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  2. Apr 2024
    1. But when the unsubscribe action is combined with a user junk report, there is no direct user interaction with the mailer's website.
    1. A murder, which I thought a sacrifice

      Sacrifice of what? Does he truly believe what he is doing is right so that Desdemona does not cheat on other men? Is this really his righteousness at play?

      Or is he sacrificing a part of him, his heart?

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  3. Mar 2024
    1. l'idée du redoublement c'est que euh on va son efficacité permet de réactiver le contrat d'effort et c'est là que intervient évidemment la la un 00:18:08 des problèmes les plus lourds c'est est-ce que le redoublement va démotiver ou remotiver voilà et évidemment les les les les observations qu'on fait peuvent donner des résultats qui divergent 00:18:20 beaucoup mais ensuite les imputer strictement à au mécanisme et pas à des conditions qui permettraient au mécanisme d'être efficace ou au contraire qui vont contrearre son efficacité ça c'est un point c'est un 00:18:31 point clé et très très fortement controversé euh euh et donc au bout du compte on comprend que une forme d'incitation à l'effort qui est à la fois demandé au 00:18:44 aux élèves mais aussi à aux parents et vous allez comprendre à quel point les parents s'investissent
    1. https://cardie.ac-creteil.fr/spip.php?article533

      Résumé de la vidéo [00:00:00][^1^][1] - [00:02:45][^2^][2]:

      Cette vidéo présente une nouvelle approche des conseils de classe, visant à rendre le processus plus bénéfique pour les élèves. Elle souligne l'importance de permettre aux élèves de comprendre et de décrypter les conseils donnés, plutôt que de simplement les écouter passivement.

      Points forts: + [00:00:04][^3^][3] Observation initiale * La forme traditionnelle des conseils de classe est inefficace * Les élèves ne comprennent pas toujours les conseils * Nécessité d'une méthode permettant une meilleure compréhension + [00:00:31][^4^][4] Nouvelle méthode proposée * Les élèves expriment leur avis personnel * Ils analysent leur bulletin par matière * Identification des points positifs et négatifs + [00:01:17][^5^][5] Analyse de bulletin * Présentation d'un bulletin du premier trimestre * Comparaison des attentes et des résultats réels * Discussion sur les résultats et le projet d'orientation + [00:02:19][^6^][6] Réflexion personnelle * Importance de prioriser les progrès * Discussion sur l'importance de l'anglais * Approche expérimentale pour améliorer l'apprentissage

    1. Résultats : 95% des enseignants sont convaincus de l’intérêt de ce dispositif 97% des parents trouvent cette formule intéressante voire très intéressante. Pour les 3/4 d’entre eux, la formule permet à leur enfant de mieux comprendre le bulletin, de lui apprendre à s’exprimer à l’oral et de favoriser le dialogue parents-enfant-professeurs 91% des élèves ont apprécié la formule, 89% affirment avoir mieux compris leur bulletin, 90% pensent que ce dispositif peut les aider Le dispositif est suivi par la CARDIE de Créteil. – Taux présence parents/élèves remise des bulletins : en 2016 : 80% ; en 2019 : 95% – Temps moyen de parole élèves lors remise bulletin : en 2016 : 5% ; en 2019 : 30%
    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:10:42][^2^][2]:

      Cette vidéo présente une conférence de Nalini Anantharaman, qui aborde les défis de l'éducation en mathématiques à l'université. Elle souligne la différence entre l'enseignement des mathématiques au lycée et la réalité des mathématiques au niveau universitaire et professionnel. Anantharaman discute de la nécessité de réformer l'enseignement des mathématiques pour encourager la créativité, la persévérance et l'appréciation de l'abstraction, tout en remettant en question les stéréotypes et en valorisant divers talents et approches.

      Points forts: + [00:00:22][^3^][3] Profil des étudiants en mathématiques * Majorité de garçons issus de milieux à l'aise avec l'institution scolaire * Aiment les devoirs répétitifs mais manquent de vision claire des mathématiques * Désemparés par la construction de démonstrations et le raisonnement + [00:02:17][^4^][4] Diversité dans les mathématiques professionnelles * Les professionnels des maths ont des talents et personnalités variés * Certains aiment l'aspect ludique, d'autres ont une vision sérieuse et philosophique * Collaboration avec d'autres disciplines pour résoudre des problèmes concrets + [00:03:19][^5^][5] Qualités valorisées chez les mathématiciens * La virtuosité n'est pas essentielle; d'autres qualités comme l'originalité et la persévérance sont importantes * Savoir poser les bonnes questions et écouter des problématiques d'autres domaines + [00:06:44][^6^][6] Encourager l'effort en mathématiques * Varier les types d'efforts pour répondre à des aspirations diverses * Alterner entre travail solitaire et en équipe, et entre travail abstrait et appliqué * Expliquer l'intérêt d'un travail régulier et la possibilité de progression

    1. ce 00:25:24 sentiment d'efficacité personnelle il a quatre sources ça veut dire qu'on peut travailler de quatre manières pour l'augmenter la première manière c'est de mettre un individu en réussite quand je suis en réussite sur une activité quand je suis 00:25:36 à nouveau confronté à cette activité je me sens en confiance et donc je m'engage et je la réussite deuxième source c'est ce que bondura appelle les apprentissages vicariants mais c'est ce qu'on pourrait appeler l'émulation je vois mon voisin se lancer 00:25:50 dans son truc j'ai l'impression qu'il réussit ben moi je vais faire pareil d'accord troisième source les encouragements ouais ça marche ils encouragements encourageons encourageons encourageons 00:26:02 on a souvent tendance à l'oublier à l'école que ça fonctionne on a moins tendance à l'oublier quand on est au stade ou quand on est sur le bord de la route autour de France où on va encourager tout le monde les bons comme les moins bons les premiers comme les derniers 00:26:15 quand on est en conseil de classe en collège en fin de trimestre et qu'on fait des tours de table des tours de table pour savoir si on l'encourage ou si on l'encourage pas parce que tu comprends il a perdu un point en EPS oui mais moi en maths 00:26:27 si on faisait tout ce bazar pour savoir si on encourageait notre équipe de foot au moins ils ont pas mis de buts franchement mais en dessous de but j'encourage pas vous voyez enfin ça aurait pas de sens quoi et je dis ça en tant que stéphanois donc 00:26:40 voyez que on encouragerait pas souvent notre notre équipe et donc et donc bien-être dernière source elles sont pas classées forcément par d'importance mais je l'ai mis en dernier le bien-être le bien-être est un 00:26:56 pourvoyeur de sentiment d'efficacité personnelle donc un pourvoyant de motivation ayant le pressant instinctivement on sait bien que plus on est stressé plus on a peur et moins on est motivé plus je suis apaisé plus je 00:27:09 ressens du bien-être plus je me sens sécurisé plus j'ai tendance à m'engager plus j'ai tendance à faire les choses à me lancer dans les activités et encore une fois plus mon SEP élev 00:27:20 plus je vais réussir donc voilà encore un levier qui va nous permettre de faire réussir nos élèves
    1. rôle du conseil scientifique pour terminer nous avons été amenés à introduire des principes au début de ce document de la mission qui 00:30:45 me paraissent important qui nous ont paru importants et j'attire l'attention sur deux d'entre eux en particulier le premier c'est de ne pas oublier la motivation et le bien-être des élèves parce que l'école française a une difficulté dans ce domaine et le 00:30:58 renforcement de l'exigence ne doit pas se faire au détriment de l'importance essentielle de la motivation d'apprendre pour les élèves et la deuxième
    1. persuasive technology, BJ Fog's contribution to the problem that we're all faced with today, which is that were addicted to our devices. So how does that work? Well, basically his theory has three parts where you have motivation, you have ability, and there's a trigger. And if you're above a certain threshold, you have the right motivation and the right ability, that trigger will trigger a behavior. If you don't have enough motivation, or if you don't have enough skill set, then that trigger won't work. Or if you have the motivation in the skill set, and the trigger doesn't happen, then you'll never trip into the behavior.
  4. Feb 2024
    1. le devoir faire du devoir fait pour moi je suis pas trop ce genre de 00:12:05 ça m'intéresse pas parce qu'en fait pour moi ça me rabaisse parce que dans le sens je suis pas un rapport aux autres je suis moins on savait pour moi ça fait moins bon par rapport aux autres
    1. sans rentrer dans le détail des corrélations on va pas faire un cours de stats mais on s'aperçoit que toutes les 00:20:05 corrélations hormis celles-ci sont positives et toutes les corrélations avec les émotions négatives sont négatives qu'est-ce que ça veut dire ça veut dire que plus je vais ressentir des émotions positives de la joie de 00:20:18 l'espoir de la fierté du soulagement plus ma motivation va être élevée plus mon intérêt va être élevé plus je vais faire des efforts plus je vais élaborer mes réponses plus je vais être autonome et plus mes résultats scolaires seront élevés 00:20:30 et quand on est enseignant d'avoir des élèves motivés des élèves intéressés des élèves qui font des efforts c'est quand même pas mal pour discuter souvent avec eux c'est souvent qu'ils disent ouais mais non ils sont pas motivés ils baissent les bras 00:20:43 ils font pas d'efforts
    1. Résumé de la vidéo [00:00:00][^1^][1] - [01:57:04][^2^][2] :

      Cette vidéo est un atelier sur la gestion des bénévoles animé par Marilyn Fournier, directrice du Réseau de l'action bénévole du Québec. Elle aborde les sujets suivants :

      Points saillants : + [00:00:36][^3^][3] La perception du bénévolat par les Québécois * Les mythes et les réalités sur le bénévolat * Les motivations et les attentes des bénévoles selon leur âge * Les tendances et les défis du bénévolat au Québec + [00:28:35][^4^][4] Le cycle de gestion des ressources bénévoles * Les étapes du cycle : planification, recrutement, accueil et intégration, formation, supervision, reconnaissance, évaluation et rétroaction * Les outils et les bonnes pratiques pour chaque étape * Les compétences clés à développer en tant que gestionnaire de bénévoles + [01:39:33][^5^][5] Les ressources disponibles pour la gestion des bénévoles * Le programme de formation en ligne J'agis comme bénévole * Le coffre à outils en action bénévole * Les publications et les études du Réseau de l'action bénévole du Québec * Les partenaires et les organismes de soutien au bénévolat

    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:09:00][^2^][2] :

      Cette vidéo présente 10 astuces pour manager efficacement les bénévoles de son association. L'objectif est de les intégrer, de les motiver, de les former et de les fidéliser. L'animateur explique l'importance de chaque astuce et donne des exemples concrets.

      Points clés : + [00:00:00][^3^][3] Accueillir le bénévole * Le faire participer à une réunion * Le former à sa mission * Lui présenter le projet associatif et les valeurs + [00:02:51][^4^][4] Fixer des objectifs * Les rendre ambitieux mais réalistes * Les définir avec le bénévole * Les aligner avec le but de l'association + [00:04:06][^5^][5] Accompagner le bénévole * L'aider dans ses tâches * Lui faciliter le travail * Lui proposer des formations internes ou externes + [00:05:53][^6^][6] Valoriser le travail du bénévole * Le remercier pour sa contribution * Le mettre en avant sur les réseaux sociaux ou les médias * Le reconnaître comme un acteur clé de l'association + [00:06:50][^7^][7] Fidéliser le bénévole * Anticiper les cycles du bénévolat * Gérer la charge mentale et le stress * Renouveler les postes et les tâches + [00:08:26][^8^][8] Conclusion * Résumer les 10 astuces * Souligner les bénéfices pour l'association * Inviter à regarder d'autres vidéos

    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:13:00][^2^][2]:

      Cette vidéo donne 10 astuces pour manager efficacement une équipe de bénévoles dans une association. Le formateur explique comment être un leader, un coach, un communicant, un décideur, un facilitateur, un innovateur et un fédérateur. Il donne des exemples concrets et des conseils pratiques pour motiver, impliquer et fidéliser les bénévoles.

      Points clés: + [00:01:01][^3^][3] Être un leader * Avoir une vision et la partager * Fédérer les bénévoles autour du projet associatif + [00:01:56][^4^][4] Être un coach * Accompagner le bénévole dans son épanouissement * L'aider à passer d'un point A à un point B + [00:02:48][^5^][5] Être un communicant * Adapter son discours en fonction du public * Être transparent et honnête + [00:03:51][^6^][6] Être un décideur * Trancher rapidement en cas de crise * Assumer ses erreurs et les corriger + [00:04:42][^7^][7] Être un facilitateur * Montrer l'exemple et tenir ses promesses * Reconnaître ses faiblesses et demander de l'aide + [00:06:03][^8^][8] Être un innovateur * Anticiper les évolutions du monde associatif * Maîtriser les nouvelles technologies + [00:08:18][^9^][9] Être un fédérateur * Gérer la diversité des profils et des compétences * Mettre en avant l'intelligence collective

    1. Résumé de la vidéo [00:00:00][^1^][1] - [00:10:00][^2^][2]:

      Cette vidéo explique comment motiver les bénévoles d'une association en évitant trois erreurs courantes. Elle présente aussi les raisons pour lesquelles les gens deviennent bénévoles et les statistiques sur le bénévolat en France.

      Points clés: + [00:00:00][^3^][3] La proportion de bénévoles dans une association * Environ 1 français sur 4 est bénévole * Les moins de 35 ans s'impliquent de plus en plus * Les plus de 35 ans s'impliquent de moins en moins + [00:01:36][^4^][4] Les raisons de devenir bénévole * L'épanouissement personnel * L'acquisition de compétences * L'exercice d'une responsabilité * La reconnaissance sociale + [00:03:50][^5^][5] Les trois erreurs qui démotivent les bénévoles * L'attribution de tâches non valorisantes * Le manque de considération de leur avis * L'absence d'impact de leurs actions

    1. Retrouvez la conférence de Philippe Meirieu (Professeur des Universités émérite en Sciences de l’Education) et Yves Lecocq (Professeur d’Histoire et de géographie et Président de l’Institut international de Gestion mentale), organisée par l'association Initiative & Formation Pays Basque le 04/02/2022 à Hasparren, autour du thème "Motiver les élèves oui... mais comment ?" Cette conférence aborde le sujet de la motivation, sous le regard de la gestion mentale.

    1. Webinaires "Comprendre ses élèves" Pour échanger avec Jean-François Métral le mardi 16 mai 2023 à 12h30, inscriptions ici : https://comprendreleseleves.ensfea.fr...

      Intervenante : Jean-François Métral, ingénieur des Ponts des Eaux et Forêt, docteur en Sciences de l’Éducation et de la formation, chargé de recherche et de formation, unité de recherche Formation et Apprentissages Professionnels, Institut Agro Dijon.

      La question de la motivation des élèves constitue l’une des préoccupations principales des acteurs de l’enseignement. La motivation serait le déterminant de ce qu’ils apprennent à l’école et de leur réussite scolaire. Elle est souvent associée à l’élève (il est ou n’est pas motivé) et mise en lien avec son origine sociale et familiale. Elle serait favorisée par des pédagogies plus ludiques, concrètes ou encore par l’usage d’outils numériques. En formation professionnelle, elle serait liée à la finalisation professionnelle des enseignements et des situations proposées (comme les stages ou les séances utilisant l’exploitation du lycée), en particulier lorsque l’élève a un projet professionnel. Jean-François Métral explique comment ces allants de soi s’avèrent peu opérationnels pour comprendre ce qui (dé)motive nos élèves. Pour cela, il s’appuie sur plusieurs projets de recherche qu’il a conduits auprès d’élèves de l’enseignement agricole.

      00:00 Présentation et introduction 00:28 Exposé 21:04 Conclusion et références

  5. Dec 2023
    1. à dire aussi au aux parents pour pour leurs enfants c'est que ce qui compte dans les choix d'enseignement de spécialité c'est que les élèves s'y plaisent c'est de faire des choix qui les intéressent parce que le meilleur moteur de leur réussite 00:29:22 future dans les dans dans le supérieur c'est leur intérêt leur motivation leur curiosité leur gourmandise à travailler sur un enseignement typiquement pour vous dire prendre l'enseignement de 00:29:34 spécialité mathématique parce qu'on pense que c'est indispensable pour aller là où on veut aller alors que on n'aime pas les mathématiques je pense pas que c'est un bon choix je l'assume
    1. i realized that that the the thing that giving me the most anguish in the world most uh a sense of crisis was the 00:16:18 possibility that my children would grow up merge into the world as adults and lose their sense of hope into a world of turbulent violence and would lose sense of hope 00:16:31 so that that's when things really started to crystalliz
      • for: for my children, self-centered motivation
      • new trailmark: reflections

      • reflections: I was inspired by my children

        • How often we hear academic researchers share how a lot of their work is inspired by their care for their children.
        • This is an interesting social phenomena in its own right.
        • It seems natural and yet, it begs the question, with so many existential threats to our entire species, is it only when we think of our own children that we can find motivation to act? Why can we not act without the dread our children might face?
        • Naturally, the answer is because we are selfish. We think, worry and are concerned more for our direct kin than for any other.
        • Perhaps, as a culture, had we had more concern for the others, we might not find ourselves in our current quagmire?
  6. Nov 2023
    1. Motivation and Contribution:

      Motivation: * 什么样的visual Instruction是一个好的Instruction。基于这个问题,复杂的指令推理任务,对于提升MLLM的性能更加有效。

      Contribution: * 基于这些发现,作者设计了一个系统的方法,来自动的创作高质量的复杂的推理指令集。作者采用了一种生成,复杂化,重构的范式,充分利用多个阶段来猪骨增加指令的复杂度,同时保持质量。 * 基于这些方法,作者创建了一个生成的视觉推理指令数据集,包含32k的示例,命名为ComVint。然后在四个MLLMs模型上微调。实验结果显示,可以明显的提升现有模型的性能。

  7. Oct 2023
    1. CONFIRM Try it again or see if others can

      I feel like confirming is the most important because when you confirm something, it is officially known and true. Also, you know that you did or did not do it well and you know how you should improve.

    1. 24:30 autotelic motivation as the motivation for the experience itself (flow state)

    2. 02:05 intrinsic motivation as fusion energy, made out of things like passion, purpose, curiosity, etc.

      • see zk on flow triggers that are intrinsic (as contributing to intrinsic motivation)
    1. when one's reason has learned completely to understand its own power in respect of objects which can be 00:19:40 presented to it in experience it should easily be able to determine with completeness and certainty the extent and the limits of its attempted employment beyond the bounds of experience
      • for: Critique of Pure Reason - motivation
  8. Sep 2023
    1. 54:00 motivation isn’t permanent, training the mind beyond motivation

      I kind of agree, but for a lot of things, if we find the interest, motivation and enthusiasm, things do come more natural. Goggins does go on to say that motivation is good, could be used to “burn a whole village”.

      • see zk on using enthusiasm, for gateway to productive work, not the work itself
    1. 56:00 inspiration and motivation in hard environment is different

      • see zk on using inspiration as getaway to flow
  9. Aug 2023
    1. so here we go to number six why transform
      • for: doughnut economics, climate change - societal impacts, whole system change - motivation
      • question: why transform?
        • answer
          • The word transformation is carefully chosen by John and here he explains why.
          • We face an extreme and growing polycrisis that threatens to overpower our capacity to cope with it unless we act now for whole system transformation.
          • Voices across all of society are becoming more vocal of the need to transform the existing system.
          • This transformation program does not need everyone to participate, just a sufficient but small percentage of the population who are aligned to these ideas.
          • Not everyone believes such transformation is necessary but the R+D project only needs to onboard a small percentage of the population who does believe to change the entire system for the benefit of even the non-believers.
      • comment
        • John is implying social tipping points as well as social engineering
    1. Does anyone has it’s Zettelkasten in Google Docs, Microsoft Word or Plain Tex (without a hood app like obsidian or The Archive)? .t3_15fjb97._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; }

      reply to u/Efficient_Earth_8773 at https://www.reddit.com/r/Zettelkasten/comments/15fjb97/does_anyone_has_its_zettelkasten_in_google_docs/

      Experimenting can be interesting. I've tried using spreadsheet software like Google Sheets or Excel which can be simple and useful methods that don't lose significant functionality. I did separate sheets for zettels, sources, and the index. Each zettel had it's own row with with a number, title, contents, and a link to a source as well as the index.

      Google Docs might be reasonably doable, but the linking portion may be one of the more difficult affordances to accomplish easily or in a very user-centric fashion. It is doable though: https://support.google.com/docs/answer/45893?hl=en&co=GENIE.Platform%3DDesktop, and one might even mix Google Docs with Google Sheets? I could see Sheets being useful for creating an index and or sources while Docs could be used for individual notes as well. It's all about affordances and ease of use. Text is a major portion of having and maintaining a zettelkasten, so by this logic anything that will allow that could potentially be used as a zettelkasten. However, it helps to think about how one will use it in practice on a day-to-day basis. How hard will it be to create links? Search it? How hard will it be when you've got thousands of "slips"? How much time will these things take as it scales up in size?

      A paper-based example: One of the reasons that many pen and paper users only write on one side of their index cards is that it saves the time of needing to take cards out and check if they do or don't have writing on the back or remembering where something is when it was written on the back of a card. It's a lot easier to tip through your collection if they're written only on the front. If you use an alternate application/software what will all these daily functions look like compounded over time? Does the software make things simpler and easier or will it make them be more difficult or take more time? And is that difficulty and time useful or not to your particular practice? Historian and author David McCullough prefers a manual typewriter over computers with keyboards specifically because it forces him to slow down and take his time. Another affordance to consider is how much or little work one may need to put into using it from a linking (or not) perspective. Using paper forces one to create a minimum of at least one link (made by the simple fact of filing it next to another) while other methods like Obsidian allow you to too easily take notes and place them into an infinitely growing pile of orphaned notes. Is it then more work to create discrete links later when you've lost the context and threads of potential arguments you might make? Will your specific method help you to regularly review through old notes? How hard will it be to mix things up for creativity's sake? How easy/difficult will it be to use your notes for writing/creating new material, if you intend to use it for that?

      Think about how and why you'd want to use it and which affordances you really want/need. Then the only way to tell is to try it out for a bit and see how one likes/doesn't like a particular method and whether or not it helps to motivate you in your work. If you don't like the look of an application and it makes you not want to use it regularly, that obviously is a deal breaker. One might also think about how difficult/easy import/export might be if they intend to hop from one application to another. Finally, switching applications every few months can be self-defeating, so beware of this potential downfall as you make what will eventually need to be your ultimate choice. Beware of shiny object syndrome or software that ceases updating in just a few years without easy export.

  10. Jul 2023
    1. They said they had this sort of hyper focus that, you know, for shorter runs, that they just focused on the finish line as if there was, you know, a spotlight shining just on that finish line and that they weren't paying any attention at all to their peripheral vision. When it was longer runs that they would choose a target up ahead and focus on that till they hit it and then they would choose another target

      (23:20) Accomplished Marathon Runners & Athletes use what Dr. Sung would call "performance goals" to motivate themselves to continue and build momentum.

    2. Those distances literally look farther to people that for whom it might be harder to make it to that finish line, to navigate that space. We also found that that's the case with motivation, that when people are more motivated to exercise or to make it to that finish line, that motivation can in a sense compensate for that effect of their body on their perception of distance. So that even highly motivated people, people who are highly motivated, even if they have a higher waist to hip ratio might see the distance in a way that suggests it's just as short as people who have a lower waist to hip ratio. So motivation can change our visual experience and align people to experience a world that looks more like a person who'd have an easier time navigating it. So those were two initial findings, sets of findings, that suggested our visual experiences are not just reflective of the world that's out there. But instead it has to do with what is our body capable of doing and what is our brain capable of supplementing, our own motivational states and physical states of our body are working together to shift what it is that we're seeing in the world out there.

      (21:47) There is a clear relation between the body and the brain and they influence each other, at least in terms of perception with regards to motivation.

    1. The power of a 10-year vision is that you can go 100x. A bigger goal (vision) motivates way better than a small vision. Even if you fail, which you will, it's better to fail at a big goal than at a small goal... In addition, such a ginormous goal will act as a massive filter for action. It literally FORCES you to do only that which is ESSENTIAL.

    2. Power of purpose: When the why is big enough, you can handle almost any how.

  11. Jun 2023
    1. The progressives say that the only kind ofmeaningful motivation comes through interest and absorption in the task orsubject itself: it’s called ‘intrinsic motivation’ in the jargon.
  12. May 2023
    1. Power allows people to act freely, power leading to approach motivation

      "Most contemporary psychological scientists define approach motivation as the impulse to go toward positive stimuli, where stimuli are external goal objects (Lang & Bradley, 2008)."

  13. Apr 2023
    1. A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages.

      He is saying to follow your inner voice, your inner star, and to speak as a soul inhabiting an individual body - that should be one's focus rather than seeking truth from the sphere of truth-speakers (ie. sages and bards)

  14. Mar 2023
    1. In summary, motivation is trying to feel like doing stuff. Discipline is doing it even if you don’t feel like it.

      Motivation vs Discipline

  15. Jan 2023
    1. ults suggest that with regard to academic motivation withinschool contexts, students' sense of belonging and support in school can in someways override the influence of a student's personal friendship group. Schools thatcan function either as a whole or as a set of smaller teams to create a sense ofcommunity where adolescent students feel personally known, important, and encouraged to be active participa
    1. Face To Face with MIKE SHINODA

      (16:14)

      Mike Shinoda discussing the idea from Stephen King's book "On Writing":

      "You should write every day, even if it's torturous, even if you hate it, you sit down and say: "this is not what I wanna be doing, I'm not in the mood, I've got too many things going on". But you should do it anyway, cause it keeps your creative muscles strong, and eventually, even on the bad day, you can come up with something that's remarkable and surprising that you can use later."

    1. Knowledge work requires not only our time and effort, but also our engagement and creativity. For that reason, personal motivation is the prime problem that supersedes all other problems.
  16. Dec 2022
    1. Good teachers need to have the context of the student to know what level of explanation they need to give to satisfy the curiosity of the learner. (Also a potential reason that online programmatic learning is difficult as having the appropriate context to skip portions is incredibly hard to do with computers.)

      General rule of thumb: The levels of the depth of explanations provided are generally proportional to the levels of understanding achieved.

      Further understanding requires additional questions, research, and work.

    1. “It only takes five minutes to break the cycle. Five minutes of exercise and you are back on the path. Five minutes of writing and the manuscript is moving forward again. Five minutes of conversation and the relationship is restored. It doesn't take much to feel good again.”

      Progress is anything that moves you closer to your goal, it doesn't have to be a huge breakthrough, it doesn't take heroic effort, even a small step can go a long way.

    1. This document describes a method for signaling a one-click function for the List-Unsubscribe email header field. The need for this arises out of the actuality that mail software sometimes fetches URLs in mail header fields, and thereby accidentally triggers unsubscriptions in the case of the List-Unsubscribe header field.
  17. Nov 2022
    1. $10,000/hour work is the exact opposite of its $10/hour brethren. There’s no swoosh sound when you complete it. Zero dopamine. The results aren’t seen for years, if not decades.

      Delaying instant gratification is a superpower.

  18. Oct 2022
    1. si l’onsuppose qu’une part importante de nos étudiants ont une motivation intrinsèque pour jouer aux jeux vidéopendant leur temps libre, il vaut la peine d’étudier si cette même motivation et ce même engagement peuventêtre transférés dans le contexte d’un cours, et si ce type d’expérience peut aboutir à des apprentissagessignificatifs
    2. si l’onsuppose qu’une part importante de nos étudiants ont une motivation intrinsèque pour jouer aux jeux vidéopendant leur temps libre, il vaut la peine d’étudier si cette même motivation et ce même engagement peuventêtre transférés dans le contexte d’un cours, et si ce type d’expérience peut aboutir à des apprentissagessignificatifs
    1. Pragmatic model of individual motivation, derived from multiple research sources, and aimed at team managers.

      B - Belonging I - Improvement C - Choice E - Equality / Fairness P - Predictability S - Significance

    2. BICEPS acronym is licensed under a Creative Commons Attribution 4.0 International License: Paloma Medina 2015
  19. Sep 2022
    1. Hundreds of years ago, famed mathematician Blaise Pascal said, “People are generally better persuaded by the reasons which they have themselves discovered than by those which have come into the mind of others.” And the latest science is showing he was pretty much on the money. Change happens when people talk themselves into change. You trying to do it is often counterproductive.

      How does this relate to mindset?

  20. Aug 2022
    1. Results indicate that participants were more likely to interact with their smartphone the more fatigued or bored they were, but that they did not use it for longer when more fatigued or bored. Surprisingly, participants reported increased fatigue and boredom after having used the smartphone (more). While future research is necessary, our results (i) provide real-life evidence for the notion that fatigue and boredom are temporally associated with task disengagement, and (ii) suggest that taking a short break with the smartphone may have phenomenological costs.

      We grab our phones when tired or bored at work. But it seems to make us more tired and more bored. Does the same apply for internetbrowsing before mobile?

    1. Why another tool?: At the moment of writting there exists no proper platform-independent GUI dialog tool which is bomb-proof in it's output and exit code behavior
  21. Jul 2022
  22. bafybeibbaxootewsjtggkv7vpuu5yluatzsk6l7x5yzmko6rivxzh6qna4.ipfs.dweb.link bafybeibbaxootewsjtggkv7vpuu5yluatzsk6l7x5yzmko6rivxzh6qna4.ipfs.dweb.link
    1. competitions or leaderboards, where players can compare their achievements with those ofother players, so that they are incited to do better than they did up to now• narratives, in which the challenges are situated within a concrete context or storyline, so thatindividual actions become part of an extended course of action within a meaningfulenvironment (Dickey, 2006; Heylighen, 2012a)• epic meaning, in which the impression is created that the player is working to achieve a goalthat is particularly important or awe-inspiring (McGonigal, 2011)• trophies or virtual goods, in which players receive virtual presents as a reward for theirachievement• gifting, in which players get the opportunity to give virtual presents to other players, thustightening links of friendship

      Ask @Gyuri what he thinks about this list of ideas for game motivation and how Indyweb might integrate them or add new ones.

    2. 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.

      Feedback and stigmergy are two key motivations for contributing to online communities.

  23. May 2022
    1. Informationbecomes knowledge—personal, embodied, verified—only when weput it to use. You gain confidence in what you know only when youknow that it works. Until you do, it’s just a theory.

      motivational...

  24. Mar 2022
    1. Ruby Object Mapper (rom-rb) is a fast ruby persistence library with the goal of providing powerful object mapping capabilities without limiting the full power of the underlying datastore.
  25. Feb 2022
    1. I've observed for myself that not all weeks of writing are made equal. When I do try to impose a schedule on myself – like resolving that ‘I'll write for three hours every day and hit 1200 words’ – it can work out OK, but it’s usually not that great.But I have learned that when I’m really on a roll – when I’ve found a voice that’s really working and that I’m excited about – I need to just clear the decks and go with it. I will empty my schedule, dive in, and stay up late in order to be as productive as I can. I would say this is how I got both of my novels written.

      Robin Sloan's writing process sounds similar to that of Niklas Luhmann where he chose to work on things that seemed exciting and fun. This is, in part, helped by having a large quantity of interesting notes to work off of. They both used them as stores to fire their internal motivation to get work done.

  26. Jan 2022
    1. These used to be part of a reward system

      "Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.

  27. Dec 2021
  28. Nov 2021
    1. inductive codes were identified: loneliness, boredom and not enjoying being at home.

      inductive codes were identified: loneliness, boredom and not enjoying being at home.

    1. motivationpersonalization

      motivation personalization

    2. assignments like in Finlandteachers not showing for online meetings, differently from Finland

      assignments like in Finland teachers not showing for online meetings, differently from Finland

      too much assignments lack of communication teacher student lack of motivation

  29. Oct 2021
  30. Sep 2021
    1. If the words of legendary samurai Miyamoto Musashi:“If you know the way broadly you will see it in everything.”

      This is analogous to how I see systems everywhere, having studied them for a couple of decades.

    1. What I propose, therefore, is to look at motivation as it relates to the c.n.s. -- or conceptual nervous system -- of three different periods: as it was before l930, as it was say 10 years ago, and as it is today. I hope to persuade you that some of our current troubles with motivation are due to the c.n.s. of an earlier day, and ask that you look with an open mind at the implications of the current one. Today's physiology suggests new psychological ideas, and I would like to persuade you that they make psychological sense, no matter how they originated. They might even provide common ground -- not necessarily agreement, but communication, something nearer to agreement -- for people whose views at present may seem completely opposed. While writing this paper I found myself having to make a change in my own theoretical position, as you will see, and though you may not adopt the same position you may be willing to take another look at the evidence, and consider its theoretical import anew. Before going on it is just as well to be explicit about the use of the terms motivation and drive. "Motivation" refers here in a rather general sense to the energizing of behavior, and especially to the sources of energy in a particular set of responses that keep them temporarily dominant over others and account for continuity and direction in behavior. "Drive" is regarded as a more specific conception about the way in which this occurs: a hypothesis of motivation, which makes the energy a function of a special process distinct from those S-R or cognitive functions that are energized. In some contexts, therefore, "motivation" and "drive" are interchangeable.

      Looking at past views, the 1930s, a time as the article says that is 10 years in the past and the present. It is important to look at this throughout the years to know where it started, how its evolved and where it could possibly evolve.

      We also need to be able to keep an open mind and be able to communicate with those who either totally disagree or are not quite on board with our own views.

      The author is breaking down motivation as it relates to the c.n.s during these time periods.

    1. Future-focused. Instead of dwelling too much on stuff that didn’t work, Plus Minus Next journaling is about acknowledging the negative in a productive way. Didn’t finish that project you were planning on shipping last week? Don’t beat yourself up, just make it a priority next week.
  31. Aug 2021
  32. Jul 2021
    1. Psychologist BJ Fogg is the founder and director of the Behavior Design Lab at Stanford University — he’s coached over 40,000 people in his behavior change methods and influenced countless more. His Tiny Habits method states that a new behavior happens when three elements come together: motivation, ability and a prompt.
  33. datatracker.ietf.org datatracker.ietf.org
    1. The goal of this technology is to provide a mechanism for browser-based applications that need two-way communication with servers that does not rely on opening multiple HTTP connections (e.g., using XMLHttpRequest or <iframe>s and long polling).
    1. Dr. Tara C. Smith. (2021, March 26). ‘What motivation could anti-vaxxers possibly have to spread misinformation?’ Story: ‘Organizers of the course attended by CBC journalists said that 400 people had signed up, which at $623 per student, adds up to almost $250,000 in course fees’ + tests & supplements she plugged. [Tweet]. @aetiology. https://twitter.com/aetiology/status/1375468823508348928

  34. Jun 2021
    1. enefits over the in-person classroom. “Online, we’re all face-to-face. There’s no sitting back in the fourth row like in a lecture hall,”

      Which is true if students are turning on their cameras. However, what about when students refuse to turn on their cameras or are not in a feasible position to participate (e.g. driving down the interstate or skiing down Brian Head?

    1. Unless their self-assessments have power—either to shape future learning activities, or to change the gradebook—they will not be true self-assessments.

      I want to disagree with this and argue that we should be crafting lessons which allow students to understand the different forms of power which are in play in self-assessment and assessment by others. I appreciate, though, that grades may have too many advantages for that lesson to really take within the context of a course.

    1. The introduction could use a referrent to prior examples across history from commonplace books, florilegium, waste books, etc. This general idea has been used for centuries (and is even seen in oral societies before literacy).

      Including a few examples of people who've used the method/ideas before and how it was successful for them could be both useful as well as highly motivating.

    1. At that time, I just wanted to do good for my family and try and grow up, because I always took everything as a joke. I feel like I'm still 18 and I'm 26 already. I feel like I didn't have a chance to live my childhood.

      Time in US - falling in love - having children

    2. When you have kids young, you think you want something, but you don't know. It's just like you think you like the person but you don't like them.

      Time in US - having children - hoping for a better life for them

    3. I had barely started working for the Solar Spot and she kind of gave me motivation to do better. When you have somebody, you want to take them out and do extra stuff. So you're like, "Yeah man, I got to get this money."

      Time in US - Falling in love - finding motivation to do better

    4. I passed all of them except for my math. My senior year I actually passed it, but I didn't graduate. I just would go to school, literally eat lunch, just get out. It got boring for me and I was really good. I should have never started.

      Time in US - education - dropping out - not graduating

    5. And then when I had my first kid, I was like, "Nope, I'm not going to give him the life that I have." And he was a big motivation. My first kid was a really big motivation to just get on it.

      Time in US - having children

    6. And it sucked because other people looked at my potential and I put myself so low that I didn't even look at that. Every time they're like, "Dude, you've got so much potential." And I'm like, "Yeah, right dude, what are you talking about? You just trying to butter me up man."

      Time in US - immigration status - lost opportunities

    7. They gave me a work permit. They gave me everything that I needed. I even got my taxes one year [Emotional]. I got $3,000 back, put my taxes on my wall, like I'm really doing it.

      Time in US - fitting in

    8. No, they haven't reached an agreement, but it's this new dream. If you had known that all you had to do was keep going to school and you could get a social security card and you could have a path to citizenship, would that have made a difference, do you think?

      DACA - Eligibility

    9. I wanted to do better for myself and for my family, and I felt like that was like a big motivation right there. That push you just need, because you see stuff and you're like, "Dude, I hope that when I have kids, they don't have to go through that." And yeah, that was the push that kind of—

      Time in US - family - having children

    10. So I would always try to focus every little bit of energy on my schoolwork, trying to be the best at it, because I wanted to show everybody even if you don't got nothing, there's still something. There's still something to fight for.

      Time in US - employment - job

    11. It kind of messed me up, got me depressed a little bit. I started hanging out with bad people, doing the wrong things, and I dropped out my senior year.

      Time in the US - Immigration status - being secretive - lost opportunities - sadness, disillusionment

    12. Mike: I was almost there, and my AIMS... Everything I passed it except for the math. I passed all my AIMS exams. You know the test that you take at the end of the year, Stanford or AIMS or whatever they are?Anne: Yeah.Mike: I passed all of them except for my math. My senior year I actually passed it, but I didn't graduate. I just would go to school, literally eat lunch, just get out. It got boring for me and I was really good. I should have never started.Mike: I remember I was taking Japanese, I was taking English, social studies, a bunch of extra stuff just to try to advance my knowledge and stuff, but I don't know. Once you don't get that motivation and wants to stop, it sucks.

      Time in the US, School, High School, Struggling/ Suspension/ Dropping out

    13. Mike: That was going on high school. I think it was my freshman year, because like I said man, it's just all these things that happen to you, there's just only so much you could take to where you're like, "You know what? Eff it." You're just done with everybody and you're just like, "You know what? If life paid me back like this, then why should I care?" You know what I mean? And it makes me feel like inferior at times.Mike: So yeah, I feel like it was around my freshman year, everything started going downhill, because I used to be in events, classes, and all my teachers loved me. I would have conversations like this with my teachers and they'd be amazed sometimes like, "Wow, this kid has so much insight. So much to talk about." And they would always encourage me, but the thing about it is I wouldn't feel like that.

      Time in the US, School, High School, Struggling/ Suspension/ Dropping Out

    1. But, supposing all these conjectures to be false, you cannot contest the inestimable benefit which I shall confer on all mankind to the last generation, by discovering a passage near the pole to those countries, to reach which at present so many months are requisite; or by ascertaining the secret of the magnet, which, if at all possible, can only be effected by an undertaking such as mine.

      Finally (in this second paragraph), we again have insight into the political and scientific issues of the day: the search for the famed "Northwest Passage" (big, big deal) and the awareness of a major source of danger for polar navigation: the distortion produced in magnetic equipment as one came nearer to the source, at the pole.

      It is obvious, is it not?, that most people are motivated by social goods: fame, power, money, and prestige. Because that is the world we live in.

      It's all about the Benjamins! Then and now!

  35. May 2021
  36. Apr 2021
    1. Brown, Chris R. H. ‘The Influence of COVID-19-Specific Health Risk Beliefs on the Motivation to Quit Smoking’. PsyArXiv, 16 April 2021. https://doi.org/10.31234/osf.io/3csuh.