I think intelligence has always been a determining factor of success. When someone is smart or intelligent we tend to assume that they will be successful in life. I think this is important to the history of psychology because we have been determined on trying to understand intelligence and then we were grading intelligence based off the score they were getting. We were discussing how intelligence differs across people and that people that were feeble-minded were potential criminals. We discussed how superiors become leaders and lead civilization.

Plan Your Work and Work your Plan An Infallible Rule for Success

was there a prior source for this aphorism?

Another social factor influencing human behaviour. Beware of such factors when it comes to self-improvement and learning.

double-check quote and source

!- the price for : success - exhaustion, depression, suicide, neurological disease, mental and emotional disorder and trauma !- comment : price of success - this is the same conclusion reached by: - David Loy - unable to deal with our core emptiness -

This same sort of repetition is seen in the success of salespeople. Can they repetitively make the same (or slowly improving) pitches day after day without getting tired of hearing "no" to eventually the appropriate number of yeses they need to make a living.

This seems to fit in with Malcolm Gladwell's observation about Paul Simon see: https://hypothes.is/a/Kd7X4lvPEe250Gvn57Pbdg

Fascinating idea of systems not only serving to inform learners/earners about where they can go and how to get there, but to also be a reliable signal about their potential to advisors, councilors, social workers, navigators, parents, recruiters and others

Decision-making in uncertainty | BPS. (n.d.). Retrieved November 22, 2021, from https://www.bps.org.uk/events/decision-making-uncertainty

Lukpat, A., & Hassan, A. (2021, November 2). Covid News: Virus Is Surging on Navajo Nation, Despite High Vaccination Rates. The New York Times. https://www.nytimes.com/live/2021/11/02/world/kids-vaccine-covid-children

Saw this yesterday at the front of an episode of of Season 8 of the History Channel series Alone (2021)

Seems fitting of some of the underlying philosophy of the zettelkasten note taking method.

Just as Luhmann and others discuss the seeming disorder and potential serendipity of their boxes, Tharp notices this same "strange and disorderly way..." of her box method. She remarks that "order emerges if only in hindsight." She also indicates that the contents of one's box "are as good a predictor of success or failure [of a project] as anything I know."

"Here I am on the floor showing you freaking note cards, which really means that I have made it in life." —Scott P. Scheper

In comparison to less successful students unusually successful doctoral students have the ability to think beyond the frames of a given text.

Kirsti Lonka 2003, 155f

catalog, until a successor card catalog comes along in 1848. Only the<br /> absence of a bound repertory allows the paper slip aggregate to answer all inquiries about a book ’ s whereabouts after 1781. Thus, a failed undertaking tacitly turns into a success story.

The Josephinian card index was created, in part on the ideas of Konrad Gessner's slip method, by accumulating slips which could be rearranged and then copied down permanently. While there was the chance that the original cards could be disordered, the fact that the approximately 300,000 cards in 205 small boxes were estimated to fill 50 to 60 folio volumes with time and expense to print it dissuaded the creation of a long desired compiled book of books. These problems along with the fact that new books being added later was sure to only compound problems of having a single reference. This failure to have a bound catalog of books unwittingly resulted in the success of the index card catalog.

Esteban Moro

For games to be a success they need to meet a set of Goldilock's conditions, they should be simple enough to learn to play and win, but complex enough to still be challenging.

How many other things in life need this sort of balance between simplicity and complexity to be successful?

Is there an information theoretic statement that bounds this mathematically? What would it look like for various games?

Breen, Liz, and Sarah Schiffling. ‘The UK’s Speedy COVID-19 Vaccine Rollout: Surprise Success or Planned Perfection?’ The Conversation. Accessed 15 November 2021. http://theconversation.com/the-uks-speedy-covid-19-vaccine-rollout-surprise-success-or-planned-perfection-155922.

Santora, M., & Minder, R. (2021, October 1). In Portugal, There Is Virtually No One Left to Vaccinate. The New York Times. https://www.nytimes.com/2021/10/01/world/europe/portugal-vaccination-rate.html

Felter, C. (2021). What to Know About the Global COVID-19 Vaccine Rollout So Far. Council on Foreign Relations. https://www.jstor.org/stable/resrep29866

Castillo, C., Villalobos Dintrans, P., & Maddaleno, M. (2021). The successful COVID-19 vaccine rollout in Chile: Factors and challenges. Vaccine: X, 9, 100114. https://doi.org/10.1016/j.jvacx.2021.100114

CNN, J. H. (n.d.). Taiwan was a Covid success story. Now it’s fighting its biggest outbreak. CNN. Retrieved 30 May 2021, from https://www.cnn.com/2021/05/17/asia/taiwan-covid-outbreak-intl-hnk/index.html

Smaldino, Paul E., and Cailin O’Connor. ‘Interdisciplinarity Can Aid the Spread of Better Methods Between Scientific Communities’. MetaArXiv, 5 November 2020. https://doi.org/10.31222/osf.io/cm5v3.

Baum, F., Freeman, T., Musolino, C., Abramovitz, M., Ceukelaire, W. D., Flavel, J., Friel, S., Giugliani, C., Howden-Chapman, P., Huong, N. T., London, L., McKee, M., Popay, J., Serag, H., & Villar, E. (2021). Explaining covid-19 performance: What factors might predict national responses? BMJ, 372, n91. https://doi.org/10.1136/bmj.n91

“Strangest ever” London Marathon is virtual hit with 43,000 runners. (2020, October 4). The Guardian. http://www.theguardian.com/sport/2020/oct/04/strangest-ever-london-marathon-is-a-virtual-hit-with-43000-runners

(((Howard Forman))) on Twitter. (n.d.). Twitter. Retrieved September 23, 2020, from https://twitter.com/thehowie/status/1308107599682756609

Andy Slavitt @ 🏡 on Twitter: “COVID UPDATE July 13: There are successful examples of taking on COVID-19. And there is one story like no others. New York. 1/” / Twitter. (n.d.). Twitter. Retrieved July 17, 2020, from https://twitter.com/ASlavitt/status/1282838738121502720

Large incumbent tech companies have managed to retain their lead, partly due to network effects, but it also applies to companies that haven't made significant strides (e.g. Salesforce), probably because old habits die hard and success goes to the successful.

Lo, A. W., Siah, K. W., & Wong, C. H. (2020). Estimating Probabilities of Success of Vaccine and Other Anti-Infective Therapeutic Development Programs (Working Paper No. 27176; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27176

La, V.-P., Pham, T.-H., Ho, T. M., Hoàng, N. M., Linh, N. P. K., Vuong, T.-T., Nguyen, H.-K. T., Tran, T., Van Quy, K., Ho, T. M., & Vuong, Q.-H. (2020). Policy response, social media and science journalism for the sustainability of the public health system amid the COVID-19 outbreak: The Vietnam lessons [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/cfw8x

How Taiwan became a coronavirus success story. (2020, June 8). The Institute for Government. https://www.instituteforgovernment.org.uk/events/how-taiwan-became-coronavirus-success-story

Sacchetti, M. (2020, June 19). Vermont borders states with major covid-19 outbreaks, but you won’t find that here. Washington Post. https://www.washingtonpost.com/national/vermont-borders-states-with-major-covid-19-outbreaks-but-you-wont-find-that-here/2020/06/18/221b0988-a888-11ea-b619-3f9133bbb482_story.html

The Lancet. (2020). Sustaining containment of COVID-19 in China. The Lancet, 395(10232), 1230. https://doi.org/10.1016/S0140-6736(20)30864-3

Hironori Funabiki on Twitter

Behind North America’s Lowest Death Rate: A Doctor Who Fought Ebola. (2020, May 16). Bloomberg.Com. https://www.bloomberg.com/news/articles/2020-05-16/a-virus-epicenter-that-wasn-t-how-one-region-stemmed-the-deaths

Yep, success is addicting...which then probably makes finishing projects easier, because of course...you want that high again.

But what if you haven't had that first taste of success yet? What if, as a result of having not experienced the joy it brings you and those you've helped, you then become uber-perfectionistic, causing you to obsess over every little detail in your project? That right there is (for me) why my projects don't get finished. I want my material to help people so badly that I, ironically, wind up injuring my confidence and momentum.

This ‘graph might be the key to something rather deep about Apple in education. And about Old School EdTech.

People are focusing on Schiller’s comment about Chromebooks, yet this reference to an old study is perhaps more revealing.

Other SHM Mentored Implementation programs -

• Atul Gawande
• I-PASS
• PFC I-PASS Link this to
• Dissemination and implementation of research findings
• Twenty years since to err is human

This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.

Rating: 8/10

This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.

This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.

Rating: 7/10

This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.

Rating: 8/10

This article gives a few quick insights into how technology is useful in academic advising. This article makes the distinction between technology "complementing" advising and actually impacting student success. In other words, technology should never be a sole substitute for success. I would like to see more numerical-based data supporting the claims listed, but there are some great resources cited.

Rating: 7/10

In this article, drivers that increase and improve online learning success in adults are explored. State by state data along with federal stats contribute to the conclusions presented.

Roughly 13% of all undergraduates are full-time online students and between 2012 and 2017 online students grew y 11 percent, about 2.25 million. The article presents a map showing state by state stats and the information provided can assist in growing individual school needs.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Throughout this article are several highlighted passages that combine to form this annotation.

This research study presents the idea that the social environment is a self-selected learning environment for adults. The idea of social prestige-bias learning is intriguing because it is derived from the student, not an institution nor instructor. The further idea of selecting whom to learn from based on prestige-bias also creates further questions that warrant a deeper understanding of the learner and the environment which s/he creates to gain knowledge.

Using a previously conducted experiment on success-based learning and learning due to environmental change, this research further included the ideal of social prestige-biased learning.self-selected by the learner.

In a study of 167 participants, three hypotheses were tested to see if learners would select individual learning, social learning, prestige-biased learning (also a social setting), or success-based learning. The experiment tested both an initial learning environment and a learning environment which experienced a change in the environment.

Surprisingly, some participants selected social prestige-biased learning and some success learning and the percentages in each category did not change after the environmental change occurred.

Questions that arise from the study:

• Does social prestige, or someone who is deemed prestigious, equate to a knowledgeable teacher?
• Does the social prestige-biased environment reflect wise choices?
• If the student does not know what s/he does not know, will the social prestige-bias result in selecting the better teacher, or just in selecting a more highly recognized teacher?
• Why did the environmental change have little impact on the selected learning environment?

REFERENCE: Atkinson, C., O’Brien, M.J., & Mesoudi, A. (2012). Adult learners in a novel environment use prestige-biased social learning. Evolutionary Psychology, 10(3), 519-537. Retrieved from (Prestige-biased Learning )

RATINGS content, 9/10 veracity, 8/10 easiness of use, 9/10 Overall Rating, 8.67/10

Absolutely one of the highlights of #opened17!

It is insane to see such success out of young kids with the use of technology

One explanation for this could be that the “thrivers” did better because they had to step their game up because of the difficulty of the classes while the “divers” stuck with the same habits they had in high school. The thrivers wanted to become better students than they were in the previous years. The divers thought that their academic abilities needed no change. The thrivers were the students that tried their best to succeed and push themselves forward no matter any obstacle. They are also resilient and try their best to learn from their mistakes in order to succeed. Thrivers have a growth mindset where they strive for success and do not let every little bump in the road alter their paths. Divers, on the other hand were the students that would give up easily when things get difficult, they are the students that would find the easy way out of hard situations instead of challenging themselves. Divers do not necessarily fail because they “lack the skills” but because they have developed a fixed mindset. Divers can still be able to learn how to become thrivers. They just need a little more guidance and assistance in order to get to that level. Thrivers have a different mindset apart from divers. Thrivers want to succeed, to move forward in their educational journey. But a student can become either personality very quickly. A thriver can thrive for a while, and then plummet just as hard as a diver. College is about preparing yourself and trying new things in order to find out what works best for you. Divers are not a lost cause, they might need some extra help, but we should not ignore them because they are failing in their classes, we do not know what is going through their head. Media has made college out to be an option to what happens next after high school. There are more movies portraying a college lifestyle of partying, rather than of success. The movie The Social Network is an example of someone who was a thriver then a diver then rose back to a thriver. Instead of making college seem as glamorous as a party, students need to understand the difficulty of college and the journey they are starting. Here is a link to the Mark Zuckerberg story and his success as both a thriver and diver. https://astrumpeople.com/mark-zuckerberg-biography-success-story-of-facebook-founder-and-ceo/

Sounds fairly damning for a business based on helping diverse students with the labour market…

Intriguing categories. Would be interested in how these came up through interviews.

It might be a difficult balancing act and it sounds a bit like the recipe for optimal experience, but it can help situate education models in a more appropriate way.

Important reminder, cogently stated.

Another side to Open Education: open opportunities. While they still mean “opportunities for success in the current system”, it’s compatible with a view of student success which goes beyond the current system.

Easier to do with a strict model for success.

The one thing I'd note is the personality confound -- the people who get inspired by profs, seek out extra work, involve in extra-curriculars, etc. may just be people who approach life with a better attitude period, or may be from a social class that allowed them to do these things.

The BIG SIX.

(bug/feature note -- does not carry over basic formatting)

Wow. Dose response relationship of sorts.

These are indeed the stories we need to hear, and the data that needs to be collected -- how ever she drew data from narratives.

Quote from James Cameron

Opportunity often influences the paths we are able to follow. The novel, Outliers, by Malcom Gladwell is a study of cultural anthropology that goes into depth regarding how opportunity impacts success.

http://www.amazon.com/Outliers-Story-Success-Malcolm-Gladwell/dp/0316017930

From the Grant Study.

How do you get inside the mind of a college student?

If thriving is a metric (is it measurable? too subjective?) of success then the 3 characteristics it must have are:

• modularity: divisible into components
• granularity: fine-grained modularity
• integrability: low-cost integration of contributions

I don't dispute that these characteristics are needed, but they are too general to be helpful, so I propose that we look at these three characteristics through the lens of the type of contributor we are seeking to motivate.

How do these characteristics inform what we should focus on to remove barriers to collaboration for each of these contributor-types?

Below I've made up a rough list of lenses. Maybe you have links or references that have already made these classifications better than I have... if so, share them!

Roughly here are the classifications of the types of relationships to open source projects that I commonly see:

• core developers: either hired by a company, foundation, or some entity to work on the project. These people care most about integrability.

• ecosystem contributors: someone either self-motivated or who receives a reward via some mechanism outside the institution that funds the core developers (e.g. reputation, portfolio for future job prospects, tools and platforms that support a consulting business, etc). These people care most about modularity.

• feature-driven contributors: The project is useful out-of-the-box for these people and rather than build their own tool from scratch they see that it is possible for the tool to work they way they want by merely contributing code or at least a feature-request based on their idea. These people care most about granularity.

The above lenses fit the characteristics outlined in the article, but below are other contributor-types that don't directly care about these characteristics.

• the funder: a company, foundation, crowd, or some other funding body that directly funds the core developers to work on the project for hire.

• consumer contributors: This class of people might not even be aware that they are contributors, but simply using the project returns direct benefits through logs and other instrumented uses of the tool to generate data that can be used to improve the project.

• knowledge-driven contributors: These contributors are most likely closest to the ecosystem contributors, maybe even a sub-species of those, that contribute to documentation and learning the system; they may be less-skilled at coding, but still serve a valuable part of the community even if they are not committing to the core code base.

• failure-driven contributors: A primary source of bug reports and may also be any one of the other lenses.

What other lenses might be useful to look through? What characteristics are we missing? How can we reduce barriers to contribution for each of these contributor types?

I feel that there are plenty of motivations... but what barriers exist and what motivations are sufficient for enough people to be willing to surmount those barriers? I think it may be easier to focus on the barriers to make contributing less painful for the already-convinced, than to think about the motivators for those needing to be convinced-- I think the consumer contributors are some of the very best suited to convince the unconvinced; our job should be to remove the barriers for people at each stage of community we are trying to build.

A note to the awesome folks at Hypothes.is who are reading our consumer contributions... given the current state of the hypothes.is project, what class of contributors are you most in need of?

confidence is key to success

Is this then the realm that rhetoricians should be well versed in? Aristotle said earlier, or so I thought, that it is no longer rhetoric if the said person knows too much about another subject because they need know only how to argue. So it would seem that law and government are the rhetorician's realm, which makes sense when it comes to cases regarding law. However, that is not all that rhetoricians do.

Wow! Is that the longest sentence ever??

When the students observe the sophists living in "great want" (poverty?) but charging little for their services the student recognizes that the sophist is contradictory in nature. When students are more successful than the teachers the teachers are considered to be teaching nonsense.

I disagree, at least from a modern perspective. Isn't a good thing if a student passes a teacher in success. Isn't it possible for a law teacher to teach a student who goes on to become president or a judge?