Motivation To Complete Tasks Quotes

Shifting your focus to something that your mind perceives as a doable, completable task will create a real increase in positive energy, direction, and motivation.

Micromanagement is mismanagement. … [P]eople micromanage to assuage their anxieties about organizational performance: they feel better if they are continuously directing and controlling the actions of others—at heart, this reveals emotional insecurity on their part. It gives micromanagers the illusion of control (or usefulness). Another motive is lack of trust in the abilities of staff—micromanagers do not believe that their colleagues will successfully complete a task or discharge a responsibility even when they say they will.”108

Be resilient until you complete a task. Challenge yourself and never limit yourself. Stay humble, hopeful, patient, but never quit!

If the difficult tasks are completed first, then the remaining tasks seem easy.

I told you it would be difficult! If I were you I would just not bother trying these tasks! They are great challenges, clearly too great for you.” said Guya, but there was a certain sparkle in his eye as he said it. “I shall complete your tasks, ” said Yoshiko firmly. “And I’ll be back sooner than you think!” With that he spread his wings to head for Fire School. “Oh and one more thing Guya” Yoshiko added. Perhaps when I return you will be so kind as to stop calling me a little dragon!” As Yoshiko flew off Guya chuckled to himself.

Please do not bully yourself into doing care tasks. Shame is a horrible long-term motivator. Most of the time it is paralyzing, compounding the barriers one already has to completing care tasks. This sets up a cycle where the uncompleted task creates shame, which in turn saps motivation and energy, often leading to avoiding the task altogether

Those who recommended mindfulness had it right. ‘Be in the moment’ made complete sense. No past, no future, no worries. Just the here and now, Lyall by her side.

Here’s why an allowance is good for kids: Having a little of their own money, and deciding how to save or spend it, offers a measure of autonomy and teaches them to be responsible with cash. Here’s why household chores are good for kids: Chores show kids that families are built on mutual obligations and that family members need to help each other. Here’s why combining allowances with chores is not good for kids. By linking money to the completion of chores, parents turn an allowance into an “if-then” reward. This sends kids a clear (and clearly wrongheaded) message: In the absence of a payment, no self-respecting child would willingly set the table, empty the garbage, or make her own bed. It converts a moral and familial obligation into just another commercial transaction—and teaches that the only reason to do a less-than-desirable task for your family is in exchange for payment.

The armor of compliance and control is normally about fear and power. When we come from this place, we often engage in two armored behaviors: We reduce work to tasks and to-dos, then spend our time ensuring that people are doing exactly what we want, how we want it—and then constantly calling them out when they’re doing it wrong. The armor of compliance and control leads us to strip work of its nuance, context, and larger purpose, then push it down for task completion, all while using the fear of “getting caught” as motivation. Not only is this ineffective, it shuts down creative problem solving, the sharing of ideas, and the foundation of vulnerability. It also leaves people miserable, questioning their abilities, and even desperate to leave. The less people understand how their hard work adds value to bigger goals, the less engaged they are. It becomes a self-fulfilling prophecy of failure and frustration.

When barriers to functioning make completing care tasks difficult, a person can experience an immense amount of shame. “How can I be failing at something so simple?” they think to themselves. The critical internal dialogue quickly forms a vicious cycle, paralyzing the person even further. They are unlikely to reach out for help with these tasks due to intense fear of judgment and rejection. As shame and isolation increase, mental health plummets. Self-loathing sets in and motivation vanishes. Sadly, this is often compounded by

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

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

The government has a great need to restore its credibility, to make people forget its history and rewrite it. The intelligentsia have to a remarkable degree undertaken this task. It is also necessary to establish the "lessons" that have to be drawn from the war, to ensure that these are conceived on the narrowest grounds, in terms of such socially neutral categories as "stupidity" or "error" or "ignorance" or perhaps "cost." Why? Because soon it will be necessary to justify other confrontations, perhaps other U.S. interventions in the world, other Vietnams. But this time, these will have to be successful intervention, which don't slip out of control. Chile, for example. It is even possible for the press to criticize successful interventions - the Dominican Republic, Chile, etc. - as long as these criticisms don't exceed "civilized limits," that is to say, as long as they don't serve to arouse popular movements capable of hindering these enterprises, and are not accompanied by any rational analysis of the motives of U.S. imperialism, something which is complete anathema, intolerable to liberal ideology. How is the liberal press proceeding with regard to Vietnam, that sector which supported the "doves"? By stressing the "stupidity" of the U.S. intervention; that's a politically neutral term. It would have been sufficient to find an "intelligent" policy. The war was thus a tragic error in which good intentions were transmuted into bad policies, because of a generation of incompetent and arrogant officials. The war's savagery is also denounced, but that too, is used as a neutral category...Presumably the goals were legitimate - it would have been all right to do the same thing, but more humanely... The "responsible" doves were opposed to the war - on a pragmatic basis. Now it is necessary to reconstruct the system of beliefs according to which the United States is the benefactor of humanity, historically committed to freedom, self-determination, and human rights. With regard to this doctrine, the "responsible" doves share the same presuppositions as the hawks. They do not question the right of the United States to intervene in other countries. Their criticism is actually very convenient for the state, which is quite willing to be chided for its errors, as long as the fundamental right of forceful intervention is not brought into question. ... The resources of imperialist ideology are quite vast. It tolerates - indeed, encourages - a variety of forms of opposition, such as those I have just illustrated. It is permissible to criticize the lapses of the intellectuals and of government advisers, and even to accuse them of an abstract desire for "domination," again a socially neutral category not linked in any way to concrete social and economic structures. But to relate that abstract "desire for domination" to the employment of force by the United States government in order to preserve a certain system of world order, specifically, to ensure that the countries of the world remain open insofar as possible to exploitation by U.S.-based corporations - that is extremely impolite, that is to argue in an unacceptable way.

Switch from a Performance Focus to a Mastery Focus There’s a way to keep your standards high but avoid the problems that come from perfectionism. If you can shift your thinking from a performance focus to a mastery focus, you’ll become less fearful, more resilient, and more open to good, new ideas. Performance focus is when your highest priority is to show you can do something well now. Mastery focus is when you’re mostly concerned with advancing your skills. Someone with a mastery focus will think, “My goal is to master this skill set” rather than “I need to perform well to prove myself.” A mastery focus can help you persist after setbacks. To illustrate this, imagine the following scenario: Adam is trying to master the art of public speaking. Due to his mastery goal, he’s likely to take as many opportunities as he can to practice giving speeches. When he has setbacks, he’ll be motivated to try to understand these and get back on track. His mastery focus will make him more likely to work steadily toward his goal. Compare this with performance-focused Rob, who is concerned just with proving his competence each time he gives a talk. Rob will probably take fewer risks in his style of presentation and be less willing to step outside his comfort zone. If he has an incident in which a talk doesn’t go as well as he’d hoped, he’s likely to start avoiding public speaking opportunities. Mastery goals will help you become less upset about individual instances of failure. They’ll increase your willingness to identify where you’ve made errors, and they’ll help you avoid becoming so excessively critical of yourself that you lose confidence in your ability to rectify your mistakes. A mastery focus can also help you prioritize—you can say yes to things that move you toward your mastery goal and no to things that don’t. This is great if you’re intolerant of uncertainty, because it gives you a clear direction and rule of thumb for making decisions about which opportunities to pursue. Experiment: What’s your most important mastery goal right now? Complete this sentence: “My goal is to master the skills involved in ___.” Examples include parenting, turning more website visitors into buyers, property investment, or self-compassion. Based on the mastery goal you picked, answer the following questions. Make your answers as specific as possible. How would people with your mastery goal: 1. React to mistakes, setbacks, disappointments, and negative moods? 2. Prioritize which tasks they work on? What types of tasks would they deprioritize? 3. React when they’d sunk a lot of time into something and then realized a particular strategy or idea didn’t have the potential they’d hoped it would? 4. Ensure they were optimizing their learning and skill acquisition? 5. React when they felt anxious?

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.

Time management also involves energy management. Sometimes the rationalization for procrastination is wrapped up in the form of the statement “I’m not up to this,” which reflects the fact you feel tired, stressed, or some other uncomfortable state. Consequently, you conclude that you do not have the requisite energy for a task, which is likely combined with a distorted justification for putting it off (e.g., “I have to be at my best or else I will be unable to do it.”). Similar to reframing time, it is helpful to respond to the “I’m not up to this” reaction by reframing energy. Thinking through the actual behavioral and energy requirements of a job challenges the initial and often distorted reasoning with a more realistic view. Remember, you only need “enough” energy to start the task. Consequently, being “too tired” to unload the dishwasher or put in a load of laundry can be reframed to see these tasks as requiring only a low level of energy and focus. This sort of reframing can be used to address automatic thoughts about energy on tasks that require a little more get-up-and-go. For example, it is common for people to be on the fence about exercising because of the thought “I’m too tired to exercise.” That assumption can be redirected to consider the energy required for the smaller steps involved in the “exercise script” that serve as the “launch sequence” for getting to the gym (e.g., “Are you too tired to stand up and get your workout clothes? Carry them to the car?” etc.). You can also ask yourself if you have ever seen people at the gym who are slumped over the exercise machines because they ran out of energy from trying to exert themselves when “too tired.” Instead, you can draw on past experience that you will end up feeling better and more energized after exercise; in fact, you will sleep better, be more rested, and have the positive outcome of keeping up with your exercise plan. If nothing else, going through this process rather than giving into the impulse to avoid makes it more likely that you will make a reasoned decision rather than an impulsive one about the task. A separate energy management issue relevant to keeping plans going is your ability to maintain energy (and thereby your effort) over longer courses of time. Managing ADHD is an endurance sport. It is said that good soccer players find their rest on the field in order to be able to play the full 90 minutes of a game. Similarly, you will have to manage your pace and exertion throughout the day. That is, the choreography of different tasks and obligations in your Daily Planner affects your energy. It is important to engage in self-care throughout your day, including adequate sleep, time for meals, and downtime and recreational activities in order to recharge your battery. Even when sequencing tasks at work, you can follow up a difficult task, such as working on a report, with more administrative tasks, such as responding to e-mails or phone calls that do not require as much mental energy or at least represent a shift to a different mode. Similarly, at home you may take care of various chores earlier in the evening and spend the remaining time relaxing. A useful reminder is that there are ways to make some chores more tolerable, if not enjoyable, by linking them with preferred activities for which you have more motivation. Folding laundry while watching television, or doing yard work or household chores while listening to music on an iPod are examples of coupling obligations with pleasurable activities. Moreover, these pleasant experiences combined with task completion will likely be rewarding and energizing.

Remember and Share - Action is the second step in The Hook. - The action is the simplest behavior in anticipation of reward. - As described by the Dr. BJ Fogg’s Behavior Model: - For any behavior to occur, a trigger must be present at the same time as the user has sufficient ability and motivation to take action. - To increase the desired behavior, ensure a clear trigger is present, then increase ability by making the action easier to do, and finally align with the right motivator. - Every behavior is driven by one of three Core Motivators: seeking pleasure or avoiding pain, seeking hope and avoiding fear, seeking social acceptance while avoiding social rejection. - Ability is influenced by the six factors of time, money, physical effort, brain cycles, social deviance, and non-routineness. Ability is dependent on users and their context at that moment. - Heuristics are cognitive shortcuts we take to make quick decisions. Product designers can utilize many of the hundreds of heuristics to increase the likelihood of their desired action.   *** Do This Now Refer to the answers you came up with in the last “Do This Now” section to complete the following exercises: - Walk through the path your users would take to use your product or service, beginning from the time they feel their internal trigger to the point where they receive their expected outcome. How many steps does it take before users obtain the reward they came for? How does this process compare with the simplicity of some of the examples described in this chapter? How does it compare with competing products and services? - Which resources are limiting your users’ ability to accomplish the tasks that will become habits? - Time - Money - Physical effort - Brain cycles (too confusing) - Social deviance (outside the norm) - Non-routine (too new) - Brainstorm three testable ways to make the intended tasks easier to complete. -  Consider how you might apply heuristics to make habit-forming actions more likely.

Motif Petrify in fairy tales, as multiple aesthetical, has complex origins and development. Forgotten Transformed ritual foundation motive is revealed in the ritual killing of old people. The cyclical myth dismissal of growth and decline is attributed to old people stopping power of life. In order to preserve the life force Penina points out that it took to destroy the creatures that personified their weakening. Mythological justification for the ritual murder of the demonized old lady is a representative of an old man’s death. In doing so, there is no risk of punishment or retaliation for the killing done, because in the moral and mythological plane victim turns into a bully who needs to catch up with retribution. Deeply rooted in the mythical magical notion of the sacred, ritual killing old people is not completely lost in the genres of oral tradition, but is largely hidden in fairy tales. Another basis Petrify in fairy tales is tied for proofing hero. In this type of Petrify emphasized the dependence of suffering from violations of the ban. Offense prohibiting turning into a demonic time and space, or prohibiting speech that is not necessarily related to the hazards arising from the proximity of the demons in lyrical songs, ballads, and some traditions and psychologically conditioned, but the tales he has not shown in the light of personal motives, since the clash of two sacred place in the framework of fulfilling the task of the hero. The power of the heroes in the face of a hostile beings Petrifying people in fairy tales to finalize a victory over the demon, a demon or a subsequent grace which frees the victim of the killed hero of his unfortunate fate, eventually expires Penina Mezei.

Why It Works: Artificial Advancement Drives Effort Researchers at the USC Marshall School of Business describe the ‘endowed progress effect,’ whereby individuals put greater effort into completing a task they think they have already begun, even if that process is constructed artificially. Through a series of studies, Nunes and Dreze found that the illusion of progress was a powerful motivator – as users felt they’d already started a task, they gained momentum towards completing it.

The twelve management principles of IBM are: Principle #1 - The purpose and mission should be set clearly. Additionally noble and fair objective should be set. Principle #2 – Goals should be specific and when the targets are set, employees should be notified. Principle #3 – Your heart should always be full with strong and persistent passionate desire. Principle #4 – You should be the one who strives for the most. The tasks that you set should be reasonable, and you should work hard on completion. Principle #5 – Costs should be minimized and profit should be maximized. The profit should not be chased but the inflows and the outflows should be controlled. Principle #6 – Top management should be the one to set pricing strategy. They need to find the perfect balance between profitability and happy customers. Principle #7 – The business management requires strong will. Principle #8 - The manager should have corresponding mentality. Principle #9 – Every challenge should be faced with courage. Each challenge should be resolved in fair way. Principle #10 – Creativity should always be present. New stop to innovate and improve, otherwise you will not be able to compete in today’s tough world. Principle #11 – Never forget to be a human. You need to be kind, fair and sincere. Principle #12 – Never lose your hope. Be positive, happy, cheerful and keep your hopes alive. Deciding which way you want your company to go is essential for ensuring success. You can follow IBM’s example, or adapt these principles to fit your situation. I always recommend that you ensure that every employee knows your principles. Employees will feel more confident, secure and motivated if they start working in a company that knows what it wants, where it will be in 10 years, what should be done in order to reach the specific/or set goals, etc. Once you have your principles it is important that you follow them as well. Leading from the front is the best way to inspire those around you.

In general, students with high self-efficacy are more likely to give more effort to complete a task and to persist longer than a student with low self-efficacy

As Olivier Serrat of the Asian Development Bank wrote, “Micromanagement is mismanagement.… [P]eople micromanage to assuage their anxieties about organizational performance: they feel better if they are continuously directing and controlling the actions of others—at heart, this reveals emotional insecurity on their part. It gives micromanagers the illusion of control (or usefulness). Another motive is lack of trust in the abilities of staff—micromanagers do not believe that their colleagues will successfully complete a task or discharge a responsibility even when they say they will.

By concentrating single-mindedly on your most important task, you can reduce the time required to complete it by 50 percent or more. It has been estimated that the tendency to start and stop a task—to pick it up, put it down, and come back to it—can increase the time necessary to complete the task by as much as 500 percent. Each time you return to the task, you have to familiarize yourself with where you were when you stopped and what you still have to do. You have to overcome inertia and get yourself going again. You have to develop momentum and get into a productive work rhythm. But when you prepare thoroughly and then begin, refusing to stop or turn aside until the job is done, you develop energy, enthusiasm, and motivation. You get better and better and more productive. You work faster and more effectively.

Not having the energy needed for completing a task. This can be solved by changing your eating habits, adhering to regular exercise, and making your sleep pattern a regular one. This will motivate you to put in your best effort. •

It takes good effort to begin and a great effort to complete a task.

Kanban lets your team members motivate themselves as they decide what to work on. They take ownership of the task and their pride is measured in the number of completed tasks. They

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).

Describe the workarounds they employ to complete certain tasks. Lay bare their thoughts, dreams, motivations and hidden beliefs that explain why they are not making so-called rational choices.

We reduce work to tasks and todos, then spend our time ensuring that people are doing exactly what we want, how we want it - and then constantly calling them out when they're doing it wrong. The armor of compliance and control leads us to strip work of its nuance, context, and larger purpose, then push it down for task completion, all while using the fear of "getting caught" as motivation.

Don't ever let anyone tell you what you can or can't do, it is incomprehensible for one human being to imagine another completing a task that they deem impossible or themselves are incapable of; besides, it's far more satisfactory knowing you tried and failed than to regret never attempting at all.

imaging studies may help explain why people with ADHD tend to be less able than their peers to anticipate pleasure or register satisfaction with tasks for which the payoff is delayed. An important effect is that often they have great difficulty in activating themselves to get started on tasks that are not especially interesting to them and in sustaining motivation to complete tasks for which the rewards are not imminently available.

Is there a small habit that can support a major habit?” (For example, packing your exercise clothes in the morning so they’ll be ready for the gym in the evening.) “Do I often end the day frustrated because I didn’t complete the most important tasks?” (Identify the most important tasks for the next day and then schedule them into your calendar.) “What quick activities make me feel inspired or happy?” (For example, watching a short motivational video each morning.) “What five goals are the most important to me right now?” (What can you do daily to support all five of these goals?) “What are the activities that I love to do?” (Think of tasks that can support hobbies, like running, knitting, traveling, or reading.) “What areas of my financial life do I need to improve?” (If you’re in debt, then address this first. But if you have money in the bank, then you should build a habit that focuses on building up your investment portfolio.) “Can I improve the quality of my interpersonal relationships?” (Think about your interactions with your parents, children, significant other, and closest friends. Is there anything you can do daily to make these interactions better?) “What makes me feel great about myself?” (If something brings you enjoyment, then you should either do it every day or schedule time for it each week.) “How can I become more spiritual in my daily life?” (For example, read from a book of prayers, practice a bit of yoga, or recite positive affirmations.) “What is a new skill I’ve always wanted to master?” (For example, make a habit of researching and learning about talents like home brewing, playing a musical instrument, learning a new language, or anything that sounds fun.) “Is there anything I can do to support my local community or an important cause?” (We all believe in something. So if you schedule time daily for this activity, then it’s not hard to consistently help others.) “Is there something that I can do to improve my job performance and get a raise?” (For example, build a skill that will become valuable to the company.)

Sometimes if you can’t get what you need to complete your project ,task or whatever your doing. Choose to use what you have. You can’t stop your goals, dreams, success or what your doing , because you don’t have what you need.

Eric's challenge is a clear example of a problem faced by many young adults, especially those with ADHD who feel and act apathetic toward work.5 It is often very difficult for them to feel motivation strong enough and consistent enough today for doing tasks that will pay off for them only much further down the road. If the task today is not intrinsically interesting to them, they find it very difficult to get started and to sustain sufficient effort to complete those tasks that are likely to offer them substantial payoff years later.

It’s not what we do that makes us tired—it’s what we don’t do. The tasks we don’t complete cause the most fatigue.

Now, to identify ourselves too long with work we do is a bad mistake, and a mistake through which we can be hurt and hampered. The past few years have taught us much about the folly of so identifying ourselves with our children that they are rendered incapable of leading independent lives. The mother who clings to her adult (or even adolescent) child, suffering with him, making his decisions, undergoing humiliation on his account, unable to live her own life fully if he is not leading the sort of life she covets for him, meddling with his affairs, dictating his professional and social interests, is no longer looked upon as the sum of maternal love and wisdom. While we may not always practise as wisely as we should, few men and women today consider the complete identification of themselves with their children as either praiseworthy or desirable. We have to that extent learned perspective about one of the most fundamental relations of life. We know that our work as parents is to do all in our power to equip the child to live a happy, healthy adult life, to put up no unnecessary barriers before his independent activities, to leave him free to select his friends and to form his own judgments as soon as possible. What is more, we know that it is desirable that every adult, whether parent or child, should have his own interests, and that only the possession of such interests will guarantee that no unwholesome interference with the life of another will take place. Further, no one believes for a moment that because a saner understanding of a parent’s functions is replacing the old dictatorship, which was tyrannical even when it was motivated by deep affection, the love between mother or father and child is in any way decreasing. The analogy of any finished piece of work with a child is very close: each has to be carried, cherished, nourished as part of one’s very self during the early stages. But with full growth there comes a time when each should have its independent identity. If we intend to get all we can from living, we must learn when to go on from one task to the next. Even the most productive of us could contribute more than he does; our output is about halved because we do not learn to separate ourselves from the things that are done and put our energy into the work which is ahead.

An Indirect quote - Some visitors came to a planet to see its resources and available benefits for them. They knew the universal secrets, but when they visited this planet, only primitive humans were living and there were dark in nature. So they tried to utilize them and to rule them, but as days and minutes passed these visitors started loving those dark people, and then they started teaching them about morality, perseverance, how to talk, how to walk and everything about utopian or high life style but some of these dark people misused it and some love stories became harassing stories and these visitors got tensed as they were teachers, they wanted to be respectful. But their main motive was to use the resources on this planet, because their planet already dead. And guy from those dark people asked a serious question after getting taught from them, you people came to utilize us and now you guys are enslaving us, just like you people we are also organisms of universe, and that sentence was a damn shocking for them then there was rain, a heavy rain or Indra. These dark people prayed a lot to preserve their culture with the knowledge they got from these visitors which in turn gave births of visitors souls to their children. Some of these dark people were used to build a plan against enemies as it was their psychology against thrests, and then there was manu smiriti or psychology given by visitors to not to give high positions to to these dark skinned people as they build a plan to destroy threats, they may turn violent people against universe. And then there was a girl in these dark people who said that, destruction is also another creation , and she was shakthi. Finally these visitors lost with their intention because these dark people started speaking truths, and still they had bad motives to kill these visitors those were called asuras, and this indra made his clans to protect humanity from these asuras. And people those who were interested in love and too much love to utilize these situations were given business opportunities on daily needs, people that were interested in extreme love I e - harassing people from these visitors were given protection duties. souls turned into another sex called trans, other than man and women to find out divergent i e mixed people. languages evolves, teaching evolved, business evolved, education evolved, there was silent guy who seems to be creator of these visitors, were given no duties at all other than science. But he himself was not a creator because for creating something new , he needs destruction or shiv and for protecting he needed another visitor called krishna, but what he forgot was this creator himself was a visitor from another planet were diamonds harvested and so called fairy tales and beautiful life was there but that planet was destroyed because of greediness. Because these visitors destroyed lots of planets already and with greedy, too much sex there were completely tired on this beautiful planet. and so finally they had no other planets to visit and whomever been sent did not return. So they finally found this is the final planet to survive. The unmentioned people are from west, and completely north and they were given important tasks to protect the planet which is the only available right now. These manu smiriti or visitors psychology did not enclose the details of creator but only said about who designed it - Bram. The god was born on west, north, south and down earth to find out what is the actual problem and when to end it for recreation. He found that there is no need of re creation as far as now because he loves all. But the problem is these visitors are from another planet or heaven or hell , and so they were greedy to enough to utilise all they had and sent their clans to search more but they did not return at all. And in between time frame, some visited but couldnt enter properly and those entered were affected much because of completely dynamic atmosphere.

While Future You can easily get on board with how great it’ll feel to have everything done, Present You needs consistent wins to stay motivated. With each small step you complete, you become more invested in finishing the whole task.

Stay strong. Often pray. Speak in faith the words you say. Stay focused. Concentrate. Love, encourage, motivate. Don't back down. Don't retreat. Stay on the task till it's complete. Be holy, stay pure. The righteous, in Christ, can endure. Lift your voices, proclaim the Lord Jesus Christ, lift up His name.

• Offer a rationale for why the task is necessary. A job that’s not inherently interesting can become more meaningful, and therefore more engaging, if it’s part of a larger purpose. Explain why this poster is so important and why sending it out now is critical to your organization’s mission. • Acknowledge that the task is boring. This is an act of empathy, of course. And the acknowledgment will help people understand why this is the rare instance when “if-then” rewards are part of how your organization operates. • Allow people to complete the task their own way. Think autonomy, not control. State the outcome you need. But instead of specifying precisely the way to reach it—how each poster must be rolled and how each mailing label must be affixed—give them freedom over how they do the job.

The essential requirement: Any extrinsic reward should be unexpected and offered only after the task is complete.

Here’s why combining allowances with chores is not good for kids. By linking money to the completion of chores, parents turn an allowance into an “if-then” reward. This sends kids a clear (and clearly wrongheaded) message: In the absence of a payment, no self-respecting child would willingly set the table, empty the garbage, or make her own bed. It converts a moral and familial obligation into just another commercial transaction—and teaches that the only reason to do a less-than-desirable task for your family is in exchange for payment.

If you are completing care tasks from a motivation of shame, you are probably also relaxing in shame too—because care tasks never end and you view rest as a reward for good boys and girls. So if you ever actually let yourself sit down and rest, you’re thinking, “I don’t deserve to do this. There is more to do.

Attach Rewards to Your To-Do List Utilizing low-tech techniques is a great way to get started. For instance, assigning rewards to a to-do list can help make the necessary chores feel more enjoyable. With each task completed, you assign yourself points or another reward that incentivizes getting your list done quickly and efficiently. It’s a great way to not only motivate yourself but also involve the kids in the process, as it provides positive reinforcement. Get creative with novel mini games and see just how much fun tackling everyday tasks can be!

You can do something You can move forward You have a lot of courage You can change the world. Do not give up on yourself Never lose confidence in yourself. You leave the path of lies To walk on the path of truth. A lot of trouble comes in life Just face it. You are the future of the country Always remember this thing. Be confident You will be able to complete every task Keep your efforts up You will definitely succeed one day. You did something like this, Let the whole world sing your virtues. You become that of greats, Greatness also falls short. You dare to do so much, Bend the sword of the brave warrior also. You become so true Your name should be taken after Harishchandra.

Here’s why an allowance is good for kids: Having a little of their own money, and deciding how to save or spend it, offers a measure of autonomy and teaches them to be responsible with cash. Here’s why household chores are good for kids: Chores show kids that families are built on mutual obligations and that family members need to help each other. Here’s why combining allowances with chores is not good for kids. By linking money to the completion of chores, parents turn an allowance into an “if-then” reward. This sends kids a clear (and clearly wrongheaded) message: In the absence of a payment, no self-respecting child would willingly set the table, empty the garbage, or make her own bed. It converts a moral and familial obligation into just another commercial transaction—and teaches that the only reason to do a less-than-desirable task for your family is in exchange for payment. This is a case where combining two good things gives you less, not more. So keep allowance and chores separate, and you just might get that trash can emptied. Even better, your kids will begin to learn the difference between principles and payoffs.

GIVE YOUR KIDS AN ALLOWANCE AND SOME CHORES—BUT DON’T COMBINE THEM Here’s why an allowance is good for kids: Having a little of their own money, and deciding how to save or spend it, offers a measure of autonomy and teaches them to be responsible with cash. Here’s why household chores are good for kids: Chores show kids that families are built on mutual obligations and that family members need to help each other. Here’s why combining allowances with chores is not good for kids. By linking money to the completion of chores, parents turn an allowance into an “if-then” reward. This sends kids a clear (and clearly wrongheaded) message: In the absence of a payment, no self-respecting child would willingly set the table, empty the garbage, or make her own bed. It converts a moral and familial obligation into just another commercial transaction—and teaches that the only reason to do a less-than-desirable task for your family is in exchange for payment. This is a case where combining two good things gives you less, not more. So keep allowance and chores separate, and you just might get that trash can emptied. Even better, your kids will begin to learn the difference between principles and payoffs.

1. Break Down Big Goals into Manageable Next Steps Don’t fall for the old “eat that frog” trap. While your goal should begin in the Discomfort Zone, your next step should be in the Comfort Zone. Do the easiest task first. If you get stumped or stuck, seek outside help. You want to build momentum early with quick wins. 2. Utilize Activation Triggers Brainstorm the best Activation Triggers for you. Remember to leverage what comes easy to do what’s hard. Don’t rely on your willpower in the moment. Instead, optimize your Activation Triggers with elimination, automation, and delegation. You’re going to face obstacles, so anticipate those and determine the best if/then response in advance. The idea is to plan your workarounds before an obstacle derails you. If you don’t have it right to begin with, experiment until you nail it. 3. Schedule Regular Goal Reviews For your daily review, scan your list of goals. You want to keep your goals fresh in your mind and also think through a few specific tasks for the day that will bring you closer to achieving them. I call these my Daily Big 3. For your weekly review, scan your goals with a special focus on your key motivations. Conduct a quick After-Action Review of the prior week. Review the next actions for each of your goals and determine what three outcomes you must reach in the coming week to achieve them. I call these my Weekly Big 3, and I use them to determine my Daily Big 3. For the quarterly review, I recommend walking through the five Best Year Ever steps again. But the key is to (1) rejoice if you’ve completed your goal or passed a milestone, (2) recommit if you haven’t, (3) revise the goal if you can’t recommit to it, (4) remove the goal if you can’t revise, and finally, (5) replace the goal with another you want to achieve.

Freelancing and Creativity In Freelancing, doing a job in different ways is called creativity. The importance of creativity is immense among all that is required for freelancing work because creativity is the main thing of freelancing. It is difficult to give an exact definition of creativity. Because there is no end to creativity. In the case of some, creativity or the development of creativity begins to manifest naturally, while for some it manifests through talent, practice, and practice. Creativity is basically a mental process that is the result of positive thinking, perseverance, and high analytical ability. Just as it takes practice, practice, and dedication to develop this creativity, there is a high chance that this creativity will be wasted if it is not properly used or applied. Below are the causes of creativity loss and ways to increase Creativity: ** Reasons for loss of Creativity - 1. Lack of focus on work – Creativity does not arise if there is no focus on work, to complete a task properly, there must be focus on it. 2. Irregular sleep – the brain does not work properly if you do not sleep properly, repeated sleep disturbances can also cause many mental problems that hinder creativity. 3. Suffering from indecisiveness – Having too many negative thoughts running through your head while doing a task can also hamper creativity. For example: if the work is going well, if the client likes it, if the client doesn't like it, if the client doesn't pay, etc. 4. Fear of not succeeding at work – Many people rush to work for quick cash income, but it does not work properly or on the contrary, more creativity is lost, which results in payment time problems. As a result, the fear of not succeeding enters the freelancer. ** Ways to Increase Creativity - 1. Dietary discipline – Of course, there is no substitute for healthy eating. Consuming regular meals maintains mental and physical well-being which in turn enhances creativity. 2. Gaining knowledge from nature – Nature is the main source of knowledge. All the sages and poets in the world were worshipers of nature. All of them could see something extraordinary in the ordinary things of this nature. Try to see it that way. 3. From everyday events – notice what is happening around you. You can get new ideas from it, for example, you can get an idea on any subject by reading a book, and new ideas can be invented while watching TV or watching newspaper advertisements. 4. Write down ideas – We all have something going on in our heads all the time, either mainly through thought or sensory processing. So whenever you get an idea, note it down so that you don't forget to read it. So, creativity is created by the combination of ideas and skills. Freelancing is unthinkable without this creativity because to do freelancing you must have a clear idea about something or acquire full skill in that subject.

Time management is the decision to go the extra mile to complete tasks within the stipulated time, regardless of any hard times.

To only consider Nietzschean thought for its nihilistic, pessimistic, and destructive aspect is to only understand it partially. This view misses its real motivation and its creative and spiritual side. It's true that this destructive side is essential to Nietzsche's philosophy, but it's not the complete picture. Many often overlook Nietzsche’s spiritual and creative aspects. To him, nihilism was an essential part of his philosophy, but it wasn't the end goal. Today, many people mistakenly view it as such. Nietzsche used nihilism as a tool to destroy the false ideals of Judeo-Christian beliefs. However, he also differentiated these beliefs from Christ's original teachings. His ultimate goal was the "transvaluation", or revaluation, of all values. Nietzsche’s nihilism was a necessary but transitory phase which was meant to precede his grand and veritable task of reconstruction, of creation: the Übermensch, the Superman, who embodies the advanced stage of a superior humanity which would have transcended its "human, all-too-human" nature, to reach a supra-human, post-human stage, in conformity with the Nietzschean vital principle of eternal becoming and self-overcoming.

But there are some to-do list essentials that we should all know if we want to help our brains navigate the day, based on the science of working memory, motivation, and goal pursuit. I don’t always see people applying these brain-friendly essentials, so here’s a checklist for you to consider: Write it down as soon as it comes to mind. Never waste your brain’s precious working memory by trying to hold your tasks or ideas in your head. Use your intelligence for getting things done, rather than trying to remember what you need to do. That means having a process for capturing to-dos as soon as they occur to you, even if you then end up transferring them to a master list. Only keep today’s tasks in view. You might have a grand list of tasks you’d like to complete in the coming weeks or months. But once you’ve decided what you really need and want to get done today, work off that list, and hide the rest. As long as your longer-term items are visible, they’ll use up a little of your brain’s processing capacity—and may even depress you a little if your long list is very long. Make it satisfying to check off. If you’re online, give yourself a box to check, and a ping or a swoosh to hear. If you’re working on paper, give yourself the satisfaction of a big bold line through everything you’ve done. The more rewarding it feels to track your progress, the more your brain will tend to spur you toward getting things done. Be realistic about what you can do in a day. Progress feels good to your brain’s reward system; failure doesn’t. Do you have five things you’d like to tackle today, but know you probably only have time for three? It’s better to feel great about nailing three tasks. If you succeed and find you’ve got more time, you’ll be flushed with motivation to seek out one or two more tasks. Include mind-body maintenance. Put exercise, rest, and other physical health goals on your list alongside your other tasks. If you take a moment to put “take a walk” on the list, you’re way more likely to build it into your day rather than let it be crowded out by other demands—just as defining goals for anything makes it more likely you’ll get it done.

Defining the Task in Knowledge Work In knowledge work, the how only comes after the what has been answered. In manual work the task is always given. Wherever there still are domestic servants, the owner of the house tells them what to do. The machine or the assembly line programs the factory worker. But, in knowledge work, what to do becomes the first and decisive question. For knowledge workers are not programmed by the machine. They largely are in control of their own tasks and must be in control of their own tasks. For they, and only they, own and control the most expensive of the means of production—their education—and their most important tool—their knowledge. They do use other tools, of course, whether the nurse’s IV or the engineer’s computer. But their knowledge decides how these tools are being used and for what. They know what steps are most important and what methods need to be used to complete the tasks; and it is their knowledge that tells them what chores are unnecessary and should be eliminated. Work on knowledge-worker productivity therefore begins with asking the knowledge workers themselves: What is your task? What should it be? What should you be expected to contribute? and What hampers you in doing your task and should be eliminated? The how only comes after the what has been answered. ACTION POINT: Define your task as a knowledge worker by asking yourself: “What do I get paid for?” and “What should I get paid for?

Keep to-do items simple, and instead of trying to tackle a very large task all at once, break it down into smaller tasks. As you make progress with each smaller task, you will stay motivated to keep forging ahead to complete the larger task.

Set the table: Decide exactly what you want. Clarity is essential. Write out your goals and objectives before you begin. Plan every day in advance: Think on paper. Every minute you spend in planning can save you five or ten minutes in execution. Apply the 80/20 Rule to everything: Twenty percent of your activities will account for 80 percent of your results. Always concentrate your efforts on that top 20 percent. Consider the consequences: Your most important tasks and priorities are those that can have the most serious consequences, positive or negative, on your life or work. Focus on these above all else. Practice creative procrastination: Since you can't do everything, you must learn to deliberately put off those tasks that are of low value so that you have enough time to do the few things that really count. Use the ABCDE Method continually: Before you begin work on a list of tasks, take a few moments to organize them by value and priority so you can be sure of working on your most important activities. Focus on key result areas: Identify and determine those results that you absolutely, positively have to get to do your job well, and work on them all day long. The Law of Three: Identify the three things you do in your work that account for 90 percent of your contribution, and focus on getting them done before anything else. You will then have more time for your family and personal life. Prepare thoroughly before you begin: Have everything you need at hand before you start. Assemble all the papers, information, tools, work materials, and numbers you might require so that you can get started and keep going. Take it one oil barrel at a time: You can accomplish the biggest and most complicated job if you just complete it one step at a time. Upgrade your key skills: The more knowledgeable and skilled you become at your key tasks, the faster you start them and the sooner you get them done. Leverage your special talents: Determine exactly what it is that you are very good at doing, or could be very good at, and throw your whole heart into doing those specific things very, very well. Identify your key constraints: Determine the bottlenecks or choke points, internal or external, that set the speed at which you achieve your most important goals, and focus on alleviating them. Put the pressure on yourself: Imagine that you have to leave town for a month, and work as if you had to get all your major tasks completed before you left. Maximize your personal power: Identify your periods of highest mental and physical energy each day, and structure your most important and demanding tasks around these times. Get lots of rest so you can perform at your best. Motivate yourself into action: Be your own cheerleader. Look for the good in every situation. Focus on the solution rather than the problem. Always be optimistic and constructive. Get out of the technological time sinks: Use technology to improve the quality of your communications, but do not allow yourself to become a slave to it. Learn to occasionally turn things off and leave them off. Slice and dice the task: Break large, complex tasks down into bite-sized pieces, and then do just one small part of the task to get started. Create large chunks of time: Organize your days around large blocks of time where you can concentrate for extended periods on your most important tasks. Develop a sense of urgency: Make a habit of moving fast on your key tasks. Become known as a person who does things quickly and well. Single handle every task: Set clear priorities, start immediately on your most important task, and then work without stopping until the job is 100 percent complete. This is the real key to high performance and maximum personal productivity.

Step 3: Adopt Anti-Procrastination Strategies Procrastination is a habit – a deeply ingrained pattern of behavior. That means that you won’t just break it overnight. Habits only stop being habits when you have persistently stopped practicing them, so use as many approaches as possible to maximize your chances of beating them. Some tips will work better for some people than for others, and for some tasks than others. And, sometimes, you may simply need to try a fresh approach to beat the “procrastination peril”! These general tips will help motivate you to get moving: Make up your own rewards. For example, promise yourself a piece of tasty flapjack at lunchtime if you've completed a certain task. And make sure you notice how good it feels to finish things! Ask someone else to check up on you. Peer pressure works! This is the principle behind slimming and other self-help groups, and it is widely recognized as a highly effective approach. Identify the unpleasant consequences of NOT doing the task. Work out the cost of your time to your employer. As your employers are paying you to do the things that they think are important, you're not delivering value for money if you're not doing those things. Shame yourself into getting going! Aim to “eat an elephant beetle” first thing, every day! If you're procrastinating because you're disorganized, here's how to get organized! Keep to do list so that you can’t “conveniently” forget about unpleasant or overwhelming tasks. Prioritize your To-Do List so that you cannot try to kid yourself that it would be acceptable to put off doing something on the grounds that it is unimportant, or that you have many urgent things which ought to be done first when, in reality, you're procrastinating. Become a master scheduling project planning, so that you know when to start those all-important projects. Set yourself time-bound goals  : that way, you’ll have no time for procrastination! Focus on one task at a time

particular, identify a deep task (that is, something that requires deep work to complete) that’s high on your priority list. Estimate how long you’d normally put aside for an obligation of this type, then give yourself a hard deadline that drastically reduces this time. If possible, commit publicly to the deadline—for example, by telling the person expecting the finished project when they should expect it. If this isn’t possible (or if it puts your job in jeopardy), then motivate yourself by setting a countdown timer on your phone and propping it up where you can’t avoid seeing it as you work. At this point, there should be only one possible way to get the deep task done in time: working with great intensity—no e-mail breaks, no daydreaming, no Facebook browsing, no repeated trips to the coffee machine.

Part of maturing is knowing the difference between striving and actively moving in the unforced rhythms of grace. Fruitfulness all flows from a happy, ecstatic impulse toward our divine calling. This is what Paul said he was pressing in toward. He was not pressing in for moral perfection. Not pressing in for more of the Spirit he already had, or trying to get closer to a God with whom he was already in Union. He was pressing in toward his high calling – literally to complete his life’s race and vocation – his ministry purpose that would ultimately result in martyrdom (Phil. 3). Love and grace will push you to lengths that fear and law never will. To think there was no pleasure even in this most grueling task, you are missing the nature of the Gospel, as well as the personality of the apostle. The religious man is compelled to run strictly out of legal motivation – dry duty, obligation and fear of ulterior consequences. But we run out of a sheer pleasure! Not merely loving toward God, but allowing His love to flow through us tangibly in charity. We are at rest in the middle of the storm. The flavor of faith is rest, but the results of faith are mountain moving.

After Gavin got captured, his army lost its motivation to fight. They simply withdrew to where they came from. Our forces cheered and celebrated. The wall and trench held up, the guards and archers performed admirably, and the ground assault force completed its task. It was wins all around for us. There were some injuries, but nothing too serious.

When you complete a certain task, do not quickly jump to the next one. You are likely to feel motivated at that point and feel energetic enough to finish off with the next task in line; however, do you remember the lesson on willpower? It depletes if you exhaust yourself and when you are exhausted, your inclination towards temptations increases. To keep this from happening, when you complete a task,

If this sounds overly idealistic to you, consider the latest research on motivation. An eye-opening study found that when people are offered large monetary rewards to complete a challenge, their creativity and engagement in the task plummets. Rewards helped people perform well on some very simple mechanical tasks, but as soon as they needed cognitive skills, rewards interfered with their ability to function. These surprising results have been replicated in study after study. It turns out that the three factors that motivate people most strongly are a sense of autonomy (the drive to be self-directed), mastery (the intrinsic drive to develop competence), and purpose (a sense that our actions are meaningful and have value).2