Sunday, June 16, 2019
how people think
44:21 we make every decision based on either fear or love.
44:25 Others say you make your decision based on fear of loss.
44:29 Whichever of those two areas that you fall into,
44:33 the bottom line is fear and fear of loss
44:35 are a big determinant in how people think.
https://youtu.be/guZa7mQV1l0?t=2659
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22:30
Why we do what we do | Tony Robbins
(( emotion is the force of life ))
https://youtu.be/Cpc-t-Uwv1I?t=83
https://youtu.be/Cpc-t-Uwv1I?t=83
(( people work in their self-interest. ))
https://youtu.be/Cpc-t-Uwv1I?t=97
https://youtu.be/Cpc-t-Uwv1I?t=97
(( you don't work in your self-interest at all time. ))
https://youtu.be/Cpc-t-Uwv1I?t=105
https://youtu.be/Cpc-t-Uwv1I?t=105
https://www.youtube.com/watch?v=Cpc-t-Uwv1I
https://www.youtube.com/watch?v=Cpc-t-Uwv1I
TED
Published on Jan 16, 2007
Tony Robbins discusses the "invisible forces" that make us do what we do -- and high-fives Al Gore in the front row.
([ the law of the minimum ])
resources resourcefulness
time creativity
money determination
technology love/caring
contacts curiosity
experience passion
management resolve
https://image.slidesharecdn.com/leadershipmomentsforprinciplameetingjune2011-111003220744-phpapp01/95/leadership-moments-for-principla-meeting-june-2011-5-728.jpg
source:
https://www.slideshare.net/martinzhughes/leadership-moments-for-principla-meeting-june-2011
([
“ Once a development path is set on a particular course, then network externalities, the learning process of organizations, and the historical derived modelling of the issues reinforces the course.”
― Douglas North
• Uncertainty and path dependence
• https://www.youtube.com/watch?v=KKfkQW7_-Pg
• https://www.youtube.com/watch?v=KKfkQW7_-Pg
1:42:42
The Predictioneer's Game
42:47 (start)
https://youtu.be/XfE0ih-6fi8?t=2567
https://youtu.be/XfE0ih-6fi8?t=2567
44:00 (stop)
https://www.youtube.com/watch?v=XfE0ih-6fi8
https://www.youtube.com/watch?v=XfE0ih-6fi8
NYUAD Institute
Published on Sep 15, 2015
The Predictioneer's Game
December 9, 2009
Bruce Bueno de Mesquita will discuss how applied game theory can be used to anticipate policy choices whether in business or in government.
The Predictioneer's Game
https://slideplayer.com/slide/4437069/
])
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14:22
Marshall Mcluhan Full lecture: The medium is the message - 1977 part 1 v 3
https://www.youtube.com/watch?v=ImaH51F4HBw
https://www.youtube.com/watch?v=ImaH51F4HBw
mywebcowtube
Published on Aug 9, 2011
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([ the law of the minimum ])
resources resourcefulness
time creativity
money determination
technology love/caring
contacts curiosity
experience passion
management resolve
notes ([ the law of the minimum ])
Thinking in systems
a primer
Donella H. Meadows
Edited by Diana Wright
sustainability institute
2008
p.101
A patch of growing grain needs:
• sunlight
• air
• water
• nitrogen
• phosphorus
• potassium
• dozens of minor nutrients
• a friable soil and the services of a microbial soil community
• some system to control the weeds and pests ([ ideally without pesticides, insecticides, herbicides or any chemical of that sort ])
• protection from the wastes of the industrial manufacturer
It was with regard to grain that Justus von Liebig came up with his famous “law of minimum.” It doesn't matter how much nitrogen is available to the grain, he said, if what's short is phosphorus. It does not no good to pour on more phosphorus, if the problem is low potassium.
Bread will not rise without yeast, no matter how much flour it has. Children will not thrive without protein, no matter how many carbohydrates they eat. Companies can't keep going without energy, no matter how many customers they have──or without customers, no matter how much energy they have.
This concept of a limiting factor is simple and widely misunderstood.
https://drive.google.com/open?id=1WfELt4nDPdNt0HCUQ4UNJON5a_sdLkiE
https://drive.google.com/file/d/1WfELt4nDPdNt0HCUQ4UNJON5a_sdLkiE/view
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18:01
Start with why -- how great leaders inspire action | Simon Sinek | TEDxPugetSound
https://youtu.be/u4ZoJKF_VuA?t=28
https://youtu.be/u4ZoJKF_VuA?t=28
https://www.youtube.com/watch?v=u4ZoJKF_VuA
https://www.youtube.com/watch?v=u4ZoJKF_VuA
TEDx Talks
Published on Sep 28, 2009
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Neuroticism,
Agreeableness and
Extrovertedness,
Conscientiousness,
OCEAN, Openness, <=== (( START HERE ))
Conscientiousness,
Extrovertedness,
Agreeableness and
Neuroticism,
source:
56:39
Yuval Noah Harari and Tristan Harris interviewed by Wired
https://www.youtube.com/watch?v=v0sWeLZ8PXg
https://www.youtube.com/watch?v=v0sWeLZ8PXg
Yuval Noah Harari
Published on Dec 3, 2018
Yuval Noah Harari and Tristan Harris are interviewed by Wired's editor-in-chief, Nicholas Thompson.
https://youtu.be/v0sWeLZ8PXg?t=979
16:19 But this talk is about the erosion of that,
16:21 that we can point a camera at your eyes
16:23 and see when your eyes dilate,
16:25 which actually detects cognitive strains
16:26 when your having a hard time understanding something
16:28 or an easy time understanding something.
16:30 And we can continually adjust this
16:32 based on your heart rate, your eye dilation.
16:47 your big five personality traits,
16:50 if I know Nick Thompson's personality
16:53 through his openness, OCEAN, openness, conscientiousness,
16:56 extrovertedness, agreeableness and neuroticism,
16:59 that gives me your personality,
17:00 and based on your personality
17:02 I can tune a political message to be perfect for you.
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https://youtu.be/guZa7mQV1l0?t=2634
43:54 So if I understand that dynamic, if they're
43:57 expressing themselves in any way,
43:59 there are things they want to have happen.
44:00 There are things they don't want to have happen.
44:02 All I've got to do is sort of flip it the other way around
44:05 and make them worried about the things
44:06 that they don't want to have happen.
44:08 And then that changes their behavior.
44:09 Because fear of loss is the number one driving-- myself,
44:14 a lot of psychologists believe the fear of loss
44:16 is the number one thing that drives our decisions.
https://youtu.be/guZa7mQV1l0?t=2659
44:19 Psychologists usually fall into one or two camps--
44:21 we make every decision based on either fear or love.
44:25 Others say you make your decision based on fear of loss.
44:29 Whichever of those two areas that you fall into,
44:33 the bottom line is fear and fear of loss
44:35 are a big determinant in how people think.
44:38 So I just recognize that and then just use the tools
44:42 that I'm given.
source:
50:43
Chris Voss: "Never Split the Difference" | Talks at Google
https://www.youtube.com/watch?v=guZa7mQV1l0
https://www.youtube.com/watch?v=guZa7mQV1l0
Talks at Google
Published on May 27, 2016
Everything we’ve previously been taught about negotiation is wrong: people are not rational; there is no such thing as ‘fair’; compromise is the worst thing you can do; the real art of negotiation lies in mastering the intricacies of No, not Yes. These surprising tactics—which radically diverge from conventional negotiating strategy—weren’t cooked up in a classroom, but are the field-tested tools FBI agents used to talk criminals and hostage-takers around the world into (or out of) just about any scenario you can imagine.
In NEVER SPLIT THE DIFFERENCE: Negotiating As If Your Life Depended On It, former FBI lead international kidnapping negotiator Chris Voss breaks down these strategies so that anyone can use them in the workplace, in business, or at home.
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What's Not On The Test: The Overlooked Factors That Determine Success
May 13, 2019
5:58 PM ET
https://www.npr.org/2019/05/09/721733303/whats-not-on-the-test-the-overlooked-factors-that-determine-success
Hidden Brain is hosted by Shankar Vedantam and produced by Jennifer Schmidt, Rhaina Cohen, Parth Shah, Laura Kwerel, and Thomas Lu. Our supervising producer is Tara Boyle. You can also follow us on Twitter @hiddenbrain.
notes ([ The Overlooked Factors That Determine Success ])
Thinking in systems
a primer
Donella H. Meadows
Edited by Diana Wright
sustainability institute
2008
p.101
A patch of growing grain needs:
• sunlight
• air
• water
• nitrogen
• phosphorus
• potassium
• dozens of minor nutrients
• a friable soil and the services of a microbial soil community
• some system to control the weeds and pests ([ ideally without pesticides, insecticides, herbicides or any chemical of that sort ])
• protection from the wastes of the industrial manufacturer
It was with regard to grain that Justus von Liebig came up with his famous “law of minimum.” It doesn't matter how much nitrogen is available to the grain, he said, if what's short is phosphorus. It does not no good to pour on more phosphorus, if the problem is low potassium.
Bread will not rise without yeast, no matter how much flour it has. Children will not thrive without protein, no matter how many carbohydrates they eat. Companies can't keep going without energy, no matter how many customers they have──or without customers, no matter how much energy they have.
This concept of a limiting factor is simple and widely misunderstood.
https://drive.google.com/open?id=1WfELt4nDPdNt0HCUQ4UNJON5a_sdLkiE
https://drive.google.com/file/d/1WfELt4nDPdNt0HCUQ4UNJON5a_sdLkiE/view
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1. I belong in this academic community.
2. My ability and competence grow with my effort.
3. I can succeed at this.
4. This work has value for me.
source:
The Atlantic
content | june 2016 | vol. 317-no. 5
How kids really succeed
by Paul Tough
p.58
And it has become clear, a the same time, that the educators who are best able to engender noncognitive abilities in their students often do so without really “teaching” these capacities the way one might teach math or reading--indeed, they often do so without ever saying a word about them in the classroom. This paradox has raised a pressing question for a new generation of researchers: Is the teaching paradigm the right one to use when it comes to helping young people develop noncognitive capacities?
p.60
For children who grow up without significant experiences of adversity, the skill-development process leading up to kindergarten generally works the way it's supposed to: Calm, consistent, responsive interactions in infancy with parents and other caregivers create neural connections that lay the foundation for a healthy array of attention and concentration skills. Just as early stress sends signals to the nervous system to maintain constant vigilance and prepare for a lifetime of trouble, early warmth and responsiveness send the opposite signals: You're safe; life is going to be fine. Let down your guard; the people around you will protect you and provide for you. BE curious about the world; it's full of fascinating surprises. These messages trigger adaptations in children's brains that allow them to slow down and consider problems and decisions more carefully, to focus their attention for longer periods, and to more willingly trade immediate gratification for promise of long-term benefits.
We don't always think of these abilities as academic in nature, but in fact they are enormously beneficial in helping kids achieve academic success in kindergarten and beyond.
p.62
C. Kirabo Jackson
A few years ago, a young economist at Northwestern University named C. Kirabo Jackson began investigating how to measure educators' effectiveness. In many school systems these days, teachers are assessed based primarily on one data point: the standardized-test scores of their students. Jackson suspected that the true impact teachers had on their students was more complicated than a single test score could reveal. So he found and analyzed a detailed database in North Carolina that tracked the performance of every single 9th-grade student in the state from 2005 to 2011--a total of 464,502 students. His data followed their progress not only in 9th-grade but throughout high school.
p.62
But then Jackson did something new. He created a proxy measure for students' noncognitive ability, using just four pieces of existing administrative data: attendance, suspensions, on-time grade progression, and overall GPA. Jackson's new index measured, in a fairly crude way, how engaged students were in school--whether they showed up, whether they misbehaved, and how hard they worked in their classes. Jackson found that this simple noncognitive proxy was, remarkably, a better predictor than students' test scores of whether the students would go on to attend college, a better predictor of adult wages, and better predictor of future arrests.
p.62
Jackson had access to students' scores on the statewide standardized test, and he used that as a rough measure of their cognitive ability.
p.62
Jackson found that some teachers were reliably able to raise their students' standardized-test scores year after year. These are the teachers, in every teacher-evaluation system in the country, who are the most valued and most rewarded. But he also found that there was another distinct cohort of teachers who were reliably able to raise their students' performance on his noncognitive measure. If you were assigned to the class of a teacher in this cohort, you were more likely to show up to school, more likely to avoid suspension, more likely to move on to the next grade. And your overall GPA went up--not just your grades in that particular teacher's class, but your grades in your other classes, too.
Jackson found that these two groups of successful teachers did not necessarily overlap much; in every school, it seemed, there were certain teachers who were especially good at developing cognitive skills in their students and other teachers who excelled at developing noncognitive skills. But the teachers in the second cohort were not being rewarded for their success in their students--indeed, it seemed likely that no one but Jackson even realized that they were successful. And yet those teachers, according to Jackson's calculations, were doing more to get their students to college and raise their future wages than were the much-celebrated teachers who boosted students' test scores.
p.62
Jackson's data showed that spending a few hours each week in close proximity to a certain kind of teacher changed something about students' behavior. And that was what mattered. Somehow these teachers were able to convey deep messages--perhaps implicitly or even subliminally--about belonging, connection, ability, and opportunity. And somehow those messages had a profound impact on students' psychology, and thus on their behavior.
The environment those teachers created in the classroom, and the messages that environment conveyed, motivated students to start making better decisions--to show up to class, to persevere longer at difficult tasks, and to deal more resiliently with the countless small-scale setbacks and frustrations that make up the typical student's school day. And those decisions improved their lives in meaningful ways.
p.64
C. Kirabo Jackson
What Kirabo Jackson seems to have discovered is that certain educators have been able to create such an environment in their own classroom, regardless of the climate in the school as a whole.
p.63
Camille A. Farrington, a former inner-city high-school teacher who now works at the University of Chicago Consortium on School Research
p.63
That mind-set is the product of countless environmental forces, but research done by Carol S. Dweck, a Stanford psychologist, and others has shown that teachers can have an enormous impact on their students' mind-sets, often without knowing it. Messages that teachers convey--large and small, explicit and implicit--affect the way students feel in the classroom, and thus the way they behave there.
p.63
Farrington has distilled this voluminous mind-set research into four key beliefs that, when embraced by students, seem to contribute most significantly to their tendency to persevere in the classroom:
1. I belong in this academic community.
2. My ability and competence grow with my effort.
3. I can succeed at this.
4. This work has value for me.
p.64
Instead, it conveys opposite warnings, at car-alarm volume: I don't belong here. This is enemy territory. Everyone in this school is out to get me.
p.64
Add to this is the fact many children raised in adversity, by the time they get to middle or high school, are significantly behind their peers academically and disproportionately likely to have a history of confrontations with school administrators. These students, as a result, tend to be the ones placed in remedial classes or subjected to repeated suspensions or both--none of which makes them likely to think I belong here or I can succeed at this.
p.64
These efforts target students' beliefs in two separate categories, each one echoing items on Farrington's list: first, students' feelings about their place in the school (I belong in this academic community), and then their feelings about the work they are doing in class (my ability and competence grow with my effort; I can succeed at this; this work has value for me).
Paul Tough is the author of the new book Helping Children Succeed: what works and why, from which this article is adapted. This work was funded in part by a grant from the CityBridge Foundation, the education-focused foundation of Katherine and David Bradley, who also own The Atlantic.
https://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/
https://www.paultough.com/articles/
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16:54
'What if Finland's Great Teachers Taught in Your Schools?' Pasi Sahlberg - WISE 2013 Focus
https://www.youtube.com/watch?v=ERvh0hZ6uP8
https://www.youtube.com/watch?v=ERvh0hZ6uP8
WISE Channel
Published on Aug 8, 2014
Many governments are under political and economic pressure to turn their school systems around for higher rankings in the international league tables. Canada, South Korea, Singapore and Finland are commonly used models for the nations that hope to improve teaching and learning in their schools. In search of a silver bullet, reformers now turn their attention to teachers, believing that if only they could attract "the best and the brightest" into the teaching profession the quality of education would improve. This presentation argued that just having better teachers in schools will not automatically improve students' learning outcomes. Lessons from Finland and other high-performing school systems suggest that we should also protect schools from prescribed teaching, toxic accountability, and unhealthy competition, so that all teachers can use their professional knowledge and skills in the best interests of their pupils.
13:11
Top 10 Reasons FINLAND Has the World’s Best SCHOOL SYSTEM
https://www.youtube.com/watch?v=zmG4smezeME
https://www.youtube.com/watch?v=zmG4smezeME
TopTenz
Published on May 3, 2017
While it is almost impossible to say a single nation’s schools are the best in the world, one country that consistently performs extremely well on the Program for International Student Assessment (PISA) exams for math, reading and science, may come as a surprise to many. Finland, a tiny nation of 5.5 million people, consistently makes the top 5 performers across those categories, making it the top educational performer in Europe and one of the strongest in the world. (Singapore, Japan, and South Korea are also strong performers, and China did not submit consolidated results for the most recent test.) Finland?! What?!
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https://en.wikipedia.org/wiki/Conway's law
organizations which design systems ... are constrained to produce designs which are copies of the communication structures of these organizations.
— M. Conway[2]
[2] Melvin E. Conway, How Do Committees Invent?, Copyright 1968, F. D. Thompson Publications, Inc.
http://www.melconway.com/Home/Committees_Paper.html
informal version of Conway's law: Any organization that designs a system (defined more broadly here than just information systems) will inevitably produce a design whose structure is a copy of the organization's communication structure. This turns out to be a principle with much broader utility than in software engineering, where references to it usually occur.
“ ... organizations which design systems (in the broad sense used here) are constrained to produce designs which are copies of the communication structures of these organizations. ... ”
How Do Committees Invent?
By Melvin E. Conway
Copyright 1968, F. D. Thompson Publications, Inc.
Reprinted by permission of Datamation magazine,
where it appeared April, 1968.
... ... ...
Conclusion
The basic thesis of this article is that organizations which design systems (in the broad sense used here) are constrained to produce designs which are copies of the communication structures of these organizations. We have seen that this fact has important implications for the management of system design. Primarily, we have found a criterion for the structuring of design organizations: a design effort should be organized according to the need for communication.
This criterion creates problems because the need to communicate at any time depends on the system concept in effect at that time. Because the design which occurs first is almost never the best possible, the prevailing system concept may need to change. Therefore, flexibility of organization is important to effective design.
Ways must be found to reward design managers for keeping their organizations lean and flexible. There is need for a philosophy of system design management which is not based on the assumption that adding manpower simply adds to productivity. The development of such a philosophy promises to unearth basic questions about value of resources and techniques of communication which will need to be answered before our system-building technology can proceed with confidence.
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Clifton Leaf, The truth in small doses : why we're losing the war on cancer ── and how to win it, 2013
p.146
We can find the right biomarkers (???), but to do so will require a dramatic reorganization of the search enterprise. (???) That, however, is just step one.
p.255
At the first of these meetings, Kathy [Giusti] recalls, “I was sitting there in disbelief that these guys had never talked to each other.... There were then no drugs for multiple myeloma. None of the academics knew anybody [on the drug-development side], let alone how to work with them. They were hopeless at it. So over time, we ended up doing a lot of these roundtables, just to bring these different worlds together. You'd think that was simple. There was nothing complex about it. Any moron could do it.”
Kathy even brought a how-to guide for moderators at the bookstore, and opened up one of the meetings with a “leader's question”: “We will be successful in our effort if we do what?”
p.255
“And then one of the industry guys said, ‘If you give us tissue in which we can validate a drug.’”
pp.256-257
p.256
The words shot right through her:
I didn't realize at the time that every academic center had is own tissue
bank. I didn't know until 2002 that they were hoarding tissue. I didn't
know the crappy quality of the tissue they had in their freezers. But I can
tell you, I knew the importance of it. I was always giving bone marrow at
Dana Farber, as was my sister. Because we are identical twins, this was a
great resource for looking at genomic issues. And as they would fill these
huge tubes of marrow ... I would notice the techs standing right outside
the door. It hit me then how fresh this needed to be; how fragile these
myeloma cells are. You can't kill them in the body, ironically, but they die
right away outside of it. I had seen this all, personally, as a patient. And
now I was hearing it at a [foundation] roundtable. I realized right away
that we had to get tissue. And I realized that industry was not going to
believe in us, or bother with this [uncommon] disease, until we started
showing them we could bank tissue──and prove that we could help them
get clinical trials done faster. And so I decided to do the tissue banking
first.
(Clifton Leaf, The truth in small doses : why we're losing the war on cancer ── and how to win it, 2013, )
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https://en.wikipedia.org/wiki/Conway's law
organizations which design systems ... are constrained to produce designs which are copies of the communication structures of these organizations.
— M. Conway[2]
[2] Melvin E. Conway, How Do Committees Invent?, Copyright 1968, F. D. Thompson Publications, Inc.
http://www.melconway.com/Home/Committees_Paper.html
informal version of Conway's law: Any organization that designs a system (defined more broadly here than just information systems) will inevitably produce a design whose structure is a copy of the organization's communication structure. This turns out to be a principle with much broader utility than in software engineering, where references to it usually occur.
“ ... organizations which design systems (in the broad sense used here) are constrained to produce designs which are copies of the communication structures of these organizations. ... ”
“ ... organizations which design systems (in the broad sense used here) are constrained to [co-produce] designs which are copies of the communication structures of these organizations. ... ”
“ ... organizations which [evolve] systems (in the broad sense used here) are constrained to [co-produce and iterate] designs which are copies of the communication structures of these organizations. ... ”
“ ... [nations, states, countries, cities, counties, regions, republics, kingdoms, tribes, teams, clans, communities, companies, corporations, services, partnerships, researches, institutions, commissions, agencies (agencys), administrations, bureaus (bureaux), families, entities, churches, temples, mosques, synagogues, gods, deities, demigods, individuals, units, centers, foundations, etc ...] which design systems (in the broad sense used here) are constrained to produce designs which are copies of the communication structures of these organizations. ... ”
how people think
how a person think
how a person from a different culture think
how a person speaking a different language think
how a person from the mid-west think
how a person from the east coast think
how a person of a certain station in life think
how the poor think
how the rich think
how the person who was rich, who then becomes poor, who then becomes rich, who then again becomes poor think (how is this possible)
nations, states, countries, cities, counties, regions, republics, kingdoms, tribes, teams, clans, communities, companies, corporations, services, partnerships, researches, institutions, commissions, agencies (agencys), administrations, bureaus (bureaux), families, entities, churches, temples, mosques, synagogues, gods, deities, demigods, individuals, units, centers, foundations
how a nation think
how a state think
how a country think
how a city think
how a region think
how a republic think
how a kingdom think
how a tribe think
how a team think
how a group think
how a clan think
how a community think
how a company think
how a corporation think
how a service think
how a partnership think
how a research think
how a paper (monograph) think
how an institution think
how a commission think
how an agency think
how an administration think
how a bureau think
how a family think
how a baby think
how dad think
how mom think
how a child think
how grandma think
how grandpa think
how a fictional character think
how a historical person think
how history think
how herstory think
how a historical fictional person think
how I think
how an entity think
how a church think
how a temple think
how a mosque think
how a synagogue think
how god think
how a deity think
how a demigod think
how an individual think
how a unit think
how the center think
how the left think
how the right think
how a foundation think
how an organization think
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