Provide Feedback Quotes

Most enjoyable activities are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person's skills, it usually begins to be intrinsically rewarding.

In an extroverted society, we rarely see ourselves in the mirror. We get alienating feedback. Alienating feedback comes in the form of repeated encouragement to join or talk, puzzled expressions, well-intended concern, and sometimes, all-out pointing and laughing. Alienating feedback happens when we hear statements like, “What kind of loser would be home on a Saturday night?” Alienating feedback happens where neighborhoods, schools, and offices provide no place to retreat. Alienating feedback happens when our quiet spaces and wilderness sanctuaries are seen as places to colonize.

Metaruptions are constantly evolving. The signals provide feedback loops that help appreciate how dynamic futures may take shape. However, we need to pay careful attention to compounding forces, which could spill over into irreversible tipping points. To comprehend disruption, we need to decipher its fundamental drivers, forces, and influences. Identifying these drivers, and their synthesis as metaruptions, can inform decision-making.

In the best classrooms, grades are only one of many types of feedback provided to students.

...the concentration is usually possible because the task undertaken has clear goals and provides immediate feedback.

There is a powerful case for the market mechanism, but it is not that markets are perfect; it is that in a world dominated by imperfect understanding, markets provide an efficient feedback mechanism for evaluating the results of one's decisions and correcting mistakes.

All efforts at self-transformation challenge us to engage in on-going, critical self-examination and reflection about feminist practice, and about how we live in the world. This individual commitment, when coupled with engagement in collective discussion, provides a space for critical feedback which strengthens our efforts to change and make ourselves anew.

civic life. It is the habit of solving problems together, in the public sphere, through the tools of government and in the trenches of civil society. It is solving problems in ways that give the people you are helping a say in the solutions, that offer that say in equal measure to every citizen, that allow some kind of access to your deliberations or at least provide a meaningful feedback mechanism to tell you it isn’t working. It is not reimagining the world at conferences.

The Chinese manager learns never to criticize a colleague openly or in front of others, while the Dutch manager learns always to be honest and to give the message straight. Americans are trained to wrap positive messages around negative ones, while the French are trained to criticize passionately and provide positive feedback sparingly.

Even the most motivated and intelligent student will advance more quickly under the tutelage of someone who knows the best order in which to learn things, who understands and can demonstrate the proper way to perform various skills, who can provide useful feedback, and who can devise practice activities designed to overcome particular weaknesses.

writing it down on paper or on a computer where you can see it is because the brain, unlikely as it may sound, is no place for serious thinking. Any time you have serious thinking to do, the first step is to get the whole shootin’ match out of your head and set it up someplace where you can walk around it and see it from all sides. Attack, switch sides and counter-attack. You can’t do that while it’s still in your head. Writing it out allows you to act as your own teacher, your own critic, your own opponent. By externalizing your thoughts, you can become your own guru; judging yourself, giving feedback, providing a more objective and elevated perspective.

It’s hard to be your own coach, but not impossible. The key thing is to set up structures that provide you with objective feedback—and to not be so blind that you can’t take that feedback and use it.

The combination of the Main brain with its central nervous system, and the ancient Animal Brain with its somatic, enteric nervous system in the inner body—in the gut—and the constant dialog between them provides a self-correcting feedback system, which regulates the behavioral qualities of the organism when consciously cultivated—preferably in early youth.

Making art provides uncomfortably accurate feedback about the gap that inevitably exists between what you intended to do, and what you did.

Characteristics of sound feedback include that it should be frequent, give students a clear picture of their progress and how they might improve, and provide encouragement.

Feedback is important to people. We all want to know how well we’re doing. That’s why it is essential for an effective performance review system to provide ongoing feedback.

We have to remember that we are not just giving students feedback; we are also teaching them to provide it.

It is proper Netiquette to provide positive reinforcement, feedback, for posts we Like.

The essential function of feelings is to provide feedback and pass through us organically like water flows in a river.

The best kind of feedback to get is corrective feedback. This is the feedback that shows you not only what you’re doing wrong but how to fix it. This kind of feedback is often available only through a coach, mentor, or teacher. However, sometimes it can be provided automatically if you are using the right study materials.

We have also seen that they give clients feedback about the impact they are having on the therapist—and others. It can be a gift when therapists use process comments to provide interpersonal feedback, and therapists can find constructive, noncritical ways to help clients see themselves from others’ eyes and learn about the impact they are having on others (such as regularly making others feel bored, intimidated, impatient, overwhelmed, confused, and so forth).

You already know what you have to offer — a talisman. You do not need to assign budgets, nor to buy extravagant gifts. You could focus on the symbol, on the person you want to offer it to, and on the quality of the feedback that it provides.

The greater the challenge, the higher the probability that one seeks and needs feedback, but the more important it is that there is a teacher to provide feedback and to ensure that the learner is on the right path to successfully meet the challenges.

I recommend instead focusing first on something much more difficult: getting employees to give candid feedback to the boss. This can be accompanied by boss-to-employee feedback. But it’s when employees begin providing truthful feedback to their leaders that the big benefits of candor really take off.

the phenomenology of enjoyment has eight major components. When people reflect on how it feels when their experience is most positive, they mention at least one, and often all, of the following. First, the experience usually occurs when we confront tasks we have a chance of completing. Second, we must be able to concentrate on what we are doing. Third and fourth, the concentration is usually possible because the task undertaken has clear goals and provides immediate feedback. Fifth, one acts with a deep but effortless involvement that removes from awareness the worries and frustrations of everyday life. Sixth, enjoyable experiences allow people to exercise a sense of control over their actions. Seventh, concern for the self disappears, yet paradoxically the sense of self emerges stronger after the flow experience is over. Finally, the sense of the duration of time is altered; hours pass by in minutes, and minutes can stretch out to seem like hours. The combination of all these elements causes a sense of deep enjoyment that is so rewarding people feel that expending a great deal of energy is worthwhile simply to be able to feel it.

KM: Yes. Mrs. Lopez, she's human. And you know, clearly, she'd like people to show some appreciation for her hard work. But if people just, you know, take her pie and don't even say, "Hey, nice pie," they just scarf it down or whatever- MH: I could see how that would get to be annoying. I mean, if you're constantly providing...pie. And getting no positive feedback- KM: Right! And what about your future? I mean, how do you know people are still going to want your pie in the future? Supposing they become a famous rock star or something. People are going to be offering them pie all over the place. If they haven't promised only to eat your pie, well, where does that leave you?

Achieving a mixture of both short term and long term goals provides a healthy composite of feedback, where we reap the rewards of our efforts on a consistent basis.

…control has to be by feedback from the work done. The work itself has to provide the information. If it has to be checked all the time, there is no control

Avoid staying too distant. You need to know your people extremely well, provide and receive regular feedback, and have quality discussions.

Both thinking over feeling provide vital feedback to support your survival and help you flourish.

The concentration of the flow experience—together with clear goals and immediate feedback—provides order to consciousness, inducing the enjoyable condition of psychic negentropy.

Patricia turned to Al and Tim. “Nice work, you two.” Providing positive feedback would help establish her leadership. “You saved that woman’s life.” Al nodded at this. Tim

Almost any kind of feedback can be enjoyable, provided it is logically related to a goal in which one has invested psychic energy. If

Scheff called shame the social emotion because pride and shame provide the social evaluative feedback as we experience ourselves as if through others’ eyes.

No methodology can guarantee success. But a good methodology can provide a feedback loop for continual improvement and learning.

Generally speaking, meaningful positive feedback is one of the crucial factors in maintaining motivation. It can be internal feedback, such as the satisfaction of seeing yourself improve at something, or external feedback provided by others, but it makes a huge difference in whether a person will be able to maintain the consistent effort necessary to improve through purposeful practice.

Fill the group’s windshield with clear, accessible models of excellence. • Provide high-repetition, high-feedback training. • Build vivid, memorable rules of thumb (if X, then Y). • Spotlight and honor the fundamentals of the skill.

This focus on stretching your ability and receiving immediate feedback provides the core of a more universal principle—one that I increasingly came to believe provides the key to successfully acquiring career capital in almost any field.

I came across a quote from the book Art and Fear that says it best: “Making art provides uncomfortably accurate feedback about the gap that inevitably exists between what you intended to do, and what you did.”3 And the gap never stays silent.

Failures provide a certain kind of feedback that is then used in a process we call error correction. With this simple loop in place, knowing that something doesn’t work can be as valuable as knowing that it does. Of course once again there are

Remember, though, that self-explanations will be most helpful when the learners receive feedback on their work—so you still might follow up peer activities with a large-group session in which you solicit some explanations and can provide a response.

So, why do we do development work in these short cycles? To learn. Experience is the best teacher, and the scrum cycle is designed to provide you with multiple opportunities to receive feedback—from customers, from the team, from the market—and to learn from it.

...they simply liked the phrase 'I like to watch you play.' Rachel started to use this phrase with her kids and realized how it immediately lifted the pressure off her kids. She wasn't providing criticism or even feedback. It just focused on the joy watching them play their sport,or instrument, brought her.

To be exploited fundamentally means to be confused. When you're not confused you can't be exploited because you have clarity about the situation. To confuse people you must provide contradictory information. People who really want to do you harm will provide you confusing measures of good and bad feedback because that keeps you disorientated. Evil always want to camouflage itself as virtue witch means all the bad things that evil does is called justice against immorality. So they camouflage their brutality as a mask of virtue. Camouflage is so fundamentally an aspect of the predator-prey relationships. The mugger does not camouflage himself but, that's because he can leave. He is gonna run off and you'll never find him or catch him or at least that's the goal or plan right? The relationships were you're supposed to stay and continue to provide resources are the ones were camouflage is the most essential because you're constantly looking at somebody who is a predator and that have to continually camouflage themselves as somebody who is not a predator. The most fundamental thing is the camouflage of non-empathy with empathy. This is why people who lack empathy always use the language of empathy and that's whats so confusing. There are a lot of great antidotes to this. I mean, you just ask that person questions about yourself that they dont have any self interest in knowing and find out whether they know the answers. All the things personal to you that dont have any direct impact on the other person. It's a great way to find out whether they have empathy or curiosity about you or not.

Experts in diagnostic errors provided an answer to the puzzle that had been nagging me: How was it possible for missed diagnoses to be so common and yet not perceived by doctors as a major problem? The problem is that physicians, while generally aware that mistakes happen, greatly underestimate how often they make them. In his talks to doctors on the topic, Graber often asks how many have made a diagnostic error in the past year; typically, only about 1 percent of the hands go up. 'The concept that they, personally, could err at a significant rate is inconceivable to most physicians,' he writes. In short, they think it's the other guy. This overconfidence is not necessarily their fault: doctors simply do not get the feedback needed to gain an accurate sense of their batting average. They assume their diagnoses are correct until they hear otherwise. Since there are few, if any, health care organizations that systematically measure diagnostic error rates, they typically learn of their mistakes only from the patients themselves.

When practice conditions are varied or retrieval is interleaved with the practice of other material, we increase our abilities of discrimination and induction and the versatility with which we can apply the learning in new settings at a later date. Interleaving and variation build new connections, expanding and more firmly entrenching knowledge in memory and increasing the number of cues for retrieval. Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

BIG BUTS: 5 OBSTACLES TO PROVIDING GREAT SERVICE Key Points: There are five reasons businesses and organizations do not answer every complaint, in every channel, every time. Each of these obstacles must be overcome to hug your haters effectively: There are too many channels. There is too much feedback. You take complaints personally. You fear getting scammed. You don’t have a customer service culture.

Play Fair You’re sure to elicit a threat response if you provide feedback the other person views as unfair or inaccurate. But how do you avoid that, given how subjective perceptions of fairness and accuracy are? David Bradford of the Stanford Graduate School of Business suggests “staying on our side of the net”—that is, focusing our feedback on our feelings about the behavior and avoiding references to the other person’s motives. We’re in safe territory on our side of the net; others may not like what we say when we describe how we feel, but they can’t dispute its accuracy. However, when we make guesses about their motives, we cross over to their side of the net, and even minor inaccuracies can provoke a defensive reaction. For example, when giving critical feedback to someone who’s habitually late, it’s tempting to say something like, “You don’t value my time, and it’s very disrespectful of you.” But these are guesses about the other person’s state of mind, not statements of fact. If we’re even slightly off base, the employee will feel misunderstood and be less receptive to the feedback. A more effective way to make the same point is to say, “When you’re late, I feel devalued and disrespected.” It’s a subtle distinction, but by focusing on the specific behavior and our internal response—by staying on our side of the net—we avoid making an inaccurate, disputable guess. Because motives are often unclear, we constantly cross the net in an effort to make sense of others’ behavior. While this is inevitable, it’s good practice to notice when we’re guessing someone’s motives and get back on our side of the net before offering feedback.

At each of the meetings, I was struck that there seemed to be two kinds of reviewers: some who would look for flaws in the papers, and then pounce to kill them; and others who started from a place of seeking and promoting good ideas. When the “idea protectors” saw flaws, they pointed them out gently, in the spirit of improving the paper—not eviscerating it. Interestingly, the “paper killers” were not aware that they were serving some other agenda (which was often, in my estimation, to show their colleagues how high their standards were). Both groups thought they were protecting the proceedings, but only one group understood that by looking for something new and surprising, they were offering the most valuable kind of protection. Negative feedback may be fun, but it is far less brave than endorsing something unproven and providing room for it to grow.

Superusers …   1. Check in frequently and consistently—not just once a year for an intense engagement.   2. Create content that others can access.   3. “Police” the community and ensure that cultural norms that strengthen the group are enforced.   4. Have a two-way relationship with the organization itself—providing feedback and suggestions.   5. Demonstrate genuine desire to help other members.   6. Attract new members.   7. Aid in the onboarding of new members.

If aspirations are to be achieved, capabilities developed, and management systems created, progress needs to be measured. Measurement provides focus and feedback. Focus comes from an awareness that outcomes will be examined, and success or failure noted, creating a personal incentive to perform well. Feedback comes from the fact that measurement allows the comparison of expected outcomes with actual outcomes and enables you to adjust strategic choices accordingly.

Since Lyster and Ranta reported their findings, many more observation studies of corrective feedback in second or foreign language classrooms have been carried out. Some of them report similar results—that recasts are the most frequently occurring type of feedback and that they appear to go unnoticed by learners. However, others report that learners do notice recasts in the classroom. Below, two studies are described in which learners were observed to notice and to respond to recasts provided by their teachers.

When applying agile practices at the portfolio level, similar benefits accrue: • Demonstrable results—Every quarter or so products, or at least deployable pieces of products, are developed, implemented, tested, and accepted. Short projects deliver chunks of functionality incrementally. • Customer feedback—Each quarter product managers review results and provide feedback, and executives can view progress in terms of working products. • Better portfolio planning—Portfolio planning is more realistic because it is based on deployed whole or partial products. • Flexibility—Portfolios can be steered toward changing business goals and higher-value projects because changes are easy to incorporate at the end of each quarter. Because projects produce working products, partial value is captured rather than being lost completely as usually happens with serial projects that are terminated early. • Productivity—There is a hidden productivity improvement with agile methods from the work not done. Through constant negotiation, small projects are both eliminated and pared down.

Jobs asked some questions about education, and Gates sketched out his vision of what schools in the future would be like, with students watching lectures and video lessons on their own while using the classroom time for discussions and problem solving. They agreed that computers had, so far, made surprisingly little impact on schools—far less than on other realms of society such as media and medicine and law. For that to change, Gates said, computers and mobile devices would have to focus on delivering more personalized lessons and providing motivational feedback.

Thankfully, Davos has become routine. The hardest part these days is managing Sheryl’s ever-increasing desire to be in the spotlight. After months of negotiations, I’d secured a lineup she was satisfied with, making sure she was on the right panels, went to the right parties, and had more time with the microphone than her female frenemies. All of us accompanying Sheryl are well trained enough to know Sheryl’s expectation that we sit in the front row, applaud loudly, and provide admiring feedback on her words or, as I’ve come to think of them, her emperor’s clothes. Any deviation from this risks her chewing you out after.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

What did you think?” she asked Michel, smiling. “You mean that racist shit we just saw?” Sara raised her eyebrows, signaling that this was out-of-bounds. Only sanctioned critiques, please. “Racist? How so?” “Snow Yellow?” “I’m pretty sure it’s a comment on racism, it’s not doing racism.” “What’s the difference?” “Um, it’s sort of an interrogation into . . . I don’t know, notions of authenticity in the Western world. Like gestural marks that are meant to—maybe—provide like, a feedback loop into network ecologies of beauties, and like, other ways of interaction conceived as data flows?” Michel looked at her incredulously and laughed. “Who has done this terrible thing to your speech?

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

As with any other flow activity, family activities should also provide clear feedback. In this case, it is simply a matter of keeping open channels of communication. If a husband does not know what bothers his wife, and vice versa, neither has the opportunity to reduce the inevitable tensions that will arise. In this context it is worth stressing that entropy is the basic condition of group life, just as it is of personal experience. Unless the partners invest psychic energy in the relationship, conflicts are inevitable, simply because each individual has goals that are to a certain extent divergent from those of all other members of the family. Without good lines of communication the distortions will become amplified, until the relationship falls apart. Feedback

Faculty professional development workshops are often top-down, designed and offered by the college’s administration with little input or feedback from the faculty themselves. Workshops are also isolated from the classroom: they provide participants with an opportunity to learn more about a topic or technique, but when or how the technique can be effectively applied in each participant’s own class remains unclear. 44 Furthermore, workshops are typically unaccompanied by additional structures to help faculty sustain and build on their learning across time. Taken together, the top-down, decontextualized, and short-term nature of many faculty development workshops conspire to create an experience that instructors characterize as “painful,” “boring,” and “insulting.” 45

What we're now starting to see, as online retailers begin to capitalize on their extraordinary economic efficiences, is the shape of a massive mountain of choice emerging where before there was just a peak.... By necessity, the conomics of traditional, hit-driven retail limit choice. When you dramatically lower the costs of connecting supply and demand, it changes not just the numbers, but the entire nature of the market. This is not just a quantiative change, but a qualitative one, too. Bringing niches within reach reveals latent demand for noncommercial content. Then, as demand shifts toward the niches, the economics of provided them improve further, and so on, creating a positive feedback loop that will transform entire industries - and the culture - for decades to come.

Therapists must be familiar with their own dark side and be able to empathize with all human wishes and impulses. A personal therapy experience permits the student therapist to experience many aspects of the therapeutic process from the patient’s seat: the tendency to idealize the therapist, the yearning for dependency, the gratitude toward a caring and attentive listener, the power granted to the therapist. Young therapists must work through their own neurotic issues; they must learn to accept feedback, discover their own blind spots, and see themselves as others see them; they must appreciate their impact upon others and learn how to provide accurate feedback. Lastly, psychotherapy is a psychologically demanding enterprise, and therapists must develop the awareness and inner strength to cope with the many occupational hazards inherent in it. Many

There were also many cases of feedback between physics and mathematics, where a physical phenomenon inspired a mathematical model that later proved to be the explanation of an entirely different physical phenomenon. An excellent example is provided by the phenomenon known as Brownian motion. In 1827, British botanist Robert Brown (1773-1858) observed that wen pollen particles are suspended in water, they get into a state of agitated motion. This effect was explained by Einstein in 1905 as resulting from the collisions that the colloidal particles experience with the molecules of the surrounding fluid. Each single collision has a negligible effect, because the pollen grains are millions of times more massive than the water molecules, but the persistent bombardment has a cumulative effect. Amazingly, the same model was found to apply to the motions of stars in star clusters. There the Brownian motion is produced by the cumulative effect of many stars passing by any given star, with each passage altering the motion (through gravitational interaction) by a tiny amount.

When people reflect on how it feels when their experience is most positive, they mention at least one, and often all, of the following. First, the experience usually occurs when we confront tasks we have a chance of completing. Second, we must be able to concentrate on what we are doing. Third and fourth, the concentration is usually possible because the task undertaken has clear goals and provides immediate feedback. Fifth, one acts with a deep but effortless involvement that removes from awareness the worries and frustrations of everyday life. Sixth, enjoyable experiences allow people to exercise a sense of control over their actions. Seventh, concern for the self disappears, yet paradoxically the sense of self emerges stronger after the flow experience is over. Finally, the sense of the duration of time is altered; hours pass by in minutes, and minutes can stretch out to seem like hours. The combination of all these elements causes a sense of deep enjoyment that is so rewarding people feel that expending a great deal of energy is worthwhile simply to be able to feel it.

The family context promoting optimal experience could be described as having five characteristics. The first one is clarity: the teenagers feel that they know what their parents expect from them—goals and feedback in the family interaction are unambiguous. The second is centering, or the children’s perception that their parents are interested in what they are doing in the present, in their concrete feelings and experiences, rather than being preoccupied with whether they will be getting into a good college or obtaining a well-paying job. Next is the issue of choice: children feel that they have a variety of possibilities from which to choose, including that of breaking parental rules—as long as they are prepared to face the consequences. The fourth differentiating characteristic is commitment, or the trust that allows the child to feel comfortable enough to set aside the shield of his defenses, and become unselfconsciously involved in whatever he is interested in. And finally there is challenge, or the parents’ dedication to provide increasingly complex opportunities for action to their children.

As our studies have suggested, the phenomenology of enjoyment has eight major components. When people reflect on how it feels when their experience is most positive, they mention at least one, and often all, of the following. First, the experience usually occurs when we confront tasks we have a chance of completing. Second, we must be able to concentrate on what we are doing. Third and fourth, the concentration is usually possible because the task undertaken has clear goals and provides immediate feedback. Fifth, one acts with a deep but effortless involvement that removes from awareness the worries and frustrations of everyday life. Sixth, enjoyable experiences allow people to exercise a sense of control over their actions. Seventh, concern for the self disappears, yet paradoxically the sense of self emerges stronger after the flow experience is over. Finally, the sense of the duration of time is altered; hours pass by in minutes, and minutes can stretch out to seem like hours. The combination of all these elements causes a sense of deep enjoyment that is so rewarding people feel that expending a great deal of energy is worthwhile simply to be able to feel it.

As our studies have suggested, the phenomenology of enjoyment has eight major components. When people reflect on how it feels when their experience is most positive, they mention at least one, and often all, of the following. First, the experience usually occurs when we confront tasks we have a chance of completing. Second, we must be able to concentrate on what we are doing. Third and fourth, the concentration is usually possible because the task undertaken has clear goals and provides immediate feedback. Fifth, one acts with a deep but effortless involvement that removes from awareness the worries and frustrations of everyday life. Sixth, enjoyable experiences allow people to exercise a sense of control over their actions. Seventh, concern for the self disappears, yet paradoxically the sense of self emerges stronger after the flow experience is over. Finally, the sense of the duration of time is altered; hours pass by in minutes, and minutes can stretch out to seem like hours. The combination of all these elements causes a sense of deep enjoyment that is so rewarding people feel that expending a great deal of energy is worthwhile simply to be able to feel it. We

Use your brain to knock out your opponent. Now that we have a basic understanding of diffuse axonal injury, the obvious next question is, “How can I use this knowledge to become a better fighter?” Sometimes the right visualization of the process is all it takes so give your training a significant edge. When you throw a punch, think about how your punch will rotate your opponent’s head. If you give your opponent a linear palm strike to the face, you will probably do a lot of damage to your opponent, but if you can strike and then move your hand up and over, forcing your opponent to look up at the ceiling, you will probably have a better chance of knockout from that strike. Another way to adjust your training is to practice hitting something that can rotate. Some heavy bags or double-end bags can rotate when you hit them, or you can try out the Quest Training AllStrike, which functions much like a focus mitt in the shape of a human head for fine-tuning your targeting, but it also provides realistic rotational feedback. If you can start understanding when you are spinning a head versus when you are pushing it back, you are on your way to being a better knockout artist.

FOR MANY YEARS, I was on a committee that read and selected papers to be published at SIGGRAPH, the annual computer graphics conference I mentioned in chapter 2. These papers were supposed to present ideas that advanced the field. The committee was composed of many of the field’s most prominent players, all of whom I knew; it was a group that took the task of selecting papers very seriously. At each of the meetings, I was struck that there seemed to be two kinds of reviewers: some who would look for flaws in the papers, and then pounce to kill them; and others who started from a place of seeking and promoting good ideas. When the “idea protectors” saw flaws, they pointed them out gently, in the spirit of improving the paper—not eviscerating it. Interestingly, the “paper killers” were not aware that they were serving some other agenda (which was often, in my estimation, to show their colleagues how high their standards were). Both groups thought they were protecting the proceedings, but only one group understood that by looking for something new and surprising, they were offering the most valuable kind of protection. Negative feedback may be fun, but it is far less brave than endorsing something unproven and providing room for it to grow.

all teachers in the content-based French immersion classes they observed used recasts more than any other type of feedback. Indeed, recasts accounted for more than half of the total feedback provided in the four classes. Repetition of error was the least frequent feedback type provided. The other types of corrective feedback fell in between. Student uptake was least likely to occur after recasts and more likely to occur after clarification requests, metalinguistic feedback, and repetitions. Furthermore, elicitations and metalinguistic feedback not only resulted in more uptake, they were also more likely to lead to a corrected form of the original utterance. Lyster (1998) has argued that students receiving content-based language teaching (where the emphasis is on meaning not form) are less likely to notice recasts than other forms of corrective feedback, because they may assume that the teacher is responding to the content rather than the form of their speech. Indeed, the double challenge of making the subject-matter comprehensible and enhancing knowledge of the second language itself within content-based language teaching has led Merrill Swain (1988) and others to conclude that ‘not all content teaching is necessarily good language teaching’ (p. 68). The challenges of content-based language teaching will be discussed further in Chapter 6.

I began to see that the stronger a therapy emphasized feelings, self-esteem, and self-confidence, the more dependent the therapist was upon his providing for the patient ongoing, unconditional, positive regard. The more self-esteem was the end, the more the means, in the form of the patient’s efforts, had to appear blameless in the face of failure. In this paradigm, accuracy and comparison must continually be sacrificed to acceptance and compassion; which often results in the escalation of bizarre behavior and bizarre diagnoses. The bizarre behavior results from us taking credit for everything that is positive and assigning blame elsewhere for anything negative. Because of this skewed positive-feedback loop between our judged actions and our beliefs, we systematically become more and more adapted to ourselves, our feelings, and our inaccurate solitary thinking; and less and less adapted to the environment that we share with our fellows. The resultant behavior, such as crying, depression, displays of temper, high-risk behavior, or romantic ventures, or abandonment of personal responsibilities, which seem either compulsory, necessary, or intelligent to us, will begin to appear more and more irrational to others. The bizarre diagnoses occur because, in some cases, if a ‘cause disease’ (excuse from blame) does not exist, it has to be 'discovered’ (invented). Psychiatry has expanded its diagnoses of mental disease every year to include 'illnesses’ like kleptomania and frotteurism [now frotteuristic disorder in the DSM-V]. (Do you know what frotteurism is? It is a mental disorder that causes people, usually men, to surreptitiously fondle women’s breasts or genitals in crowded situations such as elevators and subways.) The problem with the escalation of these kinds of diagnoses is that either we can become so adapted to our thinking and feelings instead of our environment that we will become dissociated from the whole idea that we have a problem at all; or at least, the more we become blameless, the more we become helpless in the face of our problems, thinking our problems need to be 'fixed’ by outside help before we can move forward on our own. For 2,000 years of Western culture our problems existed in the human power struggle constantly being waged between our principles and our primal impulses. In the last fifty years we have unprincipled ourselves and become what I call 'psychologized.’ Now the power struggle is between the 'expert’ and the 'disorder.’ Since the rise of psychiatry and psychology as the moral compass, we don’t talk about moral imperatives anymore, we talk about coping mechanisms. We are not living our lives by principles so much as we are living our lives by mental health diagnoses. This is not working because it very subtly undermines our solid sense of self.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

One winter day in 1993, Bob, Giselle, and Dan proposed taking me out to dinner with the stated purpose of “giving Ray feedback about how he affects people and company morale.” They sent me a memo first, the gist of which was that my way of operating was having a negative effect on everyone in the company. Here’s how they put it: What does Ray do well? He is very bright and innovative. He understands markets and money management. He is intense and energetic. He has very high standards and passes these to others around him. He has good intentions about teamwork, building group ownership, providing flexible work conditions to employees, and compensating people well. What Ray doesn’t do as well: Ray sometimes says or does things to employees which makes them feel incompetent, unnecessary, humiliated, overwhelmed, belittled, oppressed, or otherwise bad. The odds of this happening rise when Ray is under stress. At these times, his words and actions toward others create animosity toward him and leave a lasting impression. The impact of this is that people are demotivated rather than motivated. This reduces productivity and the quality of the environment. The effect reaches far beyond the single employee. The smallness of the company and the openness of communication means that everyone is affected when one person is demotivated, treated badly, not given due respect. The future success of the company is highly dependent on Ray’s ability to manage people as well as money. If he doesn’t manage people well, growth will be stunted and we will all be affected.

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giving performance reviews is a very complicated and difficult business and that we, managers, don’t do an especially good job at it. The fact is that giving such reviews is the single most important form of task-relevant feedback we as supervisors can provide. It is how we assess our subordinates’ level of performance and how we deliver that assessment to them individually. It is also how we allocate the rewards—promotions, dollars, stock options, or whatever we may use. As we saw earlier, the review will influence a subordinate’s performance—positively or negatively—for a long time, which makes the appraisal one of the manager’s highest-leverage activities.

1. Put the knowledge required to operate the technology in the world. Don’t require that all the knowledge must be in the head. Allow for efficient operation when people have learned all the requirements, when they are experts who can perform without the knowledge in the world, but make it possible for non-experts to use the knowledge in the world. This will also help experts who need to perform a rare, infrequently performed operation or return to the technology after a prolonged absence. 2. Use the power of natural and artificial constraints: physical, logical, semantic, and cultural. Exploit the power of forcing functions and natural mappings. 3. Bridge the two gulfs, the Gulf of Execution and the Gulf of Evaluation. Make things visible, both for execution and evaluation. On the execution side, provide feedforward information: make the options readily available. On the evaluation side, provide feedback: make the results of each action apparent. Make it possible to determine the system’s status readily, easily, accurately, and in a form consistent with the person’s goals, plans, and expectations.

Managers handle parallel projects all the time. They juggle with people, work tasks, and goals to ensure the success of every project process. However, managing projects, by design, is not an easy task. Since there are plenty of moving parts, it can easily become disorganized and chaotic. It is vital to use an efficient project management system to stay organized at work while designing and executing projects. Project Management Online Master's Programs From XLRI offers unique insights into project management software tools and make teams more efficient in meeting deadlines. How can project management software help you? Project management tools are equipped with core features that streamline different processes including managing available resources, responding to problems, and keeping all the stakeholders involved. Having the best project management software can make a significant influence on the operational and strategic aspects of the company. Here is a list of 5 key benefits to project professionals and organizations in using project management software: 1. Enhanced planning and scheduling Project planning and scheduling is an important component of project management. With project management systems, the previous performance of the team relevant to the present project can be accessed easily. Project managers can enroll in an online project management course to develop a consistent management plan and prioritize tasks. Critical tasks like resource allocation, identification of dependencies, and project deliverables can be completed comfortably using project management software. 2. Better collaboration Project teams sometimes have to handle cross-functional projects along with their day to day responsibilities. Communication between different team members is critical to avoid expensive delays and precludes the waste of precious resources. A key upside of project management software is that it makes effectual collaboration extremely simple. All project communication is stored in a universally accessible place. The project management online master's program offers unique insights to project managers on timeline and status updates which leads to a synergy between the team’s functions and project outcomes. 3. Effective task delegation Assigning tasks to team members in a fair way is a challenging proposition for most project managers. With a project management program, the delegation of project tasks can be easily done. In most instances, these programs send out automatic reminders when deadlines are approaching to ensure a smooth and efficient project workflow. 4. Easier File access and sharing Important documents should be safely accessed and shared among team members. Project management tools provide cloud-based storage which enables users to make changes, leave feedback and annotate easily. PM software logs any user changes to ensure project transparency within the team. 5. Easier integration of new members Project managers are responsible to get new members up to speed on the important project parameters within a short time. Project management online master's programs from XLRI Jamshedpuroffer vital learning to management professionals in maintaining a project log and in simplistically visualizing the complete project. Takeaway Choosing the perfect PM software for your organization helps you to effectively collaborate to achieve project success. Simple and intuitive PM tools are useful to enhance productivity in remote-working employees.

An accountability partner provides frank, objective feedback on your performance, creates an ongoing expectation for productive progress, and can pro vide critical brainstorming or even expertise when needed.

An accountability partner provides frank, objective feedback on your performance, creates an ongoing expectation for productive progress, and can provide critical brainstorming or even expertise when needed.

The teacher begins by establishing her presence in the design of a learning experience through taking into account the actual learners who will be in the course, and builds into the structure of the course plenty of opportunities to engage with those learners through direct instruction and feedback. But a well-designed course will also provide opportunities (and incentives) for learners to interact with one another, both to help each other learn and to build that sense of community. When these two forms of presence have been established, the learners in the course are more likely to engage in the kinds of active, collaborative processes that help them construct new knowledge through their cognitive presence.

players sounds similar to Jordan Tice’s approach to music: They’re both focused on difficult activities, carefully chosen to stretch your abilities where they most need stretching and that provide immediate feedback.

The study demonstrates an interesting point. If women equate criticism with rejection, feedback of all kinds could seriously limit their potential. Instead of ignoring unhelpful criticism or growing from negative feedback, women might give up if they feel rejected by someone else’s evaluation. Criticism is another person’s opinion—it doesn’t make it fact. Listening to someone else’s opinion can provide you with valuable information that could help you improve. But automatically believing negative feedback might also stop you in your tracks. If you produce something (like blog posts) or you provide a service (like cutting people’s hair), not everyone will appreciate your work. And some of those people may become very vocal about how much they dislike your products or services—especially on review sites or in comment sections online. But that doesn’t mean you are bad at what you do. It just means someone wasn’t a fan.

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But it’s when employees begin providing truthful feedback to their leaders that the big benefits of candor really take off.

When considering tasks to delegate, you should also consider tasks that aren’t appropriate to delegate. Tasks that have unclear objectives, high stakes, rely on your unique skills, or a personal growth opportunity should be completed by you. Once you identify the tasks, it is easier to identify the person. Now, we recognize delegation as growth opportunities for our team. We must also consider the skill sets for the tasks. Take a moment to identify the skills and competencies needed. Consider the individual and assess based on the following: skills, strengths, reliability, workload, and development potential. As the tasks are delegated, keep the individuals’ skills in mind. This will be a new endeavor for them and require you to build their self-confidence.  This is why strength-and-skills matching is important. Set clear goals and routine check-ins. Also provide good feedback to the individuals on the progress

In summary, the cue triggers a craving, which motivates a response, which provides a reward, which satisfies the craving and, ultimately, becomes associated with the cue. Together, these four steps form a neurological feedback loop—cue, craving, response, reward;

Revolutionizing Healthcare: The Role of CGM Devices in Diabetes Management In recent years, Continuous Glucose Monitoring (CGM) devices have emerged as a game-changer in diabetes management, offering patients a real-time view of their glucose levels and revolutionizing the way they monitor their condition. Among the pioneers in providing these life-changing devices, Med Supply US stands out as a reliable source, offering CGMs from various renowned brands like Abbott, Dexcom, and more. This article explores the significance of CGM devices and highlights the contribution of Med Supply US in making them accessible to those in need. Understanding CGM Devices: For individuals living with diabetes, maintaining optimal blood glucose levels is crucial to prevent serious health complications. Traditionally, this involved frequent finger-prick tests, which could be inconvenient and sometimes inaccurate. CGM devices, however, have transformed this process by providing continuous and real-time glucose level readings. These devices consist of a small sensor inserted under the skin that measures glucose levels in the interstitial fluid. The data collected is then transmitted to a receiver or a smartphone app, allowing users to track their glucose levels throughout the day and night. Benefits of CGM Devices: The introduction of CGM devices has brought about a paradigm shift in diabetes management due to their numerous benefits: Real-time Monitoring: CGM devices offer a real-time insight into glucose trends, enabling users to make informed decisions about their diet, exercise, and insulin dosages. This real-time feedback empowers individuals to take timely action to maintain their glucose levels within a healthy range.

The most effective way of dealing with policy resistance is to find a way of aligning the various goals of the subsystems, usually by providing an overarching goal that allows all actors to break out of their bounded rationality. If everyone can work harmoniously toward the same outcome (if all feedback loops are serving the same goal), the results can be amazing. The most familiar examples of this harmonization of goals are mobilizations of economies during wartime, or recovery after war or natural disaster. Another example was Sweden’s population policy. During the 1930s, Sweden’s birth rate dropped precipitously, and, like the governments of Romania and Hungary, the Swedish government worried about that. Unlike Romania and Hungary, the Swedish government assessed its goals and those of the population and decided that there was a basis of agreement, not on the size of the family, but on the quality of child care. Every child should be wanted and nurtured. No child should be in material need. Every child should have access to excellent education and health care. These were goals around which the government and the people could align themselves. The resulting policy looked strange during a time of low birth rate, because it included free contraceptives and abortion—because of the principle that every child should be wanted. The policy also included widespread sex education, easier divorce laws, free obstetrical care, support for families in need, and greatly increased investment in education and health care.4 Since then, the Swedish birth rate has gone up and down several times without causing panic in either direction, because the nation is focused on a far more important goal than the number of Swedes.