Daily Archives: February 9, 2017

The Learning Style of Each MBTI Personality

February 9, 2017 Published by: Jhoon

“why can’t this be my reality? II” by TheSameLie

INTP

INTPs are most comfortable learning when:

♠	encountering new problems or opportunities from which to learn
♠	able to stand back from events and listen/observe, e.g. taking a back seat in a meeting, watching a video
♠	allowed to generate ideas without constraints of policy or structure or feasibility
♠	allowed to think before acting, to assimilate before commenting, time to prepare or do background reading
♠	acquiring knowledge which is part of a system, model, concept, or theory, even when this is not immediately relevant
♠	given the chance to question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session
♠	listening to or reading about ideas and concepts that emphasize rationality or logic and are well argued
♠	analyzing and then generalizing the reasons for success or failure

INTP’s are least comfortable when:

♠	asked to repeat essentially the same activity over and over again
♠	given precise instructions to follow with little room for maneuver
♠	asked to attend to detail and tie up loose ends
♠	‘forced’ into the limelight, e.g. to act as leader/chairman, to role-play in front of onlookers;
♠	given precise and specific instructions of how things should be done
♠	asked to do something without a context or apparent purpose or to participate in situations emphasizing emotions and feelings
♠	faced with a lot of alternative techniques without any being explored in depth
♠	there is more focus on facts and figures than intellectual exploration

INTJ

INTJs are most comfortable learning when:

♠	experiencing new problems or opportunities from which to learn
♠	able to stand back from events and listen/observe, e.g. observing a group at work, taking a back seat in a meeting, watching a video
♠	allowed to think before acting, to assimilate before commenting, allowed time to prepare or do background reading
♠	acquiring knowledge which is part of a system, model, concept, theory
♠	given the chance to question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session
♠	intellectually stretched, i.e. by analyzing a complex situation, being tested in a tutorial session, by being with high caliber people who ask searching questions
♠	finding themselves in structured situations with a clear purpose
♠	listening to or reading about ideas and concepts that emphasize rationality or logic and are well argued
♠	analyzing and then generalizing the reasons for success or failure
♠	offered interesting ideas and concepts even though they are not immediately relevant
♠	required to understand and participate in complex situations.
♠	concentrating on important issues by drawing up action plans

INTJ’s are least comfortable when:

♠	asked to repeat essentially the same activity over and over again
♠	given precise instructions to follow with little room for maneuver
♠	asked to attend to detail and tie up loose ends
♠	involved in situations which require action without planning
♠	asked to do something without a context or apparent purpose and to participate in situations emphasizing emotions and feelings
♠	involved in unstructured activities where ambiguity and uncertainty are high, e.g. with open-ended problems
♠	faced with a lot of alternative techniques without any being explored in depth

ENTP

ENTPs are most comfortable learning when:

♠	experiencing new problems/opportunities from which to learn
♠	stepping into the limelight or positions of high visibility, e.g. chairing meetings, leading discussions, giving presentations
♠	engaged in a wide variety of diverse activities
♠	involved with other people, e.g. discussing ideas, solving problems as part of a team
♠	acquiring knowledge which is part of a system, model, concept, theory
♠	given the chance to question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session, by checking a paper for inconsistencies
♠	intellectually stretched, e.g. by analyzing a complex situation, by being tested in a tutorial session, by learning with high caliber people who ask searching questions
♠	listening or reading about ideas and concepts that emphasize rationality or logic and are well argued
♠	analyzing and then generalizing the reasons for success or failure
♠	required to understand and participate in complex situations

ENTP’s are least comfortable when:

♠	required to engage in solitary work, e.g. reading, writing, thinking on their own
♠	involved in a passive role, e.g. listening to lectures, explanations, statements of how things should be done, reading, watching
♠	asked to stand back and not be involved
♠	asked to repeat essentially the same activity over and over again, e.g. when practicing
♠	given precise instructions to follow with little room for maneuver
♠	required to attend to detail or tie up loose ends
♠	asked to participate in situations emphasizing emotions and feelings

ENTJ

ENTJs are most comfortable learning when:

♠	experiencing new problems or opportunities from which to learn
♠	catching the limelight, e.g. when chairing meetings, leading discussions, giving presentations
♠	involved with other people e.g. discussing ideas, solving problems as part of a team
♠	acquiring knowledge which is part of a system, model, concept, theory
♠	given the chance to question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session, by checking a paper for inconsistencies
♠	intellectually stretched, e.g. by analyzing a complex situation, by being tested in a tutorial session, by learning with high caliber people who ask searching questions
♠	placed in structured situations with a clear purpose
♠	listening or reading about ideas and concepts that emphasize rationality or logic and are well argued
♠	analyzing and then generalizing the reasons for success or failure
♠	required to understand and participate in complex situations

ENTJs are least comfortable when:

♠	required to engage in solitary work, e.g. reading, writing, thinking on their own
♠	they are given precise instructions to follow with little room for maneuver
♠	asked to do a thorough job, e.g. to attend to detail, tie up loose ends
♠	given precise and specific instructions of how things should be done
♠	asked to do something without a context or apparent purpose and they have to participate in situations emphasizing emotions and feelings
♠	asked to act or decide without a basis in policy, principle or concept
♠	faced with a lot of alternative techniques without any being explored in depth
♠	However, engaging in learning activities that contain some of the above is often of greater benefit in terms of their overall development, as discussed earlier.

INFP

INFPs are most comfortable learning when:

♠	experiencing new problems or learning opportunities
♠	allowed to generate ideas without constraints of policy or structure or feasibility
♠	required to engage in solitary work, e.g. reading, writing, thinking
♠	allowed or encouraged to watch/think/check over activities
♠	able to stand back from events and listen and observe, e.g. observing a group at work, taking a back seat in a meeting, watching a video
♠	allowed to think before acting or to assimilate before commenting
♠	given time to prepare, or read in advance
♠	allowed to reach a decision in their own time without pressure and tight deadlines
♠	acquiring knowledge that is part of a system, model, concept, theory
♠	offered interesting ideas and concepts even though these are not immediately relevant

INFPs are least comfortable when:

♠	forced into the limelight, e.g. to act as leader or to role-play in front of onlookers
♠	involved in situations which require action without planning
♠	given instructions about how things should be done, with little room for maneuver
♠	asked to repeat essentially the same activity over and over again, e.g. when practicing a task
♠	asked to attend to detail or tie up loose ends
♠	faced with a lot of alternative techniques without any being explored in depth

INFJ

INFJs are most comfortable learning when:

♠	reading, reflecting, exchanging ideas and linking them to their existing knowledge
♠	allowed to generate ideas without constraints
♠	involved with other people e.g. discussing ideas, solving problems as part of a team, feeling it is appropriate to ‘have a go’
♠	able to stand back from events and listen/observe, e.g. observing a group at work, taking a back seat in a meeting, reflecting on what they have learnt
♠	allowed to think before acting, to assimilate before commenting, or given time to prepare or to do background reading
♠	given the chance to question and probe the basic methodology, assumptions or logic behind an idea
♠	in structured situations with a clear purpose
♠	asked to assess beforehand what they will learn from a project, and to appraise afterwards what they have learned

INFJs are least comfortable when:

♠	asked to repeat essentially the same activity over and over again, e.g. when practicing a task
♠	having to carry out painstaking research, e.g. investigating, assembling information, probing to get to the bottom of things, or when asked to produce carefully considered analyses and reports
♠	‘forced’ into the limelight, e.g. to act as leader or chairman
♠	having to stick to precise and specific instructions about how things should be done
♠	asked to act or decide without a basis in policy, principle or concept
♠	the focus is on analysis, detail or facts and figures

ENFP

ENFPs are most comfortable learning when:

♠	experiencing new problems or learning opportunities
♠	there are a wide range of diverse activities
♠	asked to be in the limelight or positions of high visibility
♠	allowed to generate ideas without constraints of policy or structure or feasibility
♠	involved with other people, e.g. discussing ideas, solving problems as part of a team
♠	when acquiring knowledge which is part of a system, model, concept, theory
♠	they can question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session
♠	offered interesting ideas and concepts even though they are not immediately relevant
♠	shown techniques for personal improvement, such as how to make a good first impression, how to deal with awkward people

ENFPs are least comfortable when:

♠	involved in a passive role, e.g. listening to lectures, monologues, explanations, statements of how things should be done, reading, watching
♠	asked to stand back and not be involved
♠	required to engage in solitary work, e.g. reading, writing, thinking on their own
♠	asked to repeat essentially the same activity over and over again, e.g. when practicing tasks
♠	they are given precise instructions to follow with little room for maneuver
♠	required to focus on detail or tie up loose ends

ENFJ

ENFJs are most comfortable learning when:

♠	tackling new problems/opportunities from which to learn
♠	experiencing excitement/drama/crisis and a range of diverse activities to tackle
♠	being in the limelight e.g. they can ‘chair’ meetings, lead discussions, give presentations etc.
♠	allowed to generate ideas without constraints of policy or structure or feasibility
♠	involved with other people, e.g. discussing ideas, solving problems as part of a team
♠	allowed or encouraged to watch/think/check over activities;
♠	acquiring knowledge which is part of a system, model, concept, theory
♠	in structured situations with a clear purpose

ENFJs are least comfortable when:

♠	they can’t see sufficient reward from the learning activity, e.g. harmonization, shorter meetings, standardization, greater efficiency.
♠	involved in a passive role, e.g. listening to lectures, monologues, explanations, statements of how things should be done, reading, watching
♠	asked to stand back and not be involved
♠	required to assimilate, analyse and interpret lots of data
♠	required to engage in solitary work, e.g. reading, writing, thinking on their own
♠	asked to repeat essentially the same activity over and over again, e.g. when practicing tasks
♠	they have precise instructions to follow with little room for maneuver
♠	asked to attend to detail, tie up loose ends, focus on the task in hand

ISFJ

ISFJs are most comfortable learning when:

♠	engrossed in short ‘here and now’ activities such as competitive teamwork tasks, role-playing exercises
♠	standing back from events as observers, e.g. taking a back seat in a meeting, watching a group at work, a video or presentation
♠	allowed to think before acting, to assimilate before commenting
♠	finding themselves in structured situations with a clear purpose
♠	shown techniques which achieve obvious practical benefits, i.e. in time, making a good first impression, dealing with awkward people
♠	they can try out and practice techniques with coaching and feedback
♠	exposed to a model they can copy, e.g. a respected boss or an expert with a proven track record

ISFJs are least comfortable when:

♠	forced into the limelight, e.g. to act as leader, to role-play in front of onlookers
♠	involved in situations which require action without planning
♠	asked to do something without warning, e.g. to produce an instant reaction
♠	involved in unstructured activities where there is ambiguity and uncertainty
♠	the learning is abstract and theoretical and not related to an immediate need or practical benefit
♠	there is no practice or clear guidelines on how to do something
♠	they feel that people are going round in circles and not getting anywhere fast enough
♠	expected to act without clear guidelines or opportunities for planning or practice
♠	they can’t see sufficient reward from the learning activity, e.g. shorter meetings, standardization, greater efficiency
♠	faced with a lot of alternative or contradictory techniques and methods without any being explored in depth.

ISTJ

ISTJs are most comfortable learning when:

♠	engrossed in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises
♠	able to stand back from events and listen/observe, e.g. observing a group at work, taking a back seat in a meeting
♠	allowed to think before acting, assimilate before commenting, to prepare in advance
♠	carrying out painstaking research
♠	given the opportunity to review what they have learnt
♠	asked to produce carefully considered analyses and reports
♠	finding themselves in structured situations with a clear purpose
♠	presented with ideas and concepts that emphasize rationality or logic, and are well argued
♠	when concentrating on, or being shown techniques for doing things with obvious practical advantages e.g. saving time, drawing up action plans, dealing with awkward people
♠	given the chance to try out and practice techniques with coaching/feedback from a credible expert
♠	exposed to a model they can copy, e.g. a respected boss, a demonstration from someone with a proven track record
♠	given immediate opportunities to implement what they have learned

ISTJ’s are least comfortable when:

♠	the learning is abstract and theoretical and or practical benefit
♠	expected to act without clear guidelines or opportunities for planning or practice there is no practice or clear guidelines
♠	there are political, managerial or personal obstacles to implementation
♠	asked to do something without warning, e.g. to produce an instant reaction
♠	obliged to participate in situations with a strong emotional or interpersonal content
♠	involved in unstructured activities where there is ambiguity and uncertainty

ESFJ

ESFJs are most comfortable learning when:

♠	engrossed in short ‘here and now’ activities such as competitive teamwork tasks, role-playing exercises
♠	they are in the limelight or a position of high visibility e.g. they can ‘chair’ meetings, lead discussions, give presentations
♠	involved with other people e.g. discussing ideas, solving problems as part of a team
♠	there is an obvious link between the subject matter and a problem or opportunity on the job
♠	shown techniques which achieve obvious practical benefits, e.g. in saving time, making a good first impression, dealing with awkward people
♠	they can try out and practise techniques with coaching and feedback
♠	exposed to a model they can copy, e.g. a respected boss or an expert with a proven track record

ESFJ’s are least comfortable when:

♠	involved in a passive role, e.g. listening to lectures, , explanations, statements of how things should be done, reading, watching
♠	required to assimilate, analyse and interpret lots of data
♠	required to engage in solitary work, e.g. reading, writing, thinking on their own
♠	the learning is abstract and theoretical and not related to an immediate need or practical benefit
♠	expected to act without clear guidelines or opportunities for planning or practice
♠	they can’t see sufficient benefit from the learning activity, i.e., shorter meetings, standardisation, greater efficiency.

ESTJ

ESTJs are most comfortable learning when:

♠	engrossed in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises
♠	stepping into the limelight or positions of high visibility, e.g. chairing meetings, leading discussions, giving presentations
♠	involved with other people e.g. discussing ideas, solving problems as part of a team
♠	finding themselves in structured situations with a clear purpose
♠	shown techniques which achieve obvious practical benefits, e.g. in saving time, making a good first impression, dealing with awkward people
♠	they can try out and practice techniques with coaching and feedback
♠	exposed to a model they can copy, e.g. a respected boss or an expert with a proven track record
♠	given immediate opportunities to implement what they have learned

ESTJ’s are least comfortable when:

♠	involved in a passive role, e.g. listening to lectures, explanations, statements of how things should be done, reading, watching
♠	required to assimilate, analyse and interpret lots of data
♠	required to engage in solitary work, e.g. reading, writing, thinking on their own
♠	the learning is abstract and theoretical and not related to an immediate need or a practical benefit
♠	the organizers of the learning, or the event itself, seem distant from reality, all theory and general principles
♠	expected to act without clear guidelines or opportunities for planning or practice
♠	they can’t see sufficient benefit from the learning activity, i.e. shorter meetings, standardization, greater efficiency

ISFP

ISFPs are most comfortable learning when:

♠	engrossed in short ‘here and now’ activities such as competitive teamwork tasks
♠	engaged in a wide range of diverse activities
♠	allowed or encouraged to watch/think/check over activities
♠	able to stand back from events and listen or observe
♠	allowed to think before acting, to assimilate before commenting, e.g. time to prepare, a chance to read in advance a brief giving background data
♠	they can reach a decision in their own time without pressure and tight deadlines
♠	there is an obvious link between the subject matter and a problem or opportunity on the job
♠	shown techniques for doing things with obvious practical advantages e.g. how to save time, how to make a good first impression, how to deal with awkward people
♠	they can try out and practice techniques with coaching and feedback
♠	given techniques currently applicable to their own jobs
♠	given immediate opportunities to implement what they have learned
♠	they can concentrate on practical issues, e.g. drawing up action plans with an obvious end product, suggesting short cuts, giving tips

ISFPs are least comfortable when:

♠	the learning is not related to an immediate need they recognize or they cannot see an immediate relevance or practical benefit
♠	the organizers of the learning, or the event itself, seem distant from reality, all theory and general principles
♠	there is no practice or no clear guidelines on how to do something
♠	forced into the limelight, e.g. to act as leader/chairman, or to role-play in front of on-lookers

ISTP

ISTPs are most comfortable learning when:

♠	set problems to solve and can engross themselves in the subject
♠	there are a range of diverse activities
♠	allowed to generate ideas without constraints of policy or structure or feasibility
♠	able to stand back from events and listen or observe
♠	allowed to think before acting or assimilate before commenting
♠	they can carry out research, i.e. investigate, assemble information, probe to get to the bottom of things
♠	they have the opportunity to review what has happened or what they have learned, i.e. are asked to produce carefully considered analyses and reports
♠	there is an obvious link between the subject matter and a problem or opportunity on the job
♠	they have the chance to try out and practise techniques with coaching or feedback from a credible expert
♠	given techniques currently applicable to their own jobs
♠	given immediate opportunities to implement what they have learned

ISTP’s are least comfortable when:

♠	the learning is not related to an immediate need they recognize or can see, or there appears to be no immediate relevance or practical benefit
♠	the organizers of the learning, or the event itself, seem distant from reality, all theory and general principles
♠	there is no practice or clear guidelines on how to do something
♠	they feel that people are going round in circles, engaging in pointless discussion and not getting anywhere fast enough
♠	there are political, managerial or personal obstacles to implementation
♠	they can’t see sufficient reward from the learning activity, e.g. harmonization, shorter meetings, standardization, greater efficiency.
♠	asked to attend to detail, tie up loose ends, focus on the task in hand

ESFP

ESFPs are most comfortable learning when:

♠	experiencing new problems or opportunities from which to learn
♠	engrossing themselves in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises
♠	experiencing excitement/drama/crisis and a range of diverse activities to tackle
♠	they are in the limelight or a position of high visibility, e.g. chairing meetings, leading discussions, giving presentations
♠	allowed to generate ideas without constraints of policy or structure or feasibility
♠	involved with other people, e.g. discussing ideas, solving problems as part of a team
♠	shown techniques for doing things with obvious practical advantages e.g. how to save time, how to make a good first impression, how to deal with awkward people
♠	they can try out and practice techniques with coaching and feedback
♠	given techniques currently applicable to their own jobs
♠	given immediate opportunities to implement what they have learned

ESFP’s are least comfortable when:

♠	in a passive role, e.g. listening to lectures, , explanations, statements of how things should be done, reading, watching
♠	asked to stand back and not be involved
♠	required to engage in solitary work, e.g. reading, writing, thinking on their own
♠	faced with a lot of theory, analysis or abstract thinking
♠	the learning is not related to an immediate need or a practical benefit
♠	expected to act without clear guidelines or opportunities for planning or practice

ESTP

ESTPs are most comfortable learning when:

♠	set problems to solve
♠	engrossed in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises
♠	there is excitement, drama, crisis or a range of diverse activities to tackle
♠	stepping into the limelight or positions of high visibility, e.g. chairing meetings, leading discussions, giving presentations
♠	involved with other people e.g. discussing ideas, solving problems as part of a team
♠	listening to or reading about ideas and concepts that emphasize rationality or logic and are well argued
♠	shown techniques which achieve obvious practical benefits e.g. in saving time, making a good first impression, dealing with awkward people
♠	trying out or practicing techniques with coaching or feedback
♠	given immediate opportunities to implement what they have learned

ESTP’s are least comfortable when:

♠	the learning is abstract and theoretical and not related to an immediate need or practical benefit
♠	expected to act without clear guidelines or opportunities for planning or practice
♠	there is no practice or clear guidelines on how to do something
♠	they can’t see sufficient reward from the learning activity, e.g. shorter meetings, standardization, greater efficiency.
♠	required to engage in solitary work, e.g. reading, writing, thinking on their own or having to participate in situations emphasizing emotions and feelings.
♠	asked to attend to detail, tie up loose ends, focus on the task in hand

source: http://www.teachersrock.net/index.htm

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article Strange

5 Super Short Stories To Creep You Out

February 9, 2017 Published by: Jhoon

“hiscomming” by glooh

My New Doggie!

by Ratfink333

I went to the animal shelter a couple weeks ago and adopted a beautiful young golden retriever. He’s the smartest dog I’ve ever met. Within days, he knew “sit,” “stay,” and “roll over.” I even taught him the old trick where you make a gun with your hand and say “bang,” and he rolls onto his back and plays dead. The problem is, dogs are much better with hand signals than voice cues, so now, as soon as I make a finger gun, he rolls over onto his back and eagerly looks at me for his treat.

I’m sitting on the couch watching a movie in the dark and my puppy is on the hardwood floor in front of me, chewing on his new toy. He looks up towards me, pauses, then rolls onto his back, his tongue out and begging for a treat. I realize he’s looking over my head, beyond the couch. The floor behind me creaks.

Mister Nobody

By IPostAtMidnight

Everyone knew Cassie. She was a friendly child, sure, but I think the neighborhood knew her because she knew us. She was the reason our block felt like a family.

“Girl’s got second sight,” Alletta Johnson would proclaim from her window perch.

I’ve never believed in such things, but I’ll admit Cassie had a gift. To her, Alletta Johnson was “Miss Grandma,” while the girl who drove the ice cream truck was “Miss Dog Doctor.” Our mailman was “Mister Painter.” She played hopscotch and jump-rope with kids she’d dubbed “Singer,” “Teacher,” and “Fireman.”

I asked her about all the nicknames once, and from what I could understand they came from how she saw people—as potential. She didn’t exactly see our futures, she just saw us at our ideal.

“Everybody glows, Mister Writer,” she told me. “Everybody’s good.”

I’d never told anyone I wanted to write. It was a secret dream, not one I’d let myself take seriously. Yet somehow, she saw it in me. That’s how she saw all of us.

One afternoon I was cooling off on my front stoop when she skipped down the sidewalk with a stranger at her side. She had obviously enchanted him, just like everyone else. We smiled and waved, and as they passed I asked, “Who’s your friend, Cassie?”

She paused, tilting her head in confusion before exclaiming, “Oh! You’re being writery, Mister Writer!”

I should’ve paid more attention as she laughed and twirled off down the street, followed by the stranger. I should’ve realized.

Cassie always saw the good in people.

Cassie could only see the good in people.

But not everybody is good.

What they don’t tell you about the dead

by Crimsai

I don’t want to sound mean, but the dead are pretty clueless. I’ve always seen them. When I was younger everyone thought I was just talking to imaginary friends. After a couple years, when I overheard my parents talk about calling a psychologist, I realised what I was talking to. See, ghosts don’t tend to realise they’re dead, and they don’t look like in the movies, they look just like us.

I’m pretty smart for a 13 year old, so I started noticing certain patterns to tell them apart from the living. They could be a bit distant from living people, or you’d see them try to talk to people who wouldn’t even notice them. Some of them could tell I was different, that I noticed them. Like this guy I saw after school yesterday. I’m a big boy now, see, I don’t need my parents to pick me up, home is just a short walk away. He was standing away from the other parents, didn’t talk to them, just stared at me, that’s how I knew he was one of the ghosts. I went over, told him I knew what he was and asked how I could help him. I don’t remember much after that, I think because of what happened this morning.

Downstairs, my parents were crying. I tried talking to them but they ignored me. They must have died last night somehow, sometimes the new ghosts wouldn’t talk to me. Some police officers and reporters just arrived, they won’t talk to me either, just my parents. It’s weird, I’ve never seen so many ghosts together before. Why won’t anyone talk to me?

Behind Closed Doors

by Lillpi

The neighbor was a weird man, he was reclusive and never really spoke to anyone. Tom liked to scare me by saying he must be a murderer, that he always kept to himself so people wouldn’t catch on. I didn’t like the jokes and would tell him off, the neighbor was probably just shy. Although I got mad at the jokes I had to admit, the neighbor did make me uncomfortable. Tom worked a mix of day and night shifts, tonight happened to be one of his night shifts, I don’t like the idea of being home alone at night, everything seems more sinister but I tend to shake these feelings by watching some TV and going to bed.

I was jolted awake by a loud noise, maybe Tom had come home? I looked at my clock and saw it was 2:30 in the morning. Panic rose, my mind was racing and I didn’t know what to think, there was only two facts that kept repeating in my mind; Tom didn’t finish work till 6 and that noise came from inside the house. I quickly looked out the second storey bedroom window to the drive way below in case he did come back early, his car wasn’t there but what I saw made my blood run cold, it was my neighbor breaking into my house. I grabbed my phone and called the police. I waited in my room, too scared to go downstairs and prayed the police would come in time. They did, they caught him.

I was still in my bedroom, watching from my window as they took him to the car, he was struggling and screaming, he really was a mad man. “You don’t understand!” He yelled ” I saw someone else go in the house!” as my brain was processing his meaning I heard my bedroom door shut behind me.

The President is Human

by OsoBrazos

Philip started the video clip as soon as Rose closed the door to the editing bay. Charlie Clark, the newly elected President’s head speech writer moved on screen. He was familiar to the small group in the sound-proof room; he had worked at their news station for three years before taking his current position in November of 2016. He was dressed nicely and spoke eloquently enough, but his hands betrayed his nerves. He kept running fingers through his hair, straightening his tie, and sipping water.

“…and, unlike the President, I can say whatever I want,” Charlie quipped onscreen to the laughter of the assembled journalists. “But seriously, the goal of a speech writer is not to tell the President how he feels – we are not in danger of running the world accidentally – it’s to put the President’s feelings, the feelings he was elected to have, into the perfect words.

“Say the President is fuming over a human rights violation. The President is human, he’s allowed to be angry. In fact, he’s so angry his commendable diction slips. It’s my job to craft a statement that encapsulates the President’s anger – is the verbal embodiment of his sense of injustice – so he can deliver that to the world.”

Philip stopped the video and spoke. “As the Secret Service led us away from this conference, one of them pressed a paper into my hand. It was a code Charlie and I used as war correspondents in Afghanistan. It says the phrases made when he touched his tie were false.”

Philip played those segments. “I can say whatever I want.” “We are not in danger.” “The President is human.”