When one realizes one’s interconnectedness, what have seemed like one-wayenergy flows are seen to be two-way flows, that is, a recursive flow that goesout and comes back in, regardless of the perspective taken

je voulais mettre l'accent sur on va dire le le le la enfin l'intervention éducative qui a l'impact le plus élevé c'est le feedback le feedback c'estàd de faire des retours 00:23:28 individualisés aux élèves pour en fait les aider à identifier là où ça va bien et là où faut encore progresser en leur donnant des pistes individualisé de comment faire pour progresser et en fait ce qui est intéressant dans cette lér 00:23:40 donc l'effet est énorme c'est vraiment le plus élevé et pareil c'est ça nécessite de la formation donc et ça nécessite d'avoir des classes pas trop importantes donc c'est là qu'on voit qu'on pourrait utiliser nos classes pas trop importantes pour faire ça mais ce qui est intéressant dans la revue 00:23:53 littérature de de de l'EEF c'est que il distingue entre des feedback positifs qui ont des effets très importants et justement ils insistent sur le fait que le feedback doit aussi être positif c'est-à-dire que le feedback doit dire à 00:24:06 l'élève pas seulement ce sur quoi il faut qu'il retravaille parce que c'est pas terrible qu'on a beaucoup tendance à faire dans notre système éducatif parce qu'on pense que c'est ça qui va aider les élèves en fait c'est en leur disant ben non là ça va pas tu as pas réussi à faire ça et cetera il faut il faut faire 00:24:18 aussi beaucoup de feedback positif en disant c'est super tu as progressé les dessus je suis très contente que tu ai réussi à faire ce cette chose-là même si là et on va essayer de retravail et cetera donc ça c'est quelque chose qui 00:24:30 est présent dans dans cette dans cette revue de littérature sur le feedback c'est l'importance du positif de l'encouragement dans le feedback

As we consider the complexity of people, the layered, living contexts of problems faced and the entangled factors that contribute — the monster metaphor seems appropriate

resemblance, contiguity, and cause and effect.

that's part of the logic of agriculture isn't it i mean you have a lot of work to do yeah a lot of people you know but there again you're you're in a progress trap or or a treadmill that you need more children 00:48:57 so you can work more land and then that more land provides more food so you have yet more children

Skinner’s goal was to make his pigeons peck the button as many times as possible. From his experiments, he made three discoveries. First, the pigeons pecked most when doing so yielded immediate, rather than delayed, rewards. Second, the pigeons pecked most when it rewarded them randomly, rather than every time. Skinner’s third discovery occurred when he noticed the pigeons continued to peck the button long after the food dispenser was empty, provided they could hear it click. He realized the pigeons had become conditioned to associate the click with the food, and now valued the click as a reward in itself.

Ultrastability places two sets of environmental and reactive variables in a primary feedback loop. A slower, second feedback affects the reactive variables by acting on the step-mechanisms and setting parameters for the environmental variables.

Personality: Innovative: Always at the forefront of technology, Chrome continually evolves to provide cutting-edge features that enhance user experience. User-Centric: Chrome prioritizes the needs of its users, offering tools that are intuitive, customizable, and easy to use. Reliable: Renowned for its stability and security, Chrome ensures a seamless browsing experience, giving users peace of mind. Empowering: Chrome’s features are built to empower users to do more, whether it’s productivity, entertainment, or exploring new territories. Inclusive: With built-in tools like Google Translate, Chrome breaks down language barriers and fosters a more connected global community. Tone and Style: Fun: Engaging, light-hearted, and approachable. Chrome isn't just a tool; it's a companion in your daily digital journey. Helpful: Guidance and support are key. Chrome assists users in achieving their tasks with ease. Future-Looking: Always ready for what’s next, constantly pushing the boundaries of what's possible with a web browser. By embodying these characteristics, Google Chrome stands out not just as a browser, but as a trusted enabler for users to explore, connect, and get things done.

Clarity is key: Provide crystal-clear instructions for assignments and grading criteria. Avoid confusing instructions. For example, students expressed frustration with assignment details being posted in the LMS but professors requesting submissions via email. Stay in the loop: Communicate with students by offering due dates, announcements, and calendar reminders. Timely and clear feedback on grades on the LMS empower students to track their progress effectively.

One way in which students report experiencing the social presenceof an instructor is the immediacy of response and type of feedbackreceived

They found that students were most satisfied when provided direct feedback from facultycompared to engaging in either discussion boards or peer review activities (

Whiteand Weight (1999) also contend that wheninstructors respond within 24 hours this showsstudents the instructor is involved in the class

who found that learners prefer asynchronoustools such as email to communicate with theirinstructors. It also coincides with the findingsof a study by Chang, Hurst, and McLean(2015) who discovered that 97% of thestudents surveyed preferred to receive coursecorrespondence from online instructors viaemail.

results of the survey indicated that the vast majority of the students (91%) consider 24 hoursan acceptably responsive return rate time, and the same majority (91%) reported they consider24 hours an acceptably responsive time for them to return emails they receive from their onlineinstructors

Computer generated or response dependent releases can be allocated for some feedback,

Feedback strategies and sequences such as those suggested to humanize online instructor feedback might move learning from external regulation by the instructor to internal self-regulation by students.

Hummel (2006) identifies the need to train instructors in feedback design principles.

reating anchor samples and pre-recorded feedback messages as part of the course design can help speed up the feedback process and relieve the pressure of time.

Leveraging the power of peers in the feedback process is one humanizing strategy

Feedback, an essential component of teaching presence in a community of inquiry in online spaces, requires time and commitment.

to the screen-capture, to add personal contact from instructor to student, will depend on the relationship, timing, and student need. This form of feedback is most effective when provided with the draft version of the student’s own work, thus allowing for improvements and changes to be actionable.

Voice with image productions can enhance the clarity and specificity of the feedback message. Voki, a talking avatar, can provide a less threatening response than one in which the instructor is the talking head. Tellagami uses animation to present the selected summary, explanation, or redirection

Tools such as Audacity and Garage Band, or mobile device tools such as iTalk, can record an audio clip, embed a static image, and be presented as an mP3 file when uploaded to the LMS or another hosting site such as Soundcloud or AudioBoom.

Audio feedback is perceived to be more effective than written feedback since it enhances feelings of involvement, is linked to retention of content, and is perceived by students to originate from a caring teacher (Ice, Curtis, Phillips & Wells, 2007).

Students will see the value in feedback when they know that instructors monitor and track-back to feedback messages.

Uploading and releasing audio/video files in a batch ensures that all students receive feedback simultaneously, thus decreasing anxiety, questions, or comparisons.

Creating media based feedback involves preparing a script, setting up a recording session, checking and revising the message, then uploading and sharing the production.

The integration of multiple modes can increase the clarity of the feedback message.

eedback for one or by one person can be time-consuming in online learning environments. Instructors should harness the power of collaboration by using peer review since “producing feedback is cognitively more demanding than receiving it, as it involves higher levels of reflection and engagement” (Nicol, 2011).

Early into a course schedule, feedback can be more generic, whole-group focused, with targeted individual feedback to students experiencing difficulty getting acclimatized to course content or processes.

Selecting two or three key points (e.g. two stars and a wish; stars & stairs) or connecting to important learning goals will minimize a rambling feedback message or a missed ‘teachable moment.’

specificity relies on the ‘Goldilocks principle’ – a scale from too narrow, too broad or just right (Brookhart, 2008, p. 33). Apply sufficient detail and focus without doing the work for the student. Show rather than tell.

Effective feedback compares and contrasts student work against a set of established criterion, goals, or learning targets.

Preparing a collection of feedback comments for learning tasks in advance, using a rubric or standard set of criteria, can streamline comment creation.

Effective feedback includes the following attributes: building trust, clearly communicated, user-friendly, specific, focused, differentiated, timely, invites follow-up, and is actionable (Tomlinson & Moon, 2013 p. 62-63).

Feedback is used as a means to improve performance. The process or system of learning and teaching within an online course can be modified or controlled using feedback.

Humanizing elements in feedback incorporate the content, strategies, sequence, and tools. Content elements include the focus, function, valence, clarity, and specificity. Feedback strategies incorporate timing, amount, audience, and mode. Considering the sequence for feedback – listening, summarize-explain-redirect-resubmit (SE2R), connecting, creating, and tracking will assist instructors to humanize their actions. A survey of available technologies and tools to create feedback messages with text, graphic, audio, image, and video, and integrated multimodal production technologies is presented. A

Respond within a given time frame. Let students know when they can expect a response from you via email or in the LMS and stick to it. Students should know that they’ll be able to get answers or assistance in a set amount of time.

Because students are physically separated from the instructorin an online class, communication and timely responses becomeincreasingly important for students and therefore this physical sep-aration also affects student perceptions of the online learning envi-ronment (Delaney et al., 2010

nævner Sven Mørch også hvordan unge og unge mennesker har problemer vedat forme deres fremtidige liv

Dette format var særligt værdifuldt

gavnligt for os

I forlængelse med de to teorier blandede vi også Sven Mørchs teorier om ungdom ind

designproces

TRIN-modellen

gruppens dynamikker og de enkelte medlemmers holdninger påvirker hinanden

fokuseret og målrettet mod de oplysninger, vi ønsker at opnå

Til sidst planlægger vi også at udvikle en detaljeret model

som en integrerende platform, der fungerer som en "skuffe" ellerhub

også kører detigen og igen

verskuelig kalender ogmedicin app

at fastholde og engagere publikummet effektivt

Derfor vil vipræsentere enten et fysisk produkt eller en visuel model for appens og dens funktioner.

stressniveauet stiger

hvordan vi tænker den her app kanvære et dagligt redskab de frit kan benytte sig af.

teknologisk redskab

Kappelgaard, 2020

Semesterbindingen

da hans ideer og teorier om accelerationssamfundet er gældende

Dette gørfokusgruppeinterviews særligt velegnede til at undersøge komplekse sociale fænomener og tilat afprøve nye ideer i en interaktiv kontekst

ikke at implementere er en app som man skal betale for

I vores samarbejde med psykologen fik vi at vide

Ordforklaring: Neurotypisk, Neurodivergent &Neurodiversitet

Caldwell, M. (2024, January 5). Doomscrolling, ADHD, and Justice sensitivity. ADDept

hvor vi primært vil forsøge atbeskrive den kognitive funktionsnedsættelse og forhåbentlig afkræfte mange afmisforståelserne

hvilkeudfordringer er der i unge voksnes hverdag og hvordan kan et teknologisk redskab bidrage tilen god tilværelse for dem med ADHD?

ansvarsfraskrivelse

interessant var atsammenligne deres forskelligheder og ligheder

friendly digital helper is a good idea in digital products for children. Designing a virtual helper, cool and cute character that will help children to navigate through the product, can make the user experience smoother and more interactive.

You can use this insight as a base for online educational platforms for children. For example, include design elements that show progress and achievements.

What are some of the best practices for kids’ UX design?

What are some top UX design principles when designing for kids?Some important UX design principles when designing for kids are as follows. Simplicity and clarity Interactive and engaging elements Age-appropriate content Safety and privacy Consistent feedback and rewards

The needs of children, when it comes to digital designs, vary from those of adults. However, several UX principles, design patterns, and preferences hold for kids and adults. The overarching goal of any design, i.e., to create valuable and usable solutions for a user, stays the same for all audiences.

3. Importance of feedback For a positive user experience, feedback plays a significant role. If the users get appropriate and quick feedback from a physical or digital design, they can gain interest, leading to a good user experience. The importance of immediate feedback gets even more pronounced in the case of kids when their attention span is less than that of adults.

Thank you all for the detailed feedback. I want to emphasize we value your feedback. We believe it is a huge advantage for us to be able create GitLab transparently here in the community, with your contributions, whether they be ideas and analysis here or in actual code. Thank you for your excitement and passion.

@josephmarty mentioned desired outcomes as a focus. That is great. We encourage all types of feedback. Whether you want to highlight a problem, a desired outcome, have a design or implementation. Whatever you have, we welcome the ideas and encourage ongoing conversation.

A simple survey should be offered during the unsubscribe process to allow customers to provide feedback about why they are leaving.

This 1% of humanity uses its awesome power to manipulate societal aspirations and the narratives around climate change. These extend from well-funded advertising to pseudo-technical solutions, from the financialisation of carbon emissions (and increasingly, nature) to labelling extreme any meaningful narrative that questions inequality and power.

I tell my researchers look for the 00:57:41 positive feedbacks these are not good feedbacks these are self-reinforcing feedbacks where you get a cycle of of causation that causes it to reinforce itself those 00:57:52 positive feedbacks which may cross several systems like climate economic pandemic Health Systems those positive feedbacks are where you're getting the synchronization if you can find those 00:58:04 then you're making real Headway on the synchronization effect

Agreed that this is very well done; however to attribute "mindless consumerism" solely to economic design is an oversimplification. It overlooks the significant role of trauma, mental health, spiritual poverty, etc. In many ways mindless consumerism has become 'medicine' for the masses to dull their pain and deep sense of isolation (all of which is welcomed under the current system as it feeds capitalism).

native writers received feedback on content in the form of questions and qualified criticism, while non-native writers mainly received feedback on grammatical correctness and clarity in the form of recasts and questions. Furthermore, tutors tended to use more overtly directive forms of feedback for both native and non-native writers, including recasts and criticism.

legally obligated to retain them for longer time periods

retained for a limited time

See the full history of changes to these Terms.

dedicated using Creative Commons

They write a bunch of crap down that they wish they’d be able to do (secretly knowing they never will) and then their task manager gets overwhelming and they drop it because there is too much noise. This is why systems like Bullet Journal thrive in a digital world. When something is too hard to migrate to a new page or notebook, you just said it’s not worth doing and you let it go. Bullet Journal is a no-first system.

We welcome your feedback on the accessibility of this site. If you have specific questions or feedback about this site's accessibility or need assistance using specific features, please contact us. If you have found an inaccessible area on the site, please specify the web page or element, and provide any other relevant information to help us locate the problem.  In the event a page cannot be made accessible, we will work with you to make a text version of the content available. Please contact us via telephone or email to request a specific electronic format. Additionally, please provide us with your contact information, the format you require, the web page address, and the location of the content. We welcome your questions about this accessibility statement and comments on how to improve our website's accessibility.  

One can find utility in asking questions of their own note box, but why not also leverage the utility of a broader audience asking questions of it as well?!

For a while, I forgot how fun it is to talk to users People seem to intuitively help you if you build something useful for them. And they come up with better ideas than you do.

Expansion is led by focus. By taking time to edit, carve up, and refactor our notes, we put focus on ideas. This starts the Great Wheel of Positive Feedback. All hail to the Great Wheel of Positive Feedback.

It is crucial to establish the key feedbacks regulating, or destabilizing, each safety variable, and how they interact on different timescales. To quantitatively assess and combine these feedbacks, an established but under-used approach of calculating and combining feedback “gain” factors (Lashof, 1989) can provide a useful framework.

global community

Mark: The Japanese hypertext scholar Kumiyo Nakakoji talks about amplified representational talkback, which is a general design phenomenon. An architect, an artist, or a writer puts something on paper and then looks at it. You look at it, and then it seems different from what you had in mind, and you either correct what you’ve written, or you see that what you’ve written is right and correct your bad idea. That kind of representational talkback is fundamental to all sorts of all creative processes, from the sciences to the arts.

how was your code review experience with this merge request? Please tell us how we can continue to iterate and improve: Leave a 👍 or a 👎 on this comment to describe your experience.

he expressed confusion about digital pedagogy

Thanks for your making your first contribution to Cucumber, and welcome to the Cucumber committers team! You can now push directly to this repo and all other repos under the cucumber organization! In return for this generous offer we hope you will: Continue to use branches and pull requests. When someone on the core team approves a pull request (yours or someone else's), you're welcome to merge it yourself. Commit to setting a good example by following and upholding our code of conduct in your interactions with other collaborators and users. Join the community Slack channel to meet the rest of the team and make yourself at home. Don't feel obliged to help, just do what you can if you have the time and the energy. Ask if you need anything. We're looking for feedback about how to make the project more welcoming, so please tell us!

now we go back to jakub von ogskul and we find him critiquing exactly the 00:09:20 same thing for exactly the same reasons 30 years after john dewey there on the left he has picked out the reflex arc pointing out that it is a linear throughput which leaves no room 00:09:34 for subjectivity no room for intentional action no room for meaning to arise if you if the middle is only animated by inputs then it's a puppet 00:09:47 he replaces this with a model on the right that will whose terms will not be entirely clear to you as you read the article but i want you to notice one thing about it it's circular it's not a linear 00:09:59 throughput it's circular he starts by noting the embeddedness of the body in the world and the fact that the activity of the 00:10:13 body is meaningful at all times and not separable into inputs and outputs his replacement of the linear throughput with this circular model that he elaborates in various ways 00:10:25 is remarkably prescient of the basic cybernetic insight that will arise after the second world war in which it's all feedback systems positive feedback systems negative feedback systems 00:10:37 homeostatic systems um reciprocity is always involved the fact that you do something and something is done to you at the same time that that we dance in the world 00:10:50 rather than standing apart from it and recording a movie of it so his um uncovery of this basic cybernetic principle with which one might approach the body and its being in the world is 00:11:02 remarkably prescient but these profound ideas of vulnerable are often hidden because he's well frankly so charming well he's a problematic character as we'll see lately 00:11:14 but he tells a good story and he does cool experiments

Therefore, any feedback signal, even if negative, boostsyour effectiveness, and therefore self-confidence, in continuing your activity, adding to the sense offlow. (

What these communities have in common is that they collectively produce very useful—and typically high-quality—applications and information, but this without any financialcompensation or legal organization. In other words, these communities consist purely of volunteerscontributing on an informal basis to a common project. From the perspective of traditionaleconomics and organizational theory, this is paradoxical (Heylighen, 2007): why would anyoneprovide such valuable services to others without being either paid or ordered to do so? Severalauthors have investigated the motives that incite people to contribute to such communities (Ghosh,2005; Lerner & Tirole, 2002; Weber, 2004). These include curiosity, altruism, free expression, needfor belonging, desire for status and recognition, and the hope for future financial rewards for privateconsultancy after being publicly recognized for one’s expertise. More interesting for our purposethan these individual motivations, though, are the structures and processes that encourageindividuals to take part in such a collective enterprise, i.e. the underlying mobilization system.A first analysis (Heylighen, 2007) points at two fundamental mechanisms: feedback andstigmergy. By contributing a question, comment, answer, program, photo or any other input,participants hope to get a reaction from the other community members, because that would givethem an indication of whether they are on the right path, or need to make some correction. Suchfeedback provides valuable information that allows participants to get better in whatever they areinterested in. For example, a programmer who contributed a piece of code will benefit if a userpoints out a bug in that code, suggests a way to extend it, or simply confirms that the job was welldone.Stigmergy is a mechanism of spontaneous coordination between actions, where the result ofan individual’s work stimulates a next individual to continue that work (Parunak, 2006; Bolici,Howison, & Crowston, 2009; Heylighen, 2011a). For example, a paragraph contributed to aWikipedia article may incite a later reader of that paragraph to add a reference or further detail,which in turn may elicit further contributions from others.

fly·wheel/ˈflīˌ(h)wēl/ Learn to pronounce nounnoun: flywheel; plural noun: flywheels; noun: fly-wheel; plural noun: fly-wheelsa heavy revolving wheel in a machine that is used to increase the machine's momentum and thereby provide greater stability or a reserve of available power during interruptions in the delivery of power to the machine.

Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.

send off your draft or beta orproposal for feedback. Share this Intermediate Packet with a friend,family member, colleague, or collaborator; tell them that it’s still awork-in-process and ask them to send you their thoughts on it. Thenext time you sit down to work on it again, you’ll have their input andsuggestions to add to the mix of material you’re working with.

Learning targets describe the knowledge and skills students should be able to demonstrate by the end of the lesson. Learning targets are broken down into success criteria so students can self-assess and track their learning progress.

He notes that authors of such projects should consider the return on investment. It take time to go through community feedback, so one needs to determine whether the pay off will be worthwhile. Nevertheless, if his next work is suitable for community review, he’d like to do it again.

only 52% of students agree that when they give feedback, they know their voice is heard.

We are here to help you get your designs implemented on codes pixel perfectly

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he fastest way to review developed websites. Add a link, drop comments, show CSS edits live to give precise feedbacks.

Researchers are also experimenting with “haptic” signals: physical nudgesdelivered via special gloves or tools that help mold a novice’s movementpatterns into those of an expert.

I can also reply to comments, providing additional feedback and building a positive teacher-student relationship.

A summary, feedback or critique is then provided, often by the e-moderator but in some cases it may be provided by the learners themselves.

Even without any feedback, we will be better off ifwe try to remember something ourselves (Jang et al. 2012).

Dweck shows convincingly thatthe most reliable predictor for long-term success is having a “growthmindset.” To actively seek and welcome feedback, be it positive ornegative, is one of the most important factors for success (andhappiness) in the long run. Conversely, nothing is a bigger hindranceto personal growth than having a “fixed mindset.” Those who fearand avoid feedback because it might damage their cherishedpositive self-image might feel better in the short term, but will quicklyfall behind in actual performance (Dweck 2006; 2013).

Once we introduce evaluation into our learning spaces, we change the way we interact with student work.

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In addition to the daily limits, there are follow ratios that go into effect once you’re following a certain number of accounts:Every Twitter account can follow up to 5,000 accounts. Once you reach that number, you may need to wait until your account has more followers before you can follow additional accounts. This number is different for each account and is automatically calculated based on your unique ratio of followers to following.

Twitter Blue Publisher network

This is actively being worked on - for those interested you can follow the progress in https://github.com/snapcore/snapd/pull/10836

After 5 years there's still no fix. This is so annoying. I'm now getting rid of all snap packages and installing deb variants instead. Finally I'll purge snap and if these weird decisions keep on going I'll also move to another distro. Common Canonical. Seriously?

During the time between becoming a DisCONaut and full (legal) membership, it's assumed that the DisCONaut is there for the long run. The new DisCOnaut has become part of an established collective with its unique group culture and, while new members will change that culture, all changes have to fit in well with what has already been built. If no major or unsolved issues arise, the nine-month mark means that the new DisCONaut becomes a full member and the appropriate legal and/or contractual procedures are undertaken.

marriage

In DisCO.coop we recommend that full membership is only awarded after nine continued months of working and being in the collective. This means nine months from the moment the new DisCONaut started dating, independent of their timeline options.

Into the Dating Phase! click to enlarge and animate

The Commitment Statement

It is also important to have a second, more thorough interview prior to signing the Commitment Statement.

need

Clarity that vibe trumps all other considerations, meaning, if there's a bad fit evident from things like poor or indirect communication, or evident discomfort with the style and rhythms of the existing group, that usually signals a weird vibe. Weird vibe = no DisCO Dating [39].

co-dependent

A DisCO Ley Line is, basically, an agreed-on transfer of invested credits between one DisCO and another.

unlike value tracking for contributors, it's not expected to be either latent or unfulfilled.

Similarly, this work is initially considered to be Invested Lovework. You can read more about those terms in this section. For now "invested" means "unpaid" and "Lovework" means "voluntary work".

Whether it's a DisCO worker-coop, DisCO.NP or any other type of DisCO application, DisCOlarships are announced by the hosting DisCO through its social media channels, newsletters or community calls. Before entering into DisCOlarship, the hosting DisCO needs to ensure it has the human and conceptual capacity.

DisCOlarships are one way to advanced from a Casual to Committed DisCO relation. As such, they are considered a Casual Relationship leaning towards committed relationships with DisCOs in general (if not to the particular DisCO hosting the DisCOlarship).

A DisCOlarship involves regular "visits" to a DisCO to learn its practices and get to know DisCONauts in the real world.

In other DisCOs, contributors can help with whatever productive work is taken by the particular DisCO. So, for example, in a worker-owned DisCO community garden, contributors could drop in to help with the gardening when convenient and that value will be tracked for future inclusion, should they want to become dating members and, eventually, committed. In a DisCO.NP dedicated to creating mesh networks for community WiFi, the contributors can help set up the infrastructure for their own Internet connections and, having learned in the process, can apply that knowledge (and attendant credits) toward future work in that particular DisCO.NP.

Why do we track the value of casual contributions?

(these terms are further explained in this section: Ways to Account for Work).

it is much easier to record contributions according to grade and measure. If you're not familiar with those terms, it basically means "quantity and quality".

The DisCO.NP may contract services when lacking the capacity - See Undercapacity and contracting outside the DisCO.NP. The DisCO.NP may also choose to engange with other DisCOs in work relationships and value transactions - see DisCOverses and Intra-DisCO Value Flows.

Contributors must know that they don't have priority over Committed or Dating members of the DisCO.NP, and that they won't be compensated (whether immediately or ever) for any of their contributions.

they are value tracked.

The DisCO.NP, however, is not in any way obliged to accept the contribution. Using two of the examples above, if the contributed artwork or code isn't up to standard, the DisCO.NP will not use it. Quality Control and Post-Hoc evaluation is very important in DisCO — if we are to provide viable alternatives to the mainstream economy, we need to ensure we do stuff right, according to the individual criteria of each DisCO LAB.[24] Applying the dating metaphor, if "we’re really not made for each other", we'll move on with no hard feelings. Casual relationships are consent-based and depend on clear communication. A casual contributor doesn't really have to do anything for the DisCO.NP, in terms of building our support structure and using the DisCO's workflow tools, for instance. Contributors can get in touch whenever they feel like it and vice versa. The bulk of the care work for the collective, including all admin and project management tasks, is undertaken by the DisCONauts.

This one possible DisCO Journey. In others people may remain in one circle, or go through a DisCOlarship and start their own separate DisCO, etc.

To recap: We have distinguished two main states: Casual and Committed. "Casual" means little responsibility. These are no-strings-attached relationships for mutual benefit. There are two types of Casual Relationship: Supporters (Very casual interactions) and Contributors (More active interactions and actual contributions to the DisCO.NP and its mission). "Committed" signifies a stated commitment of responsibility to the DisCO.NP and its members. Those wanting to progress from Casual to Committed have two options: DisCOLarships (practical DisCO training with no firm expectation of joining the DisCO). DisCO Dating: Intense mentoring program for applicants to join the DisCO in which they are being mentored.

1 DisCOLarships: Where individuals regularly "visit" the DisCO.NP to learn about DisCO culture and structure in the real world, get to know the people, etc. There are minimal responsibilities and the DisCOLar is free to start their own DisCO afterward or join the same DisCO they have trained in. 2 The DisCO Dating Phase: Where potential members make a firm commitment to go through the DisCO.NP's mentoring and training program in order to become committed members or DisCONauts. There are considerable, consented-upon responsibilities on the part of the DisCO Dating Member and the DisCO-NP itself during this process.

Beyond Contributors, there is another type of casual relationship with a lesser level of responsibility: Supporters.

There are two additional "bridging states" between the Casual/Committed poles, which we will also discuss.

within a DisCO Non-Profit

On the downside, DisCOs are also more complex in the initial stages, although once their learning curve has been overcome, we'd argue that they function more smoothly and are more resilient organizations.

first, as a description of a legal entity that holds the ability to maintain tangible functions like contracts and agreements, and more intangible ones like commonly held values. Secondly, “trust” is used in the sense of the ability for team members to operate with a specific relationship to one another, according to defined principles and common goals.

Ruthlessly seek negative feedback. When getting feedback, @tferriss requests the reader highlight: • Anywhere boring • Anything confusing • Anywhere your mind starts to wander Then he asks two questions - what is the: • 10% I must keep • 20% I should cut immediately

Recent studies found when teachers gave trainee pharmacists frequent low-stakes questions with feedback, students performed better on tests and were more satisfied with the course.  

There are two ways for someone to be in this quadrant. The unhealthy way, as a people pleaser, with associated resentment and chaos. In a healthy way, everything feels very clear. It’s easy to fit feedback into their mental model, and adjustments feel natural and build on what they are currently working on. This comes from having a good idea themselves about what is happening and how they think they can improve.

Coachability is made up of two factors: someone’s receptiveness to feedback, and how highly actionable they are (what they do with it).

How do your reports respond to feedback? As managers, it’s our job to grow the people we work with. This is how we build a bench, and scale ourselves and the organization. Of course, this is easy to say and hard to do, and we’ve all encountered a spectrum of people: those with whom it’s easy to accelerate and have a real and lasting impact on, and those where the lasting impact is the relief we feel once we no longer work with them.