Assignment Motivation Quotes

Quand tu veux construire un bateau, ne commence pas par rassembler du bois, couper des planches et distribuer du travail, mais reveille au sein des hommes le desir de la mer grande et large. If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea.

Be a worthy worker and work will come.

Running a race assigns a point to a sport that often feels very pointless. It's an exuberant payoff to months of tedium. It's a way of crafting an end boss for a particularly cumbersome video game. It's a fun, monstrous reason to keep putting one foot in front of the other. So, do yourself a favor: go build a monster.

Also, I kept thinking about Alex Fierro. You know, maybe just a little. Alex was a force of nature, like the snow thunder. She struck when she felt like it, depending on temperature differentials and storm patterns I couldn't possibly predict. She shook my foundations in a way that was powerful but also weirdly soft and constrained, veiled in blizzard. I couldn't assign any motives to her. She just did what she wanted. At least, that's how it felt to me.

If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea.

A man who has come to the full realization of his responsibility to men won't stick to one man. It will be foolhardy if he does that.

Perform your task and I shall know you. Perform your task and your genius shall befriend the more.

Alex was a force of nature, like the snow thunder. She struck when she felt like it, depending on temperature differentials and storm patterns I couldn’t possibly predict. She shook my foundations in a way that was powerful but also weirdly soft and constrained, veiled in blizzard. I couldn’t assign any motives to her. She just did what she wanted.

When a man begins to do that which is assigned to him, it becomes as if he is more endowed and favoured than his fellows.

Your story is not a picture of life; it lacks the elements of truth. And why? Simply because you run straight on to the end; because you do not analyze. Your heroes do this thing or that from this or that motive, which you assign without ever a thought of dissecting their mental and moral natures. Our feelings, you must remember, are far more complex than all that. In real life every act is the resultant of a hundred thoughts that come and go, and these you must study, each by itself, if you would create a living character. 'But,' you will say, 'in order to note these fleeting thoughts one must know them, must be able to follow them in their capricious meanderings.You have simply to make use of hypnotism, electrical or human, which gives one a two-fold being, setting free the witness-personality so that it may see, understand, and remember the reasons which determine the personality that acts.

The ability to simply look without motive is missing in the world today. Everybody is a psychological creature, wanting to assign meaning to everything. Seeking is not about looking for something. It is about enhancing your perception, your very faculty of seeing.

If a purpose is to be assigned to Life, it should be Living.

Whenever you are moved to give your best to a particular task without waiting to be moved, pushed, encouraged or motivated by external push, it’s likely you have found an assignment.

if you really want to know spirituality, don’t look for anything. People think spirituality is about looking for God or truth or the ultimate. The problem is you have already defined what you are looking for. It is not the object of your search that is important; it is the faculty of looking. The ability to simply look without motive is missing in the world today. Everybody is a psychological creature, wanting to assign meaning to everything. Seeking is not about looking for something. It is about enhancing your perception, your very faculty of seeing.

Don’t waste the rest of your time here worrying about other people—unless it affects the common good. It will keep you from doing anything useful. You’ll be too preoccupied with what so-and-so is doing, and why, and what they’re saying, and what they’re thinking, and what they’re up to, and all the other things that throw you off and keep you from focusing on your own mind. You need to avoid certain things in your train of thought: everything random, everything irrelevant. And certainly everything self-important or malicious. You need to get used to winnowing your thoughts, so that if someone says, “What are you thinking about?” you can respond at once (and truthfully) that you are thinking this or thinking that. And it would be obvious at once from your answer that your thoughts were straightforward and considerate ones—the thoughts of an unselfish person, one unconcerned with pleasure and with sensual indulgence generally, with squabbling, with slander and envy, or anything else you’d be ashamed to be caught thinking. Someone like that—someone who refuses to put off joining the elect—is a kind of priest, a servant of the gods, in touch with what is within him and what keeps a person undefiled by pleasures, invulnerable to any pain, untouched by arrogance, unaffected by meanness, an athlete in the greatest of all contests—the struggle not to be overwhelmed by anything that happens. With what leaves us dyed indelibly by justice, welcoming wholeheartedly whatever comes—whatever we’re assigned—not worrying too often, or with any selfish motive, about what other people say. Or do, or think. He does only what is his to do, and considers constantly what the world has in store for him—doing his best, and trusting that all is for the best. For we carry our fate with us—and it carries us. He keeps in mind that all rational things are related, and that to care for all human beings is part of being human. Which doesn’t mean we have to share their opinions. We should listen only to those whose lives conform to nature. And the others? He bears in mind what sort of people they are—both at home and abroad, by night as well as day—and who they spend their time with. And he cares nothing for their praise—men who can’t even meet their own standards.

Someone assigned a pointless or even counterproductive task will deflate, if they have any sense, and find within themselves very little motivation to carry out the assignment. Why? Because every fiber of their genuine being fights against that necessity.

Follow these five decision steps when hiring someone: Understand the job, consider three to five people, study candidates performance records to find their strengths, talk to the candidates’ colleagues about them, and once hired, explain the assignment to the new employee.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

We are starting to slide when we start to judge our brother’s motives by whether or not he experiences the same gut response of reactive compassion to the outrage we are assigned to deal with. But a Christian nurse in Romania who has dedicated herself to caring for abandoned orphans with birth defects may never have heard of Roe v. Wade. She doesn’t need to.

I will never be that man who spends weeks and months crying over an old house! I am the man who builds a new house. A better, a stronger, a more beautiful house. But in this, I can only play the modest role which Providence has assigned to me. I can only be a small, modest architect for this house. The master builder is, and must always remain, the german Volk.

Popular authors do not and apparently cannot appreciate the fact that true art is obtainable only by rejecting normality and conventionality in toto, and approaching a theme purged utterly of any usual or preconceived point of view. Wild and “different” as they may consider their quasi-weird products, it remains a fact that the bizarrerie is on the surface alone; and that basically they reiterate the same old conventional values and motives and perspectives. Good and evil, teleological illusion, sugary sentiment, anthropocentric psychology—the usual superficial stock in trade, and all shot through with the eternal and inescapable commonplace…. Who ever wrote a story from the point of view that man is a blemish on the cosmos, who ought to be eradicated? As an example—a young man I know lately told me that he means to write a story about a scientist who wishes to dominate the earth, and who to accomplish his ends trains and overdevelops germs … and leads armies of them in the manner of the Egyptian plagues. I told him that although this theme has promise, it is made utterly commonplace by assigning the scientist a normal motive. There is nothing outré about wanting to conquer the earth; Alexander, Napoleon, and Wilhelm II wanted to do that. Instead, I told my friend, he should conceive a man with a morbid, frantic, shuddering hatred of the life-principle itself, who wishes to extirpate from the planet every trace of biological organism, animal and vegetable alike, including himself. That would be tolerably original. But after all, originality lies with the author. One can’t write a weird story of real power without perfect psychological detachment from the human scene, and a magic prism of imagination which suffuses theme and style alike with that grotesquerie and disquieting distortion characteristic of morbid vision. Only a cynic can create horror—for behind every masterpiece of the sort must reside a driving demonic force that despises the human race and its illusions, and longs to pull them to pieces and mock them.

We should finally note a more radical challenge to the concept of Platonic utility that arises from nascent work in the reinforcement learning field under the rubric of intrinsic motivation. One idea is that the "true" evolutionarily appropriate metric for behavior is the extremely sparse one of propagating ones genes. What we think of as a Platonic utility over immediate rewards such as food or water, would merely be a surrogate that helps overcome the otherwise insurmountable credit assignment path associated with procreation. In these terms, even the Platonic utility is the same sort of heuristic expedient as the Pavlovian controller itself, with evolutionary optimality molding approximate economic rationality to its own ends. It as a sober thought that understanding values may be less important as a way of unearthing the foundations of choice that we might have expected.

The reluctance of unschooled workers to follow orders has taken many forms. For example, workers won’t show up for work reliably on time, or they have problematic superstitions, or they prefer to get job instructions via indirect hints instead of direct orders, or they won’t accept tasks and roles that conflict with their culturally assigned relative status with coworkers, or they won’t accept being told to do tasks differently than they had done them before.

Type I homework test by asking yourself three questions: • Am I offering students any autonomy over how and when to do this work? • Does this assignment promote mastery by offering a novel, engaging task (as opposed to rote reformulation of something already covered in class)? • Do my students understand the purpose of this assignment? That is, can they see how doing this additional activity at home contributes to the larger enterprise in which the class is engaged?

Narrative storytelling enables us to derive ideas from the disparate facts, incongruent motives, conflicting emotions, and other absurdities inherent in living dynamically. The narrative that we select to tell our life story acts as a lens that assigns value to our shape shifting experiences: it pulls humor from catastrophes; it places a patina of irony over our checkered history; it allows us to explore our pessimism; and it provides a platform from which vantage point we can optimistically view the future.

And can there be anything better for the interests of the State than that the men and women of a State should be as good as possible? There can be nothing better. And this is what the arts of music and gymnastic, when present in such manner as we have described, will accomplish? Certainly. Then we have made an enactment not only possible but in the highest degree beneficial to the State? True. Then let the wives of our guardians strip, for their virtue will be their robe, and let them share in the toils of war and the defence of their country; only in the distribution of labours the lighter are to be assigned to the women, who are the weaker natures, but in other respects their duties are to be the same. And as for the man who laughs at naked women exercising their bodies from the best of motives, in his laughter he is plucking 'A fruit of unripe wisdom,' and he himself is ignorant of what he is laughing at, or what he is about;—for that is, and ever will be, the best of sayings, That the useful is the noble and the hurtful is the base. Very

He’d no longer be a grade-motivated person. He’d be a knowledge-motivated person. He would need no external pushing to learn. His push would come from inside. He’d be a free man. He wouldn’t need a lot of discipline to shape him up. In fact, if the instructors assigned him were slacking on the job he would be likely to shape them up by asking rude questions. He’d be there to learn something, would be paying to learn something and they’d better come up with it. Motivation of this sort, once it catches hold, is a ferocious force...

Someone like that—someone who refuses to put off joining the elect—is a kind of priest, a servant of the gods, in touch with what is within him and what keeps a person undefiled by pleasures, invulnerable to any pain, untouched by arrogance, unaffected by meanness, an athlete in the greatest of all contests—the struggle not to be overwhelmed by anything that happens. With what leaves us dyed indelibly by justice, welcoming wholeheartedly whatever comes— whatever we’re assigned—not worrying too often, or with any selfish motive, about what other people say. Or do, or think.

Since CWIL’s discipline-based practice was grounded not only in process but also in New Genre Theory, their criteria included assigning writing that would enable students to engage in the kinds of thinking typical of the discipline, as well as in writing in the genres typical of professional practice. The UCITF, however, was trying to draft criteria for the new Q (quantitative reasoning) and B (breadth) courses as well as for the W-courses. They were motivated to define courses in ways that would be comprehensive and meaningful, but would not impose demands likely to alienate faculty.

In the brain, the amount of the neurotransmitter dopamine affects the process of salience acquisition and expression. During an acute psychotic state, schizophrenia is associated with an increase in dopamine synthesis, dopamine release, and resting-state synaptic dopamine concentrations.10 Kapur suggests that in psychosis, there is a malfunction in the regulation of dopamine, causing abnormal firing of the dopamine system, leading to the aberrant levels of the neurotransmitter and, thus, aberrant assignment of motivational salience to objects, people, and actions.11 Research supports this claim.12 The altered salience of sensory stimuli results in a conscious experience with very different contents than would normally be there, yet those contents are what constitute Mr. B’s reality and provide the experiences that his cognition must make sense of. When considering the contents of Mr. B’s conscious experience, his hallucinations, his efforts to make sense of his delusions are no longer so wacky, but are possible, though not probable, explanations of what he is experiencing. With this in mind, the behavior that results from his cognitive conclusion seems somewhat more rational. And despite suffering this altered brain function, Mr. B continues to be conscious and aware of his existence.

She also taught me to write, by which I mean not simply organizing a set of sentences into a series of paragraphs, but organizing them as a means of investigation. When I was in trouble at school (which was quite often) she would make me write about it. The writing had to answer a series of questions: Why did I feel the need to talk at the same time as my teacher? Why did I not believe that my teacher was entitled to respect? How would I want someone to behave while I was talking? What would I do the next time I felt the urge to talk to my friends during a lesson? I have given you these same assignments. I gave them to you not because I thought they would curb your behavior—they certainly did not curb mine—but because these were the earliest acts of interrogation, of drawing myself into consciousness. Your grandmother was not teaching me how to behave in class. She was teaching me how to ruthlessly interrogate the subject that elicited the most sympathy and rationalizing—myself. Here was the lesson: I was not an innocent. My impulses were not filled with unfailing virtue. And feeling that I was as human as anyone, this must be true for other humans. If I was not innocent, then they were not innocent. Could this mix of motivation also affect the stories they tell? The cities they built? The country they claimed as given to them by God?

DETECTIVE FRANK GEYER WAS A big man with a pleasant, earnest face, a large walrus mustache, and a new gravity in his gaze and demeanor. He was one of Philadelphia’s top detectives and had been a member of the force for twenty years, during which time he had investigated some two hundred killings. He knew murder and its unchanging templates. Husbands killed wives, wives killed husbands, and the poor killed one another, always for the usual motives of money, jealousy, passion, and love. Rarely did a murder involve the mysterious elements of dime novels and mystery stories. From the start, however, Geyer’s current assignment—it was now June 1895—had veered from the ordinary. One unusual aspect was that the suspect already was in custody, arrested seven months earlier for insurance fraud and now incarcerated in Philadelphia’s Moyamensing Prison

Nearly a century ago, French engineer Max Ringelmann (reported by Kravitz & Martin, 1986) found that the collective effort of tug-of-war teams was but half the sum of the individual efforts. Contrary to the presumption that “in unity there is strength,” this suggested that group members may actually be less motivated when performing additive tasks. Maybe, though, poor performance stemmed from poor coordination—people pulling a rope in slightly different directions at slightly different times. A group of Massachusetts researchers led by Alan Ingham (1974) cleverly eliminated that problem by making individuals think others were pulling with them, when in fact they were pulling alone. Blindfolded participants were assigned the first position in the apparatus and told, “Pull as hard as you can.” They pulled 18 percent harder when they knew they were pulling alone than when they believed that behind them two to five people were also pulling.

What motivates Olympic athletes to train for years for one event—in some cases, for just seconds of actual competition? It’s the same thing that kept my friend Pete nosing around old bookstores for years. It’s the same thing that makes a person venture out of a comfortable job to start a new business. We see it in the artist who spends day after day in a studio chipping away at a block of stone. Look closely and you’ll find it in the shopper who passes up the good deal in search of the best deal. It’s one of the things that makes us most human. We consciously pursue what we value. It’s not simply a matter of being driven by biology or genetics or environmental conditioning to satisfy instinctive cravings. Rather, we perceive something, prize it at a certain value, then pursue it according to that assigned value because we were created that way. This ability to perceive, prize, and pursue is part of our essential humanness, and it’s the essence of ambition.

WHY THE ADMIRALTY would seek to assign fault to Turner defies ready explanation, given that isolating Germany as the sole offender would do far more to engender global sympathy for Britain and cement animosity toward Germany. By blaming Turner, however, the Admiralty hoped to divert attention from its own failure to safeguard the Lusitania. (Questioned on the matter in the House of Commons on May 10, 1915, Churchill had replied, rather coolly, “Merchant traffic must look after itself.”) But there were other secrets to protect, not just from domestic scrutiny, but also from German watchers—namely the fact that the Admiralty, through Room 40, had known so much about U-20’s travels leading up to the attack. One way to defend those secrets was to draw attention elsewhere. The Admiralty found added motivation to do so when, on May 12, wireless stations in Britain’s listening network intercepted a series of messages from the then homebound U-20, which upon entering the North Sea had resumed communication with its base at Emden. At the Admiralty these messages drew an unusual degree of attention. Room 40 asked all the stations that had intercepted them to confirm that they had transcribed them correctly and to provide signed and certified copies.

You need to avoid certain things in your train of thought: everything random, everything irrelevant. And certainly everything self-important or malicious. You need to get used to winnowing your thoughts, so that if someone says, “What are you thinking about?” you can respond at once (and truthfully) that you are thinking this or thinking that. And it would be obvious at once from your answer that your thoughts were straightforward and considerate ones—the thoughts of an unselfish person, one unconcerned with pleasure and with sensual indulgence generally, with squabbling, with slander and envy, or anything else you’d be ashamed to be caught thinking. Someone like that—someone who refuses to put off joining the elect—is a kind of priest, a servant of the gods, in touch with what is within him and what keeps a person undefiled by pleasures, invulnerable to any pain, untouched by arrogance, unaffected by meanness, an athlete in the greatest of all contests—the struggle not to be overwhelmed by anything that happens. With what leaves us dyed indelibly by justice, welcoming wholeheartedly whatever comes—whatever we’re assigned—not worrying too often, or with any selfish motive, about what other people say. Or do, or think. He does only what is his to do, and considers constantly what the world has in store for him—doing his best, and trusting that all is for the best. For we carry our fate with us—and it carries us. He keeps in mind that all rational things are related, and that to care for all human beings is part of being human.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

ON THE MODUS OPERANDI OF OUR CURRENT PRESIDENT, DONALD J. TRUMP "According to a new ABC/Washington Post poll, President Trump’s disapproval rating has hit a new high." The President's response to this news was "“I don’t do it for the polls. Honestly — people won’t necessarily agree with this — I do nothing for the polls,” the president told reporters on Wednesday. “I do it to do what’s right. I’m here for an extended period of time. I’m here for a period that’s a very important period of time. And we are straightening out this country.” - Both Quotes Taken From Aol News - August 31, 2018 In The United States, as in other Republics, the two main categories of Presidential motivation for their assigned tasks are #1: Self Interest in seeking to attain and to hold on to political power for their own sakes, regarding the welfare of This Republic to be of secondary importance. #2: Seeking to attain and to hold on to the power of that same office for the selfless sake of this Republic's welfare, irregardless of their personal interest, and in the best of cases going against their personal interests to do what is best for this Republic even if it means making profound and extreme personal sacrifices. Abraham Lincoln understood this last mentioned motivation and gave his life for it. The primary information any political scientist needs to ascertain regarding the diagnosis of a particular President's modus operandi is to first take an insightful and detailed look at the individual's past. The litmus test always being what would he or she be willing to sacrifice for the Nation. In the case of our current President, Donald John Trump, he abandoned a life of liberal luxury linked to self imposed limited responsibilities for an intensely grueling, veritably non stop two year nightmare of criss crossing this immense Country's varied terrain, both literally and socially when he could have easily maintained his life of liberal leisure. While my assertion that his personal choice was, in my view, sacrificially done for the sake of a great power in a state of rapid decline can be contradicted by saying it was motivated by selfish reasons, all evidence points to the contrary. For knowing the human condition, fraught with a plentitude of weaknesses, for a man in the end portion of his lifetime to sacrifice an easy life for a hard working incessant schedule of thankless tasks it is entirely doubtful that this choice was made devoid of a special and even exalted inspiration to do so. And while the right motivations are pivotal to a President's success, what is also obviously needed are generic and specific political, military and ministerial skills which must be naturally endowed by Our Creator upon the particular President elected for the purposes of advancing a Nation's general well being for one and all. If one looks at the latest National statistics since President Trump took office, (such as our rising GNP, the booming market, the dramatically shrinking unemployment rate, and the overall positive emotive strains in regards to our Nation's future, on both the left and the right) one can make definitive objective conclusions pertaining to the exceptionally noble character and efficiency of the current resident at 1600 Pennsylvania Avenue. And if one can drown out the constant communicative assaults on our current Commander In Chief, and especially if one can honestly assess the remarkable lack of substantial mistakes made by the current President, all of these factors point to a leader who is impressively strong, morally and in other imperative ways. And at the most propitious time. For the main reason that so many people in our Republic palpably despise our current President is that his political and especially his social agenda directly threatens their licentious way of life. - John Lars Zwerenz

Not every conflict is necessarily neurotic; some amount of conflict is normal and healthy. In a similar sense suffering is not always a pathological phenomenon; rather than being a symptom of neurosis, suffering may well be a human achievement, especially if the suffering grows out of existential frustration. I would strictly deny that one's search or a meaning to his existence, or even his doubt of it, in every case is derived from, or results in, any disease. Existential frustration is neither pathological or pathogenic. A man's concern, even his despair, over the worthwhileness of life is an existential distress but by no means a mental disease. it may well be that interpreting the first in terms of the latter motivates a doctor to bury his patient's existential despair under a heap of tranquilizing drugs. It is his task, rather, to pilot the patient through his existential crises of growth and development. Logotherapy regards its assignment as that of assisting the patient to find meaning in his life. Inasmuch as logotherapy makes him aware of the hidden logos of his existence, it is an analytical process. To this extent, logotherapy resembles psychoanalysis. However, in logotherapy's attempt to make something conscious again it does not restrict its activity to instinctual facts within the individual's unconscious bu also cares for existential realities, such as the potential meaning of his existence to be fulfilled as well as his will to meaning. Any analysis, however, even when it refrains from including the noological dimension in its therapeutic process, tries to make the patient aware of what he actually longs for in the depth of his being. Logotherapy deviates from psychoanalysis insofar as it considers man a being whose main concern consists in fulfilling a meaning, rather than in the mere gratification and satisfaction of drives and instincts, or in merely reconciling the conflict claims of id, ego and supergo, or in the mere adaptation and adjustment to society and environment.

Great writers and my mom never used food as an object. Instead it was a medium, a catalyst to mend hearts, to break down barriers, to build relationships. Mom's cooking fed body and soul. She used to quip, "If the food is good, there's no need to talk about the weather." That was my mantra for years---food as meal and conversation, a total experience. I leaned my forehead against the glass and thought again about Emma and the arrowroot. Mom had highlighted it in my sophomore English class. "Jane Fairfax knew it was given with a selfish heart. Emma didn't care about Jane, she just wanted to appear benevolent." "That girl was stupid. She was poor and should've accepted the gift." The football team had hooted for their spokesman. "That girl's name was Jane Fairfax, and motivation always matters." Mom's glare seared them. I tried to remember the rest of the lesson, but couldn't. I think she assigned a paper, and the football team stopped chuckling. Another memory flashed before my eyes. It was from that same spring; Mom was baking a cake to take to a neighbor who'd had a knee replacement. "We don't have enough chocolate." I shut the cabinet door. "We're making an orange cake, not chocolate." "Chocolate is so much better." "Then we're lucky it's not for you. Mrs. Conner is sad and she hurts and it's spring. The orange cake will not only show we care, it'll bring sunshine and spring to her dinner tonight. She needs that." "It's just a cake." "It's never just a cake, Lizzy." I remembered the end of that lesson: I rolled my eyes----Mom loathed that----and received dish duty. But it turned out okay; the batter was excellent. I shoved the movie reel of scenes from my head. They didn't fit in my world. Food was the object. Arrowroot was arrowroot. Cake was cake. And if it was made with artisan dark chocolate and vanilla harvested by unicorns, all the better. People would crave it, order it, and pay for it. Food wasn't a metaphor---it was the commodity---and to couch it in other terms was fatuous. The one who prepared it best won.

So in general anything can have a variety of grounds; each determination of its content, as self-identical, pervades the whole and can therefore be considered essential; the door is wide open to innumerable aspects, that is, determinations, lying outside the thing itself, on account of the contingency of their mode of connection. Therefore whether a ground has this or that consequent is equally contingent. Moral motives, for example, are essential determinations of the ethical nature, but what follows from them is at the same time an externality distinct from them, which follows and also does not follow from them; it is only through a third that it is attached to them. More accurately this is to be understood in this way, that if the moral motive is a ground, it is not contingent to it whether it has or has not a consequent or a grounded, but it is contingent whether it is or is not made a ground at all. But again, since the content which is the consequent of the moral motive, if this has been made the ground, has the nature of externality, it can be immediately sublated by another externality. Therefore an action may, or may not, issue from a moral motive. Conversely, an action can have various grounds; as a concrete, it contains manifold essential determinations, each of which can therefore be assigned as ground. The search for and assignment of grounds, in which argumentation mainly consists, is accordingly an endless pursuit which does not reach a final determination; for any and every thing one or more good grounds can be given, and also for its opposite; and a host of grounds can exist without anything following from them. What Socrates and Plato call sophistry is nothing else but argumentation from grounds; to this, Plato opposes the contemplation of the Idea, that is, of the subject matter in and for itself or in its Notion. Grounds are taken only from essential determinations of a content, essential relationships and aspects, and of these every subject matter, just like its opposite, possesses several; in their form of essentiality, one is as valid as another; because it does not embrace the whole extent of the subject matter, each is a one-sided ground, the other particular sides having on their part particular grounds, and none of them exhausts the subject matter which constitutes their togetherness [Verknüpfung] and contains them all; none is a sufficient ground, that is, the Notion.

Everywhere you look with this young lady, there’s a purity of motivation,” Shultz told him. “I mean she really is trying to make the world better, and this is her way of doing it.” Mattis went out of his way to praise her integrity. “She has probably one of the most mature and well-honed sense of ethics—personal ethics, managerial ethics, business ethics, medical ethics that I’ve ever heard articulated,” the retired general gushed. Parloff didn’t end up using those quotes in his article, but the ringing endorsements he heard in interview after interview from the luminaries on Theranos’s board gave him confidence that Elizabeth was the real deal. He also liked to think of himself as a pretty good judge of character. After all, he’d dealt with his share of dishonest people over the years, having worked in a prison during law school and later writing at length about such fraudsters as the carpet-cleaning entrepreneur Barry Minkow and the lawyer Marc Dreier, both of whom went to prison for masterminding Ponzi schemes. Sure, Elizabeth had a secretive streak when it came to discussing certain specifics about her company, but he found her for the most part to be genuine and sincere. Since his angle was no longer the patent case, he didn’t bother to reach out to the Fuiszes. — WHEN PARLOFF’S COVER STORY was published in the June 12, 2014, issue of Fortune, it vaulted Elizabeth to instant stardom. Her Journal interview had gotten some notice and there had also been a piece in Wired, but there was nothing like a magazine cover to grab people’s attention. Especially when that cover featured an attractive young woman wearing a black turtleneck, dark mascara around her piercing blue eyes, and bright red lipstick next to the catchy headline “THIS CEO IS OUT FOR BLOOD.” The story disclosed Theranos’s valuation for the first time as well as the fact that Elizabeth owned more than half of the company. There was also the now-familiar comparison to Steve Jobs and Bill Gates. This time it came not from George Shultz but from her old Stanford professor Channing Robertson. (Had Parloff read Robertson’s testimony in the Fuisz trial, he would have learned that Theranos was paying him $500,000 a year, ostensibly as a consultant.) Parloff also included a passage about Elizabeth’s phobia of needles—a detail that would be repeated over and over in the ensuing flurry of coverage his story unleashed and become central to her myth. When the editors at Forbes saw the Fortune article, they immediately assigned reporters to confirm the company’s valuation and the size of Elizabeth’s ownership stake and ran a story about her in their next issue. Under the headline “Bloody Amazing,” the article pronounced her “the youngest woman to become a self-made billionaire.” Two months later, she graced one of the covers of the magazine’s annual Forbes 400 issue on the richest people in America. More fawning stories followed in USA Today, Inc., Fast Company, and Glamour, along with segments on NPR, Fox Business, CNBC, CNN, and CBS News. With the explosion of media coverage came invitations to numerous conferences and a cascade of accolades. Elizabeth became the youngest person to win the Horatio Alger Award. Time magazine named her one of the one hundred most influential people in the world. President Obama appointed her a U.S. ambassador for global entrepreneurship, and Harvard Medical School invited her to join its prestigious board of fellows.

This is an assignment I'm always happy to be on, helping a hurting world through the power of prayer.

In 1968, elementary school teacher Jane Elliott conducted a famous experiment with her students in the days after the assassination of Dr. Martin Luther King Jr. She divided the class by eye color. The brown-eyed children were told they were better. They were the “in-group.” The blue-eyed children were told they were less than the brown-eyed children—hence becoming the “out-group.” Suddenly, former classmates who had once played happily side by side were taunting and torturing one another on the playground. Lest we assign greater morality to the “out-group,” the blue-eyed children were just as quick to attack the brown-eyed children once the roles were reversed.6 Since Elliott’s experiment, researchers have conducted thousands of studies to understand the in-group/out-group response. Now, with fMRI scans, these researchers can actually see which parts of our brains fire up when perceiving a member of an out-group. In a phenomenon called the out-group homogeneity effect, we are more likely to see members of our groups as unique and individually motivated—and more likely to see a member of the out-group as the same as everyone else in that group. When we encounter this out-group member, our amygdala—the part of our brain that processes anger and fear—is more likely to become active. The more we perceive this person outside our group as a threat, the more willing we are to treat them badly.

In my experience, the pupil who sets down the night's dream, or recasts the day before into ideal form, who takes the morning hour to write a complete anecdote or a passage of sharp dialogue, is likely to be the short story writer in embryo. Certain types of character sketching, when it is brief and concerned with rather general (or even obvious) traits, point the same way. A subtler analysis of characters, a consideration of motives, acute self-examination (as distinct from romanticizing one's actions), the contrasting of different characters faced by the same dilemma, most often indicate the novelist. A kind of musing introspection or of speculation only sketched in is found in the essay writer's notebook, although with a grain of drama added, and with the particularizing of an abstract speculation by assigning the various elements of the problem to characters who act out the idea, there is promise of the more meditative type of novelist.

Self-conviction and diligent work will dependably acquire your achievement. Buckle down, and never abandon your fantasies. The initiative is not about a title or an assignment, but it is about the effect, impact, passion, commitment, and motivation.

Have you ever reached to a point where you asked God if the assignment is really from Him. In your account you have just 100 dollars and He is asking you to execute a 400 million dollar project. Have you reached to the point that you consider going further will make no sense? Have you reached the point where you asked God are you sure you are still with me? I just found myself in that Junction now. Turning back ....to realise I have gone too far for Him to forsake me. Moving forward I heard the voice saying ...be still and know that I am your God. Giving up.....Couldn't find it in my dictionary. Moral of the lesson. God cannot give you an assignment that is equal to your pocket. If it suits your pocket it is definitely not from God. Remember God will not take glory where nothing happen.

The list below begins to illustrate how different personalities can be assigned to different vocal qualities . . . • Warm • Loving • Breathy • Gravelly • Dull • Nasal • Rough • Hoarse • Gruff • Melodious • Whiny • Sultry • Twangy • Energetic • Shrill

Your school can do much more about Potential Development. Many schools focus on grades. That's cool. You can focus on potential development. That's better! Cos you get more benefits. For one such students get good grades in line with their potential. Cos they will be learning skills that make them better in many ways. Your teachers have different abilities, skills, motivation and giftings. Many of which are very relevant for developing student potential. Many schools put those to use only during sports. They assign the "sport-ish" teachers to sports days. And leave other teachers to watch. What about listing areas you generally want your students to be developed in? Areas that are based on the school vision and mission statements. Then assign EACH teacher an area or sub area - the teacher directly or indirectly looks to develop students in his or her area. Some kind of division of labour. A focused kinda style for making students meet your expectations. Many times, you find that schools can do more.

It is assignment that determines your attainment in life.

Categories of appropriate or not appropriate, good and bad, don’t apply. The autonomic nervous system doesn’t make meaning or assign motivation. It simply takes in cues and enacts the response it deems necessary to ensure survival. If the answer to the clarifying question is yes, you’re likely anchored in the present moment

What are the features of conspiracy theories that distinguish them from scientific theories? One, the conspiratorial theory is often vague about the motives of the behind-the-scenes leaders or assigns them implausible motivations. Two, it assumes that they are extremely clever and knowledgeable. Three, it places power in the hands of one strong leader or a tiny cabal. And, finally, it assumes that illegal plans can be kept secret for indefinitely long periods of time. A scientific theory, like the class-domination one, is very different.

Instead of using one exam as the primary summative assessment, he told teachers to use multiple formative assessments along the way—assignments, discussions, observations, and conversations—to inform semester grades. Instead of focusing on getting a grade on a specific exam, he wants students to focus on doing interesting work and teachers to focus on providing meaningful feedback throughout the semester.

Let them have their petty quarrels while you pursue your life assignment. Let them waste their time and energy while you invest in what is significant. Let them talk behind your back while you demonstrate what they lack. Let them be jealous of your success while you keep doing your best. Let them win arguments while you go out there and win big battles.

You have a gift to share, a light to shine, and an assignment to complete in life. You are not here by chance but by divine design. So do not let fear or doubt keep you away from your destined path.

If you want to assign dubious motives to anyone, you should start with the Creator who set this game in motion in the first place, who trapped your strange little wandering souls in flesh-cages and then demanded you look away

Lync has its title altered. And so what sort of computer software is it now? Well, it is identified as Lync Mac Business. The particular motive for carrying this out is a need to combine the familiar experience and level of popularity from consumers associated with Lync Mac along with security regarding Lync as well as control feature set. Yet another thing which Lync has got influenced in this specific new version of Lync happens to be the transformation associated with particular graphical user interface aspects which are used in the popular program of Lync Mac. It has been chose to utilize the same icons as in Lync as an alternative to attempting to make new things. Microsoft Company furthermore included the particular call monitor screen which happens to be applied within Lync in order that consumers could preserve an active call seen inside a small display when customers happen to be focusing on yet another program. It is additionally essential to point out that absolutely no features which were obtainable in Lync are already eliminated. And you should additionally understand that Lync Mac happens to be nevertheless utilizing the foundation regarding Lync. And it is very good that the actual software is nevertheless operating on the previous foundation since it happens to be known for the security. However what helps make Lync Mac a great choice if perhaps you're searching for an immediate texting software? There are a wide range of advantages which this particular application has got and we'll have a look at a few of these. Changing from instantaneous messaging towards document sharing won't take a great deal of time. Essentially, it provides a flawless incorporation associated with the software program. An improved data transfer administration is yet another factor that you'll be in a position enjoy from this program. Network supervisors can assign bandwidth, limit people and also split video and audio streams throughout each application and control the effect of bandwidth. In case you aren't making use of Microsoft Windows operating system and prefer Lync in that case possibly you're concerned that you will not be able to utilize this particular application or it is going to possess some constraints? The reply happens to be no. As we've talked about many times currently, Lync is currently best-known as being Lync For Mac Business .There is nothing that is actually extracted from the main edition therefore the full functionality is actually offered for you. And it is certainly great to understand the fact that Lync that we should simply call Lync For Mac version is actually capable to provide you all the characteristics which you'll need. If you happen to be trying to find a fantastic application for your own organization, in that case this is the one particular you are in search of Lync For Mac which will still be acknowledged as being Lync for a long period edition is actually competent to present you with everything that is actually necessary for your organization even if you decided to not utilize Microsoft operating system. Know about more detail please visit lyncmac.com

Perhaps the most common device for giving people focus and direction is goal setting, but goals, as often as they are used, have their pros and cons. Sure, if you can convince everybody that profits must increase 20% next quarter or we’re going out of business, people will hurry around looking for ways to hype profits by 20%. When discussing “mission” I assigned Susan a goal of 25% improvement in sales, based on what I calculated was needed to avoid closing the factory and on what I felt her district could reasonably provide. It was not a number pulled from the ether, and I went to some length to explain this to her. Short of any such basis in reality, people will often do the easiest things, such as firing 20% of the workforce, canceling vital R&D programs, or simply not making any payments to suppliers. In other words, they will take achieving the goal as seriously as they feel you were in setting it; they will sense whether you have positioned yourself at the Schwerpunkt. Goals, as we all know, can be motivators. Cypress Semiconductor, a communications-oriented company founded in 1982, used to have a computer that tracked the thousands of self-imposed goals that its people fed into the system. Cypress founder T. J. Rodgers identified this automated goal tending system as the heart of his management style and a big factor in the company’s early success.136 Frankly, I find this philosophy depressing, not to mention a temptation to focus inward: If the boss places great importance on entering and tracking goals, as he obviously does, then that is what the other employees are going to consider important.137 In any case, what’s the big deal about meeting or missing a goal? A goal is an intention at a point in time. It is, to a large extent, an arbitrary target, whether you set it or someone above you assigns it. And we all know that numerical goals can be gamed, like banking (delaying) sales that we could have made this quarter to help us make quota next quarter. Unlike a Schwerpunkt, which gives focus and direction for chaotic and uncertain situations, what does a goal tell you? Just keep your head down and continue plugging away?

If you want to build a ship, don’t drum up people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.

God’s master-plan is made up of our individual assignments whose collective objective is to impact mankind positively.

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

A young gentleman, inspired for whatever motive to take the cross, had first to raise his passage money, often by mortgaging his land or by ceding some feudal rights. He heard a farewell sermon in his village church and kissed his friends and kinsmen good-by, very likely for ever. Since the road across Asia Minor had become increasingly unsafe, he rode to Marseilles or Genoa and took passage with a shipmaster. He was assigned a space fixed at two feet by five in the ‘tween decks; his head was to lie between the feet of another pilgrim. He bargained for some of his food with the cargador, or chief steward, but he was advised to carry provisions of his own - salt meat, cheese, biscuit, dried fruits, and syrup of roses to check diarrhea.

Years ago this was just a place where I was assigned to work. Today looking at this place represents the opportunity that God allowed me to see the beauty of His works. The difference in then and now - I guess our views are a representative of our growth. Thankful.

To Have and Have Not” It was during 1937 that Ernest Hemingway wrote the novel “To Have and Have Not” about Harry Morgan, a fishing boat captain who ran contraband between Havana and Key West. Things didn’t go well for Morgan as he sank ever deeper into debt. Hemingway’s book continued with Harry Morgan running his boat between Cuba and the United States, carrying revolutionaries to Cuba and smuggling Chinese immigrants and rum into Florida. The depression during the early 1930’s and the hunger experienced by the “Conchs” of Key West was Morgan’s motive for ferrying his illegal cargo between the two countries. When Ernest Hemingway moved to Cuba early in 1939, he took his boat the Pilar across the Straits of Florida to Havana, where he first checked into the Hotel Ambos Mundos. Shortly thereafter, Martha joined him in Cuba and they initially rented, and later in 1940, purchased a home for $12,500. Located 10 miles to the east of Havana, in the small town of San Francisco de Paula, they settled into what they called Finca Vigía, the Lookout Farm. After a difficult divorce from Pauline, Ernest and Martha got married on November 20, 1940. Even though Cuba had permanently become their home, they sought writing assignments overseas, including one in China that Martha got for Collier’s magazine. Returning to Cuba just prior to the outbreak of World War II, he convinced the Cuban government to outfit his boat with armaments, with which he intended to ambush German submarines. As the war progressed, Hemingway went to London as a war correspondent, where he met Mary Welsh. His infatuation prompted him to propose to her, which of course did not sit well with Martha.

Have you ever paid notice to the full sound range of your voice? If you have ever been in a chorus or a singing group, you already know that they will separate the group based on each singer’s pitch and assign their roles accordingly. While my speaking voice has a soprano pitch, my singing voice is a lower alto.

Well Hello Halo! It is human nature for us to make generalized judgments about a person using only a couple of traits. The "Expressivity Halo" Theory explains how we connect various personalities to specific facial expressions and assign assumptions about that person.

Understanding Personality Styles Helps You: • Communicate more easily with others by understanding their perspectives. • Adapt your behavior to resonate with others. • Develop deeper levels of compassion, patience, and communication. • Deliver personalized customer service. • Build trust and rapport faster. • Nurture existing relationships. • Make more sales. • Feel more confident networking. • Realize that people behave the way they do for their reasons, not yours. • Appreciate the diversity of teammates, family members, friends, and work groups. • Unify your teams and get the best out of your people by focusing on their strengths, aligning their styles with their assigned positions, and knowing how to motivate and reward them.

In a team relationship, as in any relationship, we trust people because we are comfortable with both their character and competence. By character“, I mean our perception of another person's motives, values, honesty, or moral fiber. Competence, on the other hand, refers to the capability, knowledge, and skill of a team member in general, and specifically as it impacts his or her assigned role. If we don't trust both a team member's character and competence, it is unlikely that we will put our desired goals, performance appraisal, compensation, or career into that person's care.

Non-professionals can also misrepresent the personal characteristics, religious beliefs, and appearance, of these therapists, can name-call and otherwise mock them, and can attribute false agendas to them, such as assigning religious motives to secular therapists working with ritual abuse or mind control survivors. For example, there is little to prevent someone from claiming on his or her own website that a psychotherapist is a fundamentalist Christian zealot at war with Satan, when that therapist might be an atheist, Jew, Buddhist, etc., who places no stock in the existence of Satan. But such a claim, when spoken as if it is fact, accomplishes its intended purpose of maligning that therapist." - Common Forms of Misinformation and Tactics of Disinformation about Psychotherapy for Trauma Originating in Ritual Abuse and Mind Control (2012)

The structures and initial conditions that are required for successful growth are enumerated in the chapters of this book. They include starting with a cost structure in which attractive profits can be earned at low price points and which can then be carried up-market; being in a disruptive position relative to competitors so that they are motivated to flee rather than fight; starting with a set of customers who had been nonconsumers so that they are pleased with modest products; targeting a job that customers are trying to get done; skating to where the money will be, not to where it was; assigning managers who have taken the right courses in the school of experience and putting them to work within processes and organizational values that are attuned to what needs to be done; having the flexibility to respond as a viable strategy emerges; and starting with capital that can be patient for growth. If you start in conditions such as these, you do not need to see deeply into the future. Attractive choices that lead to success will present themselves. It is when you start in conditions that are opposite to these that attractive options may not appear, and the right choices will be difficult to make.

When I asked for her best motivational tip, she shared a single sentence she uses with her employees. Whenever she assigns a project, she says, “Make it as awesome as you want.

From a biological perspective, motivation is a process that “determines how much energy and attention the brain and body assign to a given stimulus—whether it’s a thought coming in or a situation that confronts one

It is nobody’s responsibility but yours to discover your assignment and to execute that very assignment.

Fortune may favor the brave guppy, but what if you aren't a risk-taker by nature? According to psychologists Tory Higgins and Heidi Grant Halvorson, people can be divided into two personality categories: those who are promotion focused and those who are prevention focused.13 Those whose motivation is promotion focused are comfortable taking chances, like to work quickly, dream big, and think creatively: they are natural risk-takers, focused on maximizing gain. In contrast, people who are prevention focused tend to concentrate on staying safe, work slowly and meticulously, worry what might go wrong if they aren't careful enough, and focus on preserving what they have. So for the risk averse who are trying to convince themselves to try something new, the trick is not to focus on what will be gained by venturing forth, but to instead focus on what might be lost by standing still. For example, if I'm a really prevention-focused person thinking about asking for a promotion, I shouldn't try to psych myself up for it by imagining all the accolades I might win or the new projects I might take on. I should focus on what I might miss out on—the great projects I might not get assigned to, or the money I'm leaving on the table.

I've had several work addiction cycles in my life. Those were situations when important tasks were assigned to me. I took into account that people should remember me based on what I did rather than based on what I failed to do.

Your assignment is a pre-cursor to someone else’s assignment. In the same breath, someone else’s assignment is a pre-cursor to yours.

Your assignment will always be a forerunner to others’ assignments. Also, others’ assignments will always be forerunners to yours.

Assigning research projects promotes independent inquiry and critical thinking skills, allowing students to explore topics of interest in depth and communicate their findings effectively, preparing them for success in academia and beyond.

Let them have their petty quarrels, while you pursue your life assignment. Let them waste their time and energy, while you invest in what is significant. Let them talk behind your back, while you demonstrate what they lack. Let them be jealous of your success, while you keep doing your best. Let them win arguments, while you go out there and win big battles.

You have a gift to share, a light to shine and an assignment to complete in life. You are not here by chance but by divine design. So do not let fear or doubt keep you away from your destined path.

Your purpose is not a coincidence. It is a divine assignment that directs you to the corridors of greatness.

Oh, blessed child of the Most High, release yourself from doubt and fear. Refuse to stay nervous. You can prevail in your purpose in life. Forge ahead and keep nurturing the seeds of your divine assignment. In due time, you will paint your magnum opus for the world to watch.

configure work assignments so that employees had clear objectives and a way to get quick feedback. And instead of meeting with their charges for once-a-year performance reviews, managers sat down with employees one-on-one six times a year, often for as long as ninety minutes, to discuss their level of engagement and path toward mastery.

To be in alignment with your divine assignment is to pursue your purpose on earth.

No one can think on your behalf. No one can make the right choices for your life, and no one can unleash the purpose assigned to your path. You must remember that and do what is right.

No one can think on your behalf. No one can make the right choices for your life, and no one can unleash the purpose assigned to your path. You must remember that and do what is right.

To be in alignment with your divine assignment is to pursue your purpose on earth.

required them to meet with staff once a month to get a sense of whether people were overwhelmed or underwhelmed with their work—and to adjust assignments to help them find flow.

Pray with an open heart, keep walking in the light, and have a solid commitment to your assignment in life. Thrive!

GODMAN QUOTES 16 ***A talent in the juniper*** Life gains in value at the exchange of good words. Good tidings are best traded by barter to the benefit of the recipient. Solve your problems and it will yield meaning. Invest in time and reap in periods of the season of harvest. Buy your words a truth and it shall grow a triumph. We meet at where the world joins to separate us to make ourselves one. In bidding a new beginning to our parity we build oneness in togetherness. What matters is a matter to be deliberated as an important matter. Life is full of assignment; you are one of them. There is no better way to make it except

If you feel unheard or unnoticed, then your divine assignment requires you to go against the grain and set forth your own unique path.

what greater sign of devotion and piety could there be than offering what you most cherish, what is most irreplaceable? There’s a kind of logic to this, and it has the added virtue of assigning a motive to pagan peoples other than absolute depravity. But it’s also possible that they offered children to their gods because that’s what the gods demanded, and the gods demanded this because they were absolutely depraved and evil, animated not by a concern for the well-being of mankind but by a ravenous desire to subjugate and enslave and bend all things to their will, placing the entire world under their power through fear and terror. And what better way to do this than to demand, over and over, the blood of innocents?

I have a proper regard for the prosperity of my country: every native of it appropriates to himself some share of the power, or the fame, which, as a nation, it acquires, but I cannot throw off the man so much as to rejoice at our conquests in India. You tell me of immense territories subject to the English: I cannot think of their possessions without being led to inquire by what right they possess them. They came there as traders, bartering the commodities they brought for others which their purchasers could spare; and however great their profits were, they were then equitable. But what title have the subjects of another kingdom to establish an empire in India? to give laws to a country where the inhabitants received them on the terms of friendly commerce? You say they are happier under our regulations than the tyranny of their own petty princes. I must doubt it, from the conduct of those by whom these regulations have been made. They have drained the treasuries of Nabobs, who must fill them by oppressing the industry of their subjects. Nor is this to be wondered at, when we consider the motive upon which those gentlemen do not deny their going to India. The fame of conquest, barbarous as that motive is, is but a secondary consideration: there are certain stations in wealth to which the warriors of the East aspire. It is there, indeed, where the wishes of their friends assign them eminence, where the question of their country is pointed at their return. When shall I see a commander return from India in the pride of honourable poverty? You describe the victories they have gained; they are sullied by the cause in which they fought: you enumerate the spoils of those victories; they are covered with the blood of the vanquished.

Among primitive peoples we often find that closely connected groups living under exactly similar conditions develop sharply differentiated fashions, by means of which each group establishes uniformity within, as well as difference without the prescribed set. On the other hand, there exists a wide-spread predilection for importing fashions from without, and such foreign fashions assume a greater value within the circle, simply because they did not originate there. [...] Because of their external origin, these imported fashions create a special and significant form of socialization, which arises through mutual relation to a point without the circle. It sometimes appears as though social elements, just like the axes of vision, converge best at a point that is not too near. The currency, or more precisely the medium of exchange among primitive races, often consists of objects that are brought in from without. [...] Paris modes are frequently created with the sole intention of setting a fashion elsewhere. This motive of foreignness, which fashion employs in its socializing endeavors, is restricted to higher civilization, because novelty, which foreign origin guarantees in extreme form, is often regarded by primitive races as an evil. [...] The savage is afraid of strange appearances; the difficulties and dangers that beset his career cause him to scent danger in anything new which he does not understand and which he cannot assign to a familiar category. Civilization, however, transforms this affectation into its very opposite. Whatever is exceptional, bizarre, or conspicuous, or whatever departs from the customary norm, exercises a peculiar charm upon the man of culture, entirely independent of its material justification. The removal of the feelings of insecurity with reference to all things new was accomplished by the progress of civilization.

Good managers execute as well as motivate. Not all leaders need to be managers, but all managers need to be good leaders. While managing is an art; leadership is a skill that needs to be inculcated and enforced while executing assignments through subordinates

good managers execute as well as motivate. Not all leaders need to be managers, but all managers need to be good leaders. While managing is an art; leadership is a skill that needs to be inculcated, imbibed and enforced while executing assignments through subordinates

In my resistance, I knew that there was more to the assignment. To think of an assignment as nothing more than a grade would be a missed opportunity as it is. But when there's resistance, it's an even bigger indicator that something's going on, there's a deeper significance. And I knew there was something to the story that was to come. And I was motivated. There's a certain excitement that arises when one realizes they're at the onset of a personal transformation.

Friends The divine bliss of almighty is friend the relation boundless of any trend friends help us to solve all worries they wrap up our difficulties as furries. Friend is a best companion, ofcourse a guide they have no qualms to make us pride friends are gems hard to find nurturing this relation is the greatest task assigned. Friends stand together in joy and sorrows they take away all our pain and harrows till infinity live for friend, for him die limit this knot bonding beyond the sky. Distances cannot keep friends apart they reside in the fugal of heart never breakup, treat them with love and care remember enmities are everywhere friends are rare Though not a blood relation nor by birth It is the most pious bonding on the earth for my dearest friends, God I do thee pray always keep them happy, motivated and gay. ~Jugesh Singh Thakur Author ," The Craved Emotions" From:- Pogal Paristan

ADJUSTING OUR STANDARDS for accepting evidence to favor our preferred conclusions is but one instrument in the subliminal mind’s motivated reasoning tool kit. Other ways we find support for our worldviews (including our view of ourselves) include adjusting the importance we assign to various pieces of evidence and, sometimes, ignoring unfavorable evidence altogether. For example, ever notice how, after a win, sports fans crow about their team’s great play, but after a loss they often ignore the quality of play and focus on Lady Luck or the referees?35 Similarly, executives in public companies pat themselves on the back for good outcomes but suddenly recognize the importance of random environmental factors when performance is poor.3

Before you take a job, carefully list what things others are going to need to do or to deliver in order for you to successfully achieve what you hope to do. Ask yourself: “What are the assumptions that have to prove true in order for me to be able to succeed in this assignment?” List them. Are they within your control? Equally important, ask yourself what assumptions have to prove true for you to be happy in the choice you are contemplating. Are you basing your position on extrinsic or intrinsic motivators? Why do you think this is going to be something you enjoy doing? What evidence do you have? Every time you consider a career move, keep thinking about the most important assumptions that have to prove true, and how you can swiftly and inexpensively test if they are valid. Make sure you are being realistic about the path ahead of you.