This document reviews pragmatic approaches to educating and developing creativity. It defines creativity and discusses techniques like lateral thinking, parallel thinking using the six thinking hats method, Cognitive Research Trust (CoRT), and brainstorming. These techniques aim to make creativity a learnable skill by providing practical methods for generating and exploring new ideas. However, the document notes that the validity of these creative learning processes has rarely been empirically tested.
Creativity can be defined as the ability to produce novel and original ideas. There are several components and factors that contribute to creativity. Creativity involves both divergent and convergent thinking processes. Divergent thinking involves generating many novel ideas, while convergent thinking focuses on evaluating ideas and finding the best solution. Tests are used to measure creativity skills like flexibility, fluency, and originality. Factors like motivation, expertise, and an environment that encourages reflection can enhance creativity. Stress and fear of judgment can hamper creative abilities. Decision making models include rational, bounded rationality, and naturalistic approaches. Intuition also influences decision making.
The document provides an overview of various models of thinking that can be applied in educational settings. It summarizes Bloom's Taxonomy of cognitive processes and knowledge dimensions, demonstrates how the taxonomy can be applied, and discusses other models including Marzano's Dimensions of Learning and Costa and Kallick's 16 Habits of Mind. The purpose is to show parents how these thinking models guide teaching practices and student assessment.
This document provides an introduction to key concepts in psychology. It discusses cognition, artificial intelligence, thinking, concepts, problem solving, reasoning, decision making, intelligence, language, and cognitive appraisal and stress. Specifically, it defines these terms and describes their importance in psychology, highlighting that cognition refers to how information is processed and manipulated in thinking and knowing, concepts allow for generalization and association, while problem solving involves finding solutions and rethinking problems over time.
The document discusses practice-based research, which aims to advance knowledge through both practice and theory. Practice-based research results in an artifact, like a game, that embodies knowledge which can only fully be understood by examining the artifact. The document then discusses various methodological approaches that can inform practice-based research, including Aristotelian concepts of episteme, techne, and phronesis. It also discusses interpretive inquiry, hermeneutics, and iterative design processes.
Question Types in Natural Language ProcessingCraig Trim
The document discusses different types of questions, including knowledge deficit questions, common ground questions to establish shared understanding, and social coordination questions that indirectly request actions. It also covers assumptions behind questions, categories of questions like verification and definition, and dimensions like the information sources and cognitive processes involved in asking and answering questions. Answering questions is challenging as it requires knowledge of the world, tasks, inference, users, language, and discourse pragmatics. Language use depends on cognition and user intent rather than just referring to objects.
This document reviews pragmatic approaches to educating and developing creativity. It defines creativity and discusses techniques like lateral thinking, parallel thinking using the six thinking hats method, Cognitive Research Trust (CoRT), and brainstorming. These techniques aim to make creativity a learnable skill by providing practical methods for generating and exploring new ideas. However, the document notes that the validity of these creative learning processes has rarely been empirically tested.
Creativity can be defined as the ability to produce novel and original ideas. There are several components and factors that contribute to creativity. Creativity involves both divergent and convergent thinking processes. Divergent thinking involves generating many novel ideas, while convergent thinking focuses on evaluating ideas and finding the best solution. Tests are used to measure creativity skills like flexibility, fluency, and originality. Factors like motivation, expertise, and an environment that encourages reflection can enhance creativity. Stress and fear of judgment can hamper creative abilities. Decision making models include rational, bounded rationality, and naturalistic approaches. Intuition also influences decision making.
The document provides an overview of various models of thinking that can be applied in educational settings. It summarizes Bloom's Taxonomy of cognitive processes and knowledge dimensions, demonstrates how the taxonomy can be applied, and discusses other models including Marzano's Dimensions of Learning and Costa and Kallick's 16 Habits of Mind. The purpose is to show parents how these thinking models guide teaching practices and student assessment.
This document provides an introduction to key concepts in psychology. It discusses cognition, artificial intelligence, thinking, concepts, problem solving, reasoning, decision making, intelligence, language, and cognitive appraisal and stress. Specifically, it defines these terms and describes their importance in psychology, highlighting that cognition refers to how information is processed and manipulated in thinking and knowing, concepts allow for generalization and association, while problem solving involves finding solutions and rethinking problems over time.
The document discusses practice-based research, which aims to advance knowledge through both practice and theory. Practice-based research results in an artifact, like a game, that embodies knowledge which can only fully be understood by examining the artifact. The document then discusses various methodological approaches that can inform practice-based research, including Aristotelian concepts of episteme, techne, and phronesis. It also discusses interpretive inquiry, hermeneutics, and iterative design processes.
Question Types in Natural Language ProcessingCraig Trim
The document discusses different types of questions, including knowledge deficit questions, common ground questions to establish shared understanding, and social coordination questions that indirectly request actions. It also covers assumptions behind questions, categories of questions like verification and definition, and dimensions like the information sources and cognitive processes involved in asking and answering questions. Answering questions is challenging as it requires knowledge of the world, tasks, inference, users, language, and discourse pragmatics. Language use depends on cognition and user intent rather than just referring to objects.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Kellyn Dunn and Samantha Roppolo at SMU's Temerlin Advertising Institute.
This document discusses interdisciplinary research. It defines interdisciplinary research as integrating knowledge and methods from different disciplines to address a research question. The document outlines the need for interdisciplinary research to solve interconnected problems in an interconnected world. It also discusses the process of conceptual design, technical design, integration, and addressing scientific and ethical considerations. Some benefits of interdisciplinary research include addressing bigger questions, developing a wider audience, and gaining new perspectives. However, challenges can include differences in theoretical backgrounds, operationalizing concepts, intellectual traditions, and methodological approaches between disciplines.
Learning for knowledgeable action: A mini presentation Nov 6 2013Lina Markauskaite
Foundational ideas that underpin rethinking of Epistemic Fluency and Knowlegeable Action in Professional Learning. Learning as creating epistemic environment and conci(ienci)ous self
This document discusses complex cognitive processes such as conceptual understanding, thinking, and problem solving. It describes how concepts are formed and ways to prompt concept formation, including learning features, defining concepts with examples, building concept maps, and hypothesis testing. It also discusses different types of thinking like reasoning, critical thinking, decision making, and creative thinking. Strategies are provided to encourage critical and creative thinking in students.
A workshop given to elementary school teachers about using creative and critical thinking in the elementary school classroom. Strategies, definitions, and tools are provided.
Emergence and Growth of Knowledge and Diversity in Hierarchically Complex Org...BillHall
Seminar presentation: University of Melbourne Department of Information Systems, 13 October, 2006. Summarises development of a biologically based theory of knowledge based on combining Karl Popper's evolutionary epistemology (as developed in his 1972 book, Objective Knowlege) and Humberto Maturana and Francisco Varela's concept of autopoiesis (as developed in their 1980 book, Autopoiesis and Cognition).
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
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.
Research questionsIt was not known how criminal offenders percei.docxaudeleypearl
Research questions
It was not known how criminal offenders perceive and mentally represent the world around them
It was not known what role perception plays in an individual’s potential to commit crime
The basis of Cognitive theory
Cognitive is defined as an ability to process information: Cognition has to do with one's ability to learn information quickly, memorize, and understand information they receive. Therefore, cognitive theories of crime fall under the psychological theories of criminal behavior. It's important to know that there are different theories that attempt to explain acts of criminal behavior.
Cognitive-behavioral theory combines the principles of social and developmental psychology and those of experimental-clinical psychology. The theory, applied to crime and delinquency, proposes that social behavior is learned. To understand why and how people commit crimes, psychologists and sociologists often study, analyze, and develop explanations of why these behaviors exist. Cognitive theory is one of many psychological theories of criminal behavior. Cognitive theories of crime explain criminal behavior as a defect in moral thinking, thought processes, and mental development. Cognitive theories focus on how we perceive the world around us, how we think, and the factors that influence our mental development (family upbringing, parental modeling, personality, intelligence). These theories help to explain how we develop morally in our thought process. Cognitive theories also help us to understand how an individual's personality and intelligence level are linked to delinquency.
Theoretical framework : theory of cognitive development
Jean Piaget: Moral and intellectual development. People construct a mental model of the world from childhood. Thus, from birth onward an individual will continue to develop. It is a process which occurs due to biological maturation and interaction with the environment.
Bandura maintains that individuals are not born with an innate ability to act violently. He suggested that, in contrast, violence and aggression are learned through a process of behavior modeling (Bandura, 1977). In other words, children learn violence through the observation of others. Aggressive acts are modeled after three primary sources: (1) family interaction, (2) environmental experiences, and (3) the mass media.
Lawrence Kohlberg (1927–1987), who applied the concept of moral development to criminological theory. Kohlberg (1984) believed that individuals pass through stages of moral development. Most important to his theory is the notion that there are levels, stages, and social orientation. The three levels are Level I, preconventional; Level II, conventional; and Level III, postconventional. With respect to the different stages, Stages 1 and 2 fall under Level I. Stages 3 and 4 fall under Level II, and Stages 5 and 6 fall under Level III.
The next subdiscipline is the information-processing branch. This area is predicated on the no ...
Research questionsIt was not known how criminal offenders percei.docxgholly1
Research questions
It was not known how criminal offenders perceive and mentally represent the world around them
It was not known what role perception plays in an individual’s potential to commit crime
The basis of Cognitive theory
Cognitive is defined as an ability to process information: Cognition has to do with one's ability to learn information quickly, memorize, and understand information they receive. Therefore, cognitive theories of crime fall under the psychological theories of criminal behavior. It's important to know that there are different theories that attempt to explain acts of criminal behavior.
Cognitive-behavioral theory combines the principles of social and developmental psychology and those of experimental-clinical psychology. The theory, applied to crime and delinquency, proposes that social behavior is learned. To understand why and how people commit crimes, psychologists and sociologists often study, analyze, and develop explanations of why these behaviors exist. Cognitive theory is one of many psychological theories of criminal behavior. Cognitive theories of crime explain criminal behavior as a defect in moral thinking, thought processes, and mental development. Cognitive theories focus on how we perceive the world around us, how we think, and the factors that influence our mental development (family upbringing, parental modeling, personality, intelligence). These theories help to explain how we develop morally in our thought process. Cognitive theories also help us to understand how an individual's personality and intelligence level are linked to delinquency.
Theoretical framework : theory of cognitive development
Jean Piaget: Moral and intellectual development. People construct a mental model of the world from childhood. Thus, from birth onward an individual will continue to develop. It is a process which occurs due to biological maturation and interaction with the environment.
Bandura maintains that individuals are not born with an innate ability to act violently. He suggested that, in contrast, violence and aggression are learned through a process of behavior modeling (Bandura, 1977). In other words, children learn violence through the observation of others. Aggressive acts are modeled after three primary sources: (1) family interaction, (2) environmental experiences, and (3) the mass media.
Lawrence Kohlberg (1927–1987), who applied the concept of moral development to criminological theory. Kohlberg (1984) believed that individuals pass through stages of moral development. Most important to his theory is the notion that there are levels, stages, and social orientation. The three levels are Level I, preconventional; Level II, conventional; and Level III, postconventional. With respect to the different stages, Stages 1 and 2 fall under Level I. Stages 3 and 4 fall under Level II, and Stages 5 and 6 fall under Level III.
The next subdiscipline is the information-processing branch. This area is predicated on the no.
This document outlines the learning objectives and content for a course on research methods for computer science and software engineering. The objectives include explaining the purpose of research, understanding basic research concepts, acquiring skills to formulate research problems and design research projects. The document discusses different research approaches like quantitative, qualitative and design science methods. It also covers topics like theories, constructs, variables, conceptual frameworks, propositions, and hypotheses. The teaching methods will include lectures, group work, projects and presentations. Students will be evaluated based on assignments, exams and participation.
Researching people: using questionnaires and interviewsJenna Condie
Social research methods lecture for animation masters students @salforduni. Introducing the two dominant social research methods - questionnaires and interviews.
Research Philosophy for Empirical ResearchersJ P Verma
This document summarizes a presentation by Prof. J.P. Verma on research methodology. It discusses:
1. The structure of a research project including beginning, middle, and end.
2. The use of both inductive and deductive reasoning in research to develop and test hypotheses.
3. The key differences between positivism and post-positivism as philosophical approaches to research.
4. An overview of concept mapping, a 6-step process to help define concepts and their relationships in a research project.
TS1-3: Yang Yu from Japan Advanced Institute of Science and Technology & Dali...Jawad Haqbeen
The document summarizes a study on how words of different semantic types can inspire creative thinking in visual design. It describes an experiment involving 409 participants who were asked to provide ideas inspired by representative and abstract semantic words. Results showed that most participants found inspiration from the words and that representative and abstract words were both useful for inspiring structure, function, aesthetics and creativity in design ideas. The study found significant differences in how words of different semantic attributes inspired creativity. It concludes that semantic words can effectively spark creative thinking in visual design.
How Do You Use Design To Reshape An OrganisationDavid Jones
1) The document discusses Richard Buchanan's "Four Orders of Design" which expands the concept of design beyond just graphic and product design to also include the design of societies/cultures and complex systems.
2) Buchanan argues these four orders are "places of invention" that involve a common "design thinking" which Michael Polanyi described as starting from a "subsidiary awareness" and forming a new "gestalt" or whole.
3) The document claims design is a form of "skilled guessing" where designers traverse the space between a current understanding and new ideas through tools like language and heuristics.
Seminar paper the grammar exercises of MICHAEL M. MAGBANUA, MAMikee Monte de Ramos
The document discusses subject-verb agreement and verb tense. It provides grammar exercises involving selecting the correct verb form based on the subject. The exercises focus on topics like the implementation of a basic education curriculum in the Philippines and the selection of verb tenses in sentences describing past, present and future events related to education.
This document outlines an agenda for a 4-day proposal writing workshop. Day 1 introduces the workshop and discusses what a proposal is. Day 2 covers components of proposals like the theoretical framework, literature review, research questions, and methodology. Day 3 has participants share draft proposals. Day 4 allows revising proposals and planning next steps. The workshop aims to provide guidance on writing successful thesis and grant proposals through presentations, examples, and peer feedback.
The document discusses creativity in management. It defines creativity as the reorganization of experience into new configurations, involving knowledge, imagination, and evaluation. There are three domains of creativity: art, discovery, and humor. The document also discusses how to promote creativity in an organization by avoiding mental locks, enhancing critical thinking, and developing individual talent. It provides various techniques to stimulate creativity, such as brainstorming, mind mapping, and lateral thinking.
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7shruti jagirdar
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Kellyn Dunn and Samantha Roppolo at SMU's Temerlin Advertising Institute.
This document discusses interdisciplinary research. It defines interdisciplinary research as integrating knowledge and methods from different disciplines to address a research question. The document outlines the need for interdisciplinary research to solve interconnected problems in an interconnected world. It also discusses the process of conceptual design, technical design, integration, and addressing scientific and ethical considerations. Some benefits of interdisciplinary research include addressing bigger questions, developing a wider audience, and gaining new perspectives. However, challenges can include differences in theoretical backgrounds, operationalizing concepts, intellectual traditions, and methodological approaches between disciplines.
Learning for knowledgeable action: A mini presentation Nov 6 2013Lina Markauskaite
Foundational ideas that underpin rethinking of Epistemic Fluency and Knowlegeable Action in Professional Learning. Learning as creating epistemic environment and conci(ienci)ous self
This document discusses complex cognitive processes such as conceptual understanding, thinking, and problem solving. It describes how concepts are formed and ways to prompt concept formation, including learning features, defining concepts with examples, building concept maps, and hypothesis testing. It also discusses different types of thinking like reasoning, critical thinking, decision making, and creative thinking. Strategies are provided to encourage critical and creative thinking in students.
A workshop given to elementary school teachers about using creative and critical thinking in the elementary school classroom. Strategies, definitions, and tools are provided.
Emergence and Growth of Knowledge and Diversity in Hierarchically Complex Org...BillHall
Seminar presentation: University of Melbourne Department of Information Systems, 13 October, 2006. Summarises development of a biologically based theory of knowledge based on combining Karl Popper's evolutionary epistemology (as developed in his 1972 book, Objective Knowlege) and Humberto Maturana and Francisco Varela's concept of autopoiesis (as developed in their 1980 book, Autopoiesis and Cognition).
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
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.
Research questionsIt was not known how criminal offenders percei.docxaudeleypearl
Research questions
It was not known how criminal offenders perceive and mentally represent the world around them
It was not known what role perception plays in an individual’s potential to commit crime
The basis of Cognitive theory
Cognitive is defined as an ability to process information: Cognition has to do with one's ability to learn information quickly, memorize, and understand information they receive. Therefore, cognitive theories of crime fall under the psychological theories of criminal behavior. It's important to know that there are different theories that attempt to explain acts of criminal behavior.
Cognitive-behavioral theory combines the principles of social and developmental psychology and those of experimental-clinical psychology. The theory, applied to crime and delinquency, proposes that social behavior is learned. To understand why and how people commit crimes, psychologists and sociologists often study, analyze, and develop explanations of why these behaviors exist. Cognitive theory is one of many psychological theories of criminal behavior. Cognitive theories of crime explain criminal behavior as a defect in moral thinking, thought processes, and mental development. Cognitive theories focus on how we perceive the world around us, how we think, and the factors that influence our mental development (family upbringing, parental modeling, personality, intelligence). These theories help to explain how we develop morally in our thought process. Cognitive theories also help us to understand how an individual's personality and intelligence level are linked to delinquency.
Theoretical framework : theory of cognitive development
Jean Piaget: Moral and intellectual development. People construct a mental model of the world from childhood. Thus, from birth onward an individual will continue to develop. It is a process which occurs due to biological maturation and interaction with the environment.
Bandura maintains that individuals are not born with an innate ability to act violently. He suggested that, in contrast, violence and aggression are learned through a process of behavior modeling (Bandura, 1977). In other words, children learn violence through the observation of others. Aggressive acts are modeled after three primary sources: (1) family interaction, (2) environmental experiences, and (3) the mass media.
Lawrence Kohlberg (1927–1987), who applied the concept of moral development to criminological theory. Kohlberg (1984) believed that individuals pass through stages of moral development. Most important to his theory is the notion that there are levels, stages, and social orientation. The three levels are Level I, preconventional; Level II, conventional; and Level III, postconventional. With respect to the different stages, Stages 1 and 2 fall under Level I. Stages 3 and 4 fall under Level II, and Stages 5 and 6 fall under Level III.
The next subdiscipline is the information-processing branch. This area is predicated on the no ...
Research questionsIt was not known how criminal offenders percei.docxgholly1
Research questions
It was not known how criminal offenders perceive and mentally represent the world around them
It was not known what role perception plays in an individual’s potential to commit crime
The basis of Cognitive theory
Cognitive is defined as an ability to process information: Cognition has to do with one's ability to learn information quickly, memorize, and understand information they receive. Therefore, cognitive theories of crime fall under the psychological theories of criminal behavior. It's important to know that there are different theories that attempt to explain acts of criminal behavior.
Cognitive-behavioral theory combines the principles of social and developmental psychology and those of experimental-clinical psychology. The theory, applied to crime and delinquency, proposes that social behavior is learned. To understand why and how people commit crimes, psychologists and sociologists often study, analyze, and develop explanations of why these behaviors exist. Cognitive theory is one of many psychological theories of criminal behavior. Cognitive theories of crime explain criminal behavior as a defect in moral thinking, thought processes, and mental development. Cognitive theories focus on how we perceive the world around us, how we think, and the factors that influence our mental development (family upbringing, parental modeling, personality, intelligence). These theories help to explain how we develop morally in our thought process. Cognitive theories also help us to understand how an individual's personality and intelligence level are linked to delinquency.
Theoretical framework : theory of cognitive development
Jean Piaget: Moral and intellectual development. People construct a mental model of the world from childhood. Thus, from birth onward an individual will continue to develop. It is a process which occurs due to biological maturation and interaction with the environment.
Bandura maintains that individuals are not born with an innate ability to act violently. He suggested that, in contrast, violence and aggression are learned through a process of behavior modeling (Bandura, 1977). In other words, children learn violence through the observation of others. Aggressive acts are modeled after three primary sources: (1) family interaction, (2) environmental experiences, and (3) the mass media.
Lawrence Kohlberg (1927–1987), who applied the concept of moral development to criminological theory. Kohlberg (1984) believed that individuals pass through stages of moral development. Most important to his theory is the notion that there are levels, stages, and social orientation. The three levels are Level I, preconventional; Level II, conventional; and Level III, postconventional. With respect to the different stages, Stages 1 and 2 fall under Level I. Stages 3 and 4 fall under Level II, and Stages 5 and 6 fall under Level III.
The next subdiscipline is the information-processing branch. This area is predicated on the no.
This document outlines the learning objectives and content for a course on research methods for computer science and software engineering. The objectives include explaining the purpose of research, understanding basic research concepts, acquiring skills to formulate research problems and design research projects. The document discusses different research approaches like quantitative, qualitative and design science methods. It also covers topics like theories, constructs, variables, conceptual frameworks, propositions, and hypotheses. The teaching methods will include lectures, group work, projects and presentations. Students will be evaluated based on assignments, exams and participation.
Researching people: using questionnaires and interviewsJenna Condie
Social research methods lecture for animation masters students @salforduni. Introducing the two dominant social research methods - questionnaires and interviews.
Research Philosophy for Empirical ResearchersJ P Verma
This document summarizes a presentation by Prof. J.P. Verma on research methodology. It discusses:
1. The structure of a research project including beginning, middle, and end.
2. The use of both inductive and deductive reasoning in research to develop and test hypotheses.
3. The key differences between positivism and post-positivism as philosophical approaches to research.
4. An overview of concept mapping, a 6-step process to help define concepts and their relationships in a research project.
TS1-3: Yang Yu from Japan Advanced Institute of Science and Technology & Dali...Jawad Haqbeen
The document summarizes a study on how words of different semantic types can inspire creative thinking in visual design. It describes an experiment involving 409 participants who were asked to provide ideas inspired by representative and abstract semantic words. Results showed that most participants found inspiration from the words and that representative and abstract words were both useful for inspiring structure, function, aesthetics and creativity in design ideas. The study found significant differences in how words of different semantic attributes inspired creativity. It concludes that semantic words can effectively spark creative thinking in visual design.
How Do You Use Design To Reshape An OrganisationDavid Jones
1) The document discusses Richard Buchanan's "Four Orders of Design" which expands the concept of design beyond just graphic and product design to also include the design of societies/cultures and complex systems.
2) Buchanan argues these four orders are "places of invention" that involve a common "design thinking" which Michael Polanyi described as starting from a "subsidiary awareness" and forming a new "gestalt" or whole.
3) The document claims design is a form of "skilled guessing" where designers traverse the space between a current understanding and new ideas through tools like language and heuristics.
Seminar paper the grammar exercises of MICHAEL M. MAGBANUA, MAMikee Monte de Ramos
The document discusses subject-verb agreement and verb tense. It provides grammar exercises involving selecting the correct verb form based on the subject. The exercises focus on topics like the implementation of a basic education curriculum in the Philippines and the selection of verb tenses in sentences describing past, present and future events related to education.
This document outlines an agenda for a 4-day proposal writing workshop. Day 1 introduces the workshop and discusses what a proposal is. Day 2 covers components of proposals like the theoretical framework, literature review, research questions, and methodology. Day 3 has participants share draft proposals. Day 4 allows revising proposals and planning next steps. The workshop aims to provide guidance on writing successful thesis and grant proposals through presentations, examples, and peer feedback.
The document discusses creativity in management. It defines creativity as the reorganization of experience into new configurations, involving knowledge, imagination, and evaluation. There are three domains of creativity: art, discovery, and humor. The document also discusses how to promote creativity in an organization by avoiding mental locks, enhancing critical thinking, and developing individual talent. It provides various techniques to stimulate creativity, such as brainstorming, mind mapping, and lateral thinking.
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7shruti jagirdar
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Dr. Tan's Balance Method.pdf (From Academy of Oriental Medicine at Austin)GeorgeKieling1
Home
Organization
Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
About AOMA: The Academy of Oriental Medicine at Austin offers a masters-level graduate program in acupuncture and Oriental medicine, preparing its students for careers as skilled, professional practitioners. AOMA is known for its internationally recognized faculty, award-winning student clinical internship program, and herbal medicine program. Since its founding in 1993, AOMA has grown rapidly in size and reputation, drawing students from around the nation and faculty from around the world. AOMA also conducts more than 20,000 patient visits annually in its student and professional clinics. AOMA collaborates with Western healthcare institutions including the Seton Family of Hospitals, and gives back to the community through partnerships with nonprofit organizations and by providing free and reduced price treatments to people who cannot afford them. The Academy of Oriental Medicine at Austin is located at 2700 West Anderson Lane. AOMA also serves patients and retail customers at its south Austin location, 4701 West Gate Blvd. For more information see www.aoma.edu or call 512-492-303434.
Pictorial and detailed description of patellar instability with sign and symptoms and how to diagnose , what investigations you should go with and how to approach with treatment options . I have presented this slide in my 2nd year junior residency in orthopedics at LLRM medical college Meerut and got good reviews for it
After getting it read you will definitely understand the topic.
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...Donc Test
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Congestive Heart failure is caused by low cardiac output and high sympathetic discharge. Diuretics reduce preload, ACE inhibitors lower afterload, beta blockers reduce sympathetic activity, and digitalis has inotropic effects. Newer medications target vasodilation and myosin activation to improve heart efficiency while lowering energy requirements. Combination therapy, following an assessment of cardiac function and volume status, is the most effective strategy to heart failure care.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Spontaneous Bacterial Peritonitis - Pathogenesis , Clinical Features & Manage...Jim Jacob Roy
In this presentation , SBP ( spontaneous bacterial peritonitis ) , which is a common complication in patients with cirrhosis and ascites is described in detail.
The reference for this presentation is Sleisenger and Fordtran's Gastrointestinal and Liver Disease Textbook ( 11th edition ).
2. Definition of creativity :
Mental process involving the generation of new ideas or concepts, or new associations
between existing ideas or concepts.
Process of creating something that is original and worthwhile.
May refer to;
i. The product
ii. The personpersonality creating the product
iii. The process
iv. Steps followed to create the product
v. The environment
vi. A synthesis of all of the above
3. Today it is accepted that creativity is a combination of cognitive, conative and emotional factors
which interact with the environment dynamically.
All of these factors are present in human beings and all these variables affects us to a certain degree,
it can be argued that a specific combination of them results in creativity.
In the historical research of creativity, several researchers tried to investigate the nature of creativity
through the eyes of the aforementioned factors.
The 4P framework (process, person, product, press) proposed by Rhodes [23] is a widely accepted
categorization in psychometric study of creativity.
4. 1. Fluidity/Fluency (number of ideas)
– Ideation: listing red round objects
– Association: Fog is … like a sponge
– Expression: listing words ending with -ism
2. Flexibility (number of content categories / shifts)
– Spontaneous: listing uses of a pencil
– Adaptive: What would happen if nobody could or would like to sleep
anymore?
3. Originality (ideas just mentioned by one participant)
4. Elaboration ( Talking more in detail about the idea )
5. Based on his factor analytic model of the structure-of-intellect (SI), .
Of the 13 tests in this battery, 9 require verbal (semantic) responses and 4 employ figural content.
The 9 verbal response tests are:
(1) Word Fluency; (2) Ideational Fluency; (3) Association Fluency; (4) Expressional Fluency; (5)
Alternate Uses; (6) Simile Interpretations; (7) Plot Titles; (8) Consequences; and (9) Possible Jobs.
The four figural tests are:
(1) Making Objects; (2) Sketches; (3) Match Problems; and (4) Decorations.
6. Creativity is Assessed on the basis of :
Fluency
Flexibility
Originality
Elaboration
Resistance to premature closure
7. Subtests are scored on the basis of fluency, flexibility, and originality (with a score on elaboration as
optional),
i. Picture Construction (from a marked cue),
ii. Picture Completion (again with cues),
iii. Parallel Lines.
The first of these subtests is scored on originality and elaboration while the remainder are scored on
fluency, flexibility, originality, and elaboration. Totals are then accumulated across subtests to provide
overall scores for Figural fluency, flexibility, originality, and elaboration.
i. Asking,
ii. Guessing Causes,
iii. Guessing Consequences,
iv. Product Improvement,
v. Unusual Uses,
vi. Unusual Questions,
vii. Just Suppose.