Academic literature on the topic 'Scientists Motivational Model'

The current state of the art in cognitive robotics, covering the challenges of building AI-powered intelligent robots inspired by natural cognitive systems. A novel approach to building AI-powered intelligent robots takes inspiration from the way natural cognitive systems—in humans, animals, and biological systems—develop intelligence by exploiting the full power of interactions between body and brain, the physical and social environment in which they live, and phylogenetic, developmental, and learning dynamics. This volume reports on the current state of the art in cognitive robotics, offerin

AbstractOver a decade ago, faculty researchers at primarily undergraduate institutions embarked on a project motivated as much by questions about plant genomics as by commitment to undergraduate mentoring. The project gained funding from NSF and also an acronym: UNPAK, Undergraduates Phenotyping Arabidopsis Knockouts. The project aims to test ideas about how often mutation results in detectable change in plant traits important in both ecology and agriculture, relying on the premier model species in plant science, much like the lab mouse in biomedicine. UNPAK has two major tenets. First, it harnesses the hands, eyes and brains of undergraduates across many campuses to amass and analyze its data and analyses. Second, it connects faculty and students on these campuses to build and share social, cultural and human capital, essential for scientists at all stages to continue to advance and flourish. Social science colleagues have joined UNPAK to assess this second tenet and to examine its influence as student motivations and access to resources before and after graduation, and the project’s impact on faculty careers. More basically, UNPAK fosters friendships and solidarity, the underpinning of social groups that are working toward the intertwined goals of sustainability and social justice.

Abstract Self-concepts are based on objective accomplishments evaluated in relation to frames of reference. In the big-fish-little-pond effect (BFLPE), equally able students have lower academic self-concepts in high-average ability schools, but higher academic self-concepts in low-average ability schools. The authors of this essay note the existence of additional psychological comparison processes that influence self-concept formation, including temporal (“I am getting better”) and dimensional (“I am better at math than verbal subjects”) comparisons. By employing increasingly sophisticated theoretical and statistical models, motivation scientists have integrated multiple frame-of-reference effects into a unified framework and shown support for the universality of the BFLPE.

This chapter explains how modal homotopy type theory combines ideas from two currents of thought: type theory and category theory. Despite what might appear to be rather different philosophical starting points, there has emerged an intrinsically structuralist language of great interest to computer scientists, mathematicians and physicists. This in itself should be enough to interest philosophers in the language, but further motivation is provided by addressing some of the kinds of objection raised to formalization in philosophy; in particular, those from ordinary language philosophy which emphasize the elasticity and context-dependence of natural language. We see that several of their concerns, such as that the definitional and descriptive uses of ‘is’ are conflated in logic, are addressed by the type theory. The prospect is then presented of an opportunity to use the new language to explore key issues in philosophy of mathematics, philosophy of language and metaphysics.

When raters in a 360 Feedback process do not perform as desired, the result can be highly skewed distributions: The data lose their utility, especially when they are to be used for decision-making. We use the ALAMO performance model [Performance = Alignment × (Ability × Motivation × Opportunity)] to dissect the causes and possible solutions for suboptimal rater performance. Using a systems model of 360 Feedback, we analyze three major factors that can determine the quality of 360 data (i.e., Instrument/Content, Process Features, and Rater Characteristics). No two 360 Feedback systems are the same. It follows that no two diagnoses or prescriptions will be the same across the dozens of decisions that must be made in the design and implementation of a given process. Some of those decisions can be guided by science, some by the unique organization and its leaders, and most by a combination of both. We strongly recommend that both groups of stakeholders (scientist practitioners and process owners) study this chapter prior to making those decisions.

ABSTRACT Professor of paleontology at the University of Basel, Switzerland, Manfred Reichel was as much an accomplished scientist as a talented artist. Skilled in mental 3-D-visualization, aided by a sharp memory, and with a fine hand for illustration, he introduced comparative anatomy to the study of foraminifera, which is masterly illustrated in his analysis of Alveolinids, and used his knowledge of locomotion in modern birds as an actualistic method for portraying flying reptiles. Teaching was his motivation, and to aid his classes, beyond multiple drawings, he created a large number of scaled structural models of foraminifera and a life-size wooden replica of the Pteranodon with mobile articulations. Manfred Reichel was a perfectionist who left a large part of his studies and drawings unpublished.

The myth-histories scientists tell tend to be collages of heroes pasted together to evoke an irrefutable scientific foundation of progress. Students consuming these narratives are not introduced to a realistic portrayal of scientific practice; they are fed an idealized form of science based on tropes that are effectively impossible to follow. How does this affect our students? We assume it gives them positive, ideal role models, but is this so? Studies show that students’ motivation is not homogeneous. Some may feel disenfranchised and unmotivated by myth-historical reconstructions of people from circumstances wildly different from their own. Chapter 4 examines one of the clearest examples of this idealization, myth-historical narratives constructed in communicating the discovery of gravitational waves in 2015–16. These narratives cast Albert Einstein as a clear and unambiguous scientific hero. They also engage in an ex post facto transformation of physicist Joseph Weber from scientific pariah to hero.

The article substantiates the importance of future teacher training for the use of augmented reality (AR) in the educational process of a preschool education institution (PEI). Scientific sources on the problem of AR application in the field of education are analysed. The aspects of the research of the problem of AR application are defined in the field of education done by modern foreign and national scientists, in particular, the use of AR applications in education; introduction of 3D technologies, virtual reality (VR) and augmented reality in the educational process of preschool and primary school; application of 3d technology, virtual and augmented reality in a higher education institution; increasing the efficiency of training and motivation of students on the basis of using AR applications in smartphones; the formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The specifics of publications of fiction works with AR applications are analysed that are appropriate to use in work with preschool children; the possibilities of books for preschool children created with the help of augmented reality technology are demonstrated. The possibilities of using AR in work with preschoolers are considered. The urgency of the use of AR for the effective education and development of preschoolers is determined. The problems of application of AR in the educational process of modern national PEI are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of PEI has been developed. Criteria and indicators are defined, the levels of development of the main components of the studied readiness (cognitive and active) and the indicated readiness as a whole are characterized. The following points are proved: insufficiency and deficit of its formation of future teachers of the field of preschool education; inconsistency between the peculiarities of future teacher training to use AR in professional activities and modern requirements for the quality of educational process in PEI; the need to develop and implement a model for the formation of the studied readiness of future teachers of the institution of higher pedagogical education. A step-by-step model of formation of readiness of future teachers to use AR in the educational process of PEI has been developed.

The article, based on the results of the study of the collective theme «Psychological and pedagogical support of personal and professional development of future teachers in the implementation of new educational standards», highlights the main directions of modernization of future teachers to raise it to the best world standards. Theoretical and practical achievements of Ukrainian and foreign scientists are analyzed and generalized, which allowed to systematize the strategic directions of teacher training in the postmodern era. According to the logic of the research, the goal is to analyze and substantiate theories and effective practices of teacher training, clarify anthropocentric, axiological, technological, innovative concepts of the new teacher training strategy and characterize their multidimensionality. The essential features of the concepts of teacher training in the conditions of indefinite changes are specified. A set of methods was used to solve the goals and objectives, namely, general scientific: analysis, synthesis, comparison to clarify the conceptual and terminological apparatus and the development of the research process; constructive-genetic – to clarify the purpose, objectives, content and features of the organization of the process of teacher training in conditions of uncertain changes; comparative analysis – in order to identify productive changes in the training of teachers in foreign countries, in particular those that are members of the European Union and can be adapted in the educational space of Ukraine; hermeneutic – for a new reading and interpretation of scientific positions on this issue by Ukrainian and foreign researchers of different years. According to the results of theoretical analysis, internal and external challenges have been identified and highlighted, which necessitate changes in the training of teachers at different levels: conceptual, organizational and technological. The paper presents and characterizes innovative models of education that prove their ability to develop in today’s globalized educational space. The priority of the axiological dominant of the process of teacher training is established, which is based on homocentric priorities, preparation for the life of a happy person, personal development of the culture of environments and humanistic pedagogy. The concept of «personal and professional growth of future teachers» is specified and characterized, which we consider as: expediently organized process of forming personal and professional qualities of a teacher, ability and readiness for self-development to produce new ideas and ways. In the process of studying a significant theoretical and empirical array of information, substantiates the essence and structure of personal-professional strategy of teacher training, describes its components, namely: value-motivational, procedural-research, reflective, skills of the XXI century. The complex task of combining pedagogical theory and training practices of teachers capable of solving pedagogical, psychological and cultural functions, ready to change the goals of human education in a globalized space. The multi-vector nature of personal and professional development of future teachers in the educational process of higher education is highlighted. On the basis of the comparative analysis the productive achievements of foreign pedagogical thought and practice in the context of search of innovative ways of preparation of teachers in the conditions of indefinite changes are covered. The generalizations presented in the article can be used for further scientific and practical research.

The relevance of the topic lies in the fact that the transition to innovative personal management is currently a global trend to improve enterprise management processes in the context of deep integration of the world market, high-tech industries, increased competition and improved uncertainty of the external environment in relation to the enterprise, considering the motivational system. The purpose of the research is to study the role of motivation and corporate culture as the basis for innovative development and improving the productivity of an organization. The database was used by a banking

Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this

The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process