College of Saint Benedict and Saint John's University
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The Political Personality of Former U.S. Vice President Joe Biden
Get PDFNote: The paper whose abstract appears below, titled The Political Personality of Former U.S. Vice President Joe Biden has been replaced on the \u27Download\u27 tab with an updated paper containing a more thorough personality assessment and a more detailed leadership style analysis, titled The Political Personality of 2020 Democratic Presidential Nominee Joe Biden. The earlier paper has been archived and may be uploaded at the bottom of this page from the hyperlink under \u27Additional Files.\u27
This working paper presents the results of an indirect assessment of the personality of former U.S. vice president Joe Biden — a contender for the Democratic nomination in the 2020 presidential election — from the conceptual perspective of personologist Theodore Millon. Information concerning Biden was collected from biographical sources and media reports and synthesized into a personality profile using the Millon Inventory of Diagnostic Criteria (MIDC), which yields 34 normal and maladaptive personality classifications congruent with DSM-III-R, DSM-IV, and DSM-5.
The personality profile yielded by the MIDC was analyzed on the basis of interpretive guidelines provided in the MIDC and Millon Index of Personality Styles manuals. Biden’s primary personality pattern was found to be Outgoing/gregarious, complemented by secondary Ambitious/confident and Accommodating/cooperative patterns and a subsidiary Dominant/asserting tendency.
In essence, Biden may be characterized as a conciliatory extravert. The conciliatory extravert subtype combines outgoing and accommodating (agreeable) features. These individuals have strong affiliation motives and are driven to seek approval. They want others to like them and view them as a friend or ally. To achieve that goal, they often compliment, praise, or flatter others, presenting an image of goodwill. When disagreements occur, they attempt to smooth things over, sometimes at the cost of conceding.
Leaders with Biden’s personality profile are likely to exhibit an interpersonal leadership style, characterized by flexibility, compromise, and an emphasis on teamwork
Toward a Christian Approach to the Natural Sciences: Integrating our Faith and the Sciences
No full textHate Harms: Remembering Why We Remember the Civil Rights Movement
No full textTraci West delivered the MLK Week Convocation at 3:30 p.m. Monday, Jan. 21, at Escher Auditorium, Benedicta Arts Center, CSB. West, the James W. Pearsall Professor of Ethics and African-American Studies at Drew University Theological School in Madison, New Jersey, will speak on “Hate Harms: Remembering Why We Remember the Civil Rights Movement” on MLK Day.
West noted that people are often overwhelmed by deepening political divisions and moral conflicts, “especially the increased public expressions of hate and intolerance regarding race, religion, sexuality and national identity,” she said.
“As we seek inspiration and hope from recalling the leadership of Martin Luther King Jr. and other organizers of the civil rights movement, we must remember why they stood up against hate and social injustice,” West said. “We must remember how they refused to allow our nation to ignore the harmful consequences that injustice inflicts on the everyday lives of vulnerable people.”
West is the author of “Disruptive Christian Ethics: When Racism and Women’s Lives Matter” (2006); “Wounds of the Spirit: Black Women, Violence and Resistance Ethics (1999) and editor of “Our Family Values: Same-sex Marriage and Religion (2006). She is also written articles on violence against women, racism, clergy ethics, sexuality and other justice issues in church and society.
In 2016, West received the inaugural Walter Wink Scholar Activist Award from Auburn Seminary, which recognizes “God’s troublemakers” and those whose scholarship makes a tangible, real difference to advance justice and peace in our world
Surviving Anatomy and Physiology: can metacognitive training help?
No full textStudents both love and hate Human Anatomy and Physiology (and other challenging upper-division courses). Success in challenging courses requires metacognitive ability and self-efficacy. The research is unclear, however, regarding how metacognitive ability and self-efficacy influence each other. High self-efficacy may increase metacognitive performance because self-efficacy increases intrinsic motivation and improves use of effective learning strategies. The reverse relationship - a positive effect of metacognitive performance on self-efficacy - may or may not exist. If metacognitive training increases self-efficacy, the value of metacognitive training would be amplified by a synergistic effect of metacognition and self-efficacy on academic performance. The effect would be especially important in courses perceived as challenging because self-efficacy is situation-specific; general academic ability does not determine self-efficacy in course.
This study hypothesized that improved metacognitive performance would increase self-efficacy and academic performance. Results indicated that metacognitive training improved student metacognitive practices and attenuated decreases in student self-efficacy. Neither of these effects increased academic performance measures (exam scores and final course grades)
IVF: We Can, But Should We?
No full textThe medical ethics of in vitro fertilization and reproductive technologie