Collaboration Motivational Quotes

The primary urge that motivates and engenders writing...is the writer's desire to invent and tell a story, and to know himself. But the more I write, the more I feel the force of the other urge, which collaborates with and completes the first one: the desire to know the Other from within him. To feel what it means to be another person. To be able to touch, if only for a moment, the blaze that burns within another human being.

...maybe strength in the 21st century isn't about dominance....it's about the capacity to evoke....the ability to spark the enduring bonds of shared values, intrinsic motivation, and mutually committed perseverance. It is, in short, not the power merely to command, subordinate, demean, insult — and then crow about it with impunity. It's the power to inspire, animate, infuse, spark, evoke — and then connect, link, and collaborate, to be a force multiplier.

Logic and morality made it impossible to accept an illogical and immoral reality; they engendered a rejection of reality which as a rule led the cultivated man rapidly to despair. But the varieties of the man-animal are innumerable, and I saw and have described men of refined culture, especially if young, throw all this overboard, simplify and barbarize themselves, and survive. A simple man, accustomed not to ask questions of himself, was beyond the reach of the useless torment of asking himself why. The harsher the oppression, the more widespread among the oppressed is the willingness, with all its infinite nuances and motivations, to collaborate: terror, ideological seduction, servile imitation of the victor, myopic desire for any power whatsoever… Certainly, the greatest responsibility lies with the system, the very structure of the totalitarian state; the concurrent guilt on the part of individual big and small collaborators is always difficult to evaluate… they are the vectors and instruments of the system’s guilt… the room for choices (especially moral choices) was reduced to zero

Mentoring is motivated by love.

Game developers know better than anyone else how to inspire extreme effort and reward hard work. They know how to facilitate cooperation and collaboration at previously unimaginable scales. And they are continuously innovating new ways to motivate players to stick with harder challenges, for longer, and in much bigger groups. These crucial twenty-first-century skills can help all of us find new ways to make a deep and lasting impact on the world around us.

Womanism is feminism's vulgate. It asserts that women are the oppressed or the victims and never the collaborators in the 'bad' things that men do. It entails a double standard around sexuality where women's sexual self-expression is seen as necessary and even desirable, but men's is seen as dangerous or even disgusting. Womanism is by no means confined to a tiny, politically motivated bunch of man-hating feminists, but is a regular feature of mainstream culture.

You were born a giver, don't die a taker. You were born an earner, don't die a begger. You were born a sharer, don't die a hoader. You were born a lover, don't die a hater. You were born a builder, don't die a destroyer. You were born a creator, don't die an immitator. You were born a leader, don't die a follower. You were born a learner, don't die a teacher. You were born a doer, don't die a talker. You were born a dreamer, don't die a doubter. You were born a winner, don't die a loser. You were born an encourager, don't die a shamer. You were born a defender, don't die an aggressor. You were born a liberator, don't die an executioner. You were born a soldier, don't die a murderer. You were born an angel, don't die a monster. You were born a protecter, don't die an attacker. You were born an originator, don't die a repeater. You were born an achiever, don't die a quitter. You were born a victor, don't die a failure. You were born a conqueror, don't die a warrior. You were born a contender, don't die a joker. You were born a producer, don't die a user. You were born a motivator, don't die a discourager. You were born a master, don't die an amateur. You were born an intessessor, don't die an accusor. You were born an emancipator, don't die a backstabber. You were born a sympathizer, don't die a provoker. You were born a healer, don't die a killer. You were born a peacemaker, don't die an instigater. You were born a deliverer, don't die a collaborator. You were born a savior, don't die a plunderer. You were born a believer, don't die a sinner.

Replace cyber-bullying with cyber-believing. Let us build eachother up instead of bringing others down. BELIEVE & BUILD

When a leader nurtures an environment of trust, respect, and honesty—business soars, creativity and problem-solving are inspired, and collaboration enables people get more done in less time.

When you collaborate with individuals who push you to be your best, with no excuses, great things are bound to happen. You are only as extraordinary as the people around you and the desire within.

The masses often let themselves down and even those at the forefront who are hoisting the flag of the cause that is intended to alleviate their miseries. However, they do not do so out of wickedness or malice. Often times, they betray their interests out of incomprehension, docility and resignation to the status quo. In a subtle way, the masses often end up collaborating with those oppressing them.

No man is a caricature, no individual can alone bear responibilty for a nation's collapse. The disaster Zaire became, the dull acquiescence of its people, had its roots in a history of extraordinary outside interference, as basic in motivation as it was elevated in rhetoric. The momentum behind Zaire's free-fall was generated not by one man but thousands of compliant collaborators, at home and abroad.

Not long ago, having expressed some disagreements in print with an old comrade of long standing, I was sent a response that he had published in an obscure newspaper. This riposte referred to my opinions as ‘racist.’ I would obviously scorn to deny such an allegation on my own behalf. I would, rather, prefer to repudiate it on behalf of my former friend. He had known me for many years and cooperated with me on numerous projects, and I am quite confident that he would never have as a collaborator anyone he suspected of racial prejudice. But it does remind me, and not for the first time, that quarrels on the left have a tendency to become miniature treason trials, replete with all kinds of denunciation. There's a general tendency—not by any means confined to radicals but in some way specially associated with them—to believe that once the lowest motive for a dissenting position has been found, it must in some way be the real one.

Givers are worth more than takers. Earners are worth more than beggars. Sharers are worth more than hoarders. Lovers are worth more than haters. Builders are worth more than destroyers. Creators are worth more than imitators. Leaders are worth more than followers. Learners are worth more than teachers. Doers are worth more than talkers. Dreamers are worth more than doubters. Winners are worth more than losers. Encouragers are worth more than detractors. Defenders are worth more than aggressors. Liberators are worth more than jailers. Soldiers are worth more than murderers. Angels are worth more than monsters. Protectors are worth more than attackers. Originators are worth more than copiers. Achievers are worth more than quitters. Victors are worth more than failures. Conquerors are worth more than warriors. Contenders are worth more than spectators. Producers are worth more than users. Motivators are worth more than discouragers. Masters are worth more than amateurs. Intercessors are worth more than accusers. Emancipators are worth more than backstabbers. Sympathizers are worth more than provokers. Healers are worth more than killers. Peacemakers are worth more than instigators. Deliverers are worth more than collaborators. Saviors are worth more than invaders. Believers are worth more than sinners.

Assimilation of the feminine side is indeed a decisive problem in a man's individuation, but it remains his "private affair" since our patriarchal culture not only does not demand individuation but tends actually to reject it in the male. Assimilation of the archetypally masculine animus side of woman's nature, however, is a different matter. In modern times patriarchal culture, which no longer oppresses her and hinders her cultural participation, motivates woman to develop the opposite side of her psyche from childhood onwards. This means that women are forced into a certain degree of Self-estrangement for the sake of conscious development. Initially more is demanded of them than of men. From woman both femininity and masculinity are required, while from him only masculinity. We are speaking here of one of the complications but also one of the opportunities inherent in woman's situation for our culture that has led to there being such a high percentage of women involved in the development of modern psychology, actively through their collaboration and passively through their conflicts.

You are an integral part of this precious opportunity to take part in the collaboration of a world. Despite the cacophonous cast of characters inside and out, your one true voice continuously rallies you towards self-actualization. The universe or ‘one song’ awaits your note in the collective chorus.

If pain sometimes shatters the creature's false self sufficiency, yet in supreme Trial or Sacrifice' it teaches him the self-sufficiency which really ought to be his - the 'strength which, if Heaven gave it may be called his own': for then, in the absence of all merely natural motives and supports he acts in that strength, and that alone, which God confers upon him through his subjected will. Human will becomes truly creative and truly our own when it is wholly God's, and this is one of the many senses in which he that loses his soul shall find it. In all other acts our will is fed through nature, that is, through created things other than the self - through the desires which our physical organism and our heredity supply to us. When we act from ourselves alone, that is, from God in ourselves - we are collaborators in, or live instruments of creation: and that is why such an act undoes with 'backward mutters of deserving power' the uncreative spell which Adam laid upon his species.

As social creatures, we have a great need for belonging. The desire to foster alliances and act in a compassionate and collaborative way with other people and the world is a powerful motivator in neuroscientific terms because it activates the brain’s empathy pathways. Attachment emotions such as love and trust trigger the release of the neurochemicals oxytocin and dopamine, which contribute to feelings of bonding and pleasure as part of the brain’s reward system. Countless studies show that having a strong sense of meaning and purpose correlates with life satisfaction.4

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

Catapulting change requires meticulous leadership that is mindful of all those elements that are seemingly trivial to most but produce positive outcomes that hit us as hard as tsunamis. It’s the sort of leadership that empowers and engages people to move deep with themselves, and yet it mobilizes them with others in a manner that is coordinated, collaborative, and cohesive. These are fostered because leaders have the innate ability to make you feel that you are working “with” them not “for” them in such a way that motivates you to spring off the mattress each morning to make meaningful contributions because you feel valued, respected, empowered, and connected to an overarching goal.

It truly is a team sport, and we have the best team in town. But it’s my relationship with Ilana that I cherish most. We have such a strong partnership and have learned how we work most efficiently: I need coffee, she needs tea. When we’re stressed, I pace around and use a weird neck massager I bought online that everyone makes fun of me for, and she knits. When we’re writing together she types, because she’s faster and better at grammar. We actually FaceTime when we’re not in the same city and are constantly texting each other ideas for jokes or observations to potentially use (I recently texted her from Asheville: girl with flip-flops tucked into one strap of tank top). Looking back now at over ten years of doing comedy and running a business with her I can see how our collaboration has expanded and contracted. But it’s the problem-solving aspect of this industry, the producing, the strategy, the realizing that we could put our heads together and figure out the best solution, that has made our relationship and friendship what it is. Because that spills into everything. We both have individual careers now, but those other projects have only been motivating and inspiring to each other and the show. We bring back what we’ve learned on the other sets, in the other negotiations, in the other writers’ rooms or press situations. I’m very lucky to have jumped into this with Ilana Rose Glazer, the ballsy, curly-haired, openhearted, nineteen-year-old girl that cracked me up that night at the corner of the bar at McManus. So many wonderful things have happened since we began working together, but there are a lot of confusing, life-altering things in there too, and it’s such a relief to have someone who completely understands the good and the bad.

The key point here is Macaulay’s belief that “knowledge and reflection” on the part of the Hindus, especially the Brahmanas, would cause them to give up their age-old belief in anything Vedic in favor of Christianity. The purpose was to turn the strength of Hindu intellectuals against their own kind by utilizing their commitment to scholarship in uprooting their own tradition, which Macaulay viewed as nothing more than superstitions. His plan was to educate the Hindus to become Christians and turn them into collaborators. He persisted with this idea for fifteen years until he found the money and the right man for turning his utopian idea into reality. He needed someone who would translate and interpret the Vedic texts in such a way that the newly educated Indian elite would see the superiority of the Bible and choose that over everything else. Upon his return to England, after a good deal of effort he found a talented but impoverished young German Vedic scholar by name Friedrich Max Muller who was willing to take on the arduous job. Macaulay used his influence with the East India Company to find funds for Max Muller’s translation of the Rig Veda. Though an ardent German nationalist, Max Muller agreed for the sake of Christianity to work for the East India Company, which in reality meant the British Government of India. He also badly needed a major sponsor for his ambitious plans, which he felt he had at last found. The fact is that Max Muller was paid by the East India Company to further its colonial aims, and worked in cooperation with others who were motivated by the superiority of the German race through the white Aryan race theory. This was the genesis of his great enterprise, translating the Rig Veda with Sayana's commentary and the editing of the fifty-volume Sacred Books of the East. In this way, there can be no doubt regarding Max Muller’s initial aim and commitment to converting Indians to Christianity. Writing to his wife in 1866 he observed: “It [the Rig Veda] is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has sprung from it during the last three thousand years.” Two years later he also wrote the Duke of Argyle, then acting Secretary of State for India: “The ancient religion of India is doomed. And if Christianity does not take its place, whose fault will it be?” This makes it very clear that Max Muller was an agent of the British government paid to advance its colonial interests. Nonetheless, he still remained an ardent German nationalist even while working in England. This helps explain why he used his position as a recognized Vedic and Sanskrit scholar to promote the idea of the “Aryan race” and the “Aryan nation,” a theory amongst a certain class of so-called scholars, which has maintained its influence even until today.

Brunelleschi’s successor as a theorist of linear perspective was another of the towering Renaissance polymaths, Leon Battista Alberti (1404 –1472), who refined many of Brunelleschi’s experiments and extended his discoveries about perspective. An artist, architect, engineer, and writer, Alberti was like Leonardo in many ways: both were illegitimate sons of prosperous fathers, athletic and good-looking, never-married, and fascinated by everything from math to art. One difference is that Alberti’s illegitimacy did not prevent him from being given a classical education. His father helped him get a dispensation from the Church laws barring illegitimate children from taking holy orders or holding ecclesiastical offices, and he studied law at Bologna, was ordained as a priest, and became a writer for the pope. During his early thirties, Alberti wrote his masterpiece analyzing painting and perspective, On Painting, the Italian edition of which was dedicated to Brunelleschi. Alberti had an engineer’s instinct for collaboration and, like Leonardo, was “a lover of friendship” and “open-hearted,” according to the scholar Anthony Grafton. He also honed the skills of courtiership. Interested in every art and technology, he would grill people from all walks of life, from cobblers to university scholars, to learn their secrets. In other words, he was much like Leonardo, except in one respect: Leonardo was not strongly motivated by the goal of furthering human knowledge by openly disseminating and publishing his findings; Alberti, on the other hand, was dedicated to sharing his work, gathering a community of intellectual colleagues who could build on each other’s discoveries, and promoting open discussion and publication as a way to advance the accumulation of learning. A maestro of collaborative practices, he believed, according to Grafton, in “discourse in the public sphere.” When Leonardo was a teenager in Florence, Alberti was in his sixties and spending much of his time in Rome, so it is unlikely they spent time together. Alberti was a major influence nonetheless.

The first of four basic processes in MI is to engage the client in a collaborative working relationship.

One of the worst disconnects of a business software development effort is seen in the gap between domain experts and software developers. Generally speaking, true domain experts are focused on delivering business value. On the other hand, software developers are typically drawn to technology and technical solutions to business problems. It’s not that software developers have wrong motivations; it’s just what tends to grab their attention. Even when software developers engage with domain experts, the collaboration is largely at a surface level, and the software that gets developed often results in a translation/mapping between how the business thinks and operates and how the software developer interprets that. The resulting software generally does not reflect a recognizable realization of the mental model of the domain experts, or perhaps it does so only partially. Over time this disconnect becomes costly. The translation of domain knowledge into software is lost as developers transition to other projects or leave the company. A different, yet related problem is when one or more domain experts do not agree with each other. This tends to happen because each expert has more or less experience in the specific domain being modeled, or they are simply experts in related but different areas. It’s also common for multiple “domain experts” to have no expertise in a given domain, where they are more of a business analyst, yet they are expected to bring insightful direction to discussions. When this situation goes unchecked, it results in blurred rather than crisp mental models, which lead to conflicting software models. Worse still is when the technical approach to software development actually wrongly changes the way the business functions. While a different scenario, it is well known that enterprise resource planning (ERP) software will often change the overall business operations of an organization to fit the way the ERP functions. The total cost of owning the ERP cannot be fully calculated in terms of license and maintenance fees. The reorganization and disruption to the business can be far more costly than either of those two tangible factors. A similar dynamic is at play as your software development teams interpret what the business needs into what the newly developed software actually does. This can be both costly and disruptive to the business, its customers, and its partners. Furthermore, this technical interpretation is both unnecessary and avoidable with the use of proven software development techniques. The solution is a key investment.

Welcome" is a word to use often! Leaders who maintain an open-door policy inspire trust, teamwork, and healthier communication. They are more likely to earn respect, gain buy-in, and foster collaboration.

Yochai Benkler says that while an inordinate amount of attention is being placed on free software, it is in fact only one example of a much broader social-economic phenomenon. I suggest that we are seeing the broad and deep emergence of a new, third mode of production in the digitally networked environment. I call this mode “Commons-based peer-production,” to distinguish it from the property- and contract-based modes of firms and markets. Its central characteristic is that groups of individuals successfully collaborate on large-scale projects following a diverse cluster of motivational drives and social signals, rather than either market prices or managerial commands.43

But for jobs where learning or collaboration is required for success, fear is not an effective motivator.

Nevertheless, these relationships are core to your job. They determine whether you can fulfill your three responsibilities as a manager: 1) to create a culture of guidance (praise and criticism) that will keep everyone moving in the right direction; 2) to understand what motivates each person on your team well enough to avoid burnout or boredom and keep the team cohesive; and 3) to drive results collaboratively.

In an Agile context, tools are meant to strengthen motivation, communication, and collaboration in a team.

A strong product culture means that the team understands the importance of continuous and rapid testing and learning. They understand that they need to make mistakes in order to learn, but they need to make them quickly and mitigate the risks. They understand the need for continuous innovation. They know that great products are the result of true collaboration. They respect and value their designers and engineers. They understand the power of a motivated product team. A strong VP product will understand the importance of a strong product culture, be able to give real examples of her own experiences with product culture, and have concrete plans for instilling this culture in your company.

But for jobs where learning or collaboration is required for success, fear is not an effective motivator. Brain science has amply demonstrated that fear inhibits learning and cooperation.

There are basically three alien networks at work on earth: The Anti-Grey Nordic [Federation] factions, the Anti-Nordic Grey [Empire] factions and the Nordic-Grey collaborators, which would also include those Terran intelligence agencies and occult lodges who are involved in the collaboration for whatever motive.

enthusiasm for their subject to motivate them, to bring their subject alive and make learning an exciting, vivid and enjoyable experience.    It is teachers’ passion for their subject that provides the basis for effective teaching and learning. These teachers use their subject expertise to engage students in meaningful learning experiences that embrace content, process and social climate. They create for and with their children opportunities to explore and build important areas of knowledge, and develop powerful tools for learning, within a supportive, collaborative and challenging classroom environment. (DfES, 2003a: paras 1–

Is there an evolutionary consequence to this distinctive quality of story? Researchers have imagined so. We prevailed, in large part, because we are an intensely social species. We are able to live and work in groups. Not in perfect harmony, but with sufficient cooperation to thoroughly upend the calculus of survival. It is not just safety in numbers. It is innovate, participate, delegate, and collaborate in numbers. And essential to such successful group living are the very insights into the variety of human experience we’ve absorbed through story. As psychologist Jerome Bruner noted, “We organize our experience and our memory of human happenings mainly in the form of narrative,”37 leading him to doubt that “such collective life would be possible were it not for our human capacity to organize and communicate experience in narrative form.”38 Through narrative we explore the range of human behavior, from societal expectation to heinous transgression. We witness the breadth of human motivation, from lofty ambition to reprehensible brutality. We encounter the scope of human disposition from triumphant victory to heartrending loss. As literary scholar Brian Boyd has emphasized, narratives thus make “the social landscape more navigable, more expansive, more open with possibilities,” instilling in us a “craving for understanding our world not only in terms of our own direct experience, but through the experiences of others—and not only real others.”39 Whether told through myths, stories, fables, or even embellished accounts of daily events, narratives are the key to our social nature. With math we commune with other realities; with story we commune with other minds.

May your humanity and curiosity be the foundation for collaboration, reciprocity, ans co-elevation!

From the very first deals we did at EGI, I have spread the opportunity—both the risks and the rewards. We co-invest, side by side, and I often provide a “promote” to my people, allowing them to share in profits on a portion of my invested capital. That means I put my money behind theirs (say $150,000 of my money to $30,000 of their money), and if our investments or funds achieve their minimum target metrics, my people get returns based on the aggregate ($180,000). In effect, we’re all invested in each other’s success. It’s not only about motivation; it’s a mandate to collaborate. Deal opportunities and challenges are discussed, questioned, and probed by the team at large because everybody has a piece of everybody else’s deal.

People can campaign to break you, collaborate to alienate you, and even worse, create false testimonies to orchestrate your downfall. Still, when you are destined for greatness, you will be great, regardless. Never lose Faith!

Gurus don’t use anger, harsh words, or fear to inspire their students. They realize that fear is a good motivator in the short term but over the long term it erodes trust. Criticism is lazy communication. It’s not constructive, compassionate, or collaborative. Look for ways to communicate so that the other person can consume, digest, and apply your input effectively. Offer them a “love sandwich” where you deliver a piece of constructive criticism between two tasty slices of positive feedback.

memory problems, wouldn’t go away, no matter how much I rested. I developed panic attacks, severe depression, and even suicidal thoughts that lasted for months. At my lowest point, I decided to try to make a game to help myself heal. I used everything I knew about how games could increase motivation, optimism, attention, creativity, and collaboration to design some quests and challenges that might jump-start my brain back to a more hopeful and capable state.

Implementing problem-based learning through real-world projects and interdisciplinary collaborations empowers students to tackle complex challenges, think critically, and develop innovative solutions that address pressing issues in society and beyond.

Ehsan Sehgal Quotes about Media — — — * Words matter and mirror if your head is a dictionary of insight and your feelings are alive. * Sure, fake news catches and succeeds attention, but for a while; however, it embraces disregard and unreliability forever. * Media rule the incompetent minds and pointless believers. * A real journalist only states, neither collaborates nor participates. * The majority of journalists and anchors have the information only but not the sense of knowledge. * When the media encourages and highlights the wrong ones, anti-democratic figures, criminals in uniform, and dictators in a supreme authority and brilliant context, sure, such a state never survives the breakdown of prosperity and civil rights, as well as human rights. Thus, the media is accountable and responsible for this as one of the democratic pillars. *Media cannot be a football ground or a tool for anyone. It penetrates the elementary pillar of a state, it forms and represents the language of entire humanity within its perception of love, peace, respect, justice, harmony, and human rights, far from enmity and distinctions. Accordingly, it demonstrates its credibility and neutrality. * When the non-Western wrongly criticizes and abuses its culture, religion, and values, the Western media highlights that often, appreciating in all dimensions. However, if the same one even points out only such subjects, as a question about Western distinctive attitude and role, the West flies and falls at its lowest level, contradicting its principles of neutrality and freedom of press and speech, which pictures, not only double standards but also double dishonesty with itself and readers. Despite that, Western media bother not to realize and feel ignominy and moral and professional stigma. * Social Media has become the global dustbin of idiocy and acuity. It stinks now. Anyone is there to separate and recycle that. Freedom of speech doesn’t mean to constitute insulting, abusing, and harming deliberately in a distinctive and discriminative feature and context, whereas supporting such notions and attempts is a universal crime. * Social media is a place where you share your favourite poetry, quotes, songs, news, social activities, and reports. You can like something, you can comment, and you can use humour in a civilised way. It is social media, but it is not a place to love or be loved. Any lover does not exist here, and no one is serious in this regard. Just enjoy yourself and do not try to fool anyone. If you do that, it means you are making yourself a fool; it is a waste of time, and it is your defeat too. * I use social media only to devote and denote my thoughts voluntarily for the motivation of knowledge, not to earn money as greedy-minded. * One should not take seriously the Social-Media fools and idiots. * Today, on social media, how many are on duty? * Journalists voluntarily fight for human rights and freedom of speech, whereas they stay silent for their rights and journalistic freedom on the will and restrictions of the boss of the media. Indeed, it verifies that The nearer the church, the farther from god. * The abuse, insult, humiliation, and discrimination against whatever subject is not freedom of expression and writing; it is a violation and denial of global harmony and peace. * Press freedom is one significant pillar of true democracy pillars, but such democracy stays deaf, dumb, and blind, which restricts or represses the media. * Press and speech that deliberately trigger hatred and violation fall not under the freedom of press and speech since restrictions for morale and peace apply to everyone without exemption. * Real press freedom is just a dream, which nowhere in the world becomes a reality; however, journalists stay dreaming that.

Most of our criteria for ethics are quite pragmatic: Is anyone being harmed? Is there any way to avoid causing that harm? Is anyone feeling hurt? How can we support them? Are there any risks? Is everybody involved aware of those risks and doing what can be done to minimize them? On the positive side: How much fun is this? What is everybody learning from it? Is it helping someone grow? Is it helping make the world a better place? First and foremost, ethical sluts value consent. When we use this word—and we will, often, throughout this book—we mean an active collaboration for the benefit, well-being, and pleasure of all persons concerned. If someone is being coerced, bullied, blackmailed, manipulated, lied to, or ignored, what is happening is not consensual. And sex that is not consensual is not ethical—period. Ethical sluts are honest— with ourselves and others. We take time with ourselves to figure out our own emotions and motivations and to untangle them for greater clarity when necessary. Then, setting aside any bashfulness we may feel, we openly share that information with those who need it. Ethical sluts recognize the ramifications of our sexual choices.

hypothesis was influenced by cognitive theory, but more recent work has been motivated by sociocultural theory. Using the term collaborative dialogue, Swain and Lapkin and their colleagues have carried out a series of studies to determine how second language learners co-construct linguistic knowledge while engaging in production tasks (i.e. speaking and writing) that simultaneously draw their attention to form and meaning. As shown in Communication task B in Chapter 5, learners were testing hypotheses about the correct forms to use, discussing them together and deciding what forms were best to express their meaning.

Open-source software shows the potential of social norms. In the case of Linux and other collaborative projects, you can post a problem about a bug on one of the bulletin boards and see how fast someone, or often many people, will react to your request and fix the software-using their own leisure time. Could you pay for this level of service? Most likely. But if you had to hire people of the same caliber they would cost you an arm and a leg. Rather, people in these communities are happy to give their time to society at large (for which they get the same social benefits we all get from helping a friend paint a room). What can we learn from this that is applicable to the business world? There are social rewards that strongly motivate behavior-and one of the least used in corporate life is the encouragement of social rewards and reputation.

There are significant implications for the organization when people experience high-quality motivation. They achieve above-standard results; demonstrate enhanced creativity, collaboration, and productivity; are more likely to repeat their peak performance; and enjoy greater physical and mental health.

So, at a minimum, our educational systems must be retooled to maximize these needed skills and attributes: strong fundamentals in writing, reading, coding, and math; creativity, critical thinking, communication, and collaboration; grit, self-motivation, and lifelong learning habits; and entrepreneurship and improvisation—at every level. The

the TTAPS study and the wider debate it ignited helped drive home the absurdity of nuclear strategies dependent on massive deterrence. The United States and the USSR had created a situation where even a limited nuclear conflict would cause a climate disaster that could quite possibly, among other things, collapse global agriculture, dooming civilization as we know it. With these weapons, there was no destroying your enemy without also destroying yourself. It brought to mind Stanley Kubrick’s brilliant Cold War dark comedy, Dr. Strangelove, in which the Soviets create a “doomsday machine” that will detonate if a nuclear war starts, rendering the entire world uninhabitable. The TTAPS nuclear winter study revealed that we had, unwittingly, built such a machine. These results were widely discussed in the security communities of both superpowers, and are often cited as helping to motivate the partial disarmament that both sides undertook as the Cold War wound down. Anti-Greenhouse In all these studies, Pollack and his collaborators were discovering variations that can be induced, by changes in quantities of gases or suspended particles, in a planetary greenhouse.

Sharing your passion with others will not only enlighten them to your dedication and commitment, it can enable you to garner their participation, collaboration, cooperation, and endorsement.

When you are sitting behind a desk with a person on the other side, there is a barrier between you that becomes a psychological and subliminal message. Some of the best leaders I know have a round table or a circle of chairs in their offices so that when people come in to speak with them, the arrangement lends itself to more engaging interaction. Using a roundtable in which there is no head fosters collaboration, cooperation, mutual respect, and equal positioning.

Benefits of Being Nice • You set positive karma into motion. • What you give is what you get back in return. • You are more likable. • People will treat you better. • You will reduce personal stress. • You will make friends more easily. • You can improve someone else’s day. • You will have less drama in your life. • It takes less energy than being otherwise. • It makes you a more valuable team player. • You create a sense of emotional safety for others. • It can keep you physically and psychologically safe. • You set a positive example for others to play nicely. • You will build bridges of cooperation and collaboration. • You will improve personal and professional interactions • Lastly, being nice feels nice!

I was once hired by an organization to deliver a workshop on networking. The goal was to provide their engineers with tools and strategies for expanding their circles of influence—to foster innovation, collaboration, and teambuilding. One of the engineers raised her hand in the middle of the program and bluntly said, “I’m happy with the people in my life and don’t care to add any more.” I respect and appreciate her position and have sometimes felt the same way. But, as long as we are alive, we will meet, greet, and interact with new people. Even if we are not inviting them into our personal lives, being socially brave will open new doors which may have remained closed otherwise.

Service Beyond Self is Essential for Success Because It . . . • Builds credibility, trust, and customer satisfaction. • Strengthens your personal reputation and public image. • Fosters goodwill and makes people feel appreciated. • Helps you build healthy relationships with others. • Nurtures collaboration, participation, and cooperation. • Reaffirms a continuity of service for quality assurance, integrity, and reliability. • Saves money—it costs less to keep existing customers than it does to create new ones. When you do it right the first time, you don’t have to fix it the next time. • Improves communication and builds rapport. • Fosters mutual respect and understanding • By providing other people with what they want, you will get more of what you want!

Extroverts typically . . . • Process information externally by verbalizing, collaborating, brainstorming, discussing, sharing their ideas, and communicating until they achieve desired results. • Are rejuvenated and re-charged by being around people, interacting with friends and family, and having dynamic conversations. • Enjoy the excitement and adventure of a new situation or setting. • Tend to be more colorful, unpredictable, daring, stylish, and cluttered in their clothing, home furnishings, offices, and surroundings. • Love meeting new people and making new friends. They enjoy variety and engaging on all levels. • Are very spontaneous, resilient, and adapt well to change.

Program Evaluation and Educational Research (PEER) Associates, they created the Place-based Education Evaluation Collaborative (PEEC). Findings about student achievement are still preliminary, but PEEC’s work regarding other impacts of place-based education on students and teachers reiterates much that has surfaced from earlier studies about the positive effect that situating learning in authentic contexts can have on student motivation and involvement.

The idea infusing this book: training for a marathon while remaining connected to our whole self. Mind, Body and Spirit – what animates our lives, uplifts us and stirs our energy – are not fixed, mutually exclusive states. They are organic trajectories expressed as an integrated spiral, their balance a process in which we are not conductor but collaborator.

Uber, a car service start-up founded by Travis Kalanick and Garrett Camp, has been giving out free rides during Austin’s SXSW conference for several years. During a single week, thousands of potential Uber customers—tech-obsessed, high-income young adults who cannot find a cab—are motivated to try out this service. One year Uber offered free rides. Another year, it offered BBQ delivery. Instead of spending millions on advertising or countless resources trying to reach these potential users in their respective cities, Uber just waited for the one week a year when they were all in one place and did something special. And Uber did this because a few years earlier they’d watched Twitter take SXSW by storm with a similar collaboration with the conference. This is thinking like a growth hacker—it’s how you get the most bang for your buck and how you get it from the right people.

Motivational interviewing is a collaborative conversation style for strengthening a person’s own motivation and commitment to change.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

From a leadership lean, are you the BOSS that creates fear and rules with an “iron fist” or are you a LEADER who listens and connects with your team members to create a culture where collaboration and creativity can thrive?

Put yourself in the company of people with the same determination as you do. Be willing to collaborate with fellow dreamers of this world. Cultivate solid and productive relationships that empower you to accomplish your goals.

Facilitating global collaboration initiatives exposes students to diverse perspectives and cultures, fostering empathy, cross-cultural understanding, and collaborative problem-solving skills essential for success in a globalized world.

While implementing constructivist approaches demands tailored learning experiences and skilled facilitation, its resource-intensive nature may pose challenges for educators striving to create dynamic, student-centered classrooms.

In math problem-solving, the constructivist approach shifts from rote memorization to active exploration, where students engage in collaborative sense-making, developing problem-solving skills and mathematical reasoning.

Through artistic expression, the constructivist theory empowers students to explore creativity freely, encouraging experimentation and self-expression as they construct their unique artistic visions.

Engaging students in collaborative learning opportunities not only promotes a sense of relatedness but also helps students feel valued and connected, enhancing their motivation and commitment to learning.

Purpose encourages people to collaborate, communicate, cooperate, and contribute in incredible ways.

Purpose encourages people to collaborate, communicate, cooperate, and contribute in incredible ways.

Constructivist learning experiences may vary in effectiveness, as some learners may require more guidance and support than others, potentially leading to disparities in learning outcomes.

Be open to new ideas, and be willing to collaborate with those who encourage you to achieve your goals. They will inspire you to keep going until you make it to the top.

Put yourself in the company of people with the same determination as you do. Be willing to collaborate with fellow dreamers of this world. Cultivate solid, and productive relationships that empower you to accomplish your goals.

In literature analysis, the constructivist approach transforms passive reading into active exploration, where students collaboratively construct meaning, fostering deeper comprehension and personal connection with the text.

Your dedication to work collaboratively transforms colleagues into family, weaving unity through shared goals, personal life journeys, and unwavering commitment.

Different kinds of people getting along can achieve wonderful things together.

This obstacle which should be relentlessly combatted as a sign of narrow-minded party fanaticism and backward political culture, is reinforced for a journal like ours through the fact that in social sciences the stimulus to the posing of scientific problems is in actuality always given by practical "questions" Hence the very recognition of the existence of a scientific problem coincides personally, with the possession of specially oriented motives and values A Joumal which has come into existence under the Influence of a general interest in a concrete problem, will always include among its contributors persons who are personally Interested In these problems because certain concrete situations seem to be incompatible with, or seem to threaten. the realization of certain ideal values In which they belIeve. A bond of similar ideals will hold this circle of contrIbutors together and it will be the basis of a further recruitment. This in turn will tend to give the Journal, at least in its treatment of questions of practical social policy, a certain "character" which of course inevitably accompanies every collaboration of vigorously sensitive persons whose evaluative standpoint regarding the problems cannot be entirely expressed even In purely theoretical analysis; in the criticIsm of practIcal recommendations and measures it quite legitimately finds expression under the particular conditions above discussed.

This obstacle which should be relentlessly combatted as a sign of narrow-minded party fanaticism and backward political culture, is reinforced for a journal like ours through the fact that in social sciences the stimulus to the posing of scientific problems is in actuality always given by practical "questions" Hence the very recognition of the existence of a scientific problem coincides personally, with the possession of specially oriented motives and values A Joumal which has come into existence under the Influence of a general interest in a concrete problem, will always include among its contributors persons who are personally Interested In these problems because certain concrete situations seem to be incompatible with, or seem to threaten. the realization of certain ideal values In which they belIeve. A bond of similar ideals will hold this circle of contrIbutors together and it will be the basis of a further recruitment. This in turn will tend to give the Journal, at least in its treatment of questions of practical social policy, a certain "character" which of course inevitably accompanies every collaboration of vigorously sensitive persons whose evaluative standpoint regarding the problems cannot be entirely expressed even In purely theoretical analysis; in the criticIsm of practIcal recommendations and measures it quite legitimately finds expression under the particular conditions above discussed.

Events, as they lay themselves out in front of us, do not simply inform us of why they occur, and we do not remember the past in order to objectively record bounded, well-defined events and situations. The latter act is impossible, in any case. The information in our experience is latent, like gold in ore—the case we made in Rule II. It must be extracted and refined with great effort, and often in collaboration with other people, before it can be employed to improve the present and the future. We use our past effectively when it helps us repeat desirable—and avoid repeating undesirable—experiences. We want to know what happened but, more importantly, we want to know why. Why is wisdom. Why enables us to avoid making the same mistake again and again, and if we are fortunate helps us repeat our successes. Extracting useful information from experience is difficult. It requires the purest of motivations (“things should be made better, not worse”) to perform it properly. It requires the willingness to confront error, forthrightly, and to determine at what point and why departure from the proper path occurred. It requires the willingness to change, which is almost always indistinguishable from the decision to leave something (or someone, or some idea) behind. Therefore, the simplest response imaginable is to look away and refuse to think, while simultaneously erecting unsurmountable impediments to genuine communication.

Three of the leading opponents of behavioral genetics collaborated on a book that set out to deconstruct the new science and reverse the biological tide. The book was Not in Our Genes, and the authors were three of the most vigilant critics of the genetic view: Richard Lewontin, a population geneticist at Harvard; the indefatigable Leon Kamin, who was then at Princeton’s psychology department; and Steven Rose, a neurobiologist at England’s Open University. Although the book had slight impact, it is worth examining as a compendium of the arguments and methods of the opponents of behavioral genetics, arguments that these critics, and their shrinking band of allies, continue to make despite repeated refutations. Throughout the text the authors, with admirable candor, proclaim their Marxist perspective and their “commitment to … a more socially just—a socialist—society.” Few pages go by without references to “dialectics,” “bourgeois society,” and “capitalist values.” The authors’ apparently feel their clean breast about their politics permitted wholesale assumptions about those of their opponents. We are leftists is their implicit claim; but you on the other side of the scientific fence are reactionaries. Liberals, they appeared to be saying, can have only one scientific view, theirs; any other must be right-wing and antiliberal. “Biological determinist ideas,” they say, “are part of the attempt to preserve the inequalities of our society and to shape human nature in its own image.” It must surely have come as unpleasant news to Sandra Scarr, Jerome Kagan, and other liberal psychologists to learn that they were striving to preserve society’s inequalities. In addition, the authors’ nasty assumptions of their opponents’ motives must have been an eye-opener to the hundreds of microbiologists, lab technicians, DNA scanners, rat-runners, statistical analysts, and all the others engaged in behavioral genetics research who learned from the book that they were going to work each day “to preserve the interests of the dominant class, gender, and race.” But the falsity of the authors’ premise goes well beyond slandering a few individuals. Throughout the text, the writers deny the possibility that scientists could exist who place their curiosity about the world ahead of their political agendas. Lewontin, Kamin, and Rose deny as well the possibility of any man or woman, including themselves, separating science from politics. (“Science is not and cannot be above ‘mere’ politics.”) They leave no room for the scientist who is so intrigued by new information, in this case gene-behavior discoveries, that he or she is oblivious to alleged political consequences. For the authors, all scientists who seek out biological influences on behavior, from Darwin to Robert Plomin, are willing servants of the status quo, if not promoters of a return to feudalism.

Leading from the front is cliché. I lead from the back to push you forward or be there to catch you. I lead from the side because Im your ally and here to serve you. Leaders are accessible at all times.

Strive to be the leader who brings a collaborative, transparent, problem-solving approach.

The very best employee owners are not followers. They are believers. They are collaborators not caring who gets the credit. They are financially responsible yet motivated. They have high expectations for their boss, for their firm, and for themselves. They think in the long run. They hustle and are customer-focused. They are a diverse representation of the American melting pot. They are proud of where they work. They are ready for accelerated leadership in a world of exponentially faster growth.

MI is done “for” and “with” a person. It is an active collaboration between experts. People are the undisputed experts on themselves. No one has been with them longer, or knows them better than they do themselves.

Viewing things from a lower starting point provides a clearer perspective while simultaneously expediting the journey towards goals. This principle extends beyond the individual, encompassing society as a whole. Through collaborative overcoming of challenges, we can achieve significant social impact, bringing about positive changes that benefit everyone. This mindset encourages us not to perceive obstacles as insurmountable barriers but as steps towards realizing a greater vision for a better society.

Think creatively and unconventionally. Think critically and analytically. Think collaboratively and compassionately. Think positively and optimistically. The world awaits your ideas instantly.

Creating a positive and inclusive learning environment is a priority in rapid learning classes. Teachers strive to make learners feel supported, respected, and motivated. The emphasis is on fostering active engagement, keeping encouraging students motivated, and promoting collaborative learning experiences.

The ideal team purpose process should… The ideal team purpose should… ​–​energize ​–​inspire ​–​include robust dialogue ​–​demonstrate patience ​–​be emotionally demanding ​–​help reveal discrepancies and conflicts in team members’ roles (Wageman et al, 2008) ​–​be clear/give clarity ​–​be challenging ​–​be consequential (Wageman et al, 2008; Hackman, 2011) ​–​take time ​–​take effort ​–​be a joint creation (Katzenbach and Smith, 1993, 1993b) ​–​provide meaning beyond making money ​–​be aspirational as opposed to preventative and reactive ​–​energize others ​–​encourage collective responsibility ​–​(Edmondson, 2012) ​–​unearth the motivation and energy of individual members ​–​surface differences of opinion ​–​renew a sense of passion and commitment (Leary-Joyce and Lines, 2018) ​–​have an element related to winning, being first, revolutionizing or being cutting edge ​–​belong to each individual in the team ​–​belong collectively to the team (Katzenbach and Smith, 1993b) ​–​involve dialogue with wider system sponsors (Hawkins, 2017) ​–​orientate a team towards its objective, helping them choose strategies to support their work (Hackman, 2011)

Collaborative leadership is one of the most difficult, yet most rewarding, forms of leadership. Teams and other leaders are motivated because they are involved and invested in the collective outcome, and there is little to no concern of “credit” or “control” because the whole team owns the result.

At the highest level of network effects, a platform encourages its users to go beyond self-interest and start taking ownership of the community. With both curation and collaboration, a platform encourages users to create additional value for each other by getting them to act selfishly. Curating or working collaboratively improves the platform for me. Self-interest is a powerful motivator, but here a platform’s users become active participants in governing and maintaining the network rather than doing so merely as a by-product of pursuing their own interests. Wikipedia’s lifeblood is its community of editors, who enable the platform to operate as a nonprofit while providing more than 36 million articles in 291 languages

During the war with Russia, the Jewish community of Poland was threatened with a particularly virulent strain of Polish anti-Semitism. A group of rabble-rousing nationalists claimed that the Jews had never fully assimilated into mainstream Polish society and therefore constituted a fifth column. They made the audacious accusation that the Jews had collaborated with Russia to help in its fight against Poland. Such sentiments reached Radziejow, where locals branded the Jews as traitors. These anti-Semites pointed out that in recent local history, the Jews had petitioned a foreign government, Germany, for their own benefit. Motivated by greed, and under the guise of patriotism, city officials of Radziejow arrested several prominent Jews. These Jews were falsely charged with treason for their alleged collaboration with the Russians during the war. It was irrelevant to the persecutors and prosecutor that the accused Jews were never even involved in politics. This was a age-old scheme used by anti-Semites to extort money from the Jewish community. In this case, the plan was to implement a newly established criminal statute to justify the arrest of Jews and charge them with the capital crime of treason. Government officials

India neither respects UN Security Council resolutions nor has the intention to build peace in the region. Indian Intelligence Agencies have always tried for conspiracy against Pakistan and caused economic damage with false propaganda and collaboration of international media, writers, scholars, and such ones, who became of them a chess propaganda army everywhere. The fools, traitors, and idiots having no brain became delicious chocolate for the Indian Intelligence. It is not an illusion or delusion, or table made, story; it is a real and significant truth ever since, as they tried to buy me as well; I am authentic evidence of it. Sold figures harp their voice, motives, and advocacy for them, with the crocodile tears, on the fears of deaths. While such ones never realize the killing of innocent children, elderly and mothers, in Kashmir. When selfishness and greediness dominate upon one, who became sold is unworthy, whether having academic or dynasty background. The peace lies in Indian ruling minds, the biggest democracy in the world if that, realize and accomplish the regulations of the Security Council; indeed, peace shall prevail.

Musicians collaborate with each other all the time. Why don't we do the same as writers?

Agile HR Manifesto We are uncovering better ways of developing an engaging workplace culture by doing it and helping others do it. Through this work, we have come to value: Collaborative networks over hierarchical structures Transparency over secrecy Adaptability over prescriptiveness Inspiration and engagement over management and retention Intrinsic motivation over extrinsic rewards Ambition over obligation That is, while there is value in the items on the right section of the sentence, we value the items on the left more.

When you create enriched environments of positive stress and high demand, your motivation to succeed is sky-high without any conscious effort on your part. You are not in conflict with your environment but being pulled forward by it. The specific strategies detailed in this chapter for outsourcing your motivation to enriched environments included: Installing several layers of external pressure and accountability; Making your goals public; Setting high expectations for customers and fans; Investing up front on your projects and scheduling them in advance; Surrounding yourself with people who have higher personal standards than you have; Competing with people who have a much higher skill level than you do by viewing competition as a form of collaboration; Making a commitment and then practicing or performing these in public settings. The external pressure of performing for others only heightens your internal pressure to succeed; Getting enough clarity to move forward a few steps toward your goal; Hiring a mentor who is world-class at what you want to do; and Joining a mastermind group filled with role models and people who will help you elevate your life.

When you work with other producers or artists and you are about to do a collaboration or a feature. Don't judge them based on the work they have done. Judge them on the song or feature they want you on. If it is for you and you can work on it. Lots of artists lost big hits , because they judged other artists and producers based on the work they did before, not the work they are being called to do.

CHECK YOURSELF: TWELVE CORE MANAGEMENT COMPETENCIES Maintaining and raising quality_________________ Developing and improving systems______________ Coaching employee performance_________________ Communicating across the organization____________________________________________ Collaborating across the organization_________________________________________________ Resolving conflicts______________________ Building employee motivation_________________ Leading with emotional intelligence_________________ Building teams and team performance____________________________________________________ Managing change_____________________________ Managing your time and priorities________________ Working with ethics and integrity_________________

Let’s think more about the goal of building internal drive in our students, which is part of our fourth goal. You may know that there has been a recent backlash against the practice of rewarding children for every good turn, and for the now-pervasive practice of giving every child a participation trophy. Motivation researchers have long found that offering rewards for a job well done (or just a job done at all) often has the ironic effect of decreasing students’ internal motivation to perform that job (Deci, Koestner & Ryan, 2001). This is similar to what happens to professional athletes when they start making money to play, and they find that the passion and drive for the game that they felt in high school and college begin to melt away. When an individual gets rewarded for an action, that individual starts focusing more on the reward than on the natural pleasure that the action may bring them. Remove the reward, and they are actually less likely to perform the action than they would have been if they’d never been rewarded at all. In contrast, research (Ryan & Deci, 2000) has also found that there are three factors that foster sustained internal drive in us humans: competence (“I can do this”); autonomy (“I have control over what happens here”); and relatedness (“I am connected to people around me”). Plan A is not a particularly good recipe for fostering these factors, especially when Plan A comes in the form of sticker charts, points, and other systems of rewards and consequences that attempt to manipulate a student’s behavior through mechanisms of power and control—the opposite of building a sense of autonomy. Plan C doesn’t do a good job of this either, because while reducing expectations has advantages such as helping avoid challenging behavior, it does not leave the student with a sense of accomplishment and thus competence. We think you will come to find that Plan B provides a great recipe to foster internal drive, by helping students learn the skills (competence) to solve problems independently (autonomy) through an empathic interpersonal process (relatedness).

The pieces of the classroom management puzzle fall into three broad areas: • Instruction – maximizing the rate of learning while making independent learners out of helpless hand-raisers • Discipline – getting students to quit goofing off and get busy • Motivation – giving students a reason to work hard while being conscientious

This has never happened before—trusted transactions directly between two or more parties, authenticated by mass collaboration and powered by collective self-interests, rather than by large corporations motivated by profit. It

We know and believe in our hearts that children become more engaged, motivated, and successful when they have choice over what they read, what they write, and the order in which they schedule their days. Nevertheless we have found it hard to give up being in control of their literacy choices. Then we think about our own need for choice. We realize we have much in common with our children. There are days when we come to school ready to settle in and get right down to business. Other days, working alone doesn't seem as enticing, so we collaborate with our teaching partners. Our needs tend to dictate how we organize our time and activities. If a quiet morning of preparation is interrupted by a staff meeting, our minds and bodies resist. We are motivated, engaged, and productive when we are in control of our schedules. We know the expectations of our jobs and want to be trusted to choose the order of our daily schedules and the approaches we take to meeting them. Why should our children feel any differently?

Wikipedia: Unofficial Collaborator The great range of circumstances that led to collaboration with the Stasi makes any overall moral evaluation of the spying activities extremely difficult. There were those that volunteered willingly and without moral scruples to pass detailed reports to the Stasi out of selfish motives, from self-regard, or from the urge to exercise power over others. Others collaborated with the Stasis out of a sincerely held sense of duty that the GDR was the better Germany and that it must be defended from the assaults of its enemies. Others were to a lesser or greater extent themselves victims of state persecution and had been broken or blackmailed into collaboration. Many informants believed that they could protect friends or relations by passing on only positive information about them, while others thought that provided they reported nothing suspicious or otherwise punishable, then no harm would be done by providing the Stasi with reports. These failed to accept that the Stasi could use apparently innocuous information to support their covert operations and interrogations. A further problem in any moral evaluation is presented by the extent to which information from informal collaborators was also used for combating non-political criminality. Moral judgements on collaboration involving criminal police who belonged to the Stasi need to be considered on a case by case basis, according to individual circumstances. A belief has gained traction that any informal collaborator (IM) who refused the Stasi further collaboration and extracted himself (in the now outdated Stasi jargon of the time "sich dekonspirierte") from a role as an IM need have no fear of serious consequences for his life, and could in this way safely cut himself off from communication with the Stasi. This is untrue. Furthermore, even people who declared unequivocally that they were not available for spying activities could nevertheless, over the years, find themselves exposed to high-pressure "recruitment" tactics. It was not uncommon for an IM trying to break out of a collaborative relationship with the Stasi to find his employment opportunities destroyed. The Stasi would often identify refusal to collaborate, using another jargon term, as "enemy-negative conduct" ("feindlich-negativen Haltung"), which frequently resulted in what they termed "Zersetzungsmaßnahmen", a term for which no very direct English translation is available, but for one form of which a definition has been provided that begins: "a systematic degradation of reputation, image, and prestige in a database on one part true, verifiable and degrading, and on the other part false, plausible, irrefutable, and always degrading; a systematic organization of social and professional failures for demolishing the self-confidence of the individual.