Agile Mind Research Articles

Ambidextrous leadership: a distinct pathway to build talent agility and engagement

ABSTRACT Employees face traumatic experiences as they have to deal with ambiguity, complexity, and an ever-changing business environment due to the COVID-19 outbreak. A suitable leadership approach is required to make strategic decisions and develop employees’ agile mind set in the new work setting. Therefore, this study emphasises the strategic role of ambidextrous leadership in building an agile talent, thus enhancing employee engagement. It is also recommended that HRD professionals develop an innovative culture wherein leaders can foster both exploitation and exploration behaviour among subordinates at a high level. Thus, employees become flexible, openly express their ideas, and take risks without fear of undesirable results while applying novel practices leading to high employee engagement.

The Elusive Progress of Prosodical Study: Essays in Honor of Thomas Cable

The Elusive Progress of Prosodical Study: Essays in Honor of Thomas Cable

De-biasing Counsel: A Call for Agile Minds in Arbitration

Unconscious biases have been a hot topic for decades and have found their way into arbitration. While the decision-making process of arbitrators has been the focus of attention, there is hardly any legal literature that deals with potential biases of counsel. Psychological studies have identified a general overconfidence bias in counsel that can have a negative impact on case assessments. As a solution to this issue, a recent study of 2018 showed how to use de-biasing techniques and how this improved case assessments: analysing almost 500 law students in the United States, the study demonstrated how overconfidence and self-serving judgments of fairness could tamper with the ability to assess the value of a case when the students were required to represent a client’s interests. This effect is called ‘partisan bias’. The study displayed its effect on specific case valuation methods and demonstrated how it could be partly eliminated by a de-biasing technique called ‘consider the opposite’. Further, the study showed that individuals with a high score of a need for cognitive closure, i.e., a motivational tendency to prefer clear answers over ambiguity, were more inclined to be susceptible to partisan bias, however were equally likely to be receptive to de-biasing. International arbitration, Partisan Bias, Overconfidence, De-biasing, Decision-making, Case assessment, Settlements, Negotiation, Need for cognitive closure, Consider the opposite

THIS WORKSHOP WILL BE IMPROVISED: HOW THE PRINCIPLES OF IMPROVISATIONAL THEATER CAN MAKE YOU A BETTER TEACHER, TEAMMATE, AND CLINICIAN

This is a workshop for educators, clinicians, residents, child and adolescent psychiatry fellows, and students to improve their communication and teaching skills through a series of interactive sessions based around the principles of improvisational theater. The participants will, within the context of the session, improve their abilities to think on their feet, learn to adapt to common mistakes and errors in communication, and improve their abilities to connect in the moment with students, colleagues, and patients. The Workshop is designed to be a 2½-hour program. The time will be allotted into a 30-minute opening discussion about improvisational theory and its usefulness in an educational setting, followed by three 30-minute breakout groups designed to build improvisational skill. We will close with a 30-minute wrap-up session and demonstration period along with a Q&A session with the facilitators. 1) Opening: The 2 facilitators will discuss utilization of improvisational theory in facilitating effective communication, adapting to change, and managing stress. One introductory discussion will be led by a medical doctor (Lee Lewis, MD), and the other will be led by an improvisational teacher and author (Gregory Tavares). 2) Workshop 1: The first workshop will focus on improving attendees’ abilities to think on their feet. Specific improvisational skills and games will be taught to show the importance of a quick and agile mind and how to tap into and enhance your ability to improvise. 3) Workshop 2: The second workshop will focus on adapting to errors and mistakes. Specific improvisational skills and games will be utilized to examine how some errors occur and how to adapt in the moment effectively to maximize educational and communicative benefit. 4) Workshop 3: The final workshop will focus on making connections. Specific improvisational skills and games will be utilized to show attendees how to bond with students, colleagues, and patients more effectively in clinical and educational settings. Participants will learn valuable communication and teaching skills, including thinking on your feet, being adaptable to change, and making personal connections. In a very informative and fun workshop, attendees’ communication skills will be improved by a “crash course” in improvisational theater skills.

For distinguished contributions to psychophysiology: Margaret M. Bradley

For distinguished contributions to psychophysiology: Margaret M. Bradley

Managing integrated care – experiences form developing a digital pathology network

Introduction : Sweden is currently facing a great lack of pathologists and therefore a shortage of competence and capacity for daily diagnostics and for training new pathologists. This shortage, found both in the labs and in the diagnostic process, impose several challenges to the pathological care in Sweden, e.g. restricted cancer care processes, extended lead times, and poor quality. In 2015, a digital network model for expert diagnostics based on collaboration between disciplines, activities and regions was developed and implemented nationally. There is scarce research on how this kind of integrated care collaborations can be managed and developed. By studying this network model, the research aims to develop the current “best practice” and inform how to optimally manage project aimed for integrated care. Theory/Methods : The theoretical framework of this study was guided by research on project administration and change management. The initial stage of the project aimed to develop a digital network model for expert diagnostics. The development work was organized as a pilot study where county councils, hospitals, research institutes and private companies were involved (9 stakeholders). The second stage of the project focused on the implementation process, and reported below is the findings from an interview study with the participating representatives in the project group and the steering committee during the implementation process. Results : The results show a range of challenges associated with successful project management, organizational development, and network-based services. Characteristically, the participants' described the project as relevant, but challenging in releasing time for project activities, and unclear expectations on the project team's role and efforts. The results also depict a project in constant change regarding goals and performance putting demands on perceptive management. Discussion : The discussion involves issues on the challenges depicted in the study and how they can be understood and managed. The challenges can to a large extent be understood as effects of different stakeholder (organisational) logics, with e.g. different time perspectives and government structures. Since the interests and priorities evolve over time, often in diverse manners, the management should have an agile mind set meeting the project needs in different phases. Conclusion : Extended initiatives to establish shared expectations and agreements between all stakeholders concerned – a central condition for long-term individual project commitment – were needed. Lessons learned : While previous research recognizes the importance of a shared project vision, insights from this case of an integrated network also underline need for project administrators and managers to continually balance new inputs, interests and priorities as the project evolves. Limitations : The study was limited in collecting interview data from a limited number of project participants. Additional interviews with e.g. different stakeholder representatives would have a provided a more detailed project picture. Suggestions for future research : Further research is needed on project cooperation between different types of stakeholders in order to develop efficient integrated care.

Importance of Informal Learning over Formal Learning in 21st Century

“Informal learning is enhanced when humans participate in interactive experiences”. – Allen (2004; Birchfield et al. 2008) .The unique learning needs of every learner, support the positive human relationships needed for effective learning. Learning environments are the structures, tools, and communities that inspire students and educators to attain the knowledge and skills the 21st century demands of us all. So far, we have considered how buildings, schedules, and technology all contribute to 21st century learning. Now we come to the most essential element of all: the “people network.” This is the community of students, educators, parents, business and civic leaders, and policymakers that constitute the human resources of an educational system. The flexible spaces that enable productive learning and shared work/play opportunities, the creative uses of time that promote continuous learning, the extensible technologies that support collaboration among the school community and the outside 22 world – all these systems are valuable only in so far as they effectively support the human connections on which The age-old connection between strong minds and strong bodies has always made good sense, but we now have the educational research to back it up. If we want our children to have sound and agile minds, we need to help them achieve sound and agile bodies. To educate the whole child, though, schools must devote themselves to more than the mind-body connection alone. They must attend to the emotional and social learning needs of children, as well as to more traditional objectives of academic achievement and physical education. Research and observation shows that human ware with its par aphelia is most important. Many of the successful organizations that we see around us today attribute their success to employees who are empowered to learn and innovate at great speeds. These are organizations that have buried their outlook about traditional styles of learning and development (Land amp;D) and embraced new strategies or models. They have realized that, with the traditional approach, it is impossible to achieve a high growth or efficiency because the way people learn has undergone a disruptive transformation…from formal ‘structured’ learning’ to informal ‘social learning’.” – The 70:20:10 Landamp;D Model for Developing a High-Citizens of the 21st century need to think critically and creatively, embrace diversity and ambiguity, and create as well as consume information. They need to be resourceful and self-reliant, while also skilled at collaboration and group process. They need to understand the many “languages” of modernity – such as mathematics, science, and technology – and be fluent in varied forms of communication – such as persuasion, presentation, and self- expression. “You can see an evident shift from formal curriculum-based learning to informal just-in- time learning, and this is just the beginning!” – Pooja Jaisingh

Adam Ferguson in the Scottish Enlightenment: The Roman Past and Europe’s Future, by Iain McDaniel

Adam Ferguson in the Scottish Enlightenment: The Roman Past and Europe's Future, by Iain McDaniel. Cambridge, Harvard University Press, 2013. xii, 276 pp. $45.00 US (doth). Along with his highly celebrated colleagues and friends Adam Smith and David Hume, Adam Ferguson was one of the leading thinkers of the Scottish Enlightenment. Possessed of talented, agile mind and taste for active life, he served as chaplain to the recently formed highland regiment, the Black Watch; and played key roles in many of the cause celebre of his day, including the militia issue and both the Douglas and Ossian affairs. He succeeded Hume, as head of the Advocate's Library, before being named Professor of Pneumatics, then moral philosophy at the University of Edinburgh. He went on to become one of the most unique and prominent political and historical philosophers of the eighteenth century. Despite all this Ferguson has only recently begun to attract the scholarly attention he deserves. This book represents welcome addition to the literature, focusing on important but neglected aspects of Ferguson's thought. Given the study's main title, Adam Ferguson in the Scottish Enlightenment, it should be said that this reviewer was struck by what it does not contain. There is little examination of Ferguson as person or the Scottish Enlightenment as broader intellectual and cultural movement. In important ways, this is less book about Ferguson in the Scottish Enlightenment, than it is study in the history of ideas and late eighteenth-century political thought. This clarification will hopefully focus expectations and highlight its contributions to the field. Ferguson's standing as philosopher and social theorist has undergone rather dramatic rehabilitation in recent years. Yet, as this study shows, much of the precise content of his reforming politics, along with the broader character of his thought, has remained hidden from view, buried under an Enlightened narrative constructed predominantly around the contrasting theories of Hume and Smith. Ferguson's political ideas which resonated so deeply in the eighteenth century, failed to do so among subsequent generations and soon fell into obscurity, eclipsed by those of his more famous contemporaries. For instance, unable to accept some of his criticisms of the modem state and commercial society, many in the Victorian era dismissed Ferguson. In the book History of English Thought in the Eighteenth Century, celebrated literary scholar Sir Leslie Stephen depicted Ferguson as nothing more than a facile and dexterous declaimer (p. 215). Meanwhile Marx's Capital was, tellingly, one of the few works that cited him with approval (p. 474). Such contrasting responses were typical through the nineteenth and much of the twentieth centuries, and underscored the difficulty later generations had in translating his ideas, as well as the violence and misrepresentation they often suffered as result. McDaniel presents Ferguson's political thought by carefully reconstructing it within its eighteenth-century context. He does so by concentrating his analysis on one of the central preoccupations and great intellectual problems of the century: how to read and make sense of the history and politics of the later Roman Empire and the Middle Ages. …

Open Minds Develop Open Business

Starting from the question if higher education is enough to have success, I want to analyse the impact of years spent in school and university on adults. Can good results at school be translated into business success? The exploitation of business opportunity needs conceptual skills and an agile mind. Do we learn to be creative in school? Which subject teaches it? History of economic thought shows that, in varying degrees, mathematics accompanied economic analysis since the formation stages of economic science as such. This raises the question of how much math the economy needs? If I want to be a good economist should I study math too? For my business to be successful, should I study other sciences beside economy?We understand that in addition to study initiative is required, to be able to find the right time to act. But how will we know it? Who will teach us?

Leonardo: Bridging the Gap

history of science is filled with the lives and legends of men and women who have made huge leaps forward in our knowledge and understanding. These people have made contributions that reverberate for centuries and their names have become synonymous with the science and the ideas that they created:Copernicus, 1514: The sun does not move. earth is not in the center of the circle of the sun, nor in the center of the universe.Galileo, 1609: A large magnifying lens should be employed to study the surface of the moon and other heavenly bodies.Isaac Newton, 1679: Every weight tends to fall towards the center by the shortest possible way.Charles Darwin, 1856: Man does not vary from the animals except in what is accidental.These are the names we have attached to each of these world-changing ideas, but none of these quotations came from the men who are credited with the con- cepts they describe. In fact, all are from the notebooks of Leonardo da Vinci (1452--1519), predating by decades or centuries the great men who would fully define the ideas.How can any single person have thought so insightfully about so many different areas of science?Leonardo of the city of Vinci in Italy was one of the most prolific polymaths recorded in human history. He was an accomplished painter, sculptor, architect, musician, mathematician, engineer, in- ventor, anatomist, geologist, cartogra- pher, botanist, and writer. He worked as an artist for the Medici in Florence, Corvinus in Hungary, and Pope Leo X; a civil engineer for Ludovico in Milan and Ottoman Sultan Beyazid II in Constan- tinople; a military architect in Venice; a cartographer for the family of Pope Alexander VI; an anatomist with Mar- cantonio della Torre in Pavia and Padua; and finally, as a military and civil engi- neer for Francis I of France, who cap- tured Milan and took Leonardo back to France as a valuable trophy of war.He was able to jump between all of these fields to make valuable contribu- tions when they were still young sci- ences. He lived at a time when the social and professional boundaries between the disciplines were just beginning to be erected; it was not clear where one field ended and the other began, so there was nothing to prevent an agile mind from crossing back and forth between them.Leonardo was certified as a master in the Guild of St. Luke-which cre- dentialed both artists and doctors of medicine-at the age of 20, after a six- year apprenticeship, but he was not a man to define himself by the boundaries of a guild. For most people, early train- ing in a specific guild would define their life's work, focusing their contributions in a single field. For Leonardo, art was just a foundation, a tool for growing into other areas. He bridged the gap from one profession to another when it suited his curiosity and his insights. In his own words,I roamed the countryside searching for answers to things I did not un- derstand. Why shells existed on the tops of mountains along with the imprints of coral and plants and seaweed usually found in the sea. Why the thunder lasts a longer time than that which causes it, and why immediately on its creation the lightning becomes visible to the eye while thunder requires time to travel. How the various circles of water form around the spot which has been struck by a stone, and why a bird sustains itself in the air. These questions and other strange phenomena engage my thought throughout my life.Amazingly, he seems to have been unique in this exploration. Historical records do not include drawings and inventions by other artists intent on changing the world. It seems that his peers stuck to their painting and left engineering and inventions to the craft guilds of carpentry, waterworks, and armorers.By contrast, Leonardo seems to have deployed his formal training as an artist to support his scientific imagination. …

5. Transcending Boundaries in Legal Education: A Vehicle for Teaching Students to Think Critically

Legal education has traditionally been defined by many boundaries. Characterized by taxonomic structures and doctrinal categories, legal education is, for the most part, still seen as inextricably linked to a particular political geography and state normativity. The purpose of this paper is to demonstrate the pedagogical benefits of shattering established boundaries in legal education. It will assess how teaching from multiple perspectives in an integrated curriculum inculcates critical thinking skills in students, better enabling them to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers. Focusing on the transsystemic McGill Law Program, this paper will discuss the rewards of engaging students in an intellectually pluralistic and tradition-neutral legal curriculum, one that eschews silos and borders and focuses on creating agile and creative minds in future jurists who will be able to confront contemporary legal issues holistically and with a critical perspective.

The Adventure of Reading: Literature and Philosophy, Cavell and Beauvoir

The Adventure of Reading: Literature and Philosophy, Cavell and Beauvoir

Experiential learning – a way to develop agile minds in the knowledge economy?

PurposeTechnology development over the past 20 years has radically increased the options we have in developing skills. Today's “new frontier” requires fresh approaches to developing agile minds and workforce capability. Experiential learning, an age‐old approach refreshed by recent technology developments, provides a key element in this new approach. A new understanding of experiential learning is essential if we are to develop new, efficient and effective learning paradigms.Design/methodology/approachThis article explores the latest thinking and practice of twenty‐first century experiential learning and is based on work carried out over the past two years and presented at a private event in London in October 2009.FindingsThe key finding is that most of our learning results from the experiences we have, from practice, from the opportunity to interact with others, and from taking time to reflect on these activities. In light of this, experiential learning and an “unknowingly prepared” mindset are the two keys to unlocking workforce capability which is about action rather than information. The adage “knowledge is power” has been replaced by “access is power”. Today's technology, particularly Web 2.0 and social media, provide the oil to this powerful new engine.Practical implicationsThere are several practical implications. Approaches to individual and organizational learning need to change. In the new world, learning is part of work and work needs to be seen as a set of learning experiences.Originality/valueThis paper offers a fresh perspective to how we learn. Companies that move to embed experiential learning approaches will be better‐placed to build and maintain workforce excellence and innovation.

"In painted chambers loaded with tilebooks"

"In painted chambers loaded with tilebooks" Richard Bliss (bio) An obscure allusion made by Stephen in the library scene in Ulysses has not been previously identified. When placed in its original context, the mysterious remark, "[i]n painted chambers loaded with tilebooks" (U 9.354-55), highlights how unhappy Stephen is.1 It confirms that he is, in William Empson's words, "in a terrible condition, near the edge of madness or of crime."2 As his agile mind tosses around images associated with ancient Egypt, Stephen repeats a phrase heard earlier in the newspaper office—"And I heard the voice of that Egyptian highpriest" (U 9.353-54)— and follows it with an exotic fragment from Richard Jefferies's The Story of My Heart: My Autobiography.3 The entire lavish sentence from Jefferies reads: "Remember Nineveh and the cult of the fir-cone, the turbaned and bearded bulls of stone, the lion hunt, the painted chambers loaded with tile books, the lore of the arrow-headed writing" (101-02). The tilebooks, then, are Assyrian antiquities,4 clay tablets marked with cuneiform inscriptions that represent an early achievement of literacy. Jefferies's oracular tone (a constant in his work) makes the comparison with a highpriest appropriate, but the quotation only resonates when read in its original context. Jefferies's theme, often repeated in his essays, is the contrast between the dismal mechanistic modern urban world and the temporary peace he gains by visits to the British Museum and the National Gallery in London. But such respites are temporary and always end with feelings of despair and futility. His studies prompt the question: "Can any creed, philosophy, system, or culture endure the test and remain unmolten in this fierce focus of human life?" (101). He answers with a resounding "no," and his examples include the "tile books" ("an utter nothing"—102), the "papyri of ancient, ancient Egypt" ("Nothing; absolutely nothing!"—101) and the "aged caves of India" ("The indistinguishable noise not to be resolved, born of the human struggle, mocks in answer"—102). Having dismissed the historical emergence of culture and literacy, he declares western philosophy from Aristotle and Plato to the present day to be "useless alike" (103). Such cultural Luddism is breathtaking in its scope but at least supports Jefferies's transcendent view that "[t]he sun was stronger than science; the hills more than philosophy" (23) and that one could establish a redeeming pantheistic [End Page 129] rapport with nature. Whatever appeal such rapport had for Stephen at one time, he now only hears the oracle of despair. Stephen's initial thoughts in this passage center on images of ancient Egypt. He describes the books in the library as "[c]offined thoughts … in mummycases, embalmed in spice of words" (U 9.352-53). Jefferies's passage also invokes ancient Egypt, so the question arises: why does Stephen change the subject to ancient Assyria? The simple bleakness of the image of the clay tablets may explain his decision, but Jefferies's section about Egypt that he avoids is suggestive: "is there anything slowly painted on the once mystic and now commonplace papyri of ancient, ancient Egypt, held on the mummy's withered breast? In that elaborate ritual, in the procession of the symbols, in the winged circle, in the laborious sarcophagus?" (101). The image of the dead body holding a book to its withered breast in the context of the funereal rituals described in the Egyptian Book of the Dead is all too pointed for Stephen, beset as he is by his mother's recent death. Richard Bliss Richard Bliss has written articles on James Joyce as well as contemporary fiction for The Threepenny Review and other periodicals. Notes Footnotes 1. In "Ulysses" Annotated: Notes for James Joyce's "Ulysses," rev. ed. (Berkeley: Univ. of California Press, 1988), p. 217, Don Gifford and Robert J. Seidman resignedly gloss the line in the following: "Apparently a quotation, source unknown." 2. William Empson, Using Biography (Cambridge: Harvard Univ. Press, 1990), p. 204. 3. Richard Jefferies, The Story of My Heart: My Autobiography (London: Longmans, Green, 1898). Further references will be cited parenthetically in the text. Jefferies (1848-1887), the last Victorian...

There’s Nothing to Winning, Really

“There’s nothing to winning, really,” said Alfred Hitchcock. “That is, if you happen to be blessed with a keen eye, an agile mind, and no scruples whatsoever” (1). W.C. Fields put it a different way, “A thing worth having is a thing worth cheating for” (2). Another Olympic year is here. Although neither of the aforementioned was referring specifically to the Olympic Games, one need not look far to find athletes, trainers, coaches, and sports executives who subscribe to a win-at-all-costs philosophy (3). As in the past, the idealism of this year’s Olympics will likely be diminished by disqualifications and revocations of medals for the use of prohibited substances and practices (4). For more than a century, the modern Olympic Games have fueled a quest for excellence through a quadrennial pageant of athletics and nationalism, providing the world a transient common focus while turning the victorious into enduring heroes. Winning is no longer the domain of discipline, effort, desire, and innate ability—it also takes science. Scientifically driven improvements in training, facilities, equipment, and nutrition have such an impact on performance that world records now seem to have a shorter half-life than many RIA laboratory isotopes. Unfortunately, science is also the basis for doping and for activities designed to thwart its detection. Well might the Olympic motto “Citius, Altius, Fortius” (swifter, higher, stronger) apply to doping activists (5). After a highly publicized doping scandal in cycling in the summer of 1998, the International Olympic Committee convened the World Conference on Doping in Sport. An outcome of this conference was the establishment of the World Anti-Doping Agency (WADA)1 in 1999, a foundation operated with the support and participation of the Olympic Movement, public authorities, governments, and other …

‘Why some companies dominate and others fail’

When Kevin Kennedy, COO for Openwave Systems (on the boards of Quantum Corp, JDS Uniphase and formerly with both Cisco and Bell Laboratories) turned his agile mind to writing a joint book with the former VP operations and director of human resources at Stanford University, Mary Moore, it comes as no surprise that “Going the Distance” focuses on the high technology sector and definitely goes its own distance.

WEIT. Sur les pèlerins d'Emmaüs et la femme à la fenêtre dans Lenz de Büchner

Confronted with two pictures by Dutch painters, Lenz appears, half way through Büchner's story, examining, exiting, entering, reading, painting, walking, warming up, living, all at the same time. What pictures are these ? Perhaps no visible image, because what Lenz is describing is in fact the process of lifting one 's eyes above the System of mere perspective. No specific point of view, no vanishing point. Neither here nor there. Lenz describes passionately something that can be expressed by the word "weit" in German, or by the words "opening", "clearing up", "glade". This requires the observer to no longer observe the given object but to wander around in it, to be of "able body and agile mind" according to Louis Marin, or to embrace the full spectrum "in between" (Pascal, Pensées, n°353 Brunschvicg) without inventing, without examining, without reading, without commenting. The ekphrasist Lenz is caught in the same pendulum swing as is Lenz the disquieted guest of Oberlin; there he is, stalking up and down in these painted images, and doing nothing but wandering around: "da herum".

Sir Ronald Storrs and Zion: the dream that turned into a nightmare

As far as the history of British involvement in Palestine is concerned Sir Ronald Storrs (1881-1955) is best known for his time spent as military governor of Jerusalem, in the wake of Allenby's conquest of the country in 1917 and then, after the British acceptance of the Mandate, as Governor of Jerusalem and Judea from 1920 to 1926. This was not Storrs' only position of note during a diplomatic career that spanned four decades. As Oriental Secretary of the British Agency in Cairo between 1907 and 1917 and in the Governorships of Cyprus, from 1926 to 1932, and then Rhodesia until his retirement from official life in 1934 Storrs was also involved in major diplomatic affairs and issues. For example, during his time in Cairo he was at the centre of British negotiations with Sharif Hussein over Arab support against Turkey in the Great War. With George Antonius, in The Arab Awakening, his seminal work on pan-Arabism, presenting Storrs as 'a principal actor' in preventing the threat of Jihad in Egypt in the last years of the war.' Likewise Storrs faced a major crisis in his last years as Governor of Cyprus when the Greek Cypriot populus protesting against British policy on the island and demanding union with Greece went so far as to burn down his official residence.2 But dramatic as affairs in Cairo and Cyprus were, and at times they were dramatic indeed, it was his decade as Governor of Jerusalem that set Storrs' colonial career apart from that of his contemporaries. One should not underestimate the symbolism and mystique attached to the post of Governor of the holiest city in the holiest of lands at a time when attachments to the Bible were widespread at all levels of British society. Storrs directly benefited from this perception. As the Arabist Harry St. John Philby noted Storrs had 'succeeded Pontus Pilate', while Edward Keith Roach, who himself succeeded Storrs as Governor (District Commissioner) of Jerusalem, was even more forthright in his view that Colonel Storrs was 'basking in Pilate's seat'.' And there is a consensus amongst both Storrs' contemporaries and later commentators that, in the post of Governor, Storrs was a precocious talent with an agile mind and a deep appreciation for both

Sir Kenneth Hutchison, C. B. E., F. Eng., 30 October 1903 - 28 November 1989

Sir Kenneth Hutchison had a fertile, original and agile mind. An engineer of diverse talents, technically brilliant, far-sighted, energetic and courageous, he had the knack of leadership, enthused all who worked with him and made many friends. He will be remembered as one of the giants of the modern gas industry, who in his 40 years of service to that industry contributed hugely to the economic life of the country. His innate shyness occasionally led to a degree of taciturnity in public but in private with his colleagues and friends he was relaxed, approachable and full of humour. The potential barrier to oral communication caused by his shyness did not dent his skill as a communicator, and as a writer he was the master of most elegant prose. His growing eminence changed him not a bit and he remained a warm human being who loved life, literature and art, and above all his family and friends.

Subjects Without History

Journal Article Subjects Without History Get access Martin Postle : Sir Joshua Reynolds : The Subject Pictures ( Cambridge University Press : Cambridge , 1995 ), 85 b & w illns, 16 colour plates, hardback ISBN 0-521-42066-0 , £45. ROBERT W. JONES ROBERT W. JONES Search for other works by this author on: Oxford Academic Google Scholar Oxford Art Journal, Volume 19, Issue 2, 1996, Pages 105–107, https://doi.org/10.1093/oxartj/19.2.105 Published: 01 December 1996