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Focusing on geoscience, this book applies a uniquely cross-disciplinary perspective to its examination of the relationship between scientific research and teaching at universities. Contributions show how the use of technology and innovative pedagogical design allows students at different stages of their university studies to develop skills and experience in geoscience research. The book offers wide-ranging insight from academics in geoscience, science education and higher education policy and pedagogy, as well as from students and industry experts. The opening section sets the context, with a chapter on teaching and research in the contemporary university by a world-leading academic in higher education, and an essay by the editor on the case of moving from research-implicit to research-enhanced teaching. Part Two addresses the research-teaching nexus in geoscience, offering chapters entitled The Challenge of Combining Research and Teaching: A Young Geoscientist’s Perspective; Teaching on the High Seas: How Field Research Enhances Teaching at All Levels; Curricula and Departmental Strategies to Link Teaching and Geoscience Research; and Geoscience Internships in the Oil and Gas Industry, among others. In Part Three, the use of technology is discussed in chapters such as Using Interactive Virtual Field Guides and Linked Data in Geoscience Teaching and Learning; and Towards Technology- and Research-enhanced Education (TREE): Electronic Feedback as a Teaching Tool in Geoscience.  The Program Design section includes chapters on Introducing University Students to Authentic, Hands-on Undergraduate Geoscience Research, and the opportunity to link research and teaching in students’ final projects and more. Geoscience Research and Education: Teaching at Universities is a useful resource for understanding the research-teaching nexus and how it has been implemented in different types of universities and in different countries. Science academics seeking to integrate research into teaching will find the book highly relevant to their work. The emphasis on using technology as a means to link research and teaching will be of great interest and practical benefit to learning technologists, science educators and university policymakers.  Together with the companion volume Geoscience Research and Outreach: Schools and Public Engagement, this book showcases the key role that geoscience research plays in a wide spectrum of educational settings.

Earth sciences --- Geology --- Study and teaching. --- Education. --- Earth sciences. --- Educational technology. --- Science education. --- Higher education. --- Science Education. --- Earth Sciences, general. --- Educational Technology. --- Higher Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Science education --- Scientific education --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Geosciences --- Environmental sciences --- Physical sciences --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Aids and devices --- Science --- Geography. --- Education, Higher. --- Cosmography --- World history

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Can we make machines that think and act like humans or other natural intelligent agents? The answer to this question depends on how we see ourselves and how we see the machines in question. Classical AI and cognitive science had claimed that cognition is computation, and can thus be reproduced on other computing machines, possibly surpassing the abilities of human intelligence. This consensus has now come under threat and the agenda for the philosophy and theory of AI must be set anew, re-defining the relation between AI and Cognitive Science. We can re-claim the original vision of general AI from the technical AI disciplines; we can reject classical cognitive science and replace it with a new theory (e.g. embodied); or we can try to find new ways to approach AI, for example from neuroscience or from systems theory. To do this, we must go back to the basic questions on computing, cognition and ethics for AI. The 30 papers in this volume provide cutting-edge work from leading researchers that define where we stand and where we should go from here.

Artificial intelligence -- Congresses. --- Artificial intelligence. --- Intelligent agents (Computer software) -- Congresses. --- Artificial intelligence --- Engineering & Applied Sciences --- Mechanical Engineering --- Computer Science --- Mechanical Engineering - General --- Philosophy --- Methodology. --- Philosophy. --- Engineering. --- Philosophy of mind. --- Computational intelligence. --- Robotics. --- Automation. --- Robotics and Automation. --- Computational Intelligence. --- Philosophy of Mind. --- Artificial Intelligence (incl. Robotics). --- Automatic factories --- Automatic production --- Computer control --- Engineering cybernetics --- Factories --- Industrial engineering --- Mechanization --- Assembly-line methods --- Automatic control --- Automatic machinery --- CAD/CAM systems --- Robotics --- Automation --- Machine theory --- Intelligence, Computational --- Soft computing --- AI (Artificial intelligence) --- Artificial thinking --- Electronic brains --- Intellectronics --- Intelligence, Artificial --- Intelligent machines --- Machine intelligence --- Thinking, Artificial --- Bionics --- Cognitive science --- Digital computer simulation --- Electronic data processing --- Logic machines --- Self-organizing systems --- Simulation methods --- Fifth generation computers --- Neural computers --- Mind, Philosophy of --- Mind, Theory of --- Theory of mind --- Metaphysics --- Philosophical anthropology --- Construction --- Industrial arts --- Technology --- Artificial Intelligence.

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This book reports on the results of the third edition of the premier conference in the field of philosophy of artificial intelligence, PT-AI 2017, held on November 4 - 5, 2017 at the University of Leeds, UK. It covers: advanced knowledge on key AI concepts, including complexity, computation, creativity, embodiment, representation and superintelligence; cutting-edge ethical issues, such as the AI impact on human dignity and society, responsibilities and rights of machines, as well as AI threats to humanity and AI safety; and cutting-edge developments in techniques to achieve AI, including machine learning, neural networks, dynamical systems. The book also discusses important applications of AI, including big data analytics, expert systems, cognitive architectures, and robotics. It offers a timely, yet very comprehensive snapshot of what is going on in the field of AI, especially at the interfaces between philosophy, cognitive science, ethics and computing.

Artificial intelligence --- Philosophy. --- Artificial intelligence. --- Science --- Engineering. --- Consciousness. --- Artificial Intelligence. --- Philosophy of Science. --- Computational Intelligence. --- Cognitive Psychology. --- Apperception --- Mind and body --- Perception --- Philosophy --- Psychology --- Spirit --- Self --- Construction --- Industrial arts --- Technology --- Normal science --- Philosophy of science --- AI (Artificial intelligence) --- Artificial thinking --- Electronic brains --- Intellectronics --- Intelligence, Artificial --- Intelligent machines --- Machine intelligence --- Thinking, Artificial --- Bionics --- Cognitive science --- Digital computer simulation --- Electronic data processing --- Logic machines --- Machine theory --- Self-organizing systems --- Simulation methods --- Fifth generation computers --- Neural computers --- Philosophy and science. --- Computational intelligence. --- Cognitive psychology. --- Psychology, Cognitive --- Intelligence, Computational --- Soft computing --- Science and philosophy