The role of storytelling in innovation process

In this article we explore a key challenge in the innovation process around how an innovation might be articulated and communicated in organizations. Articulating innovative ideas, refining them, drawing others into the vision and gaining their support is a key part of this process. It is essentially a process of “storytelling”— constructing and sharing stories that reflect on personal experiences and involvement in the innovation process. This paper is based on managers' own perceptions about storytelling throughout the innovation process. Twenty‐nine semi‐structured interviews were conducted with innovation managers and other senior managers from UK construction/infrastructure project‐based firms. The findings demonstrate that storytelling is essential for presenting innovative ideas and getting interest and support from others. It also plays a key role in motivating organizational members to innovate, and in promoting innovation success stories more widely. It is through storytelling that the image of firms as being and becoming “innovative” is constructed

Super rogue waves in simulations based on weakly nonlinear and fully nonlinear hydrodynamic equations

The rogue wave solutions (rational multi-breathers) of the nonlinear Schrodinger equation (NLS) are tested in numerical simulations of weakly nonlinear and fully nonlinear hydrodynamic equations. Only the lowest order solutions from 1 to 5 are considered. A higher accuracy of wave propagation in space is reached using the modified NLS equation (MNLS) also known as the Dysthe equation. This numerical modelling allowed us to directly compare simulations with recent results of laboratory measurements in \cite{Chabchoub2012c}. In order to achieve even higher physical accuracy, we employed fully nonlinear simulations of potential Euler equations. These simulations provided us with basic characteristics of long time evolution of rational solutions of the NLS equation in the case of near breaking conditions. The analytic NLS solutions are found to describe the actual wave dynamics of steep waves reasonably well.Comment: under revision in Physical Review

Review of analytical instruments for EEG analysis

Since it was first used in 1926, EEG has been one of the most useful instruments of neuroscience. In order to start using EEG data we need not only EEG apparatus, but also some analytical tools and skills to understand what our data mean. This article describes several classical analytical tools and also new one which appeared only several years ago. We hope it will be useful for those researchers who have only started working in the field of cognitive EEG

Autodidactic approach: forming self-directed efl learning readiness

The article deals with the problem of preparing intending EFL teachers at teacher training universities for professionally-oriented selfdirected learning readiness in the field if foreign languages. For this purpose the brief outline of basic characteristics of such a readiness is given on the basis of analysis of scientific literature on the problem. The authors of the article share their positive experience in applying the autodidactic approach to teaching English to students of the English Department in the Institute of Foreign Languages of Ural State Pedagogical University. The research results prove that it is possible to effectively form students’ self-directed EFL learning readiness by means of increasing their methodological awareness in the field of teaching foreign languages and applying their knowledge and skills to the process of self-directed learning itself both within and beyond the classroom environment. The three stages of the approach are described in detail: learning, self-directed learning, and peer-teaching. The final stage is considered professionally-oriented since it allows students to act in the capacity of future teachers of English but, here, within the classroom environment. The approach is realized according to five consequent principles: intersubject coordination, tutoring, individually oriented assessment, heuristic and multitasking principles. The principles by their nature go back to the student-centered and activity approach, the integrative-differentiative approach and the contextual approach which serve as the methodological bases of the autodidactic approach developed

Autodidactic English for intending efl teachers: a coursebook structure

The article deals with the problem of structuring a coursebook on English for intending EFL teachers at teacher training universities. Considering the main requirements for their professionally-oriented training in Russia, self-directed language learning readiness is analyzed on the basis of scientific literature on the problem. As one of the possible solutions of the problem the authors of the article suggest using an autodidactic approach to teaching English and share their positive experience in applying it to practice at the Institute of Foreign Languages of Ural State Pedagogical University. The autodidactic approach is based on intersubject coordination, tutoring, individually oriented assessment and heuristic principles and presupposes the realization of three subsequent stages: learning, self-directed learning, and peer-teaching. The application of the autodidactic principles and the stages of the approach finds reflection in the structure of the coursebook on English “Autodidactic English for Intending EFL Teachers” which is given in detail in the article. The coursebook structure is modular, the three basic modules being “Autodidactic Awareness” (which assists students at the stage of learning), “Brush up Your Study Skills” (at the stage of self-directed EFL learning) and “Teach and Learn” (at the stage of peer-teaching). The main modules are supplemented by “Language Portfolio” and “Assess Your Self-Directed Learning Readiness” modules which help both the teacher and students to plan their interaction and assess the results of their work. The research results prove that it is possible to effectively form students’ self-directed EFL learning readiness by means of increasing their methodological awareness in the field of teaching foreign languages and applying their knowledge and skills to the process of self-directed learning both within and beyond the classroom environment