Communism and Democratic Capitalism

1. From a Christian perspective, why did Marxist Communism fail? The government has too much power of constrains people. Trying to force people and form them to change is not right and does not work in the long run. To give any one party too much power is a bad idea. We are all human and prone to sin. The government needs to help the people and work for the people not rule them. 2. Which is a more Christian form of government, democratic capitalism or democratic socialism? That is a tricky question, and I believe the answer lies somewhere in between the two.The struggle is to regulate but not over regulate the people. People are greedy and in capitalist economy will not give to the poor. That’s were socialism looks better, but then the government is to power full and human nature can affect the government just as it can a civilian. I believe my vote goes for democratic capitalism with less government and a competitive market. 3. What functions does government have to undertake because of fallen human nature? The government has to protect society from itself so to speak.The government becomes responsible for creating laws to protect rights and property. They also become responsible for enforcing these laws and protecting people from others who may steal their things. The government also has to be responsible to take care of the environment since people fail to do it on their own. Another thing I see the government doing is taking care of people who can’t devise the means to take care of themselves. 4. Should Christians concern themselves with the regulatory activities of government? If so, what areas of regulation are most significant?Yes I do believe Christians should concern themselves with regulatory activities. The major one would be discrimination. There needs to be very strict laws guarding against regulation. All of god’s children are created equal and all should be treated fairly and given the basic tenants of life. Also everyone abl e should be able to work and have to opportunity to support themselves and contribute to society. Another regulation that needs to be of concern to Christians is over regulation. Over regulation can lead to many deceitful and bad things when abused by greedy individuals and government.

Products from Organisms, Biological Systems and Processes

Plants are essential to life on earth because they capture light energy and convert it into a form – chemical energy – usable by all organisms. Taking the simple molecules carbon dioxide and water, they convert these into a wide range of energy-rich organic substances to serve their needs but which also fulfil the needs of other organisms. All organisms are made up of the same basic biochemicals, so plants are a ready source of these staple foods – carbohydrates, proteins and fats, along with other essential nutrients such as vitamins and minerals. Of the plant species named to date (over 270 000), about 80 000 plants are known to be edible but only around thirty of these are grown as crop plants – wheat, rice, maize and potatoes provide more of the world's food than all other crops combined.Muscular System: Muscle Metabolism As well as these staple foods, plants produce thousands of more subtle chemicals which man and other organisms have made use of. These include herbs, spices and fragrances, drinks, textiles, construction materials, dyes, fuels and medicines. Many new, revolutionary treatments, and hopes for the future, of diseases such as cancer are derived from plants, e.g. taxol from the Pacific yew. Products from Micro-organisms We know that micro-organisms were first used in brewing and baking in ancient Sumeria about 6000 years ago. The first micro-organisms were observed by Anton van Leeuwenhoek in the mid seventeenth century, but the involvement of micro-organisms in brewing was not recognised until the work of Louis Pasteur in 1856. Nowadays many products are produced using micro-organisms, including foods (beer, bread, cheese, yogurt, Single Cell Protein, e.g. Quorn, medicines (e.g. antibiotics such as penicillin) and using chemicals that micro-organisms produce as sources of energy (e.g. methanogenic and other bacteria producing â€Å"biogas†, ethanol). It is the chemicals that the micro-organisms produce as part of their metabolism that make them useful. Applications of Biological Systems and Processes As biotechnology has advanced, biotechnologists have not only made use of the organism themselves, but biological systems and processes. These technologies make use of DNA: * Enzymes: Enzymes are chemicals which speed up biological reactions. The use of enzymes by humans really began thousands of years ago, but when they were in the cells of organisms. More recently it has been realised that these would work better isolated from cells. Probably the first use of isolated enzymes was â€Å"takadiastase† – prepared from a fungus on wheat bran. * DNA fingerprinting: Each individual on the planet (except for identical twins) is unique because of the combination of their genes and differences in large areas of the DNA that do not carry genes. In the early 1980s, Professor Alec Jeffreys, at the University of Leicester, showed that DNA, extracted from an individual could be broken into sections using enzymes, then separated into bands using a technique called electrophoresis. Because of similarities and differences in banding patterns, this technique can be used in forensic science, questions of paternity and in the diagnosis of genetic diseases. Detailed Notes Application of Enzymes Applications of enzymes nowadays include: * Industrial applications: Enzymes from bacteria which help to break down proteins and fats are used in biological washing powders. Dish washer powders often contain amylases to break down starch. * Food industry: Many enzymes are used in the production of cheese and by some brewers in beer production. In baking, amylases are added to flour to speed up the breakdown of starch into glucose, for use by the yeast. * Textiles: Starch has been used as a coating on fabrics to prevent damage during weaving. This can be removed by bacterial amylases. * Medicine: Biosensors can be used, for instance, to test a person's blood cholesterol. Strips impregnated with enzymes are used to test for glucose, for instance in urine.

Analysis of the theory of recruitment practices in SMEs

Analysis of the theory of recruitment practices in SMEs The focus of this essay is to use observations from an ethnography study conducted in a small Chinese restaurant in the city of Bradford in carrying out an analysis of the theory of recruitment practices in small and medium – sized enterprises (SME’s). It will begin with a brief description of the study and the organization involved with details of all that was observed during the period of the period of the study. The results will thereafter be linked with theories relating to recruitment practices in SME’s drawing from a wide range of academic literature and a conclusion will be drawn based on what has been found and the overall implication with regard to knowledge in the field. It was a cold Thursday afternoon at the end of a seemingly endless array of lectures and tutorials. I decided to visit a Chinese restaurant in the Bradford city center for a taste of oriental cuisine and particularly make some observation on how small businesses operate in this environ ment. On arrival at the restaurant, a relatively cozy setting existed which created a sense of warmth and relaxation; exactly what I needed. I was greeted warmly by a female waitress who appeared to be Chinese although I’m aware she could be from anywhere in that region. There were quite a number of customers in the restaurant at that moment mostly busy with one meal or the other. Being a buffet, there was a lot of moving around with people getting up to take their meals from the service sections. I took a sit in a nice corner, place the order for my drinks and decided to look around for a while before my meal. The aesthetics of the restaurant was quite impressive with the walls painted in a combination of orange and brown, the lighting just right for the atmosphere, tables of various sizes depending on the number of guests and the right amount of decorations on the walls. How can I forget the soft music playing in the background? Even though I couldn’t understand a wo rd of what was being sung as it was in Chinese, the melody was just right. The nationalities of the guests appeared to be all encompassing. There were six middle-aged Caucasian males, two elderly females with a toddler, tow male Asians, a black female couple and three other young black female guests already seated in the restaurant. Three female Chinese waitresses were on hand to attend to guest needs and there was a male waiter at the bar who was in charge of the drinks. The kitchen staff that came out every now and again to replenish the stock of food was also of Chinese origin. This set me wondering on what criteria was required for employment in this restaurant. During the period of my observation, more guests came into the restaurant which comprised of two young female Caucasians, two adult female Pakistanis, one male Pakistani and a group of twelve made up of eleven males and one female all appearing to be from the same workplace as they were all dressed as having come for a f ormal lunch or to celebrate a successful business deal.

Dead Poest Society & John Dewey Essay Example | Topics and Well Written Essays - 500 words

Dead Poest Society & John Dewey - Essay Example In his book Dewey goes on to give a light on the essential difference exiting between typical Welton’s classroom and Keating classroom. As opposed to Welton’s classroom, Keating’s students are likely to develop fun in their learning because of the chance they had in experiencing recreations and field treks outside their classroom. He revives the Dead Poets society that creates a chance for the student to focus on another world far from their curriculum. The fun developed allows the students to develop much passion for the curriculum. This is different to the Welton’s orthodox case where the students had no chance for experiencing fun in their curriculum. Keating, acted as the model described by Dewey evident when he told the student to tear the introductory page of their book while reading. This indicates that Keating as a teacher took up the trait of an executor who brought meaningful association between the students and their reading material. By tearing the page indicates that Keating was concerned about sorting out digestible and most relevant information for his students. Indifferent to this, Nolan, Welton’s headmaster and the enforcer of the traditional system is surprised when he finds out that the students had ripped the first page (Franklin, 2009). This reveals the unusual nature of the traditional systems, as indicated by Dewey, whereby the students are supposed to rely on books rather than their instructors (Dewey, 2007). Keating’s way of teaching proves to be much beneficial to his students. Among the benefits derived from Keating acting as the executor rather than the book, is that the students received refined information which is easier to understand. Keating was able to sort out useful information that he viewed important for the students’ digestion; otherwise, the students would have ended up reading bulky information without knowing what is important for their studies. Further,

Technology and Children Coursework Example | Topics and Well Written Essays - 500 words

Technology and Children - Coursework Example involves preparation of the lessons on a computer, teaching the children from the same screen with comfort, taking exams and record keeping on the progress of the children from their tests (Lindsay Daugherty, 2015). In addition note that the teachers are constantly monitoring the use of the media and controls the use. For example to limit the total time exposure behind the computer screen, the teacher will ensure constant breaks and involvement with other activities off the computer and other aids. To the parents who have children that have a disability that require special needs, there is a program apart the traditional system of education that that works well with them. Computer-based technologies have enhanced ability to participate fully in the classroom environment. The ability to undertake training as the other children do is their right and the government played their part in introducing technology learning. The technology has broadened the range of educational activities so that the needs of children with gentle learning disorders are covered. It has also enhanced the activeness of those students with severe disorders through adaptive technology along with those that have no disability in the classroom (Lindsay Daugherty, 2015). Computer technology plays a vital role in the promotion of education of the infants have the need that require particular attention within the classroom. Using a computer such as in word processing, communication, researching, and performing of the multimedia projects helps more students through learning and emotional disorders to be at the par with their fellow students. Development of the sophisticated devices in computer technology has assisted a bigger number of pupils with more complicated disorders to overcome extensive limitations that obstruct them from classroom participation (Lindsay Daugherty, 2015). Training the teachers and those that are mandated to offer this education to be well equipped with this computer

Nonverbal behavior Essay Example | Topics and Well Written Essays - 250 words

Nonverbal behavior - Essay Example According to the taxonomy of different types of touching, Heslin and Alper (1983) have provided individuals with explanations as to what touch behavior entails. Based on the taxonomy, the messages communicated carry different meanings, which extend from less personal touch to touch that is more personal (Knapp and Horgan 238). In this case, I will emphasize on the warmth/friendship type of touch behavior. From my experience with this type of touch behavior, I have understand the need to extend my closeness to other people. Nonetheless, other people may misunderstand this type of touch behavior increasing discomfort. Understanding the different kinds of touch behavior has the potential of boosting an individual’s knowledge to interpret the messages portrayed. The taxonomy by Heslin and Alper (1983) explains how touch behavior is understood based on personal interactions. For instance, as Arabs living in the U.S., we practice our own unique touch behavior. When we meet with our colleagues, we fancy handshakes and chest kissing. On the contrary, non-Arabs misunderstand this practice by considering it as inappropriate and aggressive when practiced towards them. Furthermore, it may indicate intimate relationship, which is annoying for the Arabs. In my case, I have started feeling uncomfortable with this practice, as I do not want my non-Arab colleagues to misunderstand me based on the relationship I have developed with people of my

Joe chaney case Assignment Example | Topics and Well Written Essays - 750 words

Joe chaney case - Assignment Example Likewise, it is possible for the manager to give employees some incentives for their hard work. By giving simple praise and monetary rewards, Joe can be motivated to improve his work performance and make Joe feel more satisfied with his work. Upon using the Performance Diagnostic Model, the cause of Joe’s performance problem includes: expectations and incentives problem. Joe is not motivated at work because he feels that he is being neglected by the architects because he do not have a degree in architecture and that he is only a draftsman in the company. In line with this, he stated that â€Å"no one around here respects my opinion† (Whetten and Cameron, p. 363). This is a clear sign that there is miscommunication between the manager, architects, and Joe. The lack of work incentives is also another problem that made Joe become less motivated. In line with this, Joe is not happy because his wife has to work in order to support the financial needs of his family (Whetten and Cameron, p. 363). Even though Joe is spending extra time and effort at work, he does not receive any additional monetary benefits to support the needs of his family. This makes Joe’s intrinsic outcome decline. To reshape Joe’s behavior, it is important for the manager reprimand the situation by knowing the main cause of Joe’s declining work performance. By knowing the main cause of his problem, the manager can easily develop strategies that could effectively address the main problem. To redirect Joe’s negative thoughts about being neglected or feeling less important at work, the manager should confront Joe about his declining work performance. During the discussion, the manager can express his support to Joe’s situation by giving praises for his previous outstanding work performance. This strategy will increase Joe’s feeling of being important and

The Offensive Movie Clich That Wont Die Essay Example | Topics and Well Written Essays - 750 words

The Offensive Movie Clich That Wont Die - Essay Example Zollar argues that the word â€Å"negro† has been employed differently during the past four decades. It began falling out of fashion 4 decades ago and this may explain why it is apparently devastating. It is a word that was employed to comfort the white and militantly to oppositional the black race. I enquired for both dignity and autonomy without incorporating the more step for the assertion of its existence with or lack of approval of the white American. For example, in the movie called The â€Å"Green Mile,† the power of the character is used to benefit the whites. It may be relatively difficult to comprehend how words such as â€Å"Negro† changed with time since it is usually perceived to be a racist word. Furthermore, the word is offensive as it describes a race and the race in question has been not only striving but also improving with years. The word should not be used due to the fact that it was used to refer to the blacks during the oppressive eras. To elaborate further, president Obama’s election into the highest office or echelon of powers in the US has perhaps created a precedent for a new era. However, controversies should not emanate from this aspect between the blacks and whites especially on race. Zollar’s argument and conviction on racial tension across the globe is relatively impressive. He argues that everything encompasses competition in the world thus the competition concerning the races is not bad. He asserts that the whites are for the success of the blacks and in return aid them.

Performance Evaluation Essay Example | Topics and Well Written Essays - 1000 words - 1

Performance Evaluation - Essay Example Thirdly, there are strong evidences found which represent the inclusion of an element of biasness and partiality in evaluating the performance of the personnel, which in turn may lead to significant deviations from the actual performance of the personnel. Traits are defined as the properties and characteristics of any given person’s personality. Every person always keeps and carries all personality traits with him/her such that these traits become inseparable from the personality of the person. In evaluating the performance of an employee, the personality traits do have their importance as they actually demonstrate what the personality of the employee is all about (Dessler 2010). Is he/she charming, extrovert, sharp, lazy, or arrogant etc? Behaviors are the particular course of action that a person demonstrates in a particular situation. Behaviors are more concerned with the physical activities and dealings that a person displays given the overall theme or mood of a particular environment. These behaviors are also affected by the mood and emotions of the person as well. For instance, the employee may reflect a careless behavior in the work environment which would be referred to as his behavior, but what actually is causing him to behave in such a weird manner, might be the family issues, financial issues or any other issue (Dessler 2010). Job results are the actual outcomes that are achieved as a result of performing a specific task or duty. Whatever task or duty assigned to the worker, is judged by the ultimate outcome or result of that particular task (Dessler 2010). For example, if an employee is assigned to draft a particular report, the ultimate outcome or result of that task would be the final draft report to be handed over to the supervisor. What actually matters to any organization are the results obtained by the employees. Only those organizations prosper and remain successful in developing a result-oriented culture in their

Usage of social media tools in the federal government sector in the Research Paper

Usage of social media tools in the federal government sector in the UAE - Research Paper Example The researcher considers it important here to address the assumption made for developing the usage of social media chart. The domain of â€Å"Social Media Usage† is applicable on any federal department, which is using one or all social media engagement tools such as e-mail, RSS-feeds, Facebook, Twitter, YouTube, Instagram, Search facilities, feedback mechanisms etc. 2.2. Quantity of Social Media Used The primary findings presented in this section represents the number of social media tools that each of the 48 federal departments are using to engage with the general public. From the analysis of the findings, it is found that Facebook and Twitter are the most popular and widely used social media engagement tools utilized by federal departments. On the other hand, Blogger is the least preferred social media engagement tool used by the federal departments of the UAE. The other social media engagement tools that are used by these federal department are YouTube, official website, live chat options, 24/7 feedback mechanism, Instagram, electronic e-mailing systems, RSS-feeds, LinkedIn etc. 2.3. Active/non-Active Users This section of the research report presents the level of activities carried out on the social networking profiles of the federal department and the status of social networking profiles in terms of active or non-active users. ... The assumption that the researcher has made while formulating the findings of this section is that, any federal department having more than 1,000 users on all of its social networking profiles are eligible to be marked in this section. It has been found that the majority of the Federal Departments are active users of social networking tools and engage masses into the conversation and promotional activities. Only Zakat Fund, The National Council for Tourism and Antiquates, Red Crescent UAE, National transport Authority, Department of Energy, Department of Cabinet Affairs, Insurance Authority and Emirates Post Group are either non-active users of social networking tools or have less followership in terms of engaging masses into conversations and promotional activities. 2.4. Value Addition Strategy This section of the findings presents the value addition strategies and tools used by Federal Departments of UAE to keep the interest of people on these social networking tools high. From the analysis, it has been found that the social networking tools maximize the value of communication carried out by the federal departments with the general public. The value addition strategies focuses on providing general public with updated information about the functions and activities of the federal departments, public service messages, visual and photo projection of events, achievements and awards won for performance excellency, press releases and future projects and plans of the respective federal departments. The best features that are found on the social networking profiles of all departments are search facility, feedback mechanisms and ability of the website to show

European Colonists and Their Viciousness Essay Example for Free

European Colonists and Their Viciousness Essay William Penn was one example of a leading colonist that maintained good relations with the Native Americans. There were other leaders that did likewise. However, most of the European colonists didn’t follow this pattern as John Winthrop or Hernando Cortez. These leaders mistreated the Native Americans and used them like objects. One of the reasons that made some Europeans abuse of the Native Americans was that they didn’t think of the Native Americans as humans but more as animals or savages. Therefore, they thought they could do anything of them and even kill them if they needed to. That was true for the English colonists who saw the Native Americans the same way they saw the Irish. For this reason, they would exploit them and use them as slaves. They even destroyed their villages and kidnapped their children for vengeance. One thing that the English colonists didn’t do that differentiated them from the Spaniards was that they didn’t reproduce with the Native Americans because they saw it as reproducing with an animal. Yet, this wasn’t the only reason of this behavior among the Native Americans. Another reason for which the colonists took advantage of the Native Americans was power. At this time, power was very important for everybody. The amount of power you had leaded your life. Of course, when someone had power, he always wanted more and that was so for the kings and queens. When Christopher Columbus told Queen Isabella that the Tainos were weak, innocent and that it would be easy to control them, the queen saw a good opportunity of expanding her power in America and improving her wealth. She decided that she would make slaves out of the Native Americans and that she would impose them her religion. Of course anyone who would resist would be killed. This is how slavery started in America. Another cause of this behavior was gold. Multiple trips to America had for goal to find gold. The European colonists thought that, now that they found this new land, they would be able to reap the benefits of the gold resting on it. However, when the colonists arrived, the Native Americans were already there with the gold. But the colonists had evil interests; once they saw gold, they would be able to do anything to get it. That is what happened with the â€Å"conquistador† Hernando Cortez and his army when they arrived to Tenochtitlan, the Aztecs’ capital. When they saw this city, they got bewitched by the gold used to build it. This obsession led to the revolution of the Aztecs against the â€Å"conquistadores†. The battle ended with most of the Aztecs killed including their chief. The last source of the colonists’ viciousness was their territories. When America was first discovered by Christopher Columbus, all the European countries fought to extend their lands. However, the Native Americans were an obstacle for the expansion of their colonization. The countries thought that the lands belonged to all different tribes of Native Americans. Therefore, the only way to get the lands was to take over the Native Americans and take possessions of their lands. This is again an example of Hernando Cortez’s conquest of America for Spain. When he arrived in America, Hernando killed every Native American tribe he found on his way to then claim their lands to Spain. The only reason he didn’t kill some of them was to have better chances to defeat the Aztecs. But Cortez wasn’t the only colonist to do this to Native Americans and some might have been even crueler than he had. In conclusion, the Europeans didn’t follow the pattern of good relations with Native Americans as William Penn and other European leaders because of dehumanization, power, gold and land. These are the four facts that most of the European colonists thought were worth killing a very important amount of innocent people and that caused them to offer viciousness instead of kindness to the Native Americans who hadn’t done anything wrong to them.

Study of Demographics Essay Example for Free

Study of Demographics Essay The city of Wildwood is a sleepy city in the county of Sumter in Florida. It is a city which is primarily similar to the Wildwood’s initial economy that was put together around the lumber industry. A business man by the name of Barwick constructed and had possession of a timber mill close tor town. In the year of 1882 is when the railroad emanated to Wildwood in, and Wildwood became the hub for the railroad until the 1960’s and that is when Seaboard Coastline inaugurated â€Å"laying off† workers (Visit communities in Sumer, 2014). After Seaboard Coastline railroad degenerated in the 1960’s, there were a hardly any farsighted select few which were competent enough to efficaciously redirect the township. This is the point where a shopping center was constructed and it is when the Floridas Turnpike was completed in 1964 (soon followed by I-75), it was the efforts of J.W. Peebles and E.C. Rowell that got the Wildwood-. The U.S. census for 2010 demographic profile for Wildwood, Florida is the hub of transportation for the central western part of the state. Wildwood is where Interstate 75 and the Florida Turnpike intersects (Visit communities in Sumer, 2014) Wildwood’s has a total population of 3,551. The following 2010 U.S. census reports the housing status (in housing units unless noted) at a total of 2,197 of those 1,608 are occupied and of those 1,281 are owner-occupied. The population in owner-occupied (number of individuals) 2,731, those renter-occupied numbered at 327. Population in renter-occu pied dwellings (number of individuals) is valued at 820 of those households with individuals fewer than 18 estimated at 343. With the number of vacant properties was 589; there are 55 vacant for rent, 67 vacant and for sale. The population by sex and age; Male- 1,746 Female 1,805 Under 18 630 18 over 2,921 20 24 140 25 34 278 35 49 646 50 64 777 65 over 1,012 Population by Ethnicity; Hispanic or Latino -82 Non-Hispanic or Latino 3,469 Population by Race: White- 3,383 African American 52 Asian- 28 American Indian and Alaska Native- 10 (QuickFacts:Locate a counti.., 2012) The reported 2010 household income statistics for the City of Wildwood, Florida states that there are those who have less than $15,000 in earnings a year. With a mere 10% of families’ income is between $15,000 and $24,999, 15% of families income is $25,000 to $49,999, then 20% have between $35,000 to $49,999. The median wage of Wildwood is those making $50,000 to $74,999 are rated the most with a total of approximately 22%, and 5% earn $100,000.00 to $124,999, $124.999 to $149.999 is 5%, 1% earns $150.00 to $199,999.99 and 2% with earnings $200,000.00 (Wildwood, FL Household Incomes, 2012). Of those in the city of Wildwood the population was stretched out with 22.3% of the people are under age 18, 6.5% are between 18 to 24, 18.4% from 25 to 44, 19.0% are 45 to 64, and 33.8% who were 65 years of age or older. â€Å"The median age was 48 years. For every 100 females there were 83.2 males. For every 100 females age 18 and over, there were 79.2 males† (QuickFacts:Locate a counti.., 2012). The City of Wildwood’s educational level is based upon C LRsearch.com approximately 20% did not complete high school,40% completed high school, 20% had some college, 55 completed an associates program, 105 completed a bachelor degree program, and 55 had completed a Graduate Degree at age 25 or  more (Wildwood, Fla Education Le., 2012). Employment statistics for all potential employees (population age 16+); civilian males 195, civilian females 18%, 1% of males are in the armed forces, 0 females in service, 2% males and females unemployed, 28% males not among work force, and 32% of the females not in work force (Wildwood Employment, Occupation and Industry, 2012). The English language is the dominant language with Spanish coming in second amongst the city’s 42 ministries in Wildwood ranging from Baptist 6, Church of -1. Episcopal Church -1 Churches, Temples, and Shrines – 9, Christian and Reformed Church – 1, Brethren Church – 1, Miscellaneous Denomination Church 6 (Visit communities in Sumer, 2014), Industries associated with the trucking industry and lumber is a major factor in the economy and according to observation has that this city will continue to grow in these fields. The area’s geography, demographics, and tax deductions for businesses, fuel the motive for businesses to locate in Wildwood. It makes perfect sense since the area has plenty of labor; it is at the hub of Interstate 75 and the Florida Turnpike. The natives are well versed in English as the language of the majority. References QuickFacts:Locate a counti.. (2012, n.d. n.d.). Retrieved March 16th, 2014, from U.S. Department of Commerce U.S. Census Bureau: http://quickfacts.census.gov/cgi-bin/qfd/lookup?state=12000 Visit communities in Sumer. (2014, n.d. n.d.). Retrieved March 16th, 2014, from Sumter County Chamber of Commerce: http://www.sumterchamber.org/sumter-government.asp Wildwood Employment, Occupation and Industry. (2012, n.d. n.d.). Retrieved March 16, 2014, from CLRresearsh.com: http://www.clrsearch.com/Wildwood-Demographics/FL/Employment-Occupation-and-I

Change Blindness and Visual Memory: Research and Theories

Change Blindness and Visual Memory: Research and Theories What is change blindness and what can it tell us about attention? Recent research on visual memory has shown that people have great difficulty in detecting obvious changes to an object, such as colour and size, if the change occurs simultaneously with a distraction. The term change blindness is used to describe this phenomenon and much research has been carried out to further our understanding of the condition. Research on change blindness has also produced valuable information about how our visual attention is involved in the encoding process. A variety of tests have been developed to test the prevalence of change blindness and the results show that it is a robust phenomenon. Although change blindness was studied many decades ago it is only in the last decade that research in this area has increased dramatically. Earlier research relied on using shapes or novel objects to induce change blindness and therefore some argued that the condition was caused by artificial stimuli. However, Grimes (1996) showed that more natural images could be used to induce change blindness. Using a computer screen he showed observers photographic images of natural scenes and asked the observers to remember as much of the photograph as possible for a later memory test. However, during a saccade (when observers were visually scanning one object to another in the image) the image was altered. The observers were then asked if they noticed if anything had changed to the image. Invariably, observers were oblivious to the changes even when they were ma jor ones, such as two people exchanging heads. Although previous experiments had shown the existence of change blindness, Grimes 1996 study was the first to show that individuals can fail to detect major alterations to images. Moreover, Grimes used everyday natural images thereby bringing demonstrations of change blindness closer to everyday perceptual experience. Other similar studies also showed that different distracters could be used to induce change blindness. For example, during eye blinking (O’Regan et al 2000) or by applying mudsplats in the surrounding area of the objects that were changed (O’Regan et al 1999). The fact that distractions are needed to induce change blindness suggests that attention is needed for change perception. Without distracters it is very easy for an observer to notice any change that has taken place. This led researchers to investigate the role of attention in change blindness and now there is mounting evidence that attention plays a pivotal role in the condition. For example, in change blindness tasks it has been found that attention to objects can vary depending on the objects location and this can influence whether the change is detected. This has been demonstrated by studies such as Rensink et al (1997). They developed the flicker task which involves using an original and altered image that is repeatedly shown to the observer with the two images separated by a blank screen for a fraction of a second. As with other distracters the observers demonstrated change blindness by invariably taking a long time before they noticed the change to the original image (average being 40 repeats). Another interesting finding of this study is that the observers found it easier to detect changes to objects that were the centre of interest of a scene than objects that were of marginal interest even when the changes were of equal physical salience. This has also been found in other change blindness studies. Levin Simons, (1997), for example, found the same effect when they changed movie objects during a film cut. One theory to explain this finding is that focused attention is required to detect change. This makes sense as a change of any object is always accompanied by a motion signal and therefore attracts attention to the site of change. This allows the change to be observed. However, if the signal is too weak (e.g., because of distracters such as saccades or blanking) it will fail to draw attention to the location of the change which will result in change blindness (Rensink et al 1997). Change blindness can also be demonstrated in real-life situations. Simons and Levin (1998) carried out an experiment in which members of the public were approached by an experimenter who asked for directions. During their conversation two actors carrying a large occluder would walk between the experimenter and subject. At this point the experimenter would swap places with a colleague who would continue the conversation with the subject. The findings showed that some individuals failed to notice that the experimenter had swapped places with another person even though the differences between the two were obvious, such as size and different clothes. This study was important because it showed that change blindness could occur using complex stimuli usually found in the real world. Therefore, finding change blindness can occur in more naturalistic settings counteracted some claims that it was only caused by artificial disruptions, such as the blanking-out distracter in the flicker paradigm (Simons Rensink 2005). There are several theories that attempt to explain change blindness in relation to the interaction between attention and visual perception. For example, Rensink (2000, 2001) developed his coherence theory. This theory is based on several assumptions. First, prior to focussed attention there is an initial stage of processing across the visual field of view. This processing produces representations of several objects in the field of view, but the representations are not stable and therefore are quickly replaced by new stimuli at their location. Second, focused attention produces a very detailed and longer-lasting representation of the object. This allows the representation of the object to be more stable which can withstand brief interruption. Therefore, a change in a focused object will be easily detectable. Third, removing focussed attention will result in the representation of the object disintegrating and returning to the unstable state it was prior to focussed attention. From the above assumptions it follows that only changes made to objects that are the focus of attention will be detected. This can explain why change blindness is a common phenomenon, because any changes to an unattended object will not be detected. The assumption that attentional processes are crucial in underlying change blindness is a common one. For example, Hollingworth and Henderson (2002) agree with the assumption. However, they propose an alternative theory of the relationship between attention and object perception. They argue that detailed perceptions are formed when we look at objects which are the focus of attention. These representations are then incorporated into a mental map and information about these visual representations is then stored in the long-term memory. Therefore, multiple fixations of a scene will result in information accumulating in the long-term memory about local objects from both the attended and previously attended areas, and this forms a detailed representation of the scene as a whole (Hollingworth and Henderson 2002). There are several differences between Hollingworth and Hendersons theory and the coherence theory that have implications about understanding the role of attention in change blindness. First, if objects change, (e.g., disappear or move) sometime after they were attended to, according to Hollingworth and Henderson they would still be mentally visible for some time after the change. Therefore, any change has a good chance of being noticed. Whereas the coherence theory predicts that when attention is withdrawn from objects the mental representation of such objects disintegrate rapidly and therefore any change will result in change blindness. Second, unlike the coherence theory, Hollingworth and Henderson assume that detailed representations of most scenes are stored in the long-term memory. Therefore, any changes made to objects should be detected several minutes later. Finally, in the coherence theory it assumed that focusing attention on an object produces a very detailed image that ca n withstand a brief interruption, such as a saccade. In contrast, Hollingworth and Henderson believe that less detailed visual representations are made when the object is the focus of attention. To date, research has not provided clear evidence to support either Hollingworth and Hendersons theory or the coherence theory (see Simons Rensink 2005 for an overview). Therefore, further investigations are required to better understand the interaction between attention and change blindness. Change blindness is a robust phenomenon that has been demonstrated in many different laboratory and naturalistic studies. The overall assumption of the findings of change-blindness experiments is that attention seems to play a major role in determining the extent of the condition. The importance of attention in change blindness appears to arise because we do not maintain a detailed representation of what we have just seen. Otherwise individuals would have little problem noticing the obvious changes that occur between images. Change blindness studies have proved a useful tool in providing information about the processing mechanisms of attention, such as we direct attention more to objects of interest within a scene. However, although studies on change blindness have increased our understanding of attention there is much debate about the exact role of attention in change blindness. Further research is therefore required to fully understand the relationship between attention and change blindness and what other factors are involved in the condition. References Grimes J. (1996). On the failure to detect changes in scenes across sac-cades. In K. Akins (Ed.), Perception (Vancouver Studies in Cognitive Science, Vol. 5. (89-110). Oxford: Oxford University Press. Hollingworth A. Henderson J. M. (2002). Accurate visual memory for previously attended objects in natural scenes. Journal of  Experimental Psychology: Human Perception Performance, 28,  113-136 Levin D.T. Simons D.J. (1997). Failure to detect changes to attended objects in motion pictures. Psychonomic Bulletin Review, 4, 501-506 Mark T. Keane Eysenck W. (2005) Cognitive Psychology: A Students Handbook Psychology Press UK pages 133-136 O’Regan J.K., Rensink R.A., Clark J.J. (1999). Change-blindness as a result of mudsplashes Nature 398, 34 ORegan J.K, Deubel, H., Clark J.J., Rensink R.A. (2000). Picture changes during blinks: Looking without seeing and seeing without looking. Visual Cognition, 7, 191-211 Proctor R. Johnson W (2004) Attention: Theory and Practice. Sage Publications inc pages 212-214 Rensink R. A (2001) Change Blindness: Implications for the Nature of Visual Attention. In Vision Attention. M. Jenkin L. Harris, eds. New York: Springer. 2001. 169-188 Rensink R.A., O’Regan J.K., Clark, J.J. (1997) To see or not to see: The need for attention to perceive changes in scenes. Psychol. S 8, 368–373 Simons D.J. and Levin D.T. (1997) Change blindness. Trends Cogn Sci. 1, 261–267 Simons D.J. and Levin D.T. (1998) Failure to detect changes to people in a real-world interaction. Psychon. Bull. Rev. 5, 644–649 Simons D.J. Rensink R.A (2005) Change blindness: Past, present, and future. Trends in Cognitive Sciences, Vol.9 No.1 16

Antony Flew: The Existence and Belief Of God Essay -- Philosopher Anto

Antony Flew: The Existence and Belief of God Antony Flew starts by telling the audience this story of two explorers that accidentally came upon a garden in a jungle. In this garden, there were many beautiful flowers and weeds. One explorer says, "some gardener must tend this plot". While the other disagrees, "there is no gardener". So, these two explorers tried to figure out who was right and who was wrong. They waited the whole night, but no gardener was ever seen. Then the "Believer" said that there must be a gardener, that he "is an invisible gardener". He tried everything he could to convince to the "Sceptic" that he was right, barbed-wire, electrifying fence, patrolling bloodhounds. But no gardener was ever found. Still the "Believer" was not convinced. He gave the "Sceptic" many excuses as to why they couldn't see the gardener. The "Sceptic" told him that he was crazy because what started out as a simple assertion that there was a gardener, turned into "an imaginary gardener".   Ã‚  Ã‚  Ã‚  Ã‚  This parable that Flew is using is clearly an analogy to the existence and belief of God. The garden represents God, "†¦invisible, intangible, insensible†¦". The "Sceptic" says there is no gardener, just as an atheist denies the existence God. The "Believer" says there is a gardener, like a theist telling everyone that God exists. The "Believer" tries to prove that there was a planter, who planted the seeds for the flowers to grow. This planter takes care of them, a parallelism to God supposedly taking care of "us".   Ã‚  Ã‚  Ã‚  Ã‚  Flew talks about assertions. He states that "what starts as an assertion, that something exists†¦may be reduced step by step to an altogether different status". He uses the example of how if one man were to talk about sexual behavior, "another man prefers to talk of Aphrodite". They don't seem to make sense. How can one confuse the idea of a sexual behavior with Aphrodite? He also points out the fact that "a fine brash hypothesis may be killed by inches, the death of a thousand qualifications". A good example of this is when he said that "God loves us as a father loves his children". He states that when we see a child dying of cancer, his "earthy father" is there, to help him, nurture him, trying his best for his son. But his "Heavenly Father", God, is no where to be found, that he "reveals no obvious sign of concern". The... ...arden in which I find myself, that I am unable to share the explorers' detachment," said Hare. He tried to point out that if he was in the same situation, he would not share the same views as the explorers. Which is a belief in the g ardener, a belief in God. Both of these man had some strong viewpoints. Flew states, if one asserts something, then one must deny something. What Hare is trying to say is that, there is two sides to every idea or "assertions", a blik. That that is a sane blik and a insane blik. Most people have the sane one and those who don't share this view is point as lunatics. But no one is not trying to deny something here. The person with the insane blik is not wrong or that he's not trying to deny something, it's just that his views are different. Flew states, "what would have to occur or to have occurred to constitute for you a disproof of the love of, or of the existence of, God?" Hare's reply to this question is that he calls this "completely victorious." Nothing have to occur because those who does not share this belief in God have an insane blik. They are not trying to deny that God doesn't but rather that they views are just different.

The Great American Experiment Essay -- U.S. Politics

Yes we can, the rallying cry for the democratic candidate in the 2008 elections could be seen as a foreshadowing of what was to come. That candidate went on to win the election by nearly a 7 point margin, partially thanks to an overall higher voter turnout especially amongst the Hispanic, black and young demographics. Barack Obama’s 2008 victory is an example of how concentrating on voter turnout can lead to great success. In the wake of such a clear indication of the potential power of an increased voter turnout, one would assume that both parties would be doing everything they can to build on that trend; this however may not be the case. Does each party want higher turnout? Since nearly the beginning of our nation, the idea of higher voter turnout to elections has been a pet cause of one politician or another; each assuming such an increase would be to their benefit. This idea cannot be claimed by any one party either, as it shifts with the very political tides that guide much of politics. Usually it is the party out of power that perceives the greatest potential benefit in increasing turnout, and thus, changing the structure of the electorate. This pattern, however, has seemed to break apart in the latest elections. A new strategy has come into view recently, which may result in actually reversing the trend of increasing the electorate outright. So far in 2011, 14 states have enacted 19 new laws and 2 executive orders placing new restrictions on voting and registration, which could diminish voter turnout in 2012 (Weiser and Norden 2011). These laws cover a wide array of issues; ranging from restrictive voter registration and voter id laws, to even reducing the days which people were able to vote. The Brennan Center for Jus... ...n the multitude of ways both parties have to directly target and promote the turnout of their bases, there is no need for such retroactive tactics. We should all work towards improving participation in this great American experiment. Bibliography Ginsberg, Benjamin, Theodore J Lowi, and Margaret Weir. We The People, an introduction to american politics. New York: W. W. Norton & Co Ltd, 2011 Latinos for Reform. Don't Vote Latinos For Reform. October 18, 2010. http://www.youtube.com/watch?v=QKFAiMbm1Fc U.S. Census Bureau. Newsroom: Voter Turnout Increases by 5 Million in 2008 Presidential Election. July 20, 2009. http://www.census.gov/newsroom/releases/archives/voting/cb09-110.html Weiser, Wendy R, and Lawrence Norden. "Voting Law Changes in 2012." Brennan Center for Justice. 10 3, 2011. http://www.brennancenter.org/content/resource/voting_law_changes_in_2012

surgeon general :: essays research papers

There are many leaders in the United States today. These men and women help to form the nation into what it is today and what it will be in the future. One of these important leaders of the United States is the Surgeon General. The Surgeon General has many responsibilities and priorities that form our nation’s Public Health System. These responsibilities and priorities of the Surgeon General will be explained throughout this paper.   Ã‚  Ã‚  Ã‚  Ã‚  According to the Reader’s Digest Encyclopedia the Surgeon General is the chief medical officer for the United States Public Health System. This means that since 1871 the Surgeon General has been the nation’s leading spokesman on matters of public health. The first person to hold the position of Surgeon General was Dr. John Woodworth. Dr. Woodworth put together a group of physicians to assist him with health issues. The Congress recognized these men and women as the Commissioned Corps.   Ã‚  Ã‚  Ã‚  Ã‚  Over the years the position of Surgeon General has changed in many ways. In 1873 the official title of the Surgeon General was changed to Supervising Surgeon General and then back to just Surgeon General in 1902. According to Funk and Wagnall’s New Encyclopedia the Surgeon General was the head of the Public Health System and reported directly to the Secretary of Health. After 1968 the Surgeon General reported to the Assistant Secretary of Health.   Ã‚  Ã‚  Ã‚  Ã‚  The current Surgeon General for the United States is Dr. David Satcher. He was born in Anniston, Alabama on March second 1941. Dr. Satcher, his wife Nola, and his four children live in Bethesda, Maryland. Dr. Satcher received his M.D. and PhD from Case Western Reserve University in 1970. Dr. Satcher is the sixteenth Surgeon General and also the first African American man to hold this position. Fourteen men and two women have held the position since it originated in 1871. Dr. Satcher was sworn in on February thirteenth 1998 and his term will end in February 2002. He also held the position of Secretary of Health from February 1998 to January 2001. He was also the Surgeon General at this time. According to the Official Surgeon General website, Dr. Satcher has many jobs and responsibilities. First off his job is to administer the U.S. Public Health System. This is a group of public health professionals who respond to current and long-term health needs of the Nation. Dr. Satcher also provides leadership and management to the Public Health Service in the field of emergency preparedness and response activities.

Portrait and Best-self Stories

We wish to acknowledge our collaborators, Brianna Barker Caza, Ph. D. , and Emily Heaphy, Ph. D. , for their contributions to our ongoing research on the Reflected Best Self Exerciseâ„ ¢ (RBSEâ„ ¢). This research served as the inspiration and conceptual anchor for this exercise. We thank Jennifer Suesse for her collaboration on the Bringing My Reflected Best Self to Life action steps, which inspired Phase 2 in this edition of the exercise. We thank the Stephen M. Ross School of Business for its continued support of the Center for Positive Organizational Scholarship.We appreciate the questions and comments we have received from those who have completed and/or facilitated the RBSEâ„ ¢. Thank you for sharing how you have brought your best self to life! COPYRIGHT INFORMATION This copy is intended for single use only. Please do not copy or distribute. The Reflected Best Self Exerciseâ„ ¢ is available for sale as a PDF download at the website of the Center for Positive Organiza tional Scholarship, www. centerforpos. org. REFLECTED BEST SELF EXERCISEâ„ ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGANEXECUTIVE BRIEF Born from empirical research from University of Michigan’s Center for Positive Organizational Scholarship, the Reflected Best Self Exerciseâ„ ¢ (RBSEâ„ ¢) uses stories collected from people in all contexts of your life to help you understand and articulate who you are and how you contribute when you are at your best. With this new insight, you will feel immediately strengthened and connected to others, experience clarity about who you are at your best, and refine personal development goals to be your best self more often.The RBSEâ„ ¢ guides you step-by-step through the process of identifying potential respondents, making the request for feedback, creating your a priori best-self portrait, analyzing your reflected best-self stories, creating a new, reflected best-self portrait, and translating that portrait into proactive steps for living at your best.  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ OVERVIEW All of us can recall our own extraordinary moments, those moments when we felt that our best self was brought to light, affirmed by others, and put into practice in the world.These memories are seared into our minds as moments or situations in which we have felt alive, true to our deepest selves, and pursuing our full potential as human beings. Over time, we collect these experiences into a â€Å"portrait† of who we are and what we do when we are at our personal best. This â€Å"best-self portrait† is a resource we call on to build confidence, to help us make decisions, to be courageous, to prepare and see possibilities for the future, to face challenges, and so much more.We can strengthen our own best-self portraits with insights reflected back to us from significant others in our lives. Our friends, colleagues, and family members have dif ferent perspectives, and can offer unique and valuable insights into the ways we add value and make positive contributions. Research shows that the difference between a weakness-based self portrait and a strong best-self portrait is closely correlated to the difference between normal and extraordinary leadership.A popular assumption of personal development exercises and programs is that a person’s area of weakness is that person’s greatest area of opportunity (Seligman and Csikszentmihalyi, 2000). Proponents of a strengths-based orientation argue that the deficit model may diminish people’s chances of making their greatest contributions, which is performing at their best, or achieving an integrated sense of who one is at one’s best.A strengths-based approach to personal development assumes that progress towards excellence is not a function of improving on weaknesses, but is a function of building on strengths. As you’ll see in the last step of this exercise, the RBSEâ„ ¢ takes a nuanced approach to developing understanding of both your strengths and weaknesses. CHANGES TO THIS EDITION The 2011 version of the Reflected Best Self Exerciseâ„ ¢ has been updated to reflect advancements in research and years of feedback from users and facilitators of the exercise. Some of the important updates were to: Highlight unique attributes of the RBSEâ„ ¢, such as the use of stories, an emphasis on strengths exclusively, and solicitation of respondents from all contexts of the participant’s life †¢ Instruct participants to write personal best-self stories to consider with the reflected best-self stories †¢ Provide more instruction on the analysis of best-self stories individually and in aggregate †¢ Incorporate action-planning activities into the RBSEâ„ ¢ to help participants identify developmental goals that relate to the best self †¢ Combine the best of the original Reflected Best Self Exercise: Assig nment and Instructions to Participants and the Bringing My Reflected Best Self to Life booklet previously published separately †¢ Honor wisdom gained by facilitators and users over the years since first publication REFLECTED BEST SELF EXERCISEâ„ ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN TABLE OF CONTENTSParticipant Instructions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Phase 1: Creating the Reflected Best-Self Portrait Step 1: Identify Potential Respondents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1, 2 Step 2: Request Reflected Best-Self Stories †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2, 3 Step 3: Write Your Own Best-Self Stories †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3, 4 Step 4: Analyze All Best-Self Stories†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4, 5, 6 Step 5: Compose the Reflected Best-Self Portrait†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Phase 2: Bringing the Reflected Best Self to LifeStep 1: Analyze Context, List Enablers and Blockers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7, 8, 9 Step 2: Create an Action Plan †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9, 10 Author Information†¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11 History and Basis in Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 About the Center for POS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ PARTICIPANT INSTRUCTIONS Two phases comprise the Reflected Best Self Exerciseâ„ ¢ (RBSEâ„ ¢).In Phase 1, you will create your reflected best-self portrait. In Phase 2, you will create a personal development action plan inspired by new insight into you at your best. (Conte nt previously found in the Bringing My Reflected Best Self to Life workbook. ) After each step in either phase you will see how our sample participant, Shawn, approached the step and a â€Å"Your Turn† icon ( ) with suggestions for how you can approach the step yourself. For some steps we also discuss other options to augment the exercise. Phase 1 | Creating the Reflected Best-Self Portrait Step 1: Identify Potential Respondents Thoughtfully select 15-20 people whom you will ask to write stories about you at your best. Why 15 – 20?Over time, researchers of the RBSEâ„ ¢ have found that identifying 15-20 potential respondents from whom you wish to solicit best-self stories should help surface a sufficient number of stories. Realize that due to time and other constraints, not everyone will be able to respond. Ideally, you will receive at least 30 stories, or three stories from 10 respondents, of you at your best. This number has provided past RBSEâ„ ¢ participants w ith sufficient data in which patterns across those stories can be found. How should I create this list of potential respondents? Choose people who have seen you at your best and people who will give you their honest opinion.Research shows that the RBSEâ„ ¢ is most effective when your respondents come from a mix of colleagues (former or current), superiors or subordinates, friends (old or recent), family members, customers, and anyone who has had extended contact with you. Know that past participants have found that their respondents have been quite willing, even eager, to assist with this exercise. (And past participants have been happy to reciprocate the favor! ) TABLE 1: SAMPLE LIST OF POTENTIAL RESPONDENTS PAGE 1 /// REFLECTED BEST SELF EXERCISEâ„ ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN YOUR TURN: Review the lists of contacts in your email account, address book, or social networking sites to refresh your memory.When you create a list of potential respondents , double-check to make sure a cross-section of people from your spheres of influence is represented. Shawn used a spreadsheet to organize the list. Step 2: Request Reflected Best-Self Stories Compose a story request (see example request below) and email it to the 15-20 potential respondents you identified in Step 1. NOTE: There are many ways to solicit and gather these stories. The below example is written for an individual user who is soliciting and compiling best-self stories as a class assignment. If your professor or program administrator is soliciting and compiling stories on your behalf, please use the customized instructions that they provide for contacting potential respondents.Shawn’s Sample Email Request for Stories Dear [name], I hope this message finds you well! I am writing to request your help with a class assignment. I am taking a course on leadership development as part of my MBA program. I would be grateful for your help with one of the required exercises for the course, the Reflected Best Self Exerciseâ„ ¢ (RBSEâ„ ¢). The Center for Positive Organizational Scholarship at University of Michigan created the RBSEâ„ ¢ to help individuals expand their understanding of who they are and what they do when they are at their best. The RBSEâ„ ¢ is a unique story-, strength-, and contribution-based approach to feedback-seeking and analysis.A former RBSE participant said of the process, â€Å"Besides feeling closer to my friends and peers for their positive views of me, it was very interesting to note the different impact that I seem to have made on each of them. The specifics mentioned by them allowed me to see some of the mechanisms by which I influence and have had an impact on people. † I am asking people who know me well to provide me with three stories of when I was at my best in their eyes. What was my positive contribution in each story? Additional instructions and examples can be found below. Please e-mail your responses to me by [insert date]. Thank you very much for your cooperation. I will keep all responses anonymous and will be sure to tell you what I learn after the exercise.Kind Regards, Shawn ADDITIONAL INSTRUCTIONS This will require you to think about your interactions with me and to identify those times when I was at my best in your eyes. In writing, please be sure to provide details so I can understand the context, what happened, and what my positive contribution was. Best-self stories often capture things that people say or do in critical times or everyday routines that make a difference. These stories are  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ /// PAGE 2 often unacknowledged publicly. Best-self stories may describe someone’s approach to people, challenges, tasks, or even a work environment. I have included some examples of what these stories could look like. Please use this only as a guide. STORY EXAMPLES 1.From work colleague: You have the ability to get people to work together and give all they have to a task. For example, I think of the time that we were working on the Alpha project. We were getting behind and the stress was building. We started to close down and get very focused on just meeting our deadline. You noticed that we were not doing our best work and stopped the group to rethink our approach. You asked whether we wanted to just satisfy the requirements or whether we wanted to really do good and important work. You reminded us of what we were capable of doing and how each of us could contribute to a better outcome. No one else in that room would have thought to do that.As a result, we did meet the deadline and created a result we all feel proud of. 2. From a friend: You have capacity to persist in the face of adversity. For example, I think of the time that we were helping Lila empty her flooded basement. Her family lives far away and she was impossibly short-handed. Instead of getting overwhe lmed with her, you became more focused than I have ever seen anyone get. I think you went 24 hours without sleep to help her remove the water. I was amazed that you could maintain a positive attitude and consistently helpful orientation to Lila under those conditions. 3. From a boss: You are great at building relationships critical to project success.For example, I think of the time that: We were working for a clothing company committed to using organically grown cotton, and to having fair labor practices. You were the liaison with the various agencies and individuals critical to sourcing the organic cotton, and to creating the worker-owned sewing cooperatives here and in Central America. Despite resistance, you crafted and co-created a vision for how the business could work to meet these radically different goals. You easily navigated cultural differences and built strong relationships that thrive to this day. If you want to learn more about the Reflected Best Self Exerciseâ„ ¢, please visit http://www. centerforpos. org YOUR TURN: Feel free to copy and edit Shawn’s letter to suit your situation and personal style.Consider the options for disseminating this request—hard copy letter, email, online form or survey—while keeping in mind instructions from your facilitator, speed of delivery and response, ease of compilation, and so on. Step 3: Write Your Own Best-Self Stories While you are awaiting your stories from respondents, we ask you to engage in deeper personal reflection about times when you believe you were at your best. You will analyze your own best-self stories, and the analysis will be part of your final reflected best-self portrait. Write your own best-self stories Think about three times in your life when you were at your best. Allow yourself to think of stories from all PAGE 3 /// REFLECTED BEST SELF EXERCISEâ„ ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN contexts and time periods. For three of these memories, write the story of what happened.In the story you could describe the context, the role you played, the actions you took, the characteristics you displayed, the results, and the reasons behind your actions. The examples and explanation in the sample letter in Step 2 can be helpful also. Sample Best-Self Story I feel I was at my best helping my organization create and pursue a new vision. We had been in existence for ten years and had tried and learned so many things along the way. I believed in the organization’s mission but wanted to move us in a new direction to expand our impact. I reflected on what was possible and crafted a vision of our team at our best. I presented the vision to my team and was delighted to incorporate their ideas into mine, thus creating something entirely new in a way that united the team.YOUR TURN: Pretend you received the story request you sent in Step 2. Reflect about times when you were, and normally are, at your best and capture the stories that exemplify that time in the same space, document, or file that will eventually house the stories you receive from respondents. Step 4: Analyze All Best-Self Stories Collect and aggregate your stories and the stories from respondents. Read and reflect on each story Read each of your stories carefully. In a table like the one below, note key insights into who you are and what you do when you are at your best. You’ll have an opportunity to analyze the context of the story. Please focus on your actions, contributions, attitudes, etc.WARNING: Reading these stories can stir up a great deal of (positive) emotions for you. It is normal to find yourself surprised by how people saw you positively. We recommend you find a quiet time and space where you can be free from interruptions and you can reflect on what you are learning. NOTE: We have analyzed the stories provided in the line sample email in Step 2 as an example below. TABLE 2: SAMPLE INDIVIDUAL STORY REFLECTION  © 2003, 2011 RE GENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ /// PAGE 4 YOUR TURN: Collect the stories you receive in a spreadsheet or other document, using the column headings shown in the example for the analysis.OPTIONAL STEP: Have a trusted group member or friend read your personal and reflected best-self stories to see if they come up with different themes or interpretations for each of the stories. Analyze the stories in aggregate After you have thought deeply about each of the stories, look for patterns and themes that emerge from considering the stories and analysis together. These patterns or themes will help you write declarative statements about you at your best. These declarative statements will be represent anchoring â€Å"truths† about you at your best and can later be woven into your reflected best-self portrait. PATTERNS: Recurring behaviors, contributions, etc. , across all of the stories and analysis.If you are unsure about how to find patterns, t ry looking for verbs, adjectives, and nouns that you see repeated in the stories or in your analysis of each story. For example, repeated verbs could lend insight into some of your best skills and strengths, and repeated adjectives may lend insight into some of your values and aptitudes, your approaches to problem solving, and the nature of your relationships. THEMES: Underlying truths about your values and beliefs and the essence of you at your best, inferred from the collection of stories and analysis. Identify themes and patterns and list several examples from your stories that exemplify that theme.NOTE: You may also find stories that exemplify seemingly opposite characteristics. If this is the case, it may indicate adaptability or flexibility as a strength in particular contexts. For example, you might find stories where you find creative solutions, but also consistently comply with standards. TABLE 3: SAMPLE AGGREGATED STORY REFLECTION PAGE 5 /// REFLECTED BEST SELF EXERCISEâ⠀ž ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN YOUR TURN: Use a spreadsheet or other document to create a table like the one in Table 3. OPTIONAL STEP: Have a trusted group member or friend read your personal and reflected best-self stories to see if they come up with different themes or interpretations.Step 5: Compose the Reflected Best-Self Portrait Create a portrait of your best-self that captures the wisdom in your personal and reflected best-self analysis. The portrait is meant to be an aggregated articulation of your personal and reflected best self which you can refer to and revise well into the future. It should synthesize the themes and declarations you identified in the tables above. However, be sure that the themes are authentic to you—not necessarily just things you do well, but that reflect your identity as a human being. Reflected best-self portraits are often represented in the form of written narratives (see below for an example).We have also seen participants employ a variety of media to create their reflected best-self portraits. For example, you might represent your portrait in a pictorial collage or montage, a video, a song, or a poem. You may even choose to use multiple formats. Shawn’s Sample Reflected Best-Self Portrait When I am at my best, I tend to be creative. I am enthusiastic about ideas and I craft bold visions. I am an innovative builder who perseveres in the pursuit of the new. I do not waste energy thinking about missed opportunities or past failures nor do I take on the negative energy of the insecure or worry about critics. I stay centered and focused on what is possible and important. I use frameworks to help me make sense of complex issues.I can see disparate ideas and integrate them through â€Å"yes and† thinking. So I make points others do not readily see. In doing so, I frame experiences in compelling and engaging ways. I paint visions and provide new ways for people to see. I use metaph ors and stories to do this. I find the stories in everyday experiences, and people find it easy to understand them. The new images that follow help people to take action. In helping others, I try to empathize with them and understand their needs. I give them my attention and energy but I allow them to be in charge. In exercising influence, I try to enroll people, not force them, in new directions. I invite people to work with me.I use dialog to help people surface their ideas, and then I weave them together with others until we create knowledge in real time. I ignore symptoms and focus on the deep causes. I help people and groups surface the darkest realities and the most painful conflicts. From these emergent tensions comes the energy for transformation. I liberate people from their fears and help them embrace new paths. In all of this I try to model the message of integrity, growth and transformation. YOUR TURN: Be sure to check with the instructor or facilitator of the RBSEâ„ ¢ to see if there is a preferred portrait format. Otherwise choose a medium that inspires you!As mentioned above, it could be a pictorial collage or montage, a video, a song, or a poem, or a combination of multiple formats. OPTIONAL STEP: Share your draft and final portraits with a trusted group member or friend and request feedback. He or she may be able to help you see your portrait differently.  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ /// PAGE 6 Phase 2 | Bringing the Reflected Best Self to Life As you complete your reflected best-self portrait and begin to talk about your best self with others, more questions may emerge. You may be wondering: †¢ How can I use this knowledge to enhance the quality of my work and my life? †¢ How might I incorporate my best self into my current job, relationships, and future career plans? Which situations will stimulate me to contribute maximally from a position of strength? Can those situa tions also help me to grow and develop? †¢ How can I manage my limitations? The steps below can help answer these questions. Step 1: Analyze Context, List Enablers and Blockers As you review your portrait, stories, themes, and patterns, look to identify contextual elements that either helped or hindered your ability to be your best. These enablers and blockers can be personal, relational, or situational. Personal enablers or blockers include the attitudes, beliefs, and behaviors that affect your ability to leverage your best self in a given context. How do your personal beliefs support or undermine your best self?EXAMPLE: An individual’s belief in his or her ability to contribute in class is correlated with how often he or she chooses to do so. Relational enablers and blockers are those relationships that either support or undermine your best self. EXAMPLE: Shawn has one sister who is a great sounding board for new ideas, but another sister who only points out what could go wrong. Situational enablers and blockers include any contextual features (e. g. , organizational standards, systems, and practices) that promote or inhibit leveraging your best self. Which situations bring out the best in you? Which situations inhibit your best self? EXAMPLE: Some people are at their best in group situations, rather than when working alone.Shawn is best working with others and rarely does well when isolated or working in an impersonal environment. On Weakness: A word of caution as you begin this analysis: remember that your weaknesses should be considered as blockers. While this exercise focuses on your strengths, neglecting any known Achilles’ heels could interfere with your ability to capitalize on your strengths. Robert Kaplan1 has identified two common distortions in behavior that are useful to consider here: overdoing strengths and underdoing strengths2. The table on the next page illustrates some other common â€Å"fatal flaws†: 1 2 Kaplan, S . (2002). Know your strengths. Harvard Business Review. 80(3), 20. From High Flyers by Morgan W. McCall, Jr. Boston: Harvard Business School Press, 1998) page 29, figure 2-1. PAGE 7 /// REFLECTED BEST SELF EXERCISEâ„ ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN TABLE 4: AVOID OVER-RELIANCE ON YOUR STRENGTHS 2 Sources of initial success†¦ Track Record Makes an impressive impact in functional or technical area > > †¦ can become fatal flaws. Seen as too narrow in a particular area Brilliance Seen as uncommonly bright > Intimidating; dismissive of other people’s ideas Commitment Sacrifice Extremely loyal to the organization > Defines life in terms of work; expects others to do the same Charm Capable of considerable charisma and warmth > Uses selectively to manipulate other people AmbitionDoes whatever is required to achieve success > Does what is necessary to achieve personal success, even at the expense of others in the organization In m any situations you are required to operate in your areas of weakness. If you do not perform your job’s tasks at a reasonable level of competence, failure will follow. Try managing around weaknesses instead: this may mean finding someone else to do the tasks you do poorly, putting in enough effort to develop your areas of weakness to an acceptable level of performance, and so on. Now is the time to analyze your data to see if they reveal any patterns or insights regarding either personal, relational, or situational factors.TABLE 5: SAMPLE IDENTIFICATION OF ENABLERS AND BLOCKERS  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ /// PAGE 8 YOUR TURN: Shawn listed some enablers and blockers in a spreadsheet with two columns. In the end, his list was actually much longer than this with many more enablers than blockers. It might be good to have two totally different documents for listing these to allow yourself room for more creativity. Step 2: Create an Action Plan As you navigate choices about what type of assignments to seek and what kind of skills to develop among a million other choices you face, it helps to work toward an action plan rooted in the insights about you at your best.Having a better understanding of your best self and the skills, characteristics, and opportunities that you need to make a positive impact increases the odds that you will make choices differently after this exercise. Your challenge, therefore, is to identify how to grow from where you are today. This is precisely the purpose of visioning and articulating an action plan. Visioning: Reflect on the choices you will have to make in the coming days, weeks, months, and years. Reflect on your best-self stories, your reflected best-self portrait, and your list of enablers and blockers as you prepare to write your action plan. What can you do to amplify the conditions or relationships that enable you to be your best at these decision points? How c an you work around or lessen the â€Å"blockers†?How can you make your best self even better? TABLE 6: SAMPLE REFLECTION PAGE 9 /// REFLECTED BEST SELF EXERCISEâ„ ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN YOUR TURN: Consider your key choices and the (short-term and long-term) actions that will help you be at your best. Write your thoughts down! Shawn chose a spreadsheet dividing the choices by immediacy. Shawn could do a chart like this for personal and community life, too. Action Planning: In this section, take look at your reflections and think about what you would need to do to bring them to life. The following questions might be helpful: †¢ How will you know if you are making progress with your best self goals? What evidence will you seek to document your progress? †¢ What resources will you need to continue to develop into your best self? †¢ What is your plan for accessing or building these resources? Sample Action Plan When I give perform ance evaluations I will know I am my best self when employees leave feeling energized about what is possible for their future with my team. I will help him/her see his/her best self and possibilities for managing weakness. We’ll come up with an action plan together. I will watch the employee’s behavior during our meeting but also in the weeks following the evaluation. I will meet with the employee regularly to listen to his/her story of progress.I will need to make time in my schedule to do this but it is time well-spent if we can keep the team energized. I will talk to my boss this week to enroll him in this plan, which will help me get the resources I need to execute it. YOUR TURN: Shawn chose to reflect the action plan in narrative form, create in a picture of goals the steps necessary to attain them. Choose the medium to do the same that works best for you—calendar reminders, apprise accountability partners, etc. OPTIONAL STEP: Have a trusted group member or friend read your reflections for this section. Encourage this person to help you see even more resources and hold you accountable to your action plan. Thank you for completing the Reflected Best Self Exerciseâ„ ¢!We wish you the best!  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ /// PAGE 10 AUTHOR INFORMATION Robert E. Quinn Margaret Elliott Tracy Collegiate Professor in Business Administration; Professor of Management and Organizations, University of Michigan Robert E. Quinn is interested in the process of positive change. He seeks to understand processes that lead to increased individual and collective capacity. His recent books include Lift: Becoming a Positive Force in any Situation (Berrett-Koehler 2009) and Diagnosing and Changing Organizational Culture (Jossey-Bass 2006). He combines both a research and an applied orientation.He has 25 years of experience in working with executives on issues of organizational change. He teaches in both the MBA and Executive Education programs at the University of Michigan and is known for innovative instructional efforts. Jane E. Dutton Robert L. Kahn Distinguished University Professor of Business Administration and Psychology, University of Michigan Jane Dutton’s research on positive organizational scholarship began with an interest in compassion and the difference it makes for individuals and organizations. Her research has expanded to focus on the power of positive relationships at work, positive identities and meaning, job crafting, and resilience.Her recent books include Exploring Positive Identities and Organizations (Routledge 2009), Exploring Positive Relationships and Organizations (Lawrence Erlbaum 2007), and Positive Organizational Scholarship (BerrettKoehler 2003). Jane’s background in strategic management keeps her focused on how positive dynamics create sustainable capabilities in organizations. Gretchen Spreitzer Professor of Management and Or ganizations, University of Michigan Gretchen Spreitzer’s research focuses on employee empowerment and leadership development, particularly within a context of organizational change and decline. Her most recent work is looking at positive deviance and how organizations enable employees to thrive and become their best selves.Most recently she is involved in a large-scale project to validate a measure of thriving at work and better understand strategies employees can use to regulate their subjective and physiological energy. Her books include A Company of Leaders (Jossey-Bass 2001) and the Oxford Handbook of Positive Organizational Scholarship (Oxford, 2011), co-edited with Kim Cameron. Laura Morgan Roberts Professor of Psychology, Culture, and Organization Studies, Antioch University Laura Morgan Roberts’s research focuses on how to construct, sustain, and restore positive identities at work. She became interested in positive organizational scholarship through her doctor al dissertation research on social identity-based impression management among medical professionals.Her interests in the social construction of positive identities now include: the reflected best self, diversity, authenticity, strengths, leadership, and talent management. She is a faculty affiliate of the Center for Positive Organizational Scholarship. PAGE 11 /// REFLECTED BEST SELF EXERCISEâ„ ¢  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN HISTORY AND BASIS IN RESEARCH The Reflected Best Self Exerciseâ„ ¢ (RBSEâ„ ¢) is the product of work by scholars at the Center for Positive Organizational Scholarship at the Stephen M. Ross School of Business at the University of Michigan. It had its genesis in Bob Quinn’s belief in the benefit of colleagues sharing their thoughts on each other’s strengths. After seeing the power it had in executive education rograms, he joined Jane Dutton, Emily Heaphy, Laura Morgan Roberts, and Gretchen Spreitzer to form the Refl ected Best Self lab in 2002. The team conducted research on the concept, and began using it in classes, with great success. In 2003, Bob Quinn, Jane Dutton, and Gretchen Spreitzer wrote the Reflected Best Self Exercise: Assignment and Instructions to Participants, and they, along with Laura Morgan Roberts, created an accompanying teaching note. Since then, use of the RBSEâ„ ¢ has spread throughout the U. S. , and it is increasingly being used around the world. Universities, which have included it in their curricula include Darden School of Business, Harvard Business School, MIT, Stephen M.Ross School of Business, University of British Columbia, University of Southern California, and Washington University. It was also the subject of articles in the Harvard Business Review and the Academy of Management Review in 2005 and in the Journal of Positive Psychology in 2009. Key references include: Roberts, L. , Dutton, J. , Spreitzer, G. , Heaphy, E. , & Quinn, R. (2005). Composing the re flected best self portrait: Building pathways for becoming extraordinary in work organizations. Academy of Management Review, 30(4), 712-736. Roberts, L. , Spreitzer, G. , Dutton, J. , Quinn, R. , Heaphy, E. , & Barker, B. (2005). How to play to your strengths. Harvard Business Review, 83(1), 75-80. Spreitzer, G. , Stephens, J. P. , & Sweetman, D. (2009).The Reflected Best Self field experiment with adolescent leaders: exploring the psychological resources associated with feedback source and valence. The Journal of Positive Psychology, 4(5), 331-348. ABOUT THE CENTER FOR POS At the Center for Positive Organizational Scholarship (POS), we are devoted to energizing and transforming organizations through research on the theory and practice of positive organizing and leadership. We are passionately dedicated to the development and dissemination of POS research. Our activities include conducting research, writing on POS topics for academic and general books and periodicals, writing teach ing cases, and creating tools to help individuals improve their work life.We share POS principles in BBA, MBA, and Executive Education programs at the Stephen M. Ross School of Business at the University of Michigan, and in presentations at various academic institutions. Positive Links, our monthly speaker series, brings together scholars and practitioners to learn and discuss new POS research and POS links to practice. We are also passionate about building the community of researchers who study POS, and our biennial conference attracts scholars from around the world. We are all on a quest to reveal what is possible in organizations and for employees.  © 2003, 2011 REGENTS OF THE UNIVERSITY OF MICHIGAN REFLECTED BEST SELF EXERCISEâ„ ¢ /// PAGE 12 DESIGNED BY STEPHANIE HARDEN

Twilight 18. THE HUNT

18. THE HUNT They emerged one by one from the forest edge, ranging a dozen meters apart. The first male into the clearing fell back immediately, allowing the other male to take the front, orienting himself around the tall, dark-haired man in a manner that clearly displayed who led the pack. The third was a woman; from this distance, all I could see of her was that her hair was a startling shade of red. They closed ranks before they continued cautiously toward Edward's family, exhibiting the natural respect of a troop of predators as it encounters a larger, unfamiliar group of its own kind. As they approached, I could see how different they were from the Cullens. Their walk was catlike, a gait that seemed constantly on the edge of shifting into a crouch. They dressed in the ordinary gear of backpackers: jeans and casual button-down shirts in heavy, weatherproof fabrics. The clothes were frayed, though, with wear, and they were barefoot. Both men had cropped hair, but the woman's brilliant orange hair was filled with leaves and debris from the woods. Their sharp eyes carefully took in the more polished, urbane stance of Carlisle, who, flanked by Emmett and Jasper, stepped guardedly forward to meet them. Without any seeming communication between them, they each straightened into a more casual, erect bearing. The man in front was easily the most beautiful, his skin olive-toned beneath the typical pallor, his hair a glossy black. He was of a medium build, hard-muscled, of course, but nothing next to Emmett's brawn. He smiled an easy smile, exposing a flash of gleaming white teeth. The woman was wilder, her eyes shifting restlessly between the men facing her, and the loose grouping around me, her chaotic hair quivering in the slight breeze. Her posture was distinctly feline. The second male hovered unobtrusively behind them, slighter than the leader, his light brown hair and regular features both nondescript. His eyes, though completely still, somehow seemed the most vigilant. Their eyes were different, too. Not the gold or black I had come to expect, but a deep burgundy color that was disturbing and sinister. The dark-haired man, still smiling, stepped toward Carlisle. â€Å"We thought we heard a game,† he said in a relaxed voice with the slightest of French accents. â€Å"I'm Laurent, these are Victoria and James.† He gestured to the vampires beside him. â€Å"I'm Carlisle. This is my family, Emmett and Jasper, Rosalie, Esme and Alice, Edward and Bella.† He pointed us out in groups, deliberately not calling attention to individuals. I felt a shock when he said my name. â€Å"Do you have room for a few more players?† Laurent asked sociably. Carlisle matched Laurent's friendly tone. â€Å"Actually, we were just finishing up. But we'd certainly be interested another time. Are you planning to stay in the area for long?† â€Å"We're headed north, in fact, but we were curious to see who was in the neighborhood. We haven't run into any company in a long time.† â€Å"No, this region is usually empty except for us and the occasional visitor, like yourselves.† The tense atmosphere had slowly subsided into a casual conversation; I guessed that Jasper was using his peculiar gift to control the situation. â€Å"What's your hunting range?† Laurent casually inquired. Carlisle ignored the assumption behind the inquiry. â€Å"The Olympic Range here, up and down the Coast Ranges on occasion. We keep a permanent residence nearby. There's another permanent settlement like ours up near Denali.† Laurent rocked back on his heels slightly. â€Å"Permanent? How do you manage that?† There was honest curiosity in his voice. â€Å"Why don't you come back to our home with us and we can talk comfortably?† Carlisle invited. â€Å"It's a rather long story.† James and Victoria exchanged a surprised look at the mention of the word â€Å"home,† but Laurent controlled his expression better. â€Å"That sounds very interesting, and welcome.† His smile was genial. â€Å"We've been on the hunt all the way down from Ontario, and we haven't had the chance to clean up in a while.† His eyes moved appreciatively over Carlisle's refined appearance. â€Å"Please don't take offense, but we'd appreciate it if you'd refrain from hunting in this immediate area. We have to stay inconspicuous, you understand,† Carlisle explained. â€Å"Of course.† Laurent nodded. â€Å"We certainly won't encroach on your territory. We just ate outside of Seattle, anyway,† he laughed. A shiver ran up my spine. â€Å"We'll show you the way if you'd like to run with us – Emmett and Alice, you can go with Edward and Bella to get the Jeep,† he casually added. Three things seemed to happen simultaneously while Carlisle was speaking. My hair ruffled with the light breeze, Edward stiffened, and the second male, James, suddenly whipped his head around, scrutinizing me, his nostrils flaring. A swift rigidity fell on all of them as James lurched one step forward into a crouch. Edward bared his teeth, crouching in defense, a feral snarl ripping from his throat. It was nothing like the playful sounds I'd heard from him this morning; it was the single most menacing thing I had ever heard, and chills ran from the crown of my head to the back of my heels. â€Å"What's this?† Laurent exclaimed in open surprise. Neither James nor Edward relaxed their aggressive poses. James feinted slightly to the side, and Edward shifted in response. â€Å"She's with us.† Carlisle's firm rebuff was directed toward James. Laurent seemed to catch my scent less powerfully than James, but awareness now dawned on his face. â€Å"You brought a snack?† he asked, his expression incredulous as he took an involuntary step forward. Edward snarled even more ferociously, harshly, his lip curling high above his glistening, bared teeth. Laurent stepped back again. â€Å"I said she's with us,† Carlisle corrected in a hard voice. â€Å"But she's human,† Laurent protested. The words were not at all aggressive, merely astounded. â€Å"Yes.† Emmett was very much in evidence at Carlisle's side, his eyes on James. James slowly straightened out of his crouch, but his eyes never left me, his nostrils still wide. Edward stayed tensed like a lion in front of me. When Laurent spoke, his tone was soothing – trying to defuse the sudden hostility. â€Å"It appears we have a lot to learn about each other.† â€Å"Indeed.† Carlisle's voice was still cool. â€Å"But we'd like to accept your invitation.† His eyes flicked toward me and back to Carlisle. â€Å"And, of course, we will not harm the human girl. We won't hunt in your range, as I said.† James glanced in disbelief and aggravation at Laurent and exchanged another brief look with Victoria, whose eyes still flickered edgily from face to face. Carlisle measured Laurent's open expression for a moment before he spoke. â€Å"We'll show you the way. Jasper, Rosalie, Esme?† he called. They gathered together, blocking me from view as they converged. Alice was instantly at my side, and Emmett fell back slowly, his eyes locked on James as he backed toward us. â€Å"Let's go, Bella.† Edward's voice was low and bleak. This whole time I'd been rooted in place, terrified into absolute immobility. Edward had to grip my elbow and pull sharply to break my trance. Alice and Emmett were close behind us, hiding me. I stumbled alongside Edward, still stunned with fear. I couldn't hear if the main group had left yet. Edward's impatience was almost tangible as we moved at human speed to the forest edge. Once we were into the trees, Edward slung me over his back without breaking stride. I gripped as tightly as possible as he took off, the others close on his heels. I kept my head down, but my eyes, wide with fright, wouldn't close. They plunged through the now-black forest like wraiths. The sense of exhilaration that usually seemed to possess Edward as he ran was completely absent, replaced by a fury that consumed him and drove him still faster. Even with me on his back, the others trailed behind. We reached the Jeep in an impossibly short time, and Edward barely slowed as he flung me in the backseat. â€Å"Strap her in,† he ordered Emmett, who slid in beside me. Alice was already in the front seat, and Edward was starting the engine. It roared to life and we swerved backward, spinning around to face the winding road. Edward was growling something too fast for me to understand, but it sounded a lot like a string of profanities. The jolting trip was much worse this time, and the darkness only made it more frightening. Emmett and Alice both glared out the side windows. We hit the main road, and though our speed increased, I could see much better where we were going. And we were headed south, away from Forks. â€Å"Where are we going?† I asked. No one answered. No one even looked at me. â€Å"Dammit, Edward! Where are you taking me?† â€Å"We have to get you away from here – far away – now.† He didn't look back, his eyes on the road. The speedometer read a hundred and five miles an hour. â€Å"Turn around! You have to take me home!† I shouted. I struggled with the stupid harness, tearing at the straps. â€Å"Emmett,† Edward said grimly. And Emmett secured my hands in his steely grasp. â€Å"No! Edward! No, you can't do this.† â€Å"I have to, Bella, now please be quiet.† â€Å"I won't! You have to take me back – Charlie will call the FBI! They'll be all over your family – Carlisle and Esme! They'll have to leave, to hide forever!† â€Å"Calm down, Bella.† His voice was cold. â€Å"We've been there before.† â€Å"Not over me, you don't! You're not ruining everything over me!† I struggled violently, with total futility. Alice spoke for the first time. â€Å"Edward, pull over.† He flashed her a hard look, and then sped up. â€Å"Edward, let's just talk this through.† â€Å"You don't understand,† he roared in frustration. I'd never heard his voice so loud; it was deafening in the confines of the Jeep. The speedometer neared one hundred and fifteen. â€Å"He's a tracker, Alice, did you see that? He's a tracker!† I felt Emmett stiffen next to me, and I wondered at his reaction to the word. It meant something more to the three of them than it did to me; I wanted to understand, but there was no opening for me to ask. â€Å"Pull over, Edward.† Alice's tone was reasonable, but there was a ring of authority in it I'd never heard before. The speedometer inched passed one-twenty. â€Å"Do it, Edward.† â€Å"Listen to me, Alice. I saw his mind. Tracking is his passion, his obsession – and he wants her, Alice – her, specifically. He begins the hunt tonight.† â€Å"He doesn't know where -â€Å" He interrupted her. â€Å"How long do you think it will take him to cross her scent in town? His plan was already set before the words were out of Laurent's mouth.† I gasped, knowing where my scent would lead. â€Å"Charlie! You can't leave him there! You can't leave him!† I thrashed against the harness. â€Å"She's right,† Alice said. The car slowed slightly. â€Å"Let's just look at our options for a minute,† Alice coaxed. The car slowed again, more noticeably, and then suddenly we screeched to a stop on the shoulder of the highway. I flew against the harness, and then slammed back into the seat. â€Å"There are no options,† Edward hissed. â€Å"I'm not leaving Charlie!† I yelled. He ignored me completely. â€Å"We have to take her back,† Emmett finally spoke. â€Å"No.† Edward was absolute. â€Å"He's no match for us, Edward. He won't be able to touch her.† â€Å"He'll wait.† Emmett smiled. â€Å"I can wait, too.† â€Å"You didn't see – you don't understand. Once he commits to a hunt, he's unshakable. We'd have to kill him.† Emmett didn't seem upset by the idea. â€Å"That's an option.† â€Å"And the female. She's with him. If it turns into a fight, the leader will go with them, too.† â€Å"There are enough of us.† â€Å"There's another option,† Alice said quietly. Edward turned on her in fury, his voice a blistering snarl. â€Å"There – is – no – other – option!† Emmett and I both stared at him in shock, but Alice seemed unsurprised. The silence lasted for a long minute as Edward and Alice stared each other down. I broke it. â€Å"Does anyone want to hear my plan?† â€Å"No,† Edward growled. Alice glared at him, finally provoked. â€Å"Listen,† I pleaded. â€Å"You take me back.† â€Å"No,† he interrupted. I glared at him and continued. â€Å"You take me back. I tell my dad I want to go home to Phoenix. I pack my bags. We wait till this tracker is watching, and then we run. He'll follow us and leave Charlie alone. Charlie won't call the FBI on your family. Then you can take me any damned place you want.† They stared at me, stunned. â€Å"It's not a bad idea, really.† Emmett's surprise was definitely an insult. â€Å"It might work – and we simply can't leave her father unprotected. You know that,† Alice said. Everyone looked at Edward. â€Å"It's too dangerous – I don't want him within a hundred miles of her.† Emmett was supremely confident. â€Å"Edward, he's not getting through us.† Alice thought for a minute. â€Å"I don't see him attacking. He'll try to wait for us to leave her alone.† â€Å"It won't take long for him to realize that's not going to happen.† â€Å"I demand that you take me home.† I tried to sound firm. Edward pressed his fingers to his temples and squeezed his eyes shut. â€Å"Please,† I said in a much smaller voice. He didn't look up. When he spoke, his voice sounded worn. â€Å"You're leaving tonight, whether the tracker sees or not. You tell Charlie that you can't stand another minute in Forks. Tell him whatever story works. Pack the first things your hands touch, and then get in your truck. I don't care what he says to you. You have fifteen minutes. Do you hear me? Fifteen minutes from the time you cross the doorstep.† The Jeep rumbled to life, and he spun us around, the tires squealing. The needle on the speedometer started to race up the dial. â€Å"Emmett?† I asked, looking pointedly at my hands. â€Å"Oh, sorry.† He let me loose. A few minutes passed in silence, other than the roar of the engine. Then Edward spoke again. â€Å"This is how it's going to happen. When we get to the house, if the tracker is not there, I will walk her to the door. Then she has fifteen minutes.† He glared at me in the rearview mirror. â€Å"Emmett, you take the outside of the house. Alice, you get the truck. I'll be inside as long as she is. After she's out, you two can take the Jeep home and tell Carlisle.† â€Å"No way,† Emmett broke in. â€Å"I'm with you.† â€Å"Think it through, Emmett. I don't know how long I'll be gone.† â€Å"Until we know how far this is going to go, I'm with you.† Edward sighed. â€Å"If the tracker is there,† he continued grimly, â€Å"we keep driving.† â€Å"We're going to make it there before him,† Alice said confidently. Edward seemed to accept that. Whatever his problem with Alice was, he didn't doubt her now. â€Å"What are we going to do with the Jeep?† she asked. His voice had a hard edge. â€Å"You're driving it home.† â€Å"No, I'm not,† she said calmly. The unintelligible stream of profanities started again. â€Å"We can't all fit in my truck,† I whispered. Edward didn't appear to hear me. â€Å"I think you should let me go alone,† I said even more quietly. He heard that. â€Å"Bella, please just do this my way, just this once,† he said between clenched teeth. â€Å"Listen, Charlie's not an imbecile,† I protested. â€Å"If you're not in town tomorrow, he's going to get suspicious.† â€Å"That's irrelevant. We'll make sure he's safe, and that's all that matters.† â€Å"Then what about this tracker? He saw the way you acted tonight. He's going to think you're with me, wherever you are.† Emmett looked at me, insultingly surprised again. â€Å"Edward, listen to her,† he urged. â€Å"I think she's right.† â€Å"Yes, she is,† Alice agreed. â€Å"I can't do that.† Edward's voice was icy. â€Å"Emmett should stay, too,† I continued. â€Å"He definitely got an eyeful of Emmett.† â€Å"What?† Emmett turned on me. â€Å"You'll get a better crack at him if you stay,† Alice agreed. Edward stared at her incredulously. â€Å"You think I should let her go alone?† â€Å"Of course not,† Alice said. â€Å"Jasper and I will take her.† â€Å"I can't do that,† Edward repeated, but this time there was a trace of defeat in his voice. The logic was working on him. I tried to be persuasive. â€Å"Hang out here for a week -† I saw his expression in the mirror and amended â€Å"- a few days. Let Charlie see you haven't kidnapped me, and lead this James on a wild-goose chase. Make sure he's completely off my trail. Then come and meet me. Take a roundabout route, of course, and then Jasper and Alice can go home.† I could see him beginning to consider it. â€Å"Meet you where?† â€Å"Phoenix.† Of course. â€Å"No. He'll hear that's where you're going,† he said impatiently. â€Å"And you'll make it look like that's a ruse, obviously. He'll know that we'll know that he's listening. He'll never believe I'm actually going where I say I am going.† â€Å"She's diabolical,† Emmett chuckled. â€Å"And if that doesn't work?† â€Å"There are several million people in Phoenix,† I informed him. â€Å"It's not that hard to find a phone book.† â€Å"I won't go home.† â€Å"Oh?† he inquired, a dangerous note in his voice. â€Å"I'm quite old enough to get my own place.† â€Å"Edward, we'll be with her,† Alice reminded him. â€Å"What are you going to do in Phoenix?† he asked her scathingly. â€Å"Stay indoors.† â€Å"I kind of like it.† Emmett was thinking about cornering James, no doubt. â€Å"Shut up, Emmett.† â€Å"Look, if we try to take him down while she's still around, there's a much better chance that someone will get hurt – she'll get hurt, or you will, trying to protect her. Now, if we get him alone†¦Ã¢â‚¬  He trailed off with a slow smile. I was right. The Jeep was crawling slowly along now as we drove into town. Despite my brave talk, I could feel the hairs on my arms standing up. I thought about Charlie, alone in the house, and tried to be courageous. â€Å"Bella.† Edward's voice was very soft. Alice and Emmett looked out their windows. â€Å"If you let anything happen to yourself- anything at all – I'm holding you personally responsible. Do you understand that?† â€Å"Yes,† I gulped. He turned to Alice. â€Å"Can Jasper handle this?† â€Å"Give him some credit, Edward. He's been doing very, very well, all things considered.† â€Å"Can you handle this?† he asked. And graceful little Alice pulled back her lips in a horrific grimace and let loose with a guttural snarl that had me cowering against the seat in terror. Edward smiled at her. â€Å"But keep your opinions to yourself,† he muttered suddenly.