diff --git a/static/ABSTRACT.html b/static/ABSTRACT.html new file mode 100644 index 0000000..ff2c48b --- /dev/null +++ b/static/ABSTRACT.html @@ -0,0 +1,311 @@ + + + + + ABSTRACT + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + 5. ABSTRACT + + + +
+ + +
Looking +at the different (humanistic) sciences, biology, mathematics as well as the fields of +philosophy and religion, is there proof, causal relationship or even correlation with one specific +domain from which all spring and towards which all 'return'? The premise of this dissertation +has been that there is, and it is called 'emotion'.
+
Emotion +is here determined as the principal or root force from which both consciousness and +action spring.
+
The +extensive research that has been performed for this dissertation has led to the general +conclusion that there is indeed a very high degree of both causal relation and correlation +between the human aspects covered by, or used by, all sciences. For most humanistic sciences +a firm causal relationship between the field of science and (human) emotion as 'root' or even +cause has been found. For others strong correlation at the least has been found, especisaly with +regard to religion and philosophy (which are by most scientists regarded as the 'root', next to +ratio, and to which this conclusion goes beyond).
+
Is +there, then, a hierarchy of accepted domains that lead to the explanation of all human +behaviour? The conclusion is: there is!
+
    +
  • All human action +is rooted in emotion;
    • +
  • All human ratio is rooted +in emotion;
    • +
  • All human culture is rooted +in ratio (which is rooted in emotion).
    • +
  • All human behaviour is rooted in culture +(and therefore ultimately in emotion).
    • +
  • All human results are rooted in behaviour +(and therefore ultimately in emotion).
    • +
+
This conclusion +dramatically reveals a second important phenomenon which was not expected +from the onset: emotion (-awareness) drives consciousness and also: denial (e.g.: +unawareness) of the principle of emotion as being the root of all human behaviour +deminishes (growth of) consciousness.
+
It is beyond the +scope of this dissertation to make a connection between these latter +conclusions and the matters of the purpose and meaning of (human) life, but I do not hesitate to +say that here may well be a strong case implicitely made towards the philosophy (if you will) +that consciousness is both (purpose and meaning), and that emotion is the 'root- and driving +force'. Conscious awareness seems to be the path to follow for, and the destination of, +humanity and emotion drives this (content and process).
+
The ultimate conclusion +of my research reads that the whole (world) society is dominated by +emotion, be it mostly covert, and that society advances by increasing awareness of emotion and +(overtly) dealing with this intelligently. The three main words being: emotion, awareness and +consciousness.
+To many it may seem as if it is money that 'makes the world go round', and it does, but mostly +since it is the most distributed temporal embodyment of emotion: it is a means. As said, +ultimately emotion and society's intelligent dealing with it is what in fact makes the +world go round (hence EQnomy).
+
The established +conclusions are very condencely defined, both descriptive and in principles, at +the Conclusions section so you may skip to there to completethis abstract.
+
The chalenge I +leave you with must be: prove me wrong!
+ + + + + 		+ +
+
+
+ + + + + Top + + + +
+
+ 		+ +
+ + +
+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/ACKNOWLEDGMENTS.html b/static/ACKNOWLEDGMENTS.html new file mode 100644 index 0000000..5faa77d --- /dev/null +++ b/static/ACKNOWLEDGMENTS.html @@ -0,0 +1,292 @@ + + + + + ACKNOWLEDGMENTS + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
+ + + + + +
+ + + + 4. ACKNOWLEDGMENTS + + + +
+ + +
Huge +gratitude is due to all my colleague scientists, each in their own field, who have +contributed their research and insights to the scientific world as well as to the business world +and public in general. Without these contributions from the whole academic community this +dissertation would have been absolutely impossible as it is 100% based on the fine work of all +those fellow scientists and the academic community as a whole (as per 2003).
+
In +perticular I wish to acknowledge the work, help and insights of Prof. Dr. Joop Swieringa, +Prof. Dr. Ir. Mathieu Weggeman, Albert Hakkert, Daan Fousert, Margriet Guiver-Freeman, +Thom Hartman, Ton Hunnekens, Drs. Jacqueline Jansen, John Kelly, Drs. Dennis Kerkhoven, +Drs. Jennifer van Valkernhoef, Wim van Rooijen and all those other fine people that have, +knowingly or not, helped me in this journey from my local basecamp (the Netherlands).
+
Special +mention is due of the staff of the Trinity University library and IT departments that have +made my ‘virtual’and remote work so easy and have been there with their fabulous innovative +solutions whenever I needed it.
+
For +their relentless support (and patience) I wish to thank my wonderful family: my wife Carla +and our children Dennis, Lieneke, Dave, Roos and Jeroen.
+
Special +thanks is also due to Professor Dr. Rowena H. Kingston and the UIC Trinity University +Examening team and Dissertation Board.
+ + + + +
+ +
+
See also:
+
+ +
+ + + + Changing Minds + +
+ + +
+
+ + + +
+ + + 		+ +
+
+
+ + + + + Top + + + +
+
+ 		+ +
+ + +
+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Anger.html b/static/Anger.html new file mode 100644 index 0000000..cd6038c --- /dev/null +++ b/static/Anger.html @@ -0,0 +1,313 @@ + + + + + Anger + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
+ + + + + +
+ + + + 6.9.14 Anger + + + +
+ + +
Triggering anger
+
Anger happens when +I am frustrated from achieving my goals. This may be a repeated thing, +with each occurrence stoking the anger I am repressing until I cannot hold it in any more.
+
Anger is often +an response to an insult to me or my friends. It is thus a defending action against +an attack on my identity.
+
Anger is generally +past-focused. That is, we are more often angry at things that have already +happened. Even when I am angry about the future, it often is triggered by my putting myself into +further into the future and looking back at a 'future perfect' event that 'has happened'.
+
The power of +anger
+
Anger can be a +very powerful way of getting what you want, especially in the short term. +Indeed, this is one of the key reasons why it exists. When a chimpanzee displays anger, it is +signalling to others that the subject in hand is very important to it, and it is ready to fight for +it. +Unless other chimpanzees are prepared to duel, maybe to the death, then they are more likely +to back down.
+
Anger is also the +last response of a cornered victim, and many a mild- mannered person has +turned into a raging hulk when they feel there is no alternative. The surprise they create in their +oppressors is often so great it gives them the winning hand.
+
Anger also gives +a general power signal that does not need to be used that often, as other +peace-loving people will generally tend to back down before a person they know has a +tendency to anger. A 'look' is often all it takes.
+
Anger can also +be a positive long-term energiser, such as when a teenager decides to 'show' his +parents that he is not the lazy slob they seem to think he is.
+
The hazard of +anger
+
Although there +are short-term gains to be had with anger, there are also a number of hazards. +First, your bluff may be called and you can get into losing battles. A reason for this is that as +anger boils over into rage you can easily lose all judgement and control and hence take on an +opponent who can easily give you a good pasting (or hurt someone you do not want to hurt).
+
Anger and the effective +attack (physical or psychological) can also gain you enemies. Even +someone you have beaten and who now seems to be your friend is probably waiting for the +moment when they can safely take their revenge.
+
Displacement
+
As anger is so +hazardous, we often find other ways to vent it, displaced either in time or +location. For example a person who is frustrated at work may be angry with their family, or +perhaps will avoid this by going for a run immediately when they get home.
+
Displacement is +a huge source of continued human strife, as we pass on our anger to other +people, who do likewise.
+
So what?
+
Avoid arousing +the anger of people who can damage you. You can, however, use their anger. +One way is to redirect it at other people. Another approach is to let them get angry and then +play the hurt party. When they cool down they will need to apologies and you can ask for what +you really want from them as a condition for forgiveness.
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+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Association.html b/static/Association.html new file mode 100644 index 0000000..7740d22 --- /dev/null +++ b/static/Association.html @@ -0,0 +1,313 @@ + + + + + Association + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + + +
+ + + + 6.4 Association + + + +
+ + +
An interesting +phenomenon is that when we put ourselves mentally into a person or situation, +we experience the emotions of that person more strongly.
+
Putting yourself +in the picture
+
Personal history
+
Take an emotional +experience from your past, and think back to that time. Put yourself in the +picture, so you are re-living the experience (not standing back or looking down on yourself). +See the situation 'through your own eyes'.
+
Doing this, you +will most likely re-experience to some extent the emotions you felt at the time. If +you looked at a strong negative experience you might even have felt tears coming to your eyes.
+
Empathizing
+
We can do the same +with other people - when we empathize +with them, we are putting +ourselves into their body and their experiences. By associating ourselves closely with them, we +experience what they experience and feel what they feel.
+
Standing back
+
The reverse of +association is dissociation. Take that same emotional experience and now move +to a position above the scene, so you can see yourself in it. You will now most likely +experience the emotion far less.
+
Many people manage +life in this detached way. They detach themselves from others and even +themselves, living in a safe, unemotional place where they can look down on the world and +coolly evaluate it.
+
So what?
+
Therapists use +this phenomenon either to help clients re-live experiences or to help them detach +themselves from painful emotions.
+
This can also be +used to help others to change moods. If they are empathetic (as we mostly +are, to some extent), then if then if you change your emotional state then they may well follow +you, especially if you have connected them to you beforehand by first empathizing with them.
+ + + + +
+ +
+
See also:
+
+ +
+ + + + Empathy + +
+ + +
+
+ + + +
+ + + 		+ +
+
+
+ + + + + Top + + + +
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+ 		+ +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/BasicEmotions.html b/static/BasicEmotions.html new file mode 100644 index 0000000..42a5da4 --- /dev/null +++ b/static/BasicEmotions.html @@ -0,0 +1,651 @@ + + + + + Basic Emotions + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + + +
+ + + + 6.1 Basic Emotions + + + +
+ + +
List of emotions
+
What are the basic +emotions? As ever, theorists disagree. Ortony and Turner (1990) collated a +wide range of research as to what basic emotions are.
+
+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+
Theorist
+ 		+
Basic + Emotions
+
+
Plutchik
+ 		+
Acceptance, anger, + anticipation, disgust, joy, fear, sadness, + surprise
+
+
Arnold
+ 		+
Anger, aversion, + courage, dejection, desire, despair, fear, + hate, hope, love, sadness
+
+
Ekman, Friesen, + and Ellsworth
+ 		+
Anger, + disgust, fear, joy, sadness, surprise
+
+
Frijda
+ 		+
Desire, + happiness, interest, surprise, wonder, sorrow
+
+
Gray
+ 		+
Rage + and terror, anxiety, joy
+
+
Izard
+ 		+
Anger, contempt, + disgust, distress, fear, guilt, interest, joy, + shame, surprise
+
+
James
+ 		+
Fear, + grief, love, rage
+
+
McDougall
+ 		+
Anger, disgust, + elation, fear, subjection, tender-emotion, + wonder
+
+
Mowrer
+ 		+
Pain, + pleasure
+
+
Oatley and + Johnson-Laird
+ 		+
Anger, + disgust, anxiety, happiness, sadness
+
+
Panksepp
+ 		+
Expectancy, + fear, rage, panic
+
+
Tomkins
+ 		+
Anger, interest, + contempt, disgust, distress, fear, joy, + shame, surprise
+
+
Watson
+ 		+
Fear, + love, rage
+
+
Weiner + and Graham
+ 		+
Happiness, + sadness
+
+
+
Here is a deeper +list of emotions as described in Parrot (2001), where emotions were +categorised into a short tree structure.
+
+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+
Primary + emotion
+ 		+
Secondary + emotion
+ 		+
Tertiary + emotions
+
+
Love
+ 		+
Affection
+ 		+
Adoration, affection, + love, fondness, liking, + attraction, caring, tenderness, compassion, + sentimentality
+
+
Lust
+ 		+
Arousal, + desire, lust, passion, infatuation
+
+
Longing
+ 		+
Longing
+
+
Joy
+ 		+
Cheerfulness
+ 		+
Amusement, bliss, + cheerfulness, gaiety, glee, + jolliness, joviality, joy, delight, enjoyment, + gladness, happiness, jubilation, elation, + satisfaction, ecstasy, euphoria
+
+
Zest
+ 		+
Enthusiasm, zeal, + zest, excitement, thrill, + exhilaration
+
+
Contentment
+ 		+
Contentment, + pleasure
+
+
Pride
+ 		+
Pride, + triumph
+
+
Optimism
+ 		+
Eagerness, + hope, optimism
+
+
Enthrallment
+ 		+
Enthrallment, + rapture
+
+
Relief
+ 		+
Relief
+
+
Surprise
+ 		+
Surprise
+ 		+
Amazement, + surprise, astonishment
+
+
Anger
+ 		+
Irritation
+ 		+
Aggravation, irritation, + agitation, annoyance, + grouchiness, grumpiness
+
+
Exasperation
+ 		+
Exasperation, + frustration
+
+
Rage
+ 		+
Anger, rage, outrage, + fury, wrath, hostility, + ferocity, bitterness, hate, loathing, scorn, spite, + vengefulness, dislike, resentment
+
+
Disgust
+ 		+
Disgust, + revulsion, contempt
+
+
Envy
+ 		+
Envy, + jealousy
+
+
Torment
+ 		+
Torment
+
+
Sadness
+ 		+
Suffering
+ 		+
Agony, + suffering, hurt, anguish
+
+
Sadness
+ 		+
Depression, despair, + hopelessness, gloom, + glumness, sadness, unhappiness, grief, sorrow, + woe, misery, melancholy
+
+
Disappointment
+ 		+
Dismay, + disappointment, displeasure
+
+
Shame
+ 		+
Guilt, + shame, regret, remorse
+
+
Neglect
+ 		+
Alienation, isolation, + neglect, loneliness, + rejection, homesickness, defeat, dejection, + insecurity, embarrassment, humiliation, insult
+
+
Sympathy
+ 		+
Pity, + sympathy
+
+
Fear
+ 		+
Horror
+ 		+
Alarm, shock, fear, + fright, horror, terror, panic, + hysteria, mortification
+
+
Nervousness
+ 		+
Anxiety, nervousness, + tenseness, uneasiness, + apprehension, worry, distress, dread
+
+
+
So What
+
Learn to recognise +emotions at increasing levels of detail. If you can see the emotion, then you +can respond appropriately to it.
+
Reference
+
Parrott, W. (2001), +Emotions in Social Psychology, Psychology Press, Philadelphia
+
Ortony, A., & +Turner, T. J. (1990). What's basic about basic emotions? Psychological +Review, 97, 315-331.
+
Plutchik, R. (1980). +A general psychoevolutionary theory of emotion. In R. Plutchik & H. +Kellerman (Eds.), Emotion: Theory, research, and experience: Vol. 1. Theories of emotion (pp. +3-33). New York: Academic.
+ + + + + 		+ +
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+
+ + + + + Top + + + +
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+ 		+ +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/CERTIFICATE.html b/static/CERTIFICATE.html new file mode 100644 index 0000000..1968108 --- /dev/null +++ b/static/CERTIFICATE.html @@ -0,0 +1,274 @@ + + + + + CERTIFICATE + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
+ + + + + +
+ + + + 2. CERTIFICATE + + + +
+ + +
CERTIFICATE OF +APPROVAL/TRANSCRIPT OF STUDIES:
+
Be it known by +the authority invested in us as an Institution of Learning and by our International +Charters we have authorized through the examining Councel to:
+
PAULUS +LEONARDUS JANSEN
+(Paul L. Jansen)
+BBA – 1994-
+MBA – 1998-
+
THE DEGREE, RANK +and ACADEMIC STATUS of:
+
DOCTOR +OF PHILOSOPHY
+
in
+
SOCIAL +AND BEHAVIORAL SCIENCES
+Thesis: “EQnomy; The Emotional Intelligent Society"
+
ALL REQUIREMENTS +of the BOARD OF REGENTS and EXAMINERS HAVING +BEEN SUCCESSFULLY COMPLETED, ALL RIGHTS and PRIVILEGES THEREUNTO +APPERTAINING ARE HEREBY AWARDED.
+
In witness whereof +the Certificate is sealed with the Common Seal of the Trinity College on the
+
7th +of May 2004
+
Dr. A. Wilkinson +(Dean of Studies)
+Dr. A. Peel-Bayley (Vice-Chancellor Trinity College and University)
+ + + + + 		+ +
+
+
+ + + + + Top + + + +
+
+ 		+ +
+ + +
+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/CONCLUSIONS.html b/static/CONCLUSIONS.html new file mode 100644 index 0000000..ef5d993 --- /dev/null +++ b/static/CONCLUSIONS.html @@ -0,0 +1,246 @@ + + + + + CONCLUSIONS + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+ 		+ +
+ + + + + +
+ + + + 12. CONCLUSIONS + + + +
+ + +
graphic
+ + + + + 		+ +
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+
+ + + + + Top + + + +
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+ 		+ +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/ChangingMinds.html b/static/ChangingMinds.html new file mode 100644 index 0000000..83feabb --- /dev/null +++ b/static/ChangingMinds.html @@ -0,0 +1,255 @@ + + + + + Changing Minds + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
+ + + + + +
+ + + + 13.2 Changing Minds + + + +
+ + +
ChangingMinds.org is the largest site in the world on all aspects of how we change one +another's minds. There are already around 1600 pages there, with much more to come!
+ + + + + 		+ +
+
+
+ + + + + Top + + + +
+
+ 		+ +
+ + +
+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/CognitiveDissonance.html b/static/CognitiveDissonance.html new file mode 100644 index 0000000..4dd77fa --- /dev/null +++ b/static/CognitiveDissonance.html @@ -0,0 +1,330 @@ + + + + + Cognitive Dissonance + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + + +
+ + + + 6.10 Cognitive Dissonance + + + +
+ + +
Description
+
This is the feeling +of uncomfortable tension which comes from holding two conflicting thoughts +in the mind at the same time.
+
Dissonance increases +with:
+
    +
      +
    • The importance of the subject to us.
      • +
    • How strongly the dissonant thoughts conflict.
      • +
    • Our inability to rationalize and explain +away the conflict.
      • +
    +
+
Dissonance is often +strong when we believe something about ourselves and then do something +against that belief. If I believe I am good but do something bad, then the discomfort I feel as a +result is cognitive dissonance.
+
Cognitive dissonance +is a very powerful motivator which will often lead us to change one or +other of the conflicting belief or action. The discomfort often feels like a tension between the +two opposing thoughts. To release the tension we can take one of three actions:
+
    +
      +
    • Change our behavior.
      • +
    • Justify our behavior by changing the conflicting +cognition.
      • +
    • Justify our behavior by adding new cognitions.
      • +
    +
+
Dissonance is most +powerful when it is about our self-image. Feelings of foolishness, immorality +and so on (including internal projections during decision-making) are dissonance in action.
+
If an action has +been completed and cannot be undone, then the after-the-fact dissonance +compels us to change our beliefs. If beliefs are moved, then the dissonance appears during +decision-making, forcing us to take actions we would not have taken before.
+
Cognitive dissonance +appears in virtually all evaluations and decisions and is the central +mechanism by which we experience new differences in the world. When we see other people +behave differently to our images of them, when we hold any conflicting thoughts, we experience +dissonance.
+
Dissonance increases +with the importance and impact of the decision, along with the difficulty of +reversing it. Discomfort about making the wrong choice of car is bigger than when choosing a +lamp.
+
Research
+
Festinger first +developed this theory in the 1950s to explain how members of a cult who were +persuaded by their leader, a certain Mrs Keech, that the earth was going to be destroyed on +21st December and that they alone were going to be rescued by aliens, actually increased their +commitment to the cult when this did not happen (Festinger himself had infiltrated the cult, and +would have been very surprised to meet little green men). The dissonance of the thought of +being so stupid was so great that instead they revised their beliefs to meet with obvious facts: +that the aliens had, through their concern for the cult, saved the world instead.
+
In a more mundane +experiment, Festinger and Carlsmith got students to lie about a boring task. +Those who were paid $1 felt uncomfortable lying.
+
Example
+
Smokers find all +kinds of reasons to explain away their unhealthy habit. The alternative is to feel +a great deal of dissonance.
+
So what?
+
Using it
+
Cognitive dissonance +is central to many forms of persuasion to change beliefs, values, attitudes +and behaviors. The tension can be injected suddenly or allowed to build up over time. People +can be moved in many small jumps or one large one.
+
Defending
+
When you start +feeling uncomfortable, stop and see if you can find the inner conflict. Then +notice how that came about. If it was somebody else who put that conflict there, you can +decide not to play any more with them.
+ + + + + 		+ +
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+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Contentment.html b/static/Contentment.html new file mode 100644 index 0000000..0e558a5 --- /dev/null +++ b/static/Contentment.html @@ -0,0 +1,288 @@ + + + + + Contentment + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+
+
+
+ 		+ +
+ + + + + +
+ + + + 6.9.9 Contentment + + + +
+ + +
Contentment +is
+
When we are contented, +we are in a stable state where there are relatively few emotions to +drive us into any particular other action.
+
Contentment is +often the result of the resolution of tension where, having resolved a difficulty or +achieved a goal, we have a feeling of satisfaction.
+
The problem with +contentment is that we tend not to stay there for long. Other emotions arise, +from curiosity to fear, +which then trigger us into further action.
+
Getting to contentment
+
To get to contentment +means releasing all tensions which stop us from being contented. This +means achieving all goals and needs and not setting up other goals.
+
There are many +esoteric techniques which are used to get to contentment, from meditation to +Tai Chi. The general approach they use is quieting and focusing of the mind on something. +Sometimes mantras that repeat a sentence in the mind are used to distract and silence the +subconscious and the inner voice that nags us into actions.
+
So what?
+
To motivate other +people, it can be useful to help them resolve other tensions first. If you can +get them into a contented state then you have a 'clean slate' from which to start and where they +are less likely to be distracted by other things. Helping them to contentment also builds trust.
+
See also
+
Lazarus, R. and +Lazarus, B. (1994), Passion and Reason, Oxford University Press, New +York
+ + + + + 		+ +
+
+
+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Core-needsandLoyalty.html b/static/Core-needsandLoyalty.html new file mode 100644 index 0000000..d5ee36f --- /dev/null +++ b/static/Core-needsandLoyalty.html @@ -0,0 +1,252 @@ + + + + + Core-needs and Loyalty + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + + +
+ + + + 11.12 Core-needs and Loyalty + + + +
+ + +
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+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/DEDICATION.html b/static/DEDICATION.html new file mode 100644 index 0000000..359b8a1 --- /dev/null +++ b/static/DEDICATION.html @@ -0,0 +1,259 @@ + + + + + DEDICATION + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+ 		+ +
+ + + + + +
+ + + + 3. DEDICATION + + + +
+ + +
To Carla,
+
who awoke +in me
+
the highest +emotion of all:
+ +

+
+
“The +heart has its reasons which reason does not understand.”.
+

+
+
Blaise +Pascal (1623 - 1662)
+ + + + + 		+ +
+
+
+ + + + + Top + + + +
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+ 		+ +
+ + +
+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/DISCUSSION.html b/static/DISCUSSION.html new file mode 100644 index 0000000..2cffbae --- /dev/null +++ b/static/DISCUSSION.html @@ -0,0 +1,246 @@ + + + + + DISCUSSION + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+ 		+ +
+ + + + + +
+ + + + 11. DISCUSSION + + + +
+ + +
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+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/DISSERTATION.html b/static/DISSERTATION.html new file mode 100644 index 0000000..48a278a --- /dev/null +++ b/static/DISSERTATION.html @@ -0,0 +1,275 @@ + + + + + DISSERTATION + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+ 		+ +
+ + + + + +
+ + + + 1. DISSERTATION + + + +
+ + +
EQnomy; +The Emotional Intelligent Society.
+
A STUDY +OF PRINCIPLES OF THE EMOTIONAL INTELLIGENT SOCIETY
+
by
+
Paulus Leonardus +Jansen Ph.D., MBA
+
A thesis submitted +in partial fulfilment of +the requirements for the
+
Doctor of Philosophy +degree in Social +and Behavioral Sciences
+
of the UIC Trinity +University.
+
7th of May 2004
+
Dean of Studies:  +Professor Dr. A. Wilkinson
+
____________________________________________________
+
Copyright 2004 +by PAULUS LEONARDUS JANSEN
+
All Rights Reserved
+
Trinity University
+
(part of the educational division of)
+
The University +of Illinois
+
Chicago, Illinois
+
graphic
+
(U.I.C., Incorporated +in Dover, Delaware)
+ + + + + 		+ +
+
+
+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/DefiningtheSocialGroupofWork.html b/static/DefiningtheSocialGroupofWork.html new file mode 100644 index 0000000..79f50e1 --- /dev/null +++ b/static/DefiningtheSocialGroupofWork.html @@ -0,0 +1,252 @@ + + + + + Defining the Social Group of Work + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
+ + + + + +
+ + + + 11.8 Defining the Social Group of Work + + + +
+ + +
graphic
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+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/DefinitionStudy.html b/static/DefinitionStudy.html new file mode 100644 index 0000000..44fcbf2 --- /dev/null +++ b/static/DefinitionStudy.html @@ -0,0 +1,252 @@ + + + + + Definition Study + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
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+ + + + 11.1 Definition Study + + + +
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graphic
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Desire.html b/static/Desire.html new file mode 100644 index 0000000..d3cc8d6 --- /dev/null +++ b/static/Desire.html @@ -0,0 +1,327 @@ + + + + + Desire + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
+ + + + + +
+ + + + 6.9.4 Desire + + + +
+ + +
Desire is
+
Desire happens +when we want something. The strength of that desire can range from weak +'would like to sometime' to a raging thirst to possess something now.
+
The paradox of +desire, however, is that once we have got what we desired, we no longer +desire it and hence may no longer find it attractive in any way. People get trapped by this +pattern, for example in the way they chase members of the opposite sex, only to dump them +when they have captured their affections.
+
Note the difference +between love and desire. I can love a person but not desire them. Desire is +the need to possess. Arguably, true love is not about possessing at all.
+
Desire is the opposite +of fear. Desire attract us towards something. +Fear makes us want to run +away.
+
Triggering desire
+
Desire is triggered +when we see or think about something we want.
+
Desire increase +when what we want is visible, but just out of reach. It may also increase when +we have closer contact with the item, but which we still do not possess. Supermarkets know +this well, as they place foods and other items right under our noses.
+
Desire also increase +with teasing, where we are offered something, and it is taken away, +offered back, taken away. A variant of this is where the item is only available for a limited +period. This is an example of the Scarcity Principle. This is seen in shops in the regular 'sales' +they hold.
+
So what?
+
Desire is the opposite +of fear, and as such is a far more useful emotion in persuasion. There are +many ways of increasing desire, such as showing how it will result in the admiration of others or +making it available for a limited period only.
+ + + + +
+ +
+
See also:
+
+ +
+ + + + Love + +
+ + +
+ + + + Fear + +
+ + +
+
+ + + +
+ + + 		+ +
+
+
+ + + + + Top + + + +
+
+ 		+ +
+ + +
+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/EIHistoryandDefinition.html b/static/EIHistoryandDefinition.html new file mode 100644 index 0000000..f6b3743 --- /dev/null +++ b/static/EIHistoryandDefinition.html @@ -0,0 +1,806 @@ + + + + + EI History and Definition + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + + +
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+
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+
+ 		+ +
+ + + + + +
+ + + + 11.1.1 EI History and Definition + + + +
+ + +
History and Definition of "Emotional Intelligence"
+
In 1985 a graduate student at an alternative liberal arts college in the USA +wrote a doctoral +dissertation which included the term "emotional intelligence" in the title. This seems to +be the +first academic use of the term "emotional intelligence."
+
Then in 1990 the work of two American university professors, John Mayer and Peter +Salovey, +was published in two academic journal articles. Mayer, (U. of New Hampshire), and Salovey +(Yale), were trying to develop a way of scientifically measuring the difference between +people's ability in the area of emotions. They found that some people were better than others +at things like identifying their own feelings, identifying the feelings of others, and solving +problems involving emotional issues.
+
Since 1990 these professors have developed two tests to attempt to measure what they are +calling our "emotional intelligence." Because nearly all of their writing has been done in +the +academic community, their names and their actual research findings are not widely known.
+
Instead, the person most commonly associated with the term emotional intelligence +is actually a +New York writer named Daniel +Goleman. +Goleman had been writing articles for the magazine +Popular Psychology and then later for the New York Times newspaper. Around 1994 and +early 1995 he was evidently planning to write a book about "emotional literacy." For that +book +he was visiting schools to see what programs they had for developing emotional literacy. He +was also doing a lot of reading about emotions in general. In his reading he came upon the +work of Mayer and Salovey. At some point it seems Goleman or his publisher decided to +change the title of his upcoming book to "Emotional Intelligence." (For a very interesting +and +well written story on the history of emotional intelligence see this Article by Annie Paul)
+
So in 1995 the book "Emotional Intelligence" was published. The book +made it to the cover of +Time Magazine, at least in the American market. Goleman began appearing on American +television shows such as Oprah Winfrey and Phil Donahue. He also began a speaking tour to +promote the book. As a result of his own and his publisher's efforts, the book became an +international best seller. It remained on the New York Times best-seller list for approximately +one year, which one can assume made Daniel Goleman a multi-millionaire.
+
In his book he collected a lot of interesting information on the brain, emotions, +and behavior. +Goleman offered very few of his own ideas, though he did share a few of his personal +prejudices and beliefs. Mostly what he did was collect the work of many others, organize it, +and dramatize it. On my Daniel +Goleman +page you can read my notes and criticisms of the +book, but for now I will just say that in my opinion Goleman basically stole the term "emotional +intelligence" from Mayer and Salovey and greatly misrepresented the public about what +emotional intelligence actually is.
+
Since his rise to fame in 1995, Goleman seems to have ignored the actual research +on +emotional intelligence and moved even further from scientific truth. This, however, does not +seem to have stopped his popularity as a speaker and consultant, and most people still believe +that his version of emotional intelligence is the correct one. So many people have now taken +hold of his version of emotional intelligence, cited him as the "guru" and promoted his +misleading version of emotional intelligence that it is now difficult to separate truth from fiction.
+
While I believe there definitely is validity to the concept of emotional intelligence +as Mayer and +Salovey are attempting to establish it, Goleman has unfortunately made wildly exaggerated and +premature claims about what it is and what it means. After writing his 1995 book, for example, +Goleman found out that business managers were willing to pay big money for his ideas. +Goleman capitalized on this. He quit his job writing for the New York Times, and started his +own consulting practice and a "consortium," both of which cater to multi-national corporations. +He also quickly put together another book specifically for the business market. In that book he +stretched the definition of emotional intelligence even farther, claiming that it consists of 25 +"skills, abilities and competencies". It may be no coincidence that these kinds of competencies +are just the kinds of things which large corporations (who can afford high-priced consultants) +want in their employees. For that reason I call Goleman's version of emotional intelligence the +"corporate definition."
+
For a more thorough explanation of why Goleman's corporate definition of EI is +misleading, +see my article originally published in +HR.com or the articles: Models +of emotional intelligence +and Emotional +Intelligence as Zeitgeist, as Personality, and as a Mental Ability, both written by +Mayer, Salovey and Caruso. Reprints are available at no charge from akendal@cisunix.unh.edu +You +may also read a few of my own notes on these articles.
+
Mayer and Salovey, though, have been very cautious about making claims as to +what +emotional intelligence means on a practical level and what it might predict in terms of "success", +happiness or the "ideal" member of society. In my opinion they have much more integrity than +Goleman and they seem to be more interested in scientific truth than in making money.
+
Here I will discuss only the definition of emotional intelligence as proposed +by Mayer, Salovey +and their recent colleague David Caruso. (Referred to below as MSC.)
+
MSC suggest that EI is a true form of intelligence which has not been scientifically +measured +until they began their research work. One definition they propose is "the ability to process +emotional information, particularly as it involves the perception, assimilation, understanding, +and management of emotion." (Mayer and Cobb, 2000)
+
Elsewhere they go into more detail, explaining that it consists of these "four +branches of mental +ability":
+
+
1. Emotional identification, perception and expression
+
+
+
2. Emotional facilitation of thought
+
+
+
3. Emotional understanding
+
+
+
4. Emotional management
+
+
In one publication they describe these areas as follows:
+
+
The first, Emotional Perception, involves such abilities as identifying emotions +in faces, +music, and stories.
+
+
+
The second, Emotional Facilitation of Thought, involves such abilities as relating +emotions to other mental sensations such as taste and color (relations that might be +employed in artwork), and using emotion in reasoning and problem solving. (Also: +"integrating emotions in thought," Mayer and Cobb)
+
+
+
The third area, Emotional Understanding involves solving emotional problems such +as +knowing which emotions are similar, or opposites, and what relations they convey.
+
+
+
The fourth area, Emotional Management involves understanding the implications +of +social acts on emotions and the regulation of emotion in self and others.
+
+
+
(see +reference +in Selecting a Measure of Emotional Intelligence: The +Case for Ability Scales, 2000)
+
+
+
In a 1997 publication Mayer and Salovey listed these branches as follows and +offered a +detailed chart reflecting their thoughts. In that article they say that the branches in the chart are +"arranged from more basic psychological processes to higher, more psychologically integrated +processes. For example, the lowest level branch concerns the (relatively) simple abilities of +perceiving and expressing emotion. In contrast, the highest level branch concerns the +conscious, reflective regulation of emotion." They add that abilities that emerge relatively early +in development are to the left of a given branch; later developing abilities are to the right." +And +they also say that, "people high in emotional intelligence are expected to progress more quickly +through the abilities designated and to master more of them." (From +What is Emotional Intelligence, +by John Mayer and Peter Salovey. Chapter 1, pp. 10,11 in Emotional Development and Emotional +Intelligence: Educational Implications, by Peter Salovey and David Sluyter. 1997.)
+
The Four branches of EI:
+
1. Perception Appraisal and Expression of Emotion
+2. Emotional Facilitation of Thinking
+3. Understanding and Analyzing Emotions; Employing Emotional Knowledge
+4. Reflective Regulation of Emotions to Promote Emotional and Intellectual Growth
+
Perception, +Appraisal and Expression of Emotion
+ + + + + + +
+
Ability to identify + emotion in one's + physical states, + feelings, and + thoughts.
+ 		+
Ability to identify emotions in + other people, designs, + artwork, etc. through + language, sound, appearance, + and behavior.
+ 		+
Ability to express + emotions accurately, + and to express needs + related to those + feelings.
+ 		+
Ability to discriminate + between accurate and + inaccurate, or honest vs. + dishonest expressions of + feeling.
+
+
Emotional +Facilitation of Thinking
+ + + + + + +
+
Emotions prioritize + thinking by + directing attention + to important + information.
+ 		+
Emotions are + sufficiently vivid and + available that they can + be generated as aids to + judgment and memory + concerning feelings.
+ 		+
Emotional mood swings + change the individual's + perspective from optimistic + to pessimistic, encouraging + consideration of multiple + points of view.
+ 		+
Emotional states + differentially encourage + specific problem-solving + approaches such as when + happiness facilitates + inductive reasoning and + creativity.
+
+
Understanding +and Analyzing Emotions; Employing Emotional Knowledge
+ + + + + + +
+
Ability to label emotions + and recognize relations + among the words and the + emotions themselves, + such as the relation + between liking and + loving.
+ 		+
Ability to interpret the + meanings that emotions + convey regarding + relationships, such as + that sadness often + accompanies a loss.
+ 		+
Ability to understand + complex feelings: + simultaneous feelings of + love and hate or blends + such as awe as a + combination of fear and + surprise.
+ 		+
Ability to recognize + likely transitions among + emotions, such as the + transition from anger to + satisfaction or from + anger to shame.
+
+
Reflective +Regulation of Emotion to Promote Emotional and Intellectual Growth
+ + + + + + +
+
Ability to stay open + to feelings, both + those that are + pleasant and those + that are unpleasant.
+ 		+
Ability to reflectively + engage or detach from an + emotion depending upon + its judged + informativeness or utility.
+ 		+
Ability to reflectively + monitor emotions in + relation to oneself and + others, such as + recognizing how clear, + typical, influential or + reasonable they are.
+ 		+
Ability to manage emotion in + oneself and others by + moderating negative emotions + and enhancing pleasant ones, + without repressing or + exaggerating information they + may convey.
+
+
I have a few concerns about their definition and some suggestions I would like +them to +consider.
+
First, I would like to see them focus more on the idea that intelligence is potential. An +infant +can be intelligent, for example, without being able to read, write or take intelligence tests. In +other words, he may have no demonstrable abilities as yet, but he may have extremely high +potential ability. He simply has not had a chance to develop his potential and his intelligence +into competencies which can be measured by any existing tests.
+
The word "ability" itself can have two meanings. First, it can mean +potential, yet undeveloped +ability. Second, it can mean potential which has been developed into something which can be +demonstrated, measured or tested. At present it is impossible to measure pure potential, thus +the MSC tests (MEIS +and MSCEIT) +focus on only the second form of ability. (I suspect, +though, that one day brain scanning devices will be able to tells us much more about a baby's +potential.)
+
Second, their definition and the way they discuss EI in their writing ignores +the fact that a child +can start out with high innate emotional intelligence and then be emotionally damaged. (I +discuss this further in my section on EI vs EQ.) I would like to see them address this more in +their work.
+
Third, I would like to see them emphasize that an emotionally intelligent person +is capable of +mastering an extensive vocabulary of what I call feeling words. By mastering I mean having the +ability to not only perceive an extensive range of feelings in oneself and others, but also to +quickly assign the most specific label to the feeling, for example in conversation with others or +in self-reflection. In some of their writing MSC do include the ability to express emotion as +part of their first branch of EI, but they seem to limit their test to only a few emotions +compared with the much broader available scope of feeling words which are available in the +English language.
+
Fourth, in the section on emotional understanding much of this is probably better +called +knowledge of emotions, rather than an aspect of emotional intelligence itself. Knowledge can +be taught but intelligence represents potential before any learning has taken place. Of course, if +one is more intelligent, emotionally or otherwise, this learning takes place faster and can go +further.
+
Fifth, is my concern with measuring emotional facilitation of thought and emotional +management. I don't see how you can really do this with a paper and pencil test. The MSC +team say they are measuring some of these things with their tests, but it is hard to say how +much their test scores reflect actual ability in real life situations, or when under extreme stress. +And these are the situations when highly developed emotional intelligence may be the most +important.
+
Finally their definition is a bit too abstract for me when it comes to things +like identifying +emotion in art and music. I found this section of their CD ROM test a little hard to take +seriously when it asks you to look at a graphic design and try to guess what emotions it is +conveying. Therefore I would like to see them test for something like the ability to identify +emotion in tone of voice or body language instead.
+
Now I will give you my adaptation of their definition.
+
1. Emotional identification, perception and expression
+
    +
      +
    • The ability to perceive +and identify emotions in faces, tone of voice, body language
      • +
    • The capacity for self-awareness: +being aware of your own feelings as they are +occurring
      • +
    • The capacity for emotional +literacy. Being able to label specific feelings in yourself and +others; being able to discuss emotions and communicate clearly and directly.
      • +
    +
+
2. Emotional facilitation of thought
+
    +
      +
    • The ability to incorporate +feelings into analysis, reasoning, problem solving and +decision making
      • +
    • The potential of your feelings +to guide you to what is important to think about
      • +
    +
+
3. Emotional understanding
+
    +
      +
    • The ability to solve emotional +problems
      • +
    • The ability to identify +and understand the inter-relationships beween emotions, thoughts +and behavior. For example, to see cause and effect relationships such as how thoughts +can affect emotions or how emotions can affect thoughts, and how your emotions can +lead to the behavior in yourself and others.
      • +
    • The ability to understand +the value of emotions to the survival of the species
      • +
    +
+
4. Emotional management
+
    +
      +
    • The ability to take responsibility +for one's own emotions and happiness
      • +
    • The ability to turn negative +emotions into positive learning and growing opportunities
      • +
    • The ability to help others +identify and benefit from their emotions
      • +
    +
+
Because the above attempt at a definition is still a bit cumbersome, here are +two less +complicated ways to look at it:
+
+
The mental ability we are born with which gives our emotional sensitivity and +potential +for emotional management skills that help us maximize our long term health, happiness +and survival.
+
+
Or more simple yet:
+
+
Knowing how to separate healthy from unhealthy feelings and how to turn negative +feelings into positive ones.
+
+
For a more detailed description of the definitions used by Mayer et al, see the academic section
+
 
+
Innate Emotional Intelligence vs "EQ"
+
Most writers interchange the terms EQ and emotional intelligence. In my writing, +however, I +make a distinction between the two. I use emotional intelligence to refer to a person's innate +potential. I believe each baby is born with a certain potential for emotional sensitivity, +emotional memory, emotional processing and emotional learning ability. It is these four inborn +components which I believe form the core of one's emotional intelligence.
+
This innate intelligence can be either developed or damaged with life experiences, +particularly +by the emotional lessons taught by the parents, teachers, caregivers and family during +childhood and adolescence. The impact of these lessons results in what I refer to as one's level +of "EQ." in other words, as I use the term, "EQ" represents a relative measure of +a person's +healthy or unhealthy development of their innate emotional intelligence.
+
When I say "EQ" I am not talking about a numerical test score like +IQ. It is simply a +convenient name I am using. As far as I know, I am the only writer who is making a distinction +between inborn potential and later development or damage. I believe it is possible for a child +to begin life with a high level of innate emotional intelligence, but then learn unhealthy emotional +habits from living in an abusive home. Such a child will grow up to have what I would call low +EQ. I would suspect that abused, neglected and emotionally damaged children will score much +lower on the existing emotional intelligence tests compared to others having the same actual +original emotional intelligence at birth.
+
As I see it, I believe, then, that it is possible for a person to start out with +high EI, but then be +emotionally damaged in early childhood, causing a low EQ later in life. On the other hand, I +believe it is possible for a child to start out with relatively low EI, but receive healthy emotional +modeling, nurturing etc., which will result in moderately high EQ. Let me stress however that I +believe it is much easier to damage a high EI child than to develop the EQ of a low EI child. +This follows the principle that it is generally easier to destroy than create.
+
In comparison to say, mathematical intelligence, it is important to note that +relatively few +people start out with high innate mathematical abilities and then have this ability damaged +through misleading or false math training or modeling. I say relatively few because I mean in +comparison to the number of emotionally sensitive children who receive unhealthy and self- +destructive emotional imprinting from any number of sources. Parents and television shows +don't generally teach that 2+2=968. But they do often teach emotional lessons which are as +equivalent in unhealthiness as this equation is in inaccuracy. Or we might say which would be +as damaging to an intimate relationship as the false equation would be to the career of an +accountant.
+
At present, all other models of emotional intelligence, including even the most +"pure" of the +group, the Mayer/Salovey/Caruso model, combine the measurement of the innate emotional +variables (sensitivity, memory, processing and learning) with the environmental affects on those +same variables. Certain writers have defined intelligence in general as "potential." (1) I agree +with this and this is why I want to distinguish between EI and EQ.
+

+
+
Notes
+
1. For example, Howard Gardner in "A case against spiritual intelligence."
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+ + + + 6.3 Emotional Intelligence + + + +
+ + +
'Emotional Intelligence' +is a neat metaphor that borrows from the notion of IQ. It implies that +some people are better at handling emotions than others. It also hints that you might be able to +increase your EQ. Practically, it offers a useful set of guidelines for doing just this.
+
Self-awareness
+
Being emotionally +self-aware means knowing how you feel in “real time.” Self- knowledge is +the first step in being able to handle emotions. If you can see them and name them, then you at +least then have a chance to do something about them.
+
Emotional literacy
+
Emotional literacy +means being able to label emotions precisely. This includes the emotions of +others and especially yourself. It also means being able to talk about emotions without getting +overly emotional or (as happens with many people) denying them.
+Emotional literacy is not using ‘I feel...’ statements to offer opinions, ideas, +etc. Thus 'I feel that +is a good idea' is not emotional literacy, whist 'I feel angry' is.
+
Empathy & +compassion
+
Empathy is the +ability to feel and understand the emotions of others. If you can empathise, you +can engender trust, as people desperately want to be understood at the emotional level. All +great carers and nurturers major in empathy and compassion.
+
It also means appreciating +and accepting differences between people, accepting that we have +different priorities and capabilities around emotion.
+
Balance
+
The ability to +balance emotion and reason in making decisions leads to good decisions. +Emotion should not be abandoned, lest cold and callous decisions are made. Nor should logic +be abandoned unless you want a wishy-washy outcome.
+
Responsibility
+
Emotional Intelligence +means taking primary responsibility for your own emotions and +happiness. You cannot say that others “made” you feel the way you feel. Although they may +be +instrumental, the responsibility is yours, just as if you kill someone, there is no argument that +says that someone else made you do it.
+
So What
+
Emotions are one +of the main things that derails communications and persuasions. Once people +start getting upset at one another, rationalism goes out of the window. If you can identify and +control your own emotions you have good chance of winning any argument. If you can sense +the emotions of others, you have a chance to change them. And of course it all starts with +yourself and your own emotions...
+
Reference
+
Goleman, Daniel +(1996), Emotional Intelligence, Bloomsbury, London
+ + + + +
+ +
+
See also:
+
+ +
+ + + + EI History and Definition + +
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+ + + + 12.3 Emotional Intelligence Competences + + + +
+ + +
, both Personal and Social, to be at core:
+

+ + + + + +
+ + + + + +
+
Table 1. Emotional Intelligence Competencies + Related to Outstanding Leadership
+
+
(Goleman, Boyatzis and McKee, 2002)
+
+
+  
+
Personal Competence
+

+
+
The + Self-awareness Cluster:
+
    +
      +
    • • Emotional self-awareness: recognizing our emotions and their effects
      • +
    • • Accurate self-assessment: knowing one’s strengths and limits
      • +
    • • Self-confidence: a strong sense of one’s self worth and capabilities
      • +
    +
+
The + Self-management Cluster:
+
    +
      +
    • • Adaptability: flexibility in dealing with changing situations or obstacles
      • +
    • • Emotional Self-control: inhibiting emotions in service of group or + organizational norms
      • +
    • • Initiative: proactive, bias toward action
      • +
    • • Achievement orientation: striving to do better
      • +
    • • Trustworthiness: integrity or consistency with one’s values, emotions, and + behavior
      • +
    • • Optimism: a positive view of the life and the future
      • +
    +
+

+
+
Social Competence
+

+
+
Social + Awareness Cluster:
+
    +
      +
    • • Empathy: understanding others and taking active interest in their concern
      • +
    • • Service orientation: recognizing and meeting customer’s needs
      • +
    • • Organizational awareness: perceives political relationships within the + organization
      • +
    +
+
Relationship + Management Cluster:
+
    +
      +
    • • Inspirational Leadership: inspiring and guiding groups and people
      • +
    • • Developing Others: helping others improve performance
      • +
    • • Change catalyst: initiating or managing change
      • +
    • • Conflict management: resolving disagreements
      • +
    • • Influence: getting others to agree with you
      • +
    • • Teamwork and Collaboration: Building relationships with a creating a + shared vision and synergy
      • +
    +
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+ + + + 6.6 Emotion and Decision + + + +
+ + +
We make many decisions, +and sometimes we are more or less logical about them. And it is +arguable that all decision are, ultimately emotional.
+
Logical vs. +emotional decision-making
+
Decision-making +is a cognitive process where the outcome is a choice between alternatives. +We often have different preferences as to our preferred, approach, varying between thinking +and feeling.
+
Logical decision-making
+
When we use logic +to make decisions, we seek to exclude emotions, using only rational +methods, and perhaps even mathematical tools. The foundation of such decisions is the +principle of utility, whereby the value of each option is assessed by assigning criteria (often +weighted).
+
Emotional decision-making
+
There is a whole +range of decision-making that uses emotion, depending on the degree of logic +that is included in the process.
+
A totally emotional +decision is typically very fast. This is because it takes time (at least 0.1 +seconds) for the rational cortex to get going. This is the reactive (and largely subconscious) +decision-making that you encounter in heated arguments or when faced with immediate danger.
+
Common emotional +decisions may use some logic, but the main driving force is emotion, which +either overrides logic or uses a pseudo-logic to support emotional choices (this is extremely +common).
+
Another common +use of emotion in decision is to start with logic and then use emotion in the +final choice.
+
Damasio's research
+
Neuroscientist +Antonio Damasio studied people who had received brain injuries that had had +one specific effect: to damage that part of the brain where emotions are generated. In all other +respects they seemed normal - they just lost the ability to feel emotions.
+
The interesting +thing he found was that their ability to make decisions was seriously impaired. +They could logically describe what they should be doing, in practice they found it very difficult +to make decisions about where to live, what to eat, etc.
+
In particular, +many decisions have pros and cons on both sides. Shall I have the fish or the +beef? With no rational way to decide, they were unable to make the decision.
+
The point of +decision
+
Always emotional +decision?
+
So at the point +of decision, emotions are very important for choosing. In fact even with what +we believe are logical decisions, the very point of choice is arguably always based on emotion.
+
We talk about decisions +that feel or seem right. When logical decisions are wrong, we will often +feel that this is so. Emotions are perhaps signals from the subconscious that tell us a lot about +what we really choose.
+
Subconscious +in charge?
+
An even stranger +factor is research where the subject's brain was wired up to recorders and +the subject was asked to simply press a red button at any time. The notion was that if the +conscious mind was in charge, then that part of the brain would be seen to change first, an if the +decision started in the subconscious, then electrical activity in that part of the brain would work +first.
+
And the answer +was...that the subconscious started activity first. The shocking conclusion is +that the subconscious is in charge of the bus, and that we are living an illusion of conscious +choice. As emotions also stem from the subconscious, then this makes it even more likely that +decisions have a strong emotional influence.
+
So what?
+
If you want someone +else to make a decision, first find how emotional or logical they prefer to +be in that process, and follow their their normal preferences.
+
Husband their emotions, +guiding them to a point where, at the moment of decision they will be +more favorably disposed towards your ideas.
+
Make emotionally +tinged appeals in closing with them.
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+ + + + 6.7 Emotion and Rationality + + + +
+ + +
Emotion and rational +thinking are, to a certain extent, mutually exclusive.
+
Clouding the +waters
+
When we get emotional +about something, our ability to make rational decisions (which we will +look back on and agree are good decisions) has a strong tendency to fail.
+
Consider the things +we say. A person who is 'hot-headed' is considered to be rather emotional +and likely to make rash decisions, whilst a person with a 'cool head' makes thoughtful, +considered decisions. We talk about mental processes being 'clouded' by emotional states.
+
Emotion is a chemical +state in our brains which we experience as basic 'feelings'. Those same +chemicals inhibit our higher cognitive capabilities and limiting what we call rational thought.
+
More emotion, +less judgement
+
The effect increases +as emotional arousal increases. Think of the ardent lovers who have +married in haste, only to repent at leisure (Las Vegas seems to do this to people more than +most people -- but then Las Vegas is designed to stir the emotions).
+
The same is true +when a person is frightened, and the Fight-or-Flight reaction gives them the +ability to fight for their lives. Many homicides are committed whilst the perpetrator is an +extremely angry state. Temporary insanity is a not uncommon plea, as the extreme emotion +literally makes the person unable to make any socially acceptable decisions.
+
So what?
+
If you want someone +to make a rational decision and they are in an emotional state, then help +them calm down (but do not just say 'calm down', which is a rational appeal). Speak to the +emotions with emotional words and then slowly become less emotional. If you have time, the +simplest approach is just to wait. Emotions do not last and the person will eventually cool +down.
+
If you want the +other person not to think about the decision, then get them into an emotional +state. A sales person will get their customers excited, hopeful or into a state of lust. +Politicians +will invoke fear or the desire to help their fellow humans.
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+ + + + 6.9 Emotions + + + +
+ + +
A basic of much +emotional arousal is that there is a goal at stake somewhere. Our emotions +thus cause us to want and not want. And when we have what we wanted, we then have +emotions about owning it.
+
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+ + + + 6.5 Empathy + + + +
+ + +
Feeling what +other feel
+
Empathy is the +ability to not only detect what others feel but also to experience that emotion +yourself.
+
This can be both +a bane and a boon. If you can read another person's emotions then you can +both avoid making a faux pas and also utilize their state to move them in another direction. +When people are in emotional states their ability to decide is often significantly impaired. Thus +you cannot expect aroused people to make rational choices at this time.
+
Empathy is a bane +if you end up experiencing all the bad feelings of everyone around you. This +is one of the problems that therapists and other carers have to handle.
+
It's not sympathy
+
Empathy and sympathy +are very close and are sometimes used as synonyms. The easiest way +to separate them is to remember that empathy is about feelings whilst sympathy is about +actions. Thus you may empathise with another person and then act on this by telling them how +sorry or happy you feel for them.
+
Empathetic people +are often very sympathetic - they can hardly stop themselves as they really +do feel for the other person.
+
A person who is +sympathetic but empathetic may appear a little shallow, as they are less likely +to show an emotional connection. 'Terribly sorry and all that, old chap' they might say, in a +friendly but relatively cold voice.
+
It's definitely +not psychopathy
+
A defining element +of a psychopath is that they do not and probably cannot empathize with +other people. They are often good at imitating this, but in doing so they are using it in a cold and +manipulative way.
+
This lack of empathy +is one thing that makes a psychopath so dangerous. If we cannot +empathize with others then we are unlikely to care about them. Psychopaths can this easily +objectify other people, treating them like 'things' and even killing them without any remorse.
+
It has many +benefits
+
The value of empathy +comes not from understanding the other person's feelings, but what you +do as a result of this.
+
Empathy connects +people together
+
When you empathize +with me, my sense of identity is connected to yours. As a result, I feel +greater in some way and less alone. I may well, as a result, also start to empathize more with +you.
+
In a therapeutic +situation, having someone else really understand how you feel can be a blessed +relief, as people with emotional problems often feel very much alone in their different-ness from +other people. The non-judgmental quality can also be very welcome.
+
Empathy heals
+
Therapeutically, +it can be a very healing experience for someone to empathize with you. When +someone effectively says 'I care for you', it also says 'I can do that, I can care for myself.'
+
Empathy builds +trust
+
Empathy displayed +can be surprising and confusing. When not expected, it can initially cause +suspicion, but when sustained it is difficult not to appreciate the concern. Empathy thus quickly +leads to trust.
+
Empathy closes +the loop
+
Consider what would +happens if you had no idea what the other person felt about your +communications to them. You might say something, they hated it, and you continued as if they +understood and agreed. Not much persuasion happening there!
+
The more you can +empathize, the more you can get immediate feedback on what they are +experiencing of your communications with them. And as a consequence, you can change what +you are saying and doing to get them to feel what you want them to feel.
+
So what?
+
So how do you do +it? How do you find out what other people are feeling? All you have to go +on are what they say, how they say it and what they do, which can also be described as +'words, music and dance'.
+
If you want to +move someone, detecting their emotional state is the first step. If you can feel +that state then that detection is even more accurate. When you can sense their emotion, you can +then use this to move them in the direction you want them to take.
+
The trick in spotting +feelings is to pay close attention to changes in the other person in response +to external events. If you say 'How are you?' and the corners of their mouth turn down and +their voice tone goes flat, then you might detect that all is not well.
+
The better you +are at spotting small changes, the greater your potential ability at empathizing. +Watch for small changes on the face. Watch for lower-body movements when the upper-body +is under conscious control. Listen for tension in the voice and emphasis on specific words. +Listen for emotional words.
+
To avoid getting +swamped by their emotions learn to dip in and out of the association that +makes you feel what they do. Go in, test the temperature and then get out to a place where you +can think more rationally.
+
Unless you are +really sure, it can be a good idea to reflect back to the other person what you +are sensing of their feelings, to check that you have got it right. After all, the only person who +can confirm empathy is the person whose emotions are being sensed.
+
Reflecting back +itself has an effect, typically leading the other person to appreciate that you +really care about them and hence increasing their trust in you.
+
Empathy is far +more effective when it is offered, as opposed to when people ask for empathy +(in which case a negotiation exchange dynamic is set up).
+
By the way, The +usual caveat applies here - taking advantage of someone who is upset breaks +many social rules and negative manipulation is likely to lead to betrayal effects.
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+ + + + 6.9.3 Envy + + + +
+ + +
The Green-eyed +monster
+
Envy is often associated +with the color green and is portrayed as 'the green-eyed monster'. It is +wanting what others have, desiring to possess what they possess. You can be envious of +tangible and intangible things, including their wealth, their good looks and their innate +intelligence.
+
Envy is often an +'identity' thing, as the underlying dynamic is not so much about wanting the +things they have as wanting to be like them. Envy in such cases becomes generalised, from +thing to the whole person.
+
Envy can sometimes +be moderately positive, such as when you grudgingly admire what a friend +has achieved, but do not like them any less as a result.
+
The most common +form of coping with envy is, after recognizing it, taking a philosophical +approach that says something like 'This is silly. Life is too short to waste my energy on this +thing'.
+
Envy and jealousy
+
Jealousy is slightly +different from envy as it involves a third party. It can involve potential loss, +such as when we are jealous when someone threatens to woo away our boyfriend or girlfriend. +Envy is always about potential gain.
+
Envy and jealousy +overlap in the scenario where another person is admired by everyone else +for possessing something. This gives you a 'double whammie' as it means they are both giving +someone else attention and also not giving you attention. You are envious of the attention that +they are getting and jealous because you see them 'stealing' that attention from you.
+
Victim games
+
What is happening +here goes something like this:
+
    +
      +
    • I see that you have got something.
      • +
    • I see that I do not have that thing and +hence feel inferior to you.
      • +
    • I justify this by making it unfair, that +I am a victim.
      • +
    • This makes you the 'bad guy'.
      • +
    • I can now legitimately dislike you, perhaps +even making you the victim.
      • +
    +
+
Notice how we work +hard to justify to ourselves that feeling envious, an emotion we may +consider to be generally undesirable, is in fact ok for us to feel in these 'special' cases.
+
Sometimes we even retrospectively create +envy when something bad happens to other +people, so we can say 'they deserved it'. Again, this is all about justifying to ourselves that we +can feel bad about other people.
+
Schadenfreude
+
This is a German +word that describes how we often cope with envy. It is the gloating feeling we +get when we enjoy seeing another person suffer. We particularly seek schadenfreude in people +we envy, an emotion which the press tap when they publish stories of the woes of the rich and +famous.
+
So what?
+
To create envy +in a person, point out what other people have that they do not. Emphasise the +bad qualities of the other people to allow the person to legitimise their feelings of envy.
+
You can also create +envy of yourself by showing off. Avoid the backlash by doing this subtly. +Done with care, this makes the other person want to be like you and hence like you.
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+ + + + 6.9.6 Fear + + + +
+ + +
Fear is
+
Fear happens to +all of us. It is, perhaps, nature's way of stopping us from doing things that may +hurt us, such as leaning out from a high cliff or trying to fight someone bigger than us.
+
Fear can range +from a little scare to paralyzing terror. At best, we feel some muscular tension. +At worst, our muscles either go completely rigid or totally flaccid. Either way, we collapse - +possibly losing the content of our bowels on the way. Fainting from fear is not uncommon, +perhaps as the brain switches off rather than countenance further terror.
+
A little fear can +also be quite exciting, for example when we are riding a roller- coaster, where +we cognitively know we are safe whilst deliberately triggering automatic fear reactions in order +to experience the thrill of the adrenalin rush as we hurtle around the track.
+
Fear also has a +duration element which has different effects. A short, sharp shock grabs our +attention and makes us jump, whilst low-level anxiety can wear us down over a long period.
+
We can also suffer +from extreme fears in irrational phobias such as the fear of spiders, open +spaces, food and so on.
+
Fear is the opposite +of desire, in that desire attracts whilst fear repels.
+
Triggering fear
+
Fear is triggered +by an immediate and obvious threat, such as when a person points a gun in +your face. When this happens, the amygdala may well trigger an automatic response that does +not even give you time to think (which can be a good thing -- you don't have time to muse +about what to do when a lion is jumping out at you).
+
Fear also occurs +after cognitive inference where we predict that either our needs or our goals +will be damaged in some way. Fear is thus triggered by an internal forecast.
+
Our need for control +is, to some extent, fear-driven. If I cannot control the world around me, it +may threaten me. Just my forecast of this is enough to cause me to fear.
+
Pessimism leads +to fear, as we habitually forecast that we will fail or that bad things will happen +to us. Because we can never fully forecast the future, we may live in a permanent state of fear.
+
Much has been made +of the fear of death, which we know we will all ultimately face. Samurai +warriors were famed for having no fear of death and would even commit suicide at the whim of +of their masters.
+
Fear can also happen +from confusion, which happens when we are unable to infer meaning. +The logic of this goes something like 'I can't find any meaning. I don't know if it will harm me. +I'd better feel frightened, just in case.'
+
So what?
+
Fear is probably +the ultimate negative motivators and is thus often used to move people, +although this is an avoidance method that can lead to unpredictable results. Sheep fear a +sheepdog - the result is that they scatter in all directions, which is not what the sheepdog really +wants.
+
The unsubtle approach +to using is physical threat. More subtle methods use hints and +insinuations of social exclusion or other things we seek to avoid.
+
Fear is thus useful +when you want to move a person away from something. It can also be used +to shake them out of their current complacency. Fear is a push strategy. It is often best +followed up with something that pulls the other person towards the desired objective.
+
See also
+
Lazarus, R. and +Lazarus, B. (1994), Passion and Reason, Oxford University Press, New +York
+ + + + + 		+ +
+
+
+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/GeneralBasics(Popular).html b/static/GeneralBasics(Popular).html new file mode 100644 index 0000000..3df07b5 --- /dev/null +++ b/static/GeneralBasics(Popular).html @@ -0,0 +1,289 @@ + + + + + General Basics (Popular) + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + + +
+ + + + 6. General Basics (Popular) + + + +
+ + +
Emotions are our +feelings. Literally. We feel them in our bodies as tingles, hot spots and +muscular tension. There are cognitive aspects, but the physical sensation is what makes them +really different.
+
Emotions lead to coping +activities. When we feel something, we consequently respond to that +feeling. This can be both in the immediate (and often subconscious) response to the feeling and +also in the more thoughtful handling of the aftermath. Where this has been a negative feeling, the +response may range from vigorous justification of our actions to conciliatory apologies and +other 'making up'. A common response to the repression of unwanted emotions is +displacement, where we act out our frustration in other ways. Thus a reprimanded child, +knowing they cannot answer back, may go and 'punish' their toys.
+
Emotions affect +and are a part of our mood, which is usually a more sustained emotional state. +Mood affects our judgment and changes how we process decisions.
+
So what?
+
So manage emotions, +both yours and theirs. In negotiations, the person gets their way is often +the person who has greatest emotional control.
+ + + + +
+ +
+
See also:
+
+ +
+ + + + Emotions + +
+ + +
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+ + + + 11.4 General Law of Behaviour Motivation + + + +
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+ + + + 6.9.1 Greed + + + +
+ + +
Something not +needed
+
Greed is when I +want something that I do not really need. I want it just to possess it. So what is +the value of that? A common reason is to be able to boast and show off to others, hence +increasing my sense of identity (my sense of control is also enhanced because I have it and they +do not).
+
Something for +nothing
+
Greed is also a +form of hope where the expected reward is typically +far in excess of the time +and cost expected to be invested. It is very commonly leveraged in many kinds of persuasion. +Just look at the use of the word 'free' in advertising. Look at the stimulation of greed in many +forms of selling, get-rich-quick schemes and gambling.
+
It typically involves +making the other person believe that they are getting an incredible bargain +(often without your apparent knowledge). Of course, they don't get what they had hoped for, +but they will do a great deal for you if they think you can give them something for virtually +nothing.
+
So what?
+
Stimulate greed +by dangling something desirable just out of reach perhaps letting the other +person get a taste of it from time to time. Show how other people might just get it instead of +them. Then when they are desperate for it, use getting it as a condition for you getting what you +really want.
+
Be aware of what +greed feels like in yourself. If you let it get the better of you, you are likely to +end up paying what you can't afford for what you really don't need.
+
Gambling dens
+
As a very real +example of managed hope in action, look no further than the nearest casino or +gambling parlor. Casinos dangle large sums and glittering prizes whilst making the hoping as +pleasant as possible with salubrious surroundings, free drinks, attractive members of the +opposite sex and so on.
+
The gamblers are +trapped in a cocoon of warmth as their money is steadily leeched away from +them (note how the reality of money itself is hidden behind tokens and credit, preventing the +unreality bubble from being burst).
+ + + + +
+ +
+
See also:
+
+ +
+ + + + Hope + +
+ + +
+
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Guilt.html b/static/Guilt.html new file mode 100644 index 0000000..eed281c --- /dev/null +++ b/static/Guilt.html @@ -0,0 +1,310 @@ + + + + + Guilt + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + + +
+ + + + 6.9.12 Guilt + + + +
+ + +
Breaking the +rules
+
Guilt as an emotion +is the feeling we get when we believe we have committed an offence by +breaking a rule or law. This may be a criminal law or just a social norm.
+
Guilty feelings +are due to the cognitive dissonance that arises from the gap between our self- +image as good, law-abiding citizens and the evidence of our actions.
+
How guilty we feel +depends on how seriously we consider the offence to be. If I drive a little +over the speed limit, I do not feel very guilty at all. If, however I hit a pedestrian then I feel +terrible.
+
Guilt is also related +to expected punishment. If I see a police car whilst I am driving fast, I may +feel more guilty.
+
Remorse, which +is wishing that we had not committed the offence, is similar to guilt and often +accompanies it.
+
Effects of evidence
+
We feel guilty +when we know we are breaking a rule and think further about it. This is one +reason why there are regular speed limit signs within restricted areas. Whenever I see a sign, I +feel guilty and am more inclined to slow down.
+
Guilt drives actions +to reduce the feelings of guilt and also reduce the chance of being found out +by others. For example, we may:
+
    +
      +
    • Stop committing the offence.
      • +
    • Make amends, for example by apologising.
      • +
    • Avoid situations that make us feel guilty.
      • +
    +
+
People who have +things that others do not often feel guilty about this (they may also fear the +repercussions of the envy +of the other people). Rich people may thus, for example, donate to +charities or hide away in their mansions.
+
So what?
+
Guilt is used a +lot by parents with their children ('What will your teacher say?'). Unsurprisingly, +the children often pick it up and use it back again ('Everyone else has got one!').
+
Emotional blackmail +is the common basic method in many relationship situations where guilt is +used to persuade ('If you love me you'll...').
+
Lawyers also try +to increase feelings of guilt to induce mistakes or a confession.
+ + + + + 		+ +
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+ + + + + +
+ + + + 7. HYPOTHESIS + + + +
+ + +
All +present knowledge on behavior motivation revolve around the same limited number of +principles that determine all human behavior, specifically in relation to the aspect of life at which +the bulk of time is spent namely ‘work’, but not limited to that. These principles are (at) +the +core of all Social and Behavioral Sciences. Broadening the scope with knowledge from +different (academic and practice) fields such as Psychology, Biology, New Sciences (Systemic +Mathematics and –Biology), Philosophy and Religion, and focused towards people in the +context and in relation to organizations, these principles will provide deep insight in conscious +and unconscious motivation for all human behavior. These principles will also prove to be +fundamental to explaining and anticipating further behavioral developments in humans and +consequently in establishing organizational environments at which these humans, both as +individuals and as social groups, thrive.
+
The +underlying hypothesis is: emotion is what makes us humans, and consequently our society, +'tick'. Even money proves to be an emotion- container and therefore a means to the emotional +goals and to the process of evolving awareness of emotion and its implications. Money, power, +economy, personal gains, violence, religion; all share the same root: emotion. Emotion is at +the +core of both the process (awareness) and content (consciousness) of the constant change +we call life.
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+ 		+ +
+ + + + + +
+ + + + 6.9.10 Happiness + + + +
+ + +
Happiness is
+
We feel happiness +when we feel we are achieving our goals, and especially so when we +achieve a hard-won goal. Positive anticipation and attendant happiness happens when we +predict that we will achieve our goals and feel confident about those predictions, perhaps +because they have been right recently.
+
Czikszentmihalyi +(), in his long study of happiness identified what he called an 'autotelic' +personality - a person who set their own goals, short- and long-term, and then had great fun in +achieving them.
+
Triggering happiness
+
Happiness can be +triggered by things that remind us of happy things, from up-beat music to +comedies. A particularly powerful trigger of happiness are words. Read a paragraph that +contains words like 'new' and 'exciting' and 'wonderful' and you will start to feel good.
+
Internally, happiness +is caused by seratonin being created in the brain. Happy people produce +lots of seratonin, whilst sad people produce very little.
+
Happy people tend +to be more optimistic and adventurous. This appears in such as shopping +habits, where happy people will buy more and also buy more different and unusual things.
+
Happiness is not +a permanent state, and no matter what we get, we will always swing between +happiness and sadness. Just look at the miserable rich people out there. In terms of income, it +has been shown that once we have a roof over our heads and food on the table, increasing +amounts of money cannot buy more happiness.
+
So what?
+
So if you want +someone to do something adventurous, get them happy. Do this by helping them +to set and achieve goals (or at least believe that they will achieve them some time soon).
+
See also
+
Czikszentmihalyi, +M. (1992), Flow: The Psychology of Happiness, London: Rider [also +published as 'Flow: The psychology of optimal experience']
+ + + + + 		+ +
+
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+ + + + + Top + + + +
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+ + + + + +
+ + + + 6.9.2 Hope + + + +
+ + +
What is hope?
+
Hope happens when +someone sees something, decides that it is desirable, realizes that they +may not get it, but believes that there is still a chance of getting it.
+
To put it tersely, +though perhaps in a complex way, hope is expectation moderated by +probabilistic estimation of a desired event.
+
For hope to be +a strong force for tension, the person's estimation that the desired event will +occur must be both high enough for them to consider there to be a reasonable chance of it +happening, yet not so high that they become complacent.
+
Charles Revson, +founder of the famous Revlon cosmetics empire famously said that what he +sold was 'hope'.
+
Fear
+
Fear is a form +of negative hope. Both are forms of anticipation as we forecast the future and +experience emotions in line with our predictions.
+
The sliding +scale
+
Hope is not a single +thing. It is more of a sliding scale that ranges across a scale from virtual +certainty to utter desperation. It can range within a single conversation across this whole +spectrum. You can raise a person's hope, dash it on the rocks of uncertainty, raise it out of the +waters and toss it around until the other person will grasp at whatever straw you throw at them.
+
The hope curve
+
The actual hope +that people feel does not necessarily match the real probability of success. +Typically we feel optimistic or pessimistic at the extremes.
+
At zero probability, +we are realistically pessimistic, and we stay this way until there is sufficient +probability to break out of the fear of loss. As the event becomes more likely, we become +disproportionately optimistic.
+
graphic
+
Types of hope
+
There are (at least) +three types of hope:
+
Desperation
+
Desperate hope +is when a deep need is felt. Someone who is desperate will do almost anything +to satisfy the hope (with 'almost anything' being in proportion to the level of desperation).
+
Optimism
+
Whereas desperate +hope often has a negative connotation, optimistic hope is often positive. In +both cases, the probability of achieving the hoped-for thing can be very variable, often sitting at +a very low probability of occurring.
+
Realistic hope
+
Realistic hope +is based on a fair estimation of probabilities. Thus, if something is over (say) +50% likely, then I might realistically hope that it will happen.
+
Hope as a destination
+
Robert Louis Stevenson +said 'It is better to travel hopefully than arrive', indicating how hope +can be a pleasant in itself. In particular, hope is often tinged with the fear both that you will not +get what you want, and also that even when you achieve your goal, it will not be as perfect as +your fantasized eventualities.
+
As a result, many +people are happy just to hope. All you need to do is offer them this, as all +casinos do to their hapless customers. Many such punters will merrily gamble away until their +money is all gone, then return time and again just to experience that temporary thrill of hope.
+
So what?
+
Use hope in persuasion +through the non-linear relationship between perception and reality. +Build optimism by showing how real the chances of success are. Move people away from +things by highlighting the chances of failure.
+
Beware, however, +of betrayal effects. If the other person's hopes are dashed and you are +perceived as the culprit, then you will become the target of their revenge.
+
Making up
+
Charles Revson, +the founder of the Revlon cosmetics company, once famously commented that +what they really sold was hope. (For some it is realistic hope, for others it is perhaps more like +desperation.) Paradoxically make-up can also sow false seeds of hope in the other party. If I +wear make-up, I am actually selling myself as more than I really am. There have been many +cracks about the other person being beautiful the night before but not the morning after.
+
Gambling dens
+
As a very real +example of managed hope in action, look no further than the nearest casino or +gambling den. Casinos dangle large sums and glittering prizes whilst making the hoping as +pleasant as possible with salubrious surroundings, free drinks, attractive members of the +opposite sex and so on.
+
The gamblers are +trapped in a cocoon of warmth as their money is steadily leeched away from +them (note how the reality of money itself is hidden behind tokens and credit, preventing the +unreality bubble from being burst).
+ + + + +
+ +
+
See also:
+
+ +
+ + + + Greed + +
+ + +
+
+ + + +
+ + + 		+ +
+
+
+ + + + + Top + + + +
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+ + + + 6.9.13 Jealousy + + + +
+ + +
Losing out to +others
+
Jealousy occurs +when we fear or experience a loss to others. Thus the famous jealous lover +who sees all other people of the same sex as potential rivals who will steal away the mate.
+
Envy and jealousy
+
Jealousy is slightly +different from envy as it involves a third party and is about loss. Envy is +always about potential gain.
+
Envy and jealousy +overlap in the scenario where another person is admired by everyone else +for possessing something. This gives you a 'double whammie' as it means they are both giving +someone else attention and also not giving you attention. You are envious of the attention that +they are getting and jealous because you see them 'stealing' that attention from you.
+
Turning loss +into hate
+
What is happening +here goes something like this:
+
    +
      +
    • I have something or someone that is important +to me.
      • +
    • Either (a) you take that away from me, +or (b) I imagine you taking that away from me.
      • +
    • This makes you not only a thief, but a +thief of something to which I have emotional +attachment.
      • +
    • You have hurt me deeply and I hate you +for this.
      • +
    • If you are a friend, then this also involves +betrayal and I hate you even more.
      • +
    +
+
Notice how we work +hard to justify to ourselves that feeling envious, an emotion we may +consider to be generally undesirable, is in fact ok for us to feel in these 'special' cases.
+
Sometimes we even retrospectively create +envy when something bad happens to other +people, so we can say 'they deserved it'. Again, this is all about justifying to ourselves that we +can feel bad about other people.
+
So what?
+
Beware of making +others jealous of you: the results can be hazardous. You can, however, +make people jealous of someone you wish to socially ostracize.
+
See also
+
Lazarus, R. and +Lazarus, B. (1994), Passion and Reason, Oxford University Press, New +York
+ + + + +
+ +
+
See also:
+
+ +
+ + + + Envy + +
+ + +
+
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/LITERATUREREVIEW.html b/static/LITERATUREREVIEW.html new file mode 100644 index 0000000..8eb37c7 --- /dev/null +++ b/static/LITERATUREREVIEW.html @@ -0,0 +1,250 @@ + + + + + LITERATURE REVIEW + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ 		+ +
+ + + + + +
+ + + + 8. LITERATURE REVIEW + + + +
+ + +
Due +to the researchmethod used, which originaly has been conducted over the widest possible +scientific work across many fields of science, this review does not include the vast number of +literature that has been included, but eliminated, in the research during the first phase (see +methodology).
+ + + + + 		+ +
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+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Leadership.html b/static/Leadership.html new file mode 100644 index 0000000..4972504 --- /dev/null +++ b/static/Leadership.html @@ -0,0 +1,363 @@ + + + + + Leadership + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + + +
+ + + + 11.1.3 Leadership + + + +
+ + +
+ + + + +
+
Emotional + Intelligence Competencies Related to Outstanding + Leadership(Goleman, Boyatzis and McKee, 2002)
+
+
Personal + Competence
+
The + Self-awareness Cluster:
+
    +
      +
    • Emotional self-awareness: + recognizing our emotions and their + effects
      • +
    • Accurate self-assessment: + knowing one's strengths and limits
      • +
    • Self-confidence: a strong + sense of one's self worth and + capabilities
      • +
    +
+
The + Self-management Cluster:
+
    +
      +
    • Adaptability: flexibility + in dealing with changing situations or + obstacles
      • +
    • Emotional Self-control: + inhibiting emotions in service of group or + organizational norms
      • +
    • Initiative: proactive, + bias toward action
      • +
    • Achievement orientation: + striving to do better
      • +
    • Trustworthiness: integrity + or consistency with one's values, + emotions, and behavior
      • +
    • Optimism: a positive view + of the life and the future
      • +
    +
+
Social + Competence
+
Social + Awareness Cluster:
+
    +
      +
    • Empathy: understanding + others and taking active interest in their + concern
      • +
    • Service orientation: recognizing + and meeting customer's needs
      • +
    • Organizational awareness: + perceives political relationships within + the organization
      • +
    +
+
Relationship + Management Cluster:
+
    +
      +
    • Inspirational Leadership: + inspiring and guiding groups and people
      • +
    • Developing Others: helping + others improve performance
      • +
    • Change catalyst: initiating + or managing change
      • +
    • Conflict management: resolving + disagreements
      • +
    • Influence: getting others + to agree with you
      • +
    • Teamwork and Collaboration: + Building relationships with a + creating a shared vision and synergy
      • +
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+ + + + 6.9.5 Love + + + +
+ + +
Description
+
Love is a massive +motivator and can lead people to perform all kinds of self- sacrificial acts.
+
Three styles of +love are (Sternberg):
+
    +
      +
    • Intimacy: Closeness to, and liking +of, the other person.
      • +
    • Passion: Intense longing and physiological +arousal. Ecstasy on reciprocation, despair +on rejection.
      • +
    • Commitment: The readiness to do +anything for the sake of the love.
      • +
    +
+
These combine to +create seven styles:
+
    +
      +
    • Liking: Intimacy alone
      • +
    • Infatuation: Passion alone
      • +
    • Empty love: Commitment alone
      • +
    • Romantic love: Passion + Intimacy.
      • +
    • Companionate love: Intimacy + Commitment
      • +
    • Fatuous love: Passion + Commitment
      • +
    • Consummate love: Intimacy + Passion ++ Commitment
      • +
    +
+
The games of love +are played on six different stages, and individuals will have preferred modes +(Lee):
+
    +
      +
    • Eros: Passionate and physical. Looks +are important.
      • +
    • Ludus: love as a non-serious game. +Harm is not intended but often happens.
      • +
    • Storge: slow-growing, evolving out +of friendship and affection. Similarity is important.
      • +
    • Pragma: Commonsense and pragmatic. +Known conditions must be met.
      • +
    • Mania: An emotional roller-coaster. +Stereotyped romantic love.
      • +
    • Agape: Unselfish and giving. Spiritual +and other-focused.
      • +
    +
+
Example
+
Many romantic mismatches +occur when partners both state their love for one another, but each +is talking about a different style of love. Maybe you have experience of this?
+
So what?
+
Using it
+
If you want blind +followers, look good and build a passionate image. Otherwise find the history +of love of the other person and play to their needs.
+
Great sales people +know that the true secret is to love both their products and their customers. +They also know that true love binds, and devious trickery is out of the question.
+
Defending
+
If you dive into +love heart first, pause first and ask whether the other person is truly committed. +Beware of blind love. Love can be the best thing ever, but also know that love hurts, especially +when betrayed.
+
References
+
Hendrick and Hendrick +(1986, 1992), Lee (1973, 1988), Sternberg and Barnes (1988)
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The fact that this dissertation was not a goal as such from the onset of the research +means that a +non-linear evolvement of methodology arose over the years.
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+ + + + 9.1 Phase 1 + + + +
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As +the aim is to reveal the principles of all Social and Behavioral phenomena a holistic +approach is needed, not excluding any science or field beforehand. The first step therefore is to +determine which sceinces and fields do, and which do not, potentially reveal insights on the +highest level of human (social) behavior.
+
The +criterium that is used to establish this is the presence of conclusions in a descriptive manner +of general human behavior, be it individual or social, ixcluding ‘situational’ sciences (such +as +General Medicine and Psychiatry). The method used in this phase is extensive research into all +general sciences and fields of knowledge. To enable this extensive approach the research is +limited to all presently known research (theses and dissertations as well as professional +publications) that either (cl)aim to or in effect do draw conclusions at the general (principle) +level of human (social) behavior.
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+ + + + 9.2 Phase 2 + + + +
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A +clear holistic model is needed to link both the proces of elimination to relevance and to +aspect. Drawing from Social Psychology and Business Psychology a variety of existing models +has been scrutenized for their practical use of both providing the aspect rubrication of the +research-conclusions, the exclusion criterium, and the systemic representation ability (see phase +3).
+
The +model that has been selected is drawn from the field of Human Performance Improvement +(HPI), more specifically the model developed by Donald Clark:
+

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From +all remaining sciences and fields, e.g. those that have research results that draw general +conclusions on human (social) behavior, specifically with regards to the general conclusions that +are drawn, an extensive list of ‘insights’ is drawn up. Each conclusion is linked to a specific +aspect in the Clark-model.
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In +the process of ‘upgrading’ each conclusion as well as the aspect to which it is linked to +the +level of principle, a simple determination procedure is used based on the value-chain of +behavior. This model best suits the process since it not only provides a simple platform for +determination, but also for development (e.g. learning) to which my research aims to contribute. +The model:
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Establishing +the common general principle that each ‘insight’ appears to reflect to. An original +list of initial principles is drawn up which is derived from the Phase 1 and 2 research based on +the clear definition of principle that specific conclusions were linked to. From thie list of +hundreds of principle- relevant conclusions clusters are estasblished linked to the Clark-model, +as well as clusters within the Clark-model based on the content of the linked conclusions. +Eventualy tweleve clusters are established based on the relevance to either principle (group) +and/or principle target (general sociology, general behaviouristic psychology or work +environment target).
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Each +conclusion as well as cluster and grouping (phase 5) is then re-affirmed with the original +context. On the basis of this a definitive clustering and general description of the eventual group +is established. Two versions of the definitive twelve principles are furmulated: one in scientific +terms and one in popular terms, covering the same and whole grounds the individual, the +clustered and the grouped conclusions reflect to. The definitive control of the twelve principles +is established by the replacement of each investigated conclusion (insight) with the established +principle and determining is does not alter the (validity of the) respective research and its +conclusions within its own context.
+
The +analogy valuechain related to the behavior value chain was cyclicly established using a +predefined general assumption and testing it throughout the phases. The primary general +valuechain:
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(Emotion                Ratio                Culture               Behavior               +Result)
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The combination of the three words (emotion, awareness and consciousness) and their +dynamic +interrelationsship in terms of complexity (including emergent factors) appears to be cought in one +single word: power. It can definitely be said that the semantics of 'power' is widely if not generally +defined by the combination and interaction of all aspects of the valuechain in a dynamic multi- +direction timelapse. Hence any observance of 'power' but also the absence of it describes the state +of emotion, awareness and consciousness at any given time. Note this is always subjective and +perceptive which is consistant with the principle of 'humans as projectors' as opposed to 'humans +as cameras'.
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+ + + + 6.9.11 Pride + + + +
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Something achieved
+
When we achieve +a goal, we feel good about ourselves. A common part of this is feeling +proud, where our self-respect and feelings of worth are boosted. In this way, our sense of +identity is increased.
+
Pride also can +be in ownership, for example in a new car, although this really is again pride in +achievement - for example in having acquired the the car and the status that goes with it.
+
Pride is greater +when we have had to work hard for something, as this makes the achievement +more worthwhile.
+
Meeting high +standards
+
Pride is particularly +useful when it helps us to maintain standards. I am proud of my professional +abilities and will work hard to maintain them.
+
A unifying force
+
Pride can also +be a unifying force in a group of people, such as when a team achieves a difficult +challenge or lives up to its high standards. It has historically been used by leaders to encourage +a depressed organization or country to feel good again.
+
In the negative +sense, it can be used as a coercion, in the sense that you must feel proud to +belong to our group. It is often used by governments to enthuse a people towards war.
+
Hitler, for example, +used it to rally the German nation after the defeat of the first world war and +the subsequent ruin. How he then used it to persuade them into terrible acts is well +documented. This is an approach used by more than one politician.
+
Superiority
+
Pride in itself +is not a bad thing and can be very useful for maintaining standards. However, it is +named as one of the Seven Deadly Sins in recognition of its shadow side, where it ends up in +my feeling overly superior to other people.
+
When pride becomes +more extreme, we extend and enhance our feeling of achievement by +comparing ourselves with others, feeling superior to them. This is where pride becomes socially +undesirable and it breaks the rule that says 'we are all equal' (or at least we should pretend that +this is so).
+
In this case, pride +can be measured as the gap between what you have achieved or acquired +and that of other people. Millionaires can thus be very proud people (although of course this is +not necessarily the case).
+
The saying 'Pride +goes before a fall' is an indication of how pride can lead to a self- importance +that leads me to ignore risks (perhaps on the assumption that I am so superior the risks will not +dare to happen to me).
+
So what?
+
Have reasonable +pride yourself and beware of it going over the edge into a superiority complex.
+
Pumping up the +other person's pride such that they cannot see what you are really doing is a +surprisingly common thing. How often do we flatter other people without really meaning what +we say? When we flatter others, we usually have a persuasive ulterior motive.
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+ + + + 6.8 Primary vs. Secondary Emotions + + + +
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A useful notion +in understanding how we feel is that of primary and secondary emotions.
+
Primary emotions
+
What is felt +first
+
Primary emotions +are those that we feel first, as a first response to a situation. Thus, if we are +threatened, we may feel fear. When we hear of a death, we may feel sadness. They are +unthinking, instinctive responses that we have. We will typically see these in animals also, which +confirms our suspicion that they have an evolutionary basis.
+
Typical primary +emotions include fear, anger, sadness and happiness +(although it is worth noting +that these can also be felt as secondary emotions).
+
Often transient
+
The problem sometimes +with primary emotions is that they disappear as fast as they appear. +Their replacement by secondary emotions complicates the situation, making it difficult to +understand what is really going on.
+
Secondary emotions
+
What is felt +next
+
Secondary emotions +appear after primary emotions. They may be caused directly by them, for +example where the fear of a threat turns to anger that fuels the body for a fight reaction. They +may also come from more complex chains of thinking.
+
Simple or mixed +feelings
+
Secondary emotions +may be simple feelings or may be a mix as more emotions join the fray. +Thus news of a wartime victory may start with feelings of joy, but then get tinged with sadness +for the loss of life.
+
So what?
+
If you want to +diagnose a person's condition, then looking at primary and secondary emotions +gives you a fuller picture.
+
To find the real +issue or cause of the person's condition, look for the primary emotion. Do not +blindly accept the emotion you see as the primary emotion, but try to find what may have come +first.
+
The secondary emotions +give you a picture of the person's mental processing of the primary +emotion. Question them, slowing down their mental process, to determine the internal reasoning +as to why they came to feel the secondary emotions. This will often be unconscious and can be +as big a surprise to them as it is to you.
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+ + + + 6.2 Purpose of Emotions + + + +
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What is the purpose +of emotions? What do they do for us? They certainly have a significant +effect on us, but what is it all for?
+
Motivation
+
First of all, motivation +are 'e-motions'. They act to motivate us. Without emotions we would +probably not do very much and hence would not survive - at least in the evolved form we are in +now.
+
Motivations are +felt in the body. Our muscles tense or relax. Our blood vessels dilate or +contract. When we feel emotionally, we also feel physically. Our emotions can thus make us +feel uncomfortable or comfortable, sending us signals to do something urgently or to stay in our +comfortable state.
+
Internal signals
+
Internally, for +example when we are trying to make understand something or make a decision, +we use our emotions to deduce whether what we have concluded is a good idea. Self- +Perception Theory and the Cognitive Appraisal Theories of Emotion explain how we deduce +our emotions by watching ourselves.
+
When we think about +something that contradicts our values, our emotions will tell us that it is +bad. When we think about something that could hurt us, our emotions will tell us that this is not +a good idea. Just by imagining what might happen, our emotions are still triggered and hence let +us make better decisions.
+
Social signals
+
We generally wear +our hearts on our sleeves as our inner emotions are displayed on our outer +bodies. Our faces, in particular, have around 90 muscles, 30 of which have the sole purpose of +signalling emotion to other people.
+
Signals are generally +very useful, as they help others decide how to behave towards us. If +someone is looking angry, then attacking them is probably not a good idea. If they are looking +afraid then you could attack them or you could help them and thus earn their gratitude.
+
So what?
+
You can use emotions +to motivate people. Connect good emotions with what you want them to +do, and bad emotions with what is not wanted.
+
Respond to the +signals you see in other people. Also notice how what you do affects those +emotions, thus connecting what you do with a real inner effect on them.
+
Also watch your +own emotions. They are signals that tell you something about what is +happening in the inner you. This can be very useful as we often do not realise what is going on +in that deep, dark subconscious inside of us.
+
See also
+
Lazarus, R. and +Lazarus, B. (1994), Passion and Reason, Oxford University Press, New +York
+
R. Plutchik & +H. Kellerman (Eds.) (1980), Emotion: Theory, research, and experience: Vol. 1. +Theories of emotion (pp. 3-33). New York: Academic
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+ + + + 13.1 References + + + +
+ + +
    +
      +
    • Gould, S. J. (1996) The mismeasure of +man. New York:W.W. Norton
      • +
    • Healy, J. M. (1999) Failure to connect. +New York: Touchstone
      • +
    • Martin, B.L and Brigss, L.J. (1986) The +affective and cognitive domains: Integration +for instruction and research. Englewood Cliffs: Educational Technology Publications
      • +
    • LeDoux, J. (1996) The emotional brain. +New York: Simon and Schuster
      • +
    • Selecting a Measure of Emotional Intelligence: +The Case for Ability Scales, (2000) by +Mayer et al
      • +
    • Wayne Payne's 1986 dissertation titled +A STUDY OF EMOTION: DEVELOPING +EMOTIONAL INTELLIGENCE;
      +SELF-INTEGRATION; RELATING TO FEAR, PAIN AND DESIRE
      • +
    • Designing Instruction for Emotional Intelligence, +(2000) by Goldsworthy
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      • +
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      • +
    • Carroll, J. B. (1993). Human cognitive +abilities: A survey of factor-analytic studies. +New York: Cambridge University Press.
      • +
    • Caruso, D.R., Mayer, J.D., & Salovey, +P. (in press). Emotional intelligence and +emotional leadership. In R. Riggio & S. Murphy (Eds.)., Multiple intelligences and +leadership. NJ: Lawrence Erlbaum Associates.
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    • Ciarrochi, J. V., Chan, A. Y. C., & +Caputi, P. (in press). A critical evaluation of the +emotional intelligence construct. Personality and Individual Differences.
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    • Darwin, C. (1872/1965). The expression +of emotions in man and animals. Chicago: +University of Chicago Press.
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    • Davidson, R.J., Irwin, W. (1998). The functional +neuroanatomy of emotion and +affective style. Trends in Cognitive Science, 3, 11-21.
      • +
    • Davies, M., Stankov, L., & Roberts, +R.D. (1998). Emotional Intelligence: In search of +an elusive construct. Journal of Personality and Social Psychology, 75, 989-1015.
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    • Gough, H.G. (1994). California Psychological +Inventory. Palo Alto, CA: Consulting +Psychologists Press.
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    • Gross, J.J. (1998). Antecedent- and response-focused +emotion regulation: Divergent +consequences for experience, expression, and physiology. Journal of Personality and +Social Psychology, 74, 224-237.
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    • Lane, R. D., Sechrest, L., Reidel, R., +Weldon, V., Weldon, V., Kaszniak, A., & +Schwartz, G. E. (1996). Impaired verbal and nonverbal emotion recognition in +alexithymia. Psychosomatic Medicine, 58, 203-210.
      • +
    • Legree, P. J. (1995). Evidence for an oblique +social intelligence factor established with +a Based-based testing procedure. Intelligence, 21, 247-266.
      • +
    • Lazarus, R. S. (1991). Emotion and adaptation. +New York: Oxford University Press.
      • +
    • Legree, P. J. (1995). Evidence for an oblique +social intelligence factor established with +a based-based testing procedure. Intelligence, 21, 247-266.
      • +
    • Matarazzo, J.D. (1972). Wechsler’s +measurement and appraisal of adult intelligence. +Fifth edition. New York: Oxford University Press.
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    • Mayer, J.D. (1998). A systems framework +for the field of personality. Psychological +Inquiry, 9, 118-144.
      • +
    • Mayer, J.D. (in press). Spiritual intelligence +or spiritual consciousness? International +Journal of Psychology of Religion.
      • +
    • Mayer, J. D., Caruso, D.R., & Salovey, +P. (in press). Emotional intelligence meets +traditional standards for an intelligence. Intelligence.
      • +
    • Mayer, J. D., Caruso, D. R., Salovey, P., +Formica, S. A., & Woolery, A. (2000). +[Unpublished raw data].
      • +
    • Mayer, J.D., Carlsmith, K.M., & Chabot, +H.F. (1998). Describing the person's +external environment: Conceptualizing and measuring the Life Space. Journal of +Research in Personality, 32, 253-296.
      • +
    • Mayer, J. D., DiPaolo, M. T., & Salovey, +P. (1990). Perceiving affective content in +ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality +Assessment, 54, 772-781.
      • +
    • Mayer, J. D., & Gaschke, Y. N. (1988). +The experience and meta-experience of +mood. Journal of Personality and Social Psychology, 55, 102-111.
      • +
    • Mayer, J. D., & Geher, G. (1996). Emotional +intelligence and the identification of +emotion. Intelligence, 22, 89-113.
      • +
    • Mayer, J. D., & Salovey, P. (1993). +The intelligence of emotional intelligence.
      • +
    • Intelligence, 17(4), 433-442.
      • +
    • Mayer, J. D., & Salovey, P. (1995). +Emotional intelligence and the construction and +regulation of feelings. Applied and Preventive Psychology, 4.197-208.
      • +
    • Mayer, J. D. & Salovey, P. (1997). +What is emotional intelligence? In P. Salovey & +D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for +Educators (pp. 3-31). New York: Basic Books.
      • +
    • Mayer, J.D., Salovey, P., & Caruso, +D. R. (1997). The Emotional IQ Test [CD- +Rom]. Needham, MA: Virtual Knowledge.
      • +
    • Mayer, J.D., Salovey, P., & Caruso, +D. R. (1999a). MSCEIT Item Booklet +(Research Version 1.1.) Toronto, ON: MHS.
      • +
    • Mayer, J. D., Salovey, P., & Caruso, +D.R. (1999b). Working Manual for the +MSCEIT Research Version 1.1. Manuscript in preparation, available from: Toronto, +ON: MHS Publishers.
      • +
    • Mayer, J. D., Salovey, P., & Caruso, +D. R. (in press). Models of emotional +intelligence. In R. J. Sternberg (Ed.). Handbook of Human Intelligence (2nd +ed.).
      • +
    • Neisser, U., Boodoo, G., Bouchard, T. J., +Boykin, A. W., Brody, N., Ceci, S. J., +Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). +Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.
      • +
    • Paulhus, D.L., Lysy, D.C., Yik, M.S.M. +(1998). Self-report measures of intelligence: +Are they useful as proxy IQ tests? Journal of Personality, 66, 525-554.
      • +
    • Rice, C.L. (1999). A quantitative study of emotional +intelligence and its impact on team +performance. Unpublished master’s thesis, Pepperdine University.
      • +
    • Rubin, M.M. (1999). Emotional intelligence +and its role in mitigating aggression: A +correlational study of the relationship between emotional intelligence and aggression in +urban adolescents. Unpublished manuscript, Immaculata College, Immaculata, PA.
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    • Salovey, P., Bedell, B., Detweiler, J., +& Mayer, J.D. (in press).Current directions in +emotional intelligence research. In M. Lewis & J.M. Haviland-Jones (Eds.). Handbook +of emotions (Vol. 2). New York: Guilford Press.
      • +
    • Salovey, P. & Mayer, J.D. (1990). Emotional +intelligence. Imagination, Cognition, and +Personality, 9, 185-211.
      • +
    • Salovey, P., Mayer, J.D., Goldman, S., +Turvey, C., & Palfai, T. (1995). Emotional +attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta- +Mood Scale. In J. W. Pennebaker (Ed.) Emotion, disclosure, and health (pp. 125- +154). Washington, D.C.: American Psychological Association.
      • +
    • Salovey, P. & Sluyter, D. (Eds). (1997). Emotional +Development and Emotional +Intelligence: Implications for Educators. New York: Basic Books.
      • +
    • Salovey, P., Woolery, A., & Mayer, +J.D. (in press). Emotional intelligence: +Conceptualization and measurement. In G. Fletcher & M. Clark (Eds.). The Blackwell +handbook of social psychology. London: Blackwell.
      • +
    • Scarr, S. (1989). Protecting general intelligence: +Constructs and consequences for +intervention. In R. L. Linn (Ed.), Intelligence: Measurement, theory, and public policy. +Urbana, IL: University of Illinois Press.
      • +
    • Smith, C. A., & Lazarus, R. S. (1990). +Emotion and adaptation. In L. A. Pervin, +Handbook of personality (609-637). New York: The Guilford Press.
      • +
    • Sternberg, R. J., & Smith, C (1985). +Social intelligence and decoding skills in +nonverbal communication. Social Cognition, 3, 168-192.
      • +
    • Sullivan, A. K. (1999). The emotional +intelligence scale for children. A Dissertation +presented to the Faculty of the Curry School of Education, University of Virginia, in +partial fulfillment of the requirements for the Degree of Doctor of Philosophy.
      • +
    • Taylor, S.F., & Brown, J.D. (1988). +Illusion and well-being: A social psychological +perspective on mental health. Psychological Bulletin, 103, 193-210.
      • +
    • Terman, L. M. (1921). Intelligence and +its measurement: A symposium (II.). Journal of +Educational Psychology, 12, 127- 133.
      • +
    • Thorndike, R. L. & Stein, S. (1937). +An evaluation of the attempts to measure social +intelligence. Psychological Bulletin, 34, 275-284.
      • +
    • Wong, C. T., Day, J. D., Maxwell, S. E., +& Meara, N. M. (1995). A multitrait- +multimethod study of academic and social intelligence in college students. Journal of +Educational Psychology, 87, 117-133
      • +
    • Zuckerman, M., Hall, J. A., DeFrank, R. +S., & Rosenthal, R. (1976). Encoding and +decoding of spontaneous and posed facial expressions. Journal of Personality and +Social Psychology, 34, 966-977.
      • +
    • Zuckerman, M., Lipets, M. S., Koivumaki, +J. H., & Rosenthal, R. (1975). Encoding +and decoding nonverbal cues of emotion. Journal of Personality and Social +Psychology, 32, 1068-1076.
      • +
    • Ballou, R., Bowers, D., Boyatzis, R.E. +& , D.A. (1999). Fellowship in lifelong learning: +An executive development program for advanced professionals. Journal of +Management Education, 23(4), 338-354.
      • +
    • Bar-On, R., & Handley, R. (1999). Optimizing +people: A practical guide for +applying emotional intelligence to improve personal and organizational +effectiveness. New Braunfels, TX: Pro-Philes Press.
      • +
    • Boyatzis, R.E. (1996). Consequences and +rejuvenation of competency-based human +resource and organization development,' In R. W. Woodman, & W. A. Pasmore, +(eds.), Research in Organizational Change and Development, volume 9, pp.101- +122, Greenwich, CN: JAI Press.
      • +
    • Boyatzis, R.E. (1999). Self-directed change +and learning as a necessary meta- +competency for success and effectiveness in the 21st century. In R. Sims, & J.G.Veres +(Eds.). Keys to employee success in the coming decades. Westport, CN: +Greenwood Publishing.
      • +
    • Boyatzis, R. E., Leonard, K., Rhee, K., +& Wheeler, J. V. (1998). Competencies can +be developed, but not in the way we thought. Capability, 2(2), 21-41.
      • +
    • Boyatzis, R. E., Stubbs, E. C., Taylor, +S. N. (2002). Learning Cognitive and +Emotional Intelligence Competencies Through Graduate Management Education. +Academy of Management Learning and Education, 1(2), 150-162.
      • +
    • Brett, J.F. & VandeWalle, D. (1999). +Goal orientation and goal content as predictors +of performance in a training program. Journal of Applied Psychology, 84(6), 863-873.
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    • Decker, P. J. (1982). The enhancement of +behavior modeling training of supervisory +skills by the inclusion of retention processes. Personnel Psychology, 35(2), 323-332.
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    • Eden, D. & Aviram, A. (1993). Self-efficacy +training to speed reemployment: Helping +people to help themselves. Journal of Applied Psychology, 78(3), 353-360.
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    • Gist, M. E., Stevens, C. K. & Bavetta, +A. G. (1991). Effects of self-efficacy and post- +training intervention on the acquisition and maintenance of complex interpersonal skills. +Personnel Psychology, 44, 837-861.
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    • Heaney, C. A., Price, R. H., & Rafferty, +J. (1995). The caregiver support program: +An intervention to increase employee coping resources and enhance mental health. In +L. R. Murphy, J. J. Hurrel, Jr., S. L. Sauter, & G. P. Keita (Eds.), Job Stress +Interventions (pp. 93-108). Washington, DC: American Psychological Association.
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    • Jordan, P. J., Troth, A. C. (2002). Emotional +intelligence and conflict resolution: +Implications for human resource development. Advances in Developing Human +Resources, 4(1), 62-79.
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    • Kaplan, R. E. & Palus, C. J. (1994). Enhancing +360-degree feedback for senior +executives: How to maximize the benefits and minimize the risks. Greensboro, +NC: Center for Creative Leadership.
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    • Kolb, D.A., and Boyatzis, R.E. (1970). +Goal-setting and self- directed behavior +change. Human Relations, 23(5), 439-457.
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    • Kolb, D.A. (1984). Experiential learning: +Experience as the source of learning +and development. Englewood Cliffs, NJ: Prentice-Hall.
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    • Latham, G. P. & Frayne, C. A. (1989). +Self-management training for increasing job +attendance: A follow-up and a replication. Journal of Applied Psychology, 74(3), +411-416.
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    • Latham, G. P & Saari, L. M. (1979). +Application of social- learning theory to training +supervisors through behavioral modeling. Journal of Applied Psychology, 64(3), 239- + 246.
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    • Leonard, D. (1996). The impact of learning +goals on self- directed change in +management development and education. Unpublished doctoral dissertation, Case +Western Reserve University.
      • +
    • Mainemelis, C., Boyatzis, R.E., and Kolb, +D.A. (in press). Learning styles and +adaptive flexibility: Experiential learning theory, Journal of Management Learning.
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    • Marx, R. D. (1982). Relapse prevention +for managerial training: A model for +maintenance of behavior change. Academy of Management Review, 7(3), 433-441.
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    • Meyer, B. B., Fletcher, T. B., & +Parker, S. J. (2004). Enhancing Emotional +Intelligence in the Health Care Environment: An Exploratory Study. Health Care +Manager, 23(3), 225-234.
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    • Moller, C., & Bar-On, R. (2000). Heart +work. Hillerod, Denmark: TMI Publishing.
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    • Noe, R. A. (1986). Trainees’ attributes +and attitudes: Neglected influences on training +effectiveness. Academy of Management Review, 11(4), 736-749.
      • +
    • Peterson, D. B. (1996). Executive coaching +at work: The art of one-on-one change. +Consulting Psychology Journal, 48(2), 78-86.
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    • Porras, J. L. & Hargis, K. (1982). +Precursors of individual change: Responses to a +social learning theory based on organizational intervention. Human Relations, 35(11), +973-990.
      • +
    • Porras, J. I. & Anderson, B. (1981). +Improving managerial effectiveness through +modeling-based training. Organizational Dynamics, 9, 60-77.
      • +
    • Rhee, K. (1997). Journey of discovery: +A longitudinal study of learning during a +graduate professional program. Unpublished doctoral dissertation Case Western +Reserve University.
      • +
    • Rouiller, J. Z. & Goldstein, I. L. +(1993). The relationship between organizational +transfer climate and positive transfer of training. Human Resource Development +Quarterly, 4(4), 377- 390.
      • +
    • Thornton, G. C. & Cleveland, J. N. +(1990). Developing managerial talent through +simulation. American Psychologist, 45(2), 190-199.
      • +
    • Wexley, K. N. & Baldwin, T. T. (1986). +Posttraining strategies for facilitation positive +transfer: An empirical exploration. Academy of Management Review, 29(3), 503- +520.
      • +
    • Wheeler, J.V. (1998). Organizational and +environmental supports and opportunities for +self-directed learning following graduate education. Unpublished doctoral dissertation. +Case Western Reserve University.
      • +
    • Zacker, J. & Bard, M. (1973). Effects +of conflict management training on police +performance. Journal of Applied Psychology, 58(2), 202-208.
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When we are repulsed +by something we feel a tension that pushes us away from it. We do not +want anything to do with.
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We may well also fear that somehow if we associate with that +thing we will somehow be tainted +by it and thus become repulsive ourselves in some way.
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Disgust
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A form of repulsion +is disgust. This happens when we feel repulsed by other people. If you do +something that is outside of my strongly-held values then I will be disgusted by your behaviour +and possibly also by you as a person.
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Disgust is a form +of shame. Although they are sometimes used interchangeably, +the real +different is that we feel shame about ourselves, whilst we feel disgust at other people. +Feeling +disgust at ourselves happens when we stand outside ourselves and look at ourselves a separate +person. Feeling shame about another person happens when we identify with them and hence +feel shame as them.
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So what?
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Create repulsion +to things you want the other person to move away from. Show how they are +totally disgusting and undesirable. Highlight how the person may become repulsive themselves if +they associate with it.
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+ 		+ +
+ + +
+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/Res/code/boxController.js b/static/Res/code/boxController.js new file mode 100644 index 0000000..cd3e47f --- /dev/null +++ b/static/Res/code/boxController.js @@ -0,0 +1,183 @@ +/* +BoxController +Note: Requires boxSettings.js also be included + +Revisions +2003-09-13: Jeff edited. Added expand all of type. +2003-09-15: Jeff added cookie code. + +Boxes are the bordered divs with a header and body, and a expand/collapse button. +Box types: +partialMap, subTopic, callouts, comments, taskInformation, legend. + +If you collapse a subTopic box on one page, you collapse all subTopic boxes that and other pages. Same with expanding. +Note: There can be more than one box of each type on the page. + +In HTML, the structure expected is: + +div.{boxType}Area (useful for CSS selector of different types of boxes, e.g. div.{boxType}Area div.box) + div class="collapsiblebox" id="{boxType}{index}" (1+) + div.header onclick = "boxController.expandOrCollapse(this,'{boxType}')" (0-1) + span.title + span.commands ? (mike) + span.command ? (mike) + img.expandOrCollapseButton src="{buttonsPath}{collapseButtonUrl} or {expandButtonUrl}" + div.body + (varies) + + Note: Visibility of div.body (i.e. style="display:block" or style="display:none") is overwritten by code. + Note: Button graphics as well. + + */ + +function init() { + boxController = new BoxController("Res/images/", "box_collapse_button.gif","box_expand_button.gif", true); + boxController.init(); +} + +// BoxController class + +function BoxController (buttonsPath, collapseButtonFilename,expandButtonFilename, changeAllOfType) { + this.objectClass = "BoxController"; + this.buttonsPath = buttonsPath; + this.collapseButtonUrl = buttonsPath + collapseButtonFilename; + this.expandButtonUrl = buttonsPath + expandButtonFilename; + this.changeAllOfType = changeAllOfType; // if true, all boxes of a type are expanded or collapsed together, not just clicked one + this.boxTypes = null; +} + + +BoxController.prototype.init = function() { + // initialize boxTypes + this.boxTypes = INITIAL_BOX_SETTINGS; // defaults loaded from boxSettings.js + + // check if cookie has stored states + var cookieString = this.getCookieString(); + if (cookieString!=null) { + // for each boxType, get stored value from cookie + for (var i=0; i < this.boxTypes.length; i++) { + var boxType = this.boxTypes[i]; + var value = getValueFromCookieString ( cookieString, boxType.name ); + if (value!=null) { + boxType.state = value=="true" ? true : false; + } + } + } + + + // for each boxType, change state of all boxes of that type + for (var i=0; i < this.boxTypes.length; i++) { + this.changeStateOfAllBoxesOfType( this.boxTypes[i].name, this.boxTypes[i].state ); + } +} + +BoxController.prototype.dumpBoxTypes = function() { + var s = "BoxTypes\n"; + for (var i=0; i < this.boxTypes.length; i++) { + s += this.boxTypes[i].name + "," + this.boxTypes[i].state+ "\n"; + } + return s; +} + +BoxController.prototype.saveStateToCookie = function() { + // stores state of controller in cookie + var cookieString = ""; + + // for each box type... + for (var i=0; i < this.boxTypes.length; i++ ) { + var boxType = this.boxTypes[i]; + if (cookieString!="") cookieString += "&"; + cookieString += boxType.name + ":" + escape(boxType.state); + } + + // Cookie properties (if needed) + // Currently assumes that all html pages are in the same directory together, otherwise cookie's path property would need to be set + // Currently that cookie should expire when user closes the browser (expires property) + // save cookie; will be only accessible to this html page + var cookieName = this.objectClass; + document.cookie = cookieName + "=" + cookieString; +} + +BoxController.prototype.getCookieString = function() { + // checks saved state of controller from cookie; returns string of values or null if desired cookie does not exist + var cookieName = this.objectClass; + var allCookies = document.cookie; + if (allCookies=="") return null; + + // extract the named cookie we want + var start = allCookies.indexOf(cookieName + "="); + if (start == -1) return null; + + start += cookieName.length + 1; // skip over name and = sign + var end = allCookies.indexOf(";", start); + if (end==-1) end = allCookies.length; + var cookieString = allCookies.substring(start,end); + return cookieString; +} + +BoxController.prototype.changeStateOfAllBoxesOfType = function( boxType, newState ) { + // changes all boxes on the page of boxType to newState ("expand" or "collapse") + // loop through all boxes of boxType + var boxIndex = 0; + while (document.getElementById (boxType + boxIndex) ) { + // change state + this.changeStateOfBoxOnPage ( document.getElementById (boxType + boxIndex), newState ); + boxIndex++; + } + // store new state in array + for (var i=0; i < this.boxTypes.length; i++ ) { + var boxTypeItem = this.boxTypes[i]; + if (boxTypeItem.name == boxType) { + boxTypeItem.state = newState; + break; + } + } +} + +BoxController.prototype.expandOrCollapse = function( headerElement, boxType ) { + // Note: Having one routine for both expand and collapse let's the function that html calls be the same + // Uses img's src attribute to determine which command is being called + // First get the button element; may be the elementActivated or within the elementActivated (like an anchor element) + var buttonElement = getFirstDescendentOrSelfOfClass ( headerElement, "expandOrCollapseButton"); + if (!buttonElement) return; + + var currentImageUrl = buttonElement.src; + if (!currentImageUrl) return; + + // if src value contains url of collapse button, this is, presumably a collapse command + var newState = false; + if (currentImageUrl.lastIndexOf(this.collapseButtonUrl)==-1) newState = true; + + // change state of all boxes of this type ... + if (this.changeAllOfType) { + this.changeStateOfAllBoxesOfType (boxType,newState); + this.saveStateToCookie(); + } + // or just this one box + else { + var boxElement = headerElement.parentNode; + if (boxElement) this.changeStateOfBoxOnPage(boxElement,newState); + } + +} + +BoxController.prototype.changeStateOfBoxOnPage = function( boxElement, makeOpen) { + // change UI of box on the html page + + // get button element + var buttonElement = getFirstDescendentOrSelfOfClass( boxElement, "expandOrCollapseButton"); + if (!buttonElement) return false; // if not found, give up + // get body element + var bodyElement = getFirstDescendentOrSelfOfClass( boxElement, "body"); + if (!bodyElement) return false; // if not found, give up + + // expand or collapse body element + showOrHideElement(bodyElement,makeOpen); + + // update img to be an appropriate button + if (buttonElement.src) { + // if opening, make it the collapse button; if not opening, make it the expand button + buttonElement.src = makeOpen ? this.collapseButtonUrl : this.expandButtonUrl; + } +} + diff --git a/static/Res/code/boxSettings.js b/static/Res/code/boxSettings.js new file mode 100644 index 0000000..ab9d878 --- /dev/null +++ b/static/Res/code/boxSettings.js @@ -0,0 +1,11 @@ +// exported by program to supply initial settings for boxes + +var INITIAL_BOX_SETTINGS = [ + {name:"partialMap", state:true}, + {name:"subTopics", state:true}, + {name:"callouts", state:true}, + {name:"comments", state:false}, + {name:"relationships", state:true}, + {name:"taskInformation", state:true}, + {name:"legend", state:true} +]; \ No newline at end of file diff --git a/static/Res/code/mapController.js b/static/Res/code/mapController.js new file mode 100644 index 0000000..84017c1 --- /dev/null +++ b/static/Res/code/mapController.js @@ -0,0 +1,232 @@ +// MapController class +// Scrollable, switchable (in amount of detail) map +// Uses functions from shared.js +// Requires html page with two imgs for each level of detail; one of which is style="display:none" at start +// Requires mainFrame is scrollable (for Netscape/Mozilla to work + +// MapController class + +function MapController (frameObject, dragMultiplier) { + this.objectClass = "MapController"; // used as name for cookie + this.DRAG_THRESHOLD = 4; // minimum distance before a drag can not be treated as a click; in pixels + this.DRAG_MAX_FIRST_STEP = 10; // largest distance permitted within single mousemove; used to detect invalid drag on IE + this.frameObject = frameObject; // scrollable frame containing mapImages + this.mapImages = []; // array storing each mapImage (2 images) + this.activeMapImage = 1; // index of active/visible image; default to first map image + this.dragMultiplier = dragMultiplier ? dragMultiplier : 1; // 1 = default; 2 = 2x speed dragging; can be any number + //this.temp = 0; + //this.systemInfo = new SystemInfo(); +} + +MapController.prototype.init = function(initialMap) { + // setup dragScrolling + this.dragScrolling = false; // indicates that user is dragging image around + this.wasDraggedEnoughToNotBeAClick = false; + this.mouseJustPressed = false; + this.mouseDownX, this.mouseDownY = null; + this.oldScrollX, this.oldScrollY = null; + // Note: Changed following from document.onmousedown; fixes dragging on scroll bar triggering onmousedown in Mozilla/NS + var mapContentElement = this.frameObject.document.getElementById("mapContent"); + if (!mapContentElement) mapContentElement = this.frameObject.document; + mapContentElement.onmousedown = this.onMouseDown; + //this.frameObject.document.onmousedown = this.onMouseDown; + this.frameObject.document.onmousemove = this.onMouseMove; + this.frameObject.document.onmouseup = this.onMouseUp; + this.frameObject.document.onclick = this.onClick; + this.frameObject.document.onscroll = this.onScroll; + // + var cookieValue = this.getCookieValue(); + //window.status = cookieValue; + if (cookieValue==false) { + // there was no saved state, so the map is presumably loading for the first time + this.selectMapImage(initialMap); // select active map + } + else { + // the state is saved; use the cookieValue to figure out the state + this.initFromCookieValue(cookieValue); + } + //trace(this.systemInfo); +} + +// Note: In following, e = event object passed in automatically + +MapController.prototype.onMouseDown = function(e) { + // Note: Ends up running in context of the frame, so this = frameObject, not mapController + // Get a reference mapController object to be able to use it here. + var mc = parent.topFrame.mapController; // HACK: Must be more elegant way to get reference. + if (!e) var e = mc.frameObject.event; + if (wasLeftButton(e)) { // TODO: Double-check wasLeftButton code; now only works for IE? + mc.mouseDownX = /* e.x ? e.x : */ e.screenX; + mc.mouseDownY = /* e.y ? e.y : */ e.screenY; + // Note: In Mozilla/NS, the mainFrame must be scrollable for the .scrollLeft and .scrollTop properties to be accessible + mc.oldScrollX = mc.frameObject.document.body.scrollLeft; + mc.oldScrollY = mc.frameObject.document.body.scrollTop; + //window.status = "mc.frameObject.document.body.scrollTop:"+mc.frameObject.document.body.scrollLeft; + mc.dragScrolling = true; + mc.mouseJustPressed = true; + mc.wasDraggedEnoughToNotBeAClick = false; + //window.status = "mouseDown: " + " | " + mc.mouseDownX + "," + mc.mouseDownY+ " | " + mc.oldScrollX + "," + mc.oldScrollY; + } + return false; // stops browser behavior of dragging image to copy it to the desktop (at least on Mac Safari) +} + +MapController.prototype.onMouseMove = function(e) { + var mc = parent.topFrame.mapController; // HACK: Must be more elegant way to get reference. + if (!e) var e = mc.frameObject.event; + //window.status = "MouseMove:" + mapController.temp++; + if (mc.dragScrolling) { + if (!e) var e = mc.frameObject.event; + var newMouseX = /* e.x ? e.x :*/ e.screenX; + var newMouseY = /* e.y ? e.y : */ e.screenY; + var newOffsetX = newMouseX - mc.mouseDownX; + var newOffsetY = newMouseY - mc.mouseDownY; + + // Test if move from old to new position is unreasonably large, as in the case when + // user drags scroll bar in IE -- then dragScrolling is true, but mouseUp is lost. + // So, this code stops dragScrolling in that case. + if (mc.mouseJustPressed) { + if (Math.abs(newOffsetX) > mc.DRAG_MAX_FIRST_STEP | Math.abs(newOffsetY) > mc.DRAG_MAX_FIRST_STEP) { + mc.dragScrolling = false; + return false; + } + mc.mouseJustPressed = false; + } + + + + //window.status = '(' + newOffsetX +',' + newOffsetY+')' + if (Math.abs(newOffsetX) > mc.DRAG_THRESHOLD | Math.abs(newOffsetY) > mc.DRAG_THRESHOLD) mc.wasDraggedEnoughToNotBeAClick = true; + var newScrollX = mc.oldScrollX - mc.dragMultiplier * newOffsetX; + var newScrollY = mc.oldScrollY - mc.dragMultiplier * newOffsetY; + mc.frameObject.scrollTo(newScrollX,newScrollY); + //window.status = "dragging: " + " | " + newMouseX + "," + newMouseY+ " | " + newScrollX + "," + newScrollY; + return false; + } + else { + //window.status = "not dragging "+ mapController.temp++; + } +} + +MapController.prototype.onMouseUp = function(e) { + //window.status = "up"; + var mc = parent.topFrame.mapController; // HACK: Must be more elegant way to get reference. + mc.dragScrolling = false; + return false; // Doesn't seem to have any useful affect +} + +MapController.prototype.onClick = function(e) { + var mc = parent.topFrame.mapController; // HACK: Must be more elegant way to get reference. + //window.status = "onclick"; + if (mc.wasDraggedEnoughToNotBeAClick) { + //window.status = "onclick return false"; + return false; // cancels onClick event; if mouseUp was on hotshop, navigation can not happen + } + return true; +} + +MapController.prototype.onScroll = function(e) { + //window.status = "scroll"; + // Opera: Triggered when mapContent dragged + // Mozilla/NS: Triggered when scroll bar dragged (but not mapContent dragged) + // IE: Never triggered + //var mc = parent.topFrame.mapController; // HACK: Must be more elegant way to get reference. + //mc.dragScrolling = false; + //return false; // Doesn't seem to have any useful affect +} + +MapController.prototype.addMapImage = function(imgId, centerX, centerY) { + this.mapImages.push( new MapImage ( this.frameObject, imgId, centerX, centerY) ); +} + +MapController.prototype.selectMapImage = function(newActiveMapImage) { + // make mapImageToSelect active and make others inactive + var lastImage = this.mapImages.length - 1; + for (var i=0; i <= lastImage; i++ ) { + this.mapImages[i].makeActive( i==newActiveMapImage ); + } + this.activeMapImage = newActiveMapImage; + this.saveStateToCookie(); + this.scrollToCenter(); +} + + +MapController.prototype.scrollToCenter = function() { + // scrolls to the center of active map image + var activeMapImage = this.mapImages[this.activeMapImage]; + var frameObject = this.frameObject; + //trace(activeMapImage); + this.frameObject.scrollTo( activeMapImage.centerX - (getWindowWidth(frameObject)/2), activeMapImage.centerY - (getWindowHeight(frameObject)/2)); +} + +MapController.prototype.saveStateToCookie = function() { + // stores state of controller in cookie + var cookieName = this.objectClass; + var cookieValue = ""; + // save which map is selected/active + cookieValue += "active:" + this.activeMapImage; + // TODO: save scroll position + // save cookie; will be only accessible to this html page + document.cookie = cookieName + "=" + cookieValue; +} + +/* +MapController.prototype.savedStateExists = function() { + // returns true is saved state (cookie) exists +} +*/ + +MapController.prototype.getCookieValue = function() { + // checks saved state of controller from cookie; returns string of values or false if desired cookie does not exist + var cookieName = this.objectClass; + var allCookies = document.cookie; + if (allCookies=="") return false; + + // extract the named cookie we want + var start = allCookies.indexOf(cookieName + "="); + if (start == -1) return false; + + start += cookieName.length + 1; // skip over name and = sign + var end = allCookies.indexOf(";", start); + if (end==-1) end = allCookies.length; + var cookieValue = allCookies.substring(start,end); + return cookieValue; +} + +MapController.prototype.initFromCookieValue = function(cookieValue) { + // parses cookieValue; initializes object accorded to saved values + /* + var a = cookieValue.split("&"); // create array from name/value pairs delimited by ampersand + for (var i=0; i < a.length; i++) { // then break each pair into an array + a[i] = a[i].split(":"); + } + */ + // TODO: Rewrite. Currently a hack. + if (cookieValue=="active:1") this.selectMapImage(1); + else this.selectMapImage(0); + // this.selectMapImage(initialMap); +} + +/* +MapController.prototype.moveTo = function(x,y) { + // move image (i.e. scroll window) + window.scrollTo(x,y); +} +*/ + +// MapImage class - one for each img/view of the map + +function MapImage ( frameObject, imgId, centerX, centerY ) { + this.objectClass = "MapImage"; + this.centerX = centerX; + this.centerY = centerY; + // get image reference + this.imgElement = getElement(frameObject,imgId); + this.imgStyle = getElementsStyleObject(frameObject,imgId); +} + +MapImage.prototype.makeActive = function (newIsActiveState) { + //this.trace(); + var newDisplayStyle = newIsActiveState ? "block" : "none"; + this.imgStyle.display = newDisplayStyle; +} + diff --git a/static/Res/code/shared.js b/static/Res/code/shared.js new file mode 100644 index 0000000..3573447 --- /dev/null +++ b/static/Res/code/shared.js @@ -0,0 +1,169 @@ +// Shared routines + +function openPopup(url,windowName,features) { + window.open(url,windowName,features); +} + +function preloadImage(Url) { + var i = new Image(); + i.src = Url; +} + +function showOrHideElement(element,show) { + element.style.display = show ? "block" : "none"; +} + +/* unused +function getFirstAncestorOfClass (sourceElement, className) { + // recursively search for ancestor of sourceElement that matches className + var elementBeingTested = sourceElement.parentNode; + if (elementBeingTested.className == className) return elementBeingTested; + if (!elementBeingTested.className) return null; // if run out of elements (like at document) stop + return getFirstAncestorOfClass(elementBeingTested, className); +} +*/ + +function getFirstDescendentOrSelfOfClass (sourceElement, className) { + // recursively search for descendent of sourceElement that matches className + // test self + if (sourceElement.className == className) return sourceElement; + // test children + var child = sourceElement.firstChild; + if (child) { + while (child) { + var elementBeingTested = getFirstDescendentOrSelfOfClass (child, className); + if (elementBeingTested) return elementBeingTested; + child = child.nextSibling; + } + } + return null; +} + +function getElement(frameObject,elementId) { + if (document.getElementById) return frameObject.document.getElementById(elementId); + if (document.all) return frameObject.document.all[elementId]; + if (document.layers) return frameObject.document.layers[elementId]; + return null; +} + +function getElementsStyleObject(frameObject,elementId) { + if (document.getElementById) return frameObject.document.getElementById(elementId).style; + if (document.all) return frameObject.document.all[elementId].style; + if (document.layers) return frameObject.document.layers[elementId]; + return null; +} + +function getWindowHeight(frameObject) { + if (document.all) return frameObject.document.body.clientHeight; // IE on Mac and Windows + if (document.layers) return frameObject.document.clientHeight; +} + +function getWindowWidth(frameObject) { + if (document.all) return frameObject.document.body.clientWidth; // IE on Mac and Windows + if (document.layers) return frameObject.document.clientWidth; +} + +function trace (anObject) { + alert(listObject(anObject)); +} + +function listObject(theObject) { + var m = ''; + for (prop in theObject) { + m+= prop + ":" + theObject[prop] + "\n"; + //* if theObject[prop] == + } + return(m); +} + +function wasLeftButton(e) { + // takes event object (e) and decides if left button was pressed (as opposed to middle wheel button) + var buttonPressed = /* (navigator.appName=="Netscape") ? e.which : */ e.button; + if (buttonPressed == 1 | buttonPressed == 0 ) return true; + return false; +} + +function appendToCookieString ( cookieString, property, value ) { + if (cookieString!="") cookieString += "&"; + cookieString += property + ":" + escape(value); +} + +function getValueFromCookieString ( cookieString, property) { + // extract value of given property from encoding like this: "property1:value1&property2:value2" + var pos = cookieString.indexOf(property); // at start of property label + if (pos==-1) return null; + pos += property.length + 1; // at start of value + var start = pos; + pos = cookieString.indexOf("&",pos+1); + // if "&" not found, must be last property:value pair -- end of value is end of cookieString + // else end of value is just before "&" + var end = (pos==-1) ? cookieString.length : pos; + var value = cookieString.substring(start,end); + return unescape(value); +} + + +// SystemInfo Class +// class to handle system check (browser, etc.) +// Thanks to http://www.xs4all.nl/~ppk/js/detect.html for this code +// TODO: Rewrite? +/* +function SystemInfo() { + this.detect = navigator.userAgent.toLowerCase(); + this.OS = null; + this.browser = null; + this.version = null; + //this.subVersion = null; + this.total = null; + this.thestring = null; + this.place = null; + + if (this.checkIt('konqueror')) { + this.browser = "Konqueror"; + this.OS = "Linux"; + } + else if (this.checkIt('safari')) { + this.browser = "Safari" + //this.subVersion = this.detect.substring(8,12); + } + else if (this.checkIt('omniweb')) this.browser = "OmniWeb" + else if (this.checkIt('opera')) this.browser = "Opera" + else if (this.checkIt('webtv')) this.browser = "WebTV"; + else if (this.checkIt('icab')) this.browser = "iCab" + else if (this.checkIt('msie')) this.browser = "Internet Explorer" + else if (!this.checkIt('compatible')) { + this.browser = "Netscape Navigator" + this.version = this.detect.charAt(8); + } + else this.browser = "An unknown browser"; + + if (!this.version) this.version = this.detect.charAt(this.place + this.thestring.length); + + if (!this.OS) { + if (this.checkIt('linux')) this.OS = "Linux"; + else if (this.checkIt('x11')) this.OS = "Unix"; + else if (this.checkIt('mac')) this.OS = "Mac" + else if (this.checkIt('win')) this.OS = "Windows" + else this.OS = "an unknown operating system"; + } +} + +SystemInfo.prototype.checkIt = function(string) { + this.place = this.detect.indexOf(string) + 1; + this.thestring = string; + return this.place; // HACK: Weird +} + +*/ + +// Saving state using cookies + +/* +expires +domain + +document.cookie = "version=" + escape(document.lastModified) + "; expires=" + +// cookie values may not include semicolons, commas, or whitespace + + +*/ diff --git a/static/Res/images/arrow.gif b/static/Res/images/arrow.gif new file mode 100644 index 0000000..dd687e5 Binary files /dev/null and b/static/Res/images/arrow.gif differ diff --git a/static/Res/images/box_collapse_button.gif b/static/Res/images/box_collapse_button.gif new file mode 100644 index 0000000..602b4ed Binary files /dev/null and b/static/Res/images/box_collapse_button.gif differ diff --git a/static/Res/images/box_expand_button.gif b/static/Res/images/box_expand_button.gif new file mode 100644 index 0000000..9acebac Binary files /dev/null and b/static/Res/images/box_expand_button.gif differ diff --git a/static/Res/images/bullet_blue.gif b/static/Res/images/bullet_blue.gif new file mode 100644 index 0000000..08decd0 Binary files /dev/null and b/static/Res/images/bullet_blue.gif differ diff --git a/static/Res/images/empty.gif b/static/Res/images/empty.gif new file mode 100644 index 0000000..e9cbc72 Binary files /dev/null and b/static/Res/images/empty.gif differ diff --git a/static/Res/images/header_background.gif b/static/Res/images/header_background.gif new file mode 100644 index 0000000..2f07e39 Binary files /dev/null and b/static/Res/images/header_background.gif differ diff --git a/static/Res/images/logo.gif b/static/Res/images/logo.gif new file mode 100644 index 0000000..09ebbdc Binary files /dev/null and b/static/Res/images/logo.gif differ diff --git a/static/Res/images/next_button.gif b/static/Res/images/next_button.gif new file mode 100644 index 0000000..cb9a12a Binary files /dev/null and b/static/Res/images/next_button.gif differ diff --git a/static/Res/images/previous_button.gif b/static/Res/images/previous_button.gif new file mode 100644 index 0000000..127f97c Binary files /dev/null and b/static/Res/images/previous_button.gif differ diff --git a/static/Res/images/spacer.gif b/static/Res/images/spacer.gif new file mode 100644 index 0000000..46a2cf0 Binary files /dev/null and b/static/Res/images/spacer.gif differ diff --git a/static/Res/images/top_button.gif b/static/Res/images/top_button.gif new file mode 100644 index 0000000..4c57861 Binary files /dev/null and b/static/Res/images/top_button.gif differ diff --git a/static/Res/styles/DynamicOutline.css b/static/Res/styles/DynamicOutline.css new file mode 100644 index 0000000..dccee45 --- /dev/null +++ b/static/Res/styles/DynamicOutline.css @@ -0,0 +1,69 @@ +/* Cascading Style Sheet for HTML export */ +/* MODULE: DYNAMIC OUTLINE */ + +/* Dark Red style */ + +/* This stylesheet expects the following HTML structure + + left column in page body + #pageBody .left + + td.outlineColumn + div.dynamicOutline + div.tree + div.mout + div.mover +*/ + + +/* visual highlight the sidebar navigation */ +.outlineColumn { + vertical-align: top; + border: 1px solid Silver; + background-color: #FAFAFA; + margin: 0px; + padding-top: 10px; + padding-bottom: 20px; +} + +.dynamicOutline { +} + +/* tree is the same as dynamicOutline, just nested */ +.tree { +} + +.tree a:link { + color: Black; + text-decoration: none; +} + +.tree a:active { + color: #FF3300; + text-decoration: none; +} + +.tree a:visited { + color: Black; + text-decoration: none; +} + +.tree a:hover { + color: #FF3300; + text-decoration: none; +} + +.tree .mout { + text-decoration: none; + width: 100%; + padding: 0px; + font-size: 8pt; +} + +.tree .mover { + text-decoration: none; + width: 100%; + padding: 0px; + color: #CC0000; + font-size: 8pt; +} diff --git a/static/Res/styles/shared.css b/static/Res/styles/shared.css new file mode 100644 index 0000000..68d9250 --- /dev/null +++ b/static/Res/styles/shared.css @@ -0,0 +1,1012 @@ +/* Cascading Style Sheet for HTML export */ + +/* Dark Red style */ +/* All properties that are style specific are marked as "STYLE" */ + +/* Compatibility notes: + * + * Names starting with "#" are ID selectors meaning they point to one specific single object/element + */ + +/* This stylesheet expects the following HTML structure +body#page + table#pageHeader + tr + td.left (rowspan 3) + td.right + div.utilities + span.command (0+) + a + img + span.label + tr + td.right + div.mapName + tr + td.right + div.contactInformation + + col left is optional sidebar navigation + col.main + col.right + + tr#breadcrumbsAndPageNavigation + td.left (0-1: include if sideNav) + div.box (0+) + ... (see div.box contents below) + + Optional Breadcrumb and pageNavigation + td.breadcrumbs + td.pageNavigation + + td.right + + + + + + + + table#pageFooter + tr + td.left (rowspan = 2, could be used for image) + td.center (rowspan = 2) + div.footerText + td.right + div.hyperlink + tr + td.right + div.lastUpdated + */ + + + +/* GLOBAL SYTLE global styling, sets overall style of page */ + +body { + font-family: Verdana; + margin: 0px; /* increase to have page float on background */ + padding: 0px; + font-size: 8pt; +} + +li { + margin-bottom: .3em; /* make list items more compact than default */ +} + +img { + border: 0; /* by default, images should not have a border */ +} + +.emptyImage { /* used for special effects */ + float:left; + margin: 0px; /* distance to outline */ +} + + +/* all headers in boxes */ +.header { + clear: both; /* floating element below */ +} + +/* link styles */ +a { + text-decoration: underline; /* set to "none" to hide underlines on links */ +} + +a img { + text-decoration: none; /* set to "none" to hide underlines on links */ +} + +/* remove link underline from some special elements: Header and Overview Map */ +#mapPageHeader a, { + text-decoration: none; /* set to "none" to hide underlines on links */ +} + +a:link { + color: #CC0000; /* STYLE */ +} + +a:visited { + color: #CC0000; /* STYLE */ +} + +/* Note: hover selector should be last in order to take precedence in :visited AND :hover situation */ +a:hover { + color: #FF3300; /* STYLE */ +} + +/* special link styles */ +a.noHover:hover { + background-color:transparent; /* If you don't want images wrapped in to have hover effect, make it */ +} + +a:active { + color: #FF3300; /* STYLE */ +} + + +/*********************************************************************************/ +/*** Styles of specific modules **************************************************/ +/*********************************************************************************/ + +/* MODULE: HEADER --------------------------------------------*/ +#pageHeader { + width: 100%; + border-bottom: 3px solid #FFCC66; /* STYLE */ + background-image: url(../images/header_background.gif); /* STYLE */ + background-repeat: repeat-y; /* STYLE */ + background-color: #CC0000; /* STYLE */ /* same color as on right side in backgound image */ +} + + +#pageHeader td { + padding-left: 6px; + padding-right: 6px; +} + +#pageHeader div { + /*margin-bottom: .2em; */ +} + +/* logo image on left side of header */ +#pageHeader .left { + width: auto; + margin-right: 8px; + vertical-align: middle; +} + +/* header information */ +#pageHeader .right { + margin-left: 8px; + width: 100%; /* helps to left align text */ + color: White; /* STYLE */ +} + +#pageHeader .right .utilities { + text-align: right; + font-size: 8pt; + vertical-align: top; +} + +.utilities_toc { + display: show; /* show table of content link */ +} + +/* link style in header */ +/* note: Order is important. If ambiguous, last has precedence. */ +#pageHeader a:link { + color: White; /* STYLE */ +} + +#pageHeader a:visited { + color: White; /* STYLE */ +} + +#pageHeader a:hover { + color: White; /* STYLE */ +} + +#pageHeader a:active { + color: White; /* STYLE */ +} + +/* note: Order is important. If ambiguous, last has precedence. */ +#pageHeader .right .utilities a:link { + text-decoration: none; /* set to "none" to hide underlines on links */ +} + +#pageHeader .right .utilities a:visited { + text-decoration: none; /* set to "none" to hide underlines on links */ +} + +#pageHeader .right .utilities a:hover { + text-decoration: none; /* set to "none" to hide underlines on links */ +} +#pageHeader .right .utilities a:active { + text-decoration: none; /* set to "none" to hide underlines on links */ +} + +#pageHeader .right .mapName { + text-align: left; + font-family: Arial; + font-size: 15pt; + vertical-align: middle; +} + +#pageHeader .right .contactInformation{ + text-align: right; + font-size: 7pt; + vertical-align: bottom; + /*margin-right: 4px; */ /* to right align with commands in utilities */ +} + + +/* MODULE: BODY (main content) ------------------------------------------ */ +table#pageBody { + width: 100%; +} + +.bodyColumn { + padding: 0px; + vertical-align: top; + text-align: left; + width: 100%; +} + + +/* width of second body column: liquid width for content */ +#pageBody col.main { + width:auto; +} + +#pageBody col.right { + width: auto; +} + +/* some padding values for the core table in used page body */ +table#pageBody tr td { + padding-left: 0px; + padding-right: 0px; +} + +table#pageBody td.main { + padding-left: 10px; /* indent main topic content */ + padding-right: 20px; /* and leave some space on the right */ +} + +table#pageBody td.breadcrumbs { + vertical-align: top; + padding-left: 10px; /* indent main topic content */ +} + +table#pageBody td.pageNavigation { + padding-right: 20px; /* and leave some space on the right */ +} + +.topicDivider { + border-top: 1px solid #FFCC66; /* STYLE */ + height: 0.1em; + font-size: 2pt; /* I need a very narrow divider */ +} + + +/* MODULE: FOOTER ------------------------------------------------------------*/ +#pageFooter { + width: 100%; + background-color: #FFCC66; /* STYLE */ + border-top: 2px solid #CC0000; /* STYLE */ + border-bottom: 2px solid #CC0000; /* STYLE */ + font-size: 8pt; + color: Black; /* STYLE */ + margin-left: 2px; +} + + +#pageFooter td { + padding-left: 6px; + padding-right: 6px; +} + +#pageFooter div { +/* margin-bottom: .2em; */ +} + +/* link style in footer */ + +#pageFooter a:link { + color: Black; /* STYLE */ +} + +#pageFooter a:visited { + color: Black; /* STYLE */ +} + +#pageFooter a:hover { + color: #CC0000; /* STYLE */ +} + +#pageFooter a:active { + color: #CC0000; /* STYLE */ +} + +/* reserved for image */ +#pageFooter .left { + width: 0px; + margin-right: 0px; +} + +#pageFooter .center { + width: 65%; /* helps to left align text */ + text-align: left; + vertical-align: top; +} + +#pageFooter .center .footerText { +} + +/* Last update and hyperlink */ +#pageFooter .right { + width: 35%; + text-align: right; +} + +#pageFooter .right .hyperlink { + vertical-align: top; +} + +#pageFooter .right .lastUpdated { + vertical-align: bottom; +} + +/* MODULE BREADCRUMBS AND PREV / NEXT NAVIGATION --------------------------------------------------*/ +.breadcrumbs { + font-size: 7pt; /* STYLE */ + text-align: left; + width: 70%; + vertical-align: top; + color: #CC0000; /* STYLE */ + padding-top: 4px; + padding-bottom: 2px; +} + +.breadcrumbs a:visited { + color: #CC0000; /* STYLE */ /* don't show visited colors for breadcrumbs */ +} + +.breadcrumbs .breadcrumb { + white-space: nowrap; /* set to "nowrap" to stop breadcrumbs from breaking in the middle */ +} + +/* move the previous / next links to the right side */ +.pageNavigation { + text-align: right; + font-size: 7pt; + width: 30%; + vertical-align: middle; +} + +.pageNavigation a:visited { + color: #CC0000; /* STYLE */ /* don't show visited colors for prev/next navigation */ +} + + +/*----------------------------------------------------------------------------------*/ +/* MODULE: TOPIC ------------------------------------------------------------------ */ +/*----------------------------------------------------------------------------------*/ +/* + tr.topic (0+) + td.main (colspan = 2) + tr.topicHeader + td.topicImageColumn + img.topicImage + td.topicLineColumn + span.outlineNumber + span.topicLine + span.topicIcons + img.topicIcon + div.body + + div.topicTextNotes + div Notes + + + + + td.right +*/ + +.topic .main .body { + clear: both; +} + +.topicHeader { + vertical-align: middle; + clear:both; +} + +.topicImageColumn { +} + +.topicImage { + margin-right: 6px; /* distance to outline */ +} + +.topicTopicLineColumn { +} + +.outlineNumberFirst { /* first topic on page */ + display: visible; /* set to none or visible to hide/show outlineNumbers */ + font-size: 11pt; + font-weight: bold; +} + +.outlineNumber { /* other topics on page */ + display: visible; /* set to none or visible to hide/show outlineNumbers */ + font-size: 10pt; + font-weight: bold; +} + +.topicLineFirst { /* first topic on page */ + font-size: 11pt; + font-weight: bold; +} + +.topicLine { /* other topics on page */ + font-size: 10pt; + font-weight: bold; +} + +/* group of icons */ +.topicIcons { + margin-left: 4px; /* distance to topic text */ + vertical-align: middle; /* center icons around text (important for single line callouts) */ +} + +/* single icons */ +.topicIcon { + margin-right: 3px; /* distance between icons */ +} + + +/*
around whole text notes */ +.topicTextNotes { + font-size: 9pt; + margin-left: 0.3em; + margin-top: 0.5em; +} + +.topicTextNotes div { + margin-bottom: 0.8em; /* distance between paragraphs */ +} + +.topicTextNotes table { + margin-bottom: 0.7em; /* some space below tables and before next paragraph starts */ +} + +.topicTextNotes table div { + margin-left: 0.3em; /* some left and right cell padding */ + margin-right: 0.3em; +} + +.topicTextNotes .lastTableNotesDiv { + margin-bottom: 0em; /* no bottom margin for last paragraph in Notes */ +} + + +/*
around whole text notes in callouts */ +.callouts .topicTextNotes { + font-size: 8pt; + margin-left: 0px; +} + +/* single link, so far used in callout section */ +.topicHyperlink { + font-size: 8pt; +} + +/* the icon behind the link */ +.topicHyperlinkIcon { + vertical-align: bottom; +} + + + +/* commands: active buttons / hot spots or links */ +.command { + white-space: nowrap; +} + +.command img { + display: inline; /* set to none or inline to hide or show command icons */ + vertical-align: bottom; + margin-left: 2px; +} + +.command .label { + display: inline; /* set to none or inline to hide or show command text labels */ + vertical-align: middle; +} + + + +/* MODULE: BOX - MAP GRAPHICS SNIPPET ---------------------------------------------------*/ +/* + div.partialMapArea + table.partialMapTable + div.SubTopicItems + div.subtopicitem + img + a + div.partialMap + img +*/ + +.partialMapArea { + vertical-align: top; + margin-bottom: 10px; /* some distance below this block */ +} + +table#partialMapTable tr td { + padding: 0px; +} + +.subTopicItems { + clear: both; + font-size: 8pt; + font-weight: normal; + margin-left: 10px; + margin-right: 50px; +} + +.subtopicitem { + margin-top: 3px; + margin-bottom: 2px; +} + +.partialMap { + margin-top: 5px; + margin-bottom: 5px; + display: none; /* this value will be set during the export depending on user setting in property inspector */ +} + + +/* MODULE: CALLOUT -SECTION---------------------------------------------------------------------*/ +/* + div.callouts + div.callout + div.calloutHeader + span topicIcons + img.topicIcon + tr.calloutBody + div.calloutImage + img.topicImage + div.topicTextNotes + div Notes + span a.topicGyperlink a.topicHyperlinkIcon +*/ + +/* all callouts */ +.callouts { + background-color: #FAFAFA; /* STYLE */ + width: 360px; + margin-left: 30px; + margin-bottom: 8px; + border: 1px solid #CC0000; /* STYLE */ + border-top: 5px solid #CC0000; /* STYLE */ +} + +/* single callout */ +.callout { + margin-left: 8px; + margin-right: 8px; + margin-top: 0px; + margin-bottom: 3px; +} + +/* topic text and icons */ +.calloutHeader { + font-size: 8pt; + font-weight: bold; + color: #2F4F4F; /* STYLE */ + padding-left: 4px; /* align with text notes */ +} + +.calloutBody { + vertical-align: top; + text-align: left; +} + +.calloutImage { + padding-left: 4px; /* align with text notes */ +} + + +/* -----------------------------------------------------*/ +/* COLLAPSIBLE BOXES +/*-------------------------------------------------------*/ +/* + div.Area (need "Area" string for collapse button script) + div.collapsiblebox (1+) + div.header + span.title + img.expandOrCollapseButton + div.body + (varies) +*/ + +/* the body class is important for the collapse script. It follows the initial .collapsiblebox statement */ +.body { + clear: both; +} + +.clearFloat { + clear: both; /* needed to hold down bottom border sometimes */ +} + + +.collapsiblebox { + clear: both; + width: 360px; + padding-bottom: 0px; + background-color: #D3D3D3; /* STYLE */ + border: 1px solid #CC0000; /* STYLE */ + margin-bottom: 8px; + margin-left: 30px; +} + +.legend .collapsiblebox { + margin-left: 0px; /* overide for the legend box */ +} + +.collapsiblebox .title { + padding: 3px; + padding-left: 6px; + font-size: 8pt; + text-align: left; + font-weight: bold; + color: Black; /* STYLE */ + float: left; +} + +.collapsiblebox .expandOrCollapseButton { + float: right; + text-align: right; + margin-top: 2px; + margin-left: 8px; + margin-right: 4px; + vertical-align: middle; + display: inline; /* set to none to hide button(s); set to inline to show */ +} + +.collapsiblebox .body { + clear: both; + padding-bottom: 1px; + padding-left: 0px; + padding-right: 0px; + background-color: #FAFAFA; /* STYLE */ +} + +/* generic style for lists in boxes e.g. task information or about box */ +.property { + clear: both; + height: 1em; /* since I'm using spans, I need some more line spacing */ +} + +.property .label { + float: left; + width: 15 em; + font-size: 7pt; + color: gray; /* STYLE */ + text-indent: 6px; +} + +.property .value { + float: left; + width: auto; + font-size: 8pt; + color: #2F4F4F; /* STYLE */ +} + + +/* MODULES: BOX - TASK INFORMATION ---------------------------------------------------------- */ +.taskInformationArea .body { + display: none; /* collapse when first shown */ +} + +/* MODULES: BOX - REVIEW COMMMENT ---------------------------------------------------------- */ +.comment { + clear: both; +} + +.commentsArea .body { + display: none; /* collapse when first shown */ + font-size: 8pt; + color: #2F4F4F; /* STYLE */ +} + +.comment .userName { + font-weight: bold; + float: left; + margin-bottom: 0px; + padding-left: 6px; +} + +.comment .date { + font-weight: bold; + float: right; + margin-bottom: 0px; + padding-right: 6px; +} + +.comment .text { + clear: both; + padding-bottom: 4px; /* makes bottom 'border' bigger on opera */ + padding-right: 6px; + padding-left: 6px; +} + + +/* MODULE: RELATED SECTION ----------------------------------------------------------------------*/ +/* + div.relatedSection + div.oneRelatedSection + a topicHyperlink + div.relatedSectionBody + div.relatedItem + span relatedItemBullet + a topicHyperlink + a topicHyperlink (optional callout link) + img topicHyperlinkIcon +*/ + +.relatedSection { +} + +.oneRelatedSection { + margin-top: 16px; + margin-bottom: 8px; +} + +.relatedSectionHeader { + font-size: 8pt; + font-weight: bold; + padding-left: 4px; /* align with text notes */ +} + +.relatedItem { + font-size: 8pt; + margin-top: 1px; + margin-bottom: 2px; +} + +.relatedItemBullet { + padding-left: 4px; /* align with text notes */ +} + +/* the icon behind the link */ +.relatedItem .topicHyperlinkIcon { + vertical-align: middle; +} + +/* MODULE: TOP COMMAND ----------------------------------------------------------*/ +.topCommand { + vertical-align: bottom; + font-size: 7pt; + margin-top: 10mm; + margin-bottom: 2mm; +} + +.topCommand a:link { + text-decoration: none; /* set to "none" to hide underlines on links */ +} + +.topCommand a:visited { + text-decoration: none; /* set to "none" to hide underlines on links */ + color: #CC0000; /* STYLE */ /* don't show visited colors for prev/next navigation */ +} + +.topCommand a:hover { + text-decoration: none; /* set to "none" to hide underlines on links */ +} +.topCommand a:active { + text-decoration: none; /* set to "none" to hide underlines on links */ +} + + + + +/**********************************************************************************************/ +/******** OTHER WINDOW LAYOUTS ****************************************************************/ +/**********************************************************************************************/ +/* WINDOW: LEGEND ------------------------------------------------------------- */ +/* + .div legend + .div collapsiblebox + .div body + .div legendGroup + .div legendItem + .div item + .div label +*/ + +.legend { + margin-left: 6px; + margin-top: 6px; + font-size: 8pt; + color: Gray; /* STYLE */ + width: 200px; +} + +/* set with of both divs to avoid right border if text wraps */ +.legend .collapsiblebox { + width: 200px; +} + +.legend .collapsiblebox .body { + width: 200px; + border: 1px solid #999999; +} + +.legendGroup +{ + clear: both; + font-weight: bold; + float: left; + margin-top: 5px; + margin-bottom: 4px; + margin-left: 5px; +} + +.legendItem +{ + clear: both; + margin-left: 5px; +} + +.legendItem .item { + float: left; + margin-right: 6px; +} + +.legendItem .label { + float: left; + margin-right: 2px; +} + + +/* WINDOW: CONTENT ------------------------------------------------------------- */ +/* + div.Page + table.pageBody + col.TOCContents + div.body + div.contentItem1[1-9] + div.outlineNumber + div.topicLine + a topicHyperlink + col.TOCAbout + div.collapsiblebox + div.header + div.body + div.mapPreview + img + div.property + div.label + div.value + +*/ + +.TOCContents { + text-align: left; + vertical-align: top; + width: 90%; +} + +.TOCContents .body { + margin: 15px; + margin-right: 5px; + color: #CC0000; /* STYLE */ + font-size: 8pt; + font-weight: normal; +} + +.TOCAbout { + text-align: right; + vertical-align: top; + width: 10%; +} + +.TOCAbout .collapsiblebox { + margin: 15px; + margin-right: 5px; +} + +.TOCAbout .property { + margin-top: 5px; +} + +.TOCAbout .property .label { + text-align: left; + width: 7.5em; +} + +.TOCAbout .property .value { + text-align: left; + margin-left: 1.0em; +} + +.mapPreview { + padding-top: 10px; + padding-bottom: 16px; + text-align: center; + border-bottom: 1px solid #CC0000; +} + +.contentItem1 { + margin-top: 5px; + clear: both; +} + +.contentItem2 { + margin-top: 3px; + margin-left: 2em; + clear: both; +} + +.contentItem3 { + margin-left: 4em; + clear: both; +} + +.contentItem4 { + margin-left: 6em; + clear: both; +} + +.contentItem5 { + margin-left: 8em; + clear: both; +} + +.contentItem6 { + margin-left: 10em; + clear: both; +} + +.contentItem7 { + margin-left: 12em; + clear: both; +} + +.contentItem8 { + margin-left: 14em; + clear: both; +} + +.contentItem9 { + margin-left: 16em; + clear: both; +} + +.contentItemX { + margin-left: 18em; + clear: both; +} + + +/* WINDOW: OVERVIEW MAP ------------------------------------------------------------- */ +/* + body overviewMapBody + .div overviewDiv + img mapOverview + img mapDetailed +*/ + +.overviewMapBody { + background-color: Gray; /* STYLE */ +} + +.overviewDiv { + cursor: hand; + text-align: center; + margin-top: 10px; /* remove once we can center horizontally */ +} + +img#mapOverview, img#mapDetailed { + margin: 0px; +} + +body#mapPageFooter { + font-family: Verdana; + font-size: 8pt; + text-align: center; + padding-top: 3px; + vertical-align: middle; + color: white; /* STYLE */ + background-color: #CC0000; /* STYLE */ + border-top: 2px solid #FFCC66; +} + + + diff --git a/static/Res/tree/base.gif b/static/Res/tree/base.gif new file mode 100644 index 0000000..25a0c02 Binary files /dev/null and b/static/Res/tree/base.gif differ diff --git a/static/Res/tree/empty.gif b/static/Res/tree/empty.gif new file mode 100644 index 0000000..e9cbc72 Binary files /dev/null and b/static/Res/tree/empty.gif differ diff --git a/static/Res/tree/folder.gif b/static/Res/tree/folder.gif new file mode 100644 index 0000000..cc04e0e Binary files /dev/null and b/static/Res/tree/folder.gif differ diff --git a/static/Res/tree/folderopen.gif b/static/Res/tree/folderopen.gif new file mode 100644 index 0000000..f58479b Binary files /dev/null and b/static/Res/tree/folderopen.gif differ diff --git 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':'')}function ttmpi(){var ttmpo=[];for(var i=0;i + + + + Research references + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ + + + 13. Research references + + + +
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The specific references researched and partly used are mentioned +in the appendix.
+
During the research for this dissertation a special interest has been developed for +the 'phylosophy' +of Vernon Howard, or rather the specific semantics in his work as relating to both the behavioral +driving force emotion as too the importance of consciousness for which emotion seems to be the +'motor'. The ultimate dilemma of 'showing' the root of emotional drive by means of rational research +and explanation (as this dissertation) is believed to be found and bridged by Howard throughout his +work. An example of this is part of this +work.
+
A great deal of thanks is due towards the people of ChangingMinds.org +for their valuable +contributions to the general public in explaining the context of emotion in general. For contextual +reference please visit this +corner of their website.
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+ + + + 6.9.15 Sadness + + + +
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Sadness is
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We feel sad when +we realise that we are unlikely to achieve our goals, and especially when we +have put a lot of effort into achieving them. Initially, this may trigger anger, but this never lasts +for long and we are left in the miserable state of sadness.
+
Sadness may not +last for long or may persist, depending on the goal that has been frustrated.
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Depression is an +extreme forms of sadness, where people stay sad for a long time and cannot +see any way out of their state.
+
Triggering sadness
+
Sadness can be +triggered by things that remind us of sad times, from down-beat music to tragic +plays. Just being around depressed people is, well, a depressing experience.
+
Internally, sadness +is caused by a lack of seratonin being created in the brain. Happy people +produce lots of seratonin, whilst sad people produce very little.
+
Sad people tend +to be more pessimistic and cautious. This appears in such as shopping habits, +where sad people will look dolefully, but buy very little and very boring things.
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Sadness is not +a permanent state, and time is a great healer.
+
So what?
+
If someone is sad +and you want them to be happy, reframe their goals to something they can +achieve in the short term.
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Do not try to sell +things to people when they are sad, unless that state really is important.
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Shame is
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We feel shame when +we have done something that is against our values. It is a feeling of +remorse, regret and having done wrong. We may wish to turn the clock back so we can do +things differently next time.
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Shame can vary +from a temporary and mild remorse to deep and racking guilt that dogs us for +the rest of our lives.
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Triggering shame
+
Shame is triggered +when we are reminded of what we have done and the rules we have +broken, and we realise that this is a bad thing.
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We feel shame more +when we know that other people also know what we have done. If I walk +down the street and nobody knows, I may feel ok. But if all eyes are on me, my feelings of +shame will deepen.
+
The criminal legal +system of many countries aims to reform people by using shame (although +with limited success). Putting them in prison, however, tends not to work, as they rationalise +away their actions as a collusive effort with other prisoners. What does work better is when +they are confronted with what they have done - for example meeting with the victims they have +hurt.
+
So what?
+
Reminding people +of what they have done can cause them to feel shame. You can then offer +them a way to atone for their sins and get forgiveness from those they have wronged.
+
See also
+
Lazarus, R. and +Lazarus, B. (1994), Passion and Reason, Oxford University Press, New +York
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See also:
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+ + + + 10. The Harmelen Case + + + +
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A huge opportunity for genuine fieldwork and testing arose when in the mid nineties +the town of +Harmelen got into a redesigning process of local government. The idea of the central government of +the Netherlands was to decrease the number of small villages with their own local government by +joining up several small villages or combining larg(er) towns with surrounding small villages. I +happened to live in Harmelen at the time. It is a small town (7000 inhabitants) between the larger +cities of Utrecht and Woerden.
+
graphic
+
Following the general valuechain +the following questions could be posed, tested and relevant issues +observed in a better way then any laboratory setup could provide. Even more: this constituted a +huge opportunity to study in the complexity itself, along with emergent factors, while still testing +the validity of the value chain based on the reversed application of it.
+
    +
  • What result was aimed for, and by +whom?
    • +
  • What behavior was consistant with +the result aimed for, and what not?
    • +
  • What cultural aspects were dominant +in the selected behavior and aimed result?
    • +
  • What rationelle was dominant in 'justifying', +and what rationelle was disguarded, in establishing +content and process for achieving the goal (result)?
    • +
  • What emotions, +if any, drove the entire chain, process and content and were these dominant +indeed?
    • +
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At the first onset 
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+ + + + 12.1 The Truth about Humans in this stage of Human Evolution + + + +
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An increasingly +large group of people turn into “Awake people…”, which means they +increasingly are aware of their individual and social emotion- driven motivations for behavior. +Observing and analysing their behavior resolves in an almost one hundred percent fit with their +own personal rational explanation. They themselves as the observes see a coherent +thought/behavior pattern allowing for the conclusions to be formulated as follows:
+They constitute the dawn of the EQnomy, which is defined as a fast-growing society based on +the recognition that all human action is rooted in emotion. In that society people are +increasingly aware of, and deal with, each other's emotions consciously. They perceive* and +understand* emotions and integrate* them into all their (conscious) thinking (*EQ). +Their actions are aimed at durable happiness for everybody.
+
These ‘avant-garde’ +people live and experience life (more) consciously and are increasingly +authentic in their behavior (they show who they are). They show motivated behavior aimed at +treating everybody the way they themselves want to be treated. They define these treatment- +standards in terms of high- level principles; honesty, respect and love. Together with likewise +tuned people in private and in work they do turn the present (economy-driven) society into a +sound one that truly serves human beings and their happiness: the EQnomy.
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    • People want to experience that they +live. Now.
      • +
    • The truly important things are: being-human, +development, challenge and fun!
      • +
    • People define their own passion, +energy, success and needs.
      • +
    • Our EQnomy is a sizzling party of +real, authentic human beings.
      • +
    • We seek no 'balance between work +and personal life'; we are our authentic selves in work +and in private.
      • +
    • Our talents, time, attention, ideas, +knowledge and networks are ours and our +responsibility.
      • +
    • An organization is not a Counsel, +Company, Care- or Educational Institution. An +organization always consists of PEOPLE who are committed to each other and to other +people.
      • +
    • "What does your care, involvement, +service or product add to me, my development, +challenge and fun!?"
      • +
    • We do not want to be 'robbed'; we +want to be 'touched'. 
      • +
    • Before we go along with an organization, +we first want to understand it and feel it;  the +mission, the culture; the people.
      • +
    • We are loyal to the passion and inspiration +with which all once began. Not to the rules that +'crept in' along the way.
      • +
    • To us it is not about WHAT we do. +To us it is about WHY we do what we do.
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Vernon Howard is examplary for using rationelle to explain the invalidity of rationelle +as well as to +direct his audience to emotion e.g. consciousness and their relationship. He does this to show +both meaning and destiny of life, but here I quote his '3 keys to understanding' as a beautiful +example of using ratio to point to rartio's root (and consequently to the ultimate 'uselessness' of +ratio):
+
1. The world has +nothing of real value to give you because it does not exist. Because it does +not exist as a reality, because it is illusory, it has only illusory and worthless rewards for you. +While employment and geography and people exist for your physical self and your social self, +and are good for them, they cannot give benefits to your real spiritual nature which is complete +in itself. It always has been complete and always will be, for it lives not in time but in eternity. +In +reality there is no individual who can win a thrill or a sense of worthiness from the everyday +world. In a lost person, rewards or punishments from the world fall on the self-glorified self and +cause it to vibrate. This vibration serves as a shaky idol which we eagerly worship for as long +as the thrill lasts. But since the worshipper and his idol are the same thing—the same set of +vibrations—the ending of the thrill of worshipping the idol causes self- panic; we feel as if +we +are fading away, that we will not be ourselves any more. The fear of the extinction of the +invented self prevents us from seeing that the false self must fade away in order to experience +true spiritual birth. Your work in all this is to notice the deceptive nature of your fear of not +existing. And one way to do this is to notice how friends, news stories, rumors of doom, how +they all try to plant fearful thoughts and feelings into your system. Here is what these people are +doing: In order to give themselves a false sense of aliveness by making gloomy remarks, they +have no conscience in making others feel the same false sense of doom. They are like mad +musicians who demand that you dance to their insane music. Everything in this paragraph +connects with the opening sentence, which is: The world has nothing of real value to give you +because it does not exist.
+
+2. You need not idolize or yearn for anyone. But you must see very deeply into this in order to +discover your basic error. You really do not admire that man or love that woman. Unknowingly +you admire and love your own thoughts and feelings about them. Having imitation strength and +beauty inside yourself you project them outwardly and then deceive yourself into thinking that +they reside inside that man or woman. You will get an endless series of pains and +disappointment as long as you unconsciously approve of this kind of self-trickery. You feel the +need for something—which in itself is right—but then wreck the solution by trying to get +an +answer from the same unintelligent mind that asked the original question. You can not and must +not answer your own questions. You fail to see that you are doing this when you look outside +yourself for wisdom or strength or guidance. You are like the king of a castle who falls off his +horse while riding in the woods. In his dazed state he wanders into a cave, thinking it is his +home, even while suffering from the cave's discomfort. As his head gradually clears, he +remembers where he truly belongs. Then his action-in-understanding guides him back to the +castle with its true security and comfort. You have forgotten who you really are. Truth itself will +help you to remember.
+
+3. Regarding acceptance and rejection, the day will come when neither word has any meaning +to you. Such opposite states have meaning, false meaning, only to a divided mind, a mind +looking to itself for a wholeness it will never be able to locate. Wholeness does not reside in +thinking about wholeness, but in the lack of a need to think about wholeness. The king who has +returned to his castle thinks neither about the castle nor the woods. To go a bit deeper into this, +the spiritual castle has no geographical location on this earth. It does not exist in the woods or +outside the woods—it exists above both, in a new and lofty world. This becomes clear when +you see that a word is a word and nothing more. You need have no concern about being in a +good light in the eyes of others. Only the thought—created self has such ambitions and the +resulting anxieties. You cannot have either good light or bad light, for there is no individual self +to receive it. Try handing either a bouquet of roses or of weeds to an imaginary person. It +cannot be done. Only your unself can be truly Good, and that Goodness comes from God, +Truth, Reality.
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+ + + + 11.6 Work versus Private + + + +
+ + +
graphic
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+ + + + + Top + + + +
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+ + + + + + + + + + + + + + + + + + + + + + + + diff --git a/static/contents.htm b/static/contents.htm new file mode 100644 index 0000000..1a45249 --- /dev/null +++ b/static/contents.htm @@ -0,0 +1,423 @@ + + + + + Table of Contents + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+
+ +
+ 1. DISSERTATION
+ + +
+ 2. CERTIFICATE
+ + +
+ 3. DEDICATION
+ + +
+ 4. ACKNOWLEDGMENTS
+ + +
+ 5. ABSTRACT
+ + +
+ 6. General Basics (Popular)
+ + +
+ 6.1 Basic Emotions
+ + +
+ 6.2 Purpose of Emotions
+ + +
+ 6.3 Emotional Intelligence
+ + +
+ 6.4 Association
+ + +
+ 6.5 Empathy
+ + +
+ 6.6 Emotion and Decision
+ + +
+ 6.7 Emotion and Rationality
+ + +
+ 6.8 Primary vs. Secondary Emotions
+ + +
+ 6.9 Emotions
+ + +
+ 6.9.1 Greed
+ + +
+ 6.9.2 Hope
+ + +
+ 6.9.3 Envy
+ + +
+ 6.9.4 Desire
+ + +
+ 6.9.5 Love
+ + +
+ 6.9.6 Fear
+ + +
+ 6.9.7 Shame
+ + +
+ 6.9.8 Repulsion
+ + +
+ 6.9.9 Contentment
+ + +
+ 6.9.10 Happiness
+ + +
+ 6.9.11 Pride
+ + +
+ 6.9.12 Guilt
+ + +
+ 6.9.13 Jealousy
+ + +
+ 6.9.14 Anger
+ + +
+ 6.9.15 Sadness
+ + +
+ 6.10 Cognitive Dissonance
+ + +
+ 7. HYPOTHESIS
+ + +
+ 8. LITERATURE REVIEW
+ + +
+ 9. METHODOLOGY
+ + +
+ 9.1 Phase 1
+ + +
+ 9.2 Phase 2
+ + +
+ 9.3 Phase 3
+ + +
+ 9.4 Phase 4
+ + +
+ 9.5 Phase 5
+ + +
+ 9.6 Phase 6
+ + +
+ 10. The Harmelen Case
+ + +
+ 11. DISCUSSION
+ + +
+ 11.1 Definition Study
+ + +
+ 11.1.1 EI History and Definition
+ + +
+ 11.1.2 Learning
+ + +
+ 11.1.3 Leadership
+ + +
+ 11.2 First Principle of Behaviour Motivation
+ + +
+ 11.3 Facets of the First Principle
+ + +
+ 11.4 General Law of Behaviour Motivation
+ + +
+ 11.5 Observing First Principle in Flow
+ + +
+ 11.6 Work versus Private
+ + +
+ 11.7 Victim versus Perpetrator
+ + +
+ 11.8 Defining the Social Group of Work
+ + +
+ 11.9 The Receiving End of the Stick
+ + +
+ 11.10 Emerging Insight for Relationship
+ + +
+ 11.11 Ratio as the Emotion-slave
+ + +
+ 11.12 Core-needs and Loyalty
+ + +
+ 11.13 The Means and the End
+ + +
+ 12. CONCLUSIONS
+ + +
+ 12.1 The Truth about Humans in this stage of Human Evolution
+ + +
+ 12.2 The Twelve Principles of Behaviour Motivation
+ + +
+ 12.3 Emotional Intelligence Competences
+ + +
+ 12.4 Power = Emotion
+ + +
+ 12.5 Understanding
+ + +
+ 13. Research references
+ + +
+ 13.1 References
+ + +
+ 13.2 Changing Minds
+ + +
+ + 		+ +
+
+
About
+
+
+
+ +
+
+
Title
+
EQnomy
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+
+
Subject
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Dissertation 'EQnomy, the Emotional Intelligent Society'
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+
+
Company
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UIC (Trinity) University - USA
+
+
+
Author
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Dr. Paul L. Jansen MBA
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+
+
Version
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53
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+
+
Comments
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+ + +
"... all human action is rooted in emotion +..." 
+

+
+
At this location both a web-version and a downloadable PDF-version
+
of the Dissertation "EQnomy: the Emotional Intelligent Society"
+
are being built from the original Dissertation Dossier.
+

+
+
Meanwhile the 'work in progress' is available here.
+

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+ + + + + +
+ + + + + +DISSERTATION +CERTIFICATE +DEDICATION +ACKNOWLEDGMENTS +ABSTRACT +General Basics (Popular) +Basic Emotions +Purpose of Emotions +Emotional Intelligence +Association +Empathy +Emotion and Decision +Emotion and Rationality +Primary vs. Secondary Emotions +Emotions +Greed +Hope +Envy +Desire +Love +Fear +Shame +Repulsion +Contentment +Happiness +Pride +Guilt +Jealousy +Anger +Sadness +Cognitive Dissonance +HYPOTHESIS +LITERATURE REVIEW +METHODOLOGY +Phase 1 +Phase 2 +Phase 3 +Phase 4 +Phase 5 +Phase 6 +The Harmelen Case +DISCUSSION +Definition Study +EI History and Definition +Learning +Leadership +First Principle of Behaviour Motivation +Facets of the First Principle +General Law of Behaviour Motivation +Observing First Principle in Flow +Work versus Private +Victim versus Perpetrator +Defining the Social Group of Work +The Receiving End of the Stick +Emerging Insight for Relationship +Ratio as the Emotion-slave +Core-needs and Loyalty +The Means and the End +CONCLUSIONS +The Truth about Humans in this stage of Human Evolution +The Twelve Principles of Behaviour Motivation +Emotional Intelligence Competences +Power = Emotion +Understanding +Research references +References +Changing Minds + + +
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