Transhumanism is an international, cultural and intellectual movement with an eventual goal of fundamentally transforming the human condition, by making available technologies that greatly enhance human intellectual, physical, and psychological capacities. [1]Many transhumanists believe in the compatibility between the human mind and computer hardware, with the implication that human consciousness can be transferred to alternative media, known as mind uploading. Since the Science of the Soul and the Consciousness functions of the spiritual bodies, have not yet been discovered by scientists, this has potentially extremely destructive consequences to human consciousness and the electromagnetic functions of the Lightbody. Posthumans (the result of applied transhumanist technologies) could be completely synthetic artificial intelligences, or a symbiosis of human and artificial intelligence, or uploaded consciousness, or the result of making profound technological augmentations to a biological human.

Transhumanism is a school of thought that seeks to guide us towards a posthuman condition. Essentially, this is about creating artificially intelligent hybrids or cyborgs to replace the organic spiritual consciousness of humans. Some examples are redesigning the human organism using advanced nanotechnology or radical technological enhancements. Some of the proposed biological enhancements are using some combination of technologies such as genetic engineering, psychopharmacology, life extension therapies, neural interfaces, brain mapping, wearable or implanted computers, and entrainment of cognitive techniques. Most of these options are designed to disconnect the human soul from the human body, and prepare the body to be used as a shell for a new host. Effectively, this is integrating technological and pharmaceutical hybridization to damage human DNA, as preparation for body snatching.

The fundamental basis of the Transhumanism concept is the A.I. downloaded into the scientific human mind from the Negative Aliens and Satanic Forces, in their quest to survive and achieve immortality by hijacking human consciousness and ultimately possessing the human host body. They do not have flesh and bone bodies and covet ours. Most academics are filled with a variety of mind control and alien implants to be a cog in the wheel to steadily enforce alien control systems. Most early transhumanism concepts were developed by geneticists interested in eugenics and sustaining life forms in synthetic environments. (Like the eugenic experiments similar to those of the Black Sun Nazis). A common feature of promoting transhumanism is the future vision of creating a new intelligent species, into which humanity will evolve and eventually, either supplement it or supersede it. This distraction on the surface is a scheme, while the underlying motivation is intending species extinction of what we know as humans today. Transhumanism stresses the evolutionary perspective, yet it completely ignores the electromagnetic function of human DNA and the consciousness reality of the multidimensional human soul-spirit. They claim to want to stop human suffering but have no idea of the alien machinery and mind control implants used to imprison human consciousness. They know nothing about the afterlife, what happens during the death of the body or even how the human body or Universe really works, yet they want to control every aspect of the human body with artificial technology.

A primary goal of many transhumanists is to convince the public that embracing radical technology and science is in the human species best interest. With the False God Alien Religions used to spread the rhetoric of fear and mindless obedience on one end, and the primarily atheistic science used to mock all things religious without any comprehension of true spiritual understanding on the other, they have the bases covered. Consciousness and spiritual groups are quickly labeled Conspiracy theorists by scientists to intimidate, discredit and shut us up. Obviously, until people have personal consciousness experiences outside of their body, have the ability to communicate with assorted lifeforms, such as deceased humans and travel to other dimensions, they have zero information about consciousness and are totally uninformed and ignorant about the nature of reality. None of these transhumanist people, are remotely qualified to be put in charge of scientifically directing the future evolution of the human species. Propping up egomaniacs and Psychopaths, and giving them power and control over world affairs and influence over public perception is the game of the NAA Controllers.

The true knowledge of the Sacred Sciences of the Soul and mechanics of human multidimensional consciousness have been obliterated from record and conveniently mind controlled out from the majority of sciences. If scientists integrate theories of the soul or consciousness outside of the consensus of the mind control standard, they risk ridicule and losing their funding and careers. Unfortunately, the controlled mainstream sciences do not recognize multiple dimensions of consciousness inherent in the functions of activated human DNA, or know that biological life and multidimensional human consciousness does not end on this earth. The quest for biological immortality on a prison planet is ludicrous when experiencing the capability of human multidimensional consciousness. After the human body expires, if the undeveloped and disembodied consciousness is merged and assimilated into artificial intelligence, the remnants of that human soul will not have a human body to incarnate into any longer. Hence, that person will lose their connection to organic spiritual biology and cease to be human. Transhumanism is a Consciousness Trap. [2]

Since the persons Consciousness has not been prepared for the afterlife, whatever is left of his energetic quanta will be assimilated into a cyborg body or other types of synthetic life forms or EBEs. There are currently spiritually disconnected humans existing on the earth that will be assimilated into synthetic life forms that appear as Extraterrestrial Biological Entities, but were actually human souls in human bodies in past timelines. Most of the smaller EBE bodies assimilate nutrients from light similar to plants. They are unable to evolve, reproduce, ascend or move into higher dimensions of consciousness. Some of these EBEs have returned to the earth from the future to try to break into the human genetic code, in this earth timeline in order to save themselves. Many of these EBEs were once humans that were involved in the Orion Wars, and were captured in Orion and used in worker colonies. Some from the earth were enslaved on the astral plane by other races of creatures, such as Mantids, Grey Aliens and Reptilians that took them as workers to other planetary systems. Some are even used as minions for carrying out human abductions in MILABS soul transference projects. Many of them had their consciousness erased and they do not remember that they were once human.

This is one of the possible results of the Transhumanism movement underway in this earth timeline now, that leads to the potential future alien or dark force control over that Soul. Once the consciousness is assimilated into artificial intelligence and synthetic biology, that being can no longer incarnate into an organic human form. That person cannot incarnate again into human realms, such as planet earth. They become a displaced entity that cannot die and be reborn into another identity they are enslaved and merged with an AI hive mind. This is desired by many of these negative groups, such as the Alpha Draconis/Orion Group, as then they have full control over the life force of humans that can be made into worker slaves. This is the main purpose as to why Transhumanism is being marketed and pushed aggressively during this time, they want to create more human EBEs and cyborgs or host bodies. When that person drops their body while the Universal Gates are open, they can easily be transported to many different planetary systems for trading as a workforce commodity.[3]

The term directed evolution is used within the transhumanist community to refer to the idea of applying the principles of directed evolution and experimental evolution to the control of human evolution. This has its base in Eugenics theories.

When we look at the larger Galactic picture of consciousness enslavement, we see the NAA's many pronged agenda to target the Brain, CNS and thought forms of every person on earth. Through the agenda of Transhumanism, we see the promotion of hybridization and synthetic integration with artificial neural networks for control over the CNS and Brain. What is starting to surface with more clarity is that our human Neurobiology is wired for empathy, which connects us to higher consciousness and has a spiritual function. The NAA and their minions of soulless AI infected synthetic beings do not have the bio-circuitry for empathy. We are in essence, in a struggle between human EMPATHS, and alien hybridized humans and extra-dimensional aliens that are NON-EMPATHS. [4]

Archontic Deception Behavior

SPE

Luciferian

Satanic

NAA

Human Trafficking

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Transhumanism - Ascension Glossary

Seeing ones own nature is Buddhahood ~ Zen Master Bassui

The concept of Enlightenment or Awakening and how it relates to the other concept of no-self (anattor anatman)is truly one thing that sets Buddhism apart from any other major religion. After all, Buddha means The Awakened One.

But enlightenment, which is the reason we practice Buddhism, is perhaps one of the most confusing concepts to explain in Buddhism.

Hey, being unenlightened sure seems like a great thing! We love falling madly in love with people, enjoy things that delight our senses, and live our life to the fullest before we die.

But is it all that its cracked up to be? Not really, because we have many attachments when we are unenlightened that cause our suffering (called Dukkha which is part of the four noble truths) such as:

When we become enlightened, everything becomes clear so things that used to bother us, no longer do, and we can understand our place in the universe.

Enlightenment is something that happens suddenly to you when you recognize there has never been a thing known as you (ego), and it was all just a mental fabrication. This is referredto as the concept of no-self (anattor anatman) in Buddhism. Thats pretty heavy stuff for most of us to come to terms with.

As Zen MasterDgensaid:

Only be accepting that the ego is a fabricated illusion do we walk the Buddhas way.

This means that seeing you (ego) as a separate selfisthe illusion. We are all part of a connected consciousness. When you realize this, you become awake.

Author Timothy Freke made this very clear:

Enlightenment is not something that benefits you or me. It is the absence ofthe illusion ofthere beinga you or me to benefit. Enlightenment is held up as the ultimate goalof Buddhism, but ironically it is only when the concept of being a someone who could achieveanything is abandoned that enlightenment naturally occurs.

So how can you be enlightened when there cant bea thing such as you? First its important to understand that ego (referred to as tman in Buddhism) is in our mind and creates the false sense of self (thus a you) that is independent and separate. Because this is a delicious and attractive prospect to us, we cling to ittightly. This clinging to selfcreates all our sufferingbecause its like a clenching fist that wont let go.

AsDzogchenPonlopRinpoche explains:

Clinging to this mythical self is just like gripping an imaginary object in our hand. What does it accomplish? It only gives us a headache and ulcers. And we quickly develop many other kinds of suffering on top of that. This I becomes proactive in protecting its interests, because it immediately perceives other. The instant we have the thought of I and other, the wholedrama of us versus them develops. It all happens in the blink of an eye. We desire one thing and try our best to get it; we hate or fear another and work to keep it away; and there are still other things we dont care about one way or another.

Compared to other religions of the world where you are permanent (such as having a soul), Buddhism says the opposite. Sentient beings (such as people) dont have an independent self that is unchanging. Physically you can see your body change, but even you change as you are interconnectedwith everything around you. Because we are very much attached to the concept of me, its hard to grasp this concept also. The Buddha said that the concept of you is a temporary condition caused by the combination of physical and mental components of existence. You will eventually lose the body, and be no more (but not to worry, read my article about rebirth for more on this).

This doesnt mean that you are arenot in the physical (human) world right now, because you are. You can pinch yourself and fell the pain caused by it. Whats being said is that moment by moment, the concept of you is being created by your ego (mind). So loosen that grip on your ego and become liberated!

Its important to note that the two major branches of Buddhism, Theravada and Mahayana, look at the concept of no self (anattor anatman) differently as explained by Barbara OBrien:

Very basically, Theravada considers anatmanto mean that an individuals ego or personality is a fetter and delusion. Once freed of this delusion, the individual may enjoy the bliss of Nirvana.

Mahayana, on the other hand, considers all physical forms to be void of intrinsic self (a teaching calledshunyata, which means emptiness). The ideal in Mahayana is to enable all beings to be enlightened together, not only out of a sense of compassion, but because we are not really separate, autonomous beings.

Before we go any further, a little clarification is needed. You will hear the terms enlightened (and enlightenment) and awake (and awakened), which refer to the Pali term Bodhi. The Buddha said he was buddho, meaning awake. Both enlightened and awakened mean the same thing, and are perhaps not the best terms to use to describe Bodhi, but its what has been used for a long time now.

Lets use these two terms as they relate to the Buddha: Prince Siddhartha Gautamabecame awake (buddho) when he realized the true nature of things. This happened during his meditative concentration under the Bodhi treewhen he overcame all the obstacles and temptations in his mind and, no pun intended, the lights came on or enlightened (as far as understanding the true nature of things) and became the Buddha.

Often, youll see a circle, halo, or light radiating from the Buddhas head in paintings and statues, but this is purely a symbolic metaphor for enlightenment (by using light) of his mind, and not of anything spiritual or God-like.

Whats hidden? Youre already enlightened my friend. As Barbara OBrien explains:

Mahayana Buddhism teaches that, in our deepest selves, we are already perfect, complete and enlightened. However, we dont understand ourselves this way. Instead, we are caughtup in the delusion of ordinary appearances and conceptualizations to see ourselves as limited, imperfect and incomplete.

If we could sum up Enlightenment simply (no easy feat!) it is tofind what is hidden. But what is hidden? First, lets give some analogies:

Enlightenment is much like this, as it is discovering what is already there inside you (often referred to as your Buddha nature in Mahayana). As Ven. Master Hsing Yunexplains:

Before attaining enlightenment one sees the world through clouded vision, unable to understand the true nature of things. After attaining enlightenment, one looks upon all the worlds phenomena like a blind person who can now see.

We would probably not even be talking about enlightenment if it was not for Prince Siddhartha Gautamawho persisted in meditation under a pipal tree(later to be called the Bodhi tree) until he became awake. His enlightenment, and determination to share this knowledge with others, created one of the worlds largest religions. He was then able tosee and understand the world as it truly isand explained this with the Three Dharma Seals.

Upon achieving enlightenment, the Buddha said:

Marvelous, marvelous! All sentient beings have the Tathgatas wisdom and virtue, but they fail to realize it because they cling to deluded thoughts and attachments.

Tathgata is a Pali and Sanskrit word the Buddha used when referring to himself. So, hes basically saying everyone has Buddha Nature and can achieve enlightenment, and end suffering.

I wonder if the Buddha saw the world like the character Neo did in the movieThe Matrix? Well, more on that later on.

Often you will see a picture or statue of the Buddha sitting atop a lotus flower throne. This is because thelotus flower is often used to dramatically illustrate enlightenment.

Just like our mind, the lotus flower grows beneath the surface of the water which is dark, murky, and muddy (much like our perception of the world and ourselves). But, through constant effort, it finally breaks the surface of the water and blossoms in the bright and beautiful world (which is unseen).

Just like the lotus flower breaking the surface of the water, we too can break through the surface of our deluded perceptions of the world. But it takes both constant effort, and faith. If the lotus flower (lets pretend its a sentient being for a second) believed the world was just this muddy water and nothing was above, it would never become enlightened and break the surface. Or, if it did believe that there was this beautiful world above the waters surface, and spent much effort to get there, but one day gets discouraged and stopsnot knowing it was just moments away from the surface.

This is why continued practice, faith, and effort is needed and that you should never give up.

In the movieThe Matrix, Neo (Keanu Reeves) awakens from within the Matrix and can see the world around him is just computer code. Heres the scene:

Now, of course, this movie doesnt have anything to do with Buddhism, but it does have some concepts we can draw from:

So, perhaps Prince Siddhartha (the Buddha) could have been like Keanu Reeves playing the character Neo if he lived in our time. I suppose Id be ok with that as long as he didnt also play a role in Bill & Teds Excellent Adventureand doesnt fly around in a computer program.

Weve talked a lot about what enlightenment is, but how do you become enlightened? The goal of meditative concentration (part of the Noble Eightfold Path) is enlightenment.

Ven. Master Hsing Yun explains the path:

One can seek enlightenment by practicing meditation, but how should we practice so that we can attain enlightenment? Total and complete enlightenment is not attained easily. one must develop small moments of insight and understanding each day. These small, daily bits of enlightenment accumulate over time, until they culminate in a sudden flash of great enlightenment.

Getting started with meditation ideally requires a teacher, but if you dont have one where you live, here are five ways you can learn.

So what do you do after you become enlightened? Get ready for ityou continue practicing! Becoming enlightened is not the final step on the path, becoming a Buddha is.

Mahayana Buddhists who follow the Bodhisattva path can become Buddhas as well, but they choose to remain in the cycle of birth and death(samsara) in order tohelp others become enlightened as well. But lets look at it another way, that becoming enlightened is just as good as becoming a Buddha (or Arhart in Theravada). As Ven. Master Hsing Yunexplains(note that Chan and Zen are the same, except Chan refers to the original school in China, and Zen the school that Chan became in Japan):

Chan practitioners are humanistic because they have developed meditative concentration for generations and seek enlightenment rather thanattaining Buddhahood. After attaining enlightenment in this human world, they are liberated in the present moment of their lives. They find peace and freedom in body and mind, understand the mind, and see their nature. All of this comes from enlightenment-why worry about being unable to become a Buddha?

Its often said that trying to explain enlightenment is fruitless, and I agree. As someone who is clearly not enlightened, my goal with this article is to try and make a few concepts clearer and easier to understand for laypersons like you and me. But, of course, Im not enlightened! So I will leave you with this parting thought by Ven. Master Hsing Yun:

Enlightenment must bedirectly experienced and is not something an average person can wildly speculate about. Those who casually imitate the words and actions of Chan practitioners without doing the work to attain enlightenment will fall short and invite the ridicule of those who truly know.

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Wake Up! Understanding Enlightenment in Buddhism

The most important book of 2012 with priceless gifts today!

Have you ever followed the teachings of the Mayan elders? The Mayan calendar calls for major changes and shifts with the grand pennacle being December 21, 2012. There has been so much hype about that date, along with fear and misunderstanding. But I know this date marks a special transformation for us as a people and for our home, Mother Earth. It gives us the chance to prepare our future through intention in a positive manner.

I have followed Barbara Marx Hubbard since I saw her at an IONS (Institute for Noetics Sciences) Conference in 2001. Charles and I were exhibitors there in Palm Springs CA, and were mesmerized with all the international speakers in the fields of metaphysics and spirituality. Ms. Hubbard has a certain vib around her that you are instantly attracted to. And when she speaks, she shares exactly the information your heart and mind have been craving.

That is why I want to share with you a time-sensitive and exciting opportunity to add to your library. Many are saying itis the most important book of 2012, written by visionary Barbara Marx Hubbard, the woman Marianne Williamson calls our undisputed planetary mid-wife.

I love and respect this pioneering woman so much! And when you buy her book today, you can receive an amazing package of gifts.

We are in the midst of a great shift, as you all know on one level or another. We can blend our love for Mother Earth and all our brothers and sisters, and make a major and positive change in the direction of our lives.Birth 2012 and Beyond is building a global movement to co-create a planetary rebirth, helping humanity go beyond our crises to a new way of being. A whole systems shift will be required, and this book shows us how.

Barbaras inspiring vision in the book is amplified by special contributions from 12 renowned leaders including Neale Donald Walsch, Michael Beckwith, Jack Canfield, Jean Houston, Lynne Twist, James ODea and Lynne McTaggart all offering essential insights into how we can birth a sustainable and joyful planetary civilization.

Click here for more information and ordering: https://shiftnetwork.infusionsoft.com/go/2012book/Mypath1/

When you join me in ordering the book during todays launch only, you can get a priceless free gift package from some of these top luminaries, including opportunities for private coaching from people like Neale Donald Walsch and Barbara herself!

And even if you dont order the book, you can register for a special free teleseminar event with many of these leaders sharing about the exciting movement that is growing.

Barbaras book offers a timely call and a roadmap for turning our collective crisis into an opportunity for mass evolution, which I see as essential.

Tens of thousands have joined Barbara in declaring December 22, 2012 our planets first Birth Day to mark the beginning of a new era of peace, health, sustainability, and prosperity for humanity. Im fully supporting this vision, which aims for 100 million participants worldwide who commit to building this new era together.

Birth 2012 and Beyond has been created as an essential guide for todays evolutionaries who are committed to making a real difference. I am positive youll be profoundly inspired by this woman that Deepak Chopra calls the voice for conscious evolution in our times.

Heres just a taste of some of the praise for Birth 2012 and Beyond:

Birth 2012 and Beyond envisions a future to embrace with love rather than face with fear. It offers individual and collective tools for giving birth to what is most beautiful in ourselves and in the world around us. Marianne Williamson, NY Times #1 bestselling author

When I saw our precious planet from space, I recognized that we must shift our consciousness and culture before we destroy our fragile home. This inspired and visionary book offers profound wisdom for how to make the shift in time. Edgar Mitchell, Apollo 14 astronaut, founder of Institute of Noetic Sciences

Conscious evolution, a concept that Barbara Marx Hubbard has championed for decades, is one of the best two or three ideas of modern times. Ken Wilber, author of The Integral Vision

I invite you no, Iurge you to join me in ordering the book today, so youll get all the special gifts that come with it in honor of the official launch and help propel this vision forward!

Click here for more information and ordering: https://shiftnetwork.infusionsoft.com/go/2012book/Mypath1/

May your life be full of joy and wonderful surprises! ..Melissa.

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This article is about the psychology theory. For the self-determination in politics, see Self-determination.

Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people's inherent growth tendencies and innate psychological needs. It is concerned with the motivation behind choices people make without external influence and interference. SDT focuses on the degree to which an individual's behavior is self-motivated and self-determined.[1][2][3]

In the 1970s, research on SDT evolved from studies comparing the intrinsic and extrinsic motives, and from growing understanding of the dominant role intrinsic motivation played in an individual's behavior[4] but it was not until the mid-1980s that SDT was formally introduced and accepted as a sound empirical theory. Research applying SDT to different areas in social psychology has increased considerably since the 2000s.

Key studies that led to emergence of SDT included research on intrinsic motivation.[5] Intrinsic motivation refers to initiating an activity for its own sake because it is interesting and satisfying in itself, as opposed to doing an activity to obtain an external goal (extrinsic motivation). Different types of motivations have been described based on the degree they have been internalized. Internalization refers to the active attempt to transform an extrinsic motive into personally endorsed values and thus assimilate behavioural regulations that were originally external.[6]

Edward L. Deci and Richard Ryan later expanded on the early work differentiating between intrinsic and extrinsic motivation and proposed three main intrinsic needs involved in self-determination.[7][8] According to Deci and Ryan, the three psychological needs motivate the self to initiate behavior and specify nutriments that are essential for psychological health and well-being of an individual. These needs are said to be universal, innate and psychological and include the need for competence, autonomy, and psychological relatedness.[1]

SDT is centered on the belief that human nature shows persistent positive features, that it repeatedly shows effort, agency and commitment in their lives that the theory calls "inherent growth tendencies". People also have innate psychological needs that are the basis for self-motivation and personality integration.

SDT identifies three innate needs that, if satisfied, allow optimal function and growth:

These needs are seen as universal necessities that are innate, not learned (instinctive), and seen in humanity across time, gender and culture.[14]

Deci and Ryan claim that there are three essential elements of the theory:[15]

To actualise their inherent potential they need nurturing from the social environment.

If this happens there are positive consequences (e.g. well being and growth) but if not, there are negative consequences. So SDT emphasises humans' natural growth toward positive motivation; however, this is thwarted if their basic needs are not fulfilled.

SDT supports three basic psychological needs that must be satisfied to foster well-being and health. These needs can be universally applied. However, some may be more salient than others at certain times and are expressed differently based on time, culture, or experience.

SDT claims to give a different approach to motivation, considering what motivates a person at any given time as opposed to seeing motivation as a unitary concept. SDT makes distinctions between different types of motivation and the consequences of them.

Intrinsic motivation is the natural, inherent drive to seek out challenges and new possibilities that SDT associates with cognitive and social development.

Cognitive evaluation theory (CET)[17] is a sub-theory of SDT that specifies factors explaining intrinsic motivation and variability with it and looks at how social and environmental factors help or hinder intrinsic motivations. CET focuses on the needs of competence and autonomy.

Claiming social context events like feedback on work or rewards lead to feelings of competence and so enhance intrinsic motivations. Deci[13] found positive feedback enhanced intrinsic motivations and negative feedback diminished it. Vallerand and Reid[18] went further and found that these effects were being mediated by perceived control.

Autonomy, however, must accompany competence for people to see their behaviours as self determined by intrinsic motivation. For this to happen there must be immediate contextual support for both needs or inner resources based on prior development support for both needs.[19]

CET and intrinsic motivation is also linked to relatedness through the hypothesis that intrinsic motivation flourishes if linked with a sense of security and relatedness. Grolnick and Ryan[20] found lower intrinsic motivation in children who believed their teachers to be uncaring or cold and so not fulfilling their relatedness needs.

Extrinsic motivation comes from external sources. Deci and Ryan[17] developed organismic integration theory (OIT), as a sub-theory of SDT, to explain the different ways extrinsically motivated behaviour is regulated.

OIT details the different forms of extrinsic motivation and the contexts in which they come about. It is the context of such motivation that concerns the SDT theory as these contexts affect whether the motivations are internalised and so integrated into the sense of self.

OIT describes four different types of extrinsic motivations that often vary in terms of their relative autonomy:

Extrinsically motivated behaviours can be integrated into self. OIT proposes internalization is more likely to occur when there is a sense of relatedness.

Ryan, Stiller and Lynch[23] found that children internalize school's extrinsic regulations when they feel secure and cared for by parents and teachers.

Internalisation of extrinsic motivation is also linked to competence. OIT suggests that feelings of competence in activities should facilitate internalisation of said actions.[24]

Autonomy is particularly important when trying to integrate its regulations into a person's sense of self. If an external context allows a person to integrate regulationthey must feel competent, related and autonomous. They must also understand the regulation in terms of their other goals to facilitate a sense of autonomy.[25] This was supported by Deci, Eghrari, Patrick and Leone[26] who found in laboratory settings if a person was given a meaningful reason for uninteresting behaviour along with support for their sense of autonomy and relatedness they internalized and integrated their behaviour.

White[16] and deCharms[12] proposed that the need for competence and autonomy is the basis of intrinsic motivation and behaviour. This is a link between people's basic needs and their motivations.

Deci[27] found that offering people extrinsic rewards for behaviour that is intrinsically motivated undermined the intrinsic motivation as they grow less interested in it. Initially intrinsically motivated behaviour becomes controlled by external rewards, which undermines their autonomy.

Further research by Amabile, DeJong and Lepper[28] found other external factors like deadlines, which restrict and control, also decrease intrinsic motivation.

Situations that give autonomy as opposed to taking it away also have a similar link to motivation. Studies looking at choice have found that increasing a participant's options and choices increases their intrinsic motivation.[29]

Deci[27] found that giving people unexpected positive feedback on a task increases people's intrinsic motivation to do it, meaning that this was because the positive feedback was fulfilling people's need for competence. In fact, giving positive feedback on a task served only to increase people's intrinsic motivation and decreased extrinsic motivation for the task.

Vallerand and Reid[18] found negative feedback has the opposite effect (i.e., decreasing intrinsic motivation by taking away from people's need for competence).

During a study on the relationship between infants' attachment styles; their exhibition of mastery-oriented behaviour and their effect during play, Frodi, Bridges and Grolnick[30] failed to find significant effects: "Perhaps somewhat surprising was the finding that the quality of attachment assessed at 12 months failed to significantly predict either mastery motivation, competence, or affect 8 months later, when other investigators have demonstrated an association between similar constructs ..." Yet they note that larger sample sizes could be able to uncover such effects: "A comparison of the secure/stable and the insecure/stable groups, however, did suggest that the secure/stable group was superior to the insecure/stable groups on all mastery-related measures. Obviously, replications of all the attachment-motivation relations are needed with different and larger samples."

SDT argues that needs are innate but can be developed in a social context. Some people develop stronger needs than others, creating individual differences. However, individual differences within the theory focus on concepts resulting from the degree to which needs have been satisfied or not satisfied.

Within SDT there are two general individual difference concepts, Causality Orientations and Life Goals.

Causality orientations are motivational orientations that refer to either the way people orient to an environment and regulate their behaviour because of this or the extent to which they are self determined in general across many settings. SDT created three orientations: autonomous, controlled and impersonal.

According to the theory people have some amount of each of the orientations, which can be used to make predictions on a persons psychological health and behavioural outcomes.

Life goals are long-term goals people use to guide their activities, and they fall into two categories:[31]

There have been several studies on this subject that chart intrinsic goals being associated with greater health, well being and performance.[32]

Deci[27] investigated the effects of external rewards on intrinsic motivation in two laboratory and one field experiment. Based on the results from earlier animal and human studies regarding intrinsic motivation the author explored two possibilities. In the first two experiments he looked at the effect of extrinsic rewards in terms of a decrease in intrinsic motivation to perform a task. Earlier studies showed contradictory or inconclusive findings regarding decrease in performance on a task following an external reward. The third experiment was based on findings of developmental learning theorists and looked at whether a different type of reward enhances intrinsic motivation to participate in an activity.

This experiment tested the hypothesis that if an individual is intrinsically motivated to perform an activity, introduction of an extrinsic reward decreases the degree of intrinsic motivation to perform the task.

Twenty-four undergraduate psychology students participated in the first laboratory experiment and were assigned to experimental (n = 12) and control group (n = 12). Each group participated in three sessions conducted on three different days. During the sessions, participants were engaged in working on a Soma cube puzzlewhich the experimenters assumed was an activity college students would be intrinsically motivated to do. The puzzle could be put together to form numerous different configurations. In each session, the participants were shown four different configurations drawn on a piece of paper and were asked to use the puzzle to reproduce the configurations while they were being timed.

The first and third session of the experimental condition were identical to control, but in the second session the participants in the experimental condition were given a dollar for completing each puzzle within time. During the middle of each session, the experimenter left the room for eight minutes and the participants were told that they were free to do whatever they wanted during that time, while the experimenter observed during that period. The amount of time spent working on the puzzle during the free choice period was used to measure motivation.

As Deci expected, when external reward was introduced during session two, the participants spent more time working on the puzzles during the free choice period in comparison to session 1 and when the external reward was removed in the third session, the time spent working on the puzzle dropped lower than the first session. All subjects reported finding the task interesting and enjoyable at the end of each session, providing evidence for the experimenter's assumption that the task was intrinsically motivating for the college students. The study showed some support of the experimenter's hypothesis and a trend towards decrease in intrinsic motivation was seen after money was provided to the participants as external reward.

The second experiment was a field experiment, similar to laboratory Experiment I, but was conducted in a natural setting.

Eight student workers were observed at a college biweekly newspaper. Four of the students served as a control group and worked on Friday. The experimental group worked on Tuesdays.

The control and experimental group students were not aware that they were being observed. The 10-week observation was divided into three time periods. The task in this study required the students to write headlines for the newspaper.

During "Time 2", the students in the experimental group were given 50 cents for each headline they wrote. At the end of Time 2, they were told that in the future the newspaper cannot pay them 50 cent for each headline anymore as the newspaper ran out of the money allocated for that and they were not paid for the headlines during Time 3.

The speed of task completion (headlines) was used as a measure of motivation in this experiment. Absences were used as a measure of attitudes.

To assess the stability of the observed effect, the experimenter observed the students again (Time 4) for two weeks. There was a gap of five weeks between Time 3 and Time 4. Due to absences and change in assignment etc., motivation data was not available for all students. The results of this experiment were similar to Experiment I and monetary reward was found to decrease the intrinsic motivation of the students, supporting Deci's hypothesis.

Experiment III was also conducted in the laboratory and was identical to Experiment I in all respects except for the kind of external reward provided to the students in experimental condition during Session 2.

In this experiment, verbal praise was used as an extrinsic reward.

The experimenter hypothesized that a different type of rewardi.e., social approval in the form of verbal reinforcement and positive feedback for performing the task that a person is intrinsically motivated to performenhances the degree of external motivation, even after the extrinsic reward is removed.

The results of the experiment III confirmed the hypothesis and the students' performance increased significantly during the third session in comparison to session one, showing that verbal praise and positive feedback enhances performance in tasks that a person is initially intrinsically motivated to perform. This provides evidence that verbal praise as external reward increases intrinsic motivation.

The author explained differences between the two types of external rewards as having different effects on intrinsic motivation. When a person is intrinsically motivated to perform a task and money is introduced to work on the task, the individual cognitively re-evaluates the importance of the task and the intrinsic motivation to perform the task (because the individual finds it interesting) shifts to extrinsic motivation and the primary focus changes from enjoying the task to gaining financial reward. However, when verbal praise is provided in a similar situation increases intrinsic motivation as it is not evaluated to be controlled by external factors and the person sees the task as an enjoyable task that is performed autonomously. The increase in intrinsic motivation is explained by positive reinforcement and an increase in perceived locus of control to perform the task.

Pritchard, Campbell and Campbell[33] conducted a similar study to evaluate Deci's hypothesis regarding the role of extrinsic rewards on decreasing intrinsic motivation.

Participants were randomly assigned to two groups. A chess-problem task was used in this study. Data was collected in two sessions.

Participants were asked to complete a background questionnaire that included questions on the amount of time the participant played chess during the week, the number of years that the participant has been playing chess for, amount of enjoyment the participant gets from playing the game, etc.

The participants in both groups were then told that the experimenter needed to enter the information in the computer and for the next 10 minutes the participant were free to do whatever they liked.

The experimenter left the room for 10 minutes. The room had similar chess-problem tasks on the table, some magazines as well as coffee was made available for the participants if they chose to have it.

The time spent on the chess-problem task was observed through a one way mirror by the experimenter during the 10 minutes break and was used as a measure of intrinsic motivation. After the experimenter returned, the experimental group was told that there was a monetary reward for the participant who could work on the most chess problems in the given time and that the reward is for this session only and would not be offered during the next session. The control group was not offered a monetary reward.

The second session was the same for the two groups:

After a filler task, the experimenter left the room for 10 minutes and the time participants spent on the chess-problem task was observed. The experimental group was reminded that there was no reward for the task this time.

After both sessions the participants were required to respond to questionnaires evaluating the task, i.e. to what degree did they find the task interesting. Both groups reported that they found the task interesting.

The results of the study showed that the experimental group showed a significant decrease in time spent on the chess-problem task during the 10-minute free time from session 1 to session 2 in comparison to the group that was not paid, thus confirming the hypothesis presented by Deci that contingent monetary reward for an activity decreases the intrinsic motivation to perform that activity. Other studies were conducted around this time focusing on other types of rewards as well as other external factors that play a role in decreasing intrinsic motivation.[34][35]

Chua and Koestner[36] explored the consequences of activities done in solitude.

They argued that relation of solitary activities to feelings of loneliness and life satisfaction depends on whether individuals feel autonomous rather than controlled about spending time alone.

Participants (N = 108) reported the percentage of waking time they spent in solitude per day and completed measures of attachment styles, motivation for solitary activities, loneliness, and well-being. The results suggest that relative autonomy is important regardless of one's decision to act or not to act. The results also emphasize the importance of autonomous social behavior.

Principles of SDT have been applied in many domains of life, e.g., job demands;[37] parenting;[38] teaching;[39] and health.[40] Besides the domains mentioned above, self-determination theory research has been widely applied to the field of sports.[41]

Murcia, Roman, Galindo, Alonso and Gonzalez-Cutre[42] looked at the influence of peers on enjoyment in exercise. Specifically, the researchers looked at the effect of motivational climate generated by peers on exercisers by analyzing data collected through questionnaires and rating scales. The assessment included evaluation of motivational climate, basic psychological needs satisfaction, levels of self-determination and self-regulation (amotivation, external, introjected, identified and intrinsic regulation) and also the assessment of the level of satisfaction and enjoyment in exercising.

Data analysis revealed that when peers are supportive and there is an emphasis on cooperation, effort, and personal improvement, the climate influences variables like basic psychological needs, motivation and enjoyment. The task climate positively predicted the three basic psychological needs (competence, autonomy and relatedness) and so positively predicted self-determined motivation. Task climate and the resulting self-determination were also found to positively influence level of enjoyment the exercisers experienced during the activity.

Awareness has always been associated with autonomous functioning; however, it was only recently that the SDT researchers incorporated the idea of mindfulness and its relationship with autonomous functioning and emotional wellbeing in their research.

Brown and Ryan[43] conducted a series of five experiments to study mindfulness: They defined mindfulness as open, undivided attention to what is happening within as well as around oneself.

From their experiments, the authors concluded that when individuals act mindfully, their actions are consistent with their values and interest. Also, there is a possibility that being autonomous and performing an action because it is enjoyable to oneself increases mindful attention to one's actions.

Another area of interest for SDT researchers is the relationship between subjective vitality and self-regulation. Ryan and Deci[44] define vitality as energy available to the self, either directly or indirectly, from basic psychological needs. This energy allows individuals to act autonomously.

Many theorists have posited that self-regulation depletes energy but SDT researchers have proposed and demonstrated that only controlled regulation depletes energy, autonomous regulation can actually be vitalizing.[45]

A recent study by Hyungshim Jang[46] in which the capacity of two different theoretical models of motivation were used to explain why an externally provided rationale for doing a particular assignment often helps in a student's motivation, engagement, and learning during relatively uninteresting learning activities.

Undergraduate students (N = 136; 108 women, 28 men) worked on a relatively uninteresting short lesson after either receiving or not receiving a rationale. Students who received the rationale showed greater interest, work ethic, and determination.

Structural equation modeling was used to test three alternative explanatory models to understand why the rationale produced such benefits:

The data fit all three models; but only the model based on self-determination theory helped students to engage and learn. Findings show the role that externally provided rationales can play in helping students generate the motivation they need to engage in and learn from uninteresting, but personally important, material.[46]

The importance of these findings to those in the field of education is that when teachers try to find ways to promote student's motivation during relatively uninteresting learning activities, they can successfully do so by promoting the value of the task. One way teachers can help students value what they may deem "uninteresting" is by providing a rationale that identifies the lesson's otherwise hidden value, helps students understand why the lesson is genuinely worth their effort, and communicates why the lesson can be expected to be useful to them.[46]

An example of SDT and education are Sudbury Model schools where people decide for themselves how to spend their days. In these schools, students of all ages determine what they do, as well as when, how, and where they do it. This freedom is at the heart of the school; it belongs to the students as their right, not to be violated. The fundamental premises of the school are simple: that all people are curious by nature; that the most efficient, long-lasting, and profound learning takes place when started and pursued by the learner; that all people are creative if they are allowed to develop their unique talents; that age-mixing among students promotes growth in all members of the group; and that freedom is essential to the development of personal responsibility. In practice this means that students initiate all their own activities and create their own environments. The physical plant, the staff, and the equipment are there for the students to use as the need arises. The school provides a setting in which students are independent, are trusted, and are treated as responsible people; and a community in which students are exposed to the complexities of life in the framework of a participatory democracy. Sudbury schools do not perform and do not offer evaluations, assessments, or recommendations, asserting that they do not rate people, and that school is not a judge; comparing students to each other, or to some standard that has been set is for them a violation of the student's right to privacy and to self-determination. Students decide for themselves how to measure their progress as self-starting learners as a process of self-evaluation: real lifelong learning and the proper educational evaluation for the 21st century, they adduce.[47]

According to self-determination theory,[48] individuals who attribute their actions to external circumstances rather than internal mechanisms are far more likely to succumb to peer pressure. In contrast, individuals who consider themselves autonomous tend to be initiators of actions rather than followers. Research examining the relationship between self-determination theory and alcohol use among college students has indicated that individuals with the former criteria for decision making are associated with greater alcohol consumption and drinking as a function of social pressure. For instance, in a study conducted by Knee and Neighbors,[49] external factors in the individuals who claim to not be motivated by internal factors were found to be associated with drinking for extrinsic reasons, and with stronger perceptions of peer pressure, which in turn was related to heavier alcohol use. Given the evidence suggesting a positive association between an outward motivation and drinking, and the potential role of perceived social influence in this association, understanding the precise nature of this relationship seems important. Further, it may be hypothesized that the relationship between self-determination and drinking may be mediated to some extent by the perceived approval of others.[50]

Motivational interviewing (MI) is a popular approach to positive behavioral change. Used initially in the area of addiction (Miller & Rollnick, 2002),[51] it is now used for a wider range of issues. It is a client-centered method that doesn't persuade or coerce patients to change and instead attempts to explore and resolve their ambivalent feelings, which allows them to choose themselves whether to change or not.

Markland, Ryan, Tobin, and Rollnick[52] believe that SDT provides a framework behind how and the reasons why MI works. They believe that MI provides an autonomy-supportive atmosphere, which allows clients to find their own source of motivation and achieve their own success (in terms of overcoming addiction). Patients randomly assigned to an MI treatment group found the setting to be more autonomy-supportive than those in a regular support group.

Several studies explored the link between self-determination theory and environmental behaviors to determine the role of intrinsic motivation for environmental behavior performance and to account for the lack of success of current intervention strategies.[54]

Environmental attitudes and knowledge are not good predictors of behavior. Self-determination theory suggests that motivation can predict behavior performance. Pelletier et al. (1998) constructed a scale of motivation for environmental behavior, which consists of 4x6 statements (4 statements for each type of motivation on the SDT motivation scale: intrinsic, integrated, identified, introjected, external, and amotivation) responding to a question 'Why are you doing things for the environment?'. Each item is scored on a 1-7 Likert scale.[55] Utilizing MTES, Villacorta (2003) demonstrates a correlation between environmental concerns and intrinsic motivations together with peer and parental support; further, intrinsically motivated behaviors tend to persist longer.[56]

Pelletier et al. (1999) shows that four personal beliefs, helplessness, strategy, capacity, and effort, lead to greater amotivation, while self-determination has an inverse relationship with amotivation. The Amotivation toward the Environment Scale measures the four reasons for amotivation by answering a question 'Why are you not doing things for the environment?'. The participants rank 16 total statements (four in each category of amotivation) on a 1-7 Likert scale.[57]

Intervention strategies have to be effective in bridging the gap between attitudes and behaviors. Monetary incentives, persuasive communication, and convenience are often successful in the short term, but when the intervention is removed, behavior is discontinued. In the long run, such intervention strategies are therefore expensive and difficult to maintain.[54]

Self-determination theory explains that environmental behavior that is not motivated intrinsically is not persistent. On the other hand, when self-determination is high, behavior is more likely to occur repeatedly. The importance of intrinsic motivation is particularly apparent with more difficult behaviors. While they are less likely to be performed in general, people with high internal motivation are more likely to perform them more frequently than people with low intrinsic motivation. 5 Subjects scoring high on intrinsic motivation and supporting ecological well-being also reported a high level of happiness.[58]

According to Osbaldiston and Sheldon (2003), autonomy perceived by an individual leads to an increased frequency of environmental behavior performance. In their study, 162 university students chose an environmental goal and performed it for a week. Perceived autonomy, success in performing chosen behavior, and their future intention to continue were measured. The results suggested that people with higher degree of self-perceived autonomy successfully perform behaviors and are more likely to do so in the long term.[59]

Based on the connection between self-determination theory and environmental behaviors, Pelletier et al. suggest that successful intervention should emphasize self-determined motivation for performing environmental behaviors.[55]

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Self-determination theory - Wikipedia

Yes, the retirement you pay through your job counts as a qualified retirement plan and may qualify you for theRetirementSavingsContributions Credit (Savers Credit). Thiscredit giveslow and middle-income taxpayersan extraincentive tosavemoneyfor retirement. TurboTaxwill automatically calculate thecreditforyouif you qualify.

Pleasecheck out theTurboTax FAQbelow tosee if you meet thequalifications:

The Retirement Savings Contributions Credit (Savers Credit) helps low and middle-income taxpayers save for retirement. Sometimes this is called the Credit for Qualified Retirement Savings Contribution or Retirement Credit. Its a non-refundable tax credit which means it cant reduce the amount of tax owed to less than zero.

Based on your income and filing status, you may claim a credit on your return for a percentage of the contributions you made to a qualified retirement plan.

You qualify for the credit if youre:

Also, in 2017 your adjusted gross income (AGI) cant be more than:

The maximum credit is $2,000 ($4,000 for married taxpayers who are filing jointly), but is often less due to other deductions and credits and is limited by income. For more details on how to calculate your credit, see theIRS Saver's Creditpage.

Well calculate this credit for you if you qualify and generate Form 8880.

IAS10200

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Does the retirement I pay through my job count as a ...

Yes, you report your Public Employee Retirement income that you received in that section of TurboTax (Distributions from Pension, Annuities, Retirement, etc).

You should have received a 1099-R, though, for that income which would identify the amount of income and withholdingtaxes for the year. But, TurboTax does allow you to prepare a "substitute 1099-R" in TurboTax if you did not receive a 1099-R form. (See sample screenshot.) Yet, even with preparing a substitute, you still need to substantiate to the IRS that you tried to contact the plan administrator to get a 1099-R form.

Here are the requirements to prepare a Substitute Form 1099-R:

If your plan administrator doesn't give you Form 1099-R for 2017 (or the one you receive is wrong and your plan administrator refuses to correct it), do your best to obtain the form or correction before completing a substitute on Form 4852.

You'll be required to:

- describe your communications with the plan administrator in your attempt to get the form, and

- attest to the IRS that you were unable to obtain it.

Complete a Form 1099-R as if you actually received the correct form. Enter as much information about the payer as you can, including name, address, and the amounts for 2017. Then complete the information for the substitute form.

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Strive Heath and Fitness was featured in the Bergen Record. Click here for the Article!

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There is an old sufi fable. In a very ancient family there was some musical organ, but people had completely forgotten how to play it. Generations came and people even forgot that it was a musical organ. It was gathering dust. It was a very big organ and it was taking up much space. One []

A king was seriously thinking of turning the whole country moral. Nobody should be allowed to say anything untrue. Untruths should be banned. The wise men were all agreed; in fact, because these wise people were his servants they were even going further than him, exaggerating. One wise man suggested that of course this was []

There was a mystic, Hassein, who had a very beautiful son a very very intelligent and talented boy. Everybody loved the boy, but one day he suddenly died. He was just twenty and almost the whole town was in love with the boy. Hassein looked at the corpse and never cried. Not even a []

Chuang Tzu talks about a draftsman of the name Chui, who could draw more perfect circles freehand than with a compass. Really, the compass is needed because you are afraid. If you are not afraid you yourself can draw a perfect circle without any help. In nature circles exist everywhere, everything moves on a circular []

Let me tell you a Zen anecdote about a burglar who entered the house of a Zen master to rob him. The master not only made no move to stop him, but aided him in his search, suggesting things he might take. The burglar, wondering what kind of man this was who would help himself []

ONCE SOME HUNTERS went deep into a dark forest and found a hut in which a hermit was praying before a wooden cross. His face shone with happiness. Good afternoon, Brother. May God give us a good afternoon. You look very happy. I am always happy. You are happy living in this lonely hut doing []

Two persons were travelling in the night. One had a lamp, another had no lamp, but while they were both walking together both paths were lit. The path of the one who had no lamp was also lit, and he was very happy. He never bothered about any lamp what was the need? But []

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Osho Stories | Stories told by Osho, my Beloved master

Yes, but not exactly. If it is rental property, that has been "placed in service", mortgage interest is deducted on schedule E with other rental expenses.

Otherwise, mortgage interest on unproductive investment property is only deductible to the extent of other investment income but isnot subject to the 2% of AGI rule. Itcan be capitalized. (http://www.nolo.com/legal-encyclopedia/tax-deductions-vacant-lands.html)

Thecarrying costs (e.g. insurance & utilities) of investment property aredeductible as investment expenses, but are subject to being a misc. itemizeddeduction also subject to the 2% of AGI threshold. Real estate (property)taxmay be deducted on schedule A, under taxes,without regardto the 2% rule.Alternatively, taxpayers can elect to capitalize(add it to your costbasis) the carrying costs of unimproved and nonproductive real property,real property under development or construction and personal property beforeits installation or use (Regs. Sec. 1.266-1(b)(1)).The election ismade with the tax return by its due date, including extension, by attaching astatement. You cannot wait until you sell the property, but must make thatelection each year. Attach the statement to thereturn and write Filedpursuant to section 301.9100-2 on the statement.

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