Is Lying Always Wrong? Fr Gregory Pine Vs. Dr. Janet Smith

This is really the way things went for me.

I'll take care of your medical concerns in the next life.

Dungeons and Dragons: Characters and Clarification

So, it has come to my attention that I may have inadvertently confused a number of people regarding Dungeons and Dragons. This was not my intention. As a result, I have decided to release my character memos so that you can fully understand who I was when I was and what you shouldn't do (namely, magic). It will come as some surprise to some, though not to the actual rogues, that I never, ever played a rogue, ever ─ not even close. As comical as that may sound to those in the know, I understand that also may have deceived some people.

I will release my character backgrounds in order, from my first to my last character, and I will include a briefing on each one:

1) Ezra Gram

(A half-elf druid, a poet, a philosopher of sorts... also a technical pacifist who refuses to harm any creature, even a ferocious goblin, so long as he has it in his power to avoid doing so. Pound possessed great understanding about biology, nature, animals, and the life sciences, but he was by almost no means a threatening figure.)

Official Background (declassified):
A wanderer from the Isle of Arenway, Ezra Gram, at the youthful age of 50, ventured forth from his humble collective farm in the heart of the Verduran forest, in search of adventure. On his mother's side, Gram descends from a knowledgeable line of elven druids, and his family taught him to understand and commune with the natural world. Ezra's father, a human cleric of Pharasma, spent his youth working alongside his coveted wife in the druid's bountiful grove, always maintaining a steadfast commitment to defend Arenway and its druids against any unnatural incursion. From his father, Ezra Gram inherited a devotion to The Lady of Graves as well as an iron contempt for the forces of the unnatural.

Ezra Gram values the natural wonders of Golarian, far and wide, more than any fame or fortune, though he has never been known to pass up the allure of a coin when necessary or expedient. Nature has always been an ally to him in his travels. He values its neutrality, inherent beauty, and purity.

**************************************************************************

The summer before last, Gram overheard the crew of a pirate vessel in the port of Merab discussing plans to sell a captured baby gorilla to the owner of a local plantation. The druid, an empathic friend of all animals, surreptitiously entered the pirate ship that night and found a poorly nourished and miserable baby ape. Appalled by the enslavement and mistreatment of this intelligent creature, Gram stole the baby animal and fled town before the pirates could discover his deed. He named the ape Georgia and has raised her into a youthful and dexterous companion.

Pirates stole Georgia from the Mwangi expanse when she was a baby in order to sell her into a life of mistreatment and toil on a big plantation near the port of Merab. Fortunately, she was rescued from this fate by her companion, the druid of Pharasma Ezra Gram.

2) Ashteroth

(A vile demon-spawn, also awkward, cowardly in the extreme, and a lover of comfortable amenities, leisure, and convenience whenever possible. Though he had formidable talents, this beast mostly just wanted to hang out at the tavern and converse. If he ever became injured, he would be the first to volunteer you to save him, especially when facing a challenging opponent. After all, he's too important.)

Official Background (declassified):
Teetering on the axis between ultimate Truth and the vilest insanity, Ashteroth ventured forth from his dilapidated shanty in the ghetto of an unnamed large city, where his religious insistence on the superiority of Virtue made him quite the oddball in a community dominated by the persecuted, thieves, and scoundrels. Were he more intelligent or perhaps simply not cultivated by fellow tieflings, the divine path of the cleric might have appeared the obvious choice to such a devoted individual. Yet, fate insisted on a different discipline for this curious demon-spawn. The divine beings, with their close-minded bigotry and foundation in utter self-deception and proud narcissism, refused to accept such a queer being as a potential ally. Their intolerance provided Ashteroth with all the proof he needed to conclude true Virtue had nothing at all to do with the deceitful gods or their petty grievances with his mischievous or downright sadistic forebears.

As a young tiefling, Ashteroth consoled himself in the sweet melodies of beautiful music, imagining himself, the rejected creation, as a role model for all the downtrodden and misunderstood, midst a beautiful crescendo of elegant rhythm in his mind. The young demon spawn developed a love for tales of fate and adventure, of heroes and fame. His persecution only served to engender the Truth in his soul. Ashteroth's unique disposition finally impressed Pharasma, who pitied the demon spawn his unfortunate misunderstanding among the gods. The Lady of Graves herself interfered with the natural order to provide this tiefling with magic, imbued into the music he played and the stories he recounted.

Ashteroth traveled from town to town, hearing gossip and spreading enchanted rumors. Everywhere he went and with every song he sang and every story he told, the place received the blessing of his Virtue and the favor of Pharasma, whose tears legitimized his vision. Unfortunately, the people never noticed. To them, as had always been, the tiefling was a curse, albeit one no one dared challenge, as his reputation among the ordinary folk benefitted from their growing attachment to his message, personality, and to the general improvement in conditions that his presence foretells. Ashteroth has always been a curious dichotomy in the public eye, an undeniable boon as well as the suspected material of all they had been conditioned by the gods to distaste. To the unaquainted, no matter how much they may come to love his reputation, his demon ancestry still bogs the bard's unadulterated gospel.

But what does he care? The psychic conflict he creates among the public only serves to fuel his fame, something that Ashteroth unquestionably loves. And given time, no opinion of him is outside of his reach to improve. So Ashteroth now seeks new adventures and new tales to fuel his magics and his literary legacy, hopefully for eons to come. His ancient Father would smile proudly on his scion's lust for fame. And Pharasma smiles, too, at the tiefling's vision and determination.

3) Elrond Hubbard

(My final character, a svelte forest gnome, Elrond had had his share of experiences by the time I wrote his bio. Tending drastically towards the likes of Pelor and Ilmater, this newly humbled creature was the last of my stabs at engaging directly with the fantasy genre. After Mr. Hubbard, shit simply became too real, and I was forced to resign him to the nearest monastery.)

Don't place faith in human beings; Human beings are unreliable things

Background:
The birds whispered Elrond's fate, before he ever left the womb. Buried deep in the burrows of his kin, Elrond was born into poverty. As a child, he became fixated with stories about the oath-sworn Paladins of humankind. His family could not discover how to communicate with him, to cause him to care about the things around him. Elrond only cared about the purity in his own mind. Eventually, the young gnome set off on his own path, one where no one could follow. He found an arch-illusionist's spellbook, and he cast a powerful spell of invisibility on himself. Afterwards, he left to explore the world in silence and reflection.

What he found confused him and displeased him. Whether he visited a human village, an orcish tribe, or an elfin city, everyone bickered among themselves. No one put the truth above their petty grievances. In such places, greed, pride, and even vile sorcery dominated the lands.

Finally, in the city of Luskan, a powerful mage discovered Elrond's presence. He expended many potent jewels to reveal this supposed master spy. And when he finally overcame the gnome's illusory cunning, what he discovered surprised him. The young monk was no spy at all, but only a wandering teacher with a dogmatic message.

Elrond had remained invisible for so long that he could not remember his surroundings to be more than dreams, and as dreams he treated them. He spoke of the great cities of men and elves as if they were nothing more than the stuff of tall tales, stories filled with intrigue, evil, deceit, and unending struggle. When the mage heard Elrond's tale, he laughed bitterly, for he learned the monk's dogmatic implication.

Elrond suggested that the mage cast a powerful spell, causing the whole world to be engulfed in a zone of truth. The mage responded that he found it ironic in all Elrond's travels he never dared to notice that the hearts of men were filled with evil, and that in the balance, such men describe the whole of mankind. The mage began casting a spell, and Elrond dashed away. He ran deep into the forest.

Meanwhile performing his first job for the Overland Merchant Guild, this newly christened monk's ship to Baldur's Gate crashed unexpectedly. Gathering himself and his freshly encountered elven friend Zalak, the two escaped its flotsam, narrowly averted swarming sharks, and made their way on a makeshift raft to a nearby island. Following the tracks of a recently deceased and chained lizardman, the pair scouted a tiefling chained by his neck.

Zalak and Elrond heroically defeated a monstrous bugbear who was holding the tiefling prisoner, the monk placing himself directly in the path of the ferocious beast. As the bugbear's blood flowed into the sand, the substance began to boil and hiss, whispering, "Today Elrond becomes the white monk." Elrond jumped back in fear as the sand consumed this blood, boiling it and vaporizing it, sending it far into the night sky. Elrond caught the last glimmer of its silvery ghost swimming as he gazed into the atmosphere. Everything looked so uncanny in the black and white of his dark vision. Elrond meditated that night. A mantra repeated itself in the background of his mind:

"Eagerly upon the 'morrow / Vainly I sought to borrow / From my book surcease from sorrow / Sorrow for the lost Lenore / Remembered here forevermore"

Trinket detail:
I picked up a tiny silver bell from the smoldering corpse of a decapitated vampire, and I put it in my pocket as a souvenir. It was the trademark token of a famous vampire slayer in Neverwinter.

**********************************************************

So, there you have it. I never played anything but a cleric of some kind, though definitely a foolish one, a cowardly story-teller, and a chastised and re-christened monk, obviously one who was as interested in meditative ascendance as he was in eternal mystery and also Ilmater. Since then, Elrond has learned much from his stay at the monastery, and he would like to determinedly and fervently warn you away from magic. There's nothing more precious than the truth. Farewell, and may Elrond's prayers remain with you.

Dungeons and Dragons Classes and Real Life Analogs

Since I could not find one anywhere using a Google search, I decided to create a table correlating the various Dungeons and Dragons classes to real life analogs. Obviously, role playing games are fiction. But we all wear a mask. And behind yours, who knows what one might find!

---

Class:		Analogs
Barbarian:	Technological obfuscationist	Anger disorder sufferer	Tribalist	Non-professional
Bard:	Musician	Storyteller	Artist	Negotiator
Cleric:	Cleric	Priest	Theologian	Cultural administrator
Druid:	Life scientist	Naturalist	Veternarian	Environmentalist
Fighter:	Soldier	Determined individual	Right-thinker	Team player
Wizard:	Professor	Wonk	Psychic / Fortune Teller	Scientist
Monk/Mystic:	Minimalist	Forward-thinker	Truth-seeker	Idealist
Paladin:	Do-gooder	Altruist	Loyalist	Dogmatist
Ranger:	Explorer	Loner	Nature-lover	Keen observer
Sorcerer:	Politician	Popularist	Hereditarian	Position-seeker
Rogue:	Anarchist	Rebel	Criminal	Privatist
Warlock:	Magician	Cat person	Moral relativist	Intellectual peacekeeper

So, the idea here is to categorize all sorts of fictitious characters and to attempt to relate them to real world psychology.

Apparently I Should Be a Social Worker?

Personal Appraisal Motivational Appraisal of Personal Potential For Yellow Your MAPP™ results are based on your responses to the MAPP™ assessment and are truly unique. We’ve processed and interpreted them to reveal your true motivations, your top vocational areas, learning styles, and your work preferences. This document is a self-discovery tool used in career and educational planning. It is not a psychological assessment. If you have any questions contact International Assessment Network. International Assessment Network 7400 Metro Blvd Suite #350 Edina, MN 55439 U.S.A. Phone: 952-921-9368 www.Assessment.com MAPP, Copyright 1995-2015 TABLE OF CONTENTS NARRATIVE INTERPRETATION INTEREST IN JOB CONTENT TEMPERAMENT FOR THE JOB APTITUDE FOR THE JOB PEOPLE THINGS DATA REASONING MATHEMATICAL CAPACITY LANGUAGE CAPACITY WORKER TRAIT CODE SYSTEM INTEREST IN JOB CONTENT TEMPERAMENT FOR THE JOB APTITUDE FOR THE JOB PEOPLE THINGS DATA REASONING MATHEMATICAL CAPACITY LANGUAGE CAPACITY VOCATIONAL ANALYSIS MAJOR VOCATIONAL AREAS FINE ARTS BUSINESS RELATIONS CLERICAL COUNSELING, GUIDANCE, SOCIAL WORK CRAFTS (Skilled Trades) EDUCATION AND TRAINING ELEMENTAL WORK ENGINEERING ENTERTAINMENT FARMING, FISHING, FORESTRY - OUTDOOR, REMOTE INVESTIGATE, INSPECT, TEST - LAB/FIELD SERVICE LAW AND ENFORCEMENT MACHINE WORK MATH AND SCIENCE MEDICINE AND HEALTH MERCHANDISING PERSONAL SERVICE TRANSPORTATION, PUBLIC WRITING TOP TEN VOCATIONAL AREAS PERSONAL ANALYSIS TRAITS OF THE PERSON PERSONAL ORIENTATION LEADERSHIP FACTORS INTERPERSONAL FACTORS SOCIAL FACTORS PERFORMANCE FACTORS MECHANICAL ORIENTATION MECHANICAL REPAIR MECHANICAL MAINTENANCE EDUCATIONAL ANALYSIS MENTAL ORIENTATION (How you think) PERCEPTUAL ORIENTATION (How you retain or block information) PERCEPTION REGARDING INPUT "MEDIA" (How you prefer to receive information) PREFERRED LEARNING ENVIRONMENTS PREFERRED CLASSROOM ENVIRONMENTS SKILLS FOR TESTING PROCEDURES (How you most effectively test) NARRATIVE INTERPRETATION INTEREST IN JOB CONTENT (Those tasks you want to perform) The Interest section identifies the ideal job content for you by identifying your motivations and preferences, called Worker Traits. These traits are listed in order of priority. Typically, what one wants to do is that which he/she is most likely to do and do it often enough (including training for it) to transform the raw interest into real skills, and then, to stay on that job. The Interest section of your MAPP report outlines your preferences toward work in relation to people, creativity, social activities, routine, tools, equipment and more. The Interest section is the first glance of your top motivators. Each section thereafter will inter-relate and you will begin seeing themes about the types of tasks and work that you prefer. Yellow is conscious of existence, meaning, purpose, potential and destiny of humankind, people, and self. Yellow is motivated by a self-felt, self-accepted calling to the cause of good, growth, and gain in the lives of others. Influential communication of ideas is a primary way of achieving those objectives. Perception and thinking tend to be holistic and conceptual; i.e., seeing the big picture. It is important to see which of the other traits are interactive with this trait because there can be many interesting combinations. This is a major trait in cultural, intellectual, academic, and creative activities. It includes ideas, concepts, theory, ethics, and values. Preferences for Yellow fully support being perceptually, subconsciously, and consciously aware of fantasy, symbols, symbolic relationships, abstract ideas, options, and choice of options as they relate to creative or innovative activities. Perception triggers ideas in Yellow mind, a process that just happens - a process often called intuition. It is not a conscious effort to logically "come up with" creative ideas; instead, the process is best identified with the statement that "a thought struck me." A quote by Carl Jung probably makes complete sense to Yellow: "Art is innate in the artist, like an instinct that seizes and makes a tool out of the human being. The thing in the final analysis that wills something in him is not he, the personal man, but the aim of the art." Yellow has a curiosity and awareness about the nature and utility of things. Analysis and experimentation are part of vocational and recreational activities. But those are probably not specialized or professional activities. Instead, they are a part of a mix of functional preferences. Preferences that are technically oriented cause Yellow to think systematically and to be motivated where challenging activities are developmental or experimental. Yellow is moderately motivated to manage others on a social or organizational basis as part of overall vocational responsibilities and activities. Rather than functioning in the top executive or managerial position or role, Yellow is possibly more comfortable with a position in middle management or as a group or team leader. Motivational levels of related traits can identify reasons and/or preferences for such management roles and responsibility. Yellow enjoys associating and interacting with people but likes independence as well. So the activity, rather than people, is more than likely the deciding factor. Where mutual interest is the purpose for association, Yellow willingly participates and cooperates. Where interests differ, Yellow will independently pursue those interests. Yellow enjoys social or vocational interaction with others but is not dependent on direct contact and association. If some work responsibilities or activities require functioning apart from others, it can be done without the need for social breaks to be with others. This flexibility is an asset in trade activities, operating machines or equipment, and in many technical and outdoor activities. Yellow is motivated to work on projects that are planned, scheduled, and completed. This indicates a preference to complete a project rather than leave it unfinished. But completion or achievement may be offset by switching to a project of higher priority and/or interest, with the hope that the uncompleted project may be done another day. What is not completed will probably be kept in mind until it is completed. Yellow prefers and may even require change and variety. Sameness and routine cause loss of interest, drive, and energy. Yellow probably sees a truth in the saying "a change is as good as a rest." This individual enjoys vocation, recreation, and/or vacations that include lots of change and variety, new challenges and experiences as well as new contacts and acquaintances. Yellow is motivated very little by physically working with things and objects as a primary or important part of work or recreation. Other activities carry a higher priority. Sensory/physical traits have probably not been developed well enough to be considered a motivational feature of work. Yellow has little need for or is not motivated by recognition, status, or competitive gain. Comfortable and satisfied with a subjective estimate of self in relation to others, opinions others hold about this person do not present serious effects, one way or the other. For Yellow, personal and internal interests or drive motivates performance, not the promise of favor, recognition, or reward from external sources. TEMPERAMENT FOR THE JOB (How you prefer to perform tasks) This Temperament section identifies the motivation and talent an individual possesses in twelve Worker Trait Areas and coincides with the Interest section. The Temperament and Interest sections say the same thing from a different perspective. Your highest motivators will be displayed first. In this section you will learn things such as; do you prefer lots of change and variety on the job, are you persuasive, do you prefer to work in teams or independently, are you a naturally driven to evaluate and analyze, and more. Yellow prefers and needs change and variety. Change is motivating, stimulating, and energizing. Yellow looks for new options, challenges, assignments, acquaintances, relationships, and even new careers in new places. Yellow tires of sameness, repetition, and routine even in activities that were interesting at the start. Once things become routine for Yellow , this becomes a motivation to move on to more interesting things. Yellow is most likely benevolent, voluntarily giving of self to help others, especially regarding current pain, hurts, stress, needs, and problems. This means empathetic, sympathetic, intentional, personal involvement in the personal lives of others to give help, sacrificially if necessary, and to subjectively gain personal satisfaction from providing personal service. (NOTE: emphasis is on the word "personal." This is a heart trait and is totally self-motivated and voluntary. It is one of the most strongly motivated traits in determining vocational dedication. The word "others" is important in the context of benevolence) Yellow is probably more benevolent toward persons not intimately, formally, or organizationally related. (NOTE: Benevolence expects those in close relationships to join in the giving rather than being a priority recipient.) Nonetheless, Yellow probably exhibits benevolence toward all persons. But benevolence does have priorities about eligibility of persons for help. (NOTE: "Evaluation: to appraise carefully; to judge as to worth or amount; to estimate generally.") Most likely, Yellow has a logical mind which "makes sense" of what is perceived regarding the big picture and pieces of the picture within the context of that big picture. It is evaluation or assessment after perception, not the process of perception itself. Emphasis is on patterns, linkage, and relationships. Intuition may be involved in conjunction with this evaluation/assessment process. Yellow has a strong preference to work under the management or supervision of others who are competent and knowledgeable in their area of expertise. This also may indicate a preference to avoid work of an independent nature (i.e. self-directed, self-planned, self-managed). Performance, morale, energy, enthusiasm, and quality of work tend to reflect how satisfied Yellow is with the working environment as created and managed by the motivational and inspirational leadership of a manager, director, supervisor, or lead-person. Mind and mental activity are very central to Yellow's vocational activities. (NOTE: "Intuition is very different from thought, from feeling and from sensation, by the major characteristic of insight. Intuition comes from the Latin meaning, literally, `in to you'. Intuitive insight results from `identification with,' rather than `looking at' the object of attention. It is `being a part of.' Intuiting is a process, not of perception, but of experience. There is no need for interpretation in intuition. Intuitive relationship implies contact. So one does not perceive; one experiences." ~~Quote from Robert Ashby) Yellow has a preference or perhaps the talent or ability for experiencing abstract ideas, creativity, concepts, theory, assessment, and choice of options. New ideas and creativity must have an important place in vocation. Yellow willingly accepts responsibility for exercising motivated talents. These may include leadership and/or management talents and, therefore, involve responsibilities for others. This is an important, broad, in-depth factor that includes social, leadership, management, and mental activities. Perception and thinking include seeing the big picture and handling responsibilities in that context. Yellow enjoys and benefits from being organizationally interactive with others in work or recreational activities. This sort of preference tends to represent a motivation toward association and service. Yellow also has considerable social independence so organizational association with others tends to be on a mutual-interest or mutual-activity basis. If work requires functioning independently of or apart from others, Yellow is comfortable with occasional nonsocial activities. Yellow sees self as talented, self-sufficient, and goal-oriented. Most likely, Yellow regards work activity and goals as more important than association, interaction, or involvement with people. If vocation calls for working with others, or managing the skills and or abilities of others as part of achieving work objectives, Yellow is motivated and equipped to do that. When others are selected for existing, deliverable skills and/or abilities; then performance is expected. But independent, self-directed, self-achieved activity is preferred. Yellow is motivated to influence and convince others as part of social, organizational, vocational, or recreational activities. A motivation exists to speak up when there is reason, occasion, or opportunity to sway others to Yellow's ideas or way of thinking. Persuasive efforts may be oral, written, or via some media (like email). Motivation behind that persuasion is to get others to accept what one is communicating. Yellow accepts and exercises responsibility for organizational management but may not necessarily seek out that role for self. Emphasis is on management of people, but that is directly tied to performance of existing, available skills and abilities. Performance and results are the main emphasis. Other traits must be studied to determine if Yellow manages best on a take charge or given charge basis which has much to do with how personally or impersonally, performance-based or service-based, that management style will be. Yellow is tolerant of routine sensory/physical activity that is tied to and timed by machine operation. It usually involves repetitious processes with occasional scheduled breaks. With only medium motivation for assembly line type of work, it is likely that feeding, offbearing, or assembly work is a temporary activity until something more interesting is found, or it is a minor part of the assigned work. Yellow does not generally see, retain, and/or recall verbatim detail and, instead, shows an awareness of concepts, patterns, general ideas, etc. Yellow "Gets the drift" of what is seen, read, or heard. Recall is in general and in relative terms and not in specifics. Numbers are sometimes transposed. Words are read as form or pattern rather than by specific letters. Although this concept is built around ability, addressed here is how these abilities generally affect current preferences and specific motivations pertaining to the situation. APTITUDE FOR THE JOB (Expression of performing tasks) This is a highly generalized section in which the narrative deliberately focuses on the combination of motivations and preferences as they relate to personal talents or skills. It lets the individual look into a vocational mirror and see his/her own talents and then decide for themselves where they fit and function the best with regard to motivation and preference. It is another context in which to see if priorities are mental, sensory, or physical: "To thine own self be true." Philosophical, cultural, scientific, literary, managerial, and/or computational work, more than likely, represent very important types of mental activities for Yellow . Being capable in those activities, Yellow s mind is naturally receptive to consider abstract ideas, theory, concepts, inquiry, exploration, analysis, logic, systems, and procedures. Factors in this aptitude section, plus the data and reasoning sections show the degree of motivation and talent Yellow has for each of those mental activities. High rating for this trait indicates an intellectual orientation that is functional in, or has potential for, academic, scientific, research, literary, executive, or consulting activities. Yellow's preferences and motivations are derived from understanding the deeper or 'real' meaning of ideas and words and uses them effectively in written or oral communication. Literary in this factor means intentional search for ideas expressed by the minds of others for one's own use, assimilation, learning, etc. The source can be books, other publications, historical documents, research information, drama, movies, television, the "information highway" or internet, etc. Emphasis is on communication: picking up information from minds of others or communication aimed toward the minds of others. Journalism and writing are major activities. Literary activity is not exclusively intellectual, academic, or cultural. It may be an end in itself as in a bookworm for instance. And literary activity is not always accompanied by communicative activity, written or oral. On the other hand, communicative activity need not be literary in the classic sense. And one need not be persuasive to be communicative, but it helps. When the trait is highly motivated, as it is here, it suggests both literary and communicative abilities that are or could become a usable skill or a developed talent. By now you can see that only a review of all traits will clearly show the specific content of Yellow's literary and/or communicative preferences and motivations. Sensory/mental awareness of "pieces of the picture" is capacity for comparative, intra-holistic recognition of parts relative to other parts and/or the big picture. It includes ability to see essential detail and make visual/mental comparison and discrimination relative to relationships of objects. The definition says "pieces of the picture," so it recognizes the picture and its larger context, but this trait still emphasizes pieces and their status as pieces. Yellow prefers to see the big picture by first putting all the 'pieces' together. Most likely Yellow already sees pieces as pieces rather than the big picture first and then breaking it apart into all the various pieces. Yellow's preferences do not deter from seeing the big picture and handle things in that larger context. This ties yesterday and tomorrow to today, ties possibilities to present fact, and leaves open options instead of closed systems. This is a useful combination of preferences and abilities if Yellow is involved in analysis, planning, strategy, assessment, or choice of options. Although Yellow does not specifically prefer mathematics, motivation is not swayed one way or the other as there is an adequate awareness and ability utilizing mathematics. Other traits will indicate which kind of math that preference applies to: theoretical, statistical, analytical, computational, business, administrative, clerical, arithmetic, or posting. Wherever it works best, it is a vocational asset. Yellow's preferences and motivations most likely revolve around an adequate ability to see, retain, and recall detail. Preferences and motivations do not fixate on detail or a vocational specialization based on detail. (NOTE: Awareness of detail at this level is a useful talent in functional, operational, or administrative activities). More than likely, Yellow does not have highly developed, consistently reliable sensory/physical motivations either learned or naturally. There is little motivation to physically perform better each time, to beat one's last score (as in a game), to be the best operator in the crew, to look forward and back at sensory/physical activity as challenging and fun. Instead, Yellow prefers to consider the sensory/physical system (the body) as 'on call' and adequately able to perform as expected. Yellow has few artistic preferences, and where preferences are lowest, artistic talent has probably not been developed to any usable ability. (NOTE: Given industry norms, the use of artistic details and processes in job context is problematic for people without such preferences). Yellow is not motivated for what is called `workbench' activity where a person manually (primarily arms, hands, fingers) processes materials. There can be many reasons for disinterest in that activity: 1) Yellow is motivated to do other things, 2) Yellow does not naturally have the talent for sensory/physical activity of that kind, 3) the activity is too monotonous for Yellow's activity preferences, or 4) it is too non-social where social activities are preferred. It is important to identify the reason(s) so Yellow can function where natural talent or already existing skills and abilities as well as motivation are greater. The motivations and preferences influencing Yellow's mind tend to not be oriented toward placing importance or emphasis on sensory/physical activity. Instead of `thinking' what to do physically, or how to do it, other activities have much higher priority and therefore, preferences and motivations tend to lean towards those alternative activities. It is unlikely that Yellow has a high preference for sensory/physical activities. Yellow has clear preferences that do not include handling minute manipulation of detail for extended periods of time. If asked, splicing telephone wires at a switchboard installation or knitting a sweater to enter in a county fair competition, Yellow would likely indicate that these are not a preferred career or avocation. PEOPLE (How you relate to people, in priority order) In this section, seven people factors cover important activities related to the interaction of a person with other persons. These are very important for individuals motivated and perhaps even naturally talented or specifically trained for associating and interacting with people. They may also be important traits for certain “people intensive” jobs. Low motivational ratings in this section may also be quite positive and valuable, if occupations necessitate or require that an individual function apart from others, manage his/her own activities, or be satisfied with work in isolation. "Mentor: a trusted counselor or guide." Yellow is interested in and consciously prefers to consider the existence, meaning, purpose, potential, and destiny of mankind, people, persons, and self; with self-felt, self-accepted responsibility to influence and/or cause good, growth, and gain in the lives of all concerned. Yellow has intuition and philosophical curiosity that causes an awareness of personality, intentions, emotions, ethics, values, and moods of other persons, and of self. By itself, this is not benevolence. If Yellow is highly motivated for benevolent activities, this trait is compulsively central to personal and vocational activities. If there is a lack of personal motivation, then the preference for consideration tends to be more philosophical or academic in nature, but still service oriented. Yellow feels both privilege and responsibility to use communication (including persuasion) to voluntarily provide beneficial information to others. This includes strongly motivated benevolent and literary traits. Self-satisfaction comes almost exclusively from the subjective realization that the information, voluntarily given, has been helpful to other persons. Yellow is further motivated to learn and understand the other person(s) needs wishes and listening preferences. Non-persuasive service communication can become persuasive and persistent when expressed in the interest of someone needing Yellow to stand up for them. Yellow is motivated to educate, which means to share knowledge that will be useful for the persons taught. Instructing can be in many forms: teaching, training, influencing, and demonstrating. It is done through various combinations of traits, and there are many traits that could be involved. So it is necessary to scan all traits to discover why and how Yellow prefers to or is motivated to instruct others. Yellow is ready, willing, and perhaps even able (or trainable) to persuasively influence others with the intent or hope to convince them to agree with what is said. Because this trait is moderately motivated, Yellow is probably not inclined to make a living by selling on a commission basis. Instead, persuasion is interactive with other traits and finds expression in other ways such as teaching, counseling, etc. Yellow can be motivated in some situations to assume the responsibilities for planning, assigning, directing, supervising, and monitoring work activities of others. Preferences lean toward steady, on-site contact and interaction with those being supervised. Motivational levels are effected by the amount of responsibilities that include morale, attitudes, attendance, training, safety, and getting adequate quality and performance from employees. Yellow is moderately motivated by being "on stage" in order to pleasantly influence others toward a particular viewpoint, objective, or product. Yellow probably has moderate to high motivational levels in other gregarious and persuasive traits. Yellow is comfortable with a spokesperson role, and may even prefer it or be personally energized by it. Yellow is only moderately motivated within this trait, (s)he is probably not "stage-struck" toward entertaining or acting to the exclusion of other activities or responsibilities. The preference is more toward influencing rather than promoting or selling. Yellow has motivation and, more than likely, the natural talent for assertively negotiating or an adequate motivational level that supports training in that area. This includes strategic thinking, influential communication, analysis, and/or persuasion. Many traits are involved, and their motivational levels determine the amount of involvement and influence of each trait. Strategic thinking is considered a preferred key element. Yellow is empathetically and sympathetically aware of the hurts, needs, problems, and wishes of others and is motivated to help whenever possible. There is inclination and willingness to get personally involved in the personal lives of others in order to help with one's talents and resources. Although only moderately motivated in this social service trait, it is hard for Yellow to ignore or say "no" to anyone less fortunate. THINGS (How you relate to things, in priority order) Working with things, manipulation of materials and processes, and cognizance of operational and mechanical forces or objects, highlights this Worker Trait Code section. None of the factors in this section are directly related to people nor call for exclusive talents whether or not they exist within the individual. However, these factors do call for the interaction and interplay between mental, sensory, physical, and mechanical skills and/or abilities as possessed by the individual. If the individual has a natural mechanical savvy, and likes to work with his/her hands, this becomes a highly important and relevant Worker Trait Code section. Yellow has natural preferences related to mechanical, technical, or systems engineering. It includes natural mechanical savvy about "what makes things tick" and motivation to design, assemble, build, install, or operate machines, equipment, or systems. Engineering may or may not be the major vocational activity. Yellow is moderately motivated to be responsible for technical, operational control of tolerances and quality; for attainment of precise standards and identification of defects. (NOTE: This is a very important preference in industries where production, maintenance, and repair require exact precision, high quality, and almost zero in allowable defects or error). "Being stuck to a machine all day" is not Yellow's definition for a satisfying vocation, occupation, or job. There is little preference for understanding machines, little preference for steadily monitoring machine performance, and little motivation for coping with the routine that is required. Yellow's preferences and motivations in vocational activity are not oriented toward routine, alert monitoring, recording, and reporting of operational or machine processes. Such activity is too clerical for Yellow's preferences. Manual labor is not an activity where Yellow is in any way motivated. Routine, elementary, sensory/physical activity is not preferred; instead, it probably is experienced as boring, frustrating, and stressful. For one or more of a variety of possible reasons, Yellow does not prefer working with heavy equipment operation. Yellow's motivations are not compatible with assembly line activity where one is locked into operational processes by station, function, and timing. Such activity would most likely be boring, tiring, frustrating, and stressful for Yellow in a short time. Yellow is not motivated toward processing activities, no matter what is being processed or who is doing the processing. There is no natural preference for this sort of activity. DATA (How you relate to data, in priority order) The data section identifies preferences, motivations and priorities for certain kinds of mental activities. If interests and preferences are primarily intellectual, academic, scholarly, scientific, mathematical, or professional, this may be the most important section of the Worker Trait Code System for the person appraised. If his/her preferences are not primarily mental, this section may have little value. If these factors are important for this profile, then factors in the reasoning, math, and language sections will also be both relevant and important. "Synthesize: putting two or more things together to form a whole; the combination of separate elements of thought into a whole; the operation by which divided parts are united" (Webster). Yellow is motivated by seeing the big picture so much so that (s)he, attempts to see all parts of the picture in that larger context, then sees all parts relative to each other, but still within that larger context. Perception and thinking are therefore holistic and conceptual. Philosophical and intuitive processes are involved. Scientific, managerial, and/or literary preferences may also be involved. Other mental factors in this section are subordinate, secondary, or complementary to this primary motivational attribute. This is an overview and scanning activity that includes ideas, concepts, theory, fiction, hypothesis and assessment. (Note that words in the last sentence are unrelated to logic that Webster defines as "the science of the operations of the understanding subservient to the estimation of evidence.") For Yellow , preferences for this sort of synthesis will allow it to get no further toward logic than estimating. Preferences that direct mental activity for Yellow are naturally curious, inquisitive, investigative, exploratory, analytical, and experimental. Words such as "if" and "why" are central to this trait. It is a factor that fits exactly between synthesizing and comparing, with emphasis on synthesizing. Analysis is more than seeing the big picture, or seeing how the pieces fit the big picture. The motivation to engage an activity or process comes from nonlinear speculating about new forms, possibilities, relations, and fits. In other words, it tends to be an executive function dedicated to possibilities. Yellow prefers an emphasis on utility when called upon to recognize and identify or classify important factors related to the context, content, operations, and objectives of projects. (NOTE: This is an important trait for research, technical activities, systems engineering, operations management, and administrative activity). Yellow's motivational levels support being conscious of the importance of information and evidence relative to the "whole story" of a subject or topic. This support extends into perception that there is a natural sorting process of separating what is important from what is trivial. And Yellow is most likely to be deliberate, methodical, and thorough in compiling, labeling, and storing information for later use. Yellow is motivated to coordinate (i.e., manage, manipulate, administer, etc.) that which is at hand to achieve planned, known or strategic objectives. This means that Yellow prefers to do something functional, directional, and goal-oriented with thinking processes, decisions, and actions. When and how Yellow coordinates can be determined by reviewing other traits. Yellow is motivated to a degree for handling and solving routine, factual, mathematical problems. This set of preferences holds value in operational, technical, processing, or administrative activities. (NOTE: When interacting with other traits, as it does here, this trait has vocational value in many areas). Copy activity involves detail and routine, which is preferred by Yellow and includes reproducing images, information, etc. by machine operation and/or graphic design and layout. (NOTE: It is an asset for database management, computer publishing activity, administrative or library work, and/or warehouse processing). REASONING (How you relate to reasoning, in priority order) This Reasoning section is closely linked with the Data section. The Data section identifies an individual's priorities or preferences (high and low) for ways of thinking, while the Reasoning section focuses on where, why, and how this thinking will most likely be applied. Just like the linkage between the Interest and Temperament sections, Data and Reasoning are coupled very tightly as well. Yellow is strongly motivated to apply thinking to the big picture through holistic ideas, concepts, options, and strategies. This does not mean, suggest, or imply that thinking is kept only in a holistic context but it does mean that the first and constant priority or preference for consideration and focus are on the big picture. (Example: Yellow more likely prefers to be an executive rather than a manager, and more inclined to be a manager rather than a supervisor.) Considering how pieces of the picture are brought in to the big picture stimulates motivation for the activity. The preferences in Yellow's mind tend to be oriented toward systems engineering: identifying, analyzing, and solving challenges and/or problems by collecting data, establishing facts, connecting abstract and concrete variables, drawing valid conclusions, determining appropriate actions, and devising strategies and systems to achieve objectives. Many traits are involved. Since there is a moderate motivational level to work with systems engineering for Yellow , all of those traits may not have strong or equal motivational levels. Review of all traits will identify which area or areas of engineering represent higher motivational levels for Yellow . Yellow is motivated and perhaps even mentally equipped for troubleshooting: to recognize or otherwise identify problems or developing problems in familiar operational or procedural areas; to tackle problems with intent to solve the problems and restore function to former levels or better. (NOTE: This requires onsite familiarity with those operations, a sense or suspicion of where things might or could break down, and savvy about ways to fix the problem). For Yellow , natural preferences can comfortably adapt to get into the "swing of things" and "go with the flow." Becoming synchronized with operational flow can be the result of many trait combinations, the most likely being mechanical savvy, attachment to the familiar, and attention to detail, plus certain social traits at even low motivational levels. It is likely that Yellow is motivated in methodical, thorough, and routine activities as long as those activities are a necessary part of interests with stronger motivational levels. (Note: Many people like methodical, meticulous, routine activities as a break or departure from vocational activities that call for constant change, variety, quick decisions, risk, etc.) Depending on the situation, Yellow generally prefers simple, routine tasks in a familiar environment. This preference of Yellow's is probably limited to hearing or reading exactly what was meant and doing as instructed. (NOTE: This is a good trait for operational, administrative, or clerical activities. {In fast-food establishments for example, it is essential.}) Three kinds of persons typically have issues with this kind of job: 1) Those who don't hear (sometimes won't hear) or remember specific instructions, 2) those who feel entitled or licensed to do it some other way, and 3) those who simply cannot, for many reasons, "keep their nose to the grindstone" in such basic, routine tasks. Given the vocational task, Yellow's motivational level is adequate to participate where understanding of operational aspects of systems, procedures, and/or maintenance is required. Because Yellow has only motivation for an activity that is based on repetition (in both function and time), it is likely that tenure will not be for the long haul unless Yellow seeks, needs, or enjoys stability and routine. (NOTE: Motivation doesn't guarantee the ability or talent just as aptitude for an activity doesn't guarantee the motivation). MATHEMATICAL CAPACITY (How you relate to the applied usage of math) Math is a natural talent like art or music and requires a certain natural preference. In most instances, you have it or you don't; you like it or you don't. If the individual has talent for math, this section shows where the greatest vocational interest and motivation occurs, and that is where he/she has probably developed the most talent or could. Low ratings for some or all of these factors imply that math, or possibly that specific application of math, is not a motivational factor to this individual. Yellow is motivated to work with a wide variety of theoretical math concepts; make original application of those concepts; apply knowledge of advanced mathematical or statistical techniques to new areas of challenge, interest, or opportunity. Motivation is derived from conceptual, analytical, curious, and exploratory thinking. Research and theoretical logic probably appeal greatly to Yellow's mind. Yellow is motivated and probably equipped to work with, use, and apply math at management levels for tracking, analyzing, and proving business activities and performance. This is part of a management generalist preference. Yellow's preferences tend to be methodically curious, exploratory, analytical and systematic, with math as an important tool for such activity. However, math is not an end in itself but used more as a tool as just stated. Yellow prefers to consider proof as a primary basis for thought. Yellow has a moderate motivation where business math related to commercial calculations and transactions are called for. This means there exists a natural ability to be competent and accurate with addition, subtraction, multiplication and division. (NOTE: Where the ability does not already naturally exist for Yellow , in this instance, motivational levels support training, most likely). Yellow does not prefer activities requiring verbatim perception, recording, and/or processing of details, especially where numbers are involved. Yellow may simply lack interest or the motivation to express self vocationally through the use of basic math skills while possibly quite capable. This is most likely demonstrated by consistent inaccuracy when making basic arithmetic calculations. LANGUAGE CAPACITY (How you relate to the usage of language) Four language traits are included in the narrative to cover basic activities that utilize words. They aren't very specific, but there are related factors for literary, journalistic, and communicative activities in the Interest, Temperament, Data, People, Aptitude and Reasoning sections. If a high motivational and/or preference level exists for one or more factors in this section, scan those other sections to discover preferences the individual has for those activities. Not all jobs call for orators or authors, while some jobs require such skills. Yellow is highly motivated to consider creative writing and communicating at professional levels. Preferences are holistic, conceptual, imaginative, and creative. "Ideas trigger more ideas" can probably be said about Yellow . High motivational levels for this worker trait indicate an interactive combination of literary and philosophical traits. As Dean W. R. Inge said, "Literature flourishes best when it is half a trade and half an art." That probably makes a great deal of sense to Yellow . Motivation at this level indicate preferences that probably include writing fiction, poetry, scripts for movies or television, advertising copy, marketing copy, teaching creative writing, etc. Logical explanation and education can be motivational for Yellow in some instances. This motivational level is based on the complementary interaction of a number of traits: social, leadership, influential, technical, service and functional. Review of all worker traits will identify Yellow's specific journalistic motivations and or preferences. Yellow's vocational preferences include such activities as gathering, processing, recording, transmitting, filing, and/or retrieving information. Key preferences lean toward proper language usage, spelling and punctuation; referencing, filing, and retrieval abilities; and attention to detail. Yellow does not pay particularly close attention to non-motivational information, data, or detail such as elementary and basic instructions. The natural preference may be to simply use common sense or to experiment in order to figure it out. WORKER TRAIT CODE SYSTEM WORKER TRAIT SCORES The Worker Trait Code System has been in use for over 30 years and has proven to be an outstanding vocational tool for identifying jobs, classifying job requirements, and understanding human motivation. The Worker Trait Code System has been modified from a proposal by the US Department of Labor's 1965 version of the Dictionary of Occupational Titles. The Worker Trait Code has seventy-two factors sorted into nine categories. The code's purpose is to identify "those abilities, personal traits, and individual characteristics required of a worker in order to achieve successful job performance." The architect of MAPP used this same criteria to define job positions and provide a method for individuals to identify their motivations and to improve their odds at success in "worker trait" terms. The Worker Trait Codes of the Position Profile and the Personal Profile can be simply and electronically matched in order to ensure the right person is working in the right job. The Worker Trait Code Report contains the percentiles which determine the level of motivation the trait has for the person. The higher the percentile or the lower the level number, the greater chance the person has to succeed or compete with the general population in the trait area or activity. For example, a score of 88% (Level 1) indicates that only 12% of the general population is more motivated and interested in vocationally expressing this task. Traits in Level 1 are compulsive; Level 2 is highly motivated; Level 3 is moderately motivated. INTEREST IN JOB CONTENT (Those tasks you want to perform) IN_6 - Concerned with people, communication of ideas 2 IN_8 - Abstract, innovative, creative activities 2 IN_7 - Technical, scientific interests and skills 3 IN_4 - Management of social or organizational activities 3 IN_2 - Direct business contact and interaction with others 3 IN_9 - Nonsocial procedures, operations or functions 4 IN_0 - Output drive: production, goals, efficiency 4 IN_3 - Routine, organized, methodical procedures 4 IN_1 - Physical work with materials, tools, equipment 4 IN_5 - Work for personal gain, recognition, status 5 TEMPERAMENT FOR THE JOB (How you prefer to perform tasks) TE_1 - Change and variety: accept, utilize, cause change 2 TE_X - Provide service dedicated to interest of others 2 TE_0 - Evaluation: logical study, analysis 2 TE_3 - Work under management or supervision by others 2 TE_9 - Intuition, creativity: ideas, concepts, options 2 TE_8 - Handle responsibilities, choices, decisions 3 TE_5 - Organizational involvement, teamwork, roles 3 TE_6 - Independent, self-planned, self-performed activity 4 TE_7 - Aggressively influence, persuade, get agreement 4 TE_4 - Plan, control, direct activities of others 4 TE_2 - Routine activity set by schedule or operations 4 TE_Y - Work with detail, data, records, inventory 4 APTITUDE FOR THE JOB (Expression of performing tasks) AP_G - Intellectual and/or Analytical orientation 2 AP_V - Literary and/or Communicative orientation 2 AP_P - Sensory/Mental awareness of "pieces of the picture" 2 AP_S - Mental/Sensory awareness of "the big picture" 3 AP_N - Computational or analytical use of numbers 4 AP_Q - Sensory/Mental awareness of detail per se 4 AP_E - Simultaneous skills in complex physical tasks 4 AP_C - See and sense colors, shades, patterns, textures 5 AP_M - Manual dexterity in routine "workbench" activities 5 AP_K - Mental/Sensory coordination of physical action 5 AP_F - Mental/Sensory skills in handling fine detail 5 PEOPLE (How you relate to people, in priority order) PE_0 - Mentor: size up people, personalities, motives 2 PE_6 - Service communication: voluntarily inform others 2 PE_2 - Instruct: teach, train, influence, demonstrate 3 PE_5 - Persuade: assertively influence, convince others 3 PE_3 - Supervise: plan, manage work activity of others 3 PE_4 - Entertain: to deliberately influence others 4 PE_1 - Negotiate: confront, communicate to achieve goal 4 PE_7 - Social service directly benefiting others 4 THINGS (How you relate to things, in priority order) TH_0 - Engineering, technical planning, installation 3 TH_1 - Precision/quality: technical, mechanical standards 4 TH_2 - Operate/control: on-site machine operation 4 TH_5 - Tending: monitoring/adjusting gauges, switches, controls 4 TH_7 - Handling: basic, routine manual labor 5 TH_3 - Drive/Operate: mobile and heavy equipment; controls 5 TH_6 - Feeding/offbearing: manual labor timed by machines 5 TH_4 - Manipulate: physically manage material processes 5 DATA (How you relate to data, in priority order) DA_0 - Synthesize: holistic, conceptual, strategic thinking 2 DA_2 - Analyze: investigate, research, experiment 2 DA_6 - Compare: recognize important factors for use 3 DA_3 - Compile: gather, classify, store information 3 DA_1 - Coordinate: plan, implement, manage procedures 3 DA_4 - Compute: solve routine mathematical problems 3 DA_5 - Copy: duplicate, transcribe, record, send 4 REASONING (How you relate to reasoning, in priority order) RE_6 - Holistic concepts, meanings, options, strategies 2 RE_5 - Apply ideas and strategies to real problems/tasks 3 RE_4 - Solving on-going problems in familiar areas 3 RE_2 - Methodical and thorough in routine procedures 4 RE_1 - Follow specific directions for basic, routine tasks 4 RE_3 - Operational systems, procedures, maintenance 4 MATHEMATICAL CAPACITY (How you relate to the applied usage of math) MA_6 - Research: innovative, experimental use of math 2 MA_4 - Analytical, accounting, auditing use of math 3 MA_5 - Statistical, investigative mathematics 3 MA_3 - Computational: solving routine math problems 4 MA_1 - Counting/Posting: inventory, data processing 4 MA_2 - Elemental: add, subtract, multiply, divide 5 LANGUAGE CAPACITY (How you relate to the usage of language) LA_6 - Creative literary, communicative ability 2 LA_4 - Systematic, logical explanation and education 3 LA_2 - Record, transmit, post, file information 4 LA_1 - Read, understand, follow basic instructions 4 VOCATIONAL ANALYSIS The Vocational Analysis provides nineteen major vocation areas for consideration, based on major vocational categories suggested by the US Department of Labor in sorting its Dictionary of Occupational Titles. These areas are ranked from highest to lowest potential. The ranking is obtained by comparing the individual's score to the general population. Each major vocational area further contains specific occupational titles which are also ranked to identify occupational potential. You may see an occupational title with a high rating while the vocational heading has a low rating, or vice versa. Strong vocational and occupational ratings in the same group indicate the greatest potential for success. However, each occupational statement should be reviewed individually. MAJOR VOCATIONAL AREAS Investigating, Testing 63 2 Counseling, Guidance 63 2 Law and Enforcement 58 2 Medicine and Health 55 3 Mathematics and Science 55 3 Education and Training 51 3 Writing and Journalism 49 3 Business Relations 48 3 Entertainment, Promotion 47 3 Engineering 45 3 Fine Arts: art, music, drama 45 3 Merchandising: Selling, Demonstrating 45 3 Personal Services 43 4 Farming, Fishing, Forestry 42 4 Clerical 37 4 Elemental Work 33 4 Machine Work 31 4 Crafts 29 5 Transportation: Trucks, Bus, Taxi, etc. 28 5 Fine Arts Decorating and Art Work: design, arrange, consult 50 3 Instructive, Fine Arts: drama, art, music 46 3 Art Work: creative expression, ideas; paint, draw 31 4 Artistic Restoration: detail, precision; restore 29 5 Photography: aesthetics, form, color, perspective 19 5 Business Relations Corresponding: prepare, edit, send communications 60 2 Consulting, Business Services: evaluate, influence 58 2 Accounting, Auditing: analyze, compare, report 55 3 Corporate Leadership: executive, managerial 54 3 Information Processing: gather, verify, send, file 53 3 Interview/Inform: gather, dispense information 52 3 Title and Contracts: find, examine, confirm 52 3 Contract Negotiations: confront, persuade, close 47 3 Business Training: teach, demonstrate, communicate 44 3 Managerial: organize, coordinate departmental work 35 4 Supervisory: responsible for work done by others 24 5 Managerial/Supervisory - Service: coordinate 9 5 Clerical Secretarial: clerical; minor executive assignments 48 3 Inspecting, Stock Checking: inventory, verify, store 38 4 Computing and Related Recording: numerical problems 38 4 Sort, Inspect, Measure: quality, tolerance, value 37 4 Routine Checking and Recording: processing totals 33 4 Switchboard Service: relay incoming office calls 33 4 Typing, Related Recording: routine data processing 32 4 Stenographic: shorthand, typing, word processing 31 4 Classify, File: clerical detail, forms, filing 30 4 Schedule, Dispatch, Expedite: coordinate activities 28 5 Typesetting, Reproducing with Machines: detail, form 28 5 Facilities Services: utilize equipment and people 25 5 Cashiering: receive money for goods or services 20 5 Paying, Receiving: cash transactions (tellers) 17 5 Counseling, guidance, Social Work Research, Social Science, Psychological 63 2 Guidance, Counseling: personal, work, school, spiritual 60 2 Crafts (Skilled Trades) Craft Management: plan, oversee craft activities 69 2 Cooking and Related: plan, prepare, serve foods; timing 34 4 Craftsmanship: build, process, repair, inspect 30 4 Precision Working: rigid standards, tolerances 30 4 Trade Supervision: direct onsite craft activities of others 30 4 Costuming, Tailoring, Dressmaking: artistic textile crafts 30 4 Manipulating: sensory/physical/mechanical work 27 5 Education And Training High School, College, University; teach/counsel 58 2 Training Services: human resource development 58 2 Supervisory and instructive: teach/manage service classes 57 2 Kindergarten, Elementary Education: teach, nurture 53 3 Vocational Education: teach/demonstrate; apprentice 53 3 Industrial Training: systems, processes, machines 45 3 Instructive: hobbies, crafts, games, recreation 45 3 Physical Education: sports; coach, develop skills 42 4 Animal Training: obedience, performance, show 40 4 Flight and Related: teach aircraft flight/operation 29 5 Elemental Work Handling: routine nonmachine tasks, basic work 31 4 Feeding/Offbearing: manual labor, machine-timed 31 4 Signaling: alert observation; guide/warn public 25 5 Engineering Technical Writing: logic, terminology, explanation 61 2 Engineering, Scientific, Technical Coordination 57 2 Sales Engineering regarding Technical Markets and Customers 56 3 Industrial Engineering: plan, direct, install, erect 51 3 Human Engineering: identify, develop/apply human skills 51 3 Systems Engineering: research, design, develop, apply 42 4 Surveying, Prospecting: explore, locate, map 40 4 Engineering Research and Design: conceive, experiment 39 4 Drafting and Related: graphic layout/diagrams/detail 31 4 Entertainment Musical, Creative: compose, arrange, improvise 48 3 Dramatics: interpret, portray roles 43 4 Radio, TV Announcing: poise, vocabulary, delivery 43 4 Creative Entertainment: imagination; spontaneous 42 4 Recreation/Amusement: challenge, risk; competitive 38 4 Specialty Entertainment: please others to make sales 37 4 Musical, Vocal: singing, choral, solo; public 33 4 Musical, Instrumental: professional potential 31 4 Amusement/Entertainment: physical, gymnastics, sports 28 5 Modeling: artistic display; fashions, apparel 27 5 Rhythmics: dancing, ballet; precision of movement 13 5 Farming, Fishing, Forestry - Outdoor, Remote Technical/Scientific Support: lab/field service 45 3 Farming, Fishing, Forestry: outdoor craftsmanship 38 4 Investigate, Inspect, Test - Lab/Field Service Investigate/Protect: monitor, enforce regarding regulations 44 3 Material Analysis/Physical Science: test regarding specs 41 4 Appraise/Investigate: assess, evaluate, measure 33 4 Transport, Test Drive: operator, pilot, engineer 29 5 Law and Enforcement Legal and Related: practice of law; judges, lawyers 47 3 Protecting: Monitor, defend persons and property 41 4 Machine Work Setup, All around Machine Work: install, technical 36 4 Operating/Controlling: stationary machine operation 32 4 Driving/Operating: heavy equipment control and operation 30 4 Tending: observing operations, instruments, gauges 30 4 Setup/Adjust: tuning machines to performance standards 26 5 Math And Science Health Physics: safety engineering, occupational 63 2 Scientific Research: probe, analyze, experiment 53 3 Math regarding Physical Sciences: collect, analyze data 37 4 Medicine and Health Medical, Veterinary: diagnose, treat, prescribe 53 3 Nursing, X-Ray; technical care for patients 45 3 Child and Adult Care: health maintenance, support 42 4 Surgery: manual/instrumental operation/correction 36 4 Therapeutic: rehabilitation, physical or mental 33 4 Merchandising Promotion/Publicity: advertise, market, promote 51 3 Purchase and Sales: merchandising; stores, markets 42 4 Demonstration sales: store contact with customers 42 4 Delivery Services: mail, products, services 32 4 Sales and Service: selling, installing equipment 25 5 Sell in Seller's Interest: gain for self; commissions 25 5 Personal Service Customer Services: clerical, duplicating, sending 56 3 Volunteer Social Service: social, personal 37 4 Beautician/Barber (Stylist): cosmetic services, styling 31 4 Courrier Service: escort, assist, deliver 31 4 Customer Service: craft, repair, improvements 24 5 Personal Service: valet, butler, maid, food service 23 5 Transportation, Public Driver, Public Transportation: bus, taxi, limousine 22 5 Writing Creative Writing: author; imagination, vocabulary 60 2 Journalism and Editorial: write, edit, publish news 55 3 News Reporting: gather, write, send information 49 3 Translating/Editing: language, format, composition 33 4 TOP TEN VOCATIONAL AREAS In this section MAPP presents those ten occupational titles with the highest motivation and greatest potential for the individual's success. When people are searching for careers or being considered for jobs, this list of the ten top occupations should be given serious consideration. Craft Management: plan, oversee craft activities 2 Health Physics: safety engineering, occupational 2 Research, Social Science, Psychological 2 Technical Writing: logic, terminology, explanation 2 Guidance, Counseling: personal, work, school, spiritual 2 Corresponding: prepare, edit, send communications 2 Creative Writing: author; imagination, vocabulary 2 Consulting, Business Services: evaluate, influence 2 Training Services: human resource development 2 High School, College, University; teach/counsel 2 PERSONAL ANALYSIS The Personal Analysis indicates the basis for every rating, percentage, code, and narrative paragraph produced by MAPP. This report is directly based on the responses of an individual to the 71-triad, forced-choice preference survey. The source information comes from the person's indicated preferences in the assessment - and nowhere else. Therefore, the appraisal only reports what the individual was saying about "self" through those responses to the most/least choices. Responses create a record of the level of motivation for each of twenty-three traits (see section 3.2). By complex "construct" analysis, the computer identifies what happens as the result of the combined motivational interaction of all of those twenty-three traits. This complex interaction of all traits produces the rating and percentage for each of the factors in MAPP. Please keep in mind how many different trait combinations can produce the same ratings for a factor in MAPP. Every number presented in MAPP output is the result of these complex trait interactions, and it is statistically unlikely that any two individual's appraisals would ever be the same! TRAITS OF THE PERSON The source of all data interpolation/extrapolation in MAPP, these twenty-three core "traits", identify a unique quantification and qualification for each individual. Because of the interplay and inter-dependency between these traits and their values, the possible combinations are almost beyond human comprehension. It is greater than the total number of people who ever lived on this earth. The actual expression would be seventeen to the one hundredth power interacting with seventeen to the eleventh power. It is suggested that serious study be applied to this list in order to get some idea of what happens when your individual traits simultaneously attempt to influence thoughts and actions. Sometimes traits are complementary and, therefore, strengthen, reinforce, and encourage other traits. Sometimes traits are totally contrary and antagonistic to each other. This may result in one trait trying to prevent expression and satisfaction of another. If only one can be expressed, the other may cause stress. Philosophical 68 2 Management, Strategic, Risk 68 2 Change and Variety 68 2 Cultural (Romantic) 65 2 Scientific 62 2 Literary, Communicative 59 2 Benevolent 59 2 Technical (Classic) 49 3 Gregarious 48 3 Persuasive 44 3 Harmonious, Compatible Relations 43 4 Nongregarious 42 4 Management, Operational 42 4 Attachment to the Familiar 37 4 Management, Organizational 37 4 Self-oriented 35 4 Firm Opinions and Positions 34 4 Computational, Numerical 34 4 Natural/Outdoor 31 4 Mechanical 31 4 Detail, Clerical 26 5 Auditory/Musical 24 5 Visual/Artistic 24 5 PERSONAL ORIENTATION This section can be used as a stand alone sub-system. It provides a good summary of everything else found in MAPP and, therefore, it is deliberately redundant. You will see things in the Personal Orientation" section that relate to, or even repeat, what is in other sections. LEADERSHIP FACTORS Executive leadership, strategy, influence 62 2 Supervision of operational processes and people 38 4 Social, fraternal, organizational leadership 37 4 Management: administrative, operational 36 4 Expediting, scheduling, dispatching 31 4 INTERPERSONAL FACTORS Tactful concern for feelings of others 69 2 Other-oriented: involvement, sharing, caring 56 3 Avoid conflict; seek harmony, compatibility 50 3 Aggressive personal action; confrontation 47 3 Persuasive motivation to influence others 46 3 Take charge leadership and influence; dominance 42 4 Self-aware of status and position regarding others 37 4 Strong personal opinions and positions 24 5 SOCIAL FACTORS Benevolent concern and service for others 63 2 Philosophical interest in life, meaning, destiny 62 2 Communicative: oral, persuasive or literary 56 3 Organizational involvement and cooperation 52 3 Gregarious involvement and interaction with others 43 4 PERFORMANCE FACTORS New problem solving: theory, hypothesis, options 64 2 Scholastic, literary search for information 62 2 Flexibility in decisions, actions, strategy 61 2 Adaptability: ability to fit in; tolerance 60 2 Learning through study, analysis, instruction 52 3 Understanding the basic nature of things 52 3 Concentration: topic, detail or procedure 49 3 Learning by experience; craft apprenticeship 47 3 Logical, sequential, systematic procedure 44 3 Detail: perception, retention, recall of detail 39 4 Permanence in steady, familiar activities 36 4 Routine: preference for familiar procedures 36 4 Known problem solving; familiar, repetitious 21 5 MECHANICAL ORIENTATION Skill (quality): engineering, precision, abilities 28 5 Steady (quantity): concentration, skill, routine 22 5 Awareness: natural understanding of mechanics 21 5 Operational performance with machines 19 5 Feel: sensory/physical ability regarding machines 18 5 MECHANICAL REPAIR Methodical: logical, sequential repair procedures 41 4 Natural awareness of machines and parts 40 4 New: mechanical savvy applied to all machines 36 4 Familiar: repair skill from previous experience 29 5 Safe, clean care of job, tools, worksite 16 5 MECHANICAL MAINTENANCE Ability to maintain and service machines 34 4 Provide consistent machine/equipment maintenance 34 4 Maintenance under adverse physical conditions 33 4 Thoroughness and accuracy in machine maintenance 32 4 Importance of appearance in machine maintenance 21 5 EDUCATIONAL ANALYSIS LEARNING STYLES David E. Barbee, Ph.D., Educational Technology, must be given credit for the inspiration, ideas, and specifics in the Educational Analysis section of MAPP. Dr. Barbee designed a complete educational system based on the "the motivational characteristics and learning styles" of each student. His educational system design has much in common with the MAPP system. This becomes evident when the root meaning of education is considered: "Education: To draw out the natural powers." The Educational Analysis section of MAPP identifies the natural powers (i.e. "motivational characteristics and learning styles") of an individual. Schools and teachers can actually know the individual and his/her learning preferences before the teaching begins and be able to design the educational paths which fit each student. MENTAL ORIENTATION (How you think) Philosophical: conceptual, strategic; deal w/ideas 62 2 Intuitive/Impulsive: subconscious awareness/action 56 3 Scientific: methodical exploration and discovery 54 3 Symbolic/dramatic: visualize/project roles, images 54 3 Computational: systematic use of tangible numbers 44 3 Clerical/Logical: work with known routine and detail 39 4 Perceptual/Sensory: sight/sound/taste/smell/feel 23 5 Mechanical/Functional: natural mechanical expertise 21 5 Pragmatic/Factual: work with known facts, problems 21 5 PERCEPTUAL ORIENTATION (How you retain or block information) General concept retention: primary ideas; essence 62 2 Blockage of data; not perceptive of fact, detail 61 2 Triggered imagination; innovative use of options 56 3 Triggered fantasy; thinking apart from facts/reality 54 3 Triggered logic: analytical exploration, procedure 44 3 Triggered computation; numerical and statistical 43 4 Rote retention: verbatim perception and recall regarding fact 39 4 Resistance to change; attachment to the familiar 33 4 Blockage under stress by anxiety, intimidation, etc. 30 4 Dogmatic blockage; set opinions resisting change 26 5 PERCEPTION RE: INPUT `MEDIA' (How you prefer to receive information) Written essay: informal "literary" explanations 61 2 Auditory: general ideas, concepts; explanations 55 3 Written, Technical: specialized content, language 52 3 Auditory: technical, specialized fact and data 47 3 Visual: charts, graphs, blueprints, diagrams 47 3 Published Data: nomenclature, numbers, detail 44 3 Visual: pictures, illustrations, artistic forms 41 4 PREFERRED LEARNING ENVIRONMENTS Dialog: learning by talking it over with others 69 2 Social (small group) dialog, sharing, support 68 2 Individual study; isolation eliminates distraction 65 2 Loose Structure: guidelines with individual choice 64 2 Nonsocial isolation best for study and output 63 2 Absorb information from lectures (oral delivery) 62 2 Social (large group) involvement, interaction 60 2 Nonstructured: self-discipline, options, choices 55 3 Formal Structure: set study conditions, times, rules 48 3 PREFERRED CLASSROOM ENVIRONMENTS Benefit from friendly/involved class environment 67 2 Benefit from friendly/distant class environment 67 2 Benefit from harmonious class environment 67 2 Cope with impersonal expectations, nonpressured 62 2 Benefit from benevolent teaching and/or counseling 60 2 Copes well in tolerant classroom environment 57 2 Cope with critical, pressured environment 51 3 Cope with authoritarian, dictatorial teaching 49 3 SKILLS FOR TESTING PROCEDURES (How you most effectively test) Written Essay: literary ability to present ideas 72 1 Written-Topical: technical presentation of topic 66 2 Oral/Private: ability to orally explain, discuss 64 2 Informal Appraisal: ability with general knowledge 61 2 Oral/Public: drive/ability to influence large audience 60 2 Tests Graded: rote response and accuracy for test 59 2 Multiple Choice: select best among limited choice 57 2 Tests Timed: concentrate, respond under pressure 31 4