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creativity. New York: Cambridge University Press, 270-299; 2006 Nęcka E Grohman M Słabosz A Creativity studies in Poland Kaufman JC Sternberg RJ The international handbook of creativity New York Cambridge University Press 270 299 2006 Puccio G. Creative problem solving preferences: Their identification and implications. Creativity and Innov Manage , 1999; 8: 171-178 Puccio G Creative problem solving preferences: Their identification and implications Creativity and Innov Manage 1999 8 171 178 Schmitt DP, Pilcher JJ. Evaluating evidence of psychological adaptation. Psychol

York: John Wiley. Neyer, J. (1995). Globaler Markt und territorialer Staat. Zeitschrift für Internationale Beziehungen, 2, 197-215. Nui, W. (2012). Confucian Ideology and Creativity. The Journal of Creative Behavior, 46 (4), 274-284. Niu, W. & Sternberg, R. J. (2006). The Philosophical Roots of Western and Eastern Conceptions of Creativity. Journal of Theoretical and Philosophical Psychology, 26, 18-38. OECD (2014) PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems (Volume V), Pisa: OECD Publishing Øhrstrøm, P., Sandborg

problem-solving activities. Turkish Journal of Giftedness and Education, 2, 84-101. *Mouchiroud, C., & Lubart, T. (2001). Children's original thinking: An empirical examination of alternative measures derived from divergent thinking tasks. The Journal of Genetic Psychology, 162, 382-401. Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application and innovation. Psychological Bulletin, 103, 27-43. *Nakano, T. C., Primi, R., Ribeiro, W. J., & Almeida, L. S. (2016). Multidimensional assessment of giftedness: Criterion validity of battery of

laboratory the elements of the environment, makes assessments and predicts changes in the state of the environment using Geographic Information System (GIS) and uses the latest mapping technologies and analysis of remote sensing data. The second is the teaching, preparing for the profession of a geography and natural science teacher. The goal of this education is to be independent in research, creative problem solving, teamwork, communication and presentation of results, planning of work and professional development, and entrepreneurship. However, the primary goal of

http://sfcg.org/resources/resources_terms.html. See entry for Conflict Transformation. F. Bridger & A. Goddard, Learning From Indaba: Some Lessons For Post-Pilling Conversations 51 accomplish genuine, sustainable transformation. What is needed is a process that incorporates dialogue alongside ‘creative problem-solving… and nonviolent mechanisms of social change.’22 Conflict transformation must achieve structural, as well as personal, transformation. A change in the systemic conditions that have given rise to conflict remains a sine qua non. Any process that

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possessing unique skills, knowledge, competences, and other features [ Hillman and Dalziel, 2003 ]. Diversity may provide the firm with a better insight and thus increase the quality of made decisions. To sum up, the rationale for diversity is as follows: innovation and creative problem-solving, acquiring talent and employee relationships, understanding the business marketplace, access to resources and networks, and enhancing reputation [ Mishra and Jhunjhunwala, 2013 , pp. 5–7]. The policy of diversity is promoted in many countries by adopting adequate regulations applied

lies in role-based thinking for playful accounts of testing prototypes, developing ideas or engaging in participatory processes ( Poplin 2012 ; Rumore 2015 ; Gugerell/Zuidema 2017 ). Role-play simulations "can provide for experiential and immersive learning; create a safe space for experimentation and creative problem solving; foster perspective taking and empathy; and engage people in interactive learning and dialogue" ( Rumore 2015 : 19). This emphasis on social communication, interaction and learning resembles much of what is put forward by planning

, such as blocks, pencil and paper, dolls, play-dough, can encourage the child to be creative, problem solve and take control of the activity. Analyzing the components of an activity can help identify how to grade an activity appropriately in order to match the skill, interests and motivation of the child. For example, for a child with difficulty in figure-ground discrimination, the games played with the child should have an appropriate amount of visual details. For a child with difficulty in manipulating small objects, the objects provided should be large enough