) 25 sq units (b) 52 sq units (c) 50 sq units (d) 20 sq units 69. The real value of x, that satisfies the equation (a) 5 (b) 2 3 (c) ? + + = 5 + is (d) 4 a = 225, b = 227. + 70. Find the value of a3 + b3 + c3- 3abc when (a) 2304 (b) 2430 (c) 2034 (d) 2340 71.Number of solution of the equation (a) 0 (b) 1 (c) 2 ? + + = ? 2 is (d) 4 + + ? 72. If + (a) –2 = 1, then the value of (c) 2 is (b) ? 2 (d) ? 2 73. If ? = a + b, (where a, b are rationals), value of (a + b) is (a) –2 (b) 2 (c) 1 (d) –1 74. 232 – (2 + 1) (22 + 1)(24 + 1)(28 + 1)(216 + 1)) is equal to (a) 0 (b) 1 (c) 2 (d) 216 75. If the expression x + 809436 ? 809438 be a perfect square, then the value of x is (a) 0 (b) 1 (c) 809436 (d) 809438 76.If O is the orthocenter of the ? ABC and ? BAC =80o, then measure of ? BOC is (a) 80o (b) 100o (c) 120o (d) 90o 77. Two chords of a circle, of length 2a and 2b are mutually perpendicular. If the distance of the point, at which the chords intersect, from the centre of the circle is c (c< radius of the circle), then the radius of the circle is (a) a + b – c 2 + 2 – 2 2 + 2 – 2 (b) 2 (c) 2 (d) 2 78. Two concentric circles having common centre ‘O’ and chord AB of the outer circle intersect 9 SSC Combined Gradu ate Level (Main) Examination 2012 Question Paper he inner circle at points C and D. If distance of chord from the centre is 3 cm, outer radius is 13 cm and inner radius is 7 cm, then length of AC in cm is (a) 8 10 (b) 6 10 (c) 4 10 (d) 2 10 79. If PT is a tangent and AB is a chord of a circle and they intersect at the point P externally and PT = 2AP and AB = 18 units, then PT =? (a) 6 units (b) 9 units (c) 12 units (d) 15 units 80. In ? ABC, DE ? BC where DE intersects AB and AC at the points D and E respectively. If AD = 6 cm, DB = 12x – 6 cm, and AE = 2x cm and CE = 16 – 2x cm, then the value of x is (a) 6 (b) 4 (c) 2 (d) 8 81.If the sides of a quadrilateral ABCD touch a circle and AB = 6 cm, CD = 5 cm, BC = 7 cm, then the length of AD in cm is (a) 4 (b) 6 (c) 8 (d) 9 82. AB is the diameter of a circle with centre O and P is a point on it. If ? POA = 120o, then the value of ? PBO is (a) 30o (b) 50o (c) 60o (d) 40o 83. From the circumcentre I of the triangle ABC, perp endicular ID is drawn on BC, if ? BAC = 60o, then the value ? BID is (a) 75o (b) 60o (c) 45o (d) 80o 84. PQ is a chord of length 6 cm of a circle of radius 5 cm. tangents to the circle at P and Q meet at T. length of TP is (a) 4. 75 cm (b) 2. 5 cm (c) 3. 75 cm (d) 4. 25 cm 85. O is the centre of a circle. AC and BD are two chords of the circle intersecting each other at P. If ? AOB = 15o and ? APB = 30o, then tan2 ? APB + cot2 ? COD is equal to (a) 3 1 (b) 3 2 (c) 3 4 (d) 10 3 86. ? ABC is a right- angled triangle, where ? ABC = 90o. If AC 2 and AB – AC 2, then the value of cos2 A – cos2 C is (a) 1 5 (b) 5 (c) 2 1 (d) 5 3 87. At the foot of a mountain, the elevation of its summit is 45 o. After ascending 2 km towards the mountain upon an incline of 30o, the elevation charges to 60o. The height of the mountain is (a) ( 3 ? ) km (b) ( 3 + 1) km (c) ( 3 ? 2) km (d) ( 3 + 2) km 10 SSC Combined Graduate Level (Main) Examination 2012 Question Paper 88. The maximum value of sin8 + cos14 , for all real values of is (a) 1 (b) 2 (c) 1 2 (d) 0 ( + ) 2 ?1 1 2 89. If cos2 (a) 2 1 + sin2 = (b) 2 1 , 0o < < 90o, then tan = (c) (d) 90. If sin(10o 6’ 32†) = then the value of cos(79o 53’ 28†) + tan(10o 6’ 32†) is (a) (1+ 1 2 ) 1 2 (b) 1? 1 2 1 2 (c) 1 2 + 1 2 (d) 1 2 +1 1 2 91. If sin + cosec = 2, then the value of + is (a) 1 (b)1/2 (c) 2 92. tan tan tan (a) 1 2 (d) 0 tan ?sin2 = 1 (b) 2? 3 2 (c) 4 (d) 4 3 93. + = ? ? = , (a) 1 (b) 2 (c) 4 (d) 9 94. Number of integral values of x for which sin – (a) 5 (b) 4 (c) 3 (d) 2 , where 0o ? 90o, is 95. If x = sin + cos and y = sec + cosec , find y in terms of x. (a) + (b) (c) (d) + Directions (Q. Nos. 6-100) The following pie chart show the details of 1500 employees working in a company in various scales and also the break-up of 800 male employees across the scales. Study the graphs and answer the questi on. 11 SSC Combined Graduate Level (Main) Examination 2012 Question Paper Break-up of 1500 employess across the scales VII 8% I 22% Break-up of 800 male employees across the scales VII 10% VI 14% V 12% IV 10% VI 9% V 12% IV 11% I 24% II 15% III 19% II 18% III 16% 96. How many females are working in scale V? (a) 180 (b) 144 (c) 96 (d) 84 97. The male-female ratio working in scale VII is () 1: 2 (b) 2: 1 (c) 2: 3 (d) 3: 2 98.The scale(s) in which the number of working females is the same are (a) I and VI (b) I and III (c) III and VI (d) only III 99. The number of scales in which the female workface is less than the average female workface working in any scale is (a) 5 (b) 2 (c) 3 (d) None of these 100. Had the total number of employees working in the company been 1600 (800 male, 800 female) and pie charts of break-up across the scales the same, the percentage increase or decrease of female workforce in scale VII is (a) 10% decrease (b) 15% increase (c) 20% decrease (d) 20% increase 12

Psychopharmacology and Mental Health Counseling - 740 Words

Psychopharmacology and Mental Health Counseling Samantha Jackson Walden University Psychopharmacology and Mental Health Counseling Kaut and Dicknson (2007) states â€Å"a growing challenge for mental health counselors is to understand the potential benefits and limitations of many different types of drugs â€Å"(.p204-205). Drugs are prescribed to have an effect on the brain and behavior of clients. Mental health counselors are advised to be trained in how psychotropic medications can benefit and be at risk for their clients and to develop a collaborative approach to treatment (Kaut amp; Anderson, 2004; King amp; Dickinson, 2007). While mental health counselors cannot prescribe medication, they can recommend medication and educated their†¦show more content†¦Ethical Limitation Clients have the right to confidentiality. Counselors cannot share information about clients without shared consent. Counselors throughout treatment process must inform clients when confidentiality can be breached (Mears, G., 2010). If a counselors foresee that a client is a danger to himself or others confidentiality must be broken. Counselor’s Role in Educating Clients about Medication Kaut and Dickinson (2007) suggested, without expert training in pharmacology, the mental health counselor must self-educate. Counselors have to pull information from peer-reviewed articles/journals, books, and colleagues to educated themselves. In order for a counselor to address client concerns or therapeutic issues a counselor role is to understand prescription medication (Dickinson amp; Kaut 2007 p. 216). If the prescribing medical professional does not fully explain the medication side effects, the counselor is left to educate the client on the medication (Kaut and Dickinson, 2007). The counselor monitors side effects and drug interactions, while maintaining an open discussion about the drugs specific to the client treatment. Counselors are encouraged to help their clients manage their medications, and provide therapeutic services that capitalize on the medications desired effects (Mears, G. 2010). Appropriate Referral Source The client is referral to a particular medical professional depending on the clients need. Determining the mostShow MoreRelatedPsychopharmacology and Mental Health Counseling1035 Words   |  5 PagesPsychopharmacology and Mental Health Counseling Psychopharmacology and Mental Health Counseling It seems that the more human development changes, the more there is a demand to understand the role of pharmaceuticals in daily life with regard to mental health. 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When a family member begins to place the veteran’s health, welfare and needs before their own, they can lose contact with their own needs, desires, and sense of self: becoming co-dependent (Mental Health America). The family has good intentions by taking care of the veteran who is experiencing difficulty, but the caretaking becomes compulsive and defeating. Co-dependents often take on a martyr’s roleRead MoreDisorders and Treatments for Depression Essays1436 Words   |  6 Pagesdiscussed are as follows: Cognitive Therapy (CT), Cognitive Behavioral Therapy (CBT), and Interpersonal Therapy (IPT). The second section will be a summary of a counseling session the learner had with a client and the treatment that was given to help alleviate and ceased the depression from reoccurring. Depression is considered a mental disorder that can lead an individual to commit suicide, experiment fatal risk that can injure his or her life. Furthermore, an individual feeling depressed lacksRead MoreThe Treatment Of Posttraumatic Stress Disorder1174 Words   |  5 Pagesthe needy individual to continue on a destructive course and to become even more dependent on the unhealthy caretaking of the family. As this reliance increases, the co-dependent develops a sense of reward and satisfaction from â€Å"being needed† (Mental Health America). The family will begin to feel helpless in the relationship, but are unable to break away from the cycle of behavior that causes it: viewing themselves as victims. Clinicians have several treatment options to consider in the treatmentRead MoreAnorexia Nervosa: Nursing Interventions1326 Words   |  5 PagesAnorexia is eight times more common in people who have relatives with the disorder (Eating disorders, 2013, University of Maryland Medical Center). Bibliography Eating disorders. 2013. University of Maryland Medical Center. 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