A Quote by George Orwell
Objective considerations of contemporary phenomena compel the conclusion that success or failure in competitive activities exhibits no tendency to be commensurate with innate capacity, but that a considerable element of the unpredictable must invaria.
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Success or failure can only be measured in terms of a particular objective. The success of a person whose life objective is money or status will look very different than the success of one who sets out to make a positive difference in the world.
At this stage you must admit that whatever is seen to be sentient is nevertheless composed of atoms that are insentient. The phenomena open to our observation so not contradict this conclusion or conflict with it. Rather they lead us by the hand and compel us to believe that the animate is born, as I maintain, of the insentient.
If there is a defining aspect of UNC women's soccer, and its success, it is what we call the competitive cauldron. It is the pinnacle of our program. The great part about the cauldron is that it fosters a quality we can all possess. It isn't a talent we are born with. Competitive drive is not governed by innate ability, but by self-discipline and desire
I feel guilty sometimes. It may be that innate English nature - the need to think that you must've done something wrong if you're a success. It's sometimes better if you can say: 'Okay, I'm a failure; now will you be my friend?'.
Beauty, then, is not mere decoration, but rather an essential element of the liturgical action, since it is an attribute of God himself and his revelation. These considerations should make us realize the care which is needed, if the liturgical action is to reflect its innate splendour.
We succeed only as we identify in life, or in war, or in anything else, a single overriding objective, and make all other considerations bend to that one objective.
The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
Failure is built into creativity... the creative act involves this element of 'newness' and 'experimentalism,' then one must expect and accept the possibility of failure.
If we are to be happy, we must first react against our tendency to follow the line of least resistance, a tendency that causes us either to remain as we are, or to look primarily to activities external to ourselves for what will provide new impetus to our lives.
Cultivate your desire for success to be greater than the fear of failure; Failure is merely a pitstop between where you stand and success. Failure allows you to learn the fastest; Failure inspires winners and defeats losers.
I have a tendency to sabotage relationships; I have a tendency to sabotage everything. Fear of success, fear of failure, fear of being afraid. Useless, good-for-nothing thoughts.
Willpower determines success in business, interpersonal relationships, health, whatever it is. All the activities in your life, success and failure in them, are dependent upon your ability to manifest will.
What exhibit buildings God will have! The historical exhibits, the scientific exhibits, the spiritual exhibits, to be able to see the marvelous wonders of the Spirit World!
According to the Jain view, soul is that element which knows, thinks and feels. It is in fact the divine element in the living being. The Jain thinks that the phenomena of knowledge, feeling, thinking and willing are conditioned on something, and that that something must be as real as anything can be.
To live, mankind must recover its essential humanness and its innate divinity; men must recover their capacity for humility, sanity and integrity; soldier and civilians must see their hope in some other world than one completely dominated by the physical and chemical sciences.
Novels are routinely denigrated when characters are not found to be likable. Is Raskolnikov likable? Is King Lear? The plethora of such naive readers testifies to a failure of imagination - the capacity to see into unfamiliar lives, motives, feelings - and this failure must, at least in part, be the failure of the teaching of literature in the schools.
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