Recession Motivation Quotes

Get to know two things about a man. How he earns his money and how he spends it. You will then have the clue to his character. You will have a searchlight that shows up the inmost recesses of his soul. You know all you need to know about his standards, his motives, his driving desires, his real religion.

[Greens] don't come through the back door the same as other groceries. They don't cower at the bottom of paper bags marked 'Liberty.' They wave over the top. They don't stop to be checked off the receipt. They spill out onto the counter. No going onto shelves with cans in orderly lines like school children waiting for recess. No waiting, sometimes for years beyond the blue sell by date, to be picked up and taken from the shelf. Greens don't stack or stand at attention. They aren't peas to be pushed around. Cans can't contain them. Boxed in they would burst free. Greens are wild. Plunging them into a pot took some doing. Only lobsters fight more. Either way, you have to use your hands. Then, retrieving them requires the longest of my mother's wooden spoons, the one with the burnt end. Swept onto a plate like the seaweed after a storm, greens sit tall, dark, and proud.

vast majority of challenging kids already know how we want them to behave. They know they’re supposed to do what they’re told. They know they’re not supposed to disrupt the learning of their classmates or run out of the school when they’re upset or embarrassed. And they know they’re not supposed to hit people, swear, or call out in class. So they don’t need us to put lots of effort into teaching them how we want them to behave. And while this may be hard to believe, most challenging kids already want to behave the right way. They don’t need us to continue giving them stickers, depriving them of recess, or suspending them from school; they’re already motivated. They need something else from us.

interpretation, of course, is that, as some enlightened (and no doubt rather embittered) soul once pointed out, there is no such thing as a truly altruistic act. There is always, however well camouflaged in the darker recesses of our dense psychological undergrowth, an ulterior, self-serving, distinctly less honourable motive

Nearly half of American Christians believe Christ will return and inaugurate the end of the world by 2050. That this belief has risen during the Great Recession suggests a curiously inverted form of security connected to apocalypticism. As Žižek often remarks, it is easier for Hollywood filmmakers to imagine the end of the world than to imagine something other than our current political and economic order. What is the motivation when one of a society’s highest and most commonly shared ideals entails its own absolute, unequivocal, and unavoidable destruction?

Exercise and get moving to pump up your endorphins and elevate your mood. Take an adult recess.

I’ve never really understood the importance of class participation. If I have the knowledge and I can prove that I have it in a test or in some homework, then why do I have to show it off in front of the whole classroom to get the grade? Or worse, if I don’t know the answer, why do I have to humiliate myself in front of the entire classroom just for some points? I just don’t get it. All I can say is that I definitely didn’t want that top spot hard enough to participate daily in every class. Although I gotta say that sometimes I was tempted to force myself to participate just so I could get the teachers off my back. “You have to learn to come out of your shell,” “Don’t be shy, we don’t bite,” “You’re never going to make it in the real world if you don’t talk.” They always used the same old, tired phrases. I knew some of them had good intentions, and maybe they were right, maybe I needed to speak up and participate more, but why did they think it was a good idea to motivate me like that? I’m sure there are other ways to promote class participation without being so aggressive or rude. Public humiliation was not going to magically transform me into someone outgoing like my brother, my parents had already tried that for years with no results. It is the teachers’ job to create a safe space for students to grow and develop, not a safe space for mocking and bullying. By singling me out as the “quiet one,” the teachers basically put a target on my back and gave my classmates permission to mock me for the same reason. And they took that permission by heart. All through middle school, many kids enjoyed bullying me for being quiet—and for other things, like preferring to read during recess instead of playing sports and for my short stature, but mostly it was for being quiet, which is something that I’ve never fully understood. Why did being quiet make me stand out? Shouldn’t it have been the other way around? I used to try to not pay attention to the bullies, but when so many people—including some of the teachers—tell you that there’s something wrong with you, you can’t help but start to wonder if they’re right.

The most empowering thing you can do though is to create innovative ways to bring in livable wages. That begins with a debt free lifestyle.

The most precious item travelling the route was silk, which was generated in Serica and packed on caravans in ever-increasing amounts destined for settlements far away—including the capital of the Romans. The silk-laden caravans were nothing new to the old guide; they had been journeying for hundreds of years across watersheds and snow-clad mountain passes of the Zagros and down past his residence. The caravans transporting silk into the Parthian regions in the form of annual tributes or trade were considered “untouchable,” and the repercussions would be murderous due to silk being one of Parthia’s main currencies. Silk was a commodity that knew no recession and held a value high enough that it could be traded for nearly anything. Crassus’s motivation to conquer Parthia was accordingly revealed: he wanted a monopoly on the Road of Silk!

time. A new interdisciplinary community of scientists, environmentalists, health researchers, therapists, and artists is coalescing around an idea: neuroconservation. Embracing the notion that we treasure what we love, those concerned with water and the future of the planet now suggest that, as we understand our emotional well-being and its relationship to water, we are more motivated to repair, restore, and renew waterways and watersheds. Indeed, even as water is threatened, or perhaps because of the threat, public interest in water is very high. We treasure it—or, perhaps more accurately, we spend our treasure to access water for pleasure, recreation, and healing. Wealthy people pay a premium for houses on water, and the not so wealthy pay extra for rentals and hotel rooms sited at the oceanfront, on rivers, or at lakes. Those into outdoor sports, especially fishers and hunters, are fiercely protective of it and have founded numerous environmental organizations designed to protect water habitats for fish, birds, and animals. Over the last two decades, spas have become a sort of modern equivalent to ancient healing wells. As an industry, spas are a global business worth about $60 billion, and they generate another $200 billion in tourism. In 2013, there were 20,000 (up from 4,000 in 1999) spas in the United States producing an annual revenue of over $14 billion (a figure that has grown every year for fifteen years, including those of the recession), and tallying 164 million spa visits by clients.12 Ecotourism provides water adventures and guided trips, often in kayaks, rafts, or canoes. Ocean and river cruises are big business. Cities are creating urban architectures focused on waterscapes, happiness, and sustainability. Museums and public memorials of all sorts often feature water to foster reflection and meditation. And many communities are working to transform industrialized and polluted waterfronts into spaces that are pleasant, environmentally sound, and livable.

The Misbâh has chapters on “knowledge” (- ilm, ch. 62), “certain knowledge” ( yaqîn, ch. 88), “wisdom” (hikmah, ch. 99), and “ignorance” ( jahl, ch. 77). The chapters are spread over the whole, work seemingly without any clear motivation justifying their insertion in the particular places in which they are found. “Jafar” starts, of course, with the praise of knowledge as he does with the blame of ignorance whose progress is darkness42 and whose recession is light. He is concerned with clarifying the particular aspect of knowledge that is referred to in such common traditions as the search for knowledge being a duty, the search for knowledge to be extended even as far as China,43 and the knowledge about one’s soul being the knowledge of the Lord.44 In the first case, the knowledge intended is the knowledge of the fear of God and of certainty (- ilm at-taqwâ wa-l-yaqîn); in the sec- ond, the knowledge about (ma- rifah) the soul/self which includes the knowledge about the Lord; and in the third (where this last knowledge is particularly speci- ed), the knowledge that requires acting in accordance with it and which is “sincere devotion” (ikhlâs). The theme of the necessity of acting with sincere devotion is then elaborated by means of statements castigating useless knowledge and stressing the fact that just a small amount of knowledge supports a large amount of life-long work. An inscription found and deciphered by Jesus and a revelation received by David likewise indicate the need for action. “Knowledge” is the only way leading to God. The true “knower” is identi- ed by his prayers, his piety, and his actions, and not by his appearance, his pre- tensions, and his words. True knowledge has always been sought in the past by those possessing intelligence, devotion (nusk), modesty (bashful- ness, hayâ), and the fear of God (khashyah); today it is sought by men not possessing any of these qualities. Statements concerning the qualities required of teachers and students conclude “Jafar's chapter on knowledge. Knowledge, for “Jafar,” is the result of introspection, a response within the individual to the divine. But it is also the result of a process of teaching and studying, and it must - find expression in relevant human activity. The whole would seem to be a mixture of moderate Shîah views of revealed and inspired knowledge and the “orthodox” concern with the methodology of the transmission of traditions and their practi- cal legal signi- cance.

Fear - It is not out there, but inside our minds. It is a sleeping dragon, an enemy within, that feeds in the shadows and recesses of our subconscious minds. When you shine your light on the darkness in the mind the bad stuff melts into nothingness.

One thing to get straight right from the start is that when the Bible speaks of the heart, whether Old Testament or New, it is not speaking of our emotional life only but of the central animating center of all we do. It is what gets us out of bed in the morning and what we daydream about as we drift off to sleep. It is our motivation headquarters. The heart, in Biblical terms, is not part of who we are but the center of who we are. Our heart is what defines and directs us. This is why Solomon tells us to 'keep [the] heart with all vigilance, for from it flows the springs of life' (Prov. 4:23). The heart is a matter of life. It is what makes us the human being each of us is. The heart drives all we do. It is who we are. And when Jesus tells us what animates him most deeply, what is most true of him – when he exposes the innermost recesses of his being – what we find there is: gentle and lowly. Who could ever have thought up such a savior? (Gentle and Lowly, pgs. 18-19)