Danish Motivational Quotes

The development of quantum mechanics in the 1920s motivated physicists to tackle all the unsolved problems of physics with the new methods and see if they worked (they mostly did). But what was the evidence for any of this new way of thinking? The evidence that was persuasive at the time was a number of rather abstract physics experiments concerning the nature of atomic spectra or the interaction between light and metal surfaces. Each was important in its own way, but what ought to have played an important role in retrospect was something far, far simpler: the observation that magnets work. The crucial step was made by an unknown Dutch scientist called Hendreka van Leeuwen, and what she showed was that magnets couldn’t exist if you just use classical (i.e. pre-quantum) physics. Hendreka van Leeuwen’s doctoral work in Leiden was done under the supervision of Lenz and the work was published in the Journal de Physique et le Radium in 1921. Unfortunately, it subsequently transpired that her main result had been anticipated by Niels Bohr, the father of quantum mechanics, but as it had only appeared in his 1911 diploma thesis, written in Danish, it was unsurprising she hadn’t known about it. Their contribution, though conceived independently, is now known as the Bohr–van Leeuwen theorem, which states that if you assume nothing more than classical physics, and then go on to model a material as a system of electrical charges, then you can show that the system can have no net magnetization; in other words, it will not be magnetic. Simply put, there are no lodestones in a purely classical Universe.

America, we believe that praising kids for how smart they are builds their confidence and motivation to learn. We are rather obsessed with the idea of talent and genius and innate abilities. We freely praise our children and others because we think it is helpful. But three decades of research done by Stanford psychologist Carol S. Dweck has proven otherwise.

I will never see the day where I choose to fall upon my own sword of refuge. In knowing this, I also know that you will never ultimately defeat me; for my life is my own, and I will see to it accordingly.

Sometimes it is our mistakes that make us the best among men in the world. if we listen to the voices of the world, they speak not to degrade us but to encourage us to overcome that which we have been ultimately blessed with... for what more could we lose if we never choose to overcome anything? I tell you that you are dead if you are foolish enough to not try.

Following the Danish philosopher Soren Kierkegaard, he suggests that (1) prudential, (2) moral, and (3) religious reason mark the three stages of a journey on life’s way – a spiritual and moral journey. On this journey we move from selfish motivations to selfless ones as we grow spiritually. We begin in a pre-moral state of consciousness, move through the moral, and finally into the spiritual or religious. This third level enables one to live the ethical life with selfless compassion. A

In the basal forebrain there is something called the nucleus accumbens. It is a part of the brain’s reward system and has a significant role when it comes to motivation, pleasure, and reinforcement. Like all other vertebrates, we have this system because it is important that we feel pleasure when doing things like eating food and having sex, since these things are vital for our species’ survival.

Relationship are easy when times are good, BUT THE TRUE TEST IS WHAT YOU DO WHEN ( ONE IS BLIND AND OTHER IS VICTIM OF SILENCE ) AND TIMES ARE TOUGH.

Some stories always remain incomplete, until you do not read them complete with heart <3

In the U.S., many parents believe that praising kids for how smart they are builds their confidence and motivation to learn. American parents tend to freely praise their children and others, believing it helps their confidence and development. But three decades of research done by Stanford psychologist Carol S. Dweck has proven otherwise. Praise is closely connected to how kids view their intelligence. If they are constantly praised for being naturally smart, talented, or gifted (sound familiar?), they develop what is called a “fixed” mind-set (their intelligence is fixed and they have it). In contrast, children who are told that their intelligence can be developed with work and education develop a growth mind-set (they can develop their skills because they are working very hard). Dweck’s findings show that kids who have a fixed mind-set, who have constantly been told they are smart, tend to care first and foremost about how they will be judged: smart or not smart. They become afraid to have to exert too much effort because effort makes them feel dumb. They believe that if you have the ability, you shouldn’t need to put in the effort. And since they have always been told they have the ability, they are afraid that by needing to really try hard to do something they will lose their status as “smart.