It's really useful if your PR references an issue where it is discussed ahead of time. In many cases, features are absent for a reason. For large changes, please create an RFC: https://github.com/sveltejs/rfcs

I like bundlers. Correction, I like fast bundlers. Bundlers that help me tighten the feedback loop and help me focus on the code. Not bundlers that make me doze off, waiting for the recompilation to finish, while my CPU fan sounds like an old hair dryer.

The present study demonstrated that there are differences between the quantity and quality of handwritten and electronic feedback

Course and Students

FWIW, I would have raised it earlier if I thought it would have made a difference.

This means that while groups can generate high levels of solidarity, which can in principle be put to powerful political effect, it also becomes harder to express disagreement within the group. If, for example, an outspoken and popular member of a neighbourhood WhatsApp group begins to circulate misinformation about health risks, the general urge to maintain solidarity means that their messages are likely to be met with approval and thanks. When a claim or piece of content shows up in a group, there may be many members who view it as dubious; the question is whether they have the confidence to say as much. Meanwhile, the less sceptical can simply forward it on. It’s not hard, then, to understand why WhatsApp is a powerful distributor of “fake news” and conspiracy theories.

I honestly don't know what you find unclear about this question. I think you initially misread. I edited out your title change because it wasn't what I'd intended and it misled others. I edited in two more sections to clarify. The last section makes it as clear as I can: A single question provokes 1 of 3 responses (not necessarily answers). To chose between them I need to understand acceptable scope of both question and answers. Yes this topic is a muddy one, that's why I'm asking! I want others to help me clarify the unclear!

Your comments are welcome.

But even that “minute” affects my feedback loop (see Justin Searls talk) and wastes my time.

Why does test suite performance matter? First of all, testing is a part of a developer's feedback loop (see @searls talk) and, secondly, it is a part of a deployment cycle.

Just as journalists should be able to write about anything they want, comedians should be able to do the same and tell jokes about anything they please

Note that we are not making the common argument that making new tools can lead to new subject matter insights for the toolmaker, and vice versa. This is correct, but is much weaker than what we are saying. Rather: making new tools can lead to new subject matter insights for humanity as a whole (i.e., significant original research insights), and vice versa, and this would ideally be a rapidly-turning loop to develop the most transformative tools.

Most people think you build the product then you market it. Thinking in loops means you build the marketing into the product. The product doesn't precede the marketing. The product is the marketing.

Future keyword improvements are being discussed in our epic for improving rules, where anyone can add suggestions or requests.

Edit this page Request docs changes

Help & feedback Docs Edit this page to fix an error or add an improvement in a merge request Create an issue to suggest an improvement to this doc Show and post comments to review and give feedback on this doc

One huge advantage to scaling up is that you’ll get far more feedback for your Insight through making process. It’s true that Effective system design requires insights drawn from serious contexts of use, but it’s possible to create small-scale serious contexts of use which will allow you to answer many core questions about your system.

Ericsson claims (2016, p. 98) that there is no deliberate practice possible for knowledge work because there are no objective criteria (so, poor feedback), because the skills aren’t clearly defined, and because techniques for focused skill improvement in these domains aren’t known.

There are many other factors that also aren't obvious so as much as suggestions for improvements are very welcomed, please keep in mind that they may not work in the broader sense of what's required to run this project.

I'll get a gazillion suggestions of how I could do this differently. Every single time I talk about the mechanics of how I've built something I always do

Don't be discouraged when you get feedback about a method that isn't all sunshine and roses. Facets has been around long enough now that it needs to maintain a certain degree of quality control, and that means serious discernment about what goes into the library. That includes having in depth discussions the merits of methods, even about the best name for a method --even if the functionality has been accepted the name may not.

Thisprovidesthestudentwithanexperienceakintosittingnexttotheinstructorinhisorherofficewhilegoingthroughtheassignment

Anumberofstudieshavedemonstratedthebenefitsofvoicefeedbackforstudents.Butfacultyneednotstopthere.Theproliferationofinexpensivescreencastingsoftwaremakesiteasyforfacultytodeliverscreencastedfeedbacktostudents

I especially welcome, and enjoy, intelligent disagreement.

Request features

As part of the beta program, if you or someone on your team can give us quick feedback every 1-2 weeks, we'll keep extending your free trial (normally 2 weeks) indefinitely!

Collaboration is not consensus When collaborating it is always important to stay above radar and work transparently, but collaboration is not consensus. You don't need to ask people for their input, and they shouldn't ask you "Why didn't you ask me?" You don't have to wait for people to provide input, if you did ask them. We believe in permissionless innovation- you don't need to involve people but everyone can contribute. This is core to how we iterate, since we want smaller teams moving quickly rather than large teams achieving consensus slowly.

We do the smallest thing possible and get it out as quickly as possible.

We should counteract that by having short toes and feel comfortable letting others contribute to our domain.

Give negative feedback in the smallest setting possible.

it is worth opening a merge request with the minimal viable change instead of opening an issue encouraging open feedback on the problem without proposing any specific change directly.

Receiving Feedback

happy to PR given consensus

We check in our code at the entry point of a pipeline, version control (Git and Github in our case), and then it’s taken through a series of steps aimed at assuring quality and lowering risk of releases. Automation helps us keep these steps out of our way while maintaining control through fast feedback loops (context-switching is our enemy). If any step of the pipeline breaks (or fails) we want to be alerted in our communication channel of choice (in our case Slack), and it needs to happen as quickly as possible while we’re in the right context.

Feedback needs to be specific in nature, as well as confirmatory and corrective. This way the learners know what they did right and wrong.

You can contact me via anything listed in the Contact section - preferably E-Mail or Matrix. Other places to give feedback are GitHub (Issues, Stars, Following) and Google Play.

To Collaborate With My Peers

We have ideas about what we will build next for Cycle Analytics but we'd love to hear your thoughts. You can follow and contribute to the discussion on this issue.

As you know, we ship the smallest thing to provide initial value and then we learn from your feedback and continue to improve the feature over time.

I don't want to bet more time on it without user feedback

feedback cycle

F = ma qüvvənin obyektə necə təsir etdiyini izah edir, bu təsirin baş vermə səbəblərini yox. Təkamül nəzəriyyəsi (orijinal adı ilə desək, təbii seçmə nəzəriyyəsi) isə təbiətdə müşahidə olunan fenomenlərin səbəb mexanizmlərini açıqlayır.

Terminologiya ilə başını ağrıtmaq istəməyənlər

qanunlar və nəzəriyyələr arasında səviyyə yox, kateqoriya fərqi var.

Çağdaş təkamül nəzəriyyəsi Darvininkindən xeyli fərqlənir. 20-ci əsrin əvvəllərində Mendel genetikası və Darvinizmin birləşməsi ilə “modern sintez” ortaya çıxdı. Bu nailiyyətin arxasında Dobrjanski, Fisher, Huxley kimi elm adamları dururdu, Darvin yox.

üzərindən keçdiyimiz çox məqam var.

təkzib olunsa

naturalistlər

19-cu əsrə qədər təkamül Dekart, Leybniz, Herber və hətta Darvinin babası Erasmus kimi bir çox intellektual tərəfindən müxtəlif formalarda müzakirə edilmişdi.

Söhbət dünyanın yaranması ilə bağlı miflərdən getmir (bunların tarixi daha qədimə dayansa da mövzumuzla bir o qədər də əlaqəli deyil). Təkamül fikrinin elmi müstəvidə ilk təhlili Empedokla aid edilir. O, ibtidai formada da olsa, insanlar da daxil olmaqla bütün canlıların mənşəyini izah etməyə çalışır.

Darvindən

İntihab

Xristian təməlləri sərt tənqidə məruz qaldı

the explicit nature of future improved systems would be highly affected by (expected) changes in our technology or in our understanding of the human being

evaluating the possible relevance of work and knowledge from existing fields and for assimilating whatever is relevant

giving the human the minute-by-minute services of a digital computer equipped with computer-driven cathode-ray-tube display, and (2) developing the new methods of thinking and working that allow the human to capitalize upon the computer's help.

that any one such improvement can be expected to trigger a chain of coordinating improvements

feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from the teacher’s feedback comments through interaction over time, with each other, the teacher, and relevant resources

SurveyMonkey

Create a note by selecting some text and clicking the butto

build regular feedback loops

could both study and create “non-print,” “electronic,” and “visual” texts

Prepare some inviting questions.

graduate students

Assessment feedback focused on what students can do to improve

Since CI begins immediately after a commit or merge hasbeen made, feedback needs to be fast to allow the developer(or team) responsible for the commit or merge to resolve thebreakage while his or her changes are still fresh in their mind

The Triple Feedback Loop offers a compass by aligning the information flows in a framework for operating a network of disparate players with different goals who work together on an overarching goal.

The approach has also allowed Newman’s marketing team to learn what readers are interested in between the publication events, providing feedback to reporters and editors so that the next release of content reflects the priorities readers have stated.

object you are photographing b

I hope to show with this tutorial, however, that the Dino-Lite Premier AM-311S has the potential to create useful models at an affordable price.

capture images for processing

Eighty-five percent of provosts report that their institutions use student evaluations when judging faculty members for tenure, promotion or raises.

providing students and their teachers with more rapid, useful feedback to inform their learning all along the way.

by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).

All of us recognize that students’ communication skills benefit greatly from substantial amounts of writing. But many faculty members limit the amount of assigned writing because drafting comments and grading is too time-consuming. But one can imagine other ways to give students more opportunities to write while ensuring that they receive valuable feedback. These might include peer or near peer feedback, using carefully designed rubrics, or even a degree of auto feedback.

L’enseignant joue quatre rôles distincts : celui de client, qui juge l’adéquation du produit au cahier des charges, celui d’expert technique, en cas de difficulté bloquante, celui de chef d’entreprise lorsque cela s’impose et que des décisions autoritaires (concernant les coûts, les délais ou les méthodes) doivent être prises pour empêcher l’échec du projet, et enfin le rôle traditionnel de tuteur.

The success of Arduino has had the perhaps retrograde effect of convincing an entire generation that the way to sense and actuate the physical world is through imperative method calls in C++, shuffling bits and writing to ports, instead of in an environment designed around signal processing, control theory, and rapid and visible exploration. As a result, software engineers find a fluid, responsive programming experience on the screen, and a crude and clumsy programming experience in the world.

But the idea that you might implement a control system in an environment designed for designing control systems — it hasn’t been part of the thinking. This leads to long feedback loops, inflexible designs, and guesswork engineering. But most critically, it denies engineers the sort of exploratory environment that fosters novel ideas.

o often, the feedbackgiven is unrelated to achieving success on critical dimensions of the goal. Forexample, students are given feedback on presentation, spelling, and quantity inwriting when the criteria for success require, say, “creating mood in a story.” Su

ffective feedback must answer three major questions asked by ateacher and/or by a student: Where am I going? (What are the goals?), How am Igoing? (What progress is being made toward the goal?), and Where to next? (Whatactivities need to be undertaken to make better progress?) Th

he main purpose of feedback is to reduce discrepancies between cur-rent understandings and performance and a goal. S

Rewards and punishments89 0.14Wilkinson (1981)Teacher praise14 0.12

It is most powerful when it addresses faulty interpretations, not a totallack of understanding.

eedback is information with which a learner can confirm, add to,overwrite, tune, or restructure information in memory, whether that information isdomain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cog-nitive tactics and strategies”

The Power of Feedback

Nor- mative grades provide information about proficiency relative to others; they do not provide clear standards for self-evalua- tion or for constructive attribution (Nisan, 1981). Our finding that 50% of the pupils who received no feedback would rather have received a grade may seem compatible with the argu- ments of many teachers that pupils themselves want grades

in the grades group, 26.7% attributed effort to the desire to avoid poor scores, and 34.4% attributed it to the importance of success, whereas among those who received no feedback only 7.2% attributed effort to the desire to avoid poor scores and 40% attributed it to the "positive" aspect of need achievement, the desire to succeed.

subjects who received written comments expressed greater interest in the tasks than did those in the other two groups, especially for the question requiring greatest commitment -- the number of extra tasks chosen

Even though the findings of much previous research, which compared motivation after a single trial under extrinsic and no-incentive conditions, implied that if "left alone," in- trinsic motivation for an initially interesting task would remain stable and high, our conception suggested that, in fact, re- peated nonreceipt of feedback would undermine interest. We also predicted that numerical grades would foster extrinsic mo- tivation at the expense of intrinsic motivation. The results showed clearly differential effects of these kinds of feedback on per- formance.

Most studies of extrinsic incentives and intrinsic motivation, including those men- tioned earlier, used as controls subjects who received no rewards or feedback, apparently on the assumption that un- der these conditions original levels of intrinsic motivation would be maintained.

The role of the availability of such information was studied in comparison with conditions of nonreceipt of any information and of receipt of normative evaluation.

We expected that receipt of indiviaualized, specific, non-normative information about task performance, includ- ing both positive and negative comments, would maintain or even enhance subsequent motivation.

The present research was thus designed to study the ef- fects of different feedback conditions on intrinsic motiva- tion.

InastudybySwann&Arthurs(1998),alargenumberoftheirstudentsseemedtotakeaninstrumentalviewoflearning,conceivingassessmenttasksasobstaclestoovercomeinthepursuitofgrades.Formativefeedbackwasviewedasameanstonegotiatetheseobstacles.InanearlierstudybyBeckeretal.(1968)ofAmericancollegelife,assessmentdemandswereubiquitous,andstudentbehaviourreectedtheinstrumentalandpragmaticstrategiestheyadoptedtocopewiththeparticularteachingandassessmentpracticesimposedonthem.Butisthistruefortoday’sstudentinthecontextoftheUK?Amajorityofthestudentsinourstudyperceivehighereducationasa‘service’,andfeltthatfeedbackconstitutespartofthatservice.Asonestudentnoted:TheywayIseeitiswe’repaying£1,000.It’smoreofaservicenow.Ifhighereducationisviewedasaservice,thenstudentsarearguablytheconsumersofthatservice.Butwhatdotheyexpecttheservicetoconsistof?Moststudentsinourstudylinkfeedbacktoattainingbettergrades.Thesestudentsperceivefeedbackcommentsasidentify-ingwhattheyaredoingrightandwrongand,therefore,helpingthemtoimprovetheirperformanceinsubsequentassessedassignmentsandexaminationsinordertoraisetheirmarks:Partofwritingtheessayquestionintheexamishavingtherighttechnique,andwhilstitwouldbeusefultosaythat‘yeah,you’rebringingingoodpartsoutsidethesubjectandit’sgoodthatyou’vebroughtinthis’,itwouldalsobegoodtoknow‘well,don’teverusethislanguageintheexam’causeit’sgoingtocountagainstyou’

80%disagreedwiththestatement‘Feedbackcommentsarenotthatuseful’

ormativefeedbackcommentscanonlybeeffectiveifstudentsreadandmakeuseofthem.MostofthestudentsinvolvedinstudiesbyHyland(2000)andDing(1998)seemedtoreadtutors’comments.Ourquestionnairedatareectthis(seeTableI).Thetimespentreadingcommentsvaries,withthemajorityofstudentsclaimingtospendlessthan15minutesdoingso(although,ofcourse,ourdatadonottelluswhenthistakesplaceorwhetherstudentsreturntolookattheirfeedbackonmorethanoneoccasion).But,overall,97%ofstudentsindicatedthattheyusually‘read’thewrittenfeedbacktheyreceive.Furthermore,wecanseefromTableIIthat82%ofthestudentsclaimedto‘paycloseattention’tofeedback.Theinterviewdataalsosupportthis:Ialwayslookforwardtoseeingwhattheyhadtosay.NormallyIgetthegradeandthenlookthroughtheself-assessmentandthetutor’sassessment,readthecommentsand...seewhatcommentshe’smadeontheessay.ThisndingisreinforcedbyHyland’s(2000)study.Henotedthatthemajorityofthestudentsinvolved(fromarangeofinstitutions)seemedtotry(evenifonlyoccasionally)tousecommentsforfutureassignments

hesecommentssuggestthatstudentsinourstudyperceivefeedbacknegativelyifitdoesnotprovideenoughinformationtobehelpful,ifitistooimpersonal,andifitistoogeneralandvaguetobeofanyformativeuse

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It is surrounded by farms and windmills!

:)

About me

I will keep y'all posted while working with these kiddos.

I even saved up my money to buy an overhead projector

She is the reason I want to work with students.

The next step I am planning to get my masters in Speech Pathology in hopes of someday working with the deaf who are hoping to become vocal. For now, I plan on focusing in the field of Special Education.

People rightly tend to be mean to those they are sure are assholes, so continued interaction between them will probably only serve to reinforce their beliefs the other is acting in bad faith.

We cannot pretend it is objective