scholarly journals SCIENTIST AS RESEARCHER AND PERSONALITY

Metaphysics ◽  
2020 ◽  
pp. 121-132
Author(s):  
V. A Iakovlev
Keyword(s):  
Cognitive Structures ◽  
Creative Potential ◽  
Individual Scientist ◽  
Cultural Sphere ◽  
The Individual ◽  
Self Organizing

The identity of the scientist is regarded as a complex self-organizing system, through which implements its creative potential. The main functions of the system are disclosed in the dynamics of metaphysic cognitive structures of the kernel. In the structure of the individual scientist allocated base and disposition levels, through the elements which link cognitive kernel of personality with the socio-cultural sphere.

Patient Scheduling — (Bibliography)

1977 ◽  
Vol 16 (02) ◽  
pp. 112-115 ◽  
Author(s):  
C. O. Köhler ◽  
G. Wagner ◽  
U. Wolber
Keyword(s):  
Information Processing ◽  
Medical Care ◽  
Medical Informatics ◽  
Relevant Literature ◽  
Patient Scheduling ◽  
Individual Scientist ◽  
Set Up ◽  
The Individual ◽  
New Literature ◽  
Current Systems

The entire field of information processing in medicine is today already spread out and branched to such an extent that it is no longer possible to set up a survey on relevant literature as a whole. But even in narrow parts of medical informatics it is hardly possible for the individual scientist to keep up to date with new literature. Strictly defined special bibliographies on certain topics are most helpful.In our days, problems of optimal patient scheduling and exploitation of resources are gaining more and more importance. Scientists are working on the solution of these problems in many places.The bibliography on »Patient Scheduling« presented here contains but a few basic theoretical papers on the problem of waiting queues which are of importance in the area of medical care. Most of the papers cited are concerned with practical approaches to a solution and describe current systems in medicine.In listing the literature, we were assisted by Mrs. Wieland, Mr. Dusberger and Mr. Henn, in data acquisition and computer handling by Mrs. Gieß and Mr. Schlaefer. We wish to thank all those mentioned for their assistance.

CREATING THE SITUATION OF SUCCESS IN THE HUMAN SCIENCES – A PREREQUISITE FOR THE HUMANIZATION OF EDUCATION

2020 ◽  
pp. 48-57
Author(s):  
Ayta Sakun ◽  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Cognitive Activity ◽  
Human Sciences ◽  
Creative Potential ◽  
Modern Education ◽  
Future Success ◽  
Cognitive Motivation ◽  
The Future ◽  
The Individual

The problem of success became relevant at the beginning of the XXI century. Everyone strives to succeed, to be confident in themselves and in the future. Success is recognized as one of the needs of the individual. Reforming modern education is designed to make it human-centered, effective, close to the practical needs of the learner. The humanization of education is impossible without creating situations of success in learning. Such situations activate a person's cognitive motivation, reveal his creative potential, make a person strong and confident. To create situations of success, teachers use a variety of methods and tools that enhance the cognitive activity of students.

scholarly journals The matter of standards. I. The individual scientist

BioEssays ◽  
2008 ◽  
Vol 30 (9) ◽  
pp. 795-797
Author(s):  
Adam S. Wilkins
Keyword(s):  
Individual Scientist ◽  
The Individual

scholarly journals PASSIONARY SCHOOLS AS A GENERATOR AND TRANSLATOR OF SCIENTIFIC AND CREATIVE POTENTIAL OF YOUNG RESEARCHERS

2021 ◽  
pp. 52-59
Author(s):  
G.Yа. Grevtseva ◽  
Keyword(s):  
Intellectual Development ◽  
Social Activity ◽  
Scientific School ◽  
Special Role ◽  
Creative Potential ◽  
State Institute ◽  
Scientific Schools ◽  
Distinguished Research ◽  
The Individual ◽  
Young Researchers

The article notes the need to integrate education, industry and science. The concepts of "passionarity", "scientific schools" are analyzed. The concept of "passionarity of a scientific school" has been clarified. It is indicated that scientific schools play a special role in the formation of civil society; that they create conditions for increasing the creative potential, social activity and intellectual development of the personality of the student, the researcher-passionary. The types of activity are distinguished: research, civil, design, etc., in which the passionarity of representatives of scientific schools, young researchers is manifested. Analyzed the research devoted to the development of the constructive passionarity of the individual. The features of scientific schools, the patterns of formation of scientific schools, the main directions of the activities of scientific schools are highlighted. Information about scientific and creative forums in the Chelyabinsk State Institute of Culture, dedicated to scientific schools is presented.

scholarly journals Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment

2021 ◽  
Author(s):  
Mark Runco ◽  
Ahmed M. Abdulla Alabbasi ◽  
Selcuk Acar ◽  
ALaa Eldin A. Ayoub
Keyword(s):  
Natural Environment ◽  
Statistical Test ◽  
Differentially Expressed ◽  
Creative Activity ◽  
Creative Potential ◽  
Method Variance ◽  
Creative Products ◽  
The Individual ◽  
Home And School ◽  
At Home

Creative potential is one of the very most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are outside of school. There tends to be more creative activity outside of school, suggesting that the individual has creative potential, but it is only allowed to be expressed in certain settings. The present investigation extended this line of research by comparing creative activity in school, at home, and that occurring outside of school and home. Results indicated that the activity scores from the three settings shared less than 52% of their variance. The measures used were highly reliable, so the conclusion was that, as in previous research, various settings do indeed differentially allow the expression of creative potential. Comparisons of means also supported this finding. Interestingly, creative activity at home was significantly more common than creative activity at school and when outside of the home and school. A statistical test of method variance indicated that it was not a notable contribution nor confound. Limitations are discussed at the end of the manuscript.

scholarly journals Putting open science into practice: A social dilemma?

First Monday ◽  
2014 ◽  
Author(s):  
Kaja Scheliga ◽  
Sascha Friesike
Keyword(s):  
Scientific Community ◽  
Social Dilemma ◽  
Digital Technologies ◽  
Research Process ◽  
Open Science ◽  
Best Interest ◽  
Research Practices ◽  
Individual Scientist ◽  
The Individual ◽  
Opening Up

Digital technologies carry the promise of transforming science and opening up the research process. We interviewed researchers from a variety of backgrounds about their attitudes towards and experiences with openness in their research practices. We observe a considerable discrepancy between the concept of open science and scholarly reality. While many researchers support open science in theory, the individual researcher is confronted with various difficulties when putting open science into practice. We analyse the major obstacles to open science and group them into two main categories: individual obstacles and systemic obstacles. We argue that the phenomenon of open science can be seen through the prism of a social dilemma: what is in the collective best interest of the scientific community is not necessarily in the best interest of the individual scientist. We discuss the possibilities of transferring theoretical solutions to social dilemma problems to the realm of open science.

scholarly journals Pedagogical conditions of artistic and creative synesthesia of junior students at integrated music lessons

2017 ◽  
pp. 150-153
Author(s):  
O. K. Rakhmanova
Keyword(s):  
Modern Science ◽  
Individual Characteristics ◽  
Point Of View ◽  
Musical Composition ◽  
Creative Potential ◽  
Artistic Activity ◽  
Music Lessons ◽  
The Individual ◽  
Individual Differentiation ◽  
Junior Students

The methodological concept of “pedagogical conditions” is analysed and its essence is disclosed. Special attention is given to the modern interpretation of this concept and its meaning in modern science is examined in details. The article is dedicated to the revealing the pedagogical conditions that influence the process of development of junior students’ artistic and creative synesthesia. Careful attention is paid to the author’s point of view on the definition of the concept of “pedagogical conditions” as well as to the additions which should be included to the definition taking into account the modern tendency to technology and science development. These pedagogical conditions disclose specifics of the artistic and creative synesthesia and creative potential of junior pupils at the integrated music lessons, which contributes to their deliberate orientation in the system of art values. The author defines a complex of the pedagogical conditions that symbolically can be divided into three groups: 1) creating emotionally-creative environment that stimulates development of junior students’ artistic and creative synesthesia during the process of listening to musical composition; 2) dialogical interaction between the teacher and student in the process of junior students’ artistic activity; 3) implementation of the individual differentiation in the development of junior students’ artistic and creative synesthesia at the integrated music lessons, which considers individual characteristics of creative potential and creative abilities of junior students and setting the differentiated creative tasks in this way.

Concluding Remarks

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
General Public ◽  
Cultural Background ◽  
Individual Scientist ◽  
The Subject ◽  
Communication Of Science ◽  
The Individual

‘Giving a talk’, to colleagues, to peers or to the general public, is an important part of our professional duties as scientists. Whatever the context, we have a duty to make sure that the science is communicated clearly, and that the audience is able to understand the science at an appropriate level. Communication of science and about science is becoming more important, for many reasons. Science is becoming more expensive—the simple (that is, cheap) experiments have been done. Science, and the technology that results from it, has brought great benefits to society, but science has also given society cause for concern. Science should be dispassionate, the results independent of cultural background and beliefs of the individual scientist; but science can also be controversial, especially when it challenges generally accepted beliefs or attitudes. We believe that there are no absolute rules governing what makes a good slide, or how to assemble a series of good slides into a good talk. Even if there were such a recipe, how a talk is received depends upon many other things—the subject, the speaker, the venue, the size (and the mood) of the audience. There is never enough time to discuss all the details, and so we always have to make choices about what to include and what to omit. How we make these choices depends upon many things— what might be highly appropriate in one context could be completely inappropriate in another. Nevertheless, we can think of a few principles that should help you, which have underpinned the approach taken in this book. • Understand the scope of your talk—where do you start, what is the key point, how will you conclude, what is the message? • Understand your hosts—why did they invite you to give the talk or, if you invited yourself, why did they agree? • Understand your audience—why have they come to hear you, what do they know already, what do they expect to learn and what do they need to learn? • Be professional—understand and be master of the technology of the presentation.

Nature, Nurture, and ’Ndividuality

2021 ◽  
pp. 329-350
Author(s):  
Jack Bauer
Keyword(s):  
Free Will ◽  
Personal Growth ◽  
Causal Role ◽  
Individual Person ◽  
System A ◽  
Whole Person ◽  
Nature And Nurture ◽  
The Individual ◽  
Self Organizing

The field of psychology is under a spell of believing that the person is merely a product of nature and nurture. This belief holds that the individual person plays no causal role in their own development. This belief assumes that epiphenomena (like persons, which originate from nature and nurture) lack real agency and cannot be a cause of themselves at a later time, so personal growth and the transformative self are illusions. This chapter explains the faulty logic in such beliefs and presents the nature, nurture, and ‘ndividuality model of personhood, which holds that the individuality of the whole person influences that person’s own development in ways not explained by nature, nurture, or their interaction. This model relies not on notions of free will or even intentionality but rather on another model of the person as a self-organizing system—a dynamic, organismic system within a pluralistic ecology of systems.

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