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Competence Quotes

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Competence Quotes

“S.T.A.R.T. Serving, thanking, asking, and receiving are the fast track to trust in personal and business relationships. Why? Because when we live these principles, we are actively working to build our character, which is the most direct channel to increased feelings of self-worth and confidence and thus competence, productivity, and meaningful success—all of which are at the foundational level of trust.”

“The French don’t valorize a pregnant woman’s anxiety. Instead, in the word cloud of French pregnancy, terms like serenity, balance, and Zen keep popping up. Mothers-to-be are supposed to signal their competence by showing how calm they are and by making it clear that they still experience pleasure. This small shift in emphasis makes a big difference.”

“When all help is stopped, when your loved ones started doubting your competence, when failure seems almost confirmed, but no matter what, if you make one more attempt, that final step will fetch you the victory.”

“Don’t blame others. it won’t make you a better person.”

“Greatness means setting out to make some difference somewhere to someone in someplace.”

“Don’t set your own goals by what other people make important.”

“Becoming a great leader doesn’t mean being perfect. it means living with your imperfections.”

“Many people spend more time looking at their failures than focusing on their successes.”

“Do not allow your inner doubts to keep you from achieving what you can do.”

“Focus on how far you have come in life rather than looking at the accomplishments of others.”

“Self-assurance reassures others and reassures yourself.”

“When your intuition is strong, follow it.”

“Don’t let any situation intimidate you, defeat you, or conquer you. you are stronger and smarter than anything that challenges you.”

“Intuition is a sense of knowing how to act decisively without needing to know why.”

“In his book "Being Mortal", the surgeon Atul Gawande accurately describes the joy that flows from being good at your work. 'You become a doctor for what you imagine to be the satisfaction of the work, and that turns out to be the satisfaction of competence,' Dr. Gawande writes. 'It is a deep satisfaction very much like the one that a carpenter experiences in restoring a fragile antique chest...It comes partly from being helpful to others. But it also comes from being technically skilled and able to solve difficult, intricate problems. Your competence gives you a secure sense of identity.”

“...I don't know if it's better to be good at a bad job or bad at a good job, but there must be some kind of satisfaction in doing a job so poorly, you are never asked to do it again. ... I learned that I'd work any job this hard, ache like this to know that I could always ache for something. There's a hell for people like us where we shovel the coal we have mined ourselves into furnaces that burn the flesh from our bones nightly, and we never miss a shift.”

“Ladies and gentlemen, when you paint your lips, eyes, nails, hair, side-beards, or whatever, to look beautiful or handsome, don't forget your up stairs, if you don't go up there to put things in order, then, consider the former attributes null and void.”

“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.”

“Those who invest time in pursuing success often have more opportunities to achieve it than their counterparts. They gain more knowledge, experience, skills, abilities, confidence, and competence.”

“Laziness and cowardice are the reasons why so great a portion of mankind, after nature has long since discharged them from external direction (naturaliter maiorennes), nevertheless remains under lifelong tutelage, and why it is so easy for others to set themselves up as their guardians. It is so easy not to be of age. If I have a book which understands for me, a pastor who has a conscience for me, a physician who decides my diet, and so forth, I need not trouble myself. I need not think, if I can only pay - others will easily undertake the irksome work for me. That the step to competence is held to be very dangerous by the far greater portion of mankind...”