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Creative
Terms modified by Creative Selected AbstractsEARLY VERB LEARNERS: CREATIVE OR NOT?MONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT, Issue 2 2009Jane B. Childers First page of article [source] ,Taking off the suit': engaging the community in primary health care decision-makingHEALTH EXPECTATIONS, Issue 1 2006Elizabeth Anderson MSc RGN Abstract Objective, To explore the process of public involvement in planning primary health care. Background, Recent policy in the UK promotes public involvement in planning health but there have been difficulties in engaging communities in the process. Surveys of health service organizations have found that there has been a failure to adapt to new approaches. It has become important to understand why this has occurred if policy initiatives to encourage involvement are to succeed. Design, Qualitative study. Data collected through individual interviews and focus groups. Setting, Two new primary healthcare developments in deprived areas in Bristol and Weston-Super-Mare. Participants, Thirty-six professionals and 23 local residents in Bristol; six professionals and three local residents in Weston-Super-Mare. Results, Three themes were identified: process, partnership and power. The main findings were that exceptional people with a shared commitment to public involvement were necessary to motivate others and develop partnerships. Local people were drawn into the process and with increased confidence became powerful advocates for their community. Creative and varied methods to involve the public were important in achieving balance between professionals and lay people. However, conflicts over practical decisions arose from a lack of clarity over who had power to influence decisions. Conclusion, Most of the participants were enthusiastic about their experience of public involvement in planning primary health care. Features crucial to sustainable involvement included a commitment from leaders within statutory agencies, support over a long period to build the confidence of local people, willingness to use informal approaches that are in tune with local culture, and a recognition of the concerns of both service users and providers. [source] A Conceptualisation of Emotion within Art and Design Education: A Creative, Learning and Product-Orientated Triadic SchemaINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2007David Spendlove There is a resurgence of interest in the powerful concept of emotion in current educational policy and practice. This article calls for the recognition and conceptualisation of a triadic schema for theorising the location of emotion within a creative educational experience. The schema represents emotion within three domains within current practice: Person, Process and Product. The principal focus of the article is pupils aged 5-16 and consideration is given to the application of the conceptualised schema within art and design education as represented by the national curriculum statement of importance. The central hypothesis of the work is that greater recognition of an emotional dimension within a triadic schema - developing emotional capacity in students to engage in a creative process (person); stimulating emotional engagement through appropriate learning contexts (process) and facilitating the emotional interfacing with outcomes (product) - will help conceptualise the powerful interrelationship between emotion, creativity and learning. Based upon an extensive synthesised literature review a schema, developed through abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product-orientated experience within the primary and secondary stages of England's education system. [source] The Individual and City Life: A Commentary on Richard Florida's "Cities and the Creative Class"CITY & COMMUNITY, Issue 1 2003Melinda J. Milligan [source] How Attitudes of Leaders May Enhance Organizational Creativity: Evidence from a Chinese StudyCREATIVITY AND INNOVATION MANAGEMENT, Issue 3 2007Karen Yuan Wang It has been argued that a key factor in the development of competitive advantage is the provision of an environment that encourages employees to be creative. Leaders play a crucial role in cultivating an environment that encourages subordinates to be creative. Based on a survey of 219 managers in privately owned enterprises in China, this study investigates how trust in subordinates in terms of their reliability and their loyalty to the leader is related to leaders encouraging subordinates to be creative. The findings reveal positive relationships between these two types of trust in subordinates and leaders encouraging subordinates to be creative. The findings also reveal that attitude to formalization moderated the relationship between trust in subordinates and encouraging them to be creative. [source] Clustering: An Essential Step from Diverging to ConvergingCREATIVITY AND INNOVATION MANAGEMENT, Issue 1 2007Marc Tassoul Within the context of new product development processes and the Creative Problem Solving (CPS) process, the authors have come to the view that clustering is to be seen as a separate step in the process of diverging and converging. Clustering is generally presented as part of the converging stages, and as such categorized as a selection technique, which in the authors' view does not do justice to this activity. It is about expanding knowledge, about connecting ideas, and connecting ideas to problem statements, functionalities, and values and consequences. It is about building a shared understanding, in other words about ,making sense', an essential creative activity in the development of concepts and, although different from a more freewheeling divergent phase, can be as creative and maybe even more so. Four kinds of clusterings are distinguished: object clustering, morphological clustering, functional clustering and gestalt clustering. Object clustering is mainly aimed at categorizing ideas into an overviewable set of groups of ideas. No special connections are being made, other then looking for similarities. Morphological clustering is used to split up a problem into subproblems after which the ideas generated are considered as subsolutions which can then be combined into concepts. Functional clustering is interesting when different approaches can be chosen to answer some question. It permits a more strategic choice to be made. Gestalt clustering is a more synthesis like approach, often with a more metaphoric and artistic stance. Collage is a good example of such clustering. General guidelines for clustering are: use a bottom-up process of emergence; postpone early rationalisations and verbalisations; start grouping ideas on the basis of feeling and intuition; and use metaphoric names to identify clusters. [source] ,Resisting Creativity, Creating the New'.CREATIVITY AND INNOVATION MANAGEMENT, Issue 2 2006A Deleuzian Perspective on Creativity Create/Innovate or die. This is the taken-for-granted ,truth' in the social, political and economic context in which we currently live. In fact, so accepted is this mantra that criticism seems foolish; mere evidence of the entrenched conservatism that needs to be challenged. This article posits an alternative view of creativity, drawing in particular on the thinking of the philosopher Gilles Deleuze. The writing of Deleuze is used to explore our understanding of creativity, in terms of what ,creativity' is (and what it is not), and the destructive (and sometimes pointless) nature of creativity. In doing so it is hoped that this article challenges clichéd representations of ,creativity', the typical ,creativity is wonderful and we need a lot more of it . . .' type arguments and assist scholars to become more creative (or at least more reflective) in their own practice. [source] A Declaration of IndependenceECONOMIC AFFAIRS, Issue 4 2000David Graham Television was a true mass medium, its ,classic' output located within the concerns and lives of ordinary people. Television was also the amphitheatre of the nation, in which great events were played out. As a result of its massive power, regulation was imposed on it. By the 1970s, the unitary power of national channels was beginning to break down, first with the arrival of the VCR, then with satellite and cable. Along with this, came a growing separation of the broadcasting from the creative or programme making function driven by ,independent' producers. This divergence is now being hastened by the end of ,spectrum scarcity'. Creative companies and teams will strive to control their work and share in the rewards of their success in a way that will create a very different kind of entertainment industry in the 21st Century. [source] Creative Class and Regional Growth: Empirical Evidence from Seven European CountriesECONOMIC GEOGRAPHY, Issue 4 2009Ron A. Boschma abstract This article analyzes the regional distribution and economic effect of the "creative class" on the basis of a unique data set that covers more than 500 regions in 7 European countries. The creative class is unevenly geographically distributed across Europe; the analyses show that a regional climate of tolerance and openness has a strong and positive effect on a region's share of these people. Regional job opportunities also have a large effect on the size of a region's population of the creative class. The findings reveal some evidence of a positive relationship among creative class occupation, employment growth, and entrepreneurship at the regional level in a number of European countries. On the basis of the analysis, however, it is not clear whether human capital, measured by creative occupation, outperforms indicators that are based on formal education, or if formal education has the stronger effect. [source] Complexity and the Culture of CurriculumEDUCATIONAL PHILOSOPHY AND THEORY, Issue 1 2008William E. Doll Abstract This paper has two main foci: (1) the history of curriculum design, and (2) implications from the new sciences of chaos and complexity for the development of new forms of curriculum design and teaching implementation. Regarding the first focus, the paper posits that there exist,to use Wittgenstein's phrase,,family resemblances' between Peter Ramus' 16th century curriculum design and that of Ralph Tyler in the 20th century. While this 400-year linkage is by no means linear, there are overlapping strands from Ramus to Comenius to the Puritans to colonial New England to Horace Mann to Ralph Tyler. What unites these strands, all belonging to the Protestant Methodization movement that swept across northern Europe into colonial America and the USA, is the concept of Method. Taylor's ,time and motion' studies set the stage for Tyler's Basic Principles of curriculum design,those starting with set goals and concluding with measured assessment. The second focus draws on the new sciences of chaos and complexity to develop a different sense of curriculum and instruction,open, dynamic, relational, creative, and systems oriented. The paper concludes with an integration of the rational/scientific with the aesthetic/spiritual into a view of education and curriculum informed by complexity. [source] Legislation to institutionalize resources for tobacco control: the 1987 Victorian Tobacco ActADDICTION, Issue 10 2009Ron Borland ABSTRACT Aim To describe the process surrounding the creation of the first organization in the world to be funded from an earmarked tax on tobacco products, the Victorian Health Promotion Foundation (VicHealth), and to outline briefly its subsequent history. Description The genesis of VicHealth came from an interest of the Minister for Health in the Victorian State Government to address the tobacco problem, and the strategic capacity of Dr Nigel Gray from the Anti-Cancer Council of Victoria to provide a vehicle and help the government to muster support for its implementation. Success involved working with government to construct a Bill it was happy with and then working with the community to support the implementation and to counter industry attempts to derail it. The successful Bill led to the creation of VicHealth. VicHealth has played a creative and important role in promoting health not only in Victoria (Australia), but has been a stimulus for similar initiatives in other parts of the world. Conclusions Enacting novel advances in public policy is made easier when there is a creative alliance between advocates outside government working closely with governments to develop a proposal that is politically achievable and then to work together to sell it. Health promotion agencies, once established, can play an important role in advancing issues like tobacco control. [source] Beyond the Literal: Deferential or Inferential Reading?ENGLISH IN EDUCATION, Issue 2 2002Isobel Urquhart Abstract This article examines the current dilemmas around children's comprehension of written texts in the primary school. National Curriculum tests have shown that questions requiring powers of inference are by far the most difficult for children to answer. Alongside this, recent research has shown that teachers' questioning rarely engages children in inferential thinking. The article argues that, in order to develop ,higher-order' reading skills in the classroom, teachers need to go beyond a deferential approach to both texts and the discourse of the National Literacy Framework in order to promote more creative and imaginative approaches to the comprehension of texts. [source] Six Ages towards a Learning Region , A RetrospectiveEUROPEAN JOURNAL OF EDUCATION, Issue 3 2010NORMAN LONGWORTH Learning Cities and Learning Regions are terms now in common use as a result of the growing importance of lifelong learning concepts to the economic, social and environmental future of people and places. Why ,learning' regions? Why not intelligent, creative, clever, smart or knowledge regions? In truth, all of these can, and some do, also exist, but we argue that this is not a semantic debate. The basis of intelligence, smartness, cleverness, creativity and knowledge is effective learning and its intelligent application in creating a better future. We can, we believe, only learn our way into the future and the same is true, in developmental terms, of cities, towns, regions and communities. What therefore is a learning region? Definitions tend to differ according to perception, situation, occupation and objective. Where the focus is on technology a learning region will emphasise the advantages of hi-tech for the development of a physical infrastructure that will assist regeneration and be useful for more efficient behaviour and learning by people and organisations. Hence the growth of ,smart cities,' mainly in North America. Where it is on employment, employability, organisational management and training for industry, the development of human and social capital for economic gain and competitive edge tends to predominate. Most regions concentrate on this aspect. Where the motivation is based on the use of valuable resources, it will concentrate on volunteering, active citizenship and the building of social capital. Such an approach is not well developed in many regions and the optimum balance between economic, community and personal growth is poorly understood. Where the goal is the competent use of organisational potential a learning region will mobilise all its stakeholder institutions as partners in the service of the region as a whole. Here, very little is understood or implemented. This article argues that all of these approaches and others in the fields of environment, personal and cultural growth, innovation, diversity and communication are a holistic part and parcel of learning region development. Its meaning and its characteristics will become clear as it charts the development of ideas about learning regions, particularly those that have occurred during the past 20 years. It suggests the existence of a paradigm shift at work , the age of education and training, which has served us well in the late 20th century in satisfying the needs of a growing, upwardly mobile proportion of the population, has now given way to the era of lifelong learning, in which the means, the tools and techniques are employed to target and motivate everyone in a city, town or region. Those regions that achieve this nirvana will be the winners in the apparent paradox that intelligent local action leads to success in a globalised world, a version of the concept of ,glocalisation' coined by Robertson (1995). [source] German lexical personality factors: relations with the HEXACO modelEUROPEAN JOURNAL OF PERSONALITY, Issue 1 2007Michael C. Ashton Abstract We correlated the scales of the HEXACO Personality Inventory (HEXACO-PI) with adjective scale markers of factors previously obtained in indigenous lexical studies of personality structure in the German language. Self-ratings obtained from a sample of 323 German participants showed a pattern of strong convergent and weak discriminant correlations, supporting the content-based interpretation of the German lexical factors in terms of the HEXACO dimensions. Notably, convergent correlations were strong for both the broader and the narrower variants of the Honesty-Humility factor as observed in German lexical studies. Also, convergent correlations for HEXACO Openness to Experience were, as expected, stronger for German adjectives describing a creative and intellectual orientation than for German adjectives describing intellectual ability. Copyright © 2006 John Wiley & Sons, Ltd. [source] Intervention Development and Cultural Adaptation Research With Diverse FamiliesFAMILY PROCESS, Issue 2 2006GUILLERMO BERNAL This article provides an introduction to the special issue on intervention development and cultural adaptation research with diverse families. The need for research on intervention development and on cultural adaptation of interventions is presented, followed by a discussion of frameworks on treatment development. Seven articles included in this special issue serve as examples of the stages of treatment and intervention development, and of the procedures employed in the cultural adaptation with diverse families. An overview of the seven articles is provided to illustrate the treatment development process and the use of pluralistic research methods. We conclude with a call to the field for creative and innovative intervention development research with diverse families to contribute to the body of evidence-based practice with these populations. [source] A Cross-Cultural Survey of Students' Expectations of Foreign Language TeachersFOREIGN LANGUAGE ANNALS, Issue 3 2003Article first published online: 31 DEC 200, Eri Banno One hundred ten Japanese, 98 American, and 105 Chinese college students chose five important qualities in good foreign language teachers from a list. Chi-square statistics and the Spearman rank-order correlation coefficient were used for the analyses. A statistically significant difference was found for some qualities. The results indicate that the students of all groups placed importance on some qualities, such as "explain clearly" and "approachable," and that Japanese and Chinese students had some similar expectations in foreign language teachers. Chinese participants placed more importance on pronunciation than did Japanese and Americans. Americans valued creative and patient teachers more than Japanese students did, whereas Japanese valued entertaining, impartial, open-minded, and reliable teachers more than Americans. [source] Childlessness and Women Managers: ,Choice', Context and DiscoursesGENDER, WORK & ORGANISATION, Issue 4 2006Glenice J. Wood Childlessness is increasing and might reflect acceptance of diversity, scope for individual choice and a creative ,social imaginary' about being feminine without being a mother. Childlessness also appears to have a contextual manifestation arising from the recognition that the long-hours work culture in many organizations does not support appropriate parenting. A qualitative study of Australian managers reveals the contradictory discourses of childlessness around enlightened equality, maternalism, an elusive, ideal ,work,life balance' and individualism. The article explores a contextually nuanced, dynamic, generative theory of agency which does not hinge on the mother,child dyad, in explaining women managers' choices to remain childless. [source] Teaching and Learning Guide for: Memoryscape: How Audio Walks Can Deepen Our Sense of Place by Integrating Art, Oral History and Cultural GeographyGEOGRAPHY COMPASS (ELECTRONIC), Issue 5 2008Toby Butler Author's Introduction This article is concerned with the history and practice of creating sound walks or ,memoryscapes': outdoor trails that use recorded sound and spoken memory played on a personal stereo or mobile media to experience places in new ways. It is now possible to cheaply and easily create this and other kinds of located media experience. The development of multi-sensory-located media (,locedia') presents some exciting opportunities for those concerned with place, local history, cultural geography and oral history. This article uses work from several different disciplines (music, sound art, oral history and cultural geography) as a starting point to exploring some early and recent examples of locedia practice. It also suggests how it might give us a more sophisticated, real, embodied and nuanced experience of places that the written word just can not deliver. Yet, there are considerable challenges in producing and experiencing such work. Academics used to writing must learn to work in sound and view or image; they must navigate difficult issues of privacy, consider the power relations of the outsider's ,gaze' and make decisions about the representation of places in work that local people may try and have strong feelings about. Creating such work is an active, multi-sensory and profoundly challenging experience that can offer students the chance to master multi-media skills as well as apply theoretical understandings of the histories and geographies of place. Author Recommends 1.,Perks, R., and Thomson, A. (2006). The oral history reader, 2nd ed. London: Routledge. This is a wonderful collection of significant writing concerned with oral history. Part IV, Making Histories features much of interest, including a thought-provoking paper on the challenges of authoring in sound rather than print by Charles Hardy III, and a moving interview with Graeme Miller, the artist who created the Linked walk mentioned in the memoryscape article. These only feature in the second edition. 2.,Cresswell, T. (2004). Place: a short introduction. Oxford, UK: Blackwell. A refreshingly clear and well-written guide to the different theoretical takes on what makes places , a good starting point for further reading. 3.,Carlyle, A. (ed.). (2008). Autumn leaves: sound and the environment in artistic practice. Paris, France: Double Entendre. This is a collection of short essays and examples of located sonic media art; it includes interviews with practitioners and includes Hildegard Westekamp's Soundwalking, a practical guide to leading students on a mute walk. Lots of thought provoking, applied reading material for students here. 4.,Blunt, A., et al. (eds) (2003). Cultural geography in practice. London: Arnold. A great book for undergraduate and postgraduate students , concepts explained and lots of examples of actually doing cultural geography. The chapter on mapping worlds by David Pinder is particularly useful in this context. 5.,Pinder, D. (2001). Ghostly footsteps: voices, memories and walks in the city. Ecumene 8 (1), pp. 1,19. This article is a thoughtful analysis of a Janet Cardiff sound walk in Whitechapel, East London. Online Materials http://www.memoryscape.org.uk This is my project website, which features two online trails, Dockers which explores Greenwich and the memories of the London Docks that are archived in the Museum of London, and Drifting which is a rather strange experiment-combining physical geography and oral history along the Thames at Hampton Court, but still makes for an interesting trail. Audio, maps and trails can be downloaded for free, so students with phones or iPods can try the trails if you are within reach of Surrey or London. The site features an online version, with sound-accompanying photographs of the location. http://www.portsofcall.org.uk This website has three more trails here, this time of the communities surrounding the Royal Docks in East London. The scenery here is very dramatic and anyone interested in the regeneration of East London and its impact on local communities will find these trails interesting. Like Dockers, the walks feature a lot of rare archive interviews. This project involved a great deal of community interaction and participation as I experimented with trying to get people involved with the trail-making process. The site uses Google maps for online delivery. http://www.soundwalk.com This New York-based firm creates exceptionally high-quality soundwalks, and they are well worth the money. They started by producing trails for different districts of New York (I recommend the Bronx Graffiti trail) and have recently made trails for other cities, like Paris and Varanassi in India. http://www.mscapers.com This website is run by Hewlett Packard, which has a long history of research and development in located media applications. They currently give free licence to use their mscape software which is a relatively easy to learn way of creating global positioning system-triggered content. The big problem is that you have to have a pricey phone or personal digital assistant to run the software, which makes group work prohibitively expensive. But equipment prices are coming down and with the new generations of mobile phones developers believe that the time when the player technology is ubiquitous might be near. And if you ask nicely HP will lend out sets of equipment for teaching or events , fantastic if you are working within reach of Bristol. See also http://www.createascape.org.uk/ which has advice and examples of how mscape software has been used for teaching children. Sample Syllabus public geography: making memoryscapes This course unit could be adapted to different disciplines, or offered as a multidisciplinary unit to students from different disciplines. It gives students a grounding in several multi-media techniques and may require support/tuition from technical staff. 1.,Introduction What is a located mediascape, now and in the future? Use examples from resources above. 2.,Cultural geographies of site-specific art and sound Theories of place; experiments in mapping and site-specific performance. 3.,Walk activity: Westergard Hildekamp , sound walk, or one of the trails mentioned above The best way , and perhaps the only way , to really appreciate located media is to try one in the location they have been designed to be experienced. I would strongly advise any teaching in this field to include outdoor, on-site experiences. Even if you are out of reach of a mediascape experience, taking students on a sound walk can happen anywhere. See Autumn Leaves reference above. 4.,Researching local history An introduction to discovering historical information about places could be held at a local archive and a talk given by the archivist. 5.,Creating located multimedia using Google maps/Google earth A practical exercise-based session going through the basics of navigating Google maps, creating points and routes, and how to link pictures and sound files. 6.,Recording sound and oral history interviews A practical introduction to the techniques of qualitative interviewing and sound recording. There are lots of useful online guides to oral history recording, for example, an online oral history primer http://www.nebraskahistory.org/lib-arch/research/audiovis/oral_history/index.htm; a more in depth guide to various aspects of oral history http://www.baylor.edu/oral%5fhistory/index.php?id=23566 or this simple oral history toolkit, with useful links to project in the North of England http://www.oralhistorynortheast.info/toolkit/chapter1.htm 7.,Sound editing skills Practical editing techniques including working with clips, editing sound and creating multi-track recordings. The freeware software Audacity is simple to use and there are a lot of online tutorials that cover the basics, for example, http://www.wikieducator.org/user:brentsimpson/collections/audacity_workshop 8.,Web page design and Google maps How to create a basic web page (placing pictures, text, hyperlinks, buttons) using design software (e.g. Dreamweaver). How to embed a Google map and add information points and routes. There is a great deal of online tutorials for web design, specific to the software you wish to use and Google maps can be used and embedded on websites free for non-profit use. http://maps.google.com/ 9,and 10. Individual or group project work (staff available for technical support) 11.,Presentations/reflection on practice Focus Questions 1What can sound tell us about the geographies of places? 2When you walk through a landscape, what traces of the past can be sensed? Now think about which elements of the past have been obliterated? Whose past has been silenced? Why? How could it be put back? 3Think of a personal or family story that is significant to you. In your imagination, locate the memory at a specific place. Tell a fellow student that story, and describe that place. Does it matter where it happened? How has thinking about that place made you feel? 4What happens when you present a memory of the past or a located vision of the future in a present landscape? How is this different to, say, writing about it in a book? 5Consider the area of this campus, or the streets immediately surrounding this building. Imagine this place in one of the following periods (each group picks one): ,,10,000 years ago ,,500 years ago ,,100 years ago ,,40 years ago ,,last Thursday ,,50 years time What sounds, voices, stories or images could help convey your interpretation of this place at that time? What would the visitor hear or see today at different points on a trail? Sketch out an outline map of a located media trail, and annotate with what you hear/see/sense at different places. Project Idea small group project: creating a located mediascape Each small group must create a located media experience, reflecting an aspect of the history/geography/culture of an area of their choosing, using the knowledge that they have acquired over the course of the semester. The experience may be as creative and imaginative as you wish, and may explore the past, present or future , or elements of each. Each group must: ,,identify an area of interest ,,research an aspect of the area of the groups choosing; this may involve visiting local archives, libraries, discussing the idea with local people, physically exploring the area ,,take photographs, video or decide on imagery (if necessary) ,,record sound, conduct interviews or script and record narration ,,design a route or matrix of media points The final project must be presented on a website, may embed Google maps, and a presentation created to allow the class to experience the mediascape (either in the classroom or on location, if convenient). The website should include a brief theoretical and methodological explanation of the basis of their interpretation. If the group cannot be supported with tuition and support in basic website design or using Google mapping with sound and imagery, a paper map with locations and a CD containing sound files/images might be submitted instead. For examples of web projects created by masters degree students of cultural geography at Royal Holloway (not all sound based) see http://www.gg.rhul.ac.uk/MA/web-projects.html [source] The Marriage of Artist Novel and Bildungsroman: Goethe's Wilhelm Meister, A Paradigm in DisguiseGERMAN LIFE AND LETTERS, Issue 1 2006Hellmut Ammerlahn Goethe described the fruitful years from 1794, when he found Schiller's friendship and completed Wilhelm Meisters Lehrjahre, in metaphors of creativity, insight and abundance: ,ein neuer Frühling' and ,ein unaufhaltsames Fortschreiten philosophischer Ausbildung und ästhetischer Tätigkeit'. Yet since the mid-twentieth century what has been called Goethe's ,prototypischer Bildungsroman' and its central concept have come under attack. The more the novel's structure and the symbolism of the hero's relationships to all other characters were disregarded, the more Wilhelm's identity became ambiguous. Since the issue of genre is a major key to understanding the novel, Goethe's poetological and morphological principles are examined to make sense of the ,Masken' the author employs both to hide and to reveal Wilhelm's identity as a creative and self-reflexive poet. The first part of the ,Lehrbrief,' which deals with art and the artist as well as the mature Wilhelm's inheritance of his grandfather's art collection, receive focused attention. The hero's healing process from personal trauma, and his ultimate discovery of the solid foundation for his ,produktive Einbildungskraft' are tied to his poetic ,Doppelgänger', Mignon and the Harpist, and further to Shakespeare's Hamlet, the Tower, the picture of the sick prince, and to Natalie. The new interpretation of these interconnections reveals that with this novel Goethe produced nothing less than the paradigmatic ,Bildungsroman eines Dichters'. In the colourful figures that enter into or leave the hero's life, Goethe symbolises the increasingly demanding challenges his Wilhelm Meister has to confront and comprehend in order to master his vibrant imagination. [source] Innovative Governance and Development in the New Ireland: Social Partnership and the Integrated ApproachGOVERNANCE, Issue 1 2004J. D. House Since the mid-1980s, the economy of the Republic of Ireland has displayed a remarkable turnaround. Its Gross Domestic Product (GDP) has grown at a faster rate than any developed country in the world. The government's deficit has been cut severely and the debt-to-GDP ration sharply reduced. Average incomes have risen significantly, and the unemployment rate reduced dramatically. This article documents these changes. Its main purpose, however, is to provide a plausible explanation for the "Irish miracle." While many factors have been important,support for the Economic Union's regional development programs, a favorable tax structure, locational and language advantages for attracting multinational corporations, strong education and training programs,these factors in themselves do not explain the emergence of the "Celtic tiger." They were in place before the mid-1980s when Ireland was suffering from a fiscal, economic, and political crisis. Instead, the article argues, it was the creative and innovative response of Irish leaders in government, industry, and labor movement and community organizations to the crisis, and the subsequent institutionalization of this response in a new form of governance, that has been the catalyst for the Irish success story. Based on the thorough background research of the Economic and Social Research Council, a farsighted group of leaders developed a strategic plan in 1987 that provided a blueprint for constructive economic and social change. This was then formally instituted for wage restraint on the part of labor in return for income tax and social supposed provisions by government. Irish social Partnership is modeled to some extent on Northern European corporatism. The article reviews corporatism as an early form of innovative governance, using classical corporatism in Sweden and competitive corporatism in the Netherlands to illustrate how this approach has evolved over the years. Dutch economic success in recent years is due in part to its new form of corporatism that has helped it become globally competitive. It is argued, however, that Irish social partnership goes beyond continental corporatism in several important ways. It is more inclusive, covering a large array of social interests; it is more strategic, with a well-articulated integrated approach to social and economic development that is self-corrective and articulated in a new national agreement every three years; and it is more firmly institutionalized in both government and nongovernment agencies in the country. Social partnership and the integrated approach have become part of the culture of the new Ireland. This innovative form of governance underlies the Irish turnaround and augurs well for the future. It can also serve as a model, with appropriate modification tailor-made to each case, for other jurisdictions hoping to emulate Ireland's success. [source] The impact of managed competition on diversity, innovation and creativity in the delivery of home-care servicesHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 4 2008Glen E. Randall PhDArticle first published online: 28 JUN 200 Abstract Reforming publicly funded healthcare systems by introducing elements of competition, often by allowing for-profit providers to compete with not-for-profit providers, is a strategy that has become commonplace in Western democracies. It is widely thought that the competitive forces of the marketplace will lead to greater efficiency, diversity and even innovation in the delivery of services. Between 1997 and 2000, a model of ,managed competition' was introduced as a major reform to the delivery of home-care services in Ontario, Canada. It was expected that by allowing greater competition within the home-care sector, this model would constrain costs and encourage provider agencies to become more innovative and creative in meeting service delivery needs. The purpose of this case study is to explore the impact of the managed competition reform on the for-profit and the not-for-profit organisations that provided rehabilitation home-care services, and, more specifically, to assess the extent to which the goal of greater diversity, innovation and creativity was achieved following implementation of the reform. A purposive sample of 49 key informants were selected for in-depth interviews, and a survey of the 36 organisations that provided rehabilitation home-care services and the 43 community care access centres that purchased services from these provider agencies was conducted. Data were collected between November 2002 and May 2003. Findings demonstrate that a combination of coercive, mimetic and normative isomorphic pressures have constrained diversity, innovation and creativity within the home-care sector. The implication is that the features that have traditionally distinguished for-profit and not-for-profit provider agencies from each other are rapidly disappearing, and a new hybrid organisational structure is evolving. [source] Infant mental health, child maltreatment, and the law: A jurisprudent therapy analysis,INFANT MENTAL HEALTH JOURNAL, Issue 1 2008James J. Clark Scholarly and clinical discussions of the legal issues facing infant mental health professionals typically focus on the seemingly intractable differences in philosophies, goals, and approaches inherent in the law and the mental health professions. We argue that forensically informed approaches to practice with very young children can potentially enhance many mental health and child welfare outcomes. This article describes the relatively new conceptual frameworks known as "therapeutic jurisprudence" and "jurisprudent therapy." Using these conceptual frameworks, we analyze representative problems that are typical in infant mental health practice with maltreated children through case examples drawn from their evaluations of children and families in the child protection and legal systems. Demonstrations of how such dilemmas can be approached with enhanced analytic decision-making and practice approaches are presented. We argue that applying such jurisprudent therapy approaches opens up fresh perspectives for evidence-based practices that facilitate creative, rigorous, and intellectually stimulating clinical work. [source] The Necessity of Studio Art as a Site and Source for Dissertation ResearchINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2008Kristin Baxter The issue raised by the authors in this article question why studio art continues to be ignored as a site and source for research in art education. The necessity of the field to be able to participate within the research community in addressing cultural, social, educational and political concerns is acknowledged. It is argued, however, that the exclusive use of methods of inquiry that align with the conventions of social science research has been done at the expense of fully appreciating the capacity of artistic research undertaken in studio contexts. This tendency is especially prevalent in doctoral research in higher education. Three accounts of dissertation research are given that incorporate studio activity as a central agency of inquiry in conceptualising and theorising issues. Each highlights the capacity of art practice to reveal insights that are a consequence of what the researcher did in the studio setting as issues, ideas and interpretive stances emerged, and problems were re-conceptualised. What is different in these accounts from more mainstream approaches to research is the readiness to accept that constructing new knowledge is a creative and critical process. [source] A Conceptualisation of Emotion within Art and Design Education: A Creative, Learning and Product-Orientated Triadic SchemaINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2007David Spendlove There is a resurgence of interest in the powerful concept of emotion in current educational policy and practice. This article calls for the recognition and conceptualisation of a triadic schema for theorising the location of emotion within a creative educational experience. The schema represents emotion within three domains within current practice: Person, Process and Product. The principal focus of the article is pupils aged 5-16 and consideration is given to the application of the conceptualised schema within art and design education as represented by the national curriculum statement of importance. The central hypothesis of the work is that greater recognition of an emotional dimension within a triadic schema - developing emotional capacity in students to engage in a creative process (person); stimulating emotional engagement through appropriate learning contexts (process) and facilitating the emotional interfacing with outcomes (product) - will help conceptualise the powerful interrelationship between emotion, creativity and learning. Based upon an extensive synthesised literature review a schema, developed through abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product-orientated experience within the primary and secondary stages of England's education system. [source] Creative marketing and the art organisation: what can the artist offer?INTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 2 2002Ian Fillis The poem ,My Paintings', written in a deliberate, uncorrected dyslexic style offers an insight into the mind of a present day avant garde bad boy of British art, Billy Childish. Constantly challenging the art establishment through public demonstrations of distaste against the annual Turner Prize,[Button, V. (1999) ,The Turner Prize', Tate Gallery Publishing, London.] Childish and his cohorts launched an alternative, Stuck-ist, art manifesto,[Alberge, D. (1999) ,Rebels Get Stuck into the Brit Artists', The Times, Thursday 26th August, p. 7.] in the belief that it would assist in a shift in public perception of what good art is, as well as influence the creative practice of those artists concerned with more traditional, authentic forms of art. Childish's ex-girlfriend Tracey Emin, however, has had other ideas. She has revelled in mass media exposure and now dismisses the concept of traditional painting as a valid art from.[Brown, N. (1998) ,Tracey Emin', Art Data, UK.] These are two examples of contrasting creative, artistic behaviour. Their creativity has resulted in varying levels of commercial success. By examining the role that creativity plays in determining how the idea for a creative product is first identified, through to its commercial exploitation, there are valuable lessons contained in such a process for both profit-oriented and nonprofit art organisations alike. Instead of constantly fighting the conflicting philosophies of art for art's sake versus art for business sake, following the market and consumer demand, there is a much more effective method for establishing longer-term success, which mirrors the creative practice of the artist. The existing literature on arts marketing is examined. A critique of the usefulness of current thinking is presented, with the recommendation that the formal models of marketing offered in arts marketing literatures can only ever hope to offer general advice on marketing. What is called for is a much more in-depth analysis of how creative entrepreneurial marketers as artists can offer alternative visualisations of more appropriate models of marketing for the industry. This in turn should result in the stimulation of creative research methodologies that can inform both theory and practice within arts marketing in particular, and the wider remit of marketing in general. The use of the metaphor and the examination of published biographies of creative individuals are used to construct a manifesto of marketing artistry. Copyright © 2002 Henry Stewart Publications [source] Powering, Puzzling, or Persuading?INTERNATIONAL STUDIES QUARTERLY, Issue 4 2007The Mechanisms of Building Institutional Orders This article offers an agent-centered constructivist analysis of institution building; that of the "first" New Deal of the National Recovery Administration. It argues that in moments of uncertainty generated by the failure of existing institutions, institutional choice becomes underdetermined by structure and open to attempts at creative and underdetermined inter-elite persuasion. What matters in such moments are the locally generated "crisis-defining" ideas at hand rather than simply the ostensible material positions of the actors in question. How this process took place in the U.S. is compared with both similar historical cases and alternative materialist models. An alternative model is developed, and in conclusion it is suggested why periods of deflation may be particularly open to inter-elite attempts at persuasion. [source] From competence to capability: a study of nurse practitioners in clinical practiceJOURNAL OF CLINICAL NURSING, Issue 2 2008Anne Gardner BA, MRCNA Aims and objectives., This research aimed to understand the level and scope of practice of the nurse practitioner in Australia and New Zealand further using a capability framework. Background., The original study, from which the present paper was developed, sought to identify competency standards for the extended role of the nurse practitioner in Australia and New Zealand. In doing so the researchers became aware that while competencies described many of the characteristics of the nurse practitioner they did not manage to tell the whole story. In a search of the literature, the concept of capability appeared to provide a potentially useful construct to describe the attributes of the nurse practitioner that went beyond competence. Design., A secondary analysis of data obtained from interviews with nurse practitioners working in Australia and New Zealand was undertaken. These data had previously been obtained in a study to identify nurse practitioner competencies. The analysis described in this paper investigated whether or not the components of capability would adequately explain the characteristics of the nurse practitioner. Methods., Fifteen nurse practitioners were interviewed from Australia and New Zealand. A secondary (deductive) analysis of interview data using capability as a theoretical framework was conducted. Results., The analysis showed that capability and its dimensions is a useful model for describing the advanced level attributes of nurse practitioners. Thus, nurse practitioners described elements of their practice that involved: using their competences in novel and complex situations as well as the familiar; being creative and innovative; knowing how to learn; having a high level of self-efficacy; and working well in teams. Conclusions., This study suggests that both competence and capability need to be considered in understanding the complex role of the nurse practitioner. Relevance to clinical practice., The dimensions of capability need to be considered in the education and evaluation of nurse practitioners. [source] Identity and resistance: why spiritual care needs ,enemies'JOURNAL OF CLINICAL NURSING, Issue 7 2006John Swinton PhD Aims., This paper explores certain key critiques of spirituality-in-nursing as they have been offered by people outside of the discipline. It argues that nurses have not taken seriously enough the recent criticism of the nature and role of spirituality in nursing. Not to listen to the ,enemies' of spirituality-in-nursing is to risk stagnation and a drift into obscurity. Background., The area of spirituality has become a growing field of interest for nurses and has produced a burgeoning body of research literature. Yet, whilst much has been written about the positive aspects of spirituality, nurses have offered almost no critique of the ways in which spirituality and spiritual care are understood, despite the fact that there are clearly certain key issues that require robust critique and thoughtful reflection. Almost all of the major criticisms of spirituality-in-nursing have come from people outside of the discipline of nursing. The paper argues that nurses need to listen carefully to the criticisms of spirituality and spiritual care offered by the ,enemies' of spiritual care in nursing. When listened to constructively, they highlight issues that are vital for the development and forward movement of this important area of nursing practice. Methods., Literature review and critical reflection on current critiques of spirituality in nursing practice. Conclusions., The paper concludes that nurses need to begin to develop spirituality as a specific field of enquiry with its own bodies of knowledge, methodologies, assumptions and core disciplines. Relevance to clinical practice., In listening to and taking seriously its ,enemies', nursing has the opportunity to establish spirituality as an important, creative and vibrant aspect of nursing practice that has the capacity to grow and respond constructively to its ,enemies', in ways that make whole-person-care a real possibility. [source] Promoting creative thinking through the use of ICTJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2002S. Wheeler Abstract A great deal has been written about the use of web-based technologies such as the Internet in promoting learning in education. In schools, research has focused primarily on social interaction and group work, student achievement levels and curriculum development. Very little study seems to have been brought to bear upon the promotion of creative thinking by the use of online technologies, and this paper attempts to contribute to this field of study. This paper reports on a pilot study which has investigated the creative impact of information and communication technology (ICT) in a rural primary school in South-west England. The school is unique because it provides a personal networked computer for each of its 41 Year 6 students (aged 10,11 years). A small group of students were interviewed about the learning activities they engaged in over the year, and this paper reports on initial findings with a special emphasis on creative working and thinking (n = 6). A model of creativity is presented with three discrete but related modes of activity , problem solving, creative cognition, and social interaction. The paper provides new findings about the nature of creativity in the context of computer based learning environments. [source] Recruitment, Training, and Career ConcernsJOURNAL OF ECONOMICS & MANAGEMENT STRATEGY, Issue 4 2008Heski Bar-Isaac We examine training and recruitment policies in a two-period model that nests two forms of production, "routine" work where ability and effort are substitutes and "creative" work where they are complements. Alternative ways of improving average ability have opposite implications for agents' career concerns. Although teaching to the top (training complementary to ability) or identifying star performers increases agents' career concerns, teaching to the bottom has the opposite effect. The paper also makes more general comments relating to models of reputation. [source] | ||||||||||||||||||||||||||||||||||||||||