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In The Synthesis of Yoga Sri Aurobindo unfolds his vision of an integral (also called purna or complete) yoga embracing all the powers and activities of man. He provides an overview of the main paths of yoga, their primary methodologies and the necessity for integrating them into a complete, all-embracing and all-encompassing activity. The motto All Life Is Yoga is the theme of this text.

Sri Aurobindo points out that this is not intended as a fixed methodology: The Synthesis of Yoga was not meant to give a method for all to follow. Each side of the Yoga was dealt with separately with all its possibilities, and an indication as to how they meet so that one starting from knowledge could realise Karma and Bhakti also and so with each path. (pg. 899)

The final section begins to flesh out an integrative method which Sri Aurobindo called the yoga of self-perfection. While all the details of this approach were not completed to the extent desired, Sri Aurobindo has provided ample guidelines for the seeker to understand the direction and the path.

It is our goal to take up the systematic review of The Synthesis of Yoga in the following pages. All page number citations in this review are based on the U.S. edition of The Synthesis of Yoga published by Lotus Press, EAN: 978-0-9415-2465-0 Sri Aurobindo, The Synthesis of Yoga

Chapter headings and organization of the material follow The Synthesis of Yoga.

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Sri Aurobindos integral yoga has enormous implications for the time we find ourselves in. As we systematically destroy the basis of life on the planet, and wall off one another through ultimate fragmentation, we are left with the stark contrast of choosing between survival and destruction, life and death, growth or decline. Sri Aurobindo recognizes the necessity of the individual within the context of the collectivity, universality and the transcendent consciousness of Oneness. The individual is the nexus or hub of the evolutionary urge, but not separate from nor at the expense of the life of the cosmic whole.

We also have a daily twitter feed on Sri Aurobindos studies at http://www.twitter.com/santoshk1

We have systematically worked our way through The Life Divine as well as The Mother , Essays on the Gita and Rebirth and Karma. The newest posts appear near the top. If you want to start at the beginning, go to the oldest post and roll forward until you reach the final posts in July 2012.

Another option is to search for the chapter you would like to study and see all posts relating to that chapter. You may have to ask for older posts once you have the search results if you are looking for one of the earlier chapters.

We have separated the posts relating to each book into their own folder as an additional organisational tool.

Similarly you can use the search box to find specific concepts, terms or issues you are interested in. The results will show all posts that address those concepts or terms. You may have to click on older posts to find all the references here as well.

The next book we are taking up is The Synthesis of Yoga by Sri Aurobindo, following a similar format to that we have utilised for The Life Divine , The Mother, Essays on the Gita and Rebirth and Karma.

You may also want to visit our information site for Sri Aurobindo at Sri-Aurobindo.Com

Sri Aurobindos major writings are published in the US by Lotus Press.

The systematic studies on this blog have also been published as self-standing books by Lotus Press and are available in both printed formats and as e-books. There are 3 volumes encompassing Readings in Sri Aurobindos The Life Divine as well as 1 volume for Readings in The Mother by Sri Aurobindo, and Readings inSri AurobindosRebirth and Karma.

Both volumes of Readings in Sri Aurobindos Essays on the Gita have now been published as well.

Many of the major writings of Sri Aurobindo are now also accessible on the Amazon Kindle Platform. As of early 2015 we are actively at work to prepare editions for itunes, google play, kobo, and nook as well. We will notify when these additional platforms become available. Kindle e-book reader program is also available for PC, Laptop, iPad, Blackberry, Android, iPhone and many other platforms from Amazon without charge. You can find the current list of titles available by going to http://www.amazon.com , go to the kindle store and type in Aurobindo New titles are being added as they can be made ready. Many of the major books are already accessible by the Kindle Reader.

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The influence of the vital prana on the emotional mind overwhelms the ability to express pure, clear and undistorted emotional energy. The human being is thus dominated by the wash of conflicting emotional reactions, joy and sorrow, love and hate, anger, jealousy, as well as all kinds of hopes and dreams and aspirations. Because of the identification of the ego-personality with this array of emotions, the individual tends to treat this as an expression of his uniqueness, and of his soul.

Sri Aurobindo observes that this surface reaction is not actually the true soul in man: But the real soul, the real psychic entity which for the most part we see little of and only a small minority of mankind has developed, is an instrument of pure love, joy and the luminous reaching out to fusion and unity with God and our fellow-creatures. This psychic entity is covered up by the play of the mentalised Prana or desire-mind which we mistake for the soul; the emotional mind is unable to mirror the real soul in us, the Divine in our hearts, and is obliged instead to mirror the desire-mind.

This is an important distinction as the more deeply the individual attaches himself to this surface play of emotional reactions, the less is he able to channel the pure energy stemming from the divine standpoint and respond with an equal and radiant goodwill to all. We can see the action of the vital energy infiltrating the emotional sheath of the being as the cause of this mis-identification. This understanding can aid the seeker in eventually discovering the true soul and heeding its quiet promptings in all fields of life and action.

The ancient texts define the soul as no bigger than the thumb of a man, and residing deep in the inner heart, for the most part unseen, unheard, and unheeded in the outward rush of the senses, the vital reactions, the emotions and the mind.

Sri Aurobindo, The Synthesis of Yoga, Part Two: The Yoga of Integral Knowledge, Chapter 8, The Release from the Heart and the Mind, pg. 336

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Desire, a key attribute of the vital being of man, is considered by many to be necessary as the motivating force of action. We frequently hear that without desire, there would be no impetus for action and there would be no possibility of progress. Sri Aurobindo acknowledges the current role of desire, yet at the same time, takes care to point out that desire is not the only possible spur to action and in fact, it is not the true and proper guide for our human journey.

Desire is at once the motive of our actions, our lever of accomplishment and the bane of our existence. If our sense-mind, emotional mind, thought-mind could act free from the intrusions and importations of the life-energy, if that energy could be made to obey their right action instead of imposing its own yoke on our existence, all human problems would move harmoniously to their right solution.

If desire is not to interfere with the actions of mind, then we need to find an appropriate relationship between the mind and the vital being in man. The proper function of the life-energy is to do what it is bidden by the divine principle in us, to reach to and enjoy what is given to it by that indwelling Divine and not to desire at all. The proper function of the sense-mind is to lie open passively, luminously to the contacts of Life and transmit their sensations and the rasa or right taste and principle of delight in them to the higher function; but interfered with by the attractions and repulsions, the acceptances and refusals, the satisfactions and dissatisfactions, the capacities and incapacities of the life-energy in the body it is, to begin with, limited in its scope and, secondly, forced in these limits to associate itself with all these discords of the life in Matter. It becomes an instrument for pleasure and pain instead of for delight of existence.

Sri Aurobindo envisions here a vital being that, instead of making demands and coloring the scope and direction of action, actually follows the higher guidance and direction and impetus of the Divine Force carrying out its Will in the world. The impulsion to action, then, is not desire, but the channeling of the Divine intention into direct, undistorted energy in the world. The individual becomes the nexus or occasion for a specific action without biasing the action or the fruit of the action by personal gain or loss, desire or aversion.

Sri Aurobindo, The Synthesis of Yoga, Part Two: The Yoga of Integral Knowledge, Chapter 8, The Release from the Heart and the Mind, pp. 335-336

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Prana, the life-energy, supports the physical body as the physical prana, but it also supports the action of the mind as the psychic prana. The seeker, in order to overcome the limitations of the life-energy in its characteristic action, needs to appreciate and fully understand the action of the psychic prana.

Sri Aurobindo describes the three characteristics of the life-energy: The characteristics of Life are action and movement, a reaching out to absorb and assimilate what is external to the individual and a principle of satisfaction or dissatisfaction in what it seizes upon or what comes to it, which is associated with the all-pervading phenomenon of attraction and repulsion. These three things are everywhere in Nature because Life is everywhere in Nature. But in us mental beings they are all given a mental value according to the mind which perceives and accepts them. They take the form of action, of desire and of liking and disliking, pleasure and pain.

This vital action distorts to its own ends the understanding of the pure mental instrument, and leads to confusion and mis-direction. Desire plants a bias in our mental process. As the universal Divine Being, all-embracing and all-possessing, acts, moves, enjoys purely for the satisfaction of divine Delight, so the individual life acts, moves, enjoys and suffers predominantly for the satisfaction of desire.

The yogic process requires the seeker to leave behind the desire-mind and associate with the bliss or enjoyment of the Divine, in an equal and wide embrace of the entire existence. Understanding the way that the desire-mind embeds itself in the mental process and colors the thoughts and decisions is an important step in conquering the attachment to the life-energy which limits and retards the process of the yoga.

Sri Aurobindo, The Synthesis of Yoga, Part Two: The Yoga of Integral Knowledge, Chapter 8, The Release from the Heart and the Mind, pg. 335

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Yoga is very much a science of applied psychology, and a great deal of work has been done to distinguish and identify the various elements of the being in the development of the yogic science. The physical body is a framework that is inert without the action of the life energy, and thus, when the life energy, known as Prana, is withdrawn from the body, we say that the body dies. The prana provides all energy, both to the body and to the mental faculties, while taking various forms based on the action to be undertaken. The science therefore distinguishes between physical prana which operates the physical framework of the body, and psychic prana which enlivens the action of the mental being.

Sri Aurobindo emphasizes the importance of understanding the role of the Prana, because the loosening of the attachment to the body, and the rejection of its domination over the mental Purusha requires the seeker, at the same time, to reject and eliminate the impulsions of the pranic energy, which manifests as the various forms of desire, including physical drives such as hunger and thirst, and the vigor of the natural man in the forms of general health and outward drives of action, and the opposites in the form of fatigue and ill-health. The Taittiriya Upanishad has a lengthy exposition on the various sheaths that make up the life of man, starting with the gross outer physical body, the food sheath, and then the vital sheath constituted of the action of the prana, as well as further sheaths that become ever more subtle.

Practically, in drawing back from the body we draw back from the physical life-energy also, even while we distinguish the two and feel the latter nearer to us than the mere physical instrument. The entire conquest of the body comes in fact by the conquest of the physical life-energy.

Along with the attachment to the body and its works the attachment to life in the body is overcome. For when we feel the physical being to be not ourselves, but only a dress or an instrument, the repulsion to the death of the body which is so strong and vehement an instinct of the vital man must necessarily weaken and can be thrown away. Thrown away it must be and entirely. The fear of death and the aversion to bodily cessation are the stigma left by his animal origin on the human being. That brand must be utterly effaced.

At certain stages of the yogic development the seeker is directly confronted with the detachment of the consciousness from the life and body and the fear of death arises strongly at that moment. The first impulse is to shrink back from the experience that has brought this specific reaction, and if that impulse is followed, the seeker returns to the physical life of the body and does not pierce the barrier into a new realm of consciousness at that time. Eventually, this fear must be faced and overcome for the progress to continue and the evolutionary development beyond the bodily life to manifest.

Sri Aurobindo, The Synthesis of Yoga, Part Two: The Yoga of Integral Knowledge, Chapter 7, The Release From Subjection to the Body, pp. 333-334

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The Yoga of knowledge emphasizes the importance of withdrawal from action in order to focus the attention and achieve the necessary mental and vital stillness for the achievement of spiritual liberation. There can be no doubt that the seeker must at some point undertake this focus and the ability to withdraw from the outer worlds demands is clearly helpful, if not in fact totally necessary.

At the same time, the Yoga of knowledge has tended to treat the withdrawal or renunciation of the outer world of action as a goal unto itself, and has thus condemned the outer life as being either of lesser importance or reality, or an illusory existence from which the seeker must escape.

Sri Aurobindo observes that for the integral Yoga, which accepts the reality of the world and its spiritual purpose, a total abandonment of that world is neither necessary nor desired. The seeker of the integral state of knowledge must be free from attachment to action and equally free from attachment to inaction. He goes on to state that with the withdrawal a tendency toward inertia may arise, and this must be counteracted, as it is a rising up of tamas, and is not beneficial to the spiritual development. The ideal poise is one in which the body-life-mind act purely as instruments of the forces of Nature put to work by the will of the Purusha carrying out the spiritual intention of the Divine.

He therefore counsels, until a state of higher perfection can be realized, a course of moderation of action: When we attain to this perfection, then action and inaction become immaterial, since neither interferes with the freedom of the soul or draws it away from its urge towards the Self or its poise in the Self. But this state of perfection arrives later in the Yoga and till then the law of moderation laid down by the Gita is the best for us; too much mental or physical action then is not good since excess draws away too much energy and reacts unfavourably upon the spiritual condition; too little also is not good since defect leads to a habit of inaction and even to an incapacity which has afterwards to be surmounted with difficulty.

Still, periods of absolute calm, solitude and cessation from works are highly desirable and should be secured as often as possible for that recession of the soul into itself which is indispensable to knowledge.

Sri Aurobindo, The Synthesis of Yoga, Part Two: The Yoga of Integral Knowledge, Chapter 7, The Release From Subjection to the Body, pp. 332-333

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The influence of the three Gunas, the qualities of Nature, cannot be underestimated for all action that takes place in the world generally. This includes the practice of Yoga until such time as the seeker has attained the status that is beyond the three Gunas (trigunatita). It is a basic tenet of the Yoga of knowledge as practiced historically that the seeker, in order to attain the refined states that are the object of the practice, must withdraw from active life in the world as much as possible.

Sri Aurobindo observes that there is a natural tendency, when adopting the poise of the Witness Self, to back off of the frenetic activity that characterizes the normal life of humanity. At the same time, he clarifies that if this becomes an opening for the action of tamas, through indolence, lassitude, indifference and sloth, rather than an inactivity that is based on a concentrated force of light and energy through tapas, then it will not yield the desired result, and is in fact, not the recommended approach.

The true status of inaction comes about through an intensity of focused energy, not a degradation of the energy. The power to do nothing, which is quite different from indolence, incapacity or aversion to action and attachment to inaction, is a great power and a great mastery; the power to rest absolutely from action is as necessary for the Jnanayogin as the power to cease absolutely from thought, as the power to remain indefinitely in sheer solitude and silence and as the power of immovable calm. Whoever is not willing to embrace these states is not yet fit for the path that leads towards the highest knowledge; whoever is unable to draw towards them, is as yet unfit for its acquisition.

Sri Aurobindo, The Synthesis of Yoga, Part Two: The Yoga of Integral Knowledge, Chapter 7, The Release From Subjection to the Body, pg. 332

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We may observe that most people, including the Western scientific community, will look upon the idea of changing the historical and customary relationship between mind and body as something either impossible or imbalanced. The touchstone of Western psychology for instance is the idea of bringing people to the state of being normal, which is defined essentially as abiding by the habitual lines of understanding and action and not exceeding them.

Sri Aurobindo observes that this is contradictory to the very approach of physical science which constantly seeks to overcome the established laws of nature and find ways to exceed, develop and enhance the basic actions of nature.

Yoga seeks to apply the concept of evolutionary progress to the realm of psychology and thereby must, by definition, work toward the upsetting of the normal relations of mind and body. The result here can be seen as madness and insanity if it leads to pure fantasies, but it can also lead to a breakthrough in human psychology and understanding. Western psychological researchers have also commented on the link between genius and madness with the difference being the ability of the genius to integrate the new experiences and understanding into a consistent and effective formation, while the mad person loses that basic sense of integration.

Sri Aurobindo comments: Suffice it to say here once for all that a change of mental and physical state and of relations between the mind and body which increases the purity and freedom of the being, brings a clear joy and peace and multiplies the power of the mind over itself and over the physical functions, brings about in a word mans greater mastery of his own nature, is obviously not morbid and cannot be considered a hallucination or self-deception since its effects are patent and positive. In fact, it is simply a willed advance of Nature in her evolution of the individual, an evolution which she will carry out in any case but in which she chooses to utilise the human will as her chief agent, because her essential aim is to lead the Purusha to conscious mastery over herself.

Sri Aurobindo, The Synthesis of Yoga, Part Two: The Yoga of Integral Knowledge, Chapter 7, The Release From Subjection to the Body, pp. 331-332

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Sri Aurobindo Studies | Sri Aurobindo's Integral Yoga

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Self-worth leads to Personal Empowerment

Contingencies of self-worth comprise those qualities a person believes he or she must have in order to class as a person of worth and value; proponents claim the contingencies as the core of self-esteem.

Contingencies of self-worth can motivate well, but often have great costs to relationships, learning, autonomy, self-regulation, and mental and physical health. Using their contingencies of self-worth, people attempt to validate or prove their abilities and qualities to themselves and to others.

In the field of social psychology, Jennifer Crocker has carried out major research on the topic of contingencies of self-worth. She says that her research "explores what it is that people believe they need to be or do to have value and worth as a person, and the consequences of those beliefs". She claims that people pursue self-esteem by trying to prove that they have worth and value, and this pursuit affects "the satisfaction of the fundamental human needs for learning, relationships, autonomy, self-regulation, and mental and physical health" (Crocker, 2007). Crocker argues that this pursuit of self-worth affects not only the individual, but everyone around the person as well.

According to the "Contingencies of Self-Worth model" people differ in their bases of self-esteem. Their beliefs beliefs about what they think they need to do or who they need to "be" in order to class as a person of worth form these bases. Crocker and her colleagues (2001) identified six "domains" in which people frequently derive their self-worth, including:

1. virtue 2. support of family 3. academic competence 4. physical attractiveness 5. gaining others' approval

Individuals who base their self-worth in a specific domain leave themselves much more vulnerable to having their self-esteem threatened when negative events happen to them within that domain (such as when they fail a test at school). A 2003 study by Crocker found that students who based their contingency of self-worth on academic criteria had a greater likelihood of experiencing lower-state self-esteem, greater negative affect, and negative self-evaluative thoughts when they did not perform well on academic tasks, when they received poor grades, or when graduate schools rejected them.

Research by Crocker and her colleagues also suggests that contingencies of self-worth have self-regulatory properties. Crocker et al. define successful self-regulation as the willingness to exert effort toward ones most important goals, while taking setbacks and failures as opportunities to learn, identify weaknesses and address them, and develop new strategies toward achieving those goals. Since many individuals strive for a feeling of worthiness, it makes sense that those people would experience special motivation to succeed and actively to avoid failure in the domains on which they base their own self-worth. Accordingly, successful self-regulation can prove difficult for people aiming to maintain and enhance their self-esteem, because they would have to actually embrace failure or criticism as a learning-opportunity, rather than avoid it. Instead, when a task which individuals see as fundamental to their self-worth proves difficult and failure seems probable, contingencies of self-worth lead to stress, feelings of pressure, and a loss of intrinsic motivation. In these cases, highly contingent people may withdraw from the situation. On the other hand, the positive emotional affect following success in a domain of contingency may become addictive for the highly contingent individual. Over time, these people may require even greater successes to achieve the same satisfaction or emotional high. Therefore, the goal to succeed can become a relentless quest for these individuals.

Researchers such as Crocker believe that people confuse the boosts to self-esteem resulting from successes with true human needs, such as learning, mutually supportive relationships, autonomy, and safety. Crocker claims that people do not seek "self-esteem", but basic human needs, and that the contingencies on which they base their self-esteem has more importance than the level of self-esteem itself.

Wikipedia, the free enclyclopedia © 2001-2008 Wikipedia Contributors This article is licensed under the GNU Free Documentation License

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Definition: Personal Empowerment - SelfGrowth.com

This section is intended to provide you with an overview of the FRS Pension Plan - from how and why the plan is offered, to eligibility requirements, retirement income options, and related programs. Click on the subheadings below to access the specific topic of interest within this page.

How It Works

The FRS Pension Plan is a defined benefit plan, in which you are promised a benefit at retirement if you meet certain criteria. The amount of your future benefit is determined by a formula, based on your earnings, length of service, and membership class, and is adjusted by a 3% cost-of-living each July (adjustment only applicable for FRS service earned prior to July 1, 2011). Your benefit is pre-funded by contributions paid by your employer. The Florida Retirement System must ensure that sufficient funds are available when your benefits are due and bears the market risk and investment decisions.

Why the FRS Is Offering This Plan

The Pension Plan has been offered to employees for over 40 years. It is primarily designed to serve longer-service employees who will be with the FRS for most of their career. Older employees and those employees who do not want to control their retirement plan may also prefer the Pension Plan.

Who's Eligible for the FRS Pension Plan?

All FRS employees are eligible for the Pension Plan except:

How Your Benefit Accumulates

In the Pension Plan, your benefits are generally back-loaded, which means that you accumulate benefits slowly at first and then at a faster rate the longer you stay. This is different from the Investment Plan, where benefits are earned more or less evenly over your career (subject to fluctuations in the financial markets and your investment strategy). So, if you stay with FRS employers for most of your career or for the final years of your career, you're more likely to receive a greater benefit under the Pension Plan.

When You Own Your Benefit

You will be eligible for a Pension Plan benefit (i.e. be vested) when you complete six years of service (if you enrolled in the FRS prior to July 1, 2011) or eight years of service (if you enrolled in the FRS on or after July 1, 2011). If you use your 2nd Choice option to transfer from the FRS Investment Plan to the FRS Pension Plan, you will be able to count your Investment Plan service toward the vesting requirement.

(To transfer from the Investment Plan to the Pension Plan, you will need to "buy in" to the Pension Plan by paying an amount from your Investment Plan account balance, plus any necessary amount from your personal resources. If you have previous Pension Plan service prior to joining the Investment Plan, the buy in cost will be calculated as the present value of the "accrued" FRS Pension Plan benefit. If you do not have previous Pension Plan service, the buy in cost will be the actuarial accrued liability, or total cost, of the "accrued" Pension Plan benefit. The buy in cost could be a substantial amount and could make transferring to the Pension Plan unaffordable.)

If You Change Employers

Under the Pension Plan, if you leave FRS-covered employment and go to a non-FRS employer, your Pension Plan benefit is frozen until you return at a later date to continue your FRS-covered employment or begin receiving your early or normal retirement benefit.

Benefit Paid at Retirement

Under the Pension Plan, your retirement benefit is based on a formula comprised of your age, length of FRS service, and membership class. The amount of your benefit payments is affected by the retirement income option you choose.

Retirement Income Options

Under the Pension Plan, you may choose to receive your benefit in retirement under one of four lifetime benefit options including a 3% annual benefit increase each July (adjustment only applicable for FRS service earned prior to July 1, 2011). Option 1 provides a monthly benefit for your lifetime, but does not provide a continuing benefit to a beneficiary. Option 2 provides a reduced monthly benefit for your lifetime, with a guarantee that your beneficiary will be eligible for a continuing benefit for 10 years from the date you retire. After 10 years of retirement, no benefits are payable to your beneficiary, in the event of your death.

Options 3 and 4 provide a continuing benefit to your spouse or other dependent beneficiary who is your joint annuitant. Option 3 provides a reduced benefit to both you and your joint annuitant in the same amount for as long as you or they are living. Option 4 provides an adjusted monthly benefit for you and your joint annuitant and is reduced upon the death of either.

Pre-Retirement Benefits

In the Pension Plan, your vested benefit will be paid to your beneficiary or in accordance to Florida law if you die prior to retiring.

DROP

You may participate in the Deferred Retirement Option Program (DROP) once you have reached normal retirement age or date. See more DROP information here.

Health Insurance Subsidy (HIS)

The Health Insurance Subsidy (HIS) is a monthly supplemental payment that you may be eligible to receive if you have health insurance coverage (Cover Florida Health Care Access Program, Medicare and TRICARE coverage are accepted). This monthly payment, which you must apply for, is calculated by multiplying your total years of service at retirement (up to a maximum of 30 years) by $5. HIS is only available after you have six years of service (if enrolled in the FRS prior to July 1, 2011) or eight years (if enrolled in the FRS on or after July 1, 2011). You will receive the HIS as part of your early or normal retirement benefit after you have provided proper documentation certifying that you have health insurance coverage. The HIS subsidy, which is paid monthly, is $5 for each year of creditable service, with a minimum HIS of $30 per month and a maximum HIS of $150 per month.

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FRS Programs Retirement System Pension Plan

By Nada Salem Abisamra http://www.nadasisland.com

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Nada's Master's THESIS: "The Role of Motivation, Gender, and Language Learning Strategies in EFL Proficiency" (Html / References)

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"The Creator gathered all of creation and said, 'I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.' The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.' The salmon said, 'I will hide it on the bottom of the ocean.' 'No. They will go there too.' The buffalo said, 'I will bury it on the Great Plains.' Then Grand-mother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees with spiritual eyes, said, 'Put it Inside them.' And the creator said, 'It is done.' " Sioux Legend

What do we infer from this "Legend?"

As Rogers said while talking about mainstream educational institutions, "They have focused so intently on the cognitive and have limited themselves so completely to 'educating from the neck up' , that this narrowness is resulting in serious social consequences." (1975:40-41) .

Motivation is like food for the brain. --Peter Davies http://www.quotelady.com/subjects/motivation.html

Life takes on meaning when you become motivated, set goals and charge after them in an unstoppable manner. -- Les Brown -- http://www.motivation123.com/quotations.html

Everybody needs motivation. Everybody needs to have a reason for action. It is a sad fact that most people in this world underachieve because they don't believe they are capable of fulfilling their dreams. We, teachers, need to be committed to offering students the opportunity to believe in themselves and achieve great things.

Krashen's Theory of Second Language Acquisition consists of five main hypotheses:

1- Natural order hypothesis:

'We acquire the rules of language in a predictable order'

What we conclude then is that Affect plays a very important role in second language acquisition. It needs to be taken into consideration by L2 teachers so they make sure that the students' affective filter is low at all times in order for learning to take place. Since this presentation is only related to Motivation, it will not cover the two other variables: self-confidence and anxiety.

Before we start by defining motivation, mentioning its sources and different theories/models and their implications, we believe it is worth asking one question that seems to guide all theorists' and researchers' work: "Why do people learn a second or foreign language? In other words, what is their Goal?

1- Why Do People Learn a Second/Foreign Language?

This seems to be the key question in all kinds of research! And of course, the reasons vary from a person to another.

2- Definitions of L2

3- Good L2 Learners

Some of those strategies:

Rubin (1975) suggested that good L2 learners

4- Definitions of Motivation

Here are a few that I have found in the literature:

According to the Webster's, to motivate means to provide with a motive, a need or desire that causes a person to act.

According to Gardner (1985), motivation is concerned with the question, "Why does an organism behave as it does? Motivation involves 4 aspects:

Motivation is a desire to achieve a goal, combined with the energy to work towards that goal. Many researchers consider motivation as one of the main elements that determine success in developing a second or foreign language; it determines the extent of active, personal involvement in L2 learning. (Oxford & Shearin, 1994)

Patience, persistence and perspiration make an unbeatable combination for success. --Napolean Hill --

5- Sources of Motivation

"Without knowing where the roots of motivation lie, how can teachers water those roots?" (Oxford & Shearin, 1994- p.15)

Note: Conation = inclination to act purposefully; impulse. (Webster's) "It is an intrinsic 'unrest' of the organism, almost the opposite of homeostasis. A conscious tendency to act... a conscious striving." (English & English, 1958)

Note: Vicarious learning = the acquisition of knowledge or ability through indirect experience and observation, rather than direct experience or practice. (Harcourt Academic Press Dictionary of Science and Technology)

6- Theories of Motivation

Since this formula states that the three factors of Expectancy, Instrumentality, and Valence or Value are to be multiplied by each other, a low value in one will result in a low value of motivation. Therefore, all three must be present in order for motivation to occur. That is, if an individual doesn't believe he or she can be successful at a task OR the individual does not see a connection between his or her activity and success OR the individual does not value the results of success, then the probability is lowered that the individual will engage in the required learning activity. From the perspective of this theory, all three variables must be high in order for motivation and the resulting behavior to be high. => An individual will act in a certain way based on the expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.

In a teaching/learning environment, it is important to assist the learner to develop a self-attribution explanation of effort (internal, control). If the person has an attribution of ability (internal, no control) as soon as the individual experiences some difficulties in the learning process, he or she will decrease appropriate learning behavior. If the person has an external attribution, then nothing the person can do will help that individual in a learning situation (i.e., responsibility for demonstrating what has been learned is completely outside the person). In this case, there is nothing to be done by the individual when learning problems occur. .

According to the Webster's, cognitive dissonance is a psychological conflict resulting from incongruous beliefs and attitudes held simultaneously.

Cognitivists explain motivation in terms of a person's active search for meaning and satisfaction in life. Thus, motivation is internal.

D- Achievement Motivation Theories

One aspect of this theory is that individuals are motivated to either avoid failure (more often associated with performance goals) or achieve success (more often associated with mastery goals). In the former situation, the individual is more likely to select easy or difficult tasks, thereby either achieving success or having a good excuse for why failure occurred. In the latter situation, the individual is more likely to select moderately difficult tasks which will provide an interesting challenge, but still keep the high expectations for success.

According to Maslow, an individual is ready to act upon the growth needs if and only if the deficiency needs are met.

The remaining four levels (Growth Needs) are:

Maslow recognized that not all personalities followed his proposed hierarchy. While a variety of personality dimensions might be considered as related to motivational needs, one of the most often cited is that of introversion and extroversion. Reorganizing Maslow's hierarchy based on the work of Alderfer and considering the introversion/extroversion dimension of personality results in three levels, each with an introverted and extroverted component. This organization suggests there may be two aspects of each level that differentiate how people relate to each set of needs. Different personalities might relate more to one dimension than the other. For example, an introvert at the level of Other/Relatedness might be more concerned with his or her own perceptions of being included in a group, whereas an extrovert at that same level would pay more attention to how others value that membership.

A Reorganization of Maslow's and Alderfer's Hierarchies

Edward L. Deci

H- Transpersonal / Spiritual Theories

Most of the transpersonal or spiritual theories deal with the meaningfulness of our lives or ultimate meanings.

Theories of Motivation Summary

Behaviorists explain motivation in terms of external stimuli and reinforcement. The physical environment and actions of the teacher are of prime importance.

Cognitivists explain motivation in terms of person's active search for meaning and satisfaction in life. Thus motivation is internal.

Humanists stress the need for personal growth. They place a great deal of emphasis on the total person, along with the related news of personal freedom, choice and self-determination.

7- Models of Motivation

In the context of language learning, instrumental motivation refers to the learner's desire to learn a language for utilitarian purposes (such as school/university requirement, employment or travel), whereas integrative motivation refers to the desire to learn a language to integrate successfully into the target language community.

Researchers challenged the social psychological approach claiming that it does not include the cognitive aspects of learning motivation (Oxford & Shearin, 1994; Dornyei, 1994), it is not practical and does not benefit L2 learning since it is too broad to help L2 educators generate practical guidelines (Dornyei, 1990).

Questions the learner asks him/herself:

C- Schumann (1978, 1986): Acculturation Model- Schumann examined the effects of personal variables such as relative status, attitude, integration, amount of time in the culture, size of the learning group, and cohesiveness of the group on adult language learning.

Schumann suggested three strategies taken by adult learners:

Gardner (1985) describes core second language learning motivation as a construct composed of three characteristics:

According to Gardner, a highly motivated individual will

"An integratively oriented learner would likely have a stronger desire to learn the language, have more positive attitudes towards the learning situation, and be more likely to expend more effort in learning the language (Gardner, 1985).

The Gardnerian theory of SLA motivation is based on the definition of motivation as "the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity" (Gardner, 1985).

The micro level involves the cognitive processing of L2 input. At the micro level learner motivation is evidenced by the amount of attention given to the input. The classroom level includes the techniques and activities employed in the classroom. The syllabus level refers to the choice of content presented and can influence motivation by the level of curiosity and interest stimulated in the students. Finally, factors from outside the classroom involve informal interaction in the L2 and long term factors.

Crookes & Schmidt (1991) also suggested that motivation to learn a language has both internal and external features:

1- Interest in L2 (based on attitudes, experience, background knowledge) 2- Relevance (perception that personal needs --achievement, affiliation, power-- are being met by learning the L2. 3- Expectancy of success or failure. 4- Outcomes (extrinsic or intrinsic rewards felt by the learner.) .

1- Decision to choose, pay attention to, and engage in L2 learning. 2- Persistence 3- High activity level

* beliefs about self (i.e., expectancies about one's attitudes to succeed, self-efficacy, and anxiety)

* goals (perceived clarity and relevance of learning goals as reasons for learning)

* involvement (i.e., extent to which the learner actively and consciously participates in the language learning process)

* environmental support (i.e., extent of teacher and peer support, and the integration of cultural and outside-of-class support into learning experience)

* personal attributes (i.e., aptitude, age, sex, and previous language learning experience).

2. the instrumental/pragmatic dimension;

3. the macro-context-related dimension (multi-cultural/ intergroup / ethnolinguistic relations);

4. the self-concept-related dimension (generalised/ trait-like personality factors);

5. the goal-related dimension;

6. the educational context-related dimension (learning/ classroom/ school environment);

7. the significant others-related dimension (parents, family, friends).

Models of Motivation Summary

8- Factors that Affect Motivation .

9- Instruments for Motivation Assessment:

10- Implications & Strategies for L2 Learners' Motivation:

Check Matching Exercise

The greatest motivational act one person can do for another is to listen.--Roy E. Moody

Dornyei (1994) suggests

Dornyei (1998:131) suggests "Ten Commandments for Motivating Language Learners

Oxford & Shearin (1996:139) also offer Practical Suggestions for Teachers:

1. Teachers can identify why students are studying the new language.

3. Teachers can help students improve motivation by showing that L2 learning can be an exciting mental challenge, a career enhancer, a vehicle to cultural awareness and friendship and a key to world peace.

4. Teachers can make the L2 classroom a welcoming, positive place where psychological needs are met and where language anxiety is kept to a minimum.

5. Teachers can urge students to develop their own intrinsic rewards through positive self-talk, guided self-evaluation, and mastery of specific goals, rather than comparison with other students. Teachers can thus promote a sense of greater self-efficacy, increasing motivation to continue learning the L2.

Keller (1983).Hepresents an instructional design model for motivation that is based upon a number of other theories. His model suggests a design strategy that encompasses four components of motivation:

The ARCS Model identifies four essential strategy components for motivating instruction:

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Affect in Language Learning: Motivation

* New York Times bestseller

* Wall Street Journal bestseller

* Boston Globe bestseller

* Los Angeles Times bestseller

* Washington Post bestseller

* San Francisco Chronicle bestseller

* Publishers Weekly bestseller

* Indie Bound bestseller

* Amazon.comtop 50 bestseller for all of 2010

* Amazon.comtop 100 bestseller for all of 2011

From Daniel H. Pink, the author of the bestselling A Whole New Mind, comes a paradigm-shattering look at what truly motivates us and how we can use that knowledge to work smarter and live better.

Most of us believe that the best way to motivate ourselves and others is with external rewards like moneythe carrot-and-stick approach. Thats a mistake, Daniel H. Pink says in, Drive: The Surprising Truth About What Motivates Us, his provocative and persuasive new book. The secret to high performance and satisfactionat work, at school, and at homeis the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business doesand how that affects every aspect of life. He demonstrates that while carrots and sticks worked successfully in the twentieth century, thats precisely the wrong way to motivate people for todays challenges. In Drive, he examines the three elements of true motivationautonomy, mastery, and purposeand offers smart and surprising techniques for putting these into action. Along the way, he takes us to companies that are enlisting new approaches to motivation and introduces us to the scientists and entrepreneurs who are pointing a bold way forward.

Drive is bursting with big ideasthe rare book that will change how you think and transform how you live.

International editions

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Drive | Daniel H. Pink

SAP Sales and distribution module handles the sales, delivery and invoicing of a customer. This training covers user transactions, customization, user exits, pricing etc.

Additional Sample videos on SAP SD Training are given below in the respective sections.

Additional Freebies Along with the training we provide the following additional services.

Intended Audience SAP Sales and distribution ( SD ) is intended for any of the following audience.

SAP SD Training Table of Contents

Test Your Knowledge on the First Week of SAP SD Training by clicking on the link above. Please take this test before proceeding to the next Week. You can ONLY take this test once. So, please ensure that you fully prepare for the test before you attempt it. If you are not able to pass this test, please repeat the covered material. This is a coded test Ask your instructor for the Code to be able to take this test.

Week 2

*********************************************************************************************

Everything below this line is Job Oriented Workshop Material that is ONLY available to Magna Training Students who have signed up for the Advanced SAP SD Training Course. Each of these links will be identified by a superscript with double stars (**). This course is conducted only on weekends at12 hrs per weekend. The entire duration of the course is 50 hours which runs over 4 weekends.Only students who have done their SAP SD Training from us are eligible for the course. This course includes the following.

Hands-on Workshops in critical areas of SAP ( Pricing, Credit Management etc )

Real-time Scenarios

Full-fledged Hands-on SAP Project which includes

How to conduct a SAP Blueprint Workshop

How to Prepare the SAP Blueprint

How to Prepare Functional Specifications

Realization Phase Steps

PerformCut-over Activities

Full fledged Resume Preparation ( Hands-on Preparation, Validation, ID Creation on Job Portals and Posting )

Most Commonly asked SAP SD Interview Questions ( Discussion )

Mock Interviews

Practical Guidance on SAP SD Interview Tips

Two Months of on-job support via email

*********************************************************************************************

SAP SD Job Oriented Workshop ** ( All links marked with ** are available ONLY to Advanced SAP SD Training students )

All of these Scenarios are based on real time scenarios faced by the trainer and the students in various projects. However, the scenarios can be applied to any client or scenario where suitable and relevant. If you can thoroughly understand the background business scenario and the corresonding configuration and Customization, you can directly use it in your resume or adapt it.

Scenarios

1. How to determine Payment Terms dynamically **

Summary : Magna Computers sells servers and Retail PCs to the same set of customers. The payment terms need to be different based on the value of the line item for better customer ..[more..].

2. Incompletion Log Customization How to make Fields Mandatory in Sales order **

Summary :

3. Status Profile Customization for a Legal GSA based workflow **

Summary : Magna Computers (Real Company name will be given )is into GSA Agreement with the Government of US and hence is prohibited from selling goods to other private customers below a certain price. In order to accomodate this, the legal department .. [more].

4.Status Profile Customization for a Heavy Industry Scenario **

Summary :ABC Company (Real Company name will be given)manufactures Power Transformers that can be used in Nuclear Power Plants. When a Customer orders the same, a number of validations needs to be performed before the order can be finally delivered. You have been given the task of creating the different SAP User Statuses. Here are the different phases of .. [more]

5. Customer Master Mass Maintenance **

Summary : Some scenarios require that you update the Customer Master on a massive level. There are multiple ways to do it depending on the requirement. Here are some business scenarios. Your client has done some re-organization around the way they maintain.. [more]

6. SAP Invoice Splitting Scenarios**

Summary : Normally, invoices are split based on a fixed set of criteria Like Reference # , payment terms, payer etc. The way in which invoices are split are controlled by a structure called ZUK and assigned to VBRK-ZUKRI field. This can be controlled using copy control routines. We sill see some business scenarios which require invoice splitting to be controlled via. [more]

7. SAPProforma Invoice Scenarios**

Summary : Proforma Invoices are created in case of export orders to specify the price of the goods moving across the borders. . [more]

8. Production Support Scenarios **

Summary : Typical Production Support Scenarios, tools used in SAP Production support, standard activities in SAP Production support, interview questions related to production support are discussed in [more]

9. SAP Customer Hierarchy Based Pricing **

Summary : ABC Companys Headquarters has negotiated a deal with HP for a deep discount when any of its branches purchases computers from HP. HP now has to make sure that the underlying relationship has to be translated to pricing discounts.. [more]

10. SAPSystem Landscape**

Summary : This scenario describes a typical system landscape in one of the projects along with explaining the basics of SAP landscape, transports, test cycles, QA refreshes .. [more]

11. SAPPricing Type**

Summary : This class will discuss scenarios in companies that require pricing recalculation to happen between documents and how to create new SAP Pricing Types to accommodate repricing in case .. [more]

11. SAP Code Flow, Programs, User Exits and Debugging**

Summary : This class will discuss the concept of Code Flow, how to open and edit programs, most notable user exits, how to set break point and debugging some..[more]

12. SAP Database Table Fundamentals**

Summary : This class will discuss the the fundamentals of Database tables, types of tables, how to view the definition and content of tables, list out some important SD database tables, methods to find out the database tables behind..[more]

13. SAP Transfer of Requirements **

Summary : Transfer of Requirements is across functional concept between SD-MM and SD-PP. In this class, wewill discuss TOR at a much greater level of detail including use cases and project scenarios on..[more]

14. SAPCore Dumps**

Summary : This post will explain what are SAP Core dumps/Short Dumps, illustrate on the system a couple of core dumps and will show you how to analyze core dumps from a functional consultants ..[more]

14.SAPSystem Trace**

Summary : This post will explain why and when to do system trace and will show you how to analyze ST01 Reportsfrom a functional consultants ..[more]

15.SAP Credit Management Advanced Topics & Business Scenarios**

Summary : In this class we discuss about advanced concepts in SAP Credit Management like user exits, Credit Management VOFM Routines, business scenarios under which they are used, SAP Notes related to Credit Management..[more]

16.LIS Structures in SAP Credit Management **

Summary : SAP Credit Management depends heavily on LIS Structures S066 and S067. In this class, we discuss how the LIS structures are effected by looking at some sample sales, delivery and billing documents. We also check out..[more]

17.SAP Backorder Processing**

Summary : In this class we will discuss SAP backorder Processing with the help of an example sales order, verify the stock situation and perform backorder processing for the material in question and..[more]

18.More SAP User Exits**

Summary : We are going to discuss a scenario where the client requires Free Goods to be added to the Sales Document when the document exceeds certain Net Value. We will explore the user exits..[more]

19. Custom Report Creation & SAP Queries

20. Basic SD Database Tables

21. Global Template-based Implementation vs Country Specific Roll-outs

22. SAP Best Practices

23. Upgrade Project Checklist

24. Data Import Strategies*

25. SAP Troubleshooting

SC Johnson is implementingSAP for its Windex brand of cleaners.

28. SAP Rebates Processing

30. Stock Transfer Orders ( STOs )

31. Inter Company and Intra-Company Sales Scenarios

33. SAP Report Variants Using TVAR Variables using STVARV transaction code

34. How to set up SAP reports as Background Batch jobs in SAP using Variants.

35. SAP Functional Specifications | SAP Technical Specifications **

35.1 Understand Requirements **

SAP Project Lifecycle

Live Projects

SAP SD Full-Fledged Live Project II **

Workshop

1.Blueprint Workshop Day 1 **

2. Blueprint Workshop Day 2 **

3. Blueprint Workshop Day 3 **

Deliverables

1. SAP Customer Master Blueprint **

2. SAP Sales Processes Blueprint **

3. SAP Material Master Blueprint **

SAP SD Full-Fledged Live Project III ( Enhancements ) **

SAP Functional Specification Documents**

Interview Questions

The following are interview questions faced by our previous students and a compilation of probable interview questions by the trainer. Some of these questions have been collected from various forums to make the life of our students easy. Please answer the questions and compare your answers against the others to see what you are missing. For General SAP Interview Questions Tips & Tricks * click through the link.

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SAP SD Training | SAP Sales and Distribution Training | SD ...

The following chart summarizes the differences between the four retirement plans.

At age 62,

1) retired pay made equal to High-36

2) future multiplier made equal to High-36

3) future COLA continues at CPR - 1%

The below chart provides the basic criteria to determine which retirement plan applies to you.

Service members who remain on active duty or serve in the Reserves or Guard for a sufficient period of time (usually a minimum of 20 years) may retire and receive retired pay. Members who become disabled while on duty may be medically retired and receive a disability retirement. There are four basic retirement plans; Final Pay, High-36 Month Average, REDUX and Disability.

All four of the retirement plans determine initial monthly retired pay by taking the member's retired pay base and subjecting it to a percentage multiplier:

Retired Pay Base X Multiplier %

There are two methods for determining the retired pay base. They are the final pay method and the high-36 month average method. The final pay method, as the name implies, establishes the retired pay base equal to final basic pay. The high-36 method is the average of the highest 36 months of basic pay divided by 36. This is generally the last 3 years of service and is sometimes called high-3. The method used depends upon when the member first entered military service.

To decide which method applies to you, you must determine the date that you FIRST entered the military. This date is called the DIEMS (Date of Initial Entry to Military Service) or DIEUS (Date of Initial Entry to Uniformed Services). The date you first entered the military is the first time you enlisted or joined the active or reserves. This date is fixed---it does not change. Departing the military and rejoining does not affect your DIEMS.

Some individuals have unique circumstances that complicate determining their DIEMS. Here are a few examples:

Be aware that your pay date may be different than your DIEMS. Also, your DIEMS does not determine when you have enough time in the service to retire---it only determines which retired pay base method applies to you.

Not all Services have their DIEMS dates properly defined in their personnel records. If you have unusual circumstances and are unsure of when your DIEMS date is or believe your records show an incorrect DIEMS date, contact your personnel office to discuss your particular situation.

Now, based upon the date you initially entered the military, you can determine which retired pay base method applies to you.

For both the Final Pay and High-36 retired pay plans each year of service is worth 2.5% toward the retirement multiplier. For instance, 20 years of service would equate to a 50% multiplier. The years of service creditable are computed differently depending upon whether retirement is from full time active duty or from a reserve career. These differences are explained under the Active Duty Retirement and Reserve Retirement pages.

For the REDUX retirement plan, which applies only to an active duty retirement, the High-36 multiplier is reduced by one percentage point for each year that the member has less than 30 years of service at retirement. For instance, 20 years of service would equate to a 40% multiplier. This is discussed more fully under the Active Duty Retirement page.

For the Disability retirement plan, the multiplier may be the higher of 2.5% for each year of service or the disability percentage assigned by the Service at retirement. However, note that the disability retirement multiplier is capped at 75%.

In any case, the longer an individual serves, the higher the multiplier and the higher the retirement pay. For example:

All military retirements are protected from inflation by annual Cost of Living Adjustments (COLAs), based on changes in the Consumer Price Index (CPI) as measured by the Department of Labor. Under the Final Pay and High-36 retirement plans, the annual COLA is equal to percentage increase in the CPI year over year. This is a different index than the one used for active duty annual pay raises. The index used for active duty pay raises are based upon average civilian wage increases. Thus, retirement pay COLAs and annual active duty pay raises will differ. Also note; the annual COLA for the REDUX retirement method is reduced by one percentage point below the increase in the CPI.

Military retired pay is subject to a dollar for dollar offset when the retired member is also in receipt of VA disability compensation. However, there are two programs that restore partial or full retired pay when a member is eligible for concurrent DoD and VA payments. See the Concurrent DoD and VA Payment page for details.

Additionally, all retirees may choose to participate in the Survivor Benefit Plan (SBP) or the Reserve Component Survivor Benefit Plan (RCSBP), which enable the member to provide a continuing annuity to their family after death, based on the retired pay. The SBP and RCSBP programs are discussed in the benefits section.

Finally, remember that after age 62, Social Security will likely provide additional retirement benefits.

Select one of the following topic areas:

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Retirement

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The American Historical Review

Description: The American Historical Review (AHR) is the official publication of the American Historical Association (AHA). The AHA was founded in 1884 and chartered by Congress in 1889 to serve the interests of the entire discipline of history. Aligning with the AHAs mission, the AHR has been the journal of record for the historical profession in the United States since 1895the only journal that brings together scholarship from every major field of historical study. The AHR is unparalleled in its efforts to choose articles that are new in content and interpretation and that make a contribution to historical knowledge. The journal also publishes approximately one thousand book reviews per year, surveying and reporting the most important contemporary historical scholarship in the discipline.

Coverage: 1895-2012 (Vol. 1, No. 1 - Vol. 117, No. 2)

The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication. Note: In calculating the moving wall, the current year is not counted. For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.

ISSN: 00028762

EISSN: 19375239

Subjects: History, American Studies, History, Area Studies

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Political Experience and Enlightenment Ideas in Eighteenth ...