There’s no right or wrong way to do this job — it’s just a matter of: You get as many smart people around you as possible in the writers room, and I was very lucky to have that.
7) How much equity should you give a partner? Divide things up into these categories: manage the company; raise the money; had the idea; brings in the revenues; built the product (or performs the services). Divide up in equal portions.
There are two reasons founders resist going out and recruiting users individually. One is a combination of shyness and laziness. They’d rather sit at home writing code than go out and talk to a bunch of strangers and probably be rejected by most of them. But for a startup to succeed, at least one founder (usually the CEO) will have to spend a lot of time on sales and marketing.
Proporcionar plena libertad de elección de escuela a los padres puede resultar en segregación según competencias
académicas y entornos socioeconómicos, y generar mayores desigualdades en los sistemas educativos.
When the professor above says “think of all the other ways it could work,” they are really urging the student to paint multiple, positive futures of the world but to postpone actually picking one. Fundamentally, they are urging the student to generate the knowledge material necessary for future synthesis, and to form the building blocks for later integrative thinking.
But simply telling the student to do this doesn’t work. For the professor is now fighting against a fundamental worldview that the student has developed over their entire life: that there is a single right, optimal answer to any given problem, and that a deductive stance can serve to reduce ambiguity and arrive at a space of confidence. (…)
This is not true. There are infinite right answers to a given design problem. It’s impossible to understand if a solution is “optimal”, because it’s practically impossible to try all of the possible “right answers”. Design recognizes that problems exist in an ecological space of human interactions, and so it doesn’t make sense to speak of the “root cause” of a design problem. While designers try to reduce during the design process, they do it through creativity rather than through analysis. By making a thing, a designer says “I mean this, but not that.”
And so, the way to teach and urge a frustrated, analytically-minded student to begin considering multiple futures is to have them make things. Lots of things. A diversity of things. It’s a slow, arduous, and time consuming process. It’s one that requires constant care and teaching, and even cheer-leading. And there’s no real shortcut to the process. Learning to iterate and variate leads to an appreciation of multiple outcomes. And in those multiple outcomes lies an optimistic future.