just put any comment on my blog
Don’t speak of Europe—
its name still burns my chest.
The memory is a thorn,
a wound I pray will never
cut me so deep again.
It’s hard to escape
the shadow of bitterness;
thoughts circle like crows,
dark, heavy, uninvited.
Lord, take this weight from me.
Erase their faces,
their laughter, their lies.
Cleanse my mind of venom,
for though I know love is higher,
my heart still aches with hate—
and I cannot help it.
Definition: A new invention, tool, or system that pushes the boundaries of what technology can do. It’s about creating the technology itself.
Focus: The novelty lies in the technical development.
Example:
The invention of blockchain (a new way to store and verify transactions).
The creation of 3D printing technology.
The development of AI algorithms like deep learning.
👉 In short: It’s about building something new at the technological level.
Definition: A creative or novel way of using existing technology to solve problems, improve processes, or create value. It’s about applying technology in a new context.
Focus: The innovation lies in the use-case or implementation.
Example:
Using blockchain to create secure voting systems.
Applying 3D printing for custom-made prosthetics in healthcare.
Using AI chatbots for mental health support.
👉 In short: It’s about finding new, impactful ways to use technology.
Innovative Technology = inventing a car engine for the first time.
Innovative Application = using that engine to build a self-driving taxi service.
a questionnaire for measuring Self-Determination Theory (SDT) in the classroom (education context).
Self-Determination Theory (Deci & Ryan, 1985; Ryan & Deci, 2000) highlights three basic psychological needs:
Autonomy – feeling of choice and control in learning.
Competence – belief in one’s ability to succeed.
Relatedness – sense of belonging and connection with teachers/peers.
A questionnaire for classroom use can be adapted from existing scales like Basic Psychological Needs in Education Scale (BPNS) or Academic Self-Regulation Questionnaire (SRQ-A). Below is a sample version you could use/adapt:
Instructions: Please indicate how true each statement is for you in this class. Use the following scale:
1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree
I feel free to express my ideas and opinions in this class.
I have a say in how I do my schoolwork.
The way we learn in this class makes me feel like I have choices.
I feel that my teacher listens to my ideas.
I feel confident that I can learn the material taught in this class.
I can meet the challenges in this class if I try hard enough.
I feel capable of mastering the skills taught in this class.
When I do well in this class, I feel proud of myself.
I feel connected to the other students in this class.
My teacher cares about me as a person.
I feel respected by my classmates.
I feel like I belong in this classroom.
👉 Scoring:
Autonomy = average of items 1–4
Competence = average of items 5–8
Relatedness = average of items 9–12
Higher scores = higher satisfaction of each need
Self-Determination Theory (SDT) is a psychological theory of human motivation and personality developed by Edward L. Deci and Richard M. Ryan in the 1980s. It focuses on the degree to which human behavior is self-motivated and self-determined.
At its core, SDT suggests that people have three basic psychological needs that must be satisfied for growth, motivation, and well-being:
Autonomy – the need to feel in control of one’s own behaviors and goals.
(Having choice, acting with a sense of volition rather than being forced.)
Competence – the need to feel effective in interacting with the environment.
(Mastering tasks, gaining skills, and experiencing achievement.)
Relatedness – the need to feel connected to, cared for, and belonging with others.
(Building meaningful social relationships and being valued in groups.)
SDT distinguishes between different forms of motivation based on the degree of self-determination:
Intrinsic motivation – doing something because it is inherently interesting or enjoyable.
Extrinsic motivation – doing something because it leads to a separable outcome (e.g., rewards, grades, recognition). Within extrinsic motivation, SDT identifies a continuum:
External regulation (least autonomous: motivated by rewards/punishments)
Introjected regulation (internal pressure, like guilt or obligation)
Identified regulation (valuing the activity personally, even if not enjoyable)
Integrated regulation (most autonomous form of extrinsic motivation; aligning with personal values and identity)
Amotivation – lack of intention or motivation to act.
SDT is widely applied in:
Education – fostering autonomy-supportive teaching to improve learning motivation.
Workplace – promoting employee engagement and well-being.
Health & Sports – supporting sustainable lifestyle changes and performance.
Parenting – encouraging children’s growth through autonomy and support.
