This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
To explore how ideas fit within the opportunity identification process
To define and illustrate the sources of opportunity for entrepreneurs
To identify the four models of market opportunity: competition, innovation, alertness and social need
To examine the role of creativity and to review the major components of the creative process: knowledge accumulation, incubation process, idea evaluation and implementation
To present ways of developing personal creativity: recognise relationships, use lateral thinking, use your ‘brains’, think outside the box, identify arenas of creativity and work in creative climates
To introduce how innovation can inspire opportunity through invention, extension, duplication and synthesis
To review some of the major misconceptions associated with innovation and to define the 10 principles of innovation
To consider the challenges and changing dynamics of social and sustainability innovation
There IS life after the PhD - Careers talk by Dr. Rita Jorge at QMULRita Jorge
You're trying to finish your PhD, you can barely choose a font for your thesis and yet the world is already asking you for your next career choice. This talk is a brief description of how I made that choice and how my career has developed since. Talk delivered to around 100 Queen Mary 3rd year PhD students on the 10th September 2014 (University of London).
What is Science?
For much of the last century, Science has held a pre-eminent place of authority to many people around the globe, a place once held by religious leaders. This is no accident. Many scientists claim that Science has replaced religion as the source of ultimate truth about our world.
Thus, it is worthwhile to examine this claim. What is science? How did it get here? What assumptions does it make? Is it worldview neutral as many claim? What is the nature of scientific proof? What kinds of proof exist and how do we determine which is the correct kind?
As a professional scientist and science educator, I have seen first hand that we do NOT teach this to our students, except in optional electives that are not advertised well. Therefore, we have generations of scientists growing up with unclear understandings of the philosophy and history of their own field, and it is affecting the quality of the scientific endeavor.
Lecture presented by Dr. Robb Wilson
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Creativity is a discipline we need more than. But the right conditions are needed for it to thrive. Taking a look at academia, science and recent writing about ideas- this presentation uncovers the 11 conditions required for creativity to flourish.
To explore how ideas fit within the opportunity identification process
To define and illustrate the sources of opportunity for entrepreneurs
To identify the four models of market opportunity: competition, innovation, alertness and social need
To examine the role of creativity and to review the major components of the creative process: knowledge accumulation, incubation process, idea evaluation and implementation
To present ways of developing personal creativity: recognise relationships, use lateral thinking, use your ‘brains’, think outside the box, identify arenas of creativity and work in creative climates
To introduce how innovation can inspire opportunity through invention, extension, duplication and synthesis
To review some of the major misconceptions associated with innovation and to define the 10 principles of innovation
To consider the challenges and changing dynamics of social and sustainability innovation
There IS life after the PhD - Careers talk by Dr. Rita Jorge at QMULRita Jorge
You're trying to finish your PhD, you can barely choose a font for your thesis and yet the world is already asking you for your next career choice. This talk is a brief description of how I made that choice and how my career has developed since. Talk delivered to around 100 Queen Mary 3rd year PhD students on the 10th September 2014 (University of London).
What is Science?
For much of the last century, Science has held a pre-eminent place of authority to many people around the globe, a place once held by religious leaders. This is no accident. Many scientists claim that Science has replaced religion as the source of ultimate truth about our world.
Thus, it is worthwhile to examine this claim. What is science? How did it get here? What assumptions does it make? Is it worldview neutral as many claim? What is the nature of scientific proof? What kinds of proof exist and how do we determine which is the correct kind?
As a professional scientist and science educator, I have seen first hand that we do NOT teach this to our students, except in optional electives that are not advertised well. Therefore, we have generations of scientists growing up with unclear understandings of the philosophy and history of their own field, and it is affecting the quality of the scientific endeavor.
Lecture presented by Dr. Robb Wilson
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Creativity is a discipline we need more than. But the right conditions are needed for it to thrive. Taking a look at academia, science and recent writing about ideas- this presentation uncovers the 11 conditions required for creativity to flourish.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
Salas, V. (2024) "John of St. Thomas (Poinsot) on the Science of Sacred Theol...Studia Poinsotiana
I Introduction
II Subalternation and Theology
III Theology and Dogmatic Declarations
IV The Mixed Principles of Theology
V Virtual Revelation: The Unity of Theology
VI Theology as a Natural Science
VII Theology’s Certitude
VIII Conclusion
Notes
Bibliography
All the contents are fully attributable to the author, Doctor Victor Salas. Should you wish to get this text republished, get in touch with the author or the editorial committee of the Studia Poinsotiana. Insofar as possible, we will be happy to broker your contact.
(May 29th, 2024) Advancements in Intravital Microscopy- Insights for Preclini...Scintica Instrumentation
Intravital microscopy (IVM) is a powerful tool utilized to study cellular behavior over time and space in vivo. Much of our understanding of cell biology has been accomplished using various in vitro and ex vivo methods; however, these studies do not necessarily reflect the natural dynamics of biological processes. Unlike traditional cell culture or fixed tissue imaging, IVM allows for the ultra-fast high-resolution imaging of cellular processes over time and space and were studied in its natural environment. Real-time visualization of biological processes in the context of an intact organism helps maintain physiological relevance and provide insights into the progression of disease, response to treatments or developmental processes.
In this webinar we give an overview of advanced applications of the IVM system in preclinical research. IVIM technology is a provider of all-in-one intravital microscopy systems and solutions optimized for in vivo imaging of live animal models at sub-micron resolution. The system’s unique features and user-friendly software enables researchers to probe fast dynamic biological processes such as immune cell tracking, cell-cell interaction as well as vascularization and tumor metastasis with exceptional detail. This webinar will also give an overview of IVM being utilized in drug development, offering a view into the intricate interaction between drugs/nanoparticles and tissues in vivo and allows for the evaluation of therapeutic intervention in a variety of tissues and organs. This interdisciplinary collaboration continues to drive the advancements of novel therapeutic strategies.
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
Slides from:
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Track: Artificial Intelligence
https://www.etran.rs/2024/en/home-english/
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
2. Objectives of the Presentation
Become familiar with recent articles on creativity in
science.
Define the creative process and the characteristics
of a creative person
Become familiarized with the Creativity Assessment
Scale of Silvia et al.
Be motivated to participate in the RISE Creative
Writing Competition
Select a provocative prompt and write a creative
text
3. References
• How creativity powers science
• Some of the best ideas come not from poring over the facts but from a walk in the woods
• BY JENNIFER CUTRARO 2:17PM, MAY 24, 2012
• www.student.societyforscience.org/article/how-creativity-powers-science
• Scientists outshine arts students with experiments in creative
• Aifric Campbell Thursday 6 November 2014 11.30 GMT
• http://www.theguardian.com/books/booksblog/2014/nov/06/scientists-outshine-arts-students-
with-experiments-in-creative-writing
• Scientists Are More Creative Than You Might Imagine
• But original thinking could be declining among students because of the growing emphasis on test-
taking in schools.
• ALEXANDRA OSSOLA NOV 12 2014, 8:00 AM ET
• http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/
• The Art of Creative Science Writing: A Conversation with Gerald N. Callahan
• Nov 21, 2013 by Samantha Tucker Iacovetto, Colorado Review Editorial Assistant
• http://coloradoreview.colostate.edu/the-art-of-creative-science-writing-a-conversation-with-
gerald-n-callahan/
4. Scientists outshine arts students
with experiments in creative
Aifric Campbell found:
• Stem students taking a creative writing course
1. welcomed the opportunity to develop their
potential and “resolve a certain tension
between their artistic and scientific interests”.
2. became more tolerant of uncertainty.
3. were willing to take more risks.
4. were more humble.
5. Scientists outshine arts students
with experiments in creative
Aifric Campbell found STEM students:
5. came up with more creative solutions to
engineering problems.
6. envisioned software programming and
creative writing as creative problem solving.
7. Discovered creative writing as a way to
engage the public in a dialogue about what’s
new in science
6. Scientists outshine arts students
with experiments in creative
• Campbell, English professor at Imperial College
London, states, “A year of reading and writing
fiction raises all sorts of ethical and moral
questions that inspire Stem students to apply
their talent for sceptical enquiry to an analysis of
human behaviour. And isn’t this precisely what
we would all wish for our scientists, engineers,
technologists and doctors – that the men and
women who build, design, code, fix and shape
our world are enriched by their exploration of our
human condition? (2013, parag. 13).
7. How creativity powers science
• Jennifer Cutraro interviews Robert DeHaan, a cell biologist
who studies the teaching of creative thinking.
• Dehaan indicates that science is not merely a body of
knowledge, but more importantly a process of learning.
(Others call it the journey or quest for knowledge).
• If we see science as a process, then, it is easier to
incorporate the teaching of creativity within the teaching of
science.
• Scientific researchers invent from the data they collect
possible explanations. “Creativity is about imagining
possibility and figuring out which one of these scenarios
could be possible…” (Cutraro, 2012, parag. 19)
8. How creativity powers science
• How does the creative process work?
• 1. brainstorming (distributed reasoning)
hearing different ideas helps you to make
unexpected connections
2. unfocus the mind – (associative thinking)
free the mind to make possible
connections between unrelated things
3. naïveté – a lack of experience, knowledge or
training
9. Scientists Are More Creative Than You
Might Imagine
• The author, Alexandra Ossola, quotes from Albert
Einstein, “The greatest scientists are artists as
well.”
• The 4 stages of creativity were described in 1926
by the social psychologist Graham Wallas in his
book “The Art of Thought”.
• Stages of creativity
– Preparation
– Incubation
– Illumination
– Verification
10. Scientists Are More Creative Than You
Might Imagine
• Rex Jung, a professor of neurosurgery explains:
“In incubation you rely on the neural connections
your brain uses for brainstorming-a system known
as the default-mode network. You use the region of
your brain involved in daydreaming and
imagination. It allows ideas to bounce around and
intersect in novel ways.
The cognitive control network takes control once
your brain wants to articulate and implement an
idea.”
11. Scientists Are More Creative Than You
Might Imagine
• Imaginability- the ability to play out ideas in
one’s mind. It is done in the default mode
while the conscious mind is busy doing
something else.
• Recess in school and breaks in academic work
are important to access the default mode.
12. How creativity powers science
• How does the creative process work?
unfocus the mind
– Use associative thinking. Associative thinking is a
process in which the mind is free to wander,
making possible connections between unrelated
ideas. So go for a hike in the woods and let your
mind wander.
– The exploration of other fields by scientists can
give them unimagined creative insights.
13. How creativity powers science
An example of exploring another field of study
• Herschbach, a chemist, learned of a technique in
physics called molecular beams.
• The technique made him think about the possibility of
crossing 2 beams (chorine and hydrogen). After several
years of collecting data, he and a collegue won the
Nobel Prize for discovering new insights into the
behavior of colliding molecules.
• Herschbach recalled that the idea seemed so simple
that it was naïveté.
14. Creative Science Writing Prompt:
Two Frogs in a Vat
By Bill Manhire
http://wewantedtobewriters.com/our-authors/bill-manhire/
Creative Science Writing Prompt-
“One evening two frogs fell into a vat of milk. One was
a scientist. The other was a poet.”
Creative Solution-
• Which of the two was able to survive ‘til morning and
why?
15. Royal Society of New Zealand
Manhire Prize for
Creative Science Writing
Anthology of winners 2007-2010
http://www.royalsociety.org.nz/programmes/competitions/manhire-prize/
16. Two Frogs in a Vat
Here is a story I once heard from a Dutch writer.
“One evening two frogs fell into a vat of milk. One was
a scientist. The other was a poet.
The scientist trod water for a while, then did a rapid calculation
involving the buoyancy of his frog-body in milk. It was clear that he
could not last. He gave a sigh and sank to the bottom, where he
drowned.
The poet tried to remember what he knew about
milk. ‘Something about the milk of paradise,’ came
to mind. There was something, too, about the milk
of human kindness.
17. Two Frogs in a Vat
Some lines for a new poem of his own also occurred to
him, though we will not quote them here. And all the
while he went on treading water – or, more accurately,
milk – occasionally wondering how long he could last.
In the morning, the farmer’s wife came into the dairy.
There in the vat was a large block of butter and … lying on
top … a small, exhausted frog.”
Bill Manhire
19. Definitions of Creativity
1. “Mental activity” providing an answer to a novel
situation.
2. A “process” resulting in one of a kind ideas.
3. A thought “experience” that demonstrates
uniqueness, divergent thinking, imagination, and
fearlessness.
4. The “generation” of the most unusual thoughts .
The Center for Excellence in Learning and Teaching at The Iowa State University
http://www.celt.iastate.edu/creativity/defining.html
20. Terms Used to Describe Creativity
• Fluency – number of ideas generated
• Originality and imagination – unusual, unique, and
novel ideas
• Elaboration – ability to explain ideas in detail
• Flexibility, curiosity, resistance to closure – ability to
generate multiple solutions
• Complexity – details and implications of ideas;
recognition of patterns, similarities and differences
• Risk taking – willingness to be wrong and to admit it
The Center for Excellence in Learning and Teaching at The Iowa State University
http://www.celt.iastate.edu/creativity/defining.html
21. Stages in the Creative Process
Dennett in Gaboras sees the creative process as a two stage cyclic process:
• The generative stage – you brainstorm
Preparation
This stage is characterized by obsessiveness. A period devoted to trying
to solve the problem and collecting data through traditional approaches.
Incubation
In this stage you unconsciously work on the problem.
• The evaluative stage – you focus
Illumination
Here you make an association between the problem and something
familiar. You discover a previously unknown or underlying order.
Verification
The idea is materialized, can be proven, and is diffused or communicated.
Gabora, L. (2002) Cognitive mechanisms underlying the creative process. In (T. Hewett and T. Kavanagh, Eds.) Proceedings of the Fourth International Conference on
Creativity and Cognition , October 13-16, Loughborough University, UK, 126-133
22. Variable Focus as the Key to Creativity
In sum, creativity is associated with conceptual
fluidity and focus or control.
The focus is variable:
• First you brainstorm an idea (generative stage)
• Then you focus attention on the creative idea
(evaluative stage).
Gabora, L. (2002) Cognitive mechanisms underlying the creative process. In (T. Hewett
and T. Kavanagh, Eds.) Proceedings of the Fourth International Conference on
Creativity and Cognition , October 13-16, Loughborough University, UK, 126-133
24. Narrative, Protagonist, and Triumph
• “The central task of science writing for a broad
audience is...how to make science human and
enjoyable without betraying nature. The best
writers achieve that end by two means. They
present the phenomena as a narrative...and they
treat the scientists as protagonists in a story that
contains...the mythic elements of challenge and
triumph."
Edward O. Wilson The Best American
Science and Nature Writing 2001
http://www.jacobberkowitz.com/science-writing/
25. How to Write Creatively about Science
• Don’t just summarize facts. Place the scientific
facts within a story or narrative of triumph.
• Instead of concentrating on the investigative
problem, concentrate on the investigative
triumph.
• Instead of keeping the scientist obscure, make
the scientist the protagonist in the narrative.
• Either that or write a narrative about the
consequences of the scientific triumph or
problem posed.
26. Narrative of the Consequences of a
Scientific Problem
2007 Royal Society of New Zealand Manhire Prize for
Creative Science Writing
Inspiration: Climate Change (Biology)
• Many scientists and social scientists believe that
climate change is a serious threat to human
civilisation. Regardless of climate change, we need
to find sustainable forms of agriculture,
manufacturing and energy. How will we respond?
How can we respond?
• Fiction winner: Bryan Walpert 16 Planets
• Non fiction winner: Alison Ballance Touchstones
27. Fiction winner: Bryan Walpert 16 Planets
• Read pages 6-14 of Shift: Anthology of
Winners
28. 2011 Manhire Award
Chemical World
Fiction biography
• http://www.royalsociety.org.nz/programmes/
competitions/manhire-prize/2011-
information/
29. • REPORT ON THE BIRS WORKSHOP
“CREATIVE WRITING IN MATHEMATICS AND
SCIENCE,”
BANFF, 2-6 MAY 2010
30. RISE Creative Writing Competition
• Writing about the RISE Seminars
• Tell a story about a seminar presentation in
which the scientist is the protagonist.
• Describe the triumphs and challenges of
his/her investigation.
32. Assessing Creativity
Referene:
Silvia, P., Winterstein, B., Wellsi, J. Barona, C., Cram, J., Hess, K., Martínez, J., & Richard, C.
(2008). Assessing creativity with divergent thinking tasks: Exploring the reliability and
validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the
Arts 2(2), 68-85. DOI: 10.1037/1931-3896.2.2.68
33. Creativity Assessment Scores
• Score of 1 - Not at all creative
• Score of 2 - Somewhat creative
• Score of 3 - Creative
• Score of 4 – Very creative
• Score of 5 – Highly creative
34. Creativity Assessment Criteria
Uncommon
• “Any response that is given by a lot of people
is common, by definition.”
• “Unique responses will tend to be creative
responses, although a response given only
once need not be judged creative. For
example, a random or inappropriate response
would be uncommon but not creative.”
35. Creative Assessment Criteria
Remote
• “Creative ideas are remotely linked to everyday
objects and ideas. For example, creative uses for
a brick are “far from” common everyday uses for
a brick, and creative instances of things that are
round, are “far from” common round objects.
Responses that stray from obvious ideas will
tend to be creative, whereas responses close to
obvious ideas will tend to be uncreative.”
36. Creativity Assessment Criteria
Clever
• “Creative ideas are often clever: they strike
people as insightful, ironic, humorous, fitting,
smart. Responses that are clever will then to
be creative responses. Keep in mind that
cleverness can compensate for the other
facets. For example, a common use cleverly
expressed could receive a high score.”
37. Instructions for Judging Creativity
• Creativity can be viewed as having three facets
– uncommon, remote, and clever.
• Creative responses will generally be high on all
three criteria.
• A low score on one criteria will not eliminate
the possibility of a high rating.
40. Application Exercise
Writing Science Fiction
The Royal Society
• http://invigorate.royalsociety.org/ks2/creating-and-
discovering/science-fiction.aspx
• Instructions:
• Click on the doors. Click on the library. Click on one of the books.
• Search through the books until you find an illustration that inspires
you to write a creative story.
• Select one illustration and write a creative story about it.
• Use the prompt and guide questions for inspiration or just use your
own imagination.