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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.
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Mihály Csíkszentmihályi (Flow: The Psychology of Optimal Experience)
“
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.
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Laurie A. Helgoe (Introvert Power: Why Your Inner Life Is Your Hidden Strength)
“
In the best classrooms, grades are only one of many types of feedback provided to students.
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Douglas B. Reeves
“
...the concentration is usually possible because the task undertaken has clear goals and provides immediate feedback.
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Mihály Csíkszentmihályi
“
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.
”
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Roger Spitz (Disrupt With Impact: Achieve Business Success in an Unpredictable World)
“
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.
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George Soros
“
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.
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bell hooks (Talking Back: Thinking Feminist, Thinking Black)
“
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.
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”
Anand Giridharadas (Winners Take All: The Elite Charade of Changing the World)
“
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.
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Erin Meyer (The Culture Map: Breaking Through the Invisible Boundaries of Global Business)
“
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.
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”
K. Anders Ericsson (Peak: Secrets From The New Science of Expertise)
“
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.
”
”
Jed McKenna (Spiritual Enlightenment: The Damnedest Thing (The Enlightenment Trilogy Book 1))
“
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.
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Jocelyn K. Glei (Maximize Your Potential: Grow Your Expertise, Take Bold Risks & Build an Incredible Career (99U Book 2))
“
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.
”
”
Martha Char Love (What's Behind Your Belly Button? A Psychological Perspective of the Intelligence of Human Nature and Gut Instinct)
“
Making art provides uncomfortably accurate feedback about the gap that inevitably exists between what you intended to do, and what you did.
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”
Lysa TerKeurst (It's Not Supposed to Be This Way: Finding Unexpected Strength When Disappointments Leave You Shattered)
“
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.
”
”
Robert J. Marzano (Classroom Assessment and Grading That Work)
“
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.
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Kenneth H. Blanchard (The Heart of a Leader: Insights on the Art of Influence)
“
We have to remember that we are not just giving students feedback; we are also teaching them to provide it.
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Peter H. Johnston (Opening Minds: Using Language to Change Lives)
“
The essential function of feelings is to provide feedback and pass through us organically like water flows in a river.
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Deborah Sandella
“
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.
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Scott H. Young (Ultralearning: Master Hard Skills, Outsmart the Competition, and Accelerate Your Career)
“
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).
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Edward Teyber (Interpersonal Process in Therapy: An Integrative Model)
“
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.
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Ciprian Dobre-Trifan (Calendarul zâmbetelor realiste)
“
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.
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John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
“
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.
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Reed Hastings (No Rules Rules: Netflix and the Culture of Reinvention)
“
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.
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Mihály Csíkszentmihályi (Flow: The Psychology of Optimal Experience)
“
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?
”
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Meg Cabot (Boy Meets Girl (Boy, #2))
“
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.
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Jay D'Cee
“
…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
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Peter F. Drucker (Management: Tasks, Responsibilities, Practices)
“
Avoid staying too distant. You need to know your people extremely well, provide and receive regular feedback, and have quality discussions.
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Ray Dalio (Principles: Life and Work)
“
Both thinking over feeling provide vital feedback to support your survival and help you flourish.
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Deborah Sandella
“
The concentration of the flow experience—together with clear goals and immediate feedback—provides order to consciousness, inducing the enjoyable condition of psychic negentropy.
”
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Mihály Csíkszentmihályi (Flow: The Classic Work On How To Achieve Happiness: The Psychology of Happiness)
“
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
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Geoff Jones (The Dinosaur Four)
“
It is proper Netiquette to provide positive reinforcement, feedback, for posts we Like.
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David Chiles
“
Almost any kind of feedback can be enjoyable, provided it is logically related to a goal in which one has invested psychic energy. If
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Mihály Csíkszentmihályi (Flow: The Psychology of Optimal Experience)
“
Scheff called shame the social emotion because pride and shame provide the social evaluative feedback as we experience ourselves as if through others’ eyes.
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Richard G. Wilkinson (The Spirit Level: Why Equality is Better for Everyone)
“
No methodology can guarantee success. But a good methodology can provide a feedback loop for continual improvement and learning.
”
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Ash Maurya (Scaling Lean: Mastering the Key Metrics for Startup Growth)
“
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.
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K. Anders Ericsson (Peak: Unleashing Your Inner Champion Through Revolutionary Methods for Skill Acquisition and Performance Enhancement in Work, Sports, and Life)
“
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.
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Daniel Coyle (The Culture Code: The Secrets of Highly Successful Groups)
“
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.
”
”
Cal Newport (So Good They Can't Ignore You: Why Skills Trump Passion in the Quest for Work You Love)
“
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.
”
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Lysa TerKeurst (It's Not Supposed to Be This Way: Finding Unexpected Strength When Disappointments Leave You Shattered)
“
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
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Stuart Firestein (Failure: Why Science Is So Successful)
“
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.
”
”
James M. Lang (Small Teaching: Everyday Lessons from the Science of Learning)
“
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.
”
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Chris Sims (Scrum: a Breathtakingly Brief and Agile Introduction)
“
...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.
”
”
Garth Callaghan (Napkin Notes: Make Lunch Meaningful, Life Will Follow)
“
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.
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Stefan Molyneux
“
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.
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”
Maya Dusenbery (Doing Harm: The Truth About How Bad Medicine and Lazy Science Leave Women Dismissed, Misdiagnosed, and Sick)
“
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.
”
”
Peter C. Brown (Make It Stick: The Science of Successful Learning)
“
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.
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”
Jay Baer (Hug Your Haters: How to Embrace Complaints and Keep Your Customers)
“
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.
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”
Harvard Business Review (HBR Guide to Coaching Employees (HBR Guide Series))
“
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.
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Robbie Kellman Baxter (The Membership Economy)
“
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.
”
”
A.G. Lafley (Playing to win: How strategy really works)
“
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.
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Patsy M. Lightbown (How Languages are Learned)
“
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.
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Jim Highsmith (Agile Project Management: Creating Innovative Products (Agile Software Development Series))
“
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Guide to Buy TripAdvisor Reviews in 2025
“
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.
”
”
Walter Isaacson (Steve Jobs)
“
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.
”
”
Scott H. Young (Ultralearning: Master Hard Skills, Outsmart the Competition, and Accelerate Your Career)
“
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?
”
”
Elvia Wilk (Oval)
“
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.
”
”
Walter Isaacson (Steve Jobs)
“
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
”
”
Mihály Csíkszentmihályi (Flow: The Psychology of Optimal Experience)
“
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
”
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Thomas R. Bailey (Redesigning America’s Community Colleges: A Clearer Path to Student Success)
“
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.
”
”
Chris Anderson (The Long Tail: Why the Future of Business is Selling Less of More)
“
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
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Irvin D. Yalom (The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients)
“
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.
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Ed Catmull (Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration)
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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.
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Mario Livio (The Golden Ratio: The Story of Phi, the World's Most Astonishing Number)
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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.
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Mihály Csíkszentmihályi (Flow: The Classic Work On How To Achieve Happiness: The Psychology of Happiness)
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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.
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Mihály Csíkszentmihályi (Flow: The Psychology of Optimal Experience)
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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.
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Mihály Csíkszentmihályi (Flow: The Psychology of Optimal Experience)
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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
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Mihály Csíkszentmihályi (Flow: The Psychology of Optimal Experience)
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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.
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Jason Thalken (Fight Like a Physicist: The Incredible Science Behind Martial Arts (Martial Science))
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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.
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Ed Catmull (Creativity, Inc.: an inspiring look at how creativity can - and should - be harnessed for business success by the founder of Pixar)
“
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.
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Patsy M. Lightbown (How Languages are Learned)
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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.
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A.B. Curtiss (Depression Is a Choice: Winning the Battle Without Drugs)
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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
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John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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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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Ray Dalio (Principles: Life and Work)
“
Ellen Braun, an accomplished agile manager, noticed that different behaviors emerge over time as telltale signs of a team’s emotional maturity, a key component in their ability to adjust as things happen to them and to get to the tipping point when “an individual’s self interest shifts to alignment with the behaviors that support team achievement” (Braun 2010). It is better to know some of the questions than all of the answers. —James Thurber Team Dynamics Survey Ellen created a list of survey questions she first used as personal reflection while she observed teams in action. Using these questions the same way, as a pathway to reflection, an agile coach can gain insight into potential team problems or areas for emotional growth. Using them with the team will be more insightful, perhaps as material for a retrospective where the team has the time and space to chew on the ideas that come up. While the team sprints, though, mull them over on your own, and notice what they tell you about team dynamics (Braun 2010). • How much does humor come into day-to-day interaction within the team? • What are the initial behaviors that the team shows in times of difficulty and stress? • How often are contradictory views raised by team members (including junior team members)? • When contradictory views are raised by team members, how often are they fully discussed? • Based on the norms of the team, how often do team members compromise in the course of usual team interactions (when not forced by circumstances)? • To what extent can any team member provide feedback to any other team member (think about negative and positive feedback)? • To what extent does any team member actually provide feedback to any other team member? • How likely would it be that a team member would discuss issues with your performance or behavior with another team member without giving feedback to you directly (triangulating)? • To what extent do you as an individual get support from your team on your personal career goals (such as learning a new skill from a team member)? • How likely would you be to ask team members for help if it required your admission that you were struggling with a work issue? • How likely would you be to share personal information with the team that made you feel vulnerable? • To what extent is the team likely to bring into team discussions an issue that may create conflict or disagreement within the team? • How likely or willing are you to bring into a team discussion an issue that is likely to have many different conflicting points of view? • If you bring an item into a team discussion that is likely to have many different conflicting points of view, how often does the team reach a consensus that takes into consideration all points of view and feels workable to you? • Can you identify an instance in the past two work days when you felt a sense of warmth or inclusion within the context of your team? • Can you identify an instance in the past two days when you felt a sense of disdain or exclusion within the context of your team? • How much does the team make you feel accountable for your work? Mulling over these questions solo or posing them to the team will likely generate a lot of raw material to consider. When you step back from the many answers, perhaps one or two themes jump out at you, signaling the “big things” to address.
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Lyssa Adkins (Coaching Agile Teams: A Companion for ScrumMasters, Agile Coaches, and Project Managers in Transition)
“
The Pirates' most advanced and widely discussed technological innovation is an online system called LiquidFeedback, which allows the party to better understand what its members think about issues of the day. Here is how it works: Any member of the party can register (with the optino of using a pseudonym) with LiquidFeedback and propose that the Pirates should do x. If more than 10 percent of other members find this proposal intriguing, it passes to the next stage, in which party members can vote for or against it.
After the proposal has been submitted, and before it has moved to the voting stage, other party members can launch counterproposals on a similar subject or make suggestions about how to improve the original one. What's interesting is that party members can transfer their votes to those they consider more knowledgeable about a given subject; thus, someone recognized as an expert on transportation policy might end up casting ten votes rather than one. To prevent some such experts from accumulating and abusing power, transferred votes can be recalled to their original "ownders." The votes cast in LiquidFeedback are not bniding; they simply inform party officials about the views of the grass roots. Big policy proposals are still discussed and voted upon at the party congress. LiquidFeedback thus aims to provide the intellectual inputs to the Pirates' work; the outputs are still determined by rather conventional means.
This all sounds great in theory...but the reality is much grimmer. In one German region, reports Der Spiegel, the Pirates used LiquidFeedback to gather general opinions on only two issues, while only twenty votes were cast in the controversial law on circumcision.
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Evgeny Morozov
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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.
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Andrew S. Grove (High Output Management)
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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.
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Donald A. Norman (The Design of Everyday Things)
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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.
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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:
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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.
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Talentedge
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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.
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Gary Keller (The One Thing: The Surprisingly Simple Truth Behind Extraordinary Results)
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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.
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Gary Keller (The One Thing: The Surprisingly Simple Truth Behind Extraordinary Results)
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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.
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Flower Darby (Small Teaching Online: Applying Learning Science in Online Classes)
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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.
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Cal Newport (So Good They Can't Ignore You: Why Skills Trump Passion in the Quest for Work You Love)
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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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Amy Morin (13 Things Mentally Strong Women Don't Do: Own Your Power, Channel Your Confidence, and Find Your Authentic Voice for a Life of Meaning and Joy)
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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.
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Reed Hastings (No Rules Rules: Netflix and the Culture of Reinvention)
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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
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Cara Bramlett (Servant Leadership Roadmap: Master the 12 Core Competencies of Management Success with Leadership Qualities and Interpersonal Skills (Clinical Minds Leadership Development Series))
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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;
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James Clear (Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones)
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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.
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CGM devices
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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.
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Donella H. Meadows (Thinking in Systems: A Primer)
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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.
Reduced Hypoglycemia and Hyperglycemia: By providing alerts for both low and high glucose levels, CGMs help users avoid dangerous hypoglycemic episodes and hyperglycemic spikes. This is particularly beneficial during sleep when such episodes might otherwise go unnoticed.
Data-Driven Insights: CGM devices generate a wealth of data, including glucose trends, patterns, and even predictive alerts for potential issues. This information can be shared with healthcare providers to tailor treatment plans for optimal diabetes management.
Enhanced Quality of Life: The convenience of CGM devices reduces the need for frequent finger pricks, leading to an improved quality of life for individuals managing diabetes. The constant insights also alleviate anxiety related to unpredictable glucose fluctuations.
Med Supply US: Bringing Hope to Diabetes Management:
Med Supply US has emerged as a prominent supplier of CGM devices, offering a range of options from reputable brands such as Abbott and Dexcom. The availability of CGMs through Med Supply US has made these cutting-edge devices accessible to a wider demographic, bridging the gap between technology and healthcare.
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CGM devices
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We’ve been against performance reviews from the beginning. The first problem is that the feedback goes only one way—downward. The second difficulty is that with a performance review you get feedback from only one person—your boss. This is in direct opposition to our “don’t seek to please your boss” vibe. I want people to receive feedback not just from their direct managers but from anyone who has feedback to provide. The third issue is that companies usually base performance reviews on annual goals. But employees and their managers don’t set annual goals or KPIs (Key Performance Indicators) at Netflix. Likewise, many companies use performance reviews to determine pay raises, but at Netflix we base salaries on the market, not performance.
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Reed Hastings (No Rules Rules: Netflix and the Culture of Reinvention)
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The Role of CGMs
Continuous Glucose Monitors play a pivotal role in diabetes management by providing real-time information about blood glucose levels. CGMs consist of a small sensor placed under the skin, which continuously measures glucose levels and transmits data to a connected device, such as a smartphone or insulin pump. This technology offers several advantages:
Real-Time Monitoring: CGMs provide instant feedback on blood glucose levels, helping individuals make timely adjustments to their insulin dosage or dietary choices.
Alerts and Alarms: CGMs can alert users when their glucose levels are too high or too low, reducing the risk of dangerous complications.
Data Analysis: CGM data can be analyzed over time to identify patterns and make more informed decisions about diabetes management.
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Unknown
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We now do the 360 written feedback every year, asking each person to sign their comments. We no longer have employees rate each other on a scale of 1 to 5, since we don’t link the process to raises, promotions, or firings. The goal is to help everyone get better, not to categorize them into boxes. The other big improvement is that each person can now give feedback to as many colleagues as they choose at any level in the organization—not just direct reports, line managers, or a few teammates who have invited input. Most people at Netflix provide feedback for at least ten colleagues, but thirty or forty is common. I received comments from seventy-one people on my 2018 report.
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Reed Hastings (No Rules Rules: Netflix and the Culture of Reinvention)
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Execution not only ensures efficient use of resources in a credit and cash-starved world, but also provides the feedback loop needed for the business to adjust to changes—big or small—in the external world.
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Larry Bossidy (Execution: The Discipline of Getting Things Done)
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Teaching academic writing to Bachelor of Science in Nursing (BSN) students is crucial early in their academic journey and should continue throughout their program. Here's a breakdown:
Foundation Level (First Year): Introducing basic academic writing skills at the onset helps students develop a strong foundation. This includes understanding essay structure, proper citation methods (APA, MLA), and critical reading and writing skills NURS FPX 4010 Assessment 2.
Core Nursing Courses: As students progress into core nursing courses, integrating academic writing into these subjects is beneficial. Assignments related to evidence-based practice, research papers, case studies, and reflective writing can aid in linking theoretical knowledge to practical application through writing.NURS FPX 4010 Assessment 3
Clinical Practice Integration: Incorporating writing assignments that reflect on clinical experiences or patient interactions helps students articulate their observations, reflections, and professional development, enhancing their communication skills.online class help services
Advanced Nursing Courses: In advanced years, focus on more complex academic writing, such as scholarly articles, thesis or capstone projects, and literature reviews. This phase aligns with deeper research and specialization within nursing fields.
Continuous Improvement: Encourage ongoing improvement by providing resources, workshops, and feedback on writing. Additionally, revisiting and reinforcing academic writing skills periodically ensures students maintain and enhance these crucial abilities.nursfpx.com
By introducing and reinforcing academic writing skills across various stages of the BSN program, students develop proficiency in communicating their ideas effectively, a skill essential for their future practice, research endeavors, and professional growth.
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