TEST QUESTIONS ON LESSON IX

CHARACTEROLOGY
AN EXACT SCIENCE

Including
STUDENT'S ONLINE COURSE
IN FIFTEEN LESSONS

THE STUDENT MUST REINFORCE STUDY WITH PRACTICE
General Instruction To The Student

CHARACTER READING AN ART ACQUIRABLE BY ALL

TEST QUESTIONS ON LESSON IX

Lesson IX - Page 30

(Before undertaking Lesson X be sure you can answer, satisfactorily to yourself, the following Test Questions on Lesson IX.)

What should be the aim of the analyst as to the form of his statements? Why is a suitable vocabulary desirable?
How can objectionable terms be avoided? What diplomatic expression should be used in describing a character as "weak"?
When can the character of a subject be described in a single word or phrase?
What important rule might be called the "keynote" of analysis?
What is the object of the Characterological Dictionary? How is it to be used in practice?
To what cranial district, in high development, do the following traits apply: Keen, Sagacious, Discerning, Critical, Assertive? To what district in low development do these traits apply: Inexact, Unobservant, Thoughtless, Non-critical, Unenterprising?
Name five high development traits applying to District II. Mention three traits applying to this district in low development.
Which of the following traits of District III are found in high and which in low development - Timid, Yielding, Boastful, Stubborn, Unselfish, Self-Reliant, Cruel, Wavering, Condescending, Variable?
Name three traits that belong to District IV when highly developed. Is low development of this district usual with men or women? What are its indications in low development?
What six traits can you give of District V, when highly developed? What six in low development?
To what district, when highly developed, do traits of combativeness and courage refer? What are the indications of this district in low development?
Name three traits of District VII in high development. Three in low development.
How are the Temperamental traits listed in this Lesson deduced? Give examples of active (choleric) traits. Of passive (phlegmatic) traits.
State some of the favorable traits applying to the choleric temperament, and some unfavorable.
State five favorable signs of the phlegmatic temperament. Five unfavorable.
List a few favorable and a few unfavorable terms referring to abilities and capacities based on all characterological signs in combination. Five likes and dislikes.
Name five tendencies and tastes indicated by all signs in combination.
How are tendencies in sport and pastimes decided?
How are occupational traits entered, in deciding as to the capacity of an individual?
Give five traits desirable for artists and architects.
Name some traits the scientific author should possess. The non-scientific.
List a few traits desirable for bankers. For salesmen and promoters.
Mention several traits which scientific instructors should possess. Non-scientific. Inventors. Journalists. Lawyers.
Give some traits desirable for manufacturers and merchants. For physicians and surgeons. For politicians.
What matters should employers especially consider in the selection of employees? To what is absence of any desirable qualification in an application equivalent? Give some traits desirable for employees.

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University of Characterology
Statement on Poverty

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UNESCO's Director-General highlights key role of education in poverty eradication

October 17, 2003 - Poverty presents a threat to world security that affects each and every one of us, says the Director-General of UNESCO, Koïchiro Matsuura in his message on the occasion of the International Day for the Eradication of Poverty.

Some three billion women and men live on less than two dollars a day. Eight million children die each year as a result of poverty. But poverty is not inevitable, Mr Matsuura added. More