Friday, June 30, 2006
Wednesday, June 21, 2006
Richard is a Fieldmarshal
So Richard took the quiz below and he is an ENTJ. I am not sure if this is completely him...let us know what you think! This is what D. Keirsey had to say about being an ENTJ:
The Portrait of the FieldMarshal Rational (ENTJ)
Copyrighted © 1996-2005 Prometheus Nemesis Book Company
Of the four aspects of strategic analysis and definition, it is marshalling or situational organizing role that reaches the highest development in Fieldmarshals. As this kind of role is practiced some contingency organizing is necessary, so that the second suit of the Fieldmarshal's intellect is devising contingency plans.
As the organizing capabilities the Fieldmarshal increase so does their desire to let others know about whatever has come of their organizational efforts. So they tend to take up a directive role in their social exchanges. On the other hand they have less and less desire, if they ever had any, to inform others.
Hardly more than two percent of the total population, the Fieldmarshals are bound to lead others, and from an early age they can be observed taking command of groups. In some cases, Fieldmarshals simply find themselves in charge of groups, and are mystified as to how this happened. But the reason is that Fieldmarshals have a strong natural urge to give structure and direction wherever they are -- to harness people in the field and to direct them to achieve distant goals. They resemble Supervisors in their tendency to establish plans for a task, enterprise, or organization, but Fieldmarshals search more for policy and goals than for regulations and procedures.
Fieldmarshals will usually rise to positions of responsibility and enjoy being executives. They are tireless in their devotion to their jobs and can easily block out other areas of life for the sake of their work. Superb administrators in any field -- medicine, law, business, education, government, the military -- Fieldmarshals organize their units into smooth-functioning systems, planning in advance, keeping both short-term and long-range objectives well in mind. For the Fieldmarshals, there must always be a goal-directed reason for doing anything, and people's feelings usually are not sufficient reason. They prefer decisions to be based on impersonal data, want to work from well thought-out plans, like to use engineered operations -- and they expect others to follow suit. They are ever intent on reducing bureaucratic red tape, task redundancy, and aimless confusion in the workplace, and they are willing to dismiss employees who cannot get with the program and increase their efficiency. Although Fieldmarshals are tolerant of established procedures, they can and will abandon any procedure when it can be shown to be ineffective in accomplishing its goal. Fieldmarshals root out and reject ineffectiveness and inefficiency, and are impatient with repetition of error.
The Portrait of the FieldMarshal Rational (ENTJ)
Copyrighted © 1996-2005 Prometheus Nemesis Book Company
Of the four aspects of strategic analysis and definition, it is marshalling or situational organizing role that reaches the highest development in Fieldmarshals. As this kind of role is practiced some contingency organizing is necessary, so that the second suit of the Fieldmarshal's intellect is devising contingency plans.
As the organizing capabilities the Fieldmarshal increase so does their desire to let others know about whatever has come of their organizational efforts. So they tend to take up a directive role in their social exchanges. On the other hand they have less and less desire, if they ever had any, to inform others.
Hardly more than two percent of the total population, the Fieldmarshals are bound to lead others, and from an early age they can be observed taking command of groups. In some cases, Fieldmarshals simply find themselves in charge of groups, and are mystified as to how this happened. But the reason is that Fieldmarshals have a strong natural urge to give structure and direction wherever they are -- to harness people in the field and to direct them to achieve distant goals. They resemble Supervisors in their tendency to establish plans for a task, enterprise, or organization, but Fieldmarshals search more for policy and goals than for regulations and procedures.
Fieldmarshals will usually rise to positions of responsibility and enjoy being executives. They are tireless in their devotion to their jobs and can easily block out other areas of life for the sake of their work. Superb administrators in any field -- medicine, law, business, education, government, the military -- Fieldmarshals organize their units into smooth-functioning systems, planning in advance, keeping both short-term and long-range objectives well in mind. For the Fieldmarshals, there must always be a goal-directed reason for doing anything, and people's feelings usually are not sufficient reason. They prefer decisions to be based on impersonal data, want to work from well thought-out plans, like to use engineered operations -- and they expect others to follow suit. They are ever intent on reducing bureaucratic red tape, task redundancy, and aimless confusion in the workplace, and they are willing to dismiss employees who cannot get with the program and increase their efficiency. Although Fieldmarshals are tolerant of established procedures, they can and will abandon any procedure when it can be shown to be ineffective in accomplishing its goal. Fieldmarshals root out and reject ineffectiveness and inefficiency, and are impatient with repetition of error.
Jung Typology Test
Thanks to Trey, the following quiz is being submitted for your enjoyment:
http://www.humanmetrics.com/cgi-win/JTypes2.asp
Let me know what you find out!
To give you a little insight into the world of Emily (and probably baby Sydney), here is what D. Keirsey has to say about my being an ENFJ:
The Portrait of the Teacher Idealist (ENFJ)
Copyrighted © 1996-2005 Prometheus Nemesis Book Company
The Idealists called Teachers are abstract in their thought and speech, cooperative in their style of achieving goals, and directive and extraverted in their interpersonal relations. Learning in the young has to be beckoned forth, teased out from its hiding place, or, as suggested by the word "education," it has to be "educed." by an individual with educative capabilities. Such a one is the ENFJ, thus rightly called the educative mentor or Teacher for short. The Teacher is especially capable of educing or calling forth those inner potentials each learner possesses. Even as children the Teachers may attract a gathering of other children ready to follow their lead in play or work. And they lead without seeming to do so.
Teachers expect the very best of those around them, and this expectation, usually expressed as enthusiastic encouragement, motivates action in others and the desire to live up to their expectations. Teachers have the charming characteristic of taking for granted that their expectations will be met, their implicit commands obeyed, never doubting that people will want to do what they suggest. And, more often than not, people do, because this type has extraordinary charisma.
The Teachers are found in no more than 2 or 3 percent of the population. They like to have things settled and arranged. They prefer to plan both work and social engagements ahead of time and tend to be absolutely reliable in honoring these commitments. At the same time, Teachers are very much at home in complex situations which require the juggling of much data with little pre-planning. An experienced Teacher group leader can dream up, effortlessly, and almost endlessly, activities for groups to engage in, and stimulating roles for members of the group to play. In some Teachers, inspired by the responsiveness of their students or followers, this can amount to genius which other types find hard to emulate. Such ability to preside without planning reminds us somewhat of an Provider, but the latter acts more as a master of ceremonies than as a leader of groups. Providers are natural hosts and hostesses, making sure that each guest is well looked after at social gatherings, or that the right things are expressed on traditional occasions, such as weddings, funerals, graduations, and the like. In much the same way, Teachers value harmonious human relations about all else, can handle people with charm and concern, and are usually popular wherever they are. But Teachers are not so much social as educational leaders, interested primarily in the personal growth and development of others, and less in attending to their social needs.
http://www.humanmetrics.com/cgi-win/JTypes2.asp
Let me know what you find out!
To give you a little insight into the world of Emily (and probably baby Sydney), here is what D. Keirsey has to say about my being an ENFJ:
The Portrait of the Teacher Idealist (ENFJ)
Copyrighted © 1996-2005 Prometheus Nemesis Book Company
The Idealists called Teachers are abstract in their thought and speech, cooperative in their style of achieving goals, and directive and extraverted in their interpersonal relations. Learning in the young has to be beckoned forth, teased out from its hiding place, or, as suggested by the word "education," it has to be "educed." by an individual with educative capabilities. Such a one is the ENFJ, thus rightly called the educative mentor or Teacher for short. The Teacher is especially capable of educing or calling forth those inner potentials each learner possesses. Even as children the Teachers may attract a gathering of other children ready to follow their lead in play or work. And they lead without seeming to do so.
Teachers expect the very best of those around them, and this expectation, usually expressed as enthusiastic encouragement, motivates action in others and the desire to live up to their expectations. Teachers have the charming characteristic of taking for granted that their expectations will be met, their implicit commands obeyed, never doubting that people will want to do what they suggest. And, more often than not, people do, because this type has extraordinary charisma.
The Teachers are found in no more than 2 or 3 percent of the population. They like to have things settled and arranged. They prefer to plan both work and social engagements ahead of time and tend to be absolutely reliable in honoring these commitments. At the same time, Teachers are very much at home in complex situations which require the juggling of much data with little pre-planning. An experienced Teacher group leader can dream up, effortlessly, and almost endlessly, activities for groups to engage in, and stimulating roles for members of the group to play. In some Teachers, inspired by the responsiveness of their students or followers, this can amount to genius which other types find hard to emulate. Such ability to preside without planning reminds us somewhat of an Provider, but the latter acts more as a master of ceremonies than as a leader of groups. Providers are natural hosts and hostesses, making sure that each guest is well looked after at social gatherings, or that the right things are expressed on traditional occasions, such as weddings, funerals, graduations, and the like. In much the same way, Teachers value harmonious human relations about all else, can handle people with charm and concern, and are usually popular wherever they are. But Teachers are not so much social as educational leaders, interested primarily in the personal growth and development of others, and less in attending to their social needs.
Sunday, June 18, 2006
1st our due date was wrong and now this...
We have changed our daughter's name. Thank goodness she hasn't arrived yet! My mother "accidently" called her by this name yesterday (Saturday) and it has stuck! So our daughter's name will be Sydney Elizabeth Swayze. We will call her Sydney. Our families have really taken a liking to her name, especially my dad. "Sydney is SO much better than Sophia." (3rd person qoute from my dad through my sister.) Anyway, just thought everyone would like to know.
Em
Em
Friday, June 16, 2006
Thursday, June 15, 2006
the fountains at the bellagio have nothing on these guys. (hope the link works)
http://video.google.com/videoplay?docid=1498735521253677636
richard
http://video.google.com/videoplay?docid=1498735521253677636
richard
Monday, June 05, 2006
Thursday, June 01, 2006
The Evolution of Dance
I must give props to this guy. Everyone needs to watch his dance routine. You might just feel nostalgic. I know I did.
-Emily
-Emily
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