To never block or remove features from k6 in order to make them exclusive to Load Impact’s SaaS productStrive not to delay introduction of new features in the k6 OSS tool, if the feature was planned to appear both there and in Load Impact’s SaaS productTo never introduce into the k6 OSS tool any artificial limits designed to promote conversion to Load Impact’s SaaS productTo work with the community, participating in and prioritize building the functionality the k6 community wants, making it the prefered tool for load testing

It is also good practice to make sure that your load testing is functionally correct. Both the performance and functional goals can be codified using thresholds and checks (like asserts).

I like making existing tech better and removing accidental complexity.

self-directed learning positioned more for social and political action than indi-vidual learning. Both Brookfield (1993) and Collins (1996) call for a morecritical, political analysis of SDL. An example of this orientation is a recentstudy by Andruske (2000), wherein she investigated the self-directed learn-ing projects of women on welfare. She found that the women became “polit-ical change agents as they attempt[ed] to control and to initiate change intheir everyday worlds in response to oppressive external structures” (p. 11)

The third goal for self-directed learning is the promotion of emancipa-tory learning and social action.

our job as adult educators “to assistadults to learn in a way that enhances their capability to function as self-directed learners” (Mezirow, 1981, p. 137)

A second goal is the fostering of transformational learning (Brookfield,1986, Mezirow, 1985). Transformational learning as presented by Mezirow(see Chapter Two) posits critical reflection by the learner as central to theprocess (2000). This critical reflection is an “understanding of the historical,cultural, and biographical reasons for one’s needs, wants, and interests

Thosegrounded in a humanistic philosophy posit that self-directed learning shouldhave as its goal the development of the learner’s capacity to be self-directed

It is designed to protect only system files and settings. User files such as documents, pictures and music are excluded. This ensures that your files remains unchanged when you restore your system to an earlier date.

dead simple to use as possible. No clutter, no distractions

Goals

AdNauseam is a work in progress, with new features continually being added, tuned, and, sometimes, deprecated. If a setting no longer appears in the settings page, we have likely found a better means of implementing the design goal.

I'd slightly challenge: "By definition, resolving a CAPTCHA cannot be automated". The design goals are that it cannot be automated; however, not being automatable(?) does not follow by definition.

The chosen approach pushes a lot of complexity out of the core. As a result it might take more code to achieve certain functionalities. This is the price of flexibility. And that's the primary design goal of Reactabular.

Reactabular has been designed to be extensible. Rather than implementing a lot of functionality in its core, it provides extension points. You can, for instance, customize rendering on cell level. It is possible to implement functionality, such as search, pagination, sorting, and inline editing, through composition.

As online learning matures, it is important for both theorists and practitioners to understand how to apply new and emerging educational practices and technologies that foster a sense of community and optimize the online learning environment.

Activist teacher researchers, by contrast, begin with the assumption that there is much that they don’tknow about students. Like theorists who have highlighted the importance of regarding disability as “a social location, complexly embodied” (Siebers, 2008, p. 14) rather than an individual pathology, activisteducators take social location—their own and their students’—seriously. The normal curve model is by definition generic rather than local: Students are charted and evaluated from a distance

“What, precisely, is thegoal of the game that we’re playing now?” In

Vision and Mission Statements -- a Roadmap of Where You Want to Go and How to Get There

To develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, & instil into them the precepts of virtue & order.

the network changed tack, focusing on academic research rather than real-time tracking of resistance

intuitive feel for the network's topography.

Maybe you are the sort of person who finds it hard to motivate yourself to take on such goals. If that’s the case, taking a flexible approach might be best for you. But if you struggle with follow-through — for instance, if you find yourself in situations where there are simply too many other priorities competing for your attention — then adopting a much more rigid approach, one that includes setting specific actions and steps, could be more effective.

once people have set a goal, they are much more likely to complete it when the steps to achievement are set out in a rigid, restrictive way.

No, our motto is, when they go low, we go high.

Difficult goals370.51Easy, do your best goal

ulnerability to helpless behavior in the context of failure on experimental tasks. In contrast, and also consistent with Dweck's prior work (Diener & Dweck, 1978, 1980; Dweck & Leggett, 1988; El liott & Dweck), mastery goals were associated with enhanced motivation during the critical phase of processing evaluative information on an important task, and this effect was not moderated by the level of the gra

Achievement goals were important to changes in motivational constructs around the receipt of grades in the classroom. As expected, the effects of a per formance-approach goal on changes in motivational constructs were moderated by grades. When students received high grades, a performance-approach goal was unrelated to changes in self-efficacy, desire to avoid challenge, or intrinsic value. However, when students received low grades, a performance-approach goal was related to decreased intrinsic value and increased desire to avoid chal lenge. Thus, although a performance-approach goal does not seem to have draw backs in the context of success, there are drawbacks when students experience setbacks

in recent years, some researchers have concluded that it is only perfor mance-avoidance goals that have drawbacks and that performance-approach goals promote high achievement and do not affect motivation and engagement negatively

Intrinsic value. We adapted items developed by Eccles (1983) to assess students' intrinsic value regarding their academic work in the class. This section of the sur vey asked students, "What is your opinion of this class along the following di mensions?" Students rated the "enjoyment of work" on a scale ranging from 1 (not at all enjoyable) to 7 (very enjoyable), "interest in the work" on a scale rang ing from 1 (very boring) to 7 (very interesting), and "liking what is learned" on a scale ranging from 1 (a little) to 7 (a lot). Alpha coefficients for the three items were .92 at Time 1 and .93 at Time 2

Preference to avoid challenging work. Preference to avoid challenging work (4 items) assesses students' desires for easy, familiar tasks (Urdan, Ryan, Ander man, & Gheen, 2002). Sample items are "I prefer doing work that does not make me think too hard" and "I prefer assignments that I know I can do rather than those that are a challenge." The measure was found to be reliable in our sample (a at Time 1 = .85; Time 2 = .85)

In summary, our main goal was to examine how students' achievement goals are related to changes in self-efficacy, preference to avoid challenge, and intrin sic value in the face of evaluation. Early in the semester, we assessed students' achievement goals, self-efficacy, desire to avoid challenge, and intrinsic value. We assessed students' self-efficacy, desire to avoid challenge, and intrinsic value again immediately after they received their grades on their first major exam or paper. This design allowed us to examine the role of goals in the change in mo tivational constructs associated with performance feedback. Our main hypothe ses were (a) a mastery goal will be associated with enhanced motivation around receipt of grades (i.e., increased efficacy and value and lower preference for chal lenge avoidance); (b) a performance-avoidance goal will be associated with di minished motivation around receipt of grades (i.e., decreased efficacy and value and increased preference for challenge avoidance); and (c) the effects of a per formance-approach goal on changes in motivation will be moderated by grades. When students encounter low grades, a performance-approach goal will be relat ed to diminished motivation. When students receive high grades, a performance approach goal will be unrelated to changes in motivation.

Shim & Ryan 337 Furthermore, we expected a performance-avoidance goal to be associated with declines in motivational constructs, even in the context of high grades. A perfor mance-avoidance goal brings about negative achievement-related processes re garding evaluation. A performance-avoidance goal is associated with construing exams as a threat; incurring negative emotions, such as worry, fear, and anxiety; and the desire to escape exam situations (McGregor & Elliot, 2002). A perfor mance-avoidance goal, undergirded by a fear of failure, inherently involves a focus on a negative outcome (Elliot, 1999). With a performance-avoidant frame work, positive feedback is interpreted as "not failing" or "not being the worst." Al though such an assessment satisfies a performance-avoidance goal, it is unlikely to boost motivation, as the absence of something negative is not evidence of some thing positive. Thus, we expected a performance-avoidance goal to be associated with diminished motivation, regardless of whether grades are high or

Performance goals are associated with the belief that intelligence is fixed (a

uccess and failure are attrib uted to effort (Ames, 1992). Even in the face of failure or obstacles, a mastery goal is associated with persistence (Ames, 1984; Diener & Dweck, 1978; Hong, Chiu, & Dweck, 1995; Stipek & Kowalski, 1989). When oriented toward a mas tery goal, success (in the case of high grades) bolsters motivation, whereas a lack of progress (in the case of low grades) signals more effort is needed and thus does not diminish motivation. Therefore, we expected a mastery goal to be associated with increases in self-efficacy, intrinsic value, and a decrease in preference to avoid challenge regardless of high or low grades.

We expected a mastery goal to be associated with increases in motivation in response to grades. A mastery goal is associated with construing exams as a chal lenge and incurring positive emotions, such as eagerness, hopefulness, and ex citement (McGregor & Elliot, 2002). It is also associated with the belief that in telligence is a malleable attribute that can be developed through effort (an incremental theory of intelligence; Dweck, 1999).

n recent years, some research has indicated that performance-ap proach goals are beneficial for achievement and do not affect motivation nega tively (see Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002). In particular, when the approach versus avoidance nature of performance goals is considered, performance-avoidance goals are maladaptive, whereas performance-approach goals are often positively associated with achievement and show a positive or neutral relation to motivation

udy, a mastery goal is positively associated and a performance-avoidance goal is nega tively associated with self-efficacy, challenge-seeking, and intrinsic value (Mid dleton & Midgley, 1997; Pajares, Britner, & Vahante, 2000; Skaalvik, 1997).

contrast, a performance goal concerns a focus on demonstrating competence. Performance goals can be distinguished as either approach or avoidant (Elliot & Church, 1997; Middleton & Midgley, 1997; Skaalvik, 1997). A performance-approach goal concerns a focus on gaining favorable judgments of one's ability, and a performance-avoid ance goal concerns a focus on avoiding negative judgments of one's ability. Achievement goals represent disparate purposes for involvement regarding aca demic tasks and, as such, have been linked to different achievement-related processes and outcomes

performance goal concerns a focus on demonstrating competence. P

mastery goal concerns a focus on developing competence and gaining understanding or mastery. I

chievement goals capture meaningful distinctions in how individuals orient themselves to achieving competence in the academic setting (Ames, 19

"A good plan, violently executed now, is better than a perfect plan next week."

Extrinsic goals, on the other hand, are focused on attaining rewards and/or praise from others--they are a means to an end, not inherently rewarding in and of themselves. Examples include financial wealth, fame, or popularity. People often pursue extrinsic goals under the assumption that these goals will bring them happiness, but evidence suggests otherwise. Researchers speculate that intrinsic goals lead to greater happiness because, in the pursuit of these goals, people have positive experiences along the way that support their happiness.

Intrinsic goals: According to positive psychologist Tim Kasser and colleagues, intrinsic goals "are those that are inherently satisfying to pursue because they are likely to satisfy innate psychological needs for autonomy, relatedness, competence, and growth"; they depend on satisfying one's own basic psychological needs rather than relying upon the judgments or approval of others. Examples of these goals include self-acceptance, forming social connections, and physical fitness.

other scientists are finding when you really sortof focus our attention on these sort of intrinsic goals like being connected to others as opposedto making more money as you might imagine, those lead to more boosts in happiness andthen this other focus on making money and achieving fame really doesn't sort of boosthappiness in the same fashion.

people who set goals to really find greater autonomy or freedom who feel greater confidenceand in particular, again as you might intuit, to be more connected to other people, theyactually had rises in happiness over that 6 month period.

when we set goals that are reallynon-zero that have to do with not only honoring our own interests, but also advancing thewelfare and interests of others, friends, family members, and social groups, that kindof a goal, that non-zero goal that really incorporates others interests with the greatergood is associated with greater success, career, and happiness.

Many of the themes of this week--optimism, focus, flow--converge on another mental habit that relates to happiness: goal setting. Research suggests that setting goals for ourselves, and progressing toward those goals, can foster well-being, perhaps because our happiness is intertwined with having a sense of meaning, hope, and purpose in life--a topic we touched on in Week 1. However, research also suggests that not all goals contribute equally to our happiness.

. Equally these are attempts to foster an expectation of civility which does not try to set its hopes too high

In 2012 the Data Curation @ UCSB Project surveyed UCSB campus faculty and researchers on the subject of data curation, with the goals of 1) better understanding the scope of the digital curation problem and the curation services that are needed, and 2) characterizing the role that the UCSB Library might play in supporting curation of campus research outputs.

It must be felt because the other has done or intended to do something to him or one of his friends. It must always be attended by a certain pleasure -- that which arises from the expectation of revenge. For since nobody aims at what he thinks he cannot attain, the angry man is aiming at what he can attain, and the belief that you will attain your aim is pleasant.

and most importantly, a culture that the rest of the world admires.