Blog 13 Jason Sylvester
The self assessment test shows that I am considered ENFJ, [extraverted intuitive feeling judging]. They have tremendous charisma by which many are drawn into their grand schemes. Many ENFJs have tremendous power to manipulate others with their phenomenal interpersonal skills and unique salesmanship. ENFJs generally believe in their dreams, and see themselves as helpers and enablers, which I believe to be quite true.
ENFJs are global learners . they see the big picture. Some can juggle an amazing number of responsibilities or projects simultaneously. Many have tremendous entrepreneurial skills.
ENFJs know and appreciate people. They are apt to neglect themselves and their own needs for the needs of others. They have thinner psychological boundaries than most, and are at risk for being hurt or even abused by less sensitive people. ENFJs often take on more of the burdens of others than they can bear.
The dynamic nature of their intuition moves ENFJs from one project to another with the assurance that the next one will be perfect, or much more nearly so than the last. ENFJs are continually looking for newer and better solutions to benefit their extensive family, staff, or organization.
Tuesday, June 3, 2008
research paper
Jason Sylvester Research paper
Criminal Thinking.
What is it that causes a person to become a criminal? Central Florida Psychological consultants, Inc believe that there are eight criminal thinking patterns. Based on their research they find that offenders and ex-inmates do not think as a law abiding citizen would. Rather they engage in criminal thinking patterns. These patterns or thinking errors are the cornerstone to the foundation that offenders build upon.
The eight criminal thinking patterns are as follows. The first is mollification which means that lifestyle criminals seek to play down the seriousness of past criminal conduct or conflicts by blaming problems on external circumstances, making excuses for their behavior, pointing out unfairness in the world, or de-valuing their victims. The second criminal thinking pattern is called the “cutoff”. With practice, the lifestyle criminal eliminates normal feelings which deter the criminal action through a simple phrase [“forget-it”]. In some cases the offender will abuse drugs or alcohol to cutoff fear, anxiety, guilt, or other common deterrents to criminal activity. The third thinking pattern is entitlement. The lifestyle criminal believes that he is entitled to violate the laws of society and the rights of others by way of an expressed attitude of ownership, privilege, or by labeling wants and needs. The fourth is power orientation. Choosing power and control over self discipline and internal control, lifestyle criminals attempt to exert power and control over others. Consequently they feel weak and helpless when not in control of a situation, also known as [zero state] which consists of these beliefs, you are nothing, everyone else also believes you are worthless, your worthlessness will last forever and can never be changed. They attempt to alleviate this feeling by a style which criminals adopt called the power thrust which results in one of three things, manipulating, intimidating, or physically assaulting others. The fifth criminal thinking pattern is sentimentality like most people, the lifestyle criminal have an interest in being viewed as a nice guy. However this creates a serious dilemma, given the level of interpersonally intrusive activity they have engaged in. they may perform various good deeds with the intent of cultivating a heck of a guy or robin-hood image. Number six is super optimism experience has taught the lifestyle criminals that they get away with most of their crimes. This leads to a growing sense of overconfidence in which they believe they are invulnerable, and unbeatable. Ironically, this belief leads to their eventual downfall. Seven is cognitive indolence commonly known as mental laziness. As lazy in thought as in behavior, lifestyle criminals take short cuts through life which inevitably lead to failure, low self evaluation, and poor critical reasoning skills. The last is discontinuity. Lifestyle criminals have difficulty maintaining focus over time because of being easily influenced by events and situations occurring around them. As a result they have difficulty following through on initially good intentions. In addition to these thinking errors, specific criminal acts are affected by motives such as fear, anger/rebellion, excitement/pleasure, and greed/laziness. These motivations sometimes combine with criminal thinking patterns to produce a variety of maladaptive behaviors.
Criminal Thinking.
What is it that causes a person to become a criminal? Central Florida Psychological consultants, Inc believe that there are eight criminal thinking patterns. Based on their research they find that offenders and ex-inmates do not think as a law abiding citizen would. Rather they engage in criminal thinking patterns. These patterns or thinking errors are the cornerstone to the foundation that offenders build upon.
The eight criminal thinking patterns are as follows. The first is mollification which means that lifestyle criminals seek to play down the seriousness of past criminal conduct or conflicts by blaming problems on external circumstances, making excuses for their behavior, pointing out unfairness in the world, or de-valuing their victims. The second criminal thinking pattern is called the “cutoff”. With practice, the lifestyle criminal eliminates normal feelings which deter the criminal action through a simple phrase [“forget-it”]. In some cases the offender will abuse drugs or alcohol to cutoff fear, anxiety, guilt, or other common deterrents to criminal activity. The third thinking pattern is entitlement. The lifestyle criminal believes that he is entitled to violate the laws of society and the rights of others by way of an expressed attitude of ownership, privilege, or by labeling wants and needs. The fourth is power orientation. Choosing power and control over self discipline and internal control, lifestyle criminals attempt to exert power and control over others. Consequently they feel weak and helpless when not in control of a situation, also known as [zero state] which consists of these beliefs, you are nothing, everyone else also believes you are worthless, your worthlessness will last forever and can never be changed. They attempt to alleviate this feeling by a style which criminals adopt called the power thrust which results in one of three things, manipulating, intimidating, or physically assaulting others. The fifth criminal thinking pattern is sentimentality like most people, the lifestyle criminal have an interest in being viewed as a nice guy. However this creates a serious dilemma, given the level of interpersonally intrusive activity they have engaged in. they may perform various good deeds with the intent of cultivating a heck of a guy or robin-hood image. Number six is super optimism experience has taught the lifestyle criminals that they get away with most of their crimes. This leads to a growing sense of overconfidence in which they believe they are invulnerable, and unbeatable. Ironically, this belief leads to their eventual downfall. Seven is cognitive indolence commonly known as mental laziness. As lazy in thought as in behavior, lifestyle criminals take short cuts through life which inevitably lead to failure, low self evaluation, and poor critical reasoning skills. The last is discontinuity. Lifestyle criminals have difficulty maintaining focus over time because of being easily influenced by events and situations occurring around them. As a result they have difficulty following through on initially good intentions. In addition to these thinking errors, specific criminal acts are affected by motives such as fear, anger/rebellion, excitement/pleasure, and greed/laziness. These motivations sometimes combine with criminal thinking patterns to produce a variety of maladaptive behaviors.
Tuesday, May 27, 2008
sylvester final
Final-Sylvester
Reading. Writing. Arithmetic. These have always been the great triumvirate of education and are still considered basic necessities. The skill of speaking could well have been added to these, but most of us were well on our way with our speech by the time we started school. The art of communication, whether it is through the spoken or written word, affects every aspect of our lives as humans. Through communication we can share and describe our experiences, ideas, thoughts, and feelings. We can become better critical thinkers and thoughtful listeners. We can improve our performance in school, on the job, in our interpersonal relationships, and we can learn to observe, appreciate, to question, and to suggest. Ultimately, we can shape and realize a more meaningful life. English Composition I, with its focus on reading and writing pertinent topical pieces, provides the necessary stimulus for one to think and write critically. Further, the course develops language, grammar, and punctuation skills and covers the various forms of writing, from creative to business.
We will be regaled with various forms of writing throughout our lives, and for this reason we need to be able to recognize these forms and understand their uses. We can witness someone’s personal writing, or create our own, and in the process examine the world around us. We can consume facts and be teased by the provocative thesis of a piece of academic writing. We can be entertained and educated by subject writing. We can view the process that blends fact and fiction and adds to that mix invention and imagination, and we will enjoy a piece of creative writing. We can self-study or discover other’s self-study in reflective writing, and we can communicate professionally with business writing. In all of this, we will take a journey, possibly to some place we have never seen.
While the written word can never replace face to face interaction, it can cement the understanding that comes from sharing our common struggle as humans. It has been well said that reading is to the mind what exercise is to the body. The use of words is one of the most effective ways of adapting to the ever changing human condition. It then stands to reason that the better control we have over our words, the better we can adapt and adjust in life. The words of the English language may be clothed in t-shirts, casual wear, or tuxedoes, but all have a purpose. Slang, informal English, and semiformal English all have their place whether written or spoken, and knowing the difference makes a difference. The combination and order of words along with the author’s voice can create clarity of understanding or perhaps a magical picture. Shakespeare described a leafless tree in winter as “bare, ruined choirs where late the sweet birds sang.” This is in direct contrast to a technical manual describing rack and pinion steering as “a small cogwheel gear, or pinion, that meshes with a larger cogwheel gear, or rack.” The knowledge of language will always help define the difference.
Robert Frost once stated, “Half the world is composed of people who have something to say and can’t and the other half who have nothing to say and keep saying it.” This course promoted critical thinking which allows understanding and free choice between good and not so good ideas. We were taught to read, listen, and write, and in the process we came to know something. We can take each good thought read, learned, and written and add it to the ultimate whole result of our lives. We will be well served by this experience of language, and if one were to disagree, just how would they do it?
Reading. Writing. Arithmetic. These have always been the great triumvirate of education and are still considered basic necessities. The skill of speaking could well have been added to these, but most of us were well on our way with our speech by the time we started school. The art of communication, whether it is through the spoken or written word, affects every aspect of our lives as humans. Through communication we can share and describe our experiences, ideas, thoughts, and feelings. We can become better critical thinkers and thoughtful listeners. We can improve our performance in school, on the job, in our interpersonal relationships, and we can learn to observe, appreciate, to question, and to suggest. Ultimately, we can shape and realize a more meaningful life. English Composition I, with its focus on reading and writing pertinent topical pieces, provides the necessary stimulus for one to think and write critically. Further, the course develops language, grammar, and punctuation skills and covers the various forms of writing, from creative to business.
We will be regaled with various forms of writing throughout our lives, and for this reason we need to be able to recognize these forms and understand their uses. We can witness someone’s personal writing, or create our own, and in the process examine the world around us. We can consume facts and be teased by the provocative thesis of a piece of academic writing. We can be entertained and educated by subject writing. We can view the process that blends fact and fiction and adds to that mix invention and imagination, and we will enjoy a piece of creative writing. We can self-study or discover other’s self-study in reflective writing, and we can communicate professionally with business writing. In all of this, we will take a journey, possibly to some place we have never seen.
While the written word can never replace face to face interaction, it can cement the understanding that comes from sharing our common struggle as humans. It has been well said that reading is to the mind what exercise is to the body. The use of words is one of the most effective ways of adapting to the ever changing human condition. It then stands to reason that the better control we have over our words, the better we can adapt and adjust in life. The words of the English language may be clothed in t-shirts, casual wear, or tuxedoes, but all have a purpose. Slang, informal English, and semiformal English all have their place whether written or spoken, and knowing the difference makes a difference. The combination and order of words along with the author’s voice can create clarity of understanding or perhaps a magical picture. Shakespeare described a leafless tree in winter as “bare, ruined choirs where late the sweet birds sang.” This is in direct contrast to a technical manual describing rack and pinion steering as “a small cogwheel gear, or pinion, that meshes with a larger cogwheel gear, or rack.” The knowledge of language will always help define the difference.
Robert Frost once stated, “Half the world is composed of people who have something to say and can’t and the other half who have nothing to say and keep saying it.” This course promoted critical thinking which allows understanding and free choice between good and not so good ideas. We were taught to read, listen, and write, and in the process we came to know something. We can take each good thought read, learned, and written and add it to the ultimate whole result of our lives. We will be well served by this experience of language, and if one were to disagree, just how would they do it?
Thursday, May 15, 2008
Blog#13-Campbell
Blog#13-Campbell
I found the results of the Jung Typology Test I took both interesting and informative. The results scored me as an ISTJ or as a distinctively expressed introvert, a slightly expressed sensing personality, a slightly expressed thinking personality, and a moderately expressed judging personality. According to the test, I am considered extremely dependable, highly responsible and watchful over those people and things in my domain. I am purported to be a rule follower, and I uphold and respect the standards of the day. I have no love for flourish or fanfare and am dedicated to my employers and family. And I accomplish all this in a quiet and purposeful manner.
On the positive side, I feel I am some of these things most of the time, but never all things all the time. I like to be in charge and follow SOP, but I can work under and take direction from some one I respect. I can be focused, organized, am able to work alone, like deduction, and have a clear work ethic. More than anything, I can most often see the whole, and because of this am realistic and exercise common sense.
On the negative side, I value common sense over feelings and often see that there is a right way, a wrong way, and then there is my way. I am often reluctant to accept new ways and ideas, and change frightens me. I am often very impatient, especially if processes stall or take too long. I rarely focus on future needs; I am the grasshopper to some one’s ant. I can be insensitive and have trouble adapting to other’s needs. A risk, even one carefully calculated, is a mine field of worry and stress for me. And there are times when I completely abandon the entire positive and just hunker down.
I have always turned to “doing” when I cannot easily get through a crisis; work your body and your mind will sort itself out. Well, I am not particularly happy with some of the findings. What I need to do is take a hard look, peel away some of the layers and compress the negatives into simple attainable goals. I will try to be open to possibilities, consider implications for other people, and embrace change. That seems like a good start.
I found the results of the Jung Typology Test I took both interesting and informative. The results scored me as an ISTJ or as a distinctively expressed introvert, a slightly expressed sensing personality, a slightly expressed thinking personality, and a moderately expressed judging personality. According to the test, I am considered extremely dependable, highly responsible and watchful over those people and things in my domain. I am purported to be a rule follower, and I uphold and respect the standards of the day. I have no love for flourish or fanfare and am dedicated to my employers and family. And I accomplish all this in a quiet and purposeful manner.
On the positive side, I feel I am some of these things most of the time, but never all things all the time. I like to be in charge and follow SOP, but I can work under and take direction from some one I respect. I can be focused, organized, am able to work alone, like deduction, and have a clear work ethic. More than anything, I can most often see the whole, and because of this am realistic and exercise common sense.
On the negative side, I value common sense over feelings and often see that there is a right way, a wrong way, and then there is my way. I am often reluctant to accept new ways and ideas, and change frightens me. I am often very impatient, especially if processes stall or take too long. I rarely focus on future needs; I am the grasshopper to some one’s ant. I can be insensitive and have trouble adapting to other’s needs. A risk, even one carefully calculated, is a mine field of worry and stress for me. And there are times when I completely abandon the entire positive and just hunker down.
I have always turned to “doing” when I cannot easily get through a crisis; work your body and your mind will sort itself out. Well, I am not particularly happy with some of the findings. What I need to do is take a hard look, peel away some of the layers and compress the negatives into simple attainable goals. I will try to be open to possibilities, consider implications for other people, and embrace change. That seems like a good start.
Wednesday, May 14, 2008
Final Exam-Wm Campbell
Final Exam-Campbell
What Are the Qualities of Good Academic Writing?
Writing is the most effective way to show that one really understands a subject and has made the subject a part of one’s thinking. Academic writing attempts to analyze collections of facts and thoughts, to organize the information, and to inform a particular audience. Good academic writing resounds with authority, or comes across as if the writer knows the subject. It speaks with a coherent voice, flowing from one point to the next. It also speaks with a clear voice as it must follow the standards of grammar, usage, and punctuation. In the end it is the product of a great deal of thought, understanding, careful planning, writing, and revising.
Careful study is to academic writing what imagination is to creative writing and what intuition is to reflective writing. The starting point of a piece, after choosing a particular subject, is the careful study and analysis of all the related facts. One must know and understand the facts well enough to tell the audience, “Here is what I understand.” One must know and understand the facts well enough to be able to ask the questions, Who? What? Where? When? Why? Why not? How? The answers to these questions should lead to a focus, a main point, or center of interest. Within the focus, the key problem or issue should come to the fore, and the direct way to approach the issue will become the purpose of the piece. This purpose should then be presented so as to inform, explain, compare, identify causes and effects, define, propose solutions, or argue for or against.
The form of the piece should be in traditional essay form, beginning with a thesis statement. The thesis statement should occur as early as possible in the introductory paragraph and should identify the specific part of the subject about which the piece is written. As stated previously, this will be the focus of the writing. This statement, or focus, should carry through the writing and should be a controlling vision that defines what will be said. The thesis statement should then be developed in successive supporting paragraphs in the essay body and must present details and explanations in an orderly way to make the often complicated ideas easily understood for the audience. The supporting paragraphs should make use of examples, facts, statistics, quotations, opposing views, and contrasting comparisons. They could also include judgment, criticism, persuasion, and argument. In a perfect world, the supporting paragraphs would answer the audience’s questions even as they form. The piece should end with a summary paragraph or conclusion which ties together all of the facts and might include solutions to issues. It should leave the audience with a clear and concise understanding of the topic discussed.
The writer’s voice and point of view should be consistent throughout the piece. The voice should be semiformal and avoid the use of slang terms or popular expressions. Words should be chosen for clarity and organized in an orderly and concise way. The third person point of view (he, she, they) should be used in all academic writing except when the writing focuses on personal experience.
Good academic writing does not happen by chance. It happens with a well conceived thesis, or focus, which comes from a well researched effort to identify, study, and analyze the facts of some appealing point of interest. It requires a holistic understanding of the related issues and the subsequent orderly, clear, and concise discussion of the purpose of the piece. It helps the audience to a deeper understanding of the topic and leaves them with something to think about and to question, perhaps keeping the premise of the piece alive long after it has been read.
What Are the Qualities of Good Academic Writing?
Writing is the most effective way to show that one really understands a subject and has made the subject a part of one’s thinking. Academic writing attempts to analyze collections of facts and thoughts, to organize the information, and to inform a particular audience. Good academic writing resounds with authority, or comes across as if the writer knows the subject. It speaks with a coherent voice, flowing from one point to the next. It also speaks with a clear voice as it must follow the standards of grammar, usage, and punctuation. In the end it is the product of a great deal of thought, understanding, careful planning, writing, and revising.
Careful study is to academic writing what imagination is to creative writing and what intuition is to reflective writing. The starting point of a piece, after choosing a particular subject, is the careful study and analysis of all the related facts. One must know and understand the facts well enough to tell the audience, “Here is what I understand.” One must know and understand the facts well enough to be able to ask the questions, Who? What? Where? When? Why? Why not? How? The answers to these questions should lead to a focus, a main point, or center of interest. Within the focus, the key problem or issue should come to the fore, and the direct way to approach the issue will become the purpose of the piece. This purpose should then be presented so as to inform, explain, compare, identify causes and effects, define, propose solutions, or argue for or against.
The form of the piece should be in traditional essay form, beginning with a thesis statement. The thesis statement should occur as early as possible in the introductory paragraph and should identify the specific part of the subject about which the piece is written. As stated previously, this will be the focus of the writing. This statement, or focus, should carry through the writing and should be a controlling vision that defines what will be said. The thesis statement should then be developed in successive supporting paragraphs in the essay body and must present details and explanations in an orderly way to make the often complicated ideas easily understood for the audience. The supporting paragraphs should make use of examples, facts, statistics, quotations, opposing views, and contrasting comparisons. They could also include judgment, criticism, persuasion, and argument. In a perfect world, the supporting paragraphs would answer the audience’s questions even as they form. The piece should end with a summary paragraph or conclusion which ties together all of the facts and might include solutions to issues. It should leave the audience with a clear and concise understanding of the topic discussed.
The writer’s voice and point of view should be consistent throughout the piece. The voice should be semiformal and avoid the use of slang terms or popular expressions. Words should be chosen for clarity and organized in an orderly and concise way. The third person point of view (he, she, they) should be used in all academic writing except when the writing focuses on personal experience.
Good academic writing does not happen by chance. It happens with a well conceived thesis, or focus, which comes from a well researched effort to identify, study, and analyze the facts of some appealing point of interest. It requires a holistic understanding of the related issues and the subsequent orderly, clear, and concise discussion of the purpose of the piece. It helps the audience to a deeper understanding of the topic and leaves them with something to think about and to question, perhaps keeping the premise of the piece alive long after it has been read.
Resume-Wm Campbell
William F. Campbell
149 Main Street, Edgartown, MA 02539
(508) 222-2222
_____________________________________________________________
Job Objective: Full time position as an Apprentice Plumber
Education: Chatham High School-Graduated, June, 1980
Cape Cod Community College (part time) 2002-Present
Mount Wachusett Community College (part time) 2006-
Present
Experience:
1999-Present County of Dukes County, MA
Maintenance, plumbing
Weekend and reserve cook
Responsible for job set up, ordering
Preparation of weekend and some weekday meals for
30 people, menu planning, ordering
1986-1999 Commercial Fisherman, Chatham, MA
First Mate aboard boat. Tended fish traps, weirs, long
Lines. Shellfished for clams, scallops, and quahogs.
Cleaned and prepared catch for sale to market
1984-1985 Ready Plumbing, Chatham, MA
Plumber’s helper
1982-1984 Whitely Plumbing, Chatham, MA
Plumber’s helper
1977-1980 Chatham Ford, Chatham, MA
Prep work and car detailer for new and used vehicles
References: Available upon request
149 Main Street, Edgartown, MA 02539
(508) 222-2222
_____________________________________________________________
Job Objective: Full time position as an Apprentice Plumber
Education: Chatham High School-Graduated, June, 1980
Cape Cod Community College (part time) 2002-Present
Mount Wachusett Community College (part time) 2006-
Present
Experience:
1999-Present County of Dukes County, MA
Maintenance, plumbing
Weekend and reserve cook
Responsible for job set up, ordering
Preparation of weekend and some weekday meals for
30 people, menu planning, ordering
1986-1999 Commercial Fisherman, Chatham, MA
First Mate aboard boat. Tended fish traps, weirs, long
Lines. Shellfished for clams, scallops, and quahogs.
Cleaned and prepared catch for sale to market
1984-1985 Ready Plumbing, Chatham, MA
Plumber’s helper
1982-1984 Whitely Plumbing, Chatham, MA
Plumber’s helper
1977-1980 Chatham Ford, Chatham, MA
Prep work and car detailer for new and used vehicles
References: Available upon request
Cover letter Wm Campbell
Cover letter-Campbell
149 Main Street
Edgartown, MA 02539
May 1, 2008
Mr. Peter Plunger
Plunger Brothers Plumbing
1632 Menhaden Pit Road
Oak Town, MA 02001
Dear Mr. Plunger:
I am a close acquaintance of your shop foreman, Bill Elbow, who mentioned in passing that you were looking for an apprentice who would like a long term job commitment. I am very interested in the position and have enclosed my resume which details my work experience.
I am aware that your business has and relies on an excellent reputation and word of mouth advertising for your customer base. My job experiences and references will describe my dedication to the tasks at hand and my ability to take direction.
Please feel free to contact me by phone (508-222-2222) any evening after 6:00 PM to arrange an interview. Thank you for your consideration, and I look forward to hearing from you.
Sincerely,
William Campbell
149 Main Street
Edgartown, MA 02539
May 1, 2008
Mr. Peter Plunger
Plunger Brothers Plumbing
1632 Menhaden Pit Road
Oak Town, MA 02001
Dear Mr. Plunger:
I am a close acquaintance of your shop foreman, Bill Elbow, who mentioned in passing that you were looking for an apprentice who would like a long term job commitment. I am very interested in the position and have enclosed my resume which details my work experience.
I am aware that your business has and relies on an excellent reputation and word of mouth advertising for your customer base. My job experiences and references will describe my dedication to the tasks at hand and my ability to take direction.
Please feel free to contact me by phone (508-222-2222) any evening after 6:00 PM to arrange an interview. Thank you for your consideration, and I look forward to hearing from you.
Sincerely,
William Campbell
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