Developing Creative Thinking in Teachers

Developing Creative Thinking in Teachers Introduction Communication is a dynamic process in which a transmitter transmits information receiver via a channel , in order to produce some effect on the receptor. Effects of transmitter on the receiver are often persuasive in nature because when we communicate the information will be understood as send us. Any information directed intentionally gets the message. This implies the existence of a recipient or acceptor and not just a receiver or collector . Also involved there is a issue, encoder or decoder court. Communication involves reversal of messages within the relationship which unites two entities, even if the messages are of the same order. Man can communicate with animals, with nature, but the most developed, evolved and of course analyzed is communication within groups of people. This implies the existence of natural or cultural structures and techniques that require organization and regulatory guidelines . Communication implies the existence of individual goals linked to other targets individuals or groups and subgroups. In a subgroup can be shaped by objectives, skills, availability and situations that cause structure. Communication within a group involves specific techniques and exercises by: group organization, group members complete interaction , reporting real and creativity of its members. Creativity is regarded as a property of the human psychic system. It is a particular dimension of personality dimension interacting many factors such as mental ( intellectual, affective, motivational, volitional, skills, attitudes), the nature of social (socio cultural, educational) and biological. This interaction gives deep complex phenomenon that is fully justified that domain experts could not reach a universally accepted definition. Most definitions of creativity subsumed visions characterized by addressing the concept of aptitude or ability to produce something new, the process to produce new or problem solving. Therefore, the literature is taken as a reference framework or personality variables or creative process or product of the act of creation itself. Modern research on creativity was born in America on her motivation is pragmatic one, namely the lack of personalities creative . The explosion was triggered studies in the field of Guilford s speech at the meeting of the American Psychological Association in 1950. This speech occur in the same year in an article that warned neglect this problem in scientific research. Guilford posted a three-dimensional model of the structure of intellect which opens early emancipation creativity from under oppressive intelligence. In his model, Guilford distinguish between convergent thinking and divergent thinking. Convergent thinking, confronted with a problem, always seek to deduct the fair way to solve them and also to obtain the unique solution : this is the kind of thought checked using conventional tests of intelligence. Divergent thinking rather seek more opportunities for settlement and this method brand new usage given state of knowledge. Guilford revealed three groups of factors involve d in creation : mobility, flexibility and elaboration. In the 1980s , creativity becomes a favorite theme applied psychology studies. A proof of the importance given to this area in the social context of those years is organizing exhibitions dedicated to creativity. This exhibition marks the time of revival of experimental studies in the psychology of creativity and the emergence of a new model and a new methodology, namely the type cognitivist. Lately studies on creativity have expanded the reference. Research revealed relationship between creative thinking and critical thinking and the role of variables such as personal style. Moreover the question of creative potential (which has varying degrees each person) and the importance of stimulation and its development. Content Creativity is a specifically human phenomenon. Most experts agree that creative potential is present in each individual, it is possible to transform it from virtuality to reality (active under the influence of an environment favorable) that stimulate and develop their creative potential. On this idea, saying that P.P. Neveanu human potential and therefore the creative is not a given size permanently. It can be stimulated by a complex socio-educational approach and organized, including simultaneous activation phenomena, training, cultivation and development through creative virtues update by passing them through effective assertion of possible real. We must not forget the distinction between creative potential (the potential latent ) and creativity (the actual act), and the distinction made by Aristotle. Otherwise we could draw hasty conclusion that as long as the premise of the original product creativity is only the privilege of adults, children and even adolescents do not possess creative potential. In fact, he still performs acts of originality, but it does mean that it has the potential. In addition, it was found that there is a specific creative potential by age, it should not be considered the childs potential by adult achievements. Complexity creativity requires the participation of a large number of factors, different in nature. May be noted, however, two types of factors: Objective factors (represented by economic and social conditions necessary for cultural climate) ; Subjective factors (represented by intellectuals factors, skills, attitudes, motivation and willpower ). Factors considered indispensable in the creative process are: flexibility, fluidity and originality. Fluidity is the richness, ease and rapidity of associations between images and ideas flow verbal fluency, rich ideation. J. Guilford fluidity distinguishes three types : verbal, ideational and expression. It considers that it is important so as quality of ideas speed. Flexibility is the effective restructuring of walking thinking in relation to new situations, the ability to easily operate transfer (perceptive plan in the figural and the conceptual) orientation and thinking ability in many different directions ( Carter ) . Guilford distinguish three types of flexibility :figural, semantic and symbolic. P.P. Neveanu consider originality with central factor in creation, since as the number of responses is greater, increase the chance of an original response. Originality defined by rarity and novelty involves interpretation and personal expression of things, common situations . A. Koestler distinguishes ordinary originality by three criteria :a) the level of consciousness that is driven activity, b ) the type of guidance that trusts subject, c ) the nature of the obstacle to be overcome. F. Barron determined following originality : the independence of the reasoning, complex views, nonconformity, rich perceptual systems, high capacity of generalization, self-confidence, authority. Originality makes the product to be characterized by novelty, singularity, freshness, uniqueness. Another factor influencing creativity is perceptive style, apprehension. This factor cognitive reaction designate how to solve problems. Creativity, both at individual and group level may be limited by a number of obstacles (blockage). Among them, in his opinion A.Cosmovici (1998 , pg 154 ) the most common are: Social jams and conformity , mistrust of fantasy, imagination, or exaggerating the value of logical reasoning and so on; Methodological bottlenecks resulting from the processes of thinking, in this category include :stiffness previous algorithms, functional fixity (using only objects according to their function and rarely recognized for another purpose) and premature criticism. Emotional blockages such as :fear of failing, of not embarrass us, rushing to accept the first idea promoted ; discourage rapid and premature , etc. . All these barriers in the way of creative and innovative attitudes event can be avoided when discussing and analyzing problems to be solved is achieved through genuine effective interpersonal and group work through a positive attitude to each group member to common task and through open communication, uncensored opinions. Such an atmosphere is provided especially when, for creativity group is calling and a number of methods and techniques that create relaxation group, less critical condition favoring free association as ideas promoted in the debate. The most effective means for overcoming inertia and psychological barriers in the process of creation is the joint creation of intuitive techniques. The most common methods are intuitive creation: Brainstorming, synectic, Panel Discussion, Philips 66, 6-3-5 method, Delphi method and method Frisco. Brainstorming, or, brain storming, it is an effective method for generating ideas group being drafted in 1948 by the A. Osborn. It is a creative deliberation with the purpose of generating and aligning a set of ideas that can serve as guidance for solving a problem in question. Basic principles of brainstorming are: Postponement of criticism (evaluation) . Osborn believes that imagination should be allowed first to soar up into the sky, then back on the ground with critical thinking ( Osborn, 1971); The need to develop as many ideas on the principle of transformation of quantity into quality. In addition to these basic principles must be respected and other rules such as encouraging the enunciation and ideas seemingly bizarre , unusual, but the analysis can be very effective, it stimulates combining and improving ideas, formulation of ideas generated so personal thinking and that of other group members. Synectics or free association is the method developed by Gordon WI and consists in combining different elements, apparently uncorrelated with the aim of releasing the constraints in the problem formulated, eliminating negative responses, annealing thinking and thinking out the template for the development of original ideas and viable. 6-3-5 method involves six people who initially formulated by 3 ideas each. Figure 5 shows the number of people who worked the first 3 ideas neighbor. The exchange of ideas is done until 3 ideas first pass by each group member. Finally, centralized management ideas and transmitted. Philips 66 method was developed by Philips and JD is actually a brain storming paticipanÃ…Â £i number is 6, and during the discussion is limited to 6 minutes. There are several groups each consisting of six members, each having a leader who realizes report ideas. Delphi method was developed by O. Helmer and consists in mutual consultation between the participants. We develop a questionnaire on the topic in question to be sent for completion of specialists. When the responses are collected. Subsequently return the questionnaires for completion this time accompanied by unarticulated responses of the other participants. Phasing ideas that deviate from the average, the circuit ending once the stabilizing responses. Frisco method aims to discover, to solve difficult problems, complex ways of solving both simple and effective. Involves the formation of two teams. Investigation team, consisting of 12 to 15 persons examined problem solving and re-imagines the classic methods, analyzes them critically and emphasizes basic difficulties. Actual creative team consisting of 5-6 experts, receiving checklist first team, trying to find solutions to enrich new or even existing ones. Lately, experts have focused on developing a program to promote the work of new ways of learning and thinking styles designed to contribute to the foundation for effective learning, sustainable and constructive. Its about promoting methods of developing students critical thinking designed to help them, through the confrontation of ideas through collaboration and cooperation to find appropriate solutions to resolve data issues. This educational program was initiated by Jeannie Steele and Kurtis Meredith in 1995 and today, through the Foundation Open Society based in New York, he is promoted in many countries of the world. In our country, one of the teachers trainers on effective learning strategies and promoting creative thinking in working with pupils and students, Ion. Dumitru, he published The development of critical thinking and effective learning ( West Publishing House, Timisoara, 2000) we present, in summary, the main features of these methods. Firstly it should be noted that, in terms of this concept, critical thinking is not to have a negative position, unrealistic, inefficient but rather critical thinking is a way to address and solve problems constructively, with the purpose of grounding and foundation opinions , rational argumentation their acceptance of their knowledge. It involves : formulation of each pupil / student of his own mind, personal, original possibly related to an issue responsible debate ideas and advanced solutions for each individual individually or as a result of group work, manifesting a high degree of flexibility, tolerance and respect for the ideas of others and thus acceptance of diversity of opinions and ideas and asking questions like what if?, what would happen when? etc. to encourage exploration of phenomena from multiple perspectives, even when some of them are only possible or probable etc . These features of critical thinking and methods used for its development a very close group creativity peculiarities and methods used for its stimulation. Thus, the main methods of developing critical thinking include: a) Think / Pair / Communicate . Based on a question from the teacher, students develop their answers individually, then in pairs to communicate to each other the answers, to listen and try to finally reach a consensus or a new response, improved following discussions; b) the cube method. Helps students to study a theme, a concept from different perspectives , it involves using a cube (real or imagined ) that has different instructions written on each side of it, as follows: Describe, Compare, Associate, Analyze, Apply, Argues. The teacher asks students to write about a particular concept or a theme through all six sides of the cube. It is preferable to follow the order presented because it leads students gradually to complex thinking. c) Technique cluster. It is a technique of teaching and learning that encourages students to think freely and openly, to highlight the various connections between ideas or to build new associations between them. Technology cluster may be used individually, but used group enables each student to become acquainted with the ideas of others, links and associations between them made by his colleagues. d) joint investigation and discussion network. It is a learning technique based on group work, activity guided by one or more questions asked by the teacher, admitting different answers, the result of choices based on arguments. This method involves: reading by students individually, text that contains ideas likely different interpretations, grouping students into pairs and their collaboration to answer one or more questions asked by the teacher to the whole class setting a discussion networks between the advocates of a position to produce the necessary arguments and counter counter-arguments supporting it. In work -based training group investigation and discussion network, several requirements must be met: encouraging participation of all group members in discussions to achieve joint investigation and summarizing the arguments of the group with the agreement of all participants, focusing on the â€Å"dismantling adverse position and arguments not personal attack. Such a method of training helps the students acquire some skills and abilities related to: receptivity to arguments offered in support of their beliefs, the ability to make assumptions about the beliefs and the beliefs of others, the ability of everyone to express open and disagreement in a problem free, creative ability as evidenced by the construction of original cognitive approaches, but also strongly motivated etc. Conclusions This brief overview of some of the methods and techniques for developing creative thinking by teachers in the activities with groups of pupils/students is able to provide just one example of their concern for creating adequate conditions to achieve effective learning, and to enhance their creative and innovative capacity. Communication is the tool by which the teacher stimulates the creativity of pupils/students and also the way they externalize their creative potential. Creation itself is the result of symbiosis of communication between teacher and student. Therefore the act of learning focus should be not on the reproduction of information transmitted, but the creation of new ideas that reflect each students personal touch. Therefore, obedience school groups and generally any grouping of scientific research conducted from the perspective of the psychology of new acquisitions can provide teachers and other professionals effective ways of optimizing the activity. These methods and techniques of research in psycho-sociology of human groups are meant to decipher various ways of investigating social groups, structures and processes that arise within it.

The Development of Bathsheba Everdene in Far from the Madding Crowd Ess

The Development of Bathsheba Everdene in Far from the Madding Crowd â€Å"Far from the Madding Crowd†, by Thomas Hardy is about an immature nineteen-year-old girl called Bathsheba Everdene; she has difficulties throughout the novel. She has some good and bad experiences. These are with three different characters. In the beginning of the novel Bathsheba is vain, insensitive, egocentric and stubborn. She gradually develops through the novel as she becomes less vain, stubborn, insensitive, and egocentric and becomes more confident, caring and more determined to make her farm work, this shows how her character changes as she looks at the bad things that have happened in her life and tries to put them right. As she progresses through the novel her responsibilities become more demanding. These roles make her an independent and successful lady. She also becomes more sensitive and responsible towards men. Bathsheba 'major fault’ is an immature and vain young nineteen-year-old woman. Bathsheba is unaware of her own actions as she leads men on without knowing. A way in which this can be shown is the fact that she is aware of Oak having feelings for her but despite this she lead him on. She shows this when Oak asks her to marry him, but she doesn’t like the idea of it until he mentions that she will get publicity. Oak suggests that he would publish their marriage in the wedding section in the public newspaper and she goes along with it as she will get known, but when he starts saying he needs commitment, she slowly losses interest and this shows that she has no real reason for wanting to marry him apart from the fact that she wants attention. â€Å"Dearly I shall like that† This leads onto her showing her vanity as ... ...y gifts all labelled to Bathsheba in six years time. In conclusion Bathsheba emotions change, as she knows that Oak will be leaving. â€Å"Leaving England, Why Gabriel, what are you going to do that for?† This news shows that this is the worst time she has had as Oak has been there for her through everything. She has had mixed feelings foe three different men which make her grow. She soon realises that she is in love with him; her love for him makes her grow and become very mature near the end of the novel. Bathsheba marries Oak as she realises that he is the right man for her and will be able to tame her and be there for her. Each of the three men helped he develop and become a more confident and responsible lady. Though the whole of the whole of the novel Bathsheba had problems and she managed to resolve them, which made her a better character.

Book Borrowing System Essay

Introduction Manual systems in libraries were used in the 1970s and early 1980s until computers became more prevalent and less costly. Manual systems tended to operate with a card index to monitor the books that borrowers had out. Libraries also used a manual card catalog system for indexing and tracking books. Manual operating systems are vulnerable to human error. For instance, a librarian who misfiles a borrower’s records or indexes a book incorrectly slows down the process and wastes employees’ time. Manual systems are also slow to operate. Instead of using a computer to issue and take back books, locating and updating a card index is slow and laborious. Manual systems are unable to store large amounts of data efficiently. With manual systems staff spends a lot of their time on mechanical, clerical tasks rather than liaising with library visitors. User’s Description Most likely the one that who will use the system are students, and teachers that has no time in going System Description Library Management System is a multi-user version and can take care of all the fundamental functions of a Library like borrowing books, searching for books and checking the books. It can satisfactorily cater to all the basic functions of a small library. A simple library management system that provides following facilities login, register, add Category, add / remove book, search / issue Book, return book. Library system keeps track of all the transaction that takes place in the library. Starting from book transaction to financial transaction. Purpose and Objectives The Purpose and Objectives of the project is to create a library management system which sorts the administrators, staffs and students separately. It empowers each with different levels of privileges. Users and administrators are allowed to search and lend/take books from the library. It also sorts the items in the library and lets administrator to monitor items/members and also generate graphical reports for them. Scope and Limitation Any education institute can make use of it for providing information about author, content of the available books. It can be used in offices and modifications can be easily done according to requirements. System’s Features < Only basic knowledge of computers is required for operating of Library Management System. As it has a user-friendly application interface. < An inbuilt Settings module makes Library Management System flexibility to cater to diverse organizational needs. < Keeps records of supplier’s and binder’s < Staff as well as student record is maintained ENTITY RELATIONSHIP DIAGRAM CONTEXT DIAGRAM USE CASE DIAGRAM USE CASE SPECIFICATION: login 1. Brief Description To interact with the system, LMS will validate its registration with this system. It also defines the actions a user can perform in LMS. 2. Flow of Events 1. Basic Flow The use case begins when the actor types his/her name and password on the login form. 1. The system displays the Main Form and the use case ends. 2. Alternative Flow(s) 1. Invalid username and/or password If the user enters an invalid username and/or password, the system displays an error message. The user can choose to either return to the beginning of the Basic Flow or cancel the login, at which the use case ends. 3. Pre Conditions None 4. Post Conditions If the use case is successful, the user can now log into the system. If not the system is unchanged. USE CASE SPECIFICATION: Search Books 1. Brief Description Search Books makes it easy to search for article on LMS. With this search companion, user can specify several search criteria. For example, type, book name, author name, publisher etc. 2. Flow of Events 1. Basic Flow The use case starts when the user/borrower wants to search what books he/she is looking for. 1. System will show searching screen. 2. User enters required information. a. It can be user name, book description ISBN etc. 3. By pressing search button system will list down all searching results. 2. Alternative Flow(s) 2. 2. 1. The User enters a invalid keywords. The system will display an error message. The user may choose to re enter the keyword or cancel the search. 3. Pre Conditions Actor must login to the system. 4. Post Conditions If the use case is successful the user can now view the desired results. If not the system displays an error. USE CASE SPECIFICATION: Manage Borrower 1. Brief Description From this use case the Librarian can manage Borrowers. 2. Flow of Events 2. 1. Basic Flow The use case starts when the Librarian checks the borrowers in the borrowing system. 1. The system will show the entire registered user in the system. 2. Librarian will select any user; system will list down all information of a current user. 1. Alternative Flow(s) 2. 2. 1. The actor enters a invalid name of the borrower. The system will display an error message. The Actor may choose to re enter the keyword or cancel the search. 2. Pre Conditions Librarian must login to the system. 3. Post Conditions If the use case is successful the actor can now manage the members in the system, if not the system is unchanged USE CASE SPECIFICATION: Manage Books 1. Brief Description Books have different details; Inquiry Books is used to inquiry all books or articles in the system, it also gives details of its transaction history, and current status. 2. Flow of Events 2. 1. Basic Flow The use case starts when the user will manage books or articles. 2. 1. 1. User enters the required information. 2. 1. 2. It can be author’s name, ISBN of the book, Label, Number of books available. By pressing the search button system will list down all searching results. 2. 2. Alternative Flow(s) 2. 2. 1. The user enters invalid information about the book. The system will display an error message, the user chooses to cancel or Repeat the search. 3. Pre Conditions The Actor must login to the system. 4. Post Conditions If the use case is successful the user can now view his/her desired results, if not the system is unchanged. USE CASE SPECIFICATION: Manage Borrowed Books 1. Brief Description  System will show members current issued books, transaction history and their deadlines. 2. Flow of Events 2. 1. Basic Flow The use case starts when the actor will check the Books Borrowed in the system. 2. 1. 1. The system will display all user history. 2. 2. Alternative Flow(s) 2. 2. 1. The user enters invalid information. The system will display an error message, the user will choose to cancel or repeat the information that he/she entered. 3. Pre Conditions The user must login to the system. 4. Post Conditions If the use case is successful the user can now view his/her desired results, if not the system is unchanged. ACTIVITY DIAGRAM:

Poverty And Minimum Wage ( Temp Title ) - 1431 Words

Ethan Wilhm Professor Amy Click English Composition 1 11 October 2017 Poverty and minimum wage (temp title) Based on the poverty threshold, or the smallest annual salary required to live as determined by the government, more than forty million people in America live in poverty (â€Å"UC Davis Center for Poverty Research†). That’s forty million people who make less money than the bare minimum required to support themselves or their family. Of those forty million, nineteen and a half million make less than fifty percent of the bare minimum they need to support themselves (â€Å"UC Davis Center for Poverty Research†). The only reason many of these people or families can support a stable life is thanks to many government welfare programs. Worst yet is†¦show more content†¦The only changes made to this value have been to adjust for inflation (â€Å"What is the Current Poverty Rate in the United States†), additionally this value is, for the most part, left unchanged when applied to families from other states (â€Å"What are poverty thresholds and poverty guidelines†). These large generalizations result in multiple factors and their impact on a family budget being insufficiently covered. Factors such as the differing cost of housing, food, and services between the states, modern technology’s growing presence in the workplace, car payments, and more are not adequately expressed in the poverty threshold. This ultimately ends with a troubling misinterpretation of the minimum income needed to survive in a modern environment. Supporting yourself or your family off minimum wage pay is exceedingly difficult. Modern day expenses are too much to support off minimum wage, and people will inevitably start to cut back certain expenses which could end up hurting them later. Created by Amy K. Glasimeier, a professor of economic geography and regional planning at MIT, in 2004; the living wage calculator calculates a living wage value which represents the minimum hourly wage a family unit needs to supp ort a bare minimum life style (â€Å"The Living Wage Calculator†). The living wage calculatorShow MoreRelatedStakeholder Capitalism Vs. Shareholder Capitalism1573 Words   |  7 Pagesinto consideration. In the book, Hand to Mouth: Living in Bootstrap America by Linda Tirado, Tirado talks about temp work. According to her temp work is worse off than the minimum wage. Temp work is when companies help save money, they would hire temp workers for years. They do it because it is cheaper than hiring labor directly, and they have the right to do so. 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