Evaluate To Motivate Quotes

To assess the quality of thoughts of people, don't listen to their words, but watch their actions.

It’s estimated that AI could free up to 25% of clinician time across different specialties. This increased amount of time could mean less hurried encounters and more humane interactions, including more empathy from happier doctors. This is important because empathy has been shown to improve outcomes by boosting patient adherence to the prescribed treatments, increasing motivation, and reducing anxiety and stress.

An algorithm that expedites care to a stroke patient in a chaotic emergency room (ER) has a good chance of adoption. An algorithm that reads a routine scan and provides some quantification of what the physicians can already estimate won’t be in as much demand. There are good reasons for algorithms to parse patient records to look for signs of rare diseases, but there are fewer good reasons for using them to evaluate clinical symptoms. It’s cool that AI tools can make diagnoses from scratch, but for most clinical encounters doctors are already pretty good at it.

During energy deflation, we must first re-evaluate our values, motivations, and capacities because this helps us adopt a more grounded, realistic approach to life. By cultivating a creative, transformative power that shapes our destiny, we enforce our own in-depth agenda and avoid falling short and becoming "fallen stars." ("Feeling like a fallen star")

A warrior doesn’t worry. He or she evaluates the situation, investigates the source, calculates the risks and benefits, formulates a plan then puts it into action.

Winners evaluate themselves in a positive manner and look for their strengths as they work to overcome weaknesses.

Anger is an assertion of rights and worth. It is communication, equality, and knowledge. It is intimacy, acceptance, fearlessness, embodiment, revolt, and reconciliation. Anger is memory and rage. It is rational thought and irrational pain. Anger is freedom, independence, expansiveness, and entitlement. It is justice, passion, clarity, and motivation. Anger is instrumental, thoughtful, complicated, and resolved. In anger, whether you like it or not, there is truth. Anger is the demand of accountability, It is evaluation, judgment, and refutation. It is reflective, visionary, and participatory. It's a speech act, a social statement, an intention, and a purpose. It's a risk and a threat. A confirmation and a wish. It is both powerlessness and power, palliative and a provocation. In anger, you will find both ferocity and comfort, vulnerability and hurt. Anger is the expression of hope. How much anger is too much? Certainly not the anger that, for many of us, is a remembering of a self we learned to hide and quiet. It is willful and disobedient. It is survival, liberation, creativity, urgency, and vibrancy. It is a statement of need. An insistence of acknowledgment. Anger is a boundary. Anger is boundless. An opportunity for contemplation and self-awareness. It is commitment. Empathy. Self-love. Social responsibility. If it is poison, it is also the antidote. The anger we have as women is an act of radical imagination. Angry women burn brighter than the sun. In the coming years, we will hear, again, that anger is a destructive force, to be controlled. Watch carefully, because not everyone is asked to do this in equal measure. Women, especially, will be told to set our anger aside in favor of a kinder, gentler approach to change. This is a false juxtaposition. Reenvisioned, anger can be the most feminine of virtues: compassionate, fierce, wise, and powerful. The women I admire most—those who have looked to themselves and the limitations and adversities that come with our bodies and the expectations that come with them—have all found ways to transform their anger into meaningful change. In them, anger has moved from debilitation to liberation. Your anger is a gift you give to yourself and the world that is yours. In anger, I have lived more fully, freely, intensely, sensitively, and politically. If ever there was a time not to silence yourself, to channel your anger into healthy places and choices, this is it.

There should be exit interviews for dating. Just a brief evaluation of the highlights and challenges of the relationship, and maybe a few questions like “So what exactly was it that motivated you to dump me?

Logic and morality made it impossible to accept an illogical and immoral reality; they engendered a rejection of reality which as a rule led the cultivated man rapidly to despair. But the varieties of the man-animal are innumerable, and I saw and have described men of refined culture, especially if young, throw all this overboard, simplify and barbarize themselves, and survive. A simple man, accustomed not to ask questions of himself, was beyond the reach of the useless torment of asking himself why. The harsher the oppression, the more widespread among the oppressed is the willingness, with all its infinite nuances and motivations, to collaborate: terror, ideological seduction, servile imitation of the victor, myopic desire for any power whatsoever… Certainly, the greatest responsibility lies with the system, the very structure of the totalitarian state; the concurrent guilt on the part of individual big and small collaborators is always difficult to evaluate… they are the vectors and instruments of the system’s guilt… the room for choices (especially moral choices) was reduced to zero

Don't, but if at all, then, lie to the whole damn world - never to your own damn, silly stupid self.

In a sense, discouragement does not have to exist. Allow it to be rather the encouragement to honestly reconsider all the options, then, as necessary, shine on.

It's tough to get out of one's inherited imbecilic culture, and a thus inherited or endowed lunatic belief system. A freethinker must overcome every deadened system. Especially one's own.

You have to evaluate your relationships and eliminate the relationships that are not bringing you positivity and growth. We need to be around people who encourage us, uplift us, and promote positivity.

Our evaluations. - All actions may be traced back to evaluations, all evaluations are original or adopted - the latter being by far the most common. Why do we adopt them? From fear - that is to say, we consider it more advisable to pretend they are our own - and accustom ourself to this pretense, so that at length it becomes our own nature. Original evaluation: that is to say, to assess a thing according to the extent to which it pleases or displeases us alone and no one else - something excessively rare! But must our evaluation of another, in which there lies motive for our general availing ourselves of his HIS evaluation, at least not proceed from US, be our OWN determination? Yes, but we arrive at it as children, and rarely learn to change our view; most of us are our whole lives long the fools of the way we acquired in childhood of judging our neighbors (their minds, rank, morality, whether they are exemplary or reprehensible) and of finding it necessary to pay homage to their evaluations.

Of all the judgments that we pass in life, none is as important as the one we pass on ourselves, for that judgment touches the very center of our existence. … No significant aspect of our thinking, motivation, feelings, or behavior is unaffected by our self-evaluation….

Blind-believers and staunch atheists have the same god - namely, a self-deluded, one's own shadow's bot.

Live joyfully this life. Once gone, who knows if we ever get it back. Atheists think we do not. Mystics say you will. Either way, chill.

Live boldly. Or be an oldie. Your call. As for me, well, I may have at times lived good, or even badly. But never ever not boldly.

Report cards are not a potential prize, but a way to offer students useful feedback on their progress. And Type I students understand that a great way to get feedback is to evaluate their own progress.

People may advice you, guide you and evaluate what you do, but bear in mind they can’t think for you. You don’t blame people for not thinking for you; blame yourself for depending on them to do what you must do.

The idea that people would be happier if they maintained a constant state of realism is a beautiful sentiment, but Taylor and Brown found just the opposite. They presented a new theory that suggested that well-being came from unrealistic views of reality. They said you reduce the stress of terminal illness or a high-pressure job or unexpected tragedy by resorting to optimism and delusion. Your wildly inaccurate self-evaluations get you through rough times and help motivate you when times are good. Indeed, later research backed up their claims, showing that people who are brutally honest with themselves are not as happy day to day as people with unrealistic assumptions about their abilities. People who take credit for the times when things go their way but who put the blame on others when they stumble or fall are generally happier people.

A purpose will motivate you. A purpose will keep your priorities straight. A purpose will develop your potential. A purpose will give you power to live in the present. A purpose will help you evaluate your progress.

Appreciation — motivates and encourages. Coaching — helps increase knowledge, skill, capability, growth, or raises feelings in the relationship. Evaluation — tells you where you stand, aligns expectations, and informs decision making.

As I developed as a CEO, I found two key techniques to be useful in minimizing politics. 1. Hire people with the right kind of ambition. The cases that I described above might involve people who are ambitious but not necessarily inherently political. All cases are not like this. The surest way to turn your company into the political equivalent of the U.S. Senate is to hire people with the wrong kind of ambition. As defined by Andy Grove, the right kind of ambition is ambition for the company’s success with the executive’s own success only coming as a by-product of the company’s victory. The wrong kind of ambition is ambition for the executive’s personal success regardless of the company’s outcome. 2. Build strict processes for potentially political issues and do not deviate. Certain activities attract political behavior. These activities include:   Performance evaluation and compensation   Organizational design and territory   Promotions Let’s examine each case and how you might build and execute a process that insulates the company from bad behavior and politically motivated outcomes.

Some choices are better than others and we, as mortal humans, cannot be expected to always choose the best ones. What we can control is how we evaluate past decisions. Our readiness to reflect and realize that we were wrong. Our ability to admit our wrongs and move forward. To say we are sorry or make amends for mistakes. To apply what we’ve learned from past follies and choose wiser in the present. I contend that in a random and often chaotic world of choices, that is what we can control.

Most people just do not give a crap. Especially about you. It is not because you're crap. Mostly it is so because they are. So, you're better than them. Yeah! Now, give a crap!

You cannot evaluate the effectiveness of an objective, if you cannot comprehend the blueprint of the vision.

Love yourself, and you'll never be without a loved one.

Humans are mental. You be gentle.

Little people make tall claims. As being this-that avatar or messiah. Some even say they're God. Well, if they are, I'm their grand-pop.

Have faith in 'What Is'. You will get your due, good or not so good, to your liking or not, but in time, as it is meant to be.

Every anniversary is an opportunity to evaluate the past and the present for the sake of future opportunities.

Just taking a few moments to evaluate what’s being said, to identify the motives of whoever’s speaking, and to ask if what they’re saying makes any sense, can help us avoid being manipulated.

Many of us spontaneously anticipate how friends and colleagues will evaluate our choices; the quality and content of these anticipated judgments therefore matters. The expectation of intelligent gossip is a powerful motive for serious self-criticism

In psychotherapy, a child is never told, “You are a good little boy.” “You are great.” Judgmental and evaluative praise is avoided. Why? Because it is not helpful. It creates anxiety, invites dependency, and evokes defensiveness. It is not conducive to self-reliance, self-direction, and self-control, qualities that demand freedom from outside judgment. They require reliance on inner motivation and evaluation. Children need to be free from the pressure of evaluative praise so that others do not become their source of approval. Isn't

Anger is an assertion of rights and worth. It is communication, equality, and knowledge. It is intimacy, acceptance, fearlessness, embodiment, revolt, and reconciliation. Anger is memory and rage. It is rational thought and irrational pain. Anger is freedom, independence, expansiveness, and entitlement. It is justice, passion, clarity, and motivation. Anger is instrumental, thoughtful, complicated, and resolved. In anger, whether you like it or not, there is truth. Anger is the demand of accountability. It is evaluation, judgment, and refutation. It is reflective, visionary, and participatory. It's a speech act, a social statement, an intention, and a purpose. It's a risk and a threat. A confirmation and a wish. It is both powerlessness and power, palliative and a provocation. In anger, you will find both ferocity and comfort, vulnerability and hurt. Anger is the expression of hope.

Thus discernment, artistic or otherwise, is a critical skill, and yet it can be something we take for granted, in part because we do it so effortlessly. Think about how rarely we’re impressed by truly unimpressive people. When it happens, we feel as though we’ve been taken in by a charlatan. It can even be embarrassing to demonstrate poor aesthetic judgment. We don’t want others to know that we’re inept at telling good art from bad, skilled artists from amateurs. This suggests that we evaluate each other not only for our first-order skills, but for our skills at evaluating the skills of others. Human social life is many layered indeed.

Cas Wouters, inspired by conversations with Elias late in his life, suggests that we are living through a new phase in the Civilizing Process. This is the long-term trend of informalization I mentioned earlier, and it leads to what Elias called a “controlled decontrolling of emotional controls” and what Wouters calls third nature.182 If our first nature consists of the evolved motives that govern life in a state of nature, and our second nature consists of the ingrained habits of a civilized society, then our third nature consists of a conscious reflection on these habits, in which we evaluate which aspects of a culture’s norms are worth adhering to and which have outlived their usefulness.

Picquart’s process of coming to realize that Dreyfus was innocent is a striking example of what cognitive scientists sometimes call accuracy motivated reasoning. In contrast to directionally motivated reasoning, which evaluates ideas through the lenses of “Can I believe it?” and “Must I believe it?,” accuracy motivated reasoning evaluates ideas through the lens of “Is it true?

Keep looking at the finishing line in your way to achieve your dreams. Each step you take will carry you closer to your goal. Sometimes you will need to run, sometimes you will slow down to a walk, and sometimes you might need to take a break. Evaluate your effort, improve, and keep going; the only thing you will do wrong is to quit. Quitting will never take you anywhere but farther from your ambition and from all the effort you made so far.

Grab Bag of Questions for Coach and Coachee Who has given you feedback well? What was helpful about how they did it? Have you ever gotten good advice that you rejected? Why? Have you ever received good advice that you took years later? What motivates you? What disheartens you? What’s your learning style? Visual, auditory, big picture, detail oriented? What helps you hear appreciation? What’s something you wish you were better at? Whose feedback-receiving skills do you admire? What did your childhood and family teach you about feedback and learning? What did your early job experiences teach you? What’s the role of time/stages? What’s the role of mood and outlook? What’s the role of religion or spirituality? What has been the impact of major life events? Getting married? Getting laid off or fired? Having children? Death of a parent? What do you dislike most about coaching? About evaluation? What helps you change?

Over the last three centuries, psychologists have been able to define three distinct parts of the human mind: thoughts, emotions, and motivations. Thoughts, also known as cognition, include regular functions such as memory, judgment, and reasoning. This is where intelligence comes in because it is used to measure your cognitive functions. Emotions, on the other hand, include things like moods, feelings, and evaluations. Motivations refer to behaviors that you learn or biological urges.

Each person must decide for himself what his obligations are to his respective friends, family, and community. Before donating his time and money to those outside his immediate family and close circle of friends, he must decide what he can afford, without depriving those closest to him. When taking these things into consideration he must be certain to include himself among those who mean most to him. He must carefully evaluate the validity of the request and the personality or motives of the person asking it of him.

Mr. Friend never really enjoys his life. He owns a lot of upscale things, yet he works so hard and for so many hours during a typical day that he has no time to enjoy them. He has no time for his family, either. He leaves his house each day before dawn and rarely returns home in time for dinner. Would you like to be Mr. Friend? His lifestyle is appealing to many people. But if these people really understood Mr. Friend’s inner workings, they might evaluate him differently. Mr. Friend is possessed by possessions. He works for things. His motivation and his thoughts are focused on the symbols of economic success.

Transcendental generosity is generally misunderstood in the study of the Buddhist scriptures as meaning being kind to someone who is lower than you.  Someone has this pain and suffering and you are in a superior position and can save them—which is a very simple-minded way of looking down on someone.  But in the case of the bodhisattva, generosity is not so callous.  It is something very strong and powerful; it is communication.   Communication must transcend irritation, otherwise it will be like trying to make a comfortable bed in a briar patch.  The penetrating qualities of external color, energy, and light will come toward us, penetrating our attempts to communicate like a thorn pricking our skin.  We will wish to subdue this intense irritation and our communication will be blocked.   Communication must be radiation and receiving and exchange.  Whenever irritation is involved, then we are not able to see properly and fully and clearly the spacious quality of that which is coming toward us, that which is presenting itself as communication.  The external world is immediately rejected by our irritation which says, “no, no, this irritates me, go away.”  Such an attitude is the complete opposite of transcendental generosity.   So the bodhisattva must experience the complete communication of generosity, transcending irritation and self-defensiveness.  Otherwise, when thorns threaten to prick us, we feel that we are being attacked, that we must defend ourselves.  We run away from the tremendous opportunity for communication that has been given to us, and we have not been brave enough even to look to the other shore of the river.  We are looking back and trying to run away.   Generosity is a willingness to give, to open without philosophical or pious or religious motives, just simply doing what is required at any moment in any situation, not being afraid to receive anything.  Opening could take place in the middle of a highway.  We are not afraid that smog and dust or people’s hatreds and passions will overwhelm us; we simply open, completely surrender, give.  This means that we do not judge, do not evaluate.  If we attempt to judge or evaluate our experience, if we try to decide to what extent we should open, to what extent we should remain closed, the openness will have no meaning at all and the idea of paramita, of transcendental generosity, will be in vain.  Our action will not transcend anything, will cease to be the act of a bodhisattva.   The whole implication of the idea of transcendence is that we see through the limited notions, the limited conceptions, the warfare mentality of this as opposed to that. Generally, when we look at an object, we do not allow ourselves to see it properly.  Automatically we see our version of the object instead of actually seeing the object as it is.  Then we are quite satisfied, because we have manufactured or own version of the thing within ourselves.   Then we comment on it, we judge, we take or reject; but there is on real communication going on at all.   Cutting Through Spiritual Materialism, p.167, Chogyam Trungpa Rimpoche

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

Mediocre people are a drag on quality and morale, but they tend to do just enough good work to stick around—managers have a tough time justifying letting them go because there’s no actionable offense. The scent of mediocrity on your team can also scare off talented candidates. Mediocrity is an albatross we tether ourselves to when we don’t give the hiring process our full attention. When you hire, look for skill fit, but don’t make it your primary evaluation criteria. Look for passion, curiosity, selflessness, openness, confidence, communication skills, emotional intelligence, and intrinsic motivation, too. These things can’t be taught—most skills can.

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

Introverts typically . . . • Process information internally. It is normal for them to continuously contemplate, generate, circulate, evaluate, question, and conclude. • Are rejuvenated and energized by rest, relaxation, and down-time. • Need time to process and adapt to a new situation or setting, otherwise it is draining. • Tend to be practical, simple, and neutral in their clothing, furnishings, offices, and surroundings. • Choose their friends carefully and focus on quality, not quantity. They enjoy the company of people who have similar interests and intellect. • May resist change if they are not given enough notice to plan, prepare, and execute. Sudden change creates stress and overwhelm.

But as a Puerto Rican woman, she belonged to not one but two minority groups. New research suggests that her double minority status may have amplified the costs and the benefits of speaking up. Management researcher Ashleigh Rosette, who is African American, noticed that she was treated differently when she led assertively than were both white women and black men. Working with colleagues, she found that double minority group members faced double jeopardy. When black women failed, they were evaluated much more harshly than black men and white leaders of both sexes. They didn’t fit the stereotype of leaders as black or as female, and they shouldered an unfair share of the blame for mistakes. For double minorities, Rosette’s team pointed out, failure is not an option. Interestingly, though, Rosette and her colleagues found that when black women acted dominantly, they didn’t face the same penalties as white women and black men. As double minorities, black women defy categories. Because people don’t know which stereotypes to apply to them, they have greater flexibility to act “black” or “female” without violating stereotypes. But this only holds true when there’s clear evidence of their competence. For minority-group members, it’s particularly important to earn status before exercising power. By quietly advancing the agenda of putting intelligence online as part of her job, Carmen Medina was able to build up successes without attracting too much attention. “I was able to fly under the radar,” she says. “Nobody really noticed what I was doing, and I was making headway by iterating to make us more of a publish-when-ready organization. It was almost like a backyard experiment. I pretty much proceeded unfettered.” Once Medina had accumulated enough wins, she started speaking up again—and this time, people were ready to listen. Rosette has discovered that when women climb to the top and it’s clear that they’re in the driver’s seat, people recognize that since they’ve overcome prejudice and double standards, they must be unusually motivated and talented. But what happens when voice falls on deaf ears?

You might have wondered many a times that even though you plan and prepare yourself to deal with a particular situation, you end up in falling into trouble? Have you ever evaluated the reason for this? If you think over it, you will realise that it is majorly because of your negligence in realising the impulsive reactions that you make while taking the necessary steps into your work or journey. And with this impulsive reactions, you yourself create a conflict between your quick-tempered emotions and intelligence, And as you lose patience in understanding you make quick decisions, thus often end up falling into trouble. So, the trick which you need to learn, understand and practice is to have patience and calmness within yourself so as to build a habit to react only after understanding the whole situation.

astonishing number of senior leaders are systemically incapable of identifying their organization’s most glaring and dangerous shortcomings. This is not a function of stupidity, but rather stems from two routine pressures that constrain everybody’s thinking and behavior. The first is comprised of cognitive biases, such as mirror imaging, anchoring, and confirmation bias. These unconscious motivations on decision-making under uncertain conditions make it inherently difficult to evaluate one’s own judgments and actions. As David Dunning, a professor of psychology at Cornell University, has shown in countless environments, people who are highly incompetent in terms of their skills or knowledge are also terrible judges of their own performance. For example, people who perform the worst on pop quizzes also have the widest variance between how they thought they performed and the actual score that they earned.22

The expectation of a reward or evaluation, even a positive evaluation, squelched creativity. She calls this phenomenon the intrinsic theory of motivation. Stated simply: “People will be most creative when they feel motivated primarily by interest, enjoyment, satisfaction, and the challenge of the work itself—not by external pressures.” She warns that many schools and corporations, by placing such emphasis on rewards and evaluation, are inadvertently suppressing creativity. It’s a compelling theory, and one that, intuitively, makes sense. Who hasn’t felt creatively liberated writing in a private diary or doodling in a notebook, knowing no one will ever see these zany scribbles? The theory, though, doesn’t always jibe with the real world. If we are only motivated by the sheer joy of an activity, why do athletes perform better in the heat of competition rather than during training sessions? Why did Mozart abandon works in progress because his

A healthy person has to learn again to be “selfish.” We have to learn to be honestly selfish, that is, we have to honestly face our needs and our feelings and face what we really want from others in our relationships. The more we face our simple wants, the more we can be straightforward in our expression to the people closest to us and to ourselves. We have to give up parental, rejecting, critical, evaluative attitudes toward our simple wishes and feelings. We have to feel what we want and stop accusing ourselves of being babyish when we want things.   When we pursue our goals in an honest and direct manner, without deception, we actually are more moral and tend to have respect and empathy for other people. There is a sense of value for both ourselves and others. Following one’s own motives and inclinations, within acceptable limits (with the exception of violations of the other’s boundaries), does not lead to chaos or immoral behavior. On the other hand, the hypocritical attitudes and dishonesty inherent in turning away from our needs often leads us to be more destructive or hostile to friends and loved ones.

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

Just as versions of the hereafter are endlessly diverse, the multifaceted experience of dying differs for each person as well, despite its biological component. Each death is unique. Overall children die differently from adults, animals from humans, the long-ill from the accident victim. In the same way, afterlife experiences are highly divergent, shaped by an individual’s beliefs, culture, and personal wants. The more we know about those differences, the more we discover new directions and broaden possibilities. My goal is for you to become an independent thinker when it comes to the dead and the sphere they inhabit, basing your conclusions on your own intuitions and experiences while keeping them open to evaluation and change. Therefore, much of what is contained in these pages is hard at work challenging beliefs that impede independent awareness. This book is meant not only to stimulate your critical thinking but also to expand the range of questions you ask about the nature of the afterlife and, hence, of reality itself. Additional motives are at work here too. In chapter 12, you will learn that independent thinkers have more encounters with the deceased than others have. A third motive comes from my own work as a medium and from studies of positive and not-so-positive near-death experiences. Both show that if a person dies, clinically or permanently, with a fistful of unexamined, dogmatic assumptions, it can cause an array of complications in the immediate afterlife, whereas just a jot of open-mindedness leads to experiences that are full, deep, and transcendent.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

...he [Perry Hildebrandt] broached the subject of goodness and its relation to intelligence. He'd come to the reception for selfless reasons, but he now saw that he might get not only a free buzz but free advise from, as it were, two professionals. 'I suppose what I'm asking,' he said, 'is whether goodness can ever truly be its own reward, or whether, consciously or not, it always serves some personal instrumentality.' Reverend Walsh [Trinity Lutheran] and the rabbi [Meyer] exchanged glances in which Perry detected pleasant surprise. It gratified him to upset their expectations of a fifteen-year-old. 'Adam may have a different answer,' the rabbi said, but in the Jewish faith there is really only one measure of righteousness: Do you celebrate God and obey His commandments?' 'That would suggest,' Perry said, 'that goodness and God are essentially synonymous.' 'That's the idea,' the rabbi said. 'In biblical times, when God manifested Himself more directly. He could seem like quite the hard-ass--striking people blind for trivial offenses, telling Abraham to kill his son. But the essence of the Jewish faith is that God does what He does, and we obey Him.' 'So, in other words, it doesn't matter what a righteous person's private thoughts are, so long as he obeys the letter of God's commandments?' 'And worships Him, yes. Of course, at the level of folk wisdom, a man can be righteous without being a -mensch.- I'm sure you see this, too, Adam--the pious man who makes everyone around him miserable. That might be what Perry is asking about.' 'My question,' Perry said, 'is whether we can ever escape our selfishness. Even if you bring in God, and make him the measure of goodness, the person who worships and obeys Him still wants something for himself. He enjoys the feeling of being righteous, or he wants eternal life, or what have you. If you're smart enough to think about it, there's always some selfish angle.' The rabbi smiled. 'There may be no way around it, when you put it like that. But we "bring in God," as you say--for the believer, of course, it's God who brought -us- in--to establish a moral order in which your question becomes irrelevant. When obedience is the defining principle, we don't need to police every little private thought we might have.' 'I think there's more to Perry's question, though,' Reverend Walsh said. 'I think he is pointing to sinfulness, which is our fundamental condition. In Christian faith, only one man has ever exemplified perfect goodness, and he was the Son of God. The rest of us can only hope for glimmers of what it's like to be truly good. When we perform an act of charity, or forgive an enemy, we feel the goodness of Christ in our hearts. We all have an innate capability to recognize true goodness, but we're also full of sin, and those two parts of us are constantly at war.' 'Exactly,' Perry said. 'How do I know if I'm really being good or if I'm just pursuing a sinful advantage?' 'The answer, I would say, is by listening to your heart. Only your heart can tell you what your true motive is--whether it partakes of Christ. I think my position is similar to Rabbi Meyer's. The reason we need faith--in our case, faith in the Lord Jesus Christ--is that it gives us a rock-solid basis for evaluating our actions. Only through faith in the perfection of our Savior, only by comparing our actions to his example, only by experiencing his living presence in our hearts, can we hope to be forgiven for the more selfish thoughts we might have. Only faith in Christ redeems us. Without him, we're lost in a sea of second-guessing our motives.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

forgot about my huge goal. I focused on what I could control: what I did every day. After a little experimentation and a lot of thought, I settled on a process. Because the Internet never sleeps, here’s what I did every day: Write a new post. Without fail. No excuses. Build relationships. I contacted three people who tweeted my posts that day, choosing the three who seemed most influential, the most noteworthy, the most “something” (even if that “something” was just “thoughtful comment”). Then I sent an e-mail—not a tweet—and said thanks. My goal was to make a genuine connection. Build my network. I contacted one person who might be a great source for a future post. I aimed high: CEOs, founders, entrepreneur-celebrities . . . people with instant credibility and engaged followings. Many didn’t respond. But some did. And some have become friends and appear in this book. Add three more items to my “list of great headlines.” Headlines make or break posts: A great post with a terrible headline will not get read. So I worked hard to learn what worked for other people—and to adapt their techniques for my own use. Evaluate recent results. I looked at page views. I looked at shares and likes and tweets. I tried to figure out what readers responded to, what readers cared about. Writing for a big audience has little to do with pleasing yourself and everything to do with pleasing an audience, and the only way to know what worked was to know the audience. Ignore my editor. I liked my editor. But I didn’t want her input because she knew only what worked for columnists who were read by a maximum of 300,000 people each month. My goal was to triple that, which meant I needed to do things differently. We occasionally disagreed, and early on I lost some of those battles. Once my numbers started to climb, I won a lot more often, until eventually I was able to do my own thing. Sounds simple, right? In a way it was, because I followed a self-reinforcing process:

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

If you never been at a point where you have to choose. Evaluate your life. Success and Happy life starts by you making a decision to Choose and choosing not only right things but what will work for you.

As far as you know, and that is not near enough, this is the only life given to you. So, do not screw it up. Do your bit, without harming others. That's godly enough. Just do not dump your shit, especially the religious kind, on others. Thank you.

Regardless of how low a person stoops, it is never too late to uncover a redemptive epiphany. Can I mine an inspirational ray of motivation from my darkest thoughts that allows me to confront the commonplace disorders and tragic interruptions of life? What physical, mental, and emotional strumming make up the tinderbox that produces the moral tension that gives meaning to the life of an ordinary person? Amongst the chaos, confusion, and compromises that mark existence, how do we go about understanding ourselves? How do we become in touch with our personal band of raw emotions? Does self-transformation commence by admitting illicit impulses, irrational thoughts, disturbing habits, mythic misgivings, and stinted worldview? Do we learn through deconstructing our maverick experiences or through intellectual abstraction? In order to move forward in life, is it sometimes necessary to dissect ourselves? Would it prove helpful systematically to take apart nightmarish experiences that seemly never let go of a person?

Life is too short to bullshit.

To live unhappily, is failing life.

The Interview The largest determining factor in whether you get a job is usually the interview itself. You’ve made impressions all along—with your telephone call and your cover letter and resume. Now it is imperative that you create a favorable impression when at last you get a chance to talk in person. This can be the ultimate test for a socially anxious person: After all, you are being evaluated on your performance in the interview situation. Activate your PMA, then build up your energy level. If you have followed this program, you now possess the self-help techniques you need to help you through the situation. You can prepare yourself for success. As with any interaction, good chemistry is important. The prospective employer will think hard about whether you will fit in—both from a production perspective and an interactive one. The employer may think: Will this employee help to increase the bottom line? Will he interact well as part of the team within the social system that already exists here? In fact, your chemistry with the interviewer may be more important than your background and experience. One twenty-three-year-old woman who held a fairly junior position in an advertising firm nonetheless found a good media position with one of the networks, not only because of her skills and potential, but because of her ability to gauge a situation and react quickly on her feet. What happened? The interviewer began listing the qualifications necessary for the position that was available: “Self-starter, motivated, creative . . .” “Oh,” she said, after the executive paused, “you’re just read my resume!” That kind of confidence and an ability to take risks not only amused the interviewer; it displayed some of the very skills the position required! The fact that interactive chemistry plays such a large role in getting a job has both positive and negative aspects. The positive side is that a lack of experience doesn’t necessarily mean you can’t get a particular job. Often, with the right basic education and life skills, you can make a strong enough impression based on who you are and how capable you seem that the employer may feel you are trainable for the job at hand. In my office, for example, we interviewed a number of experienced applicants for a secretarial position, only to choose a woman whose office skills were not as good as several others’, but who had the right chemistry, and who we felt would fit best into the existing system in the office. It’s often easier to teach or perfect the required skills than it is to try to force an interactive chemistry that just isn’t there. The downside of interactive chemistry is that even if you do have the required skills, you may be turned down if you don’t “click” with the interviewer.

Were I but perfectly normal, I would just not be.

So, am I too, like all other humans, just a rogue? Sure! Just a notch less than those rascals wearing godly robes.

I had an enemy - myself. Getting rid of the ego-self, in came the Self. Now, here, there, everywhere is nothing else. Just One Self.

Emotional intelligence marks one’s ability to perceive, understand, control, and evaluate his or her emotions.

Giving to those in need what they could be gaining from their own initiative may well be the kindest way to destroy people. We mean well, our motives are good, but we have neglected to conduct care-full due diligence to determine emotional, economic, and cultural outcomes on the receiving end of our charity. Why do we miss this crucial aspect in evaluating our charitable work? Because, as compassionate people, we have been evaluating our charity by the rewards we receive through service, rather than the benefits received by the served. We have failed to adequately calculate the effects of our service on the lives of those reduced to objects of our pity and patronage.

Financial literacy not only involves the ability to count your money, it also tests your ability to evaluate the cost and benefit associated with each decision you make.

the Court has reaffirmed that the officers’ subjective motivation is irrelevant in evaluating whether a stop or an arrest is lawful under the Fourth Amendment. As long as the officer can articulate reasonable suspicion for making a stop, even if it had nothing to do with the real reason for the stop, he or she has not violated the Fourth Amendment.

Let me reassure you that you can rejuvenate & heal yourself on all levels simply by beginning to look at things, situations, places & people from a newer perspective & by committing to let go of the thoughts, behaviors & feelings that keep you from being your best. Darling listen – if you truly want to become super joyful, healthier, successful & the greater version of yourself, look over your life & see what needs to be released, eliminated & subtracted; this could be your old beliefs, old matters, rituals, your triggers, conflicting feelings, destructive emotions, hatred or unwarranted resentment or your prejudicial way of thinking, speaking & doing things that are actually detrimental to your health, happiness & future. I know for sure that you, like anyone else, wish to continue with your old routines, habits & beliefs, I request you to add, embrace or continue with only those things that resonate with your soul purpose from today onwards. Hopefully this post will motivate you to re-evaluate everything in life once again & help you to gain a myriad of benefits such as happiness, more optimism, better health & promising future. Good luck & Tons of Good wishes!

The research seemed to reveal that the depressed individual sees himself as a “loser,” as an inadequate person doomed to frustration, deprivation, humiliation, and failure. Further experiments showed a marked difference between the depressed person’s self-evaluation, expectations, the aspirations on the one hand and his actual achievements—often very striking—on the other. My conclusion was that depression must involve a disturbance in thinking: the depressed person thinks in idiosyncratic and negative ways about himself, his environment, and his future. The pessimistic mental set affects his mood, his motivation, and his relationships with others, and leads to the full spectrum of psychological and physical symptoms typical of depression.

working identity involves revisiting the basic assumptions we use to evaluate possibilities. To illustrate what basic assumptions are, it is useful to think of our career choices as a pyramid with three levels (see figure 4-1).4 At the top of the pyramid lies what is most visible, to us and to the outside world: what job we hold in what setting. Dan, for example, was an executive in a high-tech company. One level below are the values and motivating factors that hold constant from job to job and company to company. These are what MIT career specialist Edgar Schein calls our “career anchors,” the competencies, preferences, and work-related values that we would be unwilling to give up if forced to make a choice.5 Dan’s experience has led him to value himself professionally as someone who excels at turnarounds—at making troubled companies healthy. He could perform this role on a smaller or larger scale (for example, big company or small start-up), in an advisory or a hands-on role, and as a manager or an owner, but the constant is that managerial challenge is what excites him. Dan’s turmoil over the offer of a “perfect job” that would have again robbed him of his family time, however, belies a conflict between his professional and personal values that is rooted at a deeper level. In his search, therefore, he has to plumb deeper: He must explore the final, bottom level of the pyramid to understand the basic assumptions—our mental maps about how the world works—that truly drive his behavior.

If you are objective enough to evaluate your journey through life, you will come to the right conclusions about who you are.

Have a mentor, but choose carefully. You want to learn from a professional, not a con artist. Once you find this kind of salesperson, ask her to take you on as an apprentice/ understudy. Make a lunch date, and ask what are the techniques that work best. Even if this super salesperson isn’t in your particular field, her knowledge would surely transfer to your line of work. WEEK 7 LEADERSHIP | FRIDAY Very few companies have meaningful evaluation systems in place.

We are each gifted in a unique way. But success in finding great applications for our gifts hinges on the power of our courage to steer clear of the trap of evaluating our significance by how we rank in comparison to others.

Values provide context to a person’s mental state, needs, and motivations. In practice, understanding the values of your team members becomes a useful tool to evaluate and drive your own empathy. You may have different values, so unless you actively seek to understand another person’s point of view, it’s possible to be bound by your own context and limitations.

Evaluate your decisions and actions to see if they are helping you surpass expectations or limiting you from attaining great things. Take stock of your expectations, and those of the company you keep, then do something exceptional, become an exception and surpass those expectations.

market research consultant in india: AMT Market Research Having accurate and insightful market research is essential for making informed decisions in today's dynamic business environment. AMT Market Research, a prominent Indian market research consultant, specializes in providing custom solutions to assist businesses in navigating the Indian market's complexities. AMT Market Research aids businesses in a variety of industries in locating growth opportunities, mitigating risks, and remaining competitive by having a thorough comprehension of local consumer behavior, economic trends, and industry shifts. Services and Expertise AMT Market Research offers a wide range of services tailored to each client's specific requirements. These are some: Market Analysis By conducting a thorough market analysis, AMT assists businesses in comprehending market share, size, and trends. AMT ensures that businesses have the data they need to make strategic decisions by evaluating key industry drivers, competitive landscapes, and potential growth areas. Customer Insights Any business that wants to succeed in India's vast and varied market must have a solid understanding of consumer behavior. Businesses can use AMT's consumer insights services to create targeted products and marketing strategies by delving deeply into buying patterns, preferences, and motivations. By analyzing competitors' strategies, strengths, weaknesses, and market positioning, competitor analysis from AMT aids businesses in benchmarking. By taking advantage of their distinct value propositions and comprehending the dynamics of the competition, this service enables businesses to maintain their lead. AMT's feasibility studies provide a comprehensive analysis of potential outcomes prior to launching a new product, entering a new market, or expanding operations, assisting clients in assessing risks and profitability. Data Collection and Analysis AMT uses surveys, interviews, and focus groups to collect both qualitative and quantitative data. Advanced analytics are used by the company to transform unstructured data into useful insights, giving businesses a clear path forward. What Attracts You to AMT Market Research? AMT Market Research stands out because it is able to provide individualized solutions that address the particular difficulties that the Indian market faces. AMT provides insights that are accurate, timely, and applicable thanks to a team of seasoned professionals. Clients will be able to anticipate and prepare for changes thanks to their data-driven approach. AMT is a dependable partner for businesses looking to expand in India or strengthen their market position because of its extensive network across various industries and unparalleled access to market information. market research consultant in india can help you stay ahead of the competition, whether you're a local business or a multinational corporation. In conclusion, businesses aiming for success in India need AMT Market Research as a crucial partner. AMT helps its customers make well-informed decisions that drive growth and profitability by providing individualized research solutions, consumer insights, and strategic analysis. AMT Market Research is the preferred consulting firm for businesses attempting to navigate the Indian market's complexities.

Power is the result of rigorous self-observation. Self-observation causes a higher degree of self-consciousness, especially of the things we do not like about ourselves, which causes us to change or inadequacies into strengths, and so we achieve power. Power comes from identifying your weaknesses rapidly and eradicating them for good. Assuming that you're correct is the fastest way to remain incorrect. You're probably doing something wrong somewhere, which is why you are in the position where you are instead of where you want to be. The more you ignore it, the worse it gets. You need to stop avoiding it and face the facts. Study yourself to study your weaknesses. And when you do, they will disappear. If I avoid the mirror I will eventually be unable to face it. If I avoid my balance sheet, it won't get any bigger. So I watch myself. I observe and I criticize. I exercise self-discipline and judgement, reward and punishment, a focused routine of self-evaluation.

If you do not grasp, intellectually or spiritually, the 'One' in All, you would've lived and died as your former self - ape, et all.

Until you get it that in reality you, and the enemy you hate, are identically and inseparably 'One', of a single make, you're one big silly mistake.

a man's ways seem right to him, but the Lord evaluates the motives.

regression line will have larger standard deviations and, hence, larger standard errors. The computer calculates the slope, intercept, standard error of the slope, and the level at which the slope is statistically significant. Key Point The significance of the slope tests the relationship. Consider the following example. A management analyst with the Department of Defense wishes to evaluate the impact of teamwork on the productivity of naval shipyard repair facilities. Although all shipyards are required to use teamwork management strategies, these strategies are assumed to vary in practice. Coincidentally, a recently implemented employee survey asked about the perceived use and effectiveness of teamwork. These items have been aggregated into a single index variable that measures teamwork. Employees were also asked questions about perceived performance, as measured by productivity, customer orientation, planning and scheduling, and employee motivation. These items were combined into an index measure of work productivity. Both index measures are continuous variables. The analyst wants to know whether a relationship exists between perceived productivity and teamwork. Table 14.1 shows the computer output obtained from a simple regression. The slope, b, is 0.223; the slope coefficient of teamwork is positive; and the slope is significant at the 1 percent level. Thus, perceptions of teamwork are positively associated with productivity. The t-test statistic, 5.053, is calculated as 0.223/0.044 (rounding errors explain the difference from the printed value of t). Other statistics shown in Table 14.1 are discussed below. The appropriate notation for this relationship is shown below. Either the t-test statistic or the standard error should be shown in parentheses, directly below the regression coefficient; analysts should state which statistic is shown. Here, we show the t-test statistic:3 The level of significance of the regression coefficient is indicated with asterisks, which conforms to the p-value legend that should also be shown. Typically, two asterisks are used to indicate a 1 percent level of significance, one asterisk for a 5 percent level of significance, and no asterisk for coefficients that are insignificant.4 Table 14.1 Simple Regression Output Note: SEE = standard error of the estimate; SE = standard error; Sig. = significance.

They were divided into four categories that are described below along with examples of the motivational behaviours included within each. 1     Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity 2     Participation structure: group work/pair work 3     Activity design: individual competition, team competition, intellectual challenge, tangible task product 4     Encouraging positive retrospective self-evaluation and activity design: effective praise, elicitation of self/peer correction session, class applause. In each lesson, the learners’ motivation was measured in terms of their level of engagement. The proportion of students who paid attention, who actively participated, and who eagerly volunteered during activities was calculated. A three-level scale was used to measure engagement in each observed lesson: very low (a few students), low (one third to two thirds of the students) and high (more than two thirds of the students). Learners also completed a questionnaire about their motivation levels specifically related to their EFL class. The researchers found significant positive correlations between the teachers’ motivational practices, the learners’ engagement behaviours, and the learners’ self-reports on the questionnaire. The researchers acknowledge that correlation results do not indicate cause–effect relationships. Nevertheless, the findings are important because this is the first study to provide ‘any empirical evidence concerning the concrete, classroom-specific impact of language teachers’ motivational strategies’ (Guilloteaux and Dörnyei 2008: 72).

Poker players tend to overly focus on money immediately after a session because it matters most in the long run and it’s so easy to calculate. The problem is that because of variance, monetary results alone are unreliable measures in the short term of how you played. Here are a few better ways to evaluate how you played: Look closely at tough decisions to see how you played them. Estimate how much variance influenced results. Calculate whether you accomplished the qualitative goals you set before the session. If you fell short, why? Review how you did in the areas you’re trying to improve (poker strategy and mental game). Did you see any progress? If you’re going to analyze hands later, write some game flow notes or thoughts about them that you may otherwise forget. Spending a short time to evaluate is also a great way to: Put poker down when you’re done playing, so you can go on with your life. Reset your mind before the next time you play.

Decision-making compresses trial-and-error learning experiences into an instantaneous mental evaluation about what the consequence of a particular action will be for a given situation. It requires the on-line integration of information from diverse sources: perceptual information about the stimulus and situation, relevant facts and experiences stored in memory, feedback from emotional systems and the physiological consequences of emotional arousal, expectations about the consequences of different courses of action, and the like. This sort of integrative processing, as we've seen is the business of working memory circuits in the prefrontal cortex. In chapters 7 and 8 , we discussed the role of the prefrontal cortex in working memory and considered the contribution of the lateral and medial prefrontal cortex. Here, we will focus on two of the subareas of the medial prefrontal cortex in light of their relation to the motive circuits outlined above.

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You be good. That's your business. The rest, leave to God. That's his business.

transformational leaders support followers by enhancing their confidence and self-efficacy to achieve an idealized state. By appealing to followers’ deeply held beliefs, transformational leadership has been shown to impact follower core-self evaluations, which, in turn, affect follower motivation and behavior on the job

If you follow a foolish ism, how are you an intelligent being?

Look around you… There! Yes, there!! There's what you need to succeed.

Program Evaluation and Educational Research (PEER) Associates, they created the Place-based Education Evaluation Collaborative (PEEC). Findings about student achievement are still preliminary, but PEEC’s work regarding other impacts of place-based education on students and teachers reiterates much that has surfaced from earlier studies about the positive effect that situating learning in authentic contexts can have on student motivation and involvement.

If someone tries to undermine your commitment, re-evaluate your commitment to them.

To make matters worse, most companies use the same standards for evaluating both routine and innovative work. They use conventional idea #6: Reward success, punish failure and inaction. This is fine for routine tasks. When known procedures are used by well-trained people, failure does signal improper training, weak motivation, or poor leadership. But applying this standard to innovative work stifles intelligent risks. The usual reward scheme means that, because people who do routine work succeed most of the time, they are glorified as winners. In contrast, people who do innovative work fail a lot. So they not only get few rewards, they may be denigrated as losers. In many companies, people who do routine work complain that “if those creative types just acted more like us, they would be more efficient and wouldn’t make all those mistakes!

Proverbs says, “Above all else, guard your heart, for it is the wellspring of life.”[8] Everything flows from the heart—our motivations, our desires, and our good deeds. Without evaluating our motives, it is possible to love our service more than we love our Savior. It is easy to pursue working to see “thy Kingdom come” without having a vision of our King. It is possible to be so proud of all we’re doing for God that pride chokes our good deeds.