Effects Of Money On Human Behavior Quotes

only the dead keep secrets." "it is not easy. Taking a life, even when we knew it was required." "most people want only to be cared for. If I had no softness, I'd get nowhere at all." "a flaw of humanity. The compulsion to be unique, which is at war with the desire to belong to a single identifiable sameness." "someone always gains, just like someone always loses." "most women are less in love with the partners they choose than they are simply desperate for their approval, starving for their devotion. They want most often to be touched as no one else can touch them, and most of them inaccurately assume this requires romance. But the moment we realize we can feel fulfilled without carrying the burdens of belonging to another, that we can experience rapture without being someone's other half, and therefore beholden to their weaknesses, to their faults and failures and their many insufferable fractures, then we're free, aren't we? " " enough, for once, to feel, and nothing else. " " there was no stopping what one person could believe. " " I noticed that if I did certain things, said things in certain way, or held her eye contact while I did them, I could make her... Soften toward me. " " I think I've already decided what I'm going to do, and I just hope it's the right thing. But it isn't, or maybe it is. But I suppose it doesn't matter, because I've already started, and looking back won't help. " " luck is a matter of probabilities. " "you want to believe that your hesitation makes you good, make you feel better? It doesn't. Every single one of us is missing something. We are all too powerful, too extraordinary, and don't you see it's because we're riddled with vacancies? We are empty and trying to fill, lighting ourselves on fire just to prove that we are normal, that we are ordinary. That we, like anything, can burn. " " ask yourself where power comes from, if you can't see the source, don't trust it. " " an assassin acting on his own internal compass. Whether he lived or died as a result of his own choice? Unimportant. He didn't raise an army didn't fight for good, didn't interfere much with the queen's other evils. It was whether or not he could live with his own decision because life was the only thing that truly matters. " " the truest truth : mortal lifetimes were short, inconsequential. Convictions were death sentences. Money couldn't buy happiness, but nothing could buy happiness, so at least money could buy everything else. In term of finding satisfaction, all a person was capable of controlling was himself. " " humans were mostly sensible animals. They knew the dangers of erratic behavior. It was a chronic condition, survival. My intention is as same as others. Stand taller, think smarter, be better. " " she couldn't remember what version of her had put herself into that relationship, into that life, or somehow into this shape, which still looked and felt as it always had but wasn't anymore. " " conservative of energy meant that there must be dozens of people in the world who didn't exist because of she did. " " what replace feelings when there were none to be had? " " the absence of something was never as effective as the present of something. " "To be suspended in nothing, he said, was to lack all motivation, all desire. It was not numbness which was pleasurable in fits, but functional paralysis. Neither to want to live nor to die, but to never exist. Impossible to fight." "apology accepted. Forgiveness, however, declined." "there cannot be success without failure. No luck without unluck." "no life without death?" "Everything collapse, you will, too. You will, soon.

Supercapitalism has triumphed as power has shifted to consumers and investors. They now have more choice than ever before, and can switch ever more easily to better deals. And competition among companies to lure and keep them continues to intensify. This means better and cheaper products, and higher returns. Yet as supercapitalism has triumphed, its negative social consequences have also loomed larger. These include widening inequality as most gains from economic growth go to the very top, reduced job security, instability of or loss of community, environmental degradation, violations of human rights abroad, and a plethora of products and services pandering to our basest desires. These consequences are larger in the United States than in other advanced economies because America has moved deeper into supercapitalism. Other economies, following closely behind, have begun to experience many of the same things. Democracy is the appropriate vehicle for responding to such social consequences. That’s where citizen values are supposed to be expressed, where choices are supposed to be made between what we want for ourselves as consumers and investors, and what we want to achieve together. But the same competition that has fueled supercapitalism has spilled over into the political process. Large companies have hired platoons of lobbyists, lawyers, experts, and public relations specialists, and devoted more and more money to electoral campaigns. The result has been to drown out voices and values of citizens. As all of this has transpired, the old institutions through which citizen values had been expressed in the Not Quite Golden Age—industry-wide labor unions, local citizen-based groups, “corporate statesmen” responding to all stakeholders, and regulatory agencies—have been largely blown away by the gusts of supercapitalism. Instead of guarding democracy against the disturbing side effects of supercapitalism, many reformers have set their sights on changing the behavior of particular companies—extolling them for being socially virtuous or attacking them for being socially irresponsible. The result has been some marginal changes in corporate behavior. But the larger consequence has been to divert the public’s attention from fixing democracy. 1

Thomas Gordon coined the term “I-message” and first described it in Parent Effectiveness Training (1970). According to Gordon, a clear I-message has three parts: a nonblameful description of the behavior, the effects it has on you, and your feelings. Describe the behavior. Use simple statements without judgments. For example, “When your hair isn’t brushed…” instead of “Your hair is such a mess!” Describe a specific, tangible effect. What effect does it have on you? This must be on you, not a sibling or another person. What needs of yours are not being met? It’s a tangible effect if it: Costs you time, energy, or money (for example, replacing cushions, mending holes, doing unnecessary errands, etc.) Prevents you from doing something you want or need to do (for example, getting somewhere on time, using the Internet, enjoying your living room, etc.) Upsets your body or senses (for example, loud noise, pain, tension) Share your feelings. What is your honest, authentic response to this behavior? Are you disappointed, resentful, hurt, sad, embarrassed, scared?

Let’s think more about the goal of building internal drive in our students, which is part of our fourth goal. You may know that there has been a recent backlash against the practice of rewarding children for every good turn, and for the now-pervasive practice of giving every child a participation trophy. Motivation researchers have long found that offering rewards for a job well done (or just a job done at all) often has the ironic effect of decreasing students’ internal motivation to perform that job (Deci, Koestner & Ryan, 2001). This is similar to what happens to professional athletes when they start making money to play, and they find that the passion and drive for the game that they felt in high school and college begin to melt away. When an individual gets rewarded for an action, that individual starts focusing more on the reward than on the natural pleasure that the action may bring them. Remove the reward, and they are actually less likely to perform the action than they would have been if they’d never been rewarded at all. In contrast, research (Ryan & Deci, 2000) has also found that there are three factors that foster sustained internal drive in us humans: competence (“I can do this”); autonomy (“I have control over what happens here”); and relatedness (“I am connected to people around me”). Plan A is not a particularly good recipe for fostering these factors, especially when Plan A comes in the form of sticker charts, points, and other systems of rewards and consequences that attempt to manipulate a student’s behavior through mechanisms of power and control—the opposite of building a sense of autonomy. Plan C doesn’t do a good job of this either, because while reducing expectations has advantages such as helping avoid challenging behavior, it does not leave the student with a sense of accomplishment and thus competence. We think you will come to find that Plan B provides a great recipe to foster internal drive, by helping students learn the skills (competence) to solve problems independently (autonomy) through an empathic interpersonal process (relatedness).