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.

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.

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.

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.

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.

He would pursue litigation with no regard to his chances of victory or the costs involved. When he lost, he would invent a phony enemy, or assign a phony motive to a real enemy, and reframe it as a victory.

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?

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.

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.

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.

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

Inside them, perhaps trapped where I can help find it, is all the information needed to make an accurate evaluation. At some point in our discussion of possible suspects, the woman will invariably say something like this: “You know, there is one other person, and I don’t have any concrete reasons for thinking it’s him. I just have this feeling, and I hate to even suggest it, but…” And right there I could send them home and send my bill, because that is who it will be. We will follow my client’s intuition until I have “solved the mystery.” I’ll be much praised for my skill, but most often, I just listen and give them permission to listen to themselves. Early on in these meetings, I say, “No theory is too remote to explore, no person is beyond consideration, no gut feeling is too unsubstantiated.” (In fact, as you are about to find out, every intuition is firmly substantiated.) When clients ask, “Do the people who make these threats ever do such-and-such?” I say, “Yes, sometimes they do,” and this is permission to explore some theory. When interviewing victims of anonymous threats, I don’t ask “Who do you think sent you these threats?” because most victims can’t imagine that anyone they know sent the threats. I ask instead, “Who could have sent them?” and together we make a list of everyone who had the ability, without regard to motive. Then I ask clients to assign a motive, even a ridiculous one, to each person on the list. It is a creative process that puts them under no pressure to be correct. For this very reason, in almost every case, one of their imaginative theories will be correct.

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.