Weak evidence, strong opinions, and high expectations Kim, Joon Bum; Sundt, Thoralf M.
The Journal of thoracic and cardiovascular surgery,
December 2017, 2017-12-00, 20171201, Letnik:
154, Številka:
6
Journal Article
Was macht Mathematik effektiv? Loos, Andreas; Sinn, Rainer; Ziegler, Günter M.
Physik in unserer Zeit,
07/2023, Letnik:
54, Številka:
4
Journal Article
Zusammenfassung
Mathematik scheint den natürlichen Formalismus zur Beschreibung und Berechnung physikalischer Prozesse und Gesetzmäßigkeiten zu liefern. Umgekehrt haben physikalische Fragestellungen ...die Entwicklung der Mathematik angeregt und teilweise ihre Richtung bestimmt, und eigentlich gibt es keine scharfe Grenze zwischen Mathematik und Physik. Eine sinnvolle Einteilung bezieht sich eher auf die Motivation als auf die Untersuchungsgegenstände der Mathematik: Forschung wird betrieben, um mathematische Strukturen zu verstehen oder ist durch naturwissenschaftliche oder technisch‐industrielle Anwendungen motiviert.
Xiao‐Feng Wu
Angewandte Chemie International Edition,
June 24, 2019, Letnik:
58, Številka:
26
Journal Article
Recenzirano
“My favorite motto is be good, be happy, be motivated. My biggest motivation is to overcome challenges …” Find out more about Xiao‐Feng Wu in his Author Profile.
Dans le contexte post-covid d'émergence ou de renforcement de plates-formes numériques permettant d'accompagner l'apprenant, la recherche menée vise à évaluer l'usage de Classcraftcouplé au parcours ...d'apprentissage en ligne d'un éditeur à travers un système de gestion des enseignements. Après une présentation des résultats de recherches antérieures sur Classcraft, il est exposé comment celui-ci a précédemment été introduit et utilisé à l'Institut Français du Vietnam à Hanoï. Pour renforcer la motivation d'une classe dont presque la moitié des apprenants n'avait pas choisi d'apprendre le français, nous avons sollicité simultanément les outils de renforcement de la motivation, gestion des enseignement et travail en ligne utilisés à l'Institut Français du Vietnam alors que ceux-ci n'avaient jamais fait l'objet d'un usage simultané. Les résultats obtenus montrent un renforcement de la motivation des apprenants mais oblige à une posture de contrôle renforcée et à une diminution de l'interaction orale pour compenser le temps perdu en gestion technique.
Peter W. Roesky
Angewandte Chemie International Edition,
October 26, 2018, Letnik:
57, Številka:
44
Journal Article
Recenzirano
“My biggest motivation is to discover new things. I would have liked to have discovered ferrocene …” Find out more about Peter W. Roesky in his Author Profile.
Géraldine Masson
Angewandte Chemie International Edition,
September 17, 2018, Letnik:
57, Številka:
38
Journal Article
Recenzirano
“My biggest motivation is when people tell me ”You can't do it“! My favorite food is poulet basquaise …” Find out more about Géraldine Masson in her Author Profile.
Yu Lan
Angewandte Chemie International Edition,
September 10, 2018, Letnik:
57, Številka:
37
Journal Article
Recenzirano
“My biggest motivation is curiosity. If I won the lottery I would I would donate all the money to building a supercomputer center …” Find out more about Yu Lan in his Author Profile.
Why people cooperate Tyler, Tom R
2011., 20100927, 2010, 2011-01-01, 20110101
eBook
Any organization's success depends upon the voluntary cooperation of its members. But what motivates people to cooperate? In Why People Cooperate, Tom Tyler challenges the decades-old notion that ...individuals within groups are primarily motivated by their self-interest. Instead, he demonstrates that human behaviors are influenced by shared attitudes, values, and identities that reflect social connections rather than material interests.
Lack of motivation is the critical factor which affects university students’ learning process in Malaysia. Hence, this study is an attempt to investigate the types of motivation which Bachelor ...students used in learning English at one of the private universities in Malaysia. It was also analysed to determine the motivational level of the Bachelor students who learn English as a Second Language (ESL). This study used a quantitative method where the data was collected through the questionnaire adapted from Gardner’s (1972) Attitude, Motivation Test Battery (AMTB). The questionnaire was distributed to 150 students and the data was analysed quantitatively. The findings showed that the majority of the Bachelor students were instrumentally motivated towards learning ESL. The result concerning the level of motivation showed that the students had a high level of instrumental motivation for learning English, compared to integrative, resultative, and intrinsic ones. Yet, it is also apparent that all four types of motivation are at a high motivational level. Based on the findings, a few suggestions were highlighted. First, the lecturers should always design a classroom environment that promotes students’ motivation towards learning ESL. Second, students should be given more opportunities to visit other English native countries under Global Learning Programmes (GLP). In that case, teachers or lecturers of ESL should promote all types of motivation in the classroom and guide students towards achieving goals.
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