Method and Apparatus for Personal Awareness and Growth

Abstract

An presentation generator is disclosed for generating presentations for interacting with a user on a personal topic of, e.g., the user's selection, wherein the presentations assist the user in obtaining a greater awareness of his/her motivations and/or behaviors relating to the topic. In one embodiment, the presentation generator generates and presents to the user textual observations, questions, and/or statements for the user's consideration. Such presentations use and/or are consistent with textual descriptions obtained from: (a) the results of one or more personality/motivation test results, and (b) user inputs, e.g., regarding the selected topic together with his/her confidence in the validity of such inputs. The invention organizes the textual descriptions so that outputs to the user can be generated from various personality/motivational perspectives thereby assisting the user in viewing the topic of discussion from different perspectives and thereby becoming more aware of his/her biases, motivations, and/or concerns relating to the topic.

Claims

1. A method for facilitating personal development using a computing device by providing non-transitory machine-readable instructions on a tangible medium to perform steps, comprising: for each user of a plurality of users, perform the following collections of steps (1) through (13) by employing a computational system operatively configured for entering into a dialog with each of a plurality of users: (1) obtaining and storing, via a computer of a computational system operatively configured for entering into a corresponding dialogue with each of the plurality of users, data for each of one or more predetermined user motivations, each motivation identified as a driver of user perceptions for the plurality of users, wherein the data includes a set of one or more words descriptive of each of the user motivations; wherein step (1) includes a step of receiving the data for each of the one or more predetermined user motivations, via a computer display of a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users; (2) for each corresponding portion of the data for the user motivations, additional steps of obtaining and storing, through a computer display of the computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users, a corresponding portion of personal description data for the user, the corresponding portion of the personal description data having a plurality of user specific descriptions, each of the user specific descriptions being both: (A) specific to the user, and descriptive of personal traits describing how to relate to a situation of concern, and (B) related to the corresponding portion of the data for the user motivations, and sufficiently meaningful to the user to assist the user in his/her personal growth and development when the user specific description is presented to the user as an example of the corresponding portion of the data for the user motivations; grouping, for each corresponding portion of the data for the user motivations, the user specific descriptions in the users corresponding portion of personal description data by a second computational component of the computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users, wherein each of the user specific descriptions is grouped according to: (i) whether the user specific description is more characteristic of the user or less characteristic of the user, and (ii) whether the user is more aware of the user specific description being characteristic of the user or less aware of the user specific description being characteristic of the user, the resulting groups being as (2-a) through (2-c) following: (2-a) a first group for one or more of the user specific descriptions, each such user specific description in the first group describing a corresponding personal attribute that is: (i) more characteristic of the user, and (ii) the user is more aware of the corresponding attribute being characteristic of the user, (2-b) a second group for one or more of the user specific descriptions, each such user specific description in the second group describing a corresponding personal attribute that is: (i) less characteristic of the user, and (ii) the user is more aware of the corresponding attribute, recited immediately above, being less characteristic of the user, and (2-c) a third group for one or more of the user specific descriptions, each such user specific description in the third group describing a corresponding personal attribute that is: (i) more characteristic of the user, and (ii) the user is less aware of the corresponding attribute, recited immediately above, being more characteristic of the user; (3) obtaining and storing for each of the user motivations, data indicative of each of a plurality of coping techniques, each coping technique describing a technique for use by the user in relating to another person or situation, wherein for each coping technique, the data therefor identifies a corresponding second set of one or more words describing the coping technique, and for at least some of the coping techniques, their corresponding second set of words are different; wherein a substep is performed of classifying the data indicative of the coping techniques into the following data classifications (3-a) through (3-c): (3-a) a first data classification that includes the data for a first one or more of the coping techniques, wherein for each of the first one or more coping techniques, the data therefor is: (i) associated, in a step of associating, with each of the first and second groups, and (ii) associated with additional data that identifies the coping technique as initiating more activities to change how the user relates to issues involving another person or situation rather than meditatively reflecting on the issues; (3-b) a second data classification that includes data for a second one or more of the coping techniques, wherein for each of the second one or more coping techniques, the data therefor is: (i) associated, in a step of associating, with each of the third and fourth groups, and (ii) associated with additional data that identifies the coping technique as initiating more activities to change how the user relates to the issues involving another person or situation rather than meditatively reflecting on the issues; (3-c) a third data classification that includes data for a third one or more of the coping techniques, wherein for each of the third one or more coping techniques, the data therefor is: (i) associated, in a step of associating, with each of the first and second groups, and (ii) associated with additional data that identifies the coping technique as monitoring and evaluating how the user relates to the issues involving another person or situation rather than initiating activities to change how the user relates to the issues; (4) obtaining, via a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users, input for a topic identifying a target of concern to the user; performing for each one of the user motivations the following collections of step (5) through (13): (5) outputting to the user a request for the user to input an evaluation as to how the user relates to the target of concern relative to the one user motivation; wherein the step of outputting includes a step of presenting topic related data to the user via a computer display of the a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users to assist the user in his or her personal growth and development; (6) receiving, via a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users, the evaluation indicative of the user's perception as to how the user relates to the target of concern, and a degree of confidence the user has in the evaluation; (7) ranking, by a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users, the first, second, and third groups of user specific descriptions, for the one user motivation, using the evaluation and the degree of confidence, wherein the ranking assigns a ranking value for each of the first, second, and third groups, wherein for each of the groups the ranking value therefor is indicative of how well the user specific descriptions of the group in each of the first, second, and third groups relate to the user's perspective of the target of concern for assisting the user in his/her personal growth and development; wherein the step of ranking is performed in response to an input to a computer display of the computational system; (8) determining a primary one of the coping techniques for the one user motivation by the substeps (8-a) and (8-b): (8-a) obtaining a plurality of assignments, for each of the first, second, and third data classifications for the one user motivation, one of the assignments being a pairing of: (i) the data for one of the coping techniques for the data classification, with (ii) a selected one of the associated groups for the one coping technique, wherein the selection is dependent upon ranking values; and (8-b) selecting the primary coping technique as the coping technique wherein the data therefor is paired with a particular one of the first, second, and third groups, wherein the particular group is determined according to a result of a predetermined function of the ranking values; (9) generating, based on the ranking, via a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users, a responsive presentation to the user in a non-transitory form that provides the user with topic related information to assist the user in his or her personal growth and development, the generating step including providing a presentation generator for generating presentations for interacting with a user and providing textual descriptions organized so that outputs to the user are generated from various personality/motivational perspectives, the responsive presentation including: (9a) the set of one or more words descriptive of the one user motivation; (10) electronically outputting the responsive presentation to the user as a computer display; (11) electronically receiving a responsive user input inputted into a computer display of a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users, wherein the responsive user input is a response to the responsive presentation to the user; (12) displaying the input for a topic identifying a target of concern to the user; (13) storing, in non-transitory computer storage, linked data including: the responsive presentation, and the responsive user input, wherein the responsive presentation and the responsive user input are linked together for electronic access by a computational system operatively configured for entering into a corresponding dialogue with each of a plurality of users; wherein the stored linked data is available for outputting the responsive presentation, and the responsive user input for assisting the user with his/her personal growth and development; and linking each user to an audio file, said audio file comprising a visualization exercise; wherein said one or more predetermined user motivations include an attitudinal trait description; wherein said attitudinal trait description represents how a user most likely behaves or least likely behaves and wherein the attitudinal trait description is consistent with a user profile.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

[0063] FIG. 1.0.0.0 shows a TOP LEVEL block diagram of the invention.

[0064] FIG. 1.1.0.0 shows a block diagram of the base-component called ADESCRIPTION CONSTRUCT TABLE 1. This component utilizes the facilitator to classify the fundamental categories, the fundamental categories associated motivational attributes and the attitudinal trait descriptions (e.g., behaviors or attitudes) that are made available to the user for choosing which attitudinal trait descriptions are more-like and less-like themselves.

[0065] FIG. 1.1.1.0 shows a block diagram of the sub-component called USER DESCRIPTION CHOICE 11. This sub-component utilizes the user to describe themselves by choosing or classifying attitudinal trait descriptions (e.g., behaviors or attitudes) that are more-like themselves. Each classification includes two descriptions for the user to choose. Only one of the descriptions can be chosen to be more-like themselves. Once a selection is made, the description that is not chosen is classified to be less-like themselves. This sub-component is from the base-component called ADESCRIPTION CONSTRUCT TABLE 1 described above.

[0066] FIG. 1.2.0.0 shows a block diagram of the base-component called DISCUSSION GENERATOR 2. This component utilizes the design of the relationship anatomy model to classify the states of mind for every fundamental category by defining energy field coordinates (i.e., wave functions), constructs and stores the motivational coping techniques for every fundamental category, and designs and generates inquires for every state of mind based on a plurality of variables.

[0067] FIG. 1.2.1.0 shows a block diagram of the sub-component called MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 24. This component utilizes the facilitator and the motivational coping technique rules to define each of the motivational coping techniques for every fundamental category. This sub-component is from the base-component called DISCUSSION GENERATOR 2 described above.

[0068] FIG. 1.2.2.0 shows a block diagram of the sub-component called COMBINED INQUIRY 30. This sub-component finds and classifies the users more-like and less-like attitudinal trait descriptions for each fundamental category and at least partially based on the discussion number defined from a user's discussion topic evaluation. These attitudinal trait descriptions are used in the design to construct the inquiries for each state of mind. This component is from the base-component called DISCUSSION GENERATOR 2 described above.

[0069] FIG. 1.2.2.1 shows a block diagram of the sub-component called DESCRIPTION INQUIRY COMPONENT 35. This sub-component finds and classifies the users more-like and less-like attitudinal trait descriptions for each fundamental category and at least partially based on the discussion number defined from a user's discussion topic evaluation. These attitudinal trait descriptions are used in the design to construct the inquiries for each state of mind. This sub-component is from the sub-component called COMBINED INQUIRY 30 described above.

[0070] FIG. 1.3.0.0 shows a block diagram of the base-component called CUSER PRESENTATION 3. This component utilizes the user in defining a discussion topic, performing a discussion topic evaluation by answering three discussion topic evaluation statements and presents the most optimal inquiries for each fundamental category for the user to use in their investigation of the discussion topic.

[0071] FIG. 1.3.1.0 shows a block diagram of the sub-component called GENERATE DISCUSSION TOPIC INQUIRIES 54. This sub-component retrieves the most optimal inquiries from the discussion generator based on the user's evaluation of a discussion topic. This sub-component is from the base-component called CUSER PRESENTATION 3 described above.

[0072] FIG. 2.0.0.0 shows the substructures that when combined together represent a relationship anatomy model module. The first substructure, substructure 1, classifies the attitudinal trait descriptions into a user's more-like and less-like attitudinal trait descriptions called charge fields. The second substructure, substructure 2, classifies the motivational coping techniques into passive-oriented and active-oriented energy levels called energy fields. The third substructure, substructure 3, classifies motivational coping techniques into four quadrant caches with an x-axis called relative bond and a y-axis called energy. The x-axis represents motivational coping techniques as either repulsive (e.g., a push type of energy) and attraction (e.g., a pull type of energy). The y-axis represents motivational coping techniques as either high or low energy. The fourth substructure, substructure 4, shows the z-axis called time wherein relationship anatomy model modules are classified into different time references, present time, future time, and past time (this is more apparent in the figures described immediately below).

[0073] FIG. 2.1.0.0 shows the relationship anatomy model modules for each time reference (e.g., present, future, and past time), a classification of the motivational coping techniques for the fundamental category honor, and the classification of the energy field coordinates or wave functions for each state of mind for a fundamental category.

[0074] FIG. 2.2.0.0 shows the relationship anatomy model modules for each time reference (e.g., present, future, and past time), a classification of the motivational coping techniques for the fundamental category devotion, and the classification of the energy field coordinates or wave functions for each state of mind for a fundamental category.

[0075] FIG. 2.3.0.0 shows the relationship anatomy model modules for each time reference (e.g., present, future, and past time), a classification of the motivational coping techniques for the fundamental category confidence, and the classification of the energy field coordinates or wave functions for each state of mind for a fundamental category.

[0076] FIG. 2.4.0.0 shows the relationship anatomy model modules for each time reference (e.g., present, future, and past time), a classification of the motivational coping techniques for the fundamental category patience, and the classification of the energy field coordinates or wave functions for each state of mind for a fundamental category.

[0077] FIG. 3.0.0.0 shows the users interface or presentation of a discussion topic evaluation. This is where the user defines a discussion topic and answers three discussion topic evaluation statements regarding the discussion topic. Once the three discussion topic evaluation statements are answered a series of inquiries, one for each fundamental category, is presented to the user based on the answers to the discussion topic evaluation statements wherein these inquiries are generated from the discussion generator. The user investigates the inquiries wherein the inquiries are intended to evoke ways to improve discussion topic related issues. In addition, the user may click a button called next discussion which changes the attitudinal trait descriptions built into the inquiries that are generated from the discussion generator. This enables a user to generate alternate inquiries to increase the possibility of discovering the optimal solutions toward helping discussion topic issues.

[0078] Table ADescription Construct TableThis Table shows all the available attitudinal trait descriptions (e.g., Description A and Description B) defined by the facilitator for each fundamental category and description component. As described as the intake process, this Table is also used by the user to classify the attitudinal trait descriptions as more-like and less-like themselves for each fundamental category and description component. Even though a user may classify the attitudinal trait descriptions on their own, it is encouraged to work with a qualified facilitator of the invention to help them through the intake process.

[0079] Table BDiscussion GeneratorThe facilitator utilizes the design of the relationship anatomy model and FIGS. 2.1.0.0 through 2.4.0.0 to classify multiple states of mind for every fundamental category and each of fundamental category's motivational coping techniques. In addition, using these classifications and the design of the relationship anatomy model, the Table BDiscussion Generator constructs the possible inquiries for each state of mind based on a plurality of variables including the attitudinal trait descriptions that can be generated back to the user during a users evaluation of a discussion topic.

[0080] Table CUser PresentationThe Table shows the user interface of the system wherein the user defines a discussion topic which they wish to investigate, answers three discussion topic evaluation statements, and where a series of inquiries, one for each fundamental category, are generated from the Table BDiscussion Generator. As briefly described for FIG. 3.0.0.0 above, the user reads the inquiries and investigates answers to the inquiries that are intended to help them evoke ways to improve their situations or relationships regarding the discussion topic. In addition, the user may click a button called next discussion which changes the attitudinal trait descriptions built into the inquiries that are generated from the discussion generator. This enables a user to generate alternate inquiries to increase the possibility of discovering the most optimum way to improve their situations or relationships regarding the discussion topic.

DETAILED DESCRIPTION OF THE INVENTION

[0081] There are two major sections described in the remainder of this summary section hereinbelow: [0082] A. Section A describes the mechanics of the invention as it relates to the Relationship Anatomy Model in regards to the fundamental categories, motivational attributes, motivational coping techniques, and the user's motivation(s) or attitudinal trait descriptions (e.g., descriptions A & B) relative to a discussion topic. [0083] B. Section B describes the mechanics of the invention as it relates to how a user interacts with this system in everyday situations, relationships, or aspects of general life (e.g., discussion topics) through the User Presentation.

Section AMechanics of the Invention

[0084] Section A describes the mechanics of the invention as it relates to the design of the relationship anatomy model in regards fundamental categories, motivational attributes, motivational coping techniques and to the user's description of themselves in selecting predefined attitudinal trait descriptions. In order to appreciate these mechanics of the present invention, refer to the structural components of the relationship anatomy model embodiment shown in FIG. 2.0.0.0 through 2.4.0.0 and to Table ADescription Construct Table and Table BDiscussion Generator. The mechanics of this invention are described in 1 through 10 below:

[0085] 1. Fundamental Category

[0086] One aspect of the Relationship Anatomy Model presents visual instances of pre-defined relating qualities in the form of particular relating concepts (denoted as fundamental categories herein). The facilitator and the user of the system define such fundamental categories through the ADESCRIPTION CONSTRUCT TABLE 1 component in FIG. 1.0.0.0. Also, once the fundamental categories are classified and defined, they are stored in a table called the Table ADescription Construct Table wherein the fundamental categories are established and entered in the Table ADescription Construct Table described in subsection 3 below and through the DESCRIPTION CONSTRUCT TABLE 1 component in FIG. 1.0.0.0. As an example of such a fundamental category, there may be a fundamental category indicative of the users confidence. In addition, such a fundamental category (e.g., confidence) has a one-to-one relationship with a motivational attribute (e.g., needs) as primarily defined through the MOTIVATION ATTRIBUTE 5 component in FIG. 1.1.0.0 as described in more detail in subsection 2 immediately below. That is, such a confidence fundamental category may be useful for assessing the degree to which a user tends (or defaults) to assess a preferred outcome (e.g., satisfying a need instance) to a wide range of discussion topics. Thus, such a confidence fundamental category may be useful for determining, given the uncertainty of future circumstances, the propensity of the user to generally ascribe a greater weight to a preferred outcome than to a non-preferred outcome based on the recognition or awareness of the user's more like or less like set of needs. Additionally, such a need motivational attribute (as described in more detail in subsection 2 immediately below) provides attitudinal trait descriptions through the DESCRIPTION COMPONENT 7 component in FIG. 1.1.0.0 along with a pre-defined motivational coping technique(s) defined through the MOTIVATIONAL COPING TECH CONSTRUCTOR 24 component in FIG. 1.2.0.0 to support a user's confidence development or evolution in aspects of a particular discussion topic (e.g., the user's tendency to ascribe a preferred outcome to a future situation or relationship) in relation to a user's more like or less like specific needs. Thus, the term confidence (e.g., a fundamental category) in the present discussion may have the following description: [0087] 1.1. Confidence: to have trust or faith in something or someone. More particularly, whether (or to what degree) the user's perception of the conditions, generated substantially by the discussion topic (or substantially derived therefrom), are or will ultimately be consistent with the user's expectations (e.g., needs) of the conditions.

[0088] Note that in one or more embodiments of the invention, additional fundamental categories may be identified by the words: patience, devotion, and honor, wherein such additional categories may be described as follows: [0089] 1.2. Patience: bearing or enduring emotional pain, difficulty, provocation, or annoyance with calmness. More particularly, whether (or to what degree) the user's perception of undesirable conditions created by the discussion topic (or substantially derived therefrom), are generally (e.g., substantially consistently) accepted without substantial increase in the user's more like or less like stress reactions (e.g., as described in subsection 2 immediately below, stress reactions are defined as a motivational attribute for the fundamental category Patience). [0090] 1.3. Devotion: ardent, often selfless affection and dedication, as to a person or principle; love. More particularly, whether (or to what degree) the user perceives that he/she is actively interested in the discussion topic (or conditions arising that are related thereto) so that the user explores and/or sets goals that are related to the discussion topic as it relates to the user's more like or less like interests (e.g., as described in subsection 2 immediately below, interests are defined as a motivational attribute for the fundamental category Devotion). [0091] 1.4. Honor high respect, as that shown for special merit; esteem. More particularly, whether (or to what degree) the user perceives that he/she is incorporating their usual strengths within the discussion topic (or conditions arising that are related thereto) as they relate to the user's more like or less like usual strengths (e.g., as described in subsection 2 immediately below, strengths are defined as a motivational attribute for the fundamental category Honor).

[0092] Of course, additional and/or alternative fundamental categories may be used with the present invention as one skilled in the art will understand once the scope of the invention is fully appreciated. For example, such additional and/or alternative fundamental categories may be categories that represent learning new skills such as learning to grow a garden. Such fundamental categories for learning to grow a garden may be defined by a facilitator and a user of the present invention as preparedness, accumulation, designation, and maintenance (e.g., there may be more or fewer fundamental categories define). Or another example may be learning the most efficient and effective means of managing to re-engineer an existing structure. Such fundamental categories that are representative of the most efficient and effective means to re-engineer an existing structure may be defined by a facilitator and a user of the present invention as salvage-ability, recyclable, fabrication, and environment. As one skilled in the art will understand, there are an unlimited number of applications that may be used for this invention.

[0093] 2. Motivational Attribute

[0094] Another aspect of the Relationship Anatomy Model is that for each such fundamental category (e.g., confidence) described above and defined through the ADESCRIPTION CONSTRUCT TABLE 1 component in FIG. 1.0.0.0, the present invention may associate one or more motivational attributes (e.g., needs) for each fundamental category. The motivational attributes described in 2.1 through 2.5 below are defined within the MOTIVATION ATTRIBUTE 5 component in FIG. 1.1.0.0, and are directly in relationship with the fundamental category. However, such motivational attributes may be modified by the facilitator and the user, and are associated with at least one (and preferably each of a plurality) fundamental category as defined by the facilitator through the ADESCRIPTION CONSTRUCT TABLE 1 component in FIG. 1.0.0.0 and more specifically through the DEFINE FIRST FUNDAMENTAL CATEGORY 4 component and the DEFINE NEXT FUNDAMENTAL CATEGORY 17 component in FIG. 1.1.0.0. Also, the motivational attributes are classified and stored in a table called the Table ADescription Construct Table wherein the motivational attributes are defined and organized through the MOTIVATIONAL ATTRIBUTE 5 component in FIG. 1.1.0.0.

[0095] A motivational attribute facilitates and is essential for the development or evolution of its corresponding fundamental category within a user. In particular, such motivational attributes classify users more like or less like attitudinal trait descriptions as described in subsection 1 above in this section which provide additional guidance in establishing, in guiding the development or evolution of, and/or using motivational coping techniques that are intended to facilitate generation inquiries related to the fundamental category regarding the users experience of a discussion topic. Examples of such motivational attributes for fundamental categories as described above are as follows. [0096] a. For the above mentioned fundamental category of confidence, the corresponding motivational attribute is denoted as need, wherein need may be described as follows (for a given discussion topic): [0097] The user's experience of what is considered as a necessary (or required) environment and/or necessary outcome for the discussion topic (or derived substantially therefrom) so that the user perceives, or may choose to experience a greater motivation, either: (a) to initiate or to not abandon the discussion topic, or (b) to terminate activities related to the discussion topic. [0098] Note, as an aside, the rationale for identifying need as a motivational attribute for the fundamental category of confidence is that it is believed that a users confidence, as related to a discussion topic, may be operably assessed by determining the degree to which the users or other's needs (related to the discussion topic) are perceived by the user as being accommodated or satisfied. [0099] b. In one embodiment of the invention further described below, the above mentioned fundamental category of patience has an associated motivational attribute denoted stress reactions, wherein stress reactions may be described as follows (for a given discussion topic): [0100] The user's or others stress reactions related to the discussion topic (and/or outcomes therefrom) resulting from undesirable or unexpected conditions or circumstances created by the discussion topic (or substantially derived therefrom). [0101] Note, as an aside, the rationale for identifying stress reactions as a motivational attribute for the fundamental category of patience is that it is believed that a user's or others patience, as related to a discussion topic, may be assessed by determining the degree to which the users or other's needs, not stress reactions, related to the discussion topic are perceived by the user as being accommodated or satisfied. In other words, when a user's or others needs (as related to a discussion topic) are being accommodated or satisfied then it is believed that a user's or others stress reactions are minimized or at least reduced within the discussion topic. [0102] c. In one embodiment of the invention further described below, the above mentioned fundamental category of devotion has an associated motivational attribute denoted interests, wherein interests may be described as follows (for a given discussion topic): [0103] The users or other's interests related to the discussion topic may be described as active or inactive within the discussion topic (and/or conditions arising that are related thereto). In particular, the present invention allows the user to explore ways to elicit, change or accept his/her or others interests (i.e., active or inactive) in the content of the discussion topic (or conditions arising that are related thereto). [0104] Note, as an aside, the rationale for identifying interests as a motivational attribute for the fundamental category of devotion is that it is believed a users or other's devotion, as related to the discussion topic, may be assessed by determining the degree to which the user utilizes their own or others interests as related to the discussion topic. [0105] d. In one embodiment of the invention further described below, the above mentioned fundamental category of honor has an associated motivational attribute denoted strengths, wherein strengths may be described as follows (for a given discussion topic): [0106] The users or other's strengths related to the discussion topic (and/or outcomes therefrom) resulting in incorporating the users or other's strengths on conditions or circumstances created by the discussion topic (or substantially derived therefrom). [0107] Note, as an aside, the rationale for identifying strengths as a motivational attribute for the fundamental category of honor is that it is believed a user's honor, as related to the discussion topic, may be assessed by determining the degree to which the user utilizes their own or others strengths as related to the discussion topic. Also, it is believed that when a users or other's needs described in 2.1 above are being accommodated and satisfied it is more likely that a user's or others strengths are stimulated

[0108] 3. Description Construct Table

[0109] The Fundamental Categories, Motivational Attributes, and Attitudinal Trait Descriptions described above in section A and throughout this invention are organized and populated in a structure called the Description Construct Table in Table ADescription Construct Table and is processed by the ADESCRIPTION CONSTRUCT TABLE 1 component in FIG. 1.0.0.0 and by the USER DESCRIPTION CHOICE 11 component in FIG. 1.1.1.0.

[0110] In general the description construct table serves two purposes. The first purpose of the description construct table is that it organizes and stores pre-defined pairs of attitudinal trait descriptions (e.g., description A & B) for multiple classifications. These pre-defined pairs of attitudinal trait descriptions are classified by fundamental category, motivational attribute, description type, and description component (refer to each classification listed in the terms and definitions section for a more detailed description of each). For at least one embodiment of this invention, the attitudinal trait descriptions are pre-defined by the facilitator for every classification listed immediately above. A pair of attitudinal trait descriptions is described as having a binary or opposite effect. For example, within the fundamental category confidence where need is the motivational attribute, one pair of need attitudinal trait descriptions may be presented to a user as reducing issues to their simplest form (e.g., description A) and plenty of time to make complex decisions (e.g., description B). Meaning, either a user needs reducing issues to their simplest form or they need plenty of time to make complex decisions. This pair of attitudinal trait descriptions is designed to be binary or opposite in effect wherein a user likely possesses one over the other, but not needing both. For example, the need of reducing issues to their simplest form most likely applies to people who need to make quick decisions whereas the need of plenty of time to make complex decisions most likely applies to people who need time to make decisions. As a result, the first purpose of the description construct table is to present the user with pairs of attitudinal trait descriptions that are classified by fundamental category, motivational attribute, description type, and description component (refer to each classification listed in the terms and definitions section for a more detailed description of each). The second purpose of the description construct table is that it becomes the intake process for the user (e.g., user's intake process). In other words, prior to using the system, the user prepares the system with information needed to make the system work. This is called the intake process wherein the user chooses from a list of paired attitudinal trait descriptions. For each pair of attitudinal trait descriptions (e.g., description A & B), the user chooses one of the pair that is more-like themselves. The user reads description A and then description B. Next the user decides which description is more-like themselves and they enter either A or B into a field called description choice evaluation procedure wherein the user enters A if description A is more-like themselves or the user will enter B if description B is more-like themselves. By default, the description not chosen from the pair becomes classified as less-like themselves. As a result, the second purpose provides the user a means of describing themselves by choosing which attitudinal trait description of the pair is more like themselves (e.g., description A or B). Once chosen, the more like user attitudinal trait descriptions are categorized as more like descriptions and the less like user attitudinal trait descriptions are categorizes as less like descriptions. As shown in FIG. 2.0.0.0 under substructure 1, the relationship anatomy model defines the more like descriptions (i.e., more like the user) on the right side of the model and the relationship anatomy model defines the less like descriptions (i.e., less like the user) on the left side of the model.

[0111] Another aspect of the description construct table includes that for a group of attitudinal trait descriptions for a given fundamental category is either considered independent from (e.g., honor patience, and confidence) or dependent on (e.g., patience) another series of corresponding attitudinal trait descriptions from another fundamental category (e.g., confidence). The independent and dependent fundamental category attitudinal trait descriptions are identified in the Table ADescription Construct Table in the description type field. Independent type fundamental categories and their attitudinal trait descriptions work independently, meaning they don't depend on another fundamental category to become active and the dependent type fundamental categories and their attitudinal trait descriptions depend on another fundamental category(ies) attitudinal trait descriptions to become active. For example, for each description component (see Table ADescription Construct Table) the fundamental category patience including its stress attitudinal trait descriptors (e.g., impatient with group interaction) is dependent on becoming apparent from the fundamental category confidence and its need attitudinal trait descriptors (e.g., plenty of time alone or in small groups). In other words, for each description component if a need attitudinal trait description (e.g., plenty of time alone or in small groups) is not met from the fundamental category confidence then the dependent stress attitudinal trait description (e.g., impatient with group interaction) is expected to become apparent. Therefore, the stress response attitudinal trait description from the fundamental category patience depends on the need attitudinal trait descriptions being met. Moreover, for each description component (e.g., Acceptance), if the need attitudinal trait description (e.g., plenty of time alone or in small groups) is NOT met then the corresponding description component's (e.g., Acceptance) stress attitudinal trait description (e.g., impatient with group interaction) in the patience fundamental category will most likely become apparent. Last, in the case where a dependent fundamental category and its attitudinal trait descriptions exists, the description type in the Table ADescription Construct Table is labeled with a letter at the end of the description type (e.g., dependentA). In addition, the independent fundamental category and its attitudinal trait descriptions for which the dependent category is dependent upon in the Table ADescription Construct Table is labeled with a letter at the end of the description type (e.g., independentA). This label helps to identify which independent categories belong to the corresponding dependent categories. In cases where there are multiple dependent categories the description type for each independent and its corresponding dependent category is labeled with a B, C, D, etc. . . . As a result of having dependent attitudinal trait descriptions, it is not necessary for the user to choose the attitudinal trait descriptions of dependent attitudinal trait descriptions. Through the description component and description type classifications a user making the choices of descriptions more-like themselves from the independent attitudinal trait descriptions is automatically choosing the attitudinal trait descriptions of the dependent attitudinal trait descriptions. For instance, every user choice in the field user choice evaluation procedure for the fundamental category confidence is replicated for the fundamental category patience.

[0112] Note that attitudinal trait descriptions for each motivational attribute may be substantially derived from an evaluation procedure or intake process, e.g., however, it is worth noting that assistance with such evaluation procedures may also be substantially in written form or automated, e.g., via software, and may be provided via a network such as the Internet. Thus, for the motivational attribute needs, there may be a collection of attitudinal trait descriptions that are consistent (e.g., statistically correspond) with a users user profile that when these attitudinal traits are supported (e.g., provided, and/or satisfied), the user is generally deemed to have a healthy outlook toward a given discussion topic or life in general. Alternatively or optionally, when these attitudinal trait descriptions are not supported (e.g., not provided and/or not satisfied), the user is generally deemed to have an unhealthy mental state-of-mind or outlook of a given discussion topic or life in general. For the motivational attribute needs and its corresponding fundamental category confidence, such need attitudinal trait descriptions may be, e.g.: needing plenty of time to make decisions, needing a busy schedule, or needing a definite plan in place to accomplish a task. Conversely, the opposite behavior to these descriptions could represent other's behaviors within a particular discussion topic. In addition, if an idealized user is aware of such needs, then the user is more likely to discover ways to accommodate these needs within a discussion topic, for either their own needs or other's needs. Moreover, it is believed that the user's confidence will develop or evolve over time within a discussion topic in correspondence to increased awareness of such needs and discovering ways to accommodate these needs. Also, it is believed that the needs which are not like the user (i.e., needs less like the user) may also provide the user with valuable insight. In other words, when the user shows a lack of motivation to a particular need, it may be that the user has either a preference for, or dislike of others having a strong propensity for having such a need. Accordingly, by allowing the user to investigate his/her perceptions regarding such lack of motivation, the user may gain useful personal insights. In particular, by presenting to the user presentations (e.g., questions, statements, etc.) such that various needs or attitudinal trait descriptions (which are different from those of the user), such different attitudinal trait descriptions can be explored by the user. Thus, the present invention may be used to help the user discover an increased awareness of not only his/her own needs or attitudinal trait descriptions as they relate to the users discussion topic(s), but also very different needs or attitudinal trait descriptions of others. In addition, the present invention may also help the user to become aware of another's behaviors and/or attitudes (e.g., attitudinal trait descriptions) and attempt to give the user a perception of how another person may relate to their own environments within a given discussion topic. In at least one embodiment of the present invention and described in more detail in subsection seven later in this section, a set of attitudinal trait descriptions (see Table ADescription Construct Table) are predefined and classified for the user as Description A and Description B. Each of these sets of attitudinal trait descriptions has an A description and a B description wherein the A description is defined as an opposite behavior/attitude of the B description. Furthermore, a computational system, through the USER DESCRIPTION CHOICE 11 component in FIG. 1.1.1.0 (see Table ADescription Construct Table) presents a collection of attitudinal trait descriptions which are selected by the user wherein the user focuses on choosing either A description to be like themselves or B description to be like themselves. The description that is not chosen by the user becomes the description less like themselves. Therefore, for each description component for every fundamental category, the user will have selected either A description or B description to be more like themselves and the description not chosen by the user will default to being less like themselves. For the purposes of explaining the relationship anatomy model and how all of its characteristics work together as one unit, the positive charge represents attitudinal trait descriptions more-like the user and the negative charge represents attitudinal trait descriptions less-like the user. A more detailed description or understanding of how these descriptions relate to the users discussion topic and how they are used in the inquiries related back to the user during the user presentation (see Table CUser Presentation) will be described later in Section B and throughout the embodiment of the invention.

[0113] 4. Charge Fields (Attitudinal Trait Descriptions)

[0114] One aspect of the relationship anatomy model in FIG. 2.0.0.0 through 2.4.0.0 is to gather a collection of descriptions of attitudinal traits (denoted as attitudinal trait descriptions, description A, or description B herein) that represent what are believed to be descriptive of at least one idealized user, wherein such attitudinal trait descriptions are indicative of the idealized user's usual, default and/or preferred attitudes (and/or resulting behaviors) related to the motivational attributes described briefly above and in more detail later in this section for the corresponding fundamental categories also described above and in more detail later in this section. FIG. 2.0.0.0 represents the structural components or substructures of the Relationship Anatomy Model. More specifically, substructure 1, Charge Fields, categorizes the attitudinal trait descriptions as a result of the user selecting either description A or description B more like themselves for each description component and every fundamental category. The attitudinal trait descriptions are stored in the description construct table described in subsection 3 above (see Table ADescription Construct Table). Once the description A or description B is selected by the user during the intake process, both descriptions will be categorized as either a Less like Description or a More like Description wherein all Less like Descriptions are indicative of the users less like descriptions and all the More like Descriptions are indicative of the users more like descriptions. In the Relationship Anatomy Model (refer to FIG. 2.0.0.0 substructure 1), the Less like Descriptions reside on the left side or field of the x-axis and the More like Descriptions reside on the right side or field of the x-axis. Furthermore, the intended design in the relationship anatomy model regarding the Charge Fields are fields that are bound together by a positive (e.g., more-like descriptors) and negative (e.g., less-like descriptors) charge (hence Charge Fields). These fields are designed to be similar to magnetic fields. It is also important to note that in the description construct table for each fundamental category there are eleven description components wherein each description component (e.g., Acceptance) is comprised of one description for description A and one description for description B. During the user's intake process, for each description component within every fundamental category, the user will choose which description (A or B) is more-like themselves. The other description will default to being categorized as less-like themselves. Even though this invention could be designed to have more or less attitudinal trait descriptions listed or more or less fundamental categories, the application described for this invention requires the user to choose from forty-four pairs of attitudinal trait descriptions (e.g., eleven description components times four fundamental categories). In addition, each description component within each fundamental category is numbered, 1 through 11. This number is located in the description construct table under the discussion number field. As it will be explained further in section B (the User Presentation; refer to FIG. 3.0.0.0) later in this application, for each fundamental category the discussion number is used to generate from the discussion generator only one description at a time wherein this description is constructed into the inquiry which is generated back to the user based on a user's evaluation of a discussion topic.

[0115] 5. Energy Fields

[0116] It is another aspect of the Relationship Anatomy Model in FIGS. 2.0.0.0 through 2.4.0.0 that there are at least two types of states of mind for each fundamental category and its corresponding motivational attribute. In FIG. 2.0.0.0 energy fields are shown under Substructure 2. It is important to note that these energy fields operate independent from the Charge Fields described in subsection 1 of this section. As it will be described in more detail in subsection seven later in this section, these energy fields, in addition to other substructures in the Relationship Anatomy Model, aid the facilitator in defining the motivational coping techniques for each fundamental category. As described in the Terms and Definitions section under energy (y), these two types of states of mind are passive (e.g., denoted by a lower .sub.1 energy) and active (e.g., denoted by a higher .sub.2 energy) states of mind. In addition, regarding the development of inquiries wherein the user reads these inquiries to investigate a particular discussion topic, a portion of the inquiry called the energy level inquiry component (see Table BDiscussion Generator), at least in one embodiment of the present invention, is developed based on the two energy levels wherein the lower .sub.1 energy is regarded as a more passive oriented inquiry that begins with What which assumes a user to be more inactive in their pursuit to discover answers in their investigation of the discussion topic. On the other hand, the higher .sub.2 energy is regarded as a more active oriented inquiry that begins with How which assumes a user to be more active in their pursuit to discover answers in their investigation of the discussion topic. Moreover, active and passive states of mind may be subdivided into the following regarding a user's discovery for answers regarding their investigation of a particular discussion topic. For the active state of mind, additional substates may be incorporated: active for avoidance, and active for pursuing. For the passive state of mind: passive from fear, passive from indifference, and passive from pleasure.

[0117] 6. Technique Measures (x-axis & y-axis)

[0118] It is another aspect of the Relationship Anatomy Model to aid the facilitator in classifying and defining the motivational coping techniques described in subsection seven later in this section. The technique measures are presented in substructure 3 in FIG. 2.0.0.0 and are designed to not only aid in defining the motivational coping techniques described in subsection seven later in this section but are also designed to relate the users perception of a discussion topic through the discussion topic evaluation statements in the user presentation described in more detail through section B later in this section (refer to Table CUser Presentation). The design of the technique measures in the Relationship Anatomy Model in FIG. 2.0.0.0 through 2.4.0.0 shows at least four quadrant caches wherein these quadrant caches are divided up by two axes, the x-axis denoted herein as relative bond (x-axis) and the y-axis denoted herein as energy (y-axis). The relative bond x-axis is, in part, used to describe a classification of the facilitator and user defined motivational coping techniques which are defined in the Table BDiscussion Generator which are described in subsection seven later in this section. One side of the x-axis is valued as 0 and labeled as attraction wherein the attraction is designed to represent motivational coping techniques that exhibit a spin up directional (e.g., pulling) force. The other side of the x-axis is valued as 1 and labeled as repulsive wherein the repulsive label is designed to represent motivational coping techniques that exhibit a spin down directional (e.g., pushing) force. Together, a spin up directional force along with a spin down directional force represents a bonding force and momentum between two linked motivational coping techniques across the x-axis, both for lower energy level motivational coping techniques and for higher energy level motivational coping techniques wherein the lower energy motivational coping techniques are designed to simulate Cooper Pairs (a pair of electrons behavior in a superconductor) and the higher energy motivational coping techniques are designed to simulate quasi excitable pairs when the lower energy pair (i.e., Cooper pair) is struck by a phonon (the behavior of what happens to a cooper pair in a superconducting tunneling process). Another axis, the y-axis, represents energy (y) wherein the top of the y-axis is valued as 1, a higher energy, and the bottom of the y-axis is valued as 0, a lower energy. Not only do the motivational coping techniques have a particular relationship across the x-axis for every fundamental category (e.g., bonding force), but they also have a different type of relationship between the lower motivational coping techniques and their relative higher, or upper, motivational coping techniques across the y-axis for every fundamental category. For both sides of the x-axis, the lower energy motivational coping technique represents a beginning level motivational coping technique (e.g., allow) and the higher motivational coping technique, relative to its lower motivational coping technique, represents an advanced-level motivational coping technique (e.g., accept). A more detailed description of the motivational coping techniques design will become more apparent to the reader described later in subsection seven in this section.

[0119] 7. Time Measures (z-axis)

[0120] It is another aspect of the Relationship Anatomy Model to classify time measures for relating inquiries back to the user wherein a present, past, or future timeframe is conveyed in the inquiry. The time measures are presented in substructure 4 in FIG. 2.0.0.0 through 2.4.0.0 and are designed to represents a plurality of time (z) measures for every fundamental category. In at least one embodiment of the present invention there are three time (z) measures, however, a plurality of time measures may be created. First, the front side of the z-axis represents present time with a measure value of 0. A second time measure on the back side of the z-axis represents past time with a measure value of 1. Third, the middle portion of the z-axis represents future time with a measure value of 1. For each time measure the relative bond (x-axis) and the energy (y-axis) is represented. The time (z-axis) measures are designed to relate the users perception of a discussion topic through the discussion topic evaluation statements in the user presentation. The design relates a timeframe component in each inquire generated back to the user wherein a timeframe is conveyed which is intended to place the users state of mind either in present time, past time, or future time. Time measures are described in more detail in section B later in this section.

[0121] So far in this section, 4 substructures of the relationship anatomy model have been described (see FIG. 2.0.0.0 through 2.4.0.0). At this point, in order to fully appreciate and effectively describe a plurality of variables and how they function, it is necessary to combine all 4 substructures described immediately above (see 1 through 4 above) which represent one structure denoted as the relationship anatomy model wherein, as shown in FIG. 2.0.0.0, the relationship anatomy model is composed of multiple characteristics with four quadrants. It is in these quadrants where the motivational coping techniques are defined. Defining motivational coping techniques will become more apparent later in subsection seven of this section.

[0122] 8. Relationship Anatomy Model (Combining Subsections 4 Through 7 Above)

[0123] In summary, 4 substructures that represent the relationship anatomy model have been described in substructures 4 through 7 above. First, subsection 4 of section A above describes substructure 1 shown in FIG. 2.0.0.0 where charge fields are classified to include a plurality of mutually exclusive classifications for the attitudinal trait descriptions, both for more like descriptions and less like descriptions (i.e., set of attitudinal trait descriptions) wherein the more like descriptions represent attitudinal traits more like the user (represented on the right side of the x-axis) and the less like description represent attitudinal traits less like the user (represented on the left side of the x-axis). Second, subsection 5 of section A above describes substructure 2 shown in FIG. 2.0.0.0 where two energy fields represent at least two types of states of mind, or energy (y). A higher .sub.2 energy state of mind, or active-oriented state of mind, is represented on the top or upper portion of the y-axis and a lower .sub.1 energy state of mind, or passive-oriented state of mind, is represented on the bottom or lower portion of the y-axis. Thirdly, subsection 6 in section A above describes substructure 3 shown in FIG. 2.0.0.0 wherein substructure 3 presents technique measures that classify motivational coping techniques in four quadrants or quadrant caches. Last, subsection 7 in section A above describes substructure 4 shown in FIG. 2.0.0.0 wherein substructure 4 presents time measures that classify timeframes for relating inquiries generated back to the user that are intended to convey present, past and future time.

[0124] Note that for describing the present invention, the arrangement or geometry of the relationship anatomy model disclosed in FIG. 2.0.0.0 through 2.4.0.0 and described in subsections 4 through 7 above is relied upon to simplify the description herein. However, such simplification should not be interpreted as a limitation of the invention. Indeed, there could be more or fewer than four quadrants in the Relationship Anatomy Model. For example, a user may only want to design one quadrant cache for every motivational attribute (described in subsection 2 above) and fundamental category (described in subsection 1 above) wherein the user desires to only focus on one classification of their attitudinal trait descriptions. In addition, a user may want to design a subset of quadrant caches for each of the four existing quadrant caches wherein each subset of quadrant caches classifies a deeper sense or description of the attitudinal trait description sets or a deeper sense of the motivational coping techniques (described in subsection 9 later in this section). In other words, there are an unlimited number of ways to define the variables within the structure of the relationship anatomy model wherein variables represent words, terms, and phrases that may change depending on the users preferences when defining such variables with the facilitator. The following description explains the classification of the relationship anatomy model design in FIG. 2.0.0.0 through 2.4.0.0. As stated above, these figures are provided to simplify the description herein. Also, it may be important to note that the relationship anatomy model design is incorporated within the Table ADescription Construct Table and Table BDiscussion Generator.

[0125] Quadrant Caches [0126] FIG. 2.0.0.0 shows the basic structure of the four quadrant caches in the relationship anatomy model. FIG. 2.1.0.0 through 2.4.0.0 shows how the relationship anatomy model is structured for each fundamental category and its associated motivational attribute. A description of the four quadrant caches are described below and how they relate to the users evaluation of the discussion topic, the user selection of attitudinal trait descriptions, and the motivational coping techniques: [0127] Quadrant 1 Cache: A quadrant whereby the user has a low energy in the context of a discussion topic, and the attitudinal trait descriptions represent instances that are relatively more-like the user (more like descriptions). Inquiries generated back to the user are intended to relate a passive-oriented state of mind. For present and past timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey a repulsive or extrinsic beginning-level relating action (e.g., support). For future timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey an attraction or intrinsic beginning-level related action (e.g., allow). [0128] Quadrant 2 Cache: A quadrant whereby the user has a low energy in the context of a discussion topic, and the attitudinal trait descriptions represent instances that are relatively less-like the user (less like descriptions). Inquiries generated back to the user are intended to relate a passive-oriented state of mind. For present and past timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey an attraction or intrinsic beginning-level relating action (e.g., allow). For future timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey a repulsive or extrinsic beginning-level related action (e.g., support). [0129] Quadrant 3 Cache: A quadrant whereby the user has a high energy in the context of a discussion topic, and the attitudinal trait descriptions represent instances that are relatively more-like the user (more like descriptions). Inquiries generated back to the user are intended to relate an active-oriented state of mind. For present and past timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey a repulsive or extrinsic relating advanced-level action (e.g., maintain). For future timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey an attraction or intrinsic advanced-level related action (e.g., accept). [0130] Quadrant 4 Cache: A quadrant whereby the user has a high energy in the context of a discussion topic, and the attitudinal trait descriptions represent instances that are relatively less-like the user (less like descriptions). Inquiries generated back to the user are intended to relate an active-oriented state of mind. For present and past timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey an attraction or intrinsic advanced-level relating action (e.g., accept). For future timeframes, motivational coping techniques are designed for each fundamental category (e.g., confidence) that intend to convey a repulsive or extrinsic advanced-level related action (e.g., maintain).

[0131] Wave Functions |> (Concatenate Energy Field Coordinates)

[0132] Also, referring to FIG. 2.1.0.0 through 2.4.0.0 a different view of the Relationship Anatomy Model is illustrated that shows the classifications of quadrant caches in relationship to the energy field coordinates in Table BDiscussion Generator, the relative bond (x-axis), the energy (y-axis), and the time (z-axis). For every fundamental category each quadrant cache is classified with a triplet (e.g., 000 is an example of such a triplet), wherein the first coordinate of the triplet identifies the value related to the relative bond (x-axis) (e.g., 0 or 1), the second coordinate of the triplet identifies the value related to the energy (y-axis) (e.g., 0 or 1), and the third coordinate of the triplet identifies the value related to time (z-axis) (e.g., 0 or 1 or 1). Moreover, each quadrant cache (e.g., quadrant cache 1) is identified by a different triplet relative to every time (z-axis) measure, wherein the third coordinate of each triplet representing time (z-axis) identifies every quadrant cache in three or more different times. For at least one embodiment of the present invention, each quadrant cache is represented in present time (0), future time (1), and past time (1). For each fundamental category there are 12 possible energy field coordinates that represent a triplet or wave function |> position in the relationship anatomy model wherein each wave function |> (e.g., for the 000 triplet the corresponding wave function is represented as |000>) is a possible outcome of the users perception related to a discussion topic. For the following, the process occurs in FIG. 1.2.0.0 ENERGY FIELD COORDINATES (X, Y, Z) 20 and 2.1.0.0 through 2.4.0.0 and Table BDiscussion Generator in the energy field coordinates field. For each fundamental category, every outcome or wave function |> is identified below as (the following example below uses the motivational coping techniques from the fundamental category confidence in FIG. 2.3.0.0.): [0133] |100>: A quadrant cache 1 whereby the relative bond (x-axis) equals 1 (more like description), the energy (y-axis) equals 0 (lower energy; passive-oriented), and the time (z-axis) equals 0 (present time). This function represents motivational coping techniques that intend to convey a repulsive or extrinsic beginning-level related action (e.g., support). [0134] |000>: A quadrant cache 2 whereby the relative bond (x-axis) equals 0 (less like description), the energy (y-axis) equals 0 (lower energy; passive-oriented), and the time (z-axis) equals 0 (present time). This function represents motivational coping techniques that intend to convey an attraction or intrinsic beginning-level related action (e.g., allow). [0135] |110>: A quadrant cache 3 whereby the relative bond (x-axis) equals 1 (more like description), the energy (y-axis) equals 1 (higher energy; active-oriented), and the time (z-axis) equals 0 (present time). This function represents motivational coping techniques that intend to convey a repulsive or extrinsic advanced-level related action (e.g., maintain). [0136] |010>: A quadrant cache 4 whereby the relative bond (x-axis) equals 0 (less like description), the energy (y-axis) equals 1 (higher energy; active-oriented), and the time (z-axis) equals 0 (present time). This function represents motivational coping techniques that intend to convey an attraction or intrinsic advanced-level related action (e.g., accept). [0137] |001>: A quadrant cache 1 whereby the relative bond (x-axis) equals 0 (more like description), the energy (y-axis) equals 0 (lower energy; passive-oriented), and the time (z-axis) equals 1 (future time). This function represents motivational coping techniques that intend to convey an attraction or intrinsic beginning-level related action (e.g., allow). NOTE: you should notice that for future time motivational coping techniques (e.g., |001>, |101>, |011>, and |111>) the values as well as the motivational coping techniques on the relative bond x-axis change sides wherein the attraction motivational coping techniques with a value of 0 is on the right side representing more-like descriptions and the repulsive motivational coping techniques with a value of 1 is on the left side representing less-like descriptions. You should also notice that even though the values and the motivational coping techniques switch sides, the attitudinal trait descriptions don't change sides; they each represent a constant energy throughout each timeframe. This aspect of the relationship anatomy model is designed to represent momentum P and, depending on the users evaluation of the discussion topic, also enables any of the motivational coping techniques within a given fundamental category to represent either the more-like or the less-like attitudinal trait descriptions. [0138] |101>: A quadrant cache 2 whereby the relative bond (x-axis) equals 1 (less like description), the energy (y-axis) equals 0 (lower energy; passive-oriented), and the time (z-axis) equals 1 (future time). This function represents motivational coping techniques that intend to convey a repulsive or extrinsic beginning-level related action (e.g., support). [0139] |011>: A quadrant cache 3 whereby the relative bond (x-axis) equals 0 (more like description), the energy (y-axis) equals 1 (higher energy; active-oriented), and the time (z-axis) equals 1 (future time). This function represents motivational coping techniques that intend to convey an attraction or intrinsic advanced-level related action (e.g., accept). [0140] |111>: A quadrant cache 4 whereby the relative bond (x-axis) equals 1 (less like description), the energy (y-axis) equals 1 (higher energy; active-oriented), and the time (z-axis) equals 1 (future time). This function represents motivational coping techniques that intend to convey a repulsive or extrinsic advanced-level related action (e.g., maintain). [0141] |101>: A quadrant cache 1 whereby the relative bond (x-axis) equals 1 (more like description), the energy (y-axis) equals 0 (lower energy; passive-oriented), and the time (z-axis) equals 1 (past time). This function represents motivational coping techniques that intend to convey a repulsive or extrinsic beginning-level related action (e.g., support). [0142] |001>: A quadrant cache 2 whereby the relative bond (x-axis) equals 0 (less like description), the energy (y-axis) equals 0 (lower energy; passive-oriented), and the time (z-axis) equals 1 (past time). This function represents motivational coping techniques that intend to convey an attraction or intrinsic beginning-level related action (e.g., allow). [0143] |111>: A quadrant cache 3 whereby the relative bond (x-axis) equals 1 (more like description), the energy (y-axis) equals 1 (higher energy; passive-oriented), and the time (z-axis) equals 1 (past time). This function represents motivational coping techniques that intend to convey a repulsive or extrinsic advanced-level related action (e.g., maintain). [0144] |011>: A quadrant cache 4 whereby the relative bond (x-axis) equals 0 (less like description), the energy (y-axis) equals 1 (higher energy; active-oriented), and the time (z-axis) equals 1 (past time). This function represents motivational coping techniques that intend to convey an attraction or intrinsic advanced-level related action (e.g., accept).

[0145] 9. Motivational Coping Techniques [0146] First, it is important to note that even though motivational coping techniques are combined with attitudinal trait descriptions in an inquiry that is generated back to the user via a discussion topic evaluation the motivational coping techniques operate completely independent from the attitudinal trait descriptions. For the purpose of leading the reader into this section refer to FIG. 2.0.0.0 through 2.4.0.0, but specifically reference FIG. 2.0.0.0. It is also important that the reader understand the following wherein the relationship anatomy model is designed by words called motivational coping techniques that are bound together through meaningful relationships to one another. It was from the design of these words or motivational coping techniques which created the relationship anatomy model and all of its characteristics including the charge fields which creates the constant positive and negative charge energy in FIG. 2.0.0.0 labeled Substructure 1 (described in subsection 4 above), energy fields in FIG. 2.0.0.0 labeled Substructure 2 (described in subsection 5 above), technique measures in FIG. 2.0.0.0 labeled Substructure 3(described in subsection 6 above), and finally the time measures in FIG. 2.0.0.0 labeled Substructure 4 (described in subsection 7 above). Once these substructures are combined together it creates the relationship anatomy model module shown in FIG. 2.0.0.0 labeled relationship anatomy model which includes four quadrant caches (described in subsection 8a above). Each quadrant cache represents a motivational coping technique wherein each motivational coping technique and its meaning are defined primarily by Substructure 2Energy Fields and Substructure 3Technique Measures. These substructures provide the criteria which define each motivational coping technique for every fundamental category and its corresponding motivational attribute. The following describes the criteria from the relationship anatomy model that aid the facilitator in defining each the motivational coping techniques for its corresponding fundamental category.

[0147] a) Rule One [0148] A motivational coping technique must be partially descriptive of the overall meaning associated with the fundamental category (e.g., confidence) and its corresponding motivational attribute (e.g., need).

[0149] b) Rule Two [0150] A motivational coping technique must be descriptive of the energy fields as described in subsection 5 above. It is assumed that the passive-oriented or lower A.sub.1 energy (y-axis) state of mind motivational coping techniques will be designed to be more inactive intended to convey reflection or thought as opposed to encouraging an action. In conjunction, passive-oriented motivational coping techniques should be more beginning-oriented wherein it conveys an easier way toward achieving the fundamental category (e.g., confidence). Conversely, the active-oriented or higher .sub.2 energy (y-axis) state of mind motivational coping techniques will be designed to be more active intended to convey an action or activity. In conjunction, active-oriented motivational coping techniques should be more advanced-oriented wherein it conveys a way to finalize or complete achieving the fundamental category (e.g., confidence).

[0151] c) Rule Three [0152] A motivational coping technique must be descriptive of the technical measures, more specifically, regarding the relative bond x-axis shown in Substructure 3 in FIG. 2.0.0.0 and described in subsection 6 above. It is assumed that the motivational coping techniques defined on the attraction side of the x-axis (e.g., allow and accept) convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence attraction); intending to take action based on information received from the environment. Conversely, it is assumed that the motivational coping techniques defined on the repulsive side of the x-axis (e.g., support and maintain) convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment.

[0153] d) Rule Four [0154] As discussed in subsection 3 & 4 above in this section (it is encouraged to review these subsections before proceeding) wherein Independent type fundamental categories and their attitudinal trait descriptions work independently, meaning they don't depend on another fundamental category to become active and the dependent type fundamental categories and their attitudinal trait descriptions depend on another fundamental category(ies) attitudinal trait descriptions to become active. Rule four prescribes that, in addition, a series of motivational coping techniques for a given fundamental category is also, respectively, either considered independent from or dependent on another series of corresponding motivational coping techniques for another fundamental category. The independent categories are from the fundamental categories honor, devotion, and confidence. The dependent category in this invention is from the fundamental category patience. The independent fundamental category which patience is depended upon is confidence. Therefore, the motivational coping techniques that represent patience depend upon the motivational coping techniques that represent confidence. For example, first notice the independent motivational coping technique accept in Quadrant 4 Cache with a wave function of |010> from FIG. 2.3.0.0 (e.g., accept represents need attitudinal trait descriptions from the fundamental category confidence). Next, notice the corresponding dependent motivational coping technique forgive in Quadrant 4 Cache with the SAME wave function |010> from FIG. 2.4.0.0 (e.g., forgive represents stress reaction attitudinal trait descriptions from the fundamental category patience). In other words, the dependent motivational coping technique (e.g., forgive) and its stress attitudinal trait description(s) will only become active, or expressed, if the corresponding independent motivational coping technique (e.g., accept) need attitudinal trait description(s) are NOT met or satisfied. Therefore, Rule four prescribes that a series of motivational coping techniques for a given fundamental category is either considered independent from or dependent on another series of corresponding motivational coping techniques for another fundamental category. [0155] As a result, when properly following the Rules One through Four above in the context of defining a series of motivational coping techniques for a given fundamental category in the Relationship Anatomy Model the users discussion topic evaluation (described in Section B below) will evoke learning and intended to evolve a complete understanding of a given fundamental category. In order to fully achieve an understanding of how to define the motivational coping techniques for each fundamental category, it is only necessary to explain the motivational coping techniques within the present time timeframe (e.g., z-axis) portion of the relationship anatomy is described for each fundamental category (e.g., honor, devotion, confidence, and patience; respectively refer to FIG. 2.1.0.0. through 2.4.0.0.):

[0156] Honor (Refer to FIG. 2.1.0.0) (High Respect, as that Shown Through Special Merit; Esteem) [0157] Observe (to become aware of especially through careful and directed attention; notice) is the first motivational coping technique defined for the fundamental category honor and its associated motivational attribute strength. Regarding Rule One, to observe is intended to be partially descriptive of the fundamental category honor and its associated motivational attribute strength wherein the attitudinal trait descriptions defined for this fundamental category are considered strength descriptors. In other words, to observe something or somebody's strengths in situations or relationships is critical to developing ones strength attitudinal trait descriptors by increasing a users awareness of where strengths may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique observe achieves a passive-oriented or lower A.sub.1 energy (y-axis) state of mind wherein to observe achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to observe achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique observe is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique observe is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. [0158] Appreciate (to recognize the quality, significance, or magnitude of; to be thankful or show gratitude for) is the second motivational coping technique defined for the fundamental category honor and its associated motivational attribute strength. Regarding Rule One, to appreciate is intended to be partially descriptive of the fundamental category honor and its associated motivational attribute strength wherein the attitudinal trait descriptions defined for this fundamental category are considered strength descriptors. In other words, to appreciate something or somebody's strengths in situations or relationships is critical to developing ones strength attitudinal trait descriptors by increasing a users awareness of where strengths may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique appreciate achieves a passive-oriented or lower .sub.1 energy (y-axis) state of mind wherein to appreciate achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to appreciate achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique appreciate is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique appreciate is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. [0159] Admire (to regard with pleasure, wonder, and approval) is the third motivational coping technique defined for the fundamental category honor and its associated motivational attribute strength. Regarding Rule One, to admire is intended to be partially descriptive of the fundamental category honor and its associated motivational attribute strength wherein the attitudinal trait descriptions defined for this fundamental category are considered strength descriptors. In other words, to admire something or somebody's strengths in situations or relationships is critical to developing ones strength attitudinal trait descriptors by increasing a users awareness of where strengths may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique admire achieves an active-oriented or higher .sub.2 energy (y-axis) state of mind wherein to admire is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique admire is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique admire is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. [0160] Respect (to feel or show deferential regard for; esteem; to avoid violation of or interference with) is the fourth and last motivational coping technique defined for the fundamental category honor and its associated motivational attribute strength. Regarding Rule One, to respect is intended to be partially descriptive of the fundamental category honor and its associated motivational attribute strength wherein the attitudinal trait descriptions defined for this fundamental category are considered strength descriptors. In other words, to respect something or somebody's strengths in situations or relationships is critical to developing ones strength attitudinal trait descriptors by increasing a users awareness of where strengths may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique respect achieves an active-oriented or higher A2 energy (y-axis) state of mind wherein to respect is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique respect is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique respect is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent.

[0161] Devotion (Refer to FIG. 2.2.0.0) (Ardent, Often Selfless Affection and Dedication, as to a Person or Principle; Synonym is Love) [0162] a. Acknowledge (to admit the existence, reality, or truth of; to recognize as being valid or having force or power) is the first motivational coping technique defined for the fundamental category devotion and its associated motivational attribute interest. Regarding Rule One, to acknowledge is intended to be partially descriptive of the fundamental category devotion and its associated motivational attribute interest wherein the attitudinal trait descriptions defined for this fundamental category are considered interest descriptors. In other words, to acknowledge something or somebody's interests in situations or relationships is critical to developing ones interest attitudinal trait descriptors by increasing a user's awareness of where interests may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique acknowledge achieves a passive-oriented or lower .sub.1 energy (y-axis) state of mind wherein to acknowledge achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to acknowledge achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique acknowledge is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique acknowledge is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. [0163] Consider (to think carefully about) is the second motivational coping technique defined for the fundamental category devotion and its associated motivational attribute interest. Regarding Rule One, to consider is intended to be partially descriptive of the fundamental category devotion and its associated motivational attribute interest wherein the attitudinal trait descriptions defined for this fundamental category are considered strength descriptors. In other words, to consider something or somebody's interests in situations or relationships is critical to developing ones interest attitudinal trait descriptors by increasing a user's awareness of where interests may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique consider achieves a passive-oriented or lower .sub.1 energy (y-axis) state of mind wherein to consider achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to consider achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique consider is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique consider is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. [0164] Fulfill (to bring into actuality; effect) is the third motivational coping technique defined for the fundamental category devotion and its associated motivational attribute interest. Regarding Rule One, to fulfill is intended to be partially descriptive of the fundamental category devotion and its associated motivational attribute interest wherein the attitudinal trait descriptions defined for this fundamental category are considered interest descriptors. In other words, to fulfill something or somebody's interests in situations or relationships is critical to developing ones interest attitudinal trait descriptors by increasing a user's awareness of where interests may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique fulfill achieves an active-oriented or higher .sub.2 energy (y-axis) state of mind wherein to fulfill is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique fulfill is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique fulfill is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. [0165] Discover (to notice or learn; especially by making an effort) is the fourth and last motivational coping technique defined for the fundamental category devotion and its associated motivational attribute interest. Regarding Rule One, to discover is intended to be partially descriptive of the fundamental category devotion and its associated motivational attribute interest wherein the attitudinal trait descriptions defined for this fundamental category are considered interest descriptors. In other words, to discover something or somebody's interests in situations or relationships is critical to developing ones interest attitudinal trait descriptors by increasing a user's awareness of where interests may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique discover achieves an active-oriented or higher .sub.2 energy (y-axis) state of mind wherein to discover is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique discover is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique discover is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent.

[0166] Confidence (Refer to FIG. 2.3.0.0) (Trust or Faith in a Person or Thing) [0167] a. Support (to provide for) is the first motivational coping technique defined for the fundamental category confidence and its associated motivational attribute need. Regarding Rule One, to support is intended to be partially descriptive of the fundamental category confidence and its associated motivational attribute need wherein the attitudinal trait descriptions defined for this fundamental category are considered need descriptors. In other words, to support something or somebody's needs in situations or relationships is critical to developing ones need attitudinal trait descriptors by increasing a user's awareness of where needs may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique support achieves a passive-oriented or lower .sub.1 energy (y-axis) state of mind wherein to support achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to support achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique support is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique support is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. However, this series of motivational coping techniques for the fundamental category confidence does have a dependent series of motivational coping techniques associated to it in the fundamental category patience described in iv) below. In other words, in order for the stress reaction attitudinal trait descriptions in the motivational coping techniques for the fundamental category patience described in iv) below to become apparent to the user during a discussion topic evaluation then it is most likely that the need attitudinal trait descriptions corresponding motivational coping techniques in the fundamental category confidence is NOT being satisfied or met. Therefore, it is necessary for the user to meet or satisfy the need attitudinal trait descriptions using the motivational coping technique support in the fundamental category confidence in order for the stress attitudinal trait descriptions from the corresponding dependent motivational coping technique in the fundamental category patience to not become apparent to the user during the discussion topic evaluation. As a result of meeting or satisfying the need, the stress is at least reduced or if not eliminated. [0168] Allow (to let do or happen; permit) is the second motivational coping technique defined for the fundamental category confidence and its associated motivational attribute need. Regarding Rule One, to allow is intended to be partially descriptive of the fundamental category confidence and its associated motivational attribute need wherein the attitudinal trait descriptions defined for this fundamental category are considered strength descriptors. In other words, to allow something or somebody's needs in situations or relationships is critical to developing ones need attitudinal trait descriptors by increasing a user's awareness of where needs may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique allow achieves a passive-oriented or lower .sub.1 energy (y-axis) state of mind wherein to allow achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to allow achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique allow is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique allow is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. However, this series of motivational coping techniques for the fundamental category confidence does have a dependent series of motivational coping techniques associated to it in the fundamental category patience described in iv) below. In other words, in order for the stress reaction attitudinal trait descriptions in the motivational coping techniques for the fundamental category patience described in iv) below to become apparent to the user during a discussion topic evaluation then it is most likely that the need attitudinal trait descriptions corresponding motivational coping techniques in the fundamental category confidence is NOT being satisfied or met. Therefore, it is necessary for the user to meet or satisfy the need attitudinal trait descriptions using the motivational coping technique allow in the fundamental category confidence in order for the stress attitudinal trait descriptions from the corresponding dependent motivational coping technique in the fundamental category patience to not become apparent to the user during the discussion topic evaluation. As a result of meeting or satisfying the need, the stress is at least reduced or if not eliminated. [0169] Maintain (to keep up or carry on; continue) is the third motivational coping technique defined for the fundamental category confidence and its associated motivational attribute need. Regarding Rule One, to maintain is intended to be partially descriptive of the fundamental category confidence and its associated motivational attribute need wherein the attitudinal trait descriptions defined for this fundamental category are considered need descriptors. In other words, to maintain something or somebody's needs in situations or relationships is critical to developing ones need attitudinal trait descriptors by increasing a user's awareness of where needs may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique maintain achieves an active-oriented or higher .sub.2 energy (y-axis) state of mind wherein to maintain is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique maintain is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique maintain is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. However, this series of motivational coping techniques for the fundamental category confidence does have a dependent series of motivational coping techniques associated to it in the fundamental category patience described in iv) below. In other words, in order for the stress reaction attitudinal trait descriptions in the motivational coping techniques for the fundamental category patience described in iv) below to become apparent to the user during a discussion topic evaluation then it is most likely that the need attitudinal trait descriptions corresponding motivational coping techniques in the fundamental category confidence is NOT being satisfied or met. Therefore, it is necessary for the user to meet or satisfy the need attitudinal trait descriptions using the motivational coping technique maintain in the fundamental category confidence in order for the stress attitudinal trait descriptions from the corresponding dependent motivational coping technique in the fundamental category patience to not become apparent to the user during the discussion topic evaluation. As a result of meeting or satisfying the need, the stress is at least reduced or if not eliminated. [0170] Accept (to receive; especially with gladness or approval) is the fourth and last motivational coping technique defined for the fundamental category confidence and its associated motivational attribute need. Regarding Rule One, to accept is intended to be partially descriptive of the fundamental category confidence and its associated motivational attribute need wherein the attitudinal trait descriptions defined for this fundamental category are considered need descriptors. In other words, to accept something or somebody's needs in situations or relationships is critical to developing ones need attitudinal trait descriptors by increasing a user's awareness of where needs may or may not benefit a particular discussion topic related to this motivational coping technique. Regarding Rule Two, it is assumed that the motivational coping technique accept achieves an active-oriented or higher .sub.2 energy (y-axis) state of mind wherein to accept is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique accept is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique accept is an independent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does not require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to become apparent. However, this series of motivational coping techniques for the fundamental category confidence does have a dependent series of motivational coping techniques associated to it in the fundamental category patience described in iv) below. In other words, in order for the stress reaction attitudinal trait descriptions in the motivational coping techniques for the fundamental category patience described in iv) below to become apparent to the user during a discussion topic evaluation then it is most likely that the need attitudinal trait descriptions corresponding motivational coping techniques in the fundamental category confidence is NOT being satisfied or met. Therefore, it is necessary for the user to meet or satisfy the need attitudinal trait descriptions using the motivational coping technique accept in the fundamental category confidence in order for the stress attitudinal trait descriptions from the corresponding dependent motivational coping technique in the fundamental category patience to not become apparent to the user during the discussion topic evaluation. As a result of meeting or satisfying the need, the stress is at least reduced or if not eliminated.

[0171] Patience (Refer to FIG. 2.4.0.0) (Bearing or Enduring Pain, Difficulty, Provocation or Annoyance with Calmness) [0172] b. Comprehend (to take in the meaning, nature, or importance of; grasp) is the first motivational coping technique defined for the fundamental category patience and its associated motivational attribute stress reactions. Regarding Rule One, to comprehend is intended to be partially descriptive of the fundamental category patience and its associated motivational attribute stress wherein the attitudinal trait descriptions defined for this fundamental category are considered stress descriptors. In other words, to comprehend something or somebody's stress reaction in situations or relationships is critical to developing the fundamental category patience. Regarding Rule Two, it is assumed that the motivational coping technique comprehend achieves a passive-oriented or lower .sub.1 energy (y-axis) state of mind wherein to comprehend achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to comprehend achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique comprehend is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique comprehend is a dependent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to NOT be satisfied or nurtured. In other words, a dependent series of motivational coping techniques and their attitudinal trait descriptions will only become apparent when the associated independent series of motivational coping techniques attitudinal trait descriptors are NOT satisfied or nurtured. Described throughout this invention and for at least one embodiment of this application, the motivational coping techniques including their attitudinal trait descriptions for the fundamental category patience are dependent on (meaning they will only become apparent) when the corresponding motivational coping techniques and their attitudinal trait descriptions for the fundamental category confidence are not satisfied. As a result, when the independent need attitudinal trait descriptions from the corresponding motivational coping technique support (from the fundamental category confidence) is NOT satisfied then the stress attitudinal trait descriptions from the motivational coping technique comprehend will become apparent. Another way of explaining this concept is by describing that when the motivational attribute need from the independent fundamental category confidence IS satisfied the motivational attribute stress from the dependent fundamental category patience will not be apparent. [0173] c. Excuse (to explain in the hope of being forgiven or understood) is the second motivational coping technique defined for the fundamental category patience and its associated motivational attribute stress reactions. Regarding Rule One, to excuse is intended to be partially descriptive of the fundamental category patience and its associated motivational attribute stress wherein the attitudinal trait descriptions defined for this fundamental category are considered stress descriptors. In other words, to excuse something or somebody's stress reaction in situations or relationships is critical to developing the fundamental category patience. Regarding Rule Two, it is assumed that the motivational coping technique excuse achieves a passive-oriented or lower .sub.1 energy (y-axis) state of mind wherein to excuse achieves more inactivity intended to convey reflection or thought as opposed to encouraging an action. In addition, to excuse achieves a more beginning-oriented motivational coping technique conveying an easier way to achieve learning or evolving the fundamental category within a particular discussion topic. Regarding Rule Three, it is intended that the motivational coping technique excuse is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique excuse is a dependent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to NOT be satisfied or nurtured. In other words, a dependent series of motivational coping techniques and their attitudinal trait descriptions will only become apparent when the associated independent series of motivational coping techniques attitudinal trait descriptors are NOT satisfied or nurtured. Described throughout this invention and for at least one embodiment of this application, the motivational coping techniques including their attitudinal trait descriptions for the fundamental category patience are dependent on (meaning they will only become apparent) when the corresponding motivational coping techniques and their attitudinal trait descriptions for the fundamental category confidence are not satisfied. As a result, when the independent need attitudinal trait descriptions from the corresponding motivational coping technique allow (from the fundamental category confidence) is NOT satisfied then the stress attitudinal trait descriptions from the motivational coping technique excuse will become apparent. Another way of explaining this concept is by describing that when the motivational attribute need from the independent fundamental category confidence IS satisfied the motivational attribute stress from the dependent fundamental category patience will not be apparent. [0174] Understand (to perceive and comprehend the nature and significance of; grasp; to know thoroughly) is the third motivational coping technique defined for the fundamental category patience and its associated motivational attribute stress reactions. Regarding Rule One, to understand is intended to be partially descriptive of the fundamental category patience and its associated motivational attribute stress wherein the attitudinal trait descriptions defined for this fundamental category are considered stress descriptors. In other words, to understand something or somebody's stress reaction in situations or relationships is critical to developing the fundamental category patience. Regarding Rule Two, it is assumed that the motivational coping technique understand achieves an active-oriented or higher .sub.2 energy (y-axis) state of mind wherein to understand is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique understand is a repulsive technique wherein it is assumed to convey an extrinsic action response. This type of action intends to encourage a user to initiate an action or make an effort (e.g., push-energy; hence repulsive); intending to take an action or effort initiated by the user toward the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique understand is a dependent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to NOT be satisfied or nurtured. In other words, a dependent series of motivational coping techniques and their attitudinal trait descriptions will only become apparent when the associated independent series of motivational coping techniques attitudinal trait descriptors are NOT satisfied or nurtured. Described throughout this invention and for at least one embodiment of this application, the motivational coping techniques including their attitudinal trait descriptions for the fundamental category patience are dependent on (meaning they will only become apparent) when the corresponding motivational coping techniques and their attitudinal trait descriptions for the fundamental category confidence are not satisfied. As a result, when the independent need attitudinal trait descriptions from the corresponding motivational coping technique maintain (from the fundamental category confidence) is NOT satisfied then the stress attitudinal trait descriptions from the motivational coping technique understand will become apparent. Another way of explaining this concept is by describing that when the motivational attribute need from the independent fundamental category confidence IS satisfied the motivational attribute stress from the dependent fundamental category patience will not be apparent. [0175] Forgive (to excuse for a fault or an offense; pardon; to renounce anger or resentment against) is the fourth motivational coping technique defined for the fundamental category patience and its associated motivational attribute stress reactions. Regarding Rule One, to forgive is intended to be partially descriptive of the fundamental category patience and its associated motivational attribute stress wherein the attitudinal trait descriptions defined for this fundamental category are considered stress descriptors. In other words, to forgive something or somebody's stress reaction in situations or relationships is critical to developing the fundamental category patience. Regarding Rule Two, it is assumed that the motivational coping technique forgive achieves an active-oriented or higher .sub.2 energy (y-axis) state of mind wherein to forgive is designed to be more active intended to convey an action or activity. In addition, active-oriented motivational coping techniques should be more advanced-oriented as compared to the passive-oriented techniques wherein if or when achieved it conveys a way to finalize or complete a higher awareness of the fundamental category. Regarding Rule Three, it is intended that the motivational coping technique forgive is an attraction technique wherein it is assumed to convey an intrinsic action response. This type of action intends to encourage a user to absorb information (e.g., pull-energy; hence, attraction); intending to take an intrinsic action based on information received from the environment and/or others. Regarding Rule Four, it is intended that the motivational coping technique forgive is a dependent motivational coping technique wherein for its associated attitudinal trait descriptions to become apparent it does require a different fundamental categories series of motivational coping techniques and its associated attitudinal trait descriptions to NOT be satisfied or nurtured. In other words, a dependent series of motivational coping techniques and their attitudinal trait descriptions will only become apparent when the associated independent series of motivational coping techniques attitudinal trait descriptors are NOT satisfied or nurtured. Described throughout this invention and for at least one embodiment of this application, the motivational coping techniques including their attitudinal trait descriptions for the fundamental category patience are dependent on (meaning they will only become apparent) when the corresponding motivational coping techniques and their attitudinal trait descriptions for the fundamental category confidence are not satisfied. As a result, when the independent need attitudinal trait descriptions from the corresponding motivational coping technique accept (from the fundamental category confidence) is NOT satisfied then the stress attitudinal trait descriptions from the motivational coping technique forgive will become apparent. Another way of explaining this concept is by describing that when the motivational attribute need from the independent fundamental category confidence IS satisfied the motivational attribute stress from the dependent fundamental category patience will not be apparent.

[0176] As a result, when properly following the Rules One through Four above in the context of defining a series of motivational coping techniques for a given fundamental category in the Relationship Anatomy Model the users discussion topic evaluation (described in Section B below) will evoke learning and intended to evolve a complete understanding of a given fundamental category. Notice in FIG. 2.1.0.0. through 2.4.0.0., there are three relationship anatomy model structures for each fundamental category that represent three different points in time (z-axis), present time (0), future time (1), and past time (1). Immediately above, only the present time (0) was used as an example to explain each of the four motivational coping techniques for every fundamental category i) through iv) (e.g., honor, devotion, confidence, and patience). In studying FIG. 2.1.0.0 through 2.4.0.0, you will notice that the present time (0) and past time (1) motivational coping techniques occupy the same quadrant caches. However, you will also notice that for the future time (1), the motivational coping techniques switch quadrant caches wherein the quadrant 1 and quadrant 3 cache motivational coping techniques moves to the quadrant 2 and quadrant 4 cache respectively, and visa versa. This design of the relationship anatomy model is intended to simulate energy through spin and momentum. This energy provides the user opportunities when during a discussion topic evaluation, when the user identifies that they would like to investigate a discussion topic set in the future time (1) they may experience more-like attitudinal trait descriptions through attraction type motivational coping techniques and less-like attitudinal trait descriptions through repulsive type motivational coping techniques. Therefore, this design of the relationship anatomy model enables a user to experience every possible outcome between a motivational coping technique and any attitudinal trait description, depending on how they evaluate a discussion topic. Evaluating a discussion topic is described in Section B later in this invention.

[0177] 10. Discussion Generator [0178] The discussion generator (refer to Table BDiscussion Generator), for a lack of better terminology, is the vehicle that processes and stores the inquiries that are generated back to the user in Table CUser Presentation. The discussion generator, in one way or another, utilizes all of the elements described in Section A above (1 through 9) to construct all of the possible inquiries which are generated back to the user for a user's discussion topic evaluation which is described in Section B below. In other words, depending on the users discussion topic evaluation and the discussion number selected from the user presentation, the discussion generator becomes the lookup table for the user presentation wherein the discussion generator assembles and constructs the inquiries while utilizing information from the description construct table (e.g., the users intake process of choosing which attitudinal trait descriptions are more-like or, by default, less-like themselves) and the user presentation to generate, for each fundamental category, the inquiries back to the user for the user to investigate their discussion topic. [0179] For the purpose of simplifying this explanation refer to the fundamental category honor in Table BDiscussion Generator and refer to the relationship anatomy model for this fundamental category in FIG. 2.1.0.0. First, look at TableBDiscussion Generator. Notice the column labeled state of mind. There are twelve states of mind references, A through L. For each state of mind there are three energy field coordinates (see the field called energy field coordinates) which contain either a value of 1, 0, or 1. For example, look at state of mind labeled A for the fundamental category honor. The first coordinate is the relative bond or x-axis coordinate with a value equal to 1. The second coordinate is the energy or y-axis coordinate with a value equal to 0. And the third coordinate is the time or z-axis coordinate with a value equal to 0. These coordinates are concatenated together in the field called concatenate energy field coordinates (e.g., 100). Next, this number is converted to represent a wave function and stored in the field called wave function |> (e.g., |100>). Before explaining addition fields in the Table BDiscussion Generator first refer to the relationship anatomy model in FIG. 2.1.0.0. Locate the wave function |100>. It is located in the quadrant 1 cache (lower right quadrant cache) on the present (0) time z-axis. Notice that there are twelve wave functions for this fundamental category (i.e., |100>, |000>, |110>, |010>, |001>, |101>, |011>, |111>, |101>, |001>, |111>, |011>). Each of these wave functions are coordinates defined for each fundamental category in the energy field coordinates stored in the Table BDiscussion Generator described above and are described in more detail in subsection 8b above). You will also notice that these coordinates are repeated in the same pattern for each fundamental category. Now it is established how the relationship anatomy model, at least in part, is a direct design element in the Table BDiscussion Generator. Next, the Table BDiscussion Generator defines a field called the charge field coordinate. In order to fully appreciate the following it may be beneficial to review the charge fields (attitudinal trait descriptions) described in subsection 4 above. For each state of mind in every fundamental category this field is either defined as more or less wherein more represents attitudinal trait descriptions more-like the user and less represents attitudinal trait descriptions less-like the user. This field doesn't store the actual attitudinal trait description used in the inquiry but rather identifies the coordinate in the relationship anatomy model which shows whether the wave function or concatenated energy field coordinates represent a user's more-like or less-like attitudinal trait descriptions. For instance, refer back to state of mind A in the Table BDiscussion Generator. You'll notice that for the wave function |100> the charge field coordinate is more. Now, refer back to the relationship anatomy model in FIG. 2.1.0.0. Again, locate the wave function |100>. Notice the legend at the top of the figure wherein a grey box is labeled less-like descriptions and a white box labeled more-like descriptions. Notice that the quadrant cache where the wave function is |100>, this quadrant cache represents more-like descriptions (e.g., the white box). Therefore, state of mind A will always represent attitudinal trait descriptions that are more-like the user. Yet another aspect of the Table BDiscussion Generator is that for each fundamental category the motivational coping techniques are defined by the facilitator and the relationship anatomy model is used as the guide to defining these techniques. In order to fully appreciate the following it may be beneficial to review the motivational coping techniques described in subsection 9 above. Notice the field called motivational coping technique inquiry component in Table BDiscussion Generator. Continuing our example, refer to state of mind A. You'll notice that the motivational coping technique defined for this state of mind in the fundamental category honor is observe. Next, refer back to the relationship anatomy model in FIG. 2.1.0.0 and locate the wave function |100>. You'll notice the motivational coping technique defined for this wave function in the fundamental category honor is observe. In addition, according to the rules defined for motivational coping techniques in subsection 9 above, you should notice that the motivational coping technique observe is representative of the same coordinates, with the exception of the charge field coordinate (attitudinal trait descriptions), for each time (e.g., z-axis) coordinate. In other words, observe will always represent a repulsive or push energy and it will always represent a passive-oriented or low energy motivational coping technique. However, you will notice that in the present (0) and past (1) time measures, observe represents a users more-like attitudinal trait descriptions. And in the future (1) time measure, observe represents a user's less-like attitudinal trait descriptions (refer to subsection 8b for further explanation of this relationship anatomy model concept). To this point, all of the fields described above are represented in the relationship anatomy model in FIG. 2.0.0.0 through 2.4.0.0. However, it is yet another aspect of the discussion generator to construct the inquiries that are generated the back to the user during a discussion topic evaluation wherein these inquiries are constructed by combining different components called inquiry components. One component, the motivational coping technique inquiry component, is described immediate above. However, this is just one of other components necessary to construct an inquiry. Another component of the inquiry is called the energy level inquiry component. This is the beginning of the inquiry. Continuing the example described in this section, refer back to the state of mind A for the fundamental category honor. Locate the energy level inquiry component. You'll notice is says What do you. For inquiries where the motivational coping technique is passive-oriented (e.g., observe is passive-oriented) the energy level inquiry component will begin with What . . . which assumes a user to be more inactive in their pursuit to discover answers in their investigation of the discussion topic. Depending on how a user's discussion topic evaluation of a discussion topic, the energy level inquiry component may change according to active-oriented vs passive-oriented motivational coping techniques and which time measure value is defined for the state of mind (for a more detailed description of this concept refer to subsection 5 Energy Fields above). Next, the prefix inquiry component is defined in Table BDiscussion Generator. In brief, for inquiries that begin with What the prefix inquiry component is in. Otherwise, this field is left blank (refer to prefix inquiry component in terms and definitions above). You'll notice in our example using the state of mind A for the fundamental category honor, the prefix inquiry component is in. The next inquiry component is called the motivational attribute inquiry component. For a deeper understanding of this component, refer to subsection 2 called motivational attribute and see a detailed definition of this component in the terms and definitions section above. At least for one embodiment of the present invention, for each fundamental category there is one motivational attribute. Continuing to use our example, in the state of mind A for the fundamental category honor the motivational attribute is strength. Notice in the motivational attribute inquiry component field for this state of mind, the text reads your strength of being. It may be important to note that for charge fields (i.e., attitudinal trait descriptions) that are more-like the user the phrase in the motivational attribute inquiry component will begin with your, otherwise, for attitudinal trait descriptions less-like the user, the phrase in the motivational attribute inquiry component will begin with others. So far, the inquiry that has been constructed in our example where the state of mind is equal to A for the fundamental category honor readsWhat do you observe in your strength of being . . . At this point it is important to note that for the components described immediately above in this subsection, the values defined for each are fixed and permanent, designed and defined by the facilitator. [0180] There is yet one more component defined in the Table BDiscussion Generator that represents the final or last component needed before constructing or combining all of the components together into an inquiry that can be generated back to the user during a user's discussion topic evaluation. This component is called the description inquiry component. Continuing our example from above in the state of mind field equal to A for the fundamental category honor, find the description inquiry component field in the Table BDiscussion Generator. You will find two subfields under the description inquiry component field called more like description inquiry component and less like description inquiry component. You should notice that for each state of mind and fundamental category the more like description inquiry component entry (e.g., friendly and easy to know) is the same throughout and the less like description inquiry component entry (e.g., able to work well alone) is the same throughout. The calculation made for these subfields are based on the field in the Table BDiscussion Generator called the fundamental category description choice. Notice that in our example for the state of mind A in the fundamental category honor the fundamental category description choice is b (it is important to point out that b is represented throughout the fundamental category honor; the explanation for this will become more apparent in the following). Note that for this calculation to work, during the user's discussion topic evaluation, a discussion number between 1 and 11 is determined on the user presentation interface (e.g., discussion number equals 1; see FIG. 3.0.0.0). Combining the fundamental category and the discussion number (e.g., honor & 1; honor1), the fundamental category description choice field uses this value (e.g., honor1) to look up the fundamental category description choice value (e.g., b) in a field called the description choice evaluation procedure in the Table ADescription Construct Table. Now, refer to Table ADescription Construct Table. Under a field called DOUBLEKEY, find the value honor1. You will notice that the value in the description choice evaluation procedure field equals b. It is also important at this point to notice that in the Table ADescription Construct Table the attitudinal trait descriptions for honor1 wherein the fundamental category description choice value equals b are friendly and easy to know for the field called More Like Descriptions and able to work well alone for the field called Less Like Descriptions. These attitudinal trait descriptions were defined to be more-like and less-like the user during the user's intake process wherein the user chose b, friendly and easy to know as more-like themselves (see Description B field in the Table ADescription Construct Table for the DOULBLEKEY field equal to honor1). Now, refer back to the fields that we are currently explaining in Table BDiscussion Generator called the more like description inquiry component and less like description inquiry component. Referring back to our example in Table BDiscussion Generator wherein the state of mind value is A for the fundamental category honor, the more like description inquiry component field builds the value (e.g., honor1) by combining the fundamental category (e.g., honor) and the discussion number from the user presentation (e.g., 1) that is used to look up the more like description value (e.g., friendly and easy to know) in the Table ADescription Construct Table. This value (e.g., honor1) is also used to look up the less like description value (e.g., able to work well alone) in the Table ADescription Construct Table. [0181] As a result, for our ongoing example in Table BDiscussion Generator wherein the state of mind equals A for the fundamental category honor, the last component to build for every state of mind is the combined inquiry. The combined inquiry combines all of the inquiry components described above in to one inquiry for each state of mind that can be, depending on the user's discussion topic evaluation, generated back to the user for the user to use to investigate a discussion topic. The combined inquiry combines the energy level inquiry component (e.g., What do you), the motivational coping technique inquiry component (e.g., observe), the prefix inquiry component (e.g., in), and the motivational attribute inquiry component (e.g., your strength of being). As stated above, so far, this is concatenated as What do you observe in your strength of being . . . . The last component is either the more like description inquiry component or the less like description inquiry component. When combining the inquiry, the combined inquiry field either utilizes the value from the more like description inquiry component field or the value from the less like description inquiry component field. For each state of mind, if the charge field coordinate equals more then the combined inquiry field concatenates the value from the more like description inquiry component field (e.g., friendly and easy to know). Otherwise, it will concatenate the value from the less like description inquiry component field (e.g., able to work well alone). Continuing with our example, since the value is equal to more in the charge field coordinate field in Table BDiscussion Generator in the state of mind field equal to A for the fundamental category honor, the final combined inquiry reads:

[0182] What do you observe in your strength of being friendly and easy to know?

[0183] Section BUser Presentation

[0184] Section B describes the user's presentation of the invention as it relates to how a user interacts with this system in everyday situations, relationships, or aspects of general life (e.g., discussion topics). Accordingly, it is an aspect of the Table BDiscussion Generator and the BDISCUSSION GENERATOR 2 component in FIG. 1.0.0.0. and the MOTIVTIONAL COPING TECHNIQUE CONSTRUCTOR 24 component in FIG. 1.2.0.0, DESCRIPTION INQUIRY COMPONENT 35 component in FIG. 1.2.2.0, and the COMBINED INQUIRY 30 component in FIGS. 1.2.0.0 and 1.2.2.0 of the present invention to generate inquiries, within a context personalized both to the user's attitudinal trait descriptions (e.g., behaviors or attitudes) and to the user specified discussion topic within the Table CUser Presentation and the CUSER PRESENTATION 3 component in FIG. 1.0.0.0. and in FIG. 1.3.0.0, and the GENERATE DISCUSSION TOPIC INQURIES 54 in FIG. 1.3.1.0, so that the user can investigate, reflect upon, and/or gain greater insight into his/her perceptions of the discussion topic while relating to the attitudinal trait descriptions via the pre-defined motivational coping techniques for each pre-defined fundamental category described in subsections 1, 3, 4 and 9 above. In other words, the discussion generator generates, for each of one or more predetermined fundamental categories and their motivational coping techniques, inquiries directed to assisting the user to cope with and/or gain greater insight into his/her a most like or least like attitudinal trait descriptions as it relates to the discussion topic, wherein these inquiries are phrased in a manner that is believed to cause the user, when reflecting on the inquiries, to examine the discussion topic from a particular (e.g., user motivated) perspective from which the user might not otherwise readily be able to recognize. Put more simply, asking the right inquiries can help users discover some personal answers to an issue or situation (e.g., a discussion topic).

[0185] It is another aspect of this invention to define a user specified discussion topic, evaluate the discussion topic, and generate inquiries back to the user for a users consideration in a manner that is customized to the user. The sequential process of the CUSER PRESENTATION 3 in FIG. 1.3.0.0. is described in 1 through 3 below (also see FIG. 3.0.0.0):

[0186] 1. Discussion Topic [0187] Before a user evaluates a Discussion Topic in the Table AUser Presentation and the CUSER PRESENTATION 3 component in FIG. 1.3.0.0, a user must define a discussion topic to evaluate in which a user would like to investigate. First, in the SELECT DISCUSSION TOPIC 42 component in FIG. 1.3.0.0 and in the user interface in FIG. 3.0.0.0 the user thinks of a discussion topic based on six general topics that include, but not limited to, family, friends, faith, finances, work, and home. Once the user thinks of a discussion topic, the user simply selects a general discussion topic (e.g., work) that best relates to the discussion topic the user wishes to investigate.

[0188] 2. Discussion Topic Evaluation Statements

[0189] In Table CUser presentation and in the DISCUSSION TOPIC EVAUATION STATEMENTS 2 component in FIG. 1.3.0.0 and in the user interface in FIG. 3.0.0.0, the discussion topic selected above in the first step is automatically generated as part of three statements generated wherein the user answers each of the three statements while focusing on the discussion topic the user wishes to investigate. Each of the three statements a), b), and c) respectively relate to the x-axis, y-axis, and the z-axis in relationship anatomy model and in Table BDiscussion Generator under the energy field coordinates.

[0190] a) Discussion Topic Evaluation Statement a) (x-axis) [0191] Shown in the users interface in FIG. 3.0.0.0, statement a) focuses its design directly on the relative bond axis (x-axis) wherein the statement for the user to answer is I feel stable when it comes to my work (work is the selected discussion topic from step 1 above wherein it is automatically inserted into the statement). The user has two choices, yes or no (e.g., yes=1 and no=0the first digit of the triplet discussed in subsection 8b in section A above; primarily Wave Functions |>), wherein when the user answers no (meaning no represents a 0 value) this will relate directly to the attraction type of motivational coping techniques (i.e., intrinsic-oriented; pull energy) for each fundamental category discussed in subsection 1 above (e.g., allow or accept shown in FIG. 2.3.0.0 for the fundamental category confidence) and when the user answers yes this will relate directly to the repulsive type of motivational coping techniques (i.e., extrinsic-oriented; push energy) for each fundamental category (e.g., support or maintain motivational coping techniques shown in FIG. 2.3.0.0 for the fundamental category confidence). It is assumed that when the user feels stable (i.e., answering yes to this statement) when it comes to a given discussion topic, they will feel more inclined, more comfortable, to initiate extrinsic-oriented (e.g., repulsive motivational coping techniques represent extrinsic-oriented; push energy) motivational coping techniques (e.g., support or maintain). On the contrary, it is assumed that when a user does NOT feel stable (i.e., answering no to this statement) when it comes to a given discussion topic, they will feel more inclined to initiate intrinsic-oriented (i.e., more reflection oriented) (e.g., attraction motivational coping techniques represent intrinsic-oriented; pull energy) motivational coping techniques (e.g., allow or accept).

[0192] b) Discussion Topic Evaluation Statement b) (y-axis) [0193] Also, shown in the user's interface in FIG. 3.0.0.0, statement b) focuses its design directly on the energy axis (y-axis) wherein the statement for the user to answer is I feel enthusiastic when it comes to my work (work is the selected discussion topic from step 1 above wherein it is automatically inserted into the statement). The user has two choices, yes or no (e.g., yes=1 and no=0the second digit of the triplet discussed in subsection 8 in section A above; primarily Wave Functions |>), wherein when the user answers no (meaning no represents a 0 value) this will relate directly to the passive-oriented or beginning-oriented type of motivational coping techniques (i.e., initiating less effort) for each fundamental category discussed in subsection 1 above (e.g., support or allow shown in FIG. 2.3.0.0 for the fundamental category confidence) and when the user answers yes this will relate directly to the active-oriented and advanced-oriented type of motivational coping techniques (e.g., initiating more effort) for each fundamental category (e.g., maintain or accept motivational coping techniques shown in FIG. 2.3.0.0 for the fundamental category confidence). It is assumed that when the user feels enthusiastic (i.e., answering yes to this statement) when it comes to a given discussion topic, they will feel more inclined, more comfortable, to initiate more effort (e.g., active-oriented motivational coping techniques represent initiating more effort) motivational coping techniques (e.g., maintain or accept). On the contrary, it is assumed that when a user does NOT feel stable (i.e., answering no to this statement) when it comes to a given discussion topic, they will feel more inclined to initiate less effort (i.e., more reflection oriented) (e.g., passive-oriented motivational coping techniques represent less effort) motivational coping techniques (e.g., support or allow).

[0194] c) Discussion Topic Evaluation Statement c) (z-axis) [0195] Last, shown in the user's interface in FIG. 3.0.0.0, statement c) focuses its design directly on the time axis (z-axis) wherein the statement for the user to answer is I feel confident when it comes to my work (work is the selected discussion topic from step 1 above wherein it is automatically inserted into the statement). The user has three choices, yes or no or used to be (e.g., yes=1 and no=0 and used to be=1the third digit of the triplet discussed in subsection 8 in section A above; primarily Wave Functions |>), wherein, first, when the user answers no to statement c) (meaning no represents a 0 value in the time z-axis energy field coordinates field) it relates directly to placing the user in the present tense wherein the inquiry generated back to the user is designed to begin with What do you . . . (for passive-oriented selected motivational coping techniques) or How do you . . . (for active-oriented selected motivational coping techniques). The timeframe or tense portion of the inquiry generated back to the user is designed in Table BDiscussion Generator in the field called the energy level inquiry component. Here, when the time measure value equals 0, it is assumed by the inventor that the word do in the context of What do you . . . or How do you . . . places the user in the present state of mind wherein the user should investigate the discussion topic and how it relates to them now. It is believed by the inventor that when the user answers no to I feel confident when it comes to my work, it is generally optimal for the user to deal with situations or issues in the present tense, confident that it is healthier to focus on issues in the moment. However, it could be argued, but believed to be less than optimal by the inventor, that a lack of confidence or trust in something that should be dealt with in the past tense. On the other hand, as described later, if the user chooses used to be confident, then it should be safe to assume that the user is not confident now (i.e., in the present) but was some time ago, therefore, designing the inquiry to place the user's state of mind in a timeframe (i.e., in the past) when they were confident and to direct their state of mind on actions, thoughts, and activities they were doing in the past that made them feel confident as it pertains to the discussion topic. This is believed by the inventor to be a more effective way of raising confidence from the past to foster confidence in the present. Second, when the user answers yes to statement c) (meaning yes represents a value of 1 in the time z-axis energy field coordinates field) it relates directly to placing the user in the future tense wherein the inquiry generated back to the user is designed to begin with What will you . . . (for passive-oriented selected motivational coping techniques) or How will you . . . (for active-oriented selected motivational coping techniques). The timeframe or tense portion of the inquiry generated back to the user is designed in Table BDiscussion Generator in the field called the energy level inquiry component. Here, when the time measure value equals 1, it is assumed by the inventor that the word will in the context of What will you . . . or How will you . . . places the user in the future state of mind wherein the user should investigate the discussion topic and how it relates to them in the future. It is believed by the inventor that when the user answers yes to I feel confident when it comes to my work, it is generally optimal for the user to look forward in the future tense, confident that when a user is feeling confident regarding a discussion topic their outlook is ripe for clearer decision making. Third, when the user answers used to be to statement c) (meaning used to be represents a 1 value in the time z-axis energy field coordinates field) it relates directly to placing the user in the past tense wherein the inquiry generated back to the user is designed to begin with What did you . . . (for passive-oriented selected motivational coping techniques) or How did you . . . (for active-oriented selected motivational coping techniques). The timeframe or tense portion of the inquiry generated back to the user is designed in Table BDiscussion Generator in the field called the energy level inquiry component. Here, when the time measure value equals 1, it is assumed by the inventor that the word did in the context of What did you . . . or How did you . . . places the user in the past state of mind wherein the user should investigate the discussion topic and how it relates to them in the past. It is believed by the inventor that when the user answers used to be to I feel confident when it comes to my work, it is generally optimal for the user to look back on situations or issues in the past tense, confident that it is healthier to focus on issues that may be difficult now and how a user may adjust their perception of the discussion topic as it relates to their confidence by directing their focus on issues or situations where they felt a higher confidence level. This is believed by the inventor to be a more effective way of raising confidence from the past to foster confidence in the present.

[0196] 3. Discussion Topic Inquiries

[0197] In the Table CUser presentation and in the BDISCUSSION GENERATOR 2 component in FIG. 1.2.0.0 and in the user interface in FIG. 3.0.0.0, the discussion topic selected along with the user answering the three discussion topic evaluation statements (i.e., a triplet) described immediately above generates inquiries, one for each fundamental category, from Table BDiscussion Generator. The answers, or more specifically the values (0, 1, or 1), from the three discussion topic evaluation statements which are chosen by the user for a discussion topic are concatenated together in order (i.e., a), b), and c)) and form a triplet measure which is simply converted into a wave function by assigning it as a wave function |>. Notice in FIG. 3.0.0.0 immediately above the section 3) Discussion Topic Inquiries and to the right of the discussion number (#), you'll notice a three digit number (e.g., 011; this is only shown in the figure to simplify how inquiries are generated from Table BDiscussion Generator). Notice, these three digits represent, in order, the answers, or values generated as a result of the answers provided by the user of the discussion topic evaluation statements. Now notice that there are four inquiries listed in FIG. 3.0.0.0 in section 3) Discussion Topic Inquiries wherein (from top to bottom) the first inquiry represents the fundamental category honor, the second inquiry represents the fundamental category devotion, the third inquiry represents the fundamental category confidence and the fourth inquiry represents the fundamental category patience. In this example, for each of the four inquiries, the number 011 (i.e., |011>) is used to look up each inquiry in the Table BDiscussion Generator within the concatenate energy field coordinates field. Also notice that in FIG. 3.0.0.0 the discussion number (#) is equal to 1. As described in subsection 4 of Section A above, Charge Fields (Attitudinal Trait Descriptions), during the intake, the user chooses between 11, but not limited to 11, pairs of attitudinal trait descriptions for each fundamental category that is most-like themselves, and the remaining descriptions defaults to being less-like themselves. There are 11 pairs of attitudinal trait descriptions for the user to choose from for each fundamental category, numbered from 1 to 11 (see Table ADescription Construct Table in the discussion number field). This number is denoted as the discussion number (#). Changing the discussion number (#) (e.g., by clicking next discussion shown in FIG. 3.0.0.0) will not change the answers given by the user for the discussion topic evaluation statements which determine the passive-oriented or active-oriented state of mind, the reference to attitudinal trait descriptions being more-like or less-like themselves, or the motivational coping technique for each fundamental category, but it will change the attitudinal trait description according to the discussion number listed in the user interface. So, even though this invention could be designed to present the user with a plurality of attitudinal trait descriptions for a discussion topic, this embodiment of the present invention has simplified the process to only show one attitudinal trait description for each inquiry at a time. During a discussion topic evaluation, a user may choose a different discussion number (#) to evaluate wherein the user may sift through a plurality of attitudinal trait descriptions (e.g., by continuing to click the next discussion button) until they discover the attitudinal trait descriptions that make the most sense to their investigation of the discussion topic. So, in order to simplify the explanation below of how the inquiries are generated back to the user during a discussion topic evaluation, as shown in FIG. 3.0.0.0, for each fundamental category the attitudinal trait description that is selected will be from discussion number 11. The following describes a step by step process for looking up each of the four inquires shown in the example provided from FIG. 3.0.0.0. In addition, refer to Table BDiscussion Generator and Table ADescription Construct Table. Referring to FIG. 3.0.0.0: [0198] a. The first inquiry generated from the discussion generator relates to the fundamental category honor. The triplet 011 or wave function |011>, is looked up in Table BDiscussion Generator in the concatenate energy field coordinates field within the fundamental category honor. The triplet 011 is found in the field state of mind labeled G. Next, the inquiry associated to this triplet is found in the field called combined inquiry. Built into the inquiry, the discussion generator builds the attitudinal trait description into the inquiry from the description construct table for the fundamental category honor that match the discussion number (e.g., 11) listed in the user interface. As a result, the inquiry generated back to the user is (see FIG. 3.0.0.0): [0199] How will you respect your strength of being able to handle ambiguous situations well? [0200] To which the user might respond: [0201] I will take my time and put more effort toward listening to others input and take more into consideration before reacting to a situation or an issue. I believe this will enable me to use this strength more effectively. [0202] NOTE: Notice that the location of the respect motivational coping technique in quadrant 3 cache of the future time measure (z-axis) in FIG. 2.1.0.0 (e.g., wave function |011>), you will find the attitudinal trait description, able to handle ambiguous situations well, displayed in Table BDiscussion Generator within the honor fundamental category under the label more like description inquiry component. (a detailed explanation of how the attitudinal trait descriptions are selected and displayed in the Appending BDiscussion Generator are explained in the subsection 10 of Section A) Also, as discussed in subsection number 3 & 4 of section A above, note that attitudinal trait descriptions are selected and locked in by the user as a portion of the intake process to be classified as more like descriptions which are more like the user or less like descriptions which are less like the user (refer to substructure 1, Charge Fields, in FIG. 2.0.0.0). This logic applies the same throughout this subsection and further explanation is provided throughout this application. [0203] b. The second inquiry generated from the discussion generator relates to the fundamental category devotion. The triplet 011 or wave function |011>, is looked up in Table BDiscussion Generator in the concatenate energy field coordinates field within the fundamental category devotion. The triplet 011 is found in the field state of mind labeled G. Next, the inquiry associated to this triplet is found in the field called combined inquiry. Built into the inquiry, the discussion generator builds the attitudinal trait description into the inquiry from the description construct table for the fundamental category devotion that match the discussion number (e.g., 11) listed in the user interface. As a result, the inquiry generated back to the user is (see FIG. 3.0.0.0): [0204] How will you discover your interest in using imagination and intuitiveness? [0205] To which the user might respond: [0206] Fortunately, I have had many opportunities to be imaginative in my job. I believe I could increase this interest if I direct all of my focus on finding solutions to other's issues, staying away from concerning myself with issues that don't serve anyone. [0207] c. The third inquiry generated from the discussion generator relates to the fundamental category confidence. Remember, confidence is an independent type of fundamental category which has a dependent fundamental category associated to it (e.g., patience described immediately below in d. and in Rule 4 above and in subsection 3 in Section A). The triplet 011 is found in the field state of mind labeled G. Next, the inquiry associated to this triplet is found in the field called combined inquiry. Built into the inquiry, the discussion generator builds the attitudinal trait description into the inquiry from the description construct table for the fundamental category confidence that match the discussion number (e.g., 11) listed in the user interface. As a result, the inquiry generated back to the user is (see FIG. 3.0.0.0): [0208] How will you accept your need for plenty of time to make complex decisions? [0209] To which the user might respond: [0210] Overtime, I have learned that this feels like a weakness to me in an environment that thrives on rushing things. This seems to be challenging in today's work environments. I know that I have difficulty in rushing decisions. Sometimes, I feel like I am in damage control some of the time with indecision in some circumstances. Although I believe this to be very true about myself, I continue to struggle with completely accepting this about myself, always thinking it might change, but it won't. I continue to communicate to others that I need time to make decisions, but I believe its only had a little effect. However, I will continue to communicate this to my work environment. [0211] d. The forth inquiry generated from the discussion generator relates to the fundamental category patience. Remember, patience is a dependent type of fundamental category wherein its associated independent fundamental category is confidence described immediately above in c. In other words, this invention is designed for dependent fundamental categories that when the independent fundamental category's attitudinal trait descriptions are satisfied then the dependent fundamental category's attitudinal trait descriptions are not apparent. So, if the inquiry from c. immediately above was always satisfied (e.g., How will you accept your need for plenty of time to make complex decisions?) then the inquiry described below would never be apparent. Otherwise, they will become apparent. Moving on, the triplet 011 or wave function |011>, is looked up in Table BDiscussion Generator in the concatenate energy field coordinates field within the fundamental category patience. The triplet 011 is found in the field state of mind labeled G. Next, the inquiry associated to this triplet is found in the field called combined inquiry. Built into the inquiry, the discussion generator builds the attitudinal trait description into the inquiry from the description construct table for the fundamental category patience that match the discussion number (e.g., 11) listed in the user interface. As a result, the inquiry generated back to the user is (see FIG. 3.0.0.0): [0212] Hint: forgive your stress toward having indecision when pressured? [0213] To which the user might respond: [0214] I believe that I feel some stress when pressured to make a decision. If I do than I find later that I may regret the decision and sometimes change my mind. This is stressful also, so, I believe that if I focus on my need (discussed in c. above for the fundamental category confidence) for needing plenty of time to make complex decisions then, hopefully, this will reduce my stress of having indecision when I'm pressured to make a decision.

BRIEF DESCRIPTION OF THE COMPONENTS IN THE BLOCK DIAGRAM OF THE INVENTION

[0215] (Referring to FIGS. 1.0.0.0 through FIG. 1.3.1.0)

[0216] ADESCRIPTION CONSTRUCT TABLE 1

[0217] This component organizes and stores all of the attitudinal trait description data that is defined by the facilitator and is used as an interface to the user wherein the user selects the attitudinal trait descriptions that are more-like themselves. Refer to Table CDescription Construct Table.

[0218] BDISCUSSION GENERATOR 2

[0219] This component stores the information that is used to generate all of the possible inquiries for each state of mind, including the motivational coping techniques. The information in this component is based on the design of the relationship anatomy model (see FIG. 2.0.0.0 through 2.4.0.0). Refer to Table BDiscussion Generator.

[0220] CUSER PRESENTATION 3

[0221] This component aids the user of the system by providing an interface wherein the user defines a discussion topic, answers three discussion topic evaluation statements, and then based on the user's answers generates optimum inquiries from the discussion generator to which the user uses to investigate their discussion topic.

[0222] DEFINE FIRST FUNDAMENTAL CATEGORY 4

[0223] This component is used by the facilitator to define the Fundamental Categories (e.g., confidence) of the system.

[0224] MOTIVATIONAL ATTRIBUTE 5

[0225] This component is used by the facilitator to define the Motivational Attributes (e.g., need) of the system.

[0226] DESCRIPTION TYPE 6

[0227] This component is used by the facilitator to define the Description Type (e.g., independent or dependent) of each Fundamental Category.

[0228] DESCRIPTION COMPONENT 7

[0229] This component is used by the facilitator to define the Description Component (e.g., Acceptance) of each pair of Attitudinal Trait Descriptions.

[0230] DESCRIPTION A 8 & DESCRIPTION B 9

[0231] These components are used by the facilitator to define and store each pair (i.e., Description A & Description B) of Attitudinal Trait Descriptions.

[0232] DESCRIPTION NUMBER 10

[0233] This component numbers each pair of Attitudinal Trait Descriptions (e.g., 1 through 11).

[0234] USER DESCRIPTION CHOICE 11

[0235] This component is used by the user wherein for each pair of Attitudinal Trait Descriptions the user chooses the description that is more-like themselves. For each pair of Attitudinal Trait Descriptions the description that is not chosen defaults to less-like the user.

[0236] USER CHOOSES DESCRIPTION A 12

[0237] This component represents the description wherein the user chooses Description A to be more-like themselves.

[0238] USER CHOOSES DESCRIPTION B 13

[0239] This component represents the description wherein the user chooses Description B to be more-like themselves.

[0240] MORE LIKE DESCRIPTION 14

[0241] This component represents a list of the user's more-like Attitudinal Trait Descriptions.

[0242] LESS LIKE DESCRIPTION 15

[0243] This component represents a list of the user's less-like Attitudinal Trait Descriptions.

[0244] NEXT DESCRIPTION COMPONENT 16

[0245] This component is used by the facilitator to define the next Description Component (e.g., Acceptance) the next pair of Attitudinal Trait Descriptions.

[0246] DEFINE NEXT FUNDAMENTAL CATEGORY 17

[0247] This component is used by the facilitator to define the next Fundamental Category (e.g., confidence) in the system.

[0248] DEFINE FIRST FUNDAMENTAL CATEGORY 18

[0249] This component is used by the facilitator to find and record in the discussion generator the first Fundamental Category defined (e.g., honor) in the system from the ADESCRIPTION CONSTRUCT TABLE 1 component. This is the first step of the BDISCUSSION GENERATOR 2 component described above.

[0250] DEFINE FIRST STATE OF MIND 19

[0251] This component is used by the facilitator to classify each state of mind (e.g., A through L) for every Fundamental Category defined (e.g., honor) in the system.

[0252] ENERGY FIELD COORDINATES (X, Y, Z) 20

[0253] This component is used by the facilitator wherein the facilitator defines a triplet of coordinates (e.g., 011) for each state of mind classified (e.g., A through L) within every Fundamental Category defined (e.g., honor) in the system. This triplet represents a position in the relationship anatomy model which represents a plurality of predefined variables necessary to generate inquires back to the user during a user's discussion topic evaluation. This triplet is also converted into a wave function wherein a wave function (e.g., |011>) represents energy and momentum in order to demonstrate how the evolution of the motivational coping techniques, which are defined for each wave function, accelerate the learning of every fundamental category (e.g., confidence).

[0254] RELATIVE BOND (X-AXIS) 21

[0255] This component is used by the facilitator wherein the facilitator defines the first in a triplet of coordinates (e.g., 011) for each state of mind within every fundamental category. The first measure of the triplet represents a position in the relationship anatomy wherein a motivational coping technique either represents a repulsive or extrinsic action (e.g., push energy type) motivational coping technique or an attraction or intrinsic action (e.g., pull energy type) motivational coping technique. Repulsive motivational coping techniques represent a downward momentum (similar to that of an electron in a subatomic particle system) and an attraction motivational coping technique represents an upward momentum (similar to that of an electron in a subatomic particle system).

[0256] ENERGY (Y-AXIS) 22

[0257] This component is used by the facilitator wherein the facilitator defines the second in a triplet of coordinates (e.g., 011) for each state of mind within every fundamental category. The second measure of the triplet represents a position in the relationship anatomy wherein a motivational coping technique either represents a passive-oriented (e.g., initiating less energy) motivational coping technique or an action-oriented (e.g., initiating more energy) motivational coping technique. Passive-oriented motivational coping techniques are considers beginning-oriented as compared to their associated action-oriented motivational coping techniques wherein action-oriented motivational coping techniques are more advanced-oriented as compared to their associated passive-oriented motivational coping techniques.

[0258] TIME (Z-AXIS) 23

[0259] This component is used by the facilitator wherein the facilitator defines the third in a triplet of coordinates (e.g., 011) for each state of mind within every fundamental category. The third measure of the triplet represents a position in time (z-axis) wherein time is represented for every anatomy relationship model module defined in FIG. 2.1.0.0 through 2.4.0.0 as either present time, future time, or past time. This coordinate is used to generate inquiries back the user wherein the inquiry is designed to direct the users mind set to either be in the present, future, or the past.

[0260] MOTIVATIONAL COPING TECH CONSTRUCTOR 24

[0261] This component is used by the facilitator to defines ways in which one would cope in developing or evolving each fundamental category (e.g., confidence) for its corresponding motivational attribute in relation to each set of attitudinal trait descriptions. Two or more motivational coping techniques are defined for each fundamental category. In one embodiment of this application, four motivational coping techniques are defined for each fundamental category (e.g., confidence). The requirements that go into defining each of the motivational coping techniques are described above in the components RELATIVE BOND (X-AXIS) 21, ENERGY (Y-AXIS) 22 and in subsection 9 of Section A (e.g., Rules a) through d)) in the Detailed Description Of the Invention.

[0262] APPLY MOTIVATIONAL COPING TECH RULES 25

[0263] This component is used by the facilitator to aid the facilitator in defining each of the motivational coping techniques for each fundamental category (e.g., confidence) and for its corresponding motivational attribute in relation to each set of attitudinal trait descriptions. Refer to subsection 9 of Section A (e.g., Rules a) through d)) in the Detailed Description Of the Invention for a detailed description of the rules for defining motivational coping techniques.

[0264] REPULSIVE ADVANCED-ORIENTED TECH 26

[0265] This component is used by the facilitator to aid the facilitator to define and classify those motivational coping techniques which are repulsive or extrinsic oriented motivational coping techniques (e.g., push energy type) and active-oriented or advanced-oriented as compared to its associated passive-oriented or beginning-oriented motivational coping technique. See FIG. 2.0.0.0.

[0266] ATTRACTION ADVANCED-ORIENTED TECH 27

[0267] This component is used by the facilitator to aid the facilitator to define and classify those motivational coping techniques which are attraction or intrinsic oriented motivational coping techniques (e.g., pull energy type) and active-oriented or advanced-oriented as compared to its associated passive-oriented or beginning-oriented motivational coping technique. See FIG. 2.0.0.0.

[0268] ATTRACTION BEGINNING-ORIENTED TECH 28

[0269] This component is used by the facilitator to aid the facilitator to define and classify those motivational coping techniques which are attraction or intrinsic oriented motivational coping techniques (e.g., pull energy type) and passive-oriented or beginning-oriented as compared to its associated active-oriented or advanced-oriented motivational coping technique. See FIG. 2.0.0.0.

[0270] REPULSIVE BEGINNING-ORIENTED TECH 29

[0271] This component is used by the facilitator to aid the facilitator to define and classify those motivational coping techniques which are repulsive or extrinsic oriented motivational coping techniques (e.g., push energy type) and passive-oriented or beginning-oriented as compared to its associated active-oriented or advanced-oriented motivational coping technique. See FIG. 2.0.0.0.

[0272] COMBINED INQUIRY 30

[0273] This component combines or constructs a plurality of inquiry components for each state of mind within every fundamental category which can be generated back to the user for a users discussion topic evaluation. The design of every inquiry is based on a plurality of variables identified in the relationship anatomy model and in components 31 through 39 below. This component also builds either the users more-like or less-like attitudinal trait description for every fundamental category that matches the discussion number in the user's presentation to the discussion number in the description construct table. See the DESCRIPTION INQUIRY COMPONENT 35 below.

[0274] ENERGY LEVEL INQUIRY COMPONENT 31

[0275] This component provides the beginning of the inquiry where passive-oriented inquiries are designed to begin with What . . . ? intended to place a users state of mind in using less energy or effort when investigating a discussion topic and active-oriented inquiries are designed to begin with How . . . ? intended to place a user's state of mind in using more energy or effort when investigating a discussion topic. In addition, this component uses the time (z-axis) energy field coordinate (e.g., present (0), future (1), or time (1)) wherein present (0) time inquiries include What do . . . or How do . . . intending to place the user's state of mind in the present time. Future (1) time inquiries include What will . . . or How will . . . intending to place the users state of mind in the future time. Past (1) time inquiries include What did . . . or How did . . . intending to place the user's state of mind in the past time.

[0276] MOTIVATIONAL COPING TECH INQUIRY COMPONENT 32

[0277] This component builds in the motivational coping technique into the inquiry that was classified by the facilitator for each state of mind classification described in the MOTIVATIONAL COPING TECH CONSTRUCTOR 24 component described above.

[0278] PREFIX INQUIRY COMPONENT 33

[0279] This component builds a prefix (e.g., in) into the inquiry for inquiries that begin with What . . . ?. This is necessary in order that the inquiries are grammatically correct.

[0280] MOTIVATIONAL ATTRIBUTE INQUIRY COMPONENT 34

[0281] This component builds in the motivational attribute into the inquiry that was classified by the facilitator for each state of mind classification and every fundamental category. Refer to Motivational Attribute Inquiry Component in the terms and definitions section and subsection 2 of Section A in the Detailed Description Of The Invention for a detailed description of this component.

[0282] DESCRIPTION INQUIRY COMPONENT 35

[0283] This component builds in the user's more-like and less-like attitudinal trait descriptions into each inquiry for every fundamental category in the discussion generator wherein the user's More Like Description and the users corresponding Less Like Description match the discussion number presented in the users presentation to the discussion number listed for every fundamental category in the Table ADescription Construct Table and described in the DISCUSSION NUMBER 10 component within ADESCRIPTION CONSTRUCT TABLE 1 component.

[0284] FIND MORE-LIKE DESCRIPTION INQUIRY COMPONENT 36

[0285] This component finds the users more-like attitudinal trait descriptions that are built into the inquiry for every fundamental category in the discussion generator wherein the discussion number presented in the users presentation matches the discussion number listed for every fundamental category in the Table ADescription Construct Table.

[0286] FIND LESS-LIKE DESCRIPTION INQUIRY COMPONENT 37

[0287] This component finds the users less-like attitudinal trait descriptions that are built into the inquiry for every fundamental category in the discussion generator wherein the discussion number presented in the users presentation matches the discussion number listed for every fundamental category in the Table ADescription Construct Table.

[0288] LESS-LIKE DESCRIPTION INQUIRY COMPONENT 38

[0289] This component uses the value in the charge field coordinate (e.g., more or less) from BDISCUSSION GENERATOR component that is designed based on the relationship anatomy model wherein attitudinal trait descriptions are classified into either attitudinal trait descriptions that are more-like the user and less-like the user. For inquiries where the charge field coordinate equals less, the less-like attitudinal trait description is built into the inquiry for every fundamental category.

[0290] MORE-LIKE DESCRIPTION INQUIRY COMPONENT 39

[0291] This component uses the value in the charge field coordinate (e.g., more or less) from BDISCUSSION GENERATOR component that is designed based on the relationship anatomy model wherein attitudinal trait descriptions are classified into either attitudinal trait descriptions that are more-like the user and less-like the user. For inquiries where the charge field coordinate equals more, the more-like attitudinal trait description is built into the inquiry for every fundamental category.

[0292] DEFINE NEXT STATE OF MIND 40

[0293] This component is used by the facilitator to define the next state of mind in the discussion generator.

[0294] DEFINE NEXT FUNDAMENTAL CATEGORY 41

[0295] This component is used by the facilitator to select and record the next fundamental category in the discussion generator.

[0296] SELECT DISCUSSION TOPIC 42

[0297] This component is used by the user to choose a discussion topic during a user's discussion topic evaluation. This is the first step of the CUSER PRESENTATION 3 component.

[0298] DISCUSSION TOPIC EVALUATION STATEMENTS 43

[0299] This component is used by the user wherein the user answers three discussion topic evaluation statements for a discussion topic during a user's discussion topic evaluation.

[0300] STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44

[0301] This component is used by the user wherein the user answers the first of three discussion topic evaluation statements for a discussion topic during a user's discussion topic evaluation. This discussion topic evaluation statement relates to the x-axis (e.g., relative bond) and represents the first digit of a triplet for the energy field coordinates in the discussion generator, wherein the user answers a statement (e.g., I feel stable when it comes to my <discussion topic>) yes or no. Designed into the relationship anatomy model (see FIG. 2.0.0.0), a yes answer equals a value of 1 wherein this answer represents a repulsive type of motivational coping technique. A no answer equals a value of 0 wherein when this answer is selected it represents an attraction type of motivational coping techniques. Refer to subsection 2a in Section B in the Detailed Description Of The Invention for more information regarding this component.

[0302] RESULT IS 0 45

[0303] This component is used by the user wherein the user answers no to the discussion topic statement described above in the STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44 component.

[0304] RESULT IS 1 46

[0305] This component is used by the user wherein the user answers yes to the discussion topic statement described above in the STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44 component.

[0306] STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47

[0307] This component is used by the user wherein the user answers the second of three discussion topic evaluation statements for a discussion topic during a user's discussion topic evaluation. This discussion topic evaluation statement relates to the y-axis (e.g., energy) and represents the second digit of a triplet for the energy field coordinates in the discussion generator, wherein the user answers a statement (e.g., I feel enthusiastic when it comes to my <discussion topic>) yes or no. Designed into the relationship anatomy model (see FIG. 2.0.0.0), a yes answer equals a value of 1 wherein this answer represents a higher energy or more advanced-oriented type of motivational coping technique. A no answer equals a value of 0 wherein when this answer is selected it represents a lower or more beginning-oriented type of motivational coping techniques. Refer to subsection 2b in Section B in the Detailed Description Of The Invention for more information regarding this component.

[0308] RESULT IS 0 48

[0309] This component is used by the user wherein the user answers no to the discussion topic statement described above in the STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47 component.

[0310] RESULT IS 0 49

[0311] This component is used by the user wherein the user answers yes to the discussion topic statement described above in the STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47 component.

[0312] STATEMENT 3 RELATED TO Z-AXIS (TIME) 50

[0313] This component is used by the user wherein the user answers the third of three discussion topic evaluation statements for a discussion topic during a user's discussion topic evaluation. This discussion topic evaluation statement relates to the z-axis (e.g., time) and represents the third digit of a triplet for the energy field coordinates in the discussion generator, wherein the user answers a statement (e.g., I feel confident when it comes to my <discussion topic>) yes or no or used to be. Designed into the relationship anatomy model (see FIG. 2.0.0.0), a no answer equals a value of 0 wherein this answer represents a present time user reference. A yes answer equals a value of 1 wherein this answer represents a future time user reference. A used to be answer equals a value of 1 wherein this answer represents a past time user reference. Refer to subsection 2c in Section B in the Detailed Description Of The Invention for more information regarding this component.

[0314] RESULT IS 0 51

[0315] This component is used by the user wherein the user answers no to the discussion topic statement described above in the STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 component.

[0316] RESULT IS 1 52

[0317] This component is used by the user wherein the user answers yes to the discussion topic statement described above in the STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 component.

[0318] RESULT IS 1 53

[0319] This component is used by the user wherein the user answers used to be to the discussion topic statement described above in the STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 component.

[0320] GENERATE DISCUSSION TOPIC INQUIRIES 54

[0321] This component uses the triplet constructed from the users answers in the discussion topic evaluation statements described in the components STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44, STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47, and in STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 described above (e.g., 011). This triplet uses the field in the discussion generator called the concatenate energy field coordinates and looks up said triplet and finds the associated inquiry for each fundamental category then displays these inquires in the user presentation interface (see FIG. 3.0.0.0).

[0322] FIND FIRST FUNDAMENTAL CATEGORY 55

[0323] For generating inquiries this component finds the first fundamental category listed in the discussion generator.

[0324] PRESENT DISCUSSION TOPIC INQUIRIES 56

[0325] For generating discussion topic inquires this component uses the triplet constructed from the users answers in the discussion topic evaluation statements described in the components STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44, STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47, and in STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 described above (e.g., 011). This triplet uses the field in the discussion generator called the concatenate energy field coordinates and looks up said triplet and finds the associated inquiry in a field called combined inquiry which is displayed in the user presentation interface (see FIG. 3.0.0.0).

[0326] CONCATENATE DISC TOPIC EVALUATION STATEMENT RESULTS 57

[0327] For generating discussion topic inquires this component concatenates the triplet constructed from the user's answers in the discussion topic evaluation statements described in the components STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44, STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47, and in STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 described above (e.g., 011).

[0328] STATEMENT 1 RESULT 58

[0329] For generating discussion topic inquiries this component represents the user's answer described in the STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44 component. This answer represents the first of the triplet (i.e., relative bond x-axis) in the energy field coordinates of the discussion generator.

[0330] STATEMENT 2 RESULT 59

[0331] For generating discussion topic inquiries this component represents the user's answer described in the STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47 component. This answer represents the second of the triplet (i.e., energy y-axis) in the energy field coordinates of the discussion generator.

[0332] STATEMENT 3 RESULT 60

[0333] For generating discussion topic inquiries this component represents the user's answer described in the STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 component. This answer represents the third of the triplet (i.e., time z-axis) in the energy field coordinates of the discussion generator.

[0334] LOOK UP COMBINDED INQUIRY 61

[0335] For generating discussion topic inquiries this component looks up the combined inquiry listed in the discussion generator for each fundamental category wherein the concatenated energy field coordinates field in the discussion generator equals the triplet developed from the CONCATENATE DISC TOPIC EVALUATION STATEMENT RESULTS 57 component described above. For each fundamental category this inquiry will be displayed in the user presentation for a users discussion topic evaluation.

[0336] FIND NEXT FUNDAMENTAL CATEGORY 62

[0337] For generating inquiries this component finds the next fundamental category listed in the discussion generator.

DETAILED DESCRIPTION OF THE METHOD OF THE INVENTION

[0338] The following steps are performed: [0339] [1] In column 1 of Table ADescription Construct Table and according to the DEFINE FIRST FUNDAMENTAL CATEGORY 4 component and DEFINE NEXT FUNDAMENTAL CATEORY 17 component in FIG. 1.1.0.0, enter the first and consecutive fundamental categories. Enter the same fundamental category for each description component (e.g., Acceptance). For example, the fundamental category honor will be entered 11 times, one for each description component. Other fundamental categories entered the same way by the facilitator are: devotion, confidence, and patience. [0340] [2] In column 3 of Table ADescription Construct Table and according to the MOTIVATIONAL ATTRIBUTE 5 component in FIG. 1.1.0.0, the facilitator enters the motivational attribute that corresponds to its associated fundamental category. Enter the same motivational attribute for each description component (e.g., Acceptance). For example, the fundamental category honor has a motivational attribute of strength. Strength will be entered 11 times, one for each description component. Other motivational attributes entered the same way by the facilitator are interest for the fundamental category devotion, need for the fundamental category confidence and stress for the fundamental category patience. The facilitator confirms that the motivational attributes entered are nouns. [0341] [3] In column 5 of Table ADescription Construct Table and according to the DESCRIPTOIN TYPE 6 component in FIG. 1.1.0.0, the facilitator enters the description type of the fundamental category. For example, the fundamental category of honor is independent and for additional fundamental categories the facilitator enters independent for devotion, independentA for confidence, and dependentA for patience (the letter A in the entry ties an independent description type to its associated dependent description type fundamental category. For additional independent and associated dependent description types will tie together with the next letter B, then C, and so on). [0342] [4] In column 6 of Table ADescription Construct Table and according to the DESCRIPTOIN COMPONENT 7 component in FIG. 1.1.0.0, the facilitator enters the same series of description components for each fundamental category. These description components classify each pair of attitudinal trait descriptions. For example, for the fundamental category of honor the description components are in called (in order): Acceptance, Activity, Advantage, Authority, Challenge, Change, Empathy, Esteem, Freedom, Structure, and thought. The facilitator enters the same eleven description components in the same order for each fundamental category (e.g., devotion, confidence, and patience) [0343] [5] In column 6 and 7 of Table ADescription Construct Table and according to the DESCRIPTOIN A 8 and DESCRIPTOIN B 9 components in FIG. 1.1.0.0, the facilitator enters for each description component (e.g., Acceptance) the Description A attitudinal trait description (e.g., able to work well alone) and the Description B attitudinal trait description (e.g., friendly and easy to know). The facilitator enters a Description A attitudinal trait description and a Description B attitudinal trait description for each description component and for every fundamental category. [0344] [6] In column 12 of Table ADescription Construct Table and according to the DESCRIPTOIN NUMBER 10 component in FIG. 1.1.0.0, the facilitator enters for each description component (e.g., Acceptance) a series of numbers starting at one (e.g., 1) through eleven (e.g., 11) for each fundamental category. The discussion number is referenced in the Table CUser Presentation for selecting a specific attitudinal trait description for each fundamental category in the Table ADescription Construct Table. [0345] [7] In column 11 of Table ADescription Construct Table and according to the USER DESCRIPTION CHOICE 11 component in FIG. 1.1.1.0, the user enters for each pair of attitudinal trait descriptions and for every fundamental category, Description A shown in the USER CHOOSES DESCRIPTION A 12 component in FIG. 1.1.1.0 and Description B shown in the USER CHOOSES DESCRIPTION B 13 component in FIG. 1.1.1.0, either A or B. The user enters A if the Description A attitudinal trait description is more-like themselves or the user enters B if the Description B attitudinal trait description is more-like themselves. [0346] [8] In column 8 of Table ADescription Construct Table and according to the MORE LIKE DESCRIPTION 14 component in FIG. 1.1.1.0, for each pair of attitudinal trait descriptions the attitudinal trait description chosen by the user (either Description A or Description B) to be more-like themselves is stored. And according to the LESS LIKE DESCRIPTION 15 component in FIG. 1.1.1.0, the attitudinal trait description NOT chosen by the user (either Description A or Description B) is designated to be less-like themselves is stored. Also refer to FIG. 2.0.0.0 in substructure 1 called charge fields for a visual representation of how the more-like and less-like attitudinal trait descriptions relate to the relationship anatomy model (see FIG. 2.1.0.0 through 2.4.0.0). [0347] [9] According to the NEXT DESCRIPTION COMPONENT 16 and the DEFINE NEXT FUNDAMENTAL CATEGORY 17 component in FIG. 1.1.0.0, the facilitator and user repeat steps [1] through [8] steps above for every description component and fundamental category until all fundamental categories are processed. [0348] [10] In column 1 of Table BDiscussion Generator and according to the DEFINE FIRST FUNDAMENTAL CATEGORY 18 component and DEFINE NEXT FUNDAMENTAL CATEORY 41 component in FIG. 1.2.0.0, the facilitator enters the first and consecutive fundamental categories. Enter the same fundamental category for each state of mind (e.g., A through L). For example, the fundamental category honor will be entered 12 times, one for each state of mind. Other fundamental categories entered the same way by the facilitator are: devotion, confidence, and patience. [0349] [11] In column 2 of Table BDiscussion Generator and according to the DEFINE FIRST STATE OF MIND 19 component and DEFINE NEXT STATE OF MIND 40 component in FIG. 1.2.0.0, the facilitator enters the first and consecutive state of mind classifications. For example, for each fundamental category (e.g., honor) enter A through L which represents each state of mind. [0350] [12] In columns 3, 4, and 5 of Table BDiscussion Generator and according to the ENERGY FIELD COORDINATES (X,Y,Z) 20 component and the RELATIVE BOND (X-AXIS) 21 component and the ENERGY (Y-AXIS) 22 and the TIME (Z-AXIS) 23 in FIG. 1.2.0.0, for every state of mind and for each fundamental category the facilitator enters the triplet (e.g., 100) according to the design of the relationship anatomy model wherein the first of the triplet represents the relative bond x-axis, the second of the triplet represents the energy y-axis, and the third of the triplet represents the time z-axis. Refer to subsection 8b in Section A of the Detailed Description of the Invention for a detailed description of the energy field coordinates and how they relate to the design of the relationship anatomy model. [0351] [13] In columns 6 and 7 of Table BDiscussion Generator the triplet defined in the ENERGY FIELD COORDINATES (X,Y,Z) 20 component from step [12] above are concatenated together (e.g., a triplet, 110) in the field called the concatenate energy field coordinates in column 6 and then converted into a wave function in the field called wave function |> in column 7 (e.g., |100>). Refer to subsection 8 of Section A of the Detailed Description of the Invention for a detailed description of how the wave functions relate to the relationship anatomy model in FIG. 2.0.0.0 through 2.4.0.0. [0352] [14] In column 12 of Table BDiscussion Generator in a field called the motivational coping technique inquiry component and according to the MOTIVATIONAL COPING TECH CONSTRUCTOR 24 component in FIG. 1.2.0.0 and the APPLY MOTIVATIONAL COPING TECH RULES 25 component, the REPULSIVE ADVANCED-ORIENTED TECH 26 component, the ATTRACTION ADVANCED-ORIENTED TECH 27 component, the ATTRACTION BEGINNING-ORIENTED TECH 28 component, and the REPULSIVE BEGINNING-ORIENTED TECH component in FIG. 1.2.1.0, for each fundamental category and according to the wave function descriptions defined in subsection 8b and the rules for defining and the descriptions for each motivational coping technique in subsection 9 of Section A in the Detailed Description of the Invention the facilitator enters the motivational coping techniques. [0353] [15] In column 11 of Table BDiscussion Generator and according to the ENERGY LEVEL INQUIRY COMPONENT 31 component1 in FIG. 1.2.2.0 is the first inquiry component of the COMBINED INQUIRY 30 component in FIG. 1.2.0.0 and FIG. 1.2.2.0. In column 11 the facilitator writes a conditional formula in the excel spreadsheet cell for each state of mind and for every fundamental category other than the dependent fundamental category patience wherein if the energy field coordinate energy y-axis coordinate equals 0 (e.g., low energy) then if the energy field coordinate time z-axis coordinate equals 0 (e.g., present time) the facilitator enters What do you, else if the time z-axis coordinate equals 1 (e.g., future time) the facilitator enters What will you, else if the time z-axis coordinate equals 1 (e.g., past time) the facilitator enters What did you. When the energy field coordinate energy y-axis coordinate equals 1 (e.g., high energy) then if the energy field coordinate time z-axis coordinate equals 0 (e.g., present time) the facilitator enters How do you, else if the time z-axis coordinate equals 1 (e.g., future time) the facilitator enters How will you, else if the time z-axis coordinate equals 1 (e.g., past time) the facilitator enters How did you. The conditional formula written in the spreadsheet cell for each state of mind and every fundamental category other than patience is as follows: IF(D4=0,IF(E4=0,What do you,IF(E4=1,What will you,What did you)),IF(E4=0,How do you,IF(E4=1,How will you,How did you))). For the dependent fundamental category patience and for each state of mind within such fundamental category the facilitator enters the word *Hint: which is designed to begin each such energy level inquiry component and then if the energy field coordinate energy y-axis coordinate equals 0 (e.g., low energy) then if the energy field coordinate time z-axis coordinate equals 0 (e.g., present time) the facilitator enters (i.e., blank), else if the time z-axis coordinate equals 1 (e.g., future time) the facilitator enters (i.e., blank), else if the time z-axis coordinate equals 1 (e.g., past time) the facilitator enters what did you. When the energy field coordinate energy y-axis coordinate equals 1 (e.g., high energy) then if the energy field coordinate time z-axis coordinate equals 0 (e.g., present time) the facilitator enters (i.e., blank), else if the time z-axis coordinate equals 1 (e.g., future time) the facilitator enters (i.e., blank), else if the time z-axis coordinate equals 1 (e.g., past time) the facilitator enters how did you. The conditional formula written in the spreadsheet cell for each state of mind within the fundamental category patience is as follows: *Hint: & IF(D40=0,IF(E40=0,, IF(E40=1,, what did you)),IF(E40=0,,IF(E40=1,,how did you))). [0354] [16] In column 12 of Table BDiscussion Generator in a field called the motivational coping technique inquiry component described in step [14] above and according to the MOTIVATIONAL COPING TECH INQUIRY COMPONENT 32 component in FIG. 1.2.2.0 is the second inquiry component of the COMBINED INQUIRY 30 component in FIG. 1.2.0.0 and FIG. 1.2.2.0. [0355] [17] In column 13 of Table BDiscussion Generator in a field called the prefix inquiry component and according to the PREFIX INQUIRY COMPONENT 33 component in FIG. 1.2.2.0 is the third inquiry component of the COMBINED INQUIRY 30 component in FIG. 1.2.0.0 and FIG. 1.2.2.0 which is defined for each state of mind and for every fundamental category other than the dependent fundamental category patience wherein the facilitator enters a conditional formula in each cell that if the energy field coordinate energy y-axis value equals 0 (e.g., low energy) then the facilitator enters the word in, otherwise the prefix inquiry component is left blank. The formula is as follows: IF(D4=0,in, ). For the dependent fundamental category patience and defined for each state of mind within the fundamental category patience, the facilitator enters a conditional formula in each cell that if the energy field coordinate energy y-axis value equals 0 (e.g., low energy) then the facilitator enters (e.g., blank), otherwise if the energy field coordinate time z-axis value equals 1 then the facilitator enters the word in, otherwise the facilitator enters (e.g., blank). The formula is as follows: IF(D40=0,IF(E40=1,in. ), ). [0356] [18] In column 8 of Table BDiscussion Generator in the field called the charge field coordinate is representative of the relationship anatomy model according to FIG. 2.0.0.0 through 2.4.0.0 wherein for each state of mind and for every fundamental category (e.g., independent and dependent description types) the more-like and less-like attitudinal trait descriptions coordinate is represented. According to subsection 8a in Section A the quadrant caches 1 through 4 follow a distinct order, at least in one embodiment of the invention, wherein the quadrant 1 cache represents attitudinal trait descriptions more-like the user and the quadrant 2 cache represents attitudinal trait descriptions less-like the user. Quadrant 3 cache represents attitudinal trait descriptions more-like the user and the quadrant 4 cache represents attitudinal trait descriptions less-like the user. As represented here, the charge field coordinate starts with more, then less, then more, then less following the pattern of the quadrant cache order for every relationship anatomy model module in each of the three time (z-axis) measures (e.g., present, future, and past; see FIG. 2.1.0.0 through 2.4.0.0). Therefore, the facilitator enters for each state of mind beginning with state of mind A which represents the quadrant 1 cache in the relationship anatomy model in FIG. 2.0.0.0 through 2.4.0.0, the word more and then for state of mind B which represents the quadrant 2 cache the facilitator enters the word less and then for state of mind C which represents the quadrant 3 cache the facilitator enters the word more and then for state of mind D which represents the quadrant 4 cache the facilitator enters the word less and so on until each state of mind in each time (z-axis) measure and for every fundamental category is represented with a charge field coordinate of either more or less. This field is used as a portion of combining the inquiry represented in the COMBINED INQUIRY 30 component in FIG. 1.2.0.0 and FIG. 1.2.2.0 and more specifically the value in this field, charge field coordinate (e.g., more or less) is represented in the DESCRIPTION INQUIRY COMPONENT 35 in FIG. 1.2.2.0 and in the FIND MORE-LIKE DESCRIPTION INQUIRY component and the FIND LESS-LIKE DESCRIPTION INQUIRY component in FIG. 1.2.2.1. [0357] [19] In column 14 of Table BDiscussion Generator in a field called the motivational attribute inquiry component and according to the MOTIVATIONAL ATTRIBUTE INQUIRY COMPONENT 34 in FIG. 1.2.2.0 is the fourth inquiry component of the COMBINED INQUIRY 30 component in FIG. 1.2.0.0 and FIG. 1.2.2.0 which is defined for each state of mind and for every fundamental category. For each change in the motivational attribute (e.g., strength, interest, need, and stress) which equates to each change in fundamental category, the facilitator enters a phrase that both utilizes the motivational attribute and incorporates supporting whether a user's more-like or less-like attitudinal trait description will be constructed into the combined inquiry. For example, the facilitator enters a formula into this field and changes it for each motivational attribute to represent the optimal way in which to phrase such a motivational attribute inquiry component. Refer to the Table BDiscussion Generator and locate the first state of mind A for the fundamental category honor. Then locate column 14 wherein for this state of mind A and the fundamental category honor, the facilitator enters a phrase using a formula wherein the formula first identifies the charge field coordinate of either more or less. If the charge field coordinate equals more (as in the case in state of mind A) then the facilitator enters the phrase your strength of being wherein the word your represents attitudinal trait descriptions more-like the user. If the charge field coordinate equals less (as it does in the state of mind B for the fundamental category honor) then the facilitator enters the phrase others strength of being wherein the word others represent attitudinal trait descriptions less-like the user. The conditional formula entered by the facilitator for each state of mind (e.g., A through L) in the fundamental category honor is as follows (note that H represents the charge field coordinate): IF(H4=more,your strength of being,others strength of being) wherein strength is the motivational attribute for the fundamental category honor. In order for the facilitator to optimize the structural integrity of each inquiry the phrases change slightly for each motivational attribute. So, for every entry of the motivational attribute inquiry component field for every state of mind and for each fundamental category the conditional formula entered by the facilitator for each state of mind (e.g., A through L) in the fundamental category devotion is as follows (note that H represents the charge field coordinate): IF(H16=more,your interest in,others interest in) wherein interest is the motivational attribute for the fundamental category devotion. Next, the conditional formula entered by the facilitator for each state of mind (e.g., A through L) in the fundamental category confidence is as follows (note that H represents the charge field coordinate): IF(H28=more,your need for,others need for) wherein need is the motivational attribute for the fundamental category confidence. Last, the conditional formula entered by the facilitator for each state of mind (e.g., A through L) in the fundamental category patience is as follows (note that H represents the charge field coordinate): IF(H40=more,your stress toward,others stress toward) wherein stress is the motivational attribute for the fundamental category patience. [0358] [20] In column 10 of Table ADescription Construct Table in the field called the doublekey which represents a concatenation of the fundamental category in column 1 according to the DEFINE FIRST FUNDAMENTAL CATEGORY 4 component and the DEFINE NEXT FUNDAMENTAL CATEGORY 17 component in FIG. 1.1.0.0, and the discussion number in column 12 according to the DISCUSSION NUMBER 10 component in FIG. 1.1.0.0. The facilitator enters a formula in column 10 for every fundamental category as follows: CONCATENATE(A3,M3). For example, the doublekey entered for the fundamental category honor wherein the discussion number is 11 is honor11. The doublekey is necessary for completing the next step.

[0359] [21] In column 9 of Table BDiscussion Generator in the field called the fundamental category description choice represents the description choice chosen by the user (e.g., either A or B) according to the USER DESCRIPTION CHOICE 11 component described in steps [7] and [8] wherein for each fundamental category the discussion number in Table ADescription Construct Table matches the discussion number (e.g., 1 through 11) displayed on the Table CUser Presentation during a user's discussion topic evaluation. For example, if the discussion number displayed on the Table CUser Presentation equals 11 (see FIG. 3.0.0.0) then the user's choice A or B is identified for the fundamental category honor wherein the discussion number on the Table ADescription Construct Table equals 11. For the discussion number 11 in the fundamental category honor in the Table ADescription Construct Table the user chose B. Therefore, B is displayed in the Table BDiscussion Generator for every state of mind for the fundamental category honor (see column 9 in the Table BDiscussion Generator). In order to identify each of the users choices, the facilitator enters in column 9 of Table BDiscussion Generator a look up formula for every state of mind and in each fundamental category. The look up formula first concatenates the fundamental category in column 1 (e.g., honor) and the discussion number displayed on the Table CUser Presentation (e.g., 11). The concatenation of these data elements replicates the doublekey field described in step 20 above. The concatenation of these data elements (e.g., honor11) is used to look up the Description Choice Evaluation Procedure entry (e.g., B) in the Table ADescription Construct Table and displays the Description Choice Evaluation Procedure (e.g., B) in the fundamental category description choice field in column 9 of the Table BDiscussion Generator. The formula entered by the facilitator in column 9 is as follows: VLOOKUP(CONCATENATE(A4, CUser Presentation!$F$13),ADescription Construct Table!K:L,2,FALSE). [0360] [22] In column 2 of Table ADescription Construct Table in the field called the tripletkey which represents a concatenation of the fundamental category in column 1 according to the DEFINE FIRST FUNDAMENTAL CATEGORY 4 component and the DEFINE NEXT FUNDAMENTAL CATEGORY 17 component in FIG. 1.1.0.0, the discussion number in column 12 according to the DISCUSSION NUMBER 10 component in FIG. 1.1.0.0, and the description choice evaluation procedure in column 11 according to the USER DESCRIPTION CHOICE 11 component in FIG. 1.1.0.0 and in FIG. 1.1.1.0. The facilitator enters a formula in column 2 for every fundamental category as follows: CONCATENATE(A3,M3,L3). For example, the tripletkey entered for the fundamental category honor wherein the discussion number is 11 and the description choice evaluation procedure is B is honor11B. The tripletkey is necessary for completing the following step. [0361] [23] In columns 15 and 16 of Table BDiscussion Generator in the fields called the more like description inquiry component (e.g., column 15) and less like description inquiry component (e.g., column 16) according to the DESCRIPTION INQUIRY COMPONENT 35 component in FIG. 1.2.2.0 and in FIG. 1.2.2.1 is the fifth and final inquiry component of the COMBINED INQUIRY 30 component in FIG. 1.2.0.0 and FIG. 1.2.2.0 which is defined for each state of mind and for every fundamental category wherein either the more-like user's description according to the FIND MORE-LIKE DESCRIPTION INQUIRY 37 sub-component or the less-like users description according to the FIND LESS-LIKE DESCRIPTION INQUIRY COMPONENT 38 sub-component will be selected as the fifth and final inquiry component of the COMBINED INQUIRY 30 component. The more like description inquiry component (e.g., column 15) is identified by a formula entered in column 15 by the facilitator wherein the formula first concatenates the fundamental category (e.g., honor), the discussion number on the users presentation (see FIG. 3.0.0.0) (e.g., 11), and the fundamental category description choice in column 9 (e.g., B). The concatenation of these data elements replicates the tripletkey described in step 22 above. The concatenation of these data elements (e.g., honor11B) is used as a primary key to look up the More Like Description (e.g., attitudinal trait description) in the Table ADescription Construct Table and displays the more-like user description in the more like description inquiry component field in column 15 of the Table BDiscussion Generator. The formula that the facilitator enters for the more like description inquiry component in column 15 is as follows: VLOOKUP(CONCATENATE(A4,CUser Presentation!$F$13,|3),ADescription Construct Table!B: J,8,FALSE). The less like description inquiry component (e.g., column 16) is identified by a formula entered in column 15 by the facilitator wherein the formula first concatenates the fundamental category (e.g., honor), the discussion number on the users presentation (see FIG. 3.0.0.0) (e.g., 11), and the fundamental category description choice in column 9 (e.g., B). The concatenation of these data elements replicates the tripletkey described in step 22 above. The concatenation of these data elements (e.g., honor11B) is used as a primary key to look up the Less Like Description (e.g., attitudinal trait description) in the Table ADescription Construct Table and displays the less-like user description in the less like description inquiry component field in column 16 of the Table BDiscussion Generator. The formula that the facilitator enters for the less like description inquiry component in column 16 is as follows: VLOOKUP(CONCATENATE(A3,CUser Presentation!$F$13,|3),ADescription Construct Table!B:J,9,FALSE). [0362] [24] In column 10 of Table BDiscussion Generator in the field called the combined inquiry according to the COMBINED INQUIRY 30 component in FIG. 1.2.0.0 and in FIG. 1.2.2.0 is the concatenation of all five inquiry components described in steps [15] (e.g., column11), [16] (e.g., column12), [17] (e.g., column13),[19] (e.g., column14), and [23] (e.g., either column15 or column 16) above. In column 10 for every state of mind and for each fundamental category, the facilitator enters a formula which concatenates the energy level inquiry component in column 11, the motivational coping technique inquiry component in column 12, the prefix inquiry component in column 13, the motivational attribute inquiry component in column 14, and either the more like description component in column 15 or the less like description component in column 16. The formula that the facilitator enters in column 10 is designed according to the LESS LKE DESCRIPTION INQUIRY COMPONENT 38 component and the MORE LIKE DESCRIPTION INQUIRY COMPONENT 39 component in FIG. 1.2.2.0. The formula is designed to choose the more like description component in column 15 when the charge field coordinate (as described in step [18] above and in subsection 4 of Section A) equals more and it is designed to choose the less like description component in column 16 when the charge field coordinate equals less. The formula that the facilitator enters is as follows: CONCATENATE(K4, ,L4, ,N4, ,O4, ,IF(H4=more,P4,Q4),?. The result as shown for state of mind G in the fundamental category honor isHow will you observe your strength of being able to handle ambiguous situations well? (see FIG. 3.0.0.0). [0363] [25] The first of three steps in the users discussion topic evaluation are presented in the Table CUser Presentation and in FIG. 3.0.0.0. According to the SELECT DISCUSSION TOPIC 42 component in FIG. 1.3.0.0 represents the first step in the users discussion topic evaluation. In the first step of the user discussion topic evaluation the user selects a discussion topic. The facilitator pre-defines a set of choices wherein the user selects a pull down menu on the user presentation. The choices from which the user may choose are: family, friends, finances, work, and home. For example, the user may choose work. Refer to subsection 1 of Section B in the Detailed Description of the Invention. [0364] [26] The second of three steps in the users discussion topic evaluation are presented in the Table CUser Presentation and in FIG. 3.0.0.0. According to the DESCRIPTION TOPIC EVALUATION STATEMENTS 43 component in FIG. 1.3.0.0 represents the second step in the users discussion topic evaluation. In the second step of the user discussion topic evaluation the user answers three discussion topic evaluation statements (e.g., a), b), and c)) regarding the discussion topic (e.g., work). The answers given by the user for these three statements build the triplet (e.g., 011) which represents the three energy field coordinates (relative bond x-axis, energy y-axis, and time z-axis) wherein the first discussion topic evaluation statement (e.g., a)) relates directly to the relative bond x-axis, the second discussion topic evaluation statement (e.g., b)) relates directly to the energy y-axis, and the third discussion topic evaluation statement (e.g., c)) relates directly to the time y-axis. For the first of the three discussion topic evaluation statements according to STATEMENT 1 RELATED TO X-AXIS (RELATIVE BOND) 44 component in FIG. 1.3.0.0 the facilitator enters a) I feel stable when it comes to my <discussion topic> (e.g., work). This statement is designed to obtain the first digit of the triplet which relates directly with the relative bond x-axis in the relationship anatomy model. This statement requires the user to answer one of two ways, either no or yes wherein no equals 0 according to the RESULT IS 0 45 component in FIG. 1.3.0.0 and yes equals 1 according to the RESULT IS 1 46 component in FIG. 1.3.0.0 (e.g., see in FIG. 3.0.0.0 that the user answers no; equals 0). For the second of the three discussion topic evaluation statements according to STATEMENT 2 RELATED TO Y-AXIS (ENERGY) 47 component in FIG. 1.3.0.0 the facilitator enters a) I feel enthusiastic when it comes to my <discussion topic> (e.g., work). This statement is designed to obtain the second digit of the triplet which relates directly with the energy x-axis in the relationship anatomy model. This statement requires the user to answer one of two ways, either no or yes wherein no equals 0 according to the RESULT IS 0 48 component in FIG. 1.3.0.0 and yes equals 1 according to the RESULT IS 1 49 component in FIG. 1.3.0.0 (e.g., see in FIG. 3.0.0.0 that the user answers yes; equals 1). For the third of the three discussion topic evaluation statements according to STATEMENT 3 RELATED TO Z-AXIS (TIME) 50 component in FIG. 1.3.0.0 the facilitator enters a) I feel confident when it comes to my <discussion topic> (e.g., work). This statement is designed to obtain the third digit of the triplet which relates directly with the time y-axis in the relationship anatomy model. This statement requires the user to answer one of three ways, either no or yes or used to be wherein no equals 0 according to the RESULT IS 0 51 component in FIG. 1.3.0.0 and yes equals 1 according to the RESULT IS 1 52 component in FIG. 1.3.0.0 and used to be equals 1 according to the RESULT IS 1 53 component in FIG. 1.3.0.0 (e.g., see in FIG. 3.0.0.0 where the user answers yes; equals 1). For a detailed description of how the discussion topic evaluation statements build the triplet (e.g., 011) and relate to the energy field coordinates in the Table BDiscussion Generator and in the relationship anatomy model in FIG. 2.0.0.0 through 2.4.0.0 refer to subsection 2a through 2c in Section B in the Detailed Description of the Invention. [0365] [27] According to the GENERATE DISCUSSION TOPIC INQUIRIES 54 component in FIG. 1.3.0.0 and FIG. 1.3.1.0 the system utilizes the answers given (e.g., the triplet; 011) by the user in step [26] above and for each fundamental category generates the most optimum inquiries for the user to use to investigate their discussion topic from the discussion topic evaluation. In FIG. 3.0.0.0, under step 3) Discussion Topic Inquiries, there are four inquiries displayed, one for each fundamental category. Inquiry a) relates to the fundamental category honor, inquiry b) relates to the fundamental category devotion, inquiry c) relates to the fundamental category confidence, and inquiry d) relates to the fundamental category patience wherein inquiry d) is dependent on inquiry c). For a detailed description of this dependency refer to subsection 3 in Section A in the Detailed Description of the Invention. For each fundamental category according to the FIND FIRST FUNDAMENTAL CATEGORY 55 component in FIG. 1.3.1.0 and the FIND NEXT FUNDAMENTAL CATEGORY 62 component in FIG. 1.3.1.0, each fundamental category has an associated inquiry wherein each inquiry presented according to the PRESENT DISCUSSION TOPIC INQUIRY 56 component is displayed in the Table CUser Presentation or for a specific example shown herein in FIG. 3.0.0.0. For every inquiry, the triplet (e.g., 011) concatenated from the user's answers of the discussion topic evaluation statements, for the purpose of showing how these inquiries are generated, are located in FIG. 3.0.0.0 to the right of the discussion number. For each fundamental category and according to the PRESENT DISCUSSION TOPIC INQUIRY 56 in FIG. 1.3.1.0, each of the discussion topic inquiries in step 3 of FIG. 3.0.0.0 (e.g., a) through d)) utilizes the triplet (e.g., 011) according to the CONCATENATE DISC TOPIC EVALUATION STATEMENT RESULTS 57 component in FIG. 1.3.1.0 and according to the STATEMENT 1 RESULT 58 component in FIG. 1.3.1.0 and according to the STATEMENT 2 RESULT 59 component in FIG. 1.3.1.0 and according to the according to the STATEMENT 3 RESULT 60 component in FIG. 1.3.1.0 to look up the inquiry in the Table BDiscussion Generator wherein the triplet (e.g., 011) finds the match for each fundamental category according to the LOOK UP COMBINED INQUIRY 61 component in FIG. 1.3.1.0 in the concatenate energy field coordinates field in the Table BDiscussion Generator and retrieves the inquiry in the inquiry component in the Table BDiscussion Generator and presents the inquiry in the Table CUser Presentation for the user to utilize in their investigation of the discussion topic. In order to do this, the facilitator enters a formula that correlates to each fundamental category in step 3) Discussion Topic Inquiries a) through d) in FIG. 3.0.0.0 as follows for the fundamental category honor in step a): a) & & VLOOKUP (CONCATENATE ($G$8,$G$9,$G$10),BDiscussion Generator$F$4:$Q$15,5,FALSE). For the fundamental category devotion in step b) the formula is as follows: b) & & VLOOKUP (CONCATENATE ($G$8,$G$9,$G$10),BDiscussion Generator!$F$16:$Q$27,5,FALSE). For the fundamental category confidence in step c) the formula is as follows: c) & & VLOOKUP (CONCATENATE ($G$8,$G$9,$G$10),BDiscussion Generator!$F$28:$Q$39,5,FALSE). For the fundamental category patience in step d) the formula is as follows: d) & & VLOOKUP (CONCATENATE ($G$8,$G$9,$G$10),BDiscussion Generator$F$40:$Q$51,5,FALSE). The Discussion Topic Statements presented in the Table CUser Presentation or in the example provided in FIG. 3.0.0.0 that are generated from the Table BDiscussion Generator and used by the user to investigate their discussion topic work are as follows: [0366] a) How will you respect your strength of being able to handle ambiguous situations well? [0367] b) How will you discover your interest in using imagination and intuitiveness? [0368] c) How will you accept your need for plenty of time to make complex decisions? [0369] d) *Hint: forgive your stress toward having indecision when pressured? [0370] *if c) above is not satisfied then d) is more likely to become active.

Descriptions Of Other Embodiments

[0371] Other user profile's which use a binary scale to measure a plurality of different behaviors, attitudes, preferences, etc. within one or more attributes may also be designed to interface with this invention. In addition, combining the results of two or more profiles may also interface with this invention.

[0372] In additional embodiments, processes could be designed to utilize the user's feedback (e.g., journal entries) or other relevant data to enhance or evolve and existing user profile wherein the user's experience may be captured and re-generated. Moreover, task management tools may be developed into this invention or an interface may be designed to work with other, well known, task management products.

[0373] Also, this design allows for an infinite number of variables (e.g., state of mind) to be defined for each quadrant cache, therefore, video clips may also be generated which provide user's a visual experience of a particular motivational coping technique associated with a particular quadrant cache. For example, if a user is asked to support (e.g., a motivational coping technique for the fundamental category confidence) another person's need (e.g., plenty of time for complex decisions) then a video could be generated that plays a presentation that shows someone supporting another person who has a need for plenty of time for complex decisions.

[0374] Last but not least, this product may also be designed to work over the internet and in conjunction with other user's utilizing this same interface, so that, people may interface together to strengthen their working or personal relationships.

[0375] The foregoing discussion of the invention has been presented for purposes of illustration and description. Further, the description is not intended to limit the invention to the form disclosed herein. Consequently, variation and modification commiserate with the above teachings, within the skill and knowledge of the relevant art, are within the scope of the present invention. The embodiment described hereinabove is further intended to explain the best mode presently known of practicing the invention and to enable others skilled in the art to utilize the invention as such, or in other embodiments, and with the various modifications required by their particular application or uses of the invention.

TABLE-US-00001 TABLE A Discussion Construct Table column1 column3 column5 Fundamental column2 column3 Motivational column4 Description Category TRIPLETKEY BirkmanBehavior Attribute Description Type Component honor honor1B Usually strength independent Acceptance honor honor2A Usually strength independent Activity honor honor3A Usually strength independent Advantage honor honor4B Usually strength independent Authority honor honor5B Usually strength independent Challenge honor honor6B Usually strength independent Change honor honor7B Usually strength independent Empathy honor honor8A Usually strength independent Esteem honor honor9B Usually strength independent Freedom honor honor10B Usually strength independent Structure honor honor11B Usually strength independent Thought devotion devotion1A Organize interest independent Acceptance devotion devotion2A Organize interest independent Activity devotion devotion3A Organize interest independent Advantage devotion devotion4B Organize interest independent Authority devotion devotion5A Organize interest independent Challenge devotion devotion6B Organize interest independent Change devotion devotion7A Organize interest independent Empathy devotion devotion8B Organize interest independent Esteem devotion devotion9B Organize interest independent Freedom devotion devotion10A Organize interest independent Structure devotion devotion11A Organize interest independent Thought confidence confidence1A Need need independentA Acceptance confidence confidence2B Need need independentA Activity confidence confidence3A Need need independentA Advantage confidence confidence4B Need need independentA Authority confidence confidence5B Need need independentA Challenge confidence confidence6A Need need independentA Change confidence confidence7A Need need independentA Empathy confidence confidence8A Need need independentA Esteem confidence confidence9A Need need independentA Freedom confidence confidence10A Need need independentA Structure confidence confidence11B Need need independentA Thought patience patience1A Avoid stress dependentA Acceptance patience patience2B Avoid stress dependentA Activity patience patience3A Avoid stress dependentA Advantage patience patience4B Avoid stress dependentA Authority patience patience5B Avoid stress dependentA Challenge patience patience6A Avoid stress dependentA Change patience patience7A Avoid stress dependentA Empathy patience patience8A Avoid stress dependentA Esteem patience patience9A Avoid stress dependentA Freedom patience patience10A Avoid stress dependentA Structure patience patience11B Avoid stress dependentA Thought column6 column7 Description A Description B able to work well alone friendly and easy to know like to reflect before acting takes direct (immediate) action to get things done oriented towards general benefit oriented toward individual advantage low-key in the exercise of authority directive and commanding self-confident, focused on success has high expectations of self and others concentrates attention well likes a variety of simultaneous tasks objective and detached sympathetic and warm direct and straightforward insightful and intuitive understands how most people think individualistic in outlook flexible and open to new approaches organized and sequential sees issues in terms of black or white able to handle ambiguous situations well comfort with one-on-one interaction positive relationships and mutual trust comfort in problem solving and crisis intervention ?comfort in managing workloads? ?rewarding others motivation? hard work - rewarding self motivation a commitment to major responsibilities ?a commitment to specializing in a process? work that allows stimulating involvement with others ?work independently? completing any details approaching issues holistically find comfort with non-traditional work socially traditional work and people interactions exercising strong managerial authority a minimum of directive involvement ?learning from trial and error? educational approaches to growth and development a lead in development processes in specialized areas a lead in organizational development using imagination and intuitiveness approaching problems factually and logically plenty of time alone or in small groups to feel part of the group personal control over scheduling a busy schedule an environment based on trust a way to measure personal performance a non-directive, democratic environment to know who is in charge a success-oriented environment personal challenges adequate notice of any change plenty of different calls on attention an unemotional environment an outlet for subjective issues others to be frank and forthright respect of key individuals a predictable environment opportunities for individuality only an outline to follow a definite plan in place reducing issues to their simplest form plenty of time to make complex decisions being impatient with group interaction over valuing group opinion putting things off failing to delegate when necessary becoming too idealistic focusing too much on personal payoff failing to address issues of control becoming domineering and controlling denying responsibility for errors expecting too much of self and others failing to accept necessary change getting distracted too easily discounting peoples feelings worrying unnecessarily being too blunt feeling unappreciated on occasions discomfort with unusual ideas being different for its own sake weakness in follow-through over-insistence on following procedures being impulsive having indecision when pressured column8 column9 More Like Description Less Like Description friendly and easy to know able to work well alone likes to reflect before acting takes direct (immediate) action to get things done oriented towards general benefit oriented toward individual advantage directive and commanding low-key in the exercise of authority has high expectations of self and others self-confident focused on success likes a variety of simultaneous tasks concentrates attention well sympathetic and warm objective and detached direct and straightforward insightful and intuitive individualistic in outlook understands how most people think organized and sequential flexible and open to new approaches able to handle ambiguous situations well sees issues in terms of black and white comfort with one-on-one interaction positive relationships and mutual trust comfort in problem solving and crisis intervention ?comfort in managing workloads? ?rewarding others motivation? hard work - rewarding self motivation ?a commitment to specializing in a process? a commitment to major responsibilities work that allows stimulating involvement with others ?work independently? approaching issues holistically completing any details find comfort with non-traditional work socially traditional work and people interactions a minimum of directive involvement exercising strong managerial authority educational approaches to growth and development ?learning from trial and error? a lead in development processes in specialized areas a lead in organizational development using imagination and intuitiveness approaching problems factually and logically plenty of time alone or in small groups to feel part of the group a busy schedule personal control over scheduling an environment based on trust a way to measure personal performance to know who is in charge a non-directive, democratic environment personal challenges a success-oriented environment adequate notice of any change plenty of different calls on attention an unemotional environment an outlet for subjective issues others to be frank ano forthright respect of key individuals a predictable environment opportunities for individuality only an outline to follow a definite plan in place plenty of time to make complex decisions reducing issues to their simplest form being impatient with group interaction over valuing group opinion failing to delegate when necessary putting things off becoming too idealistic focusing too much on personal payoff becoming domineering and controlling failing to address issues of control expecting too much of self and others denying responsibility for errors failing to accept necessary change getting distracted to easily discounting peoples feelings worrying unnecessarily being too blunt feeling unappreciated on occasions discomfort with unusual ideas being different for its own sake weakness in follow-through over-insistence on following procedures having indecision when pressured being impulsive column11 Description Choice column12 column10 Evaluation Discussion DOUBLEKEY Procedure Number honor1 B 1 honor2 A 2 honor3 A 3 honor4 B 4 honor5 B 5 honor6 B 6 honor7 B 7 honor8 A 8 honor9 B 9 honor10 B 10 honor11 B 11 devotion1 A 1 devotion2 A 2 devotion3 A 3 devotion4 B 4 devotion5 A 5 devotion6 B 6 devotion7 A 7 devotion8 B 8 devotion9 B 9 devotion10 A 10 devotion11 A 11 confidence1 A 1 confidence2 B 2 confidence3 A 3 confidence4 B 4 confidence5 B 5 confidence6 A 6 confidence7 A 7 confidence8 A 8 confidence9 A 9 confidence10 A 10 confidence11 B 11 patience1 A 1 patience2 B 2 patience3 A 3 patience4 B 4 patience5 B 5 patience6 A 6 patience7 A 7 patience8 A 8 patience9 A 9 patience10 A 10 patience11 B 11

TABLE-US-00002 TABLE B Discussion Generator column3 column4 column5 column2 energy field coordinates column6 column7 column1 state of Relative Bond Energy time concatenate energy wave function fundamental cat. mind (x-axis) (y-axis) (z-axis) field coordinates |> honor A 1 0 0 100 |100> honor B 0 0 0 000 |000> honor C 1 1 0 110 |110> honor D 0 1 0 010 |010> honor E 0 0 1 001 |001> honor F 1 0 1 101 |101> honor G 0 1 1 011 |011> honor H 1 1 1 111 |111> honor I 1 0 1 10-1 |101> honor J 0 0 1 00-1 |001> honor K 1 1 1 11-1 |111> honor L 0 1 1 01-1 |011> devotion A 1 0 0 100 |100> devotion B 0 0 0 000 |000> devotion C 1 1 0 110 |110> devotion D 0 1 0 010 |010> devotion E 0 0 1 001 |001> devotion F 1 0 1 101 |101> devotion G 0 1 1 011 |011> devotion H 1 1 1 111 |111> devotion I 1 0 1 10-1 |101> devotion J 0 0 1 00-1 |001> devotion K 1 1 1 11-1 |111> devotion L 0 1 1 01-1 |011> Confidence A 1 0 0 100 |100> Confidence B 0 0 0 000 |000> Confidence C 1 1 0 110 |110> Confidence D 0 1 0 010 |010> Confidence E 0 0 1 001 |001> Confidence F 1 0 1 101 |101> Confidence G 0 1 1 011 |011> Confidence H 1 1 1 111 |111> Confidence I 1 0 1 10-1 |101> Confidence J 0 0 1 00-1 |001> Confidence K 1 1 1 11-1 |111> Confidence L 0 1 1 01-1 |011> Patience A 1 0 0 100 |100> Patience B 0 0 0 000 |000> Patience C 1 1 0 110 |110> Patience D 0 1 0 010 |010> Patience E 0 0 1 001 |001> Patience F 1 0 1 101 |101> Patience G 0 1 1 011 |011> Patience H 1 1 1 111 |111> Patience I 1 0 1 10-1 |101> Patience J 0 0 1 00-1 |001> Patience K 1 1 1 11-1 |111> Patience L 0 1 1 01-1 |011> column8 column9 charge field coordinate (x-axis) fundemental category discription choice more B less B more B less B more B less B more B less B more B less B more B less B more A less A more A less A more A less A more A less A more A less A more A less A more B less B more B less B more B less B more B less B more B less B more B less B more B less B more B less B more B less B more B less B more B less B more B less B column10 combined inqury What do you observe in your strength of being able to handle ambiguous situations well? What do you appreciate in others strength of being sees issues in terms of black or white? How do you admire your strength of being able to handle ambiguous situations well? How do you respect others strength of being sees issues in terms of black or white? What will you appreciate in your strength of being able to handle ambiguous situations well? What will you observe in others strength of being sees issues in terms of black or white? How will you respect your strength of being able to handle ambiguous situations well? How will you admire others strength of being sees issues in terms of black or white? What did you observe in your strength of being able to handle ambiguous situations well? What did you appreciate in others strength of being sees issues in terms of black or white? How did you admire your strength of being able to handle ambiguous situations well? How did you respect others strength of being sees issues in terms of black or white? What do you acknowledge in your interest in using imagination and intuitiveness? What do you consider in others interest in approaching problems factually and logically? How do you fulfill your interest in using imagination and intuitiveness? How do you discover others interest in approaching problems factually and logically? What will you consider in your interest in using imagination and intuitiveness? What will you acknowledge in others interest in approaching problems factually and logically? How will you discover your interest in using imagination and intuitiveness? How will you fulfill others interest in approaching problems factually and logically? What did you acknowledge in your interest in using imagination and intuitiveness? What did you consider in others interest in approaching problems factually and logically? How did you fulfill your interest in using imagination and intuitiveness? How did you discover others interest in approaching problems factually and logically? What do you support in your need for plenty of time to make complex decisions? What do you allow in others need for reducing issues to their simplest form? How do you maintain your need for plenty of time to make complex decisions? How do you accept others need for reducing issues to their simplest form? What will you allow in your need for plenty of time to make complex decisions? What will you support in others need for reducing issues to their simplest form? How will you accept your need for plenty of time to make complex decisions? How will you maintain others need for reducing issues to their simplest form? What did you support in your need for plenty of time to make complex decisions? What did you allow in others need for reducing issues to their simplest form? How did you maintain your need for plenty of time to make complex decisions? How did you accept others need for reducing issues to their simplest form? *Hint: comprehend your stress toward having indecision when pressured? *Hint: excuse others stress toward being impulsive? *Hint: understand your stress toward having indecision when pressured? *Hint: forgive others stress toward being impulsive? *Hint: excuse your stress toward having indecision when pressured? *Hint: comprehend others stress toward being impulsive? *Hint: forgive your stress toward having indecision when pressured? *Hint: understand others stress toward being impulsive? *Hint: what did you comprehend in your stress toward having indecision when pressured? *Hint: what did you excuse in others stress toward being impulsive? *Hint: how did you understand your stress toward having indecision when pressured? *Hint: how did you forgive others stress toward being impulsive? column11 column12 column13 column14 energy level inquiry motivational coping technique prefix inquiry motivational attribute component inquiry component component inquiry component What do you observe in your strength of being What do you appreciate in others strength of being How do you admire your strength of being How do you respect others strength of being What will you appreciate in your strength of being What will you observe in others strength of being How will you respect your strength of being How will you admire others strength of being What did you observe in your strength of being What did you appreciate in others strength of being How did you admire your strength of being How did you respect others strength of being What do you acknowledge in your interest in What do you consider in others interest in How do you fulfill your interest in How do you discover others interest in What will you consider in your interest in What will you acknowledge in others interest in How will you discover your interest in How will you fulfill others interest in What did you acknowledge in your interest in What did you consider in others interest in How did you fufill your interest in How did you discover others interest in What do you support in your need for What do you allow in others need for How do you maintain your need for How do you accept others need for What will you allow in your need for What will you support in others need for How will you accept your need for How will you maintain others need for What did you support in your need for What did you allow in others need for How did you maintain your need for How did you accept others need for *Hint: comprehend your stress toward *Hint: excuse others stress toward *Hint: understand your stress toward *Hint: forgive others stress toward *Hint: excuse your stress toward *Hint: comprehend others stress toward *Hint: forgive your stress toward *Hint: understand others stress toward *Hint: what did you comprehend in your stress toward *Hint: what did you excuse in others stress toward *Hint: how did you understand your stress toward *Hint: how did you forgive others stress toward column15 column16 discription inquiry component more like description inquiry component less like description inquiry component able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white able to handle ambiguous situations well sees issues in terms of black or white using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically using imagination and intuitiveness approaching problems factually and logically plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form plenty of time to make complex decisions reducing issues to their simplest form having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive having indecision when pressured being impulsive