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Neuroscience research on human motivation in the workplace is still in its infancy. There is a large industrial and organizational (IO) psychology literature containing numerous theories of motivation, relating to prosocial and productive, and, less so, “darker” antisocial and counter-productive, behaviors. However, the development of a viable over-arching theoretical framework has proved elusive. In this chapter, we argue that basic neuropsychological systems related to approach, avoidance, and their conflict, may provide such a framework, one which we discuss in terms of the Reinforcement Sensitivity Theory (RST) of personality. We argue that workplace behaviors may be understood by reference to the motivational types that are formed from the combination of basic approach, avoidance, and conflict-related personalities. We offer suggestions for future research to explore workplace behaviors in terms of the wider literature on the neuroscience of motivation.

“It should also be noted that the objective of convergence and equal distribution, including across under-performing areas, can hinder efforts to generate growth. Contrariwise, the objective of competitiveness can exacerbate regional and social inequalities, by targeting efforts on zones of excellence where projects achieve greater returns (dynamic major cities, higher levels of general education, the most advanced projects, infrastructures with the heaviest traffic, and so on). If cohesion policy and the Lisbon Strategy come into conflict, it must be borne in mind that the former, for the moment, is founded on a rather more solid legal foundation than the latter” European Commission (2005, p. 9)Adaptation of Cohesion Policy to the Enlarged Europe and the Lisbon and Gothenburg Objectives.

It is difficult to argue against the fact that research has focussed on artificial intelligence (AI) and robotisation over the past few decades. Additionally, during the past several years, it has taken off and is now extensively used in numerous businesses across various industries. Most of the time, AI has been associated with some industrial sector process automation. Still, recently, the authors have noticed more positive technology uses, especially in the financial services industry. Due to several factors, the financial sector needs to adopt AI and recognise its potential. The industry has historically been concerned about unpredictability, legislation, stronger cybersecurity, technological limitations and disruption of established lucrative operations.

Never before has there been more discussion about AI due to the advantages it provides to businesses that are providing financial services. That may explain why this change is referred to as the fourth industrial revolution. Both positively and negatively, it is quite disruptive. The effectiveness, accuracy and cost-effectiveness of solutions greatly increase. However, immense power also entails great responsibility.

Precautions and security are more crucial than ever for businesses since the financial sector is changing significantly and quickly. The various benefits and drawbacks of this technology are yet unknown to humans. Although AI was first shown to us in the 1950s, it has recently gained new prominence as processing power, and the available quantity of data has increased dramatically.

In this chapter, each of the completed models of curriculum is presented and evaluated using criteria from the attributes of effective curricula discussed in Chapter 1. Explanations of the design strategies that are used to demonstrate each attribute in a differentiated manner are included. The evaluation process provides an evaluation methodology to demonstrate the effectiveness of each model of a curriculum in a credible and trustworthy way.

In the previous chapters, the individual parts of the curricula were configured, aligned, and interconnected to deliver specific outcomes in each learning module. In this chapter, the components of each curriculum are assembled into one table to exhibit the order contained within each learning module within the overall curriculum. The standards for curricular attributes adopted at the beginning of the design process are the criteria for the evaluation of the completed curriculum. The strategies used to configure the components of each curriculum provide evidence of the curriculum’s characteristics, which demonstrate compliance with each criterion.

The evaluation of these attributes within a curriculum serves several purposes. First, they provide a checklist to guide the design process toward curricula that reflect these standards as developed by the profession of curriculum design in higher education. Second, they provide a measurement of the attributes of the curriculum to demonstrate the compliance of each curricular design with conventional standards. Third, these measurements can be compared with other institutional data to uncover correlations between the design assumptions and learner performance. These correlations often reveal unanticipated results, which inform the effectiveness of the instructional system.

These criteria are applied to the evaluation of the curriculum for each module to demonstrate the diverse manner in which each can be achieved in a discipline-specific manner. The compliance with these criteria is explained to be a matter of demonstration, as used in the discipline of qualitative research. These qualitative evaluations can then be compared with other operational data to understand the effectiveness of the design assumptions for each curriculum.

The functional strategy map (FSM) is a tool used to capture the organizations' supply chain strategy. Its product, the strategy map, allows the organizations to apply the Conceptual System Assessment and Reformulation methodology (CSAR) with a multi-objective perspective to rethink the business strategy. The aim of this study is to optimize a company business strategy of corrugate cardboard boxes, with its strategic and tactical relations and problems obtained with the CSAR methodology and the FSM tool, as well as its operational priorities identified by the analytical hierarchy process, which is a tool to support multicriteria decision-making. This proposal, with a mixed methodology approach, generates multiple improvements, such as the reduction of the overall cost, the optimal fill rate operations, and the articulation of the strategic and functional decisions in this organization, which are based on a cost competitive strategy. The results were validated by the financial assessments that ensure an attractive return of the investment and the articulation between the business strategies with its functional plans.

Purpose – An analysis of the security implications of asymmetric warfare and counterinsurgency.

Methodology/approach – This chapter provides a review of the relevant literature based on historical, defense-strategic and also a wider security-political qualitative approach.

Findings – The results show that the military is not always the best and the only instrument to counter asymmetric war. Intelligence and covert action play a certain role, but cause additional problems, also with regard to international law.

Research limitations/implications – Further research should be done with regard to a coordination and cooperation of the various actors and bodies engaged in countering insurgency and asymmetric warfare.

Originality/value of paper – This is a research paper with practical implications.

When implemented effectively and systematically across a curriculum, high impact practices (HIP) have the potential to increase student engagement and result in higher student achievement. The United States Air Force Academy (USAFA) is a four-year military university with a large liberal education core curriculum that provides the foundation for service and officership in the United States Air or Space Forces. Building on the liberal education core, the civil engineering (CE) major’s courses begin with the cornerstone field engineering course, paired with a two-week co-curricular experience for students at an Air or Space Force installation. With its motto “construct first, design later,” the field engineering course is an HIP and quintessential experiential learning course that gives students a practical frame-of-reference for future analysis and design courses. The CE major culminates with another HIP, the capstone design course, which gives students the opportunity to demonstrate their skills, building confidence in their ability to successfully apply those skills to the increasingly complex problems they will face after graduation. This book chapter provides a case study of the CE major at the USAFA, documenting the HIPs across the majors’ program, and highlighting the key elements and benefits of each.