this is facinating to read about

Characteristics of INFPs

Myers-Briggs description

According to Myers-Briggs,^[11] INFPs focus much of their energy on an inner world dominated by intense feeling and deeply held ethics. They seek an external life that is in keeping with these values. Loyal to the people and causes important to them, INFPs can quickly spot opportunities to implement their ideals. They are curious to understand those around them, and so are accepting and flexible except when their values are threatened.

Keirsey description

According to Keirsey,^[12] the tranquil and reserved exterior of the INFP masks a passionate inner life. Healers care deeply about causes that interest them and they often pursue those causes with selfless devotion.

Occurring in only about one percent of the population, Healers can easily feel isolated. They value harmony and integrity in human relationships, seeking unity of mind, body, and spirit but often find these values to be out of step with the more concrete pursuits of the rest of the world. Feeling "different," they may wonder whether something is wrong with them. But those differences—an ethical nature, a devotion to ideals, a commitment to harmonious interaction—are in fact some of their greatest strengths.

Other descriptions

The polite, reserved exterior of INFPs can at first make them difficult to get to know. They enjoy conversation, however, taking particular delight in the unusual. When INFPs are in a sociable mood, their humor and charm shine through. Disposed to like people and to avoid conflict, INFPs tend to make pleasant company.

Devoted to those in their inner circle, INFPs guard the emotional well-being of others, consoling those in distress. Guided by their desire for harmony, INFPs prefer to be flexible unless their ethics are violated. Then, they become passionate advocates for their beliefs. They are often able to sway the opinions of others through tact, diplomacy, and an ability to see varying sides of an issue.

INFPs develop these insights through reflection, and they require substantial time alone to ponder and process new information. While they can be quite patient with complex material, they are generally bored by routine. Though not always organized, INFPs are meticulous about things they value. Perfectionists, they may have trouble completing a task because it cannot meet their high standards. They may even go back to a completed project after the deadline so they can improve it.

INFPs are creative types and often have a gift for language. As introverts, they may prefer to express themselves through writing. Their dominant Feeling drives their desire to communicate, while their auxiliary intuition supplies the imagination. Having a talent for symbolism, they enjoy metaphors and similes. They continually seek new ideas and adapt well to change. They prefer working in an environment that values these gifts and allows them to make a positive difference in the world, according to their personal beliefs.^[13]

Cognitive functions

Drawing upon Jungian theory, Isabel Myers proposed that for each personality type, the cognitive functions—sensing, intuition, thinking, and feeling—form a hierarchy. This hierarchy represents the person's "default" pattern of behavior.

The Dominant function is the personality type's preferred role, the one they feel most comfortable with. The secondary Auxiliary function serves to support and expand on the Dominant function. If the Dominant is an information gathering function (sensing or intuition), the Auxiliary is a decision making function (thinking or feeling), and vice versa. The Tertiary function is less developed than the Dominant and Auxiliary, but it matures over time, rounding out the person's abilities. The Inferior function is the personality type's Achilles' heel. This is the function they are least comfortable with. Like the Tertiary, the Inferior function strengthens with maturity.^[14]

• Dominant Introverted Feeling (Fi): INFPs live primarily in a rich inner world of emotion.
• Auxiliary Extraverted Intuition (Ne): INFPs engage the outside world primarily with intuition, adept at seeing the big picture, sensing patterns and the flow of existence from the past toward the future.
• Tertiary Introverted Sensing (Si): This function gives INFPs a natural inclination toward absent-mindedness and makes them more easily distracted.
• Inferior Extraverted Thinking (Te): This function helps INFPs focus on external details but, being the inferior function, requires the expenditure of greater energy and is not as reliable.^[15]

Later personality researchers (notably Linda V. Berens)^[16] added four additional functions to the descending hierarchy, the so-called "shadow" functions to which the individual is not naturally inclined but which can emerge when the person is under stress. For INFP these shadow functions are (in order):

• Extraverted Feeling (Fe)
• Introverted Intuition (Ni)
• Extraverted Sensing (Se)
• Introverted Thinking (Ti)

Correlation with Enneatype

According to Baron and Wagele, the most common Enneatypes for INFPs are Romantics and Peace Seekers.^[17]

INFP: "Questor". These people are idealistic, self-sacrificing, and somewhat cool or reserved. They are very family and home oriented, but don't relax well. High capacity for caring. High sense of honor derived from internal values. 1% of the total population.

NFPs feel internal turmoil when they find themselves in situations in which there is conflict between their inner code of ethics and their relationships with others. They feel caught between pleasing others and maintaining their own integrity. Their natural tendency to identify with others, compounded with their self-sacrificial dispositions, tends to leave them confused as to who they really are. Their quiet personalities further feeds their feelings of depersonalization. The INFP's quest for self-identity then seems even more alluring — but increasingly impossible to attain

As with all NFs, the INFP will feel lost and perplexed at stressful times. As stress builds, INFPs become disconnected from their own personality and perceived place in life. They will lose sight of who they are in relation to time and place. They may not make basic observations, while instead they will focus on the more abstract and symbolic meanings of a particular interaction. This can sometimes baffle those who expect more direct communication and a fairly concrete relationship.

information-graphics...designer
college professor
researcher
legal mediator
social worker
holistic health...practitioner
occupational therapist
diversity manager
human resource...development specialist
employment development...specialist
minister/priest/rabbi
missionary
psychologist
writer: poet/novelist
journalist
editor/art director
organizational development...specialist

creepy facebook, creepy

i took a personality quiz on facebook. 7 questions. this is what i got.

Your Result: You are a type 1C person

You have a need for other people to like and admire you, and yet you tend to be critical of yourself. While you have some personality weaknesses you are generally able to compensate for them. You have considerable unused capacity that you have not turned to your advantage. Disciplined and self-controlled on the outside, you tend to be worrisome and insecure on the inside. At times you have serious doubts as to whether you have made the right decision or done the right thing. You prefer a certain amount of change and variety and become dissatisfied when hemmed in by restrictions and limitations. You also pride yourself as an independent thinker; and do not accept others' statements without satisfactory proof. But you have found it unwise to be too frank in revealing yourself to others. At times you are extroverted, affable, and sociable, while at other times you are introverted, wary, and reserved. Some of your aspirations tend to be rather unrealistic.

did facebook just sum me up in a few questions, getting more of me than some of my friends?

i want spontaneity. i want dreams. i want random, even chaos will do.

and im not finding that here. bard was fine for two years, but after last semester, this is nothing. i find myself asking, almost weekly, "why bother?"

i think back to what my l&t professor told me-"you're the kind of person who will really succeed here." and i have. my grades are great. im quiet in class discussion, but contribute good points when i feel the need. im a strong writer and thinker. not overly critical, able to emphasize with authors, their plights, their imperfections. i listen, i consider, i give. i have a sense of seriousness. maybe sometimes i take things at face value, but thats because its too much to be critical all the time, and that misses the mark anyway.

and i know i will succeed. no worries there. i try to hard and am too determined to make something of myself and to prove myself to ever fail. and im too patient to just give up. and put too much faith in people to become self absorbed. but then i let dreams carry me away into thought. sometimes i would rather just isolate myself than to go interact with people and be false. at least im me alone. i guess that makes me a bit of an introvert. then again, thats what descartes did for a day. served him well.

but i cant deal with everything being the same day after day. i learn new things, but other than that it is routine. im glad spring is here and the weather makes me content and lively. i feel stiffled by my friends sometimes. some of them. i feel almost like im insane, or should feel like i am insane-everyone treats things i want to do as crazy. which might be true, but whats the fun of just sitting around watching youtube or going to kline? no, sorry, but id rather just go randomly drive somewhere, randomly do something. anything. last weekend a friend and i just randomly ordered a large pizza and played video games and then i passed out. kind of boring, but sponteneous and fun.

sometimes i do handstands on the grass. people think im weird. ive stopped caring.

if my job ends up being anything other than field-based, i think ill go crazy in a bad way. teaching wouldnt be as bad, im sure that it must be fun seeing peoples minds open up daily. who knows. i guess one could just say the same of learning as a student, and see how well that turns out...

i want to end up talking about gift theory randomly for an hour. i want to go down and swim by the waterfall. i want to walk to red hook. i want to read calvino out loud. i want to wrestle. i want to be taken seriously, because these arent just weird or crazy antics. theyre expressions of doing something rather than swimming along. im at this small hipster alternative indie school. why is it hard to find people who want to do random shit? everyone tells me im really chill. that i end up doing whatever, hanging out with whoever, etc. its more of a desperate search and throwing my arms out there for anything to fall into them. i dont care. really, i dont. i just want to feel alive, not dead stuck in traffick. today i had two two-hour lectures. i almost fell asleep in both.

write write write do.

id like to have faith in people, really.

id like to think people are good and giving.

but the more time goes by, people just take advantage of you, dont listen, and dont reciprocate.

whats the point of being generous? seems like none.

"And don't criticize What you can't understand"

Medical and Ecological Anthropology Research

This group provides focus for the diverse activities taking place in Oxford in this disciplinary area. The location of this group at the Institute of Human Sciences , School of Anthropology , acknowledges that study of human-environmental relationships is an interdisciplinary venture that requires comparative, archaeological and anthropological perspectives, and naturally falls within the multidisciplinary remit of this Institute.

The primary activity of this group is to provide a focus to the study of human ecology and evolution at Oxford through a seminar forum. The group comprises of research associates with primary affiliations across the University of Oxford . Members of the group are directly involved in multi-disciplinary research, using some combination of anthropological, ecological, historical and evolutionary frameworks in the understanding of human-environmental relationships. Using inter-disciplinary perspectives, the remit of the group is to pursue the study and understanding of ecology and culture; human evolutionary ecology; nutritional anthropology; disease ecology; and human reproductive ecology.

Interactions between under-nutrition and infection lead to patterns of growth faltering that begin from about the age of weaning. Growth faltering is common in developing countries and usually is associated with high mortality rates. It is largely due to the combined stresses of low nutrient intakes and exposure to infectious agents associated with the introduction of foods other than breast milk and the weaning process. While easy to describe generally, the combined influence of under-nutrition and infection on growth and development is complex, varying with disease ecology, age of the child, and the type and pattern of infant and young child feeding. In addition, the duration and severity of infection and repeated infections influences the extent to which disease plays a more dominant role in growth faltering than under-nutrition, while cultural patterns of infection management influence the duration and sometimes the severity of infection.

This project examines the importance of low-grade infections and breastfeeding patterns on growth faltering, in populations experiencing both early growth faltering and high infant mortality. This work has implications for understanding the diversity of disease and nutritional ecologies of both contemporary and past populations. The project has three foci: the impacts and interpretation of under-nutrition and infection on physical growth and development among poor rural communities in the contemporary world; the effects of emerging and changing infectious disease ecologies on human populations; and ecological interpretations of child growth patterns among past populations. This involves collaboration of Prof Stanley Ulijaszek with colleagues at the University of Cambridge.

MSc in Medical Anthropology: 1 year

Community-Based Public Health (CBPH)

Educational Objectives
To develop students’ skills and competencies for careers in both community-based public health practice and research, particularly for applications in underserved urban settings. By marrying training in these two areas, this certificate will prepare future community public health practitioners and researchers to collaborate.

The certificate will train recipients in the skills and knowledge necessary for community-based public health program development, management and evaluation, community-based participatory research (CPBR) and other research in community settings. It will also train students in the following key competencies for community-based public health practice and research, including:

Cultural Competency Skills and Attitudes
• Identify the role of cultural, social, and behavioral factors in determining the delivery of community-based public health
• Utilize appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse cultural, socioeconomic, educational, racial, ethnic, and professional backgrounds, and persons of all ages and lifestyle preferences
• Develop and adapt approaches to problems that take into account cultural differences

Linking Social and Environmental Causes of Disease and Community Health
• Define, assess, and understand the health status of populations, determinants of health and illness, factors contributing to health promotion and disease prevention, and factors influencing the use of health services impacting communities
• Understand the historical development, structure, and interaction of national and local public health and health care systems
• Identify and apply research methods appropriate for community-based applications

Community Dimensions of Practice Skills and Attitudes
• Promote the utilization of leadership, team building, negotiation, and conflict resolution skills to build community partnerships and maintain key stakeholders
• Utilize best practices for engaging in effective community partnerships
• Identify community assets and available resources

http://www.comminit.com/en/node/290178/36
http://ipsnews.net/news.asp?idnews=45960
http://www.saudeealegria.org.br/portal/index.php
http://www.saudeealegria.org.br/portal/index.php/home/conteudo/10

Come gather 'round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You'll be drenched to the bone.
If your time to you
Is worth savin'
Then you better start swimmin'
Or you'll sink like a stone
For the times they are a-changin'.

Come writers and critics
Who prophesize with your pen
And keep your eyes wide
The chance won't come again
And don't speak too soon
For the wheel's still in spin
And there's no tellin' who
That it's namin'.
For the loser now
Will be later to win
For the times they are a-changin'.

Come senators, congressmen
Please heed the call
Don't stand in the doorway
Don't block up the hall
For he that gets hurt
Will be he who has stalled
There's a battle outside

And it is ragin'.
It'll soon shake your windows
And rattle your walls
For the times they are a-changin'.

Come mothers and fathers
Throughout the land
And don't criticize
What you can't understand
Your sons and your daughters
Are beyond your command
Your old road is
Rapidly agin'.
Please get out of the new one
If you can't lend your hand
For the times they are a-changin'.

give me a boat and a pen and a notebook and ill do whatever need be.
things come together.

rules

flashbacks of memory to walking down sweat filled days in the streets of Sao Luis. sitting on the porch against the sounds across the bridge. days of awkward interviews, disappointments, challenges, sore legs and coconut water. listening to music within safe headphones with the moon and the starts. sweat-filled shit hangs on the clothesline from the earlier hours. certain songs trigger the time then.

not fun.

not happy.

but endearing.

working.

pushing.

i crave to learn more of participation. senior project will be on it.

http://www.eldis.org/go/topics/resource-guides/participation

capacity building. consultation. training & education. empowerment.

food security. animal vectors for disease. ecosystem approach to health. epidemiology

Biology of Infectious Disease
Ecology of Infectious Disease
Photography, History and News
Contemporary Cultural Theory
Senior Project

considering going back to Brazil and Projeto da Saude e Alegria. or find a similar project in USA.

and thats that. might be the bandana. or the clothing from Brazil. or the hot sweaty weather. comforting, regardless.

Orwell's five rules of writing:

(i) Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.

(ii) Never us a long word where a short one will do.

(iii) If it is possible to cut a word out, always cut it out.

(iv) Never use the passive where you can use the active.

(v) Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.

(vi) Break any of these rules sooner than say anything outright barbarous.

watched scences from Dark Knight. Joker discussing anarchy and chaos and equality never gets old.