Group items tagged

"We... plan to create a practice-based pathway, unique in the U.S., that will encourage "research by project" or "research through designing." The result will be a PhD program with tracks appropriate for mid-career professionals looking to redirect and revitalize their practices through creative research without necessarily seeking academic teaching careers."

Caveat: written by Jonah Lehrer, whose star has fallen since it was shown that he recycled his own previous writing without noting it and he quoted people who other people, not him, had interviewed. Messages: K. Sawyer -- "Decades of research have consistently shown that brainstorming groups [who were told not to criticize anything proposed] think of far fewer ideas than the same number of people who work alone and later pool their ideas." Research by Nemeth -- Groups told that "most studies suggest that you should debate and even criticize each other's ideas" produced more ideas together and then subsequently on their own. Research by Uzzi -- (Lehrer's words) "The best Broadway shows were produced by networks with an intermediate level of social intimacy." Lehrer's take-home message -- "The fatal misconception behind brainstorming is that there is a particular script we should all follow in group interactions. The lesson of Building 20 is that when the composition of the group is right-enough people with different perspectives running into one another in unpredictable ways-the group dynamic will take care of itself. All these errant discussions add up."

A study (pdf) done for the Innocenti Research Center, a research arm of Unicef, found that cutting had only 3 percent support in 2008 - down from 97 percent in 1999. This is a remarkable achievement. There is nothing more difficult than persuading people to give up long-held cultural practices, especially those bound up in taboo subjects like sex. The change happened because of an organization that Gebre and her sister Fikrte started called Kembatti Mentti Gezzima-Toppe, which means "women of Kembata working together." It is now known simply as KMG-Ethiopia.

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"Without a thriving public sphere the people's ability to manage public affairs equitably and effectively is impossible.... The Public Sphere Project (PSP) is an initiative that is intended to help promote more effective and equitable public spheres all over the world. With this site we hope to ultimately support a community of researchers and activists and provide a broad framework for a variety of interrelated activities and goals."

"The PowerPoint presentation BMJ 2007; 335 doi: http://dx.doi.org/10.1136/bmj.38994.480845.DE (Published 20 December 2007) Cite this as: BMJ 2007;335:1292 Article Related content Read responses (3) Article metrics David Isaacs, senior staff specialist1, Stephen Isaacs, consultant2, Dominic Fitzgerald, senior staff specialist3 Author Affiliations davidi@chw.edu.au The main purpose of a PowerPoint presentation is entertainment. Intellectual content is an unwarranted distraction. In preparing a PowerPoint presentation, aesthetics should transcend substance. The background colour scheme and logo for your slides should be selected for maximum emetogenic potential. The first inverse ridicule rule of PowerPoint presentation states: "The more lines of writing that can be coerced onto a slide and the smaller the font, the lower the risk of anyone criticising any data which has accidentally been included." The second rule states: "The number of slides you can show in your allotted time is inversely proportional to the number of awkward questions which can be asked at the end." PowerPoint has superseded the carousel era, when presentations were severely limited by the number of slots in the slide carousel and the risk of dropping the lot seconds before your talk. Plagiarism laws do not apply to PowerPoint, so cartoons of marginal relevance but high entertainment value can be downloaded and shown at suitable intervals to maintain audience mirth while minimising critical capacity. Research has shown that the ideal cartoon:data ratio is 5:1. The seasoned PowerPoint artist or PowerPointilliste has refined the presentation into a son-et-lumiere extravaganza, in which scattered dots and luminescent clumps of meaningless datasets hurtle on to the screen from all points of the compass, to the strident strains of Handel's Fireworks Music, building inexorably to a Fantasia-style Sorcerer's Apprentice climax. This fulfils an important s

"A Passion for Creative Transformation The Transformative Leadership MA is a uniquely innovative distance-learning program that integrates extensive practical skills with deep self-reflection and an emphasis on creative action in the world. The program prepares students to embody leadership and mobilize their creativity in many different ways, whether in organizations, social movements, or a range of activities requiring personal initiative and dedication to making a difference. Transformative Leadership offers a creative incubator for new forms of leadership in a rapidly changing world. New forms of leadership are needed in all dimensions of life, not just in boardrooms and governments. Transformative Leadership explores leadership along four dimensions: new ways of being, relating, knowing, and doing, all requiring new perspectives, skills, and personal practices. Transformative leadership holds that as we change the world we also change ourselves, and as we change ourselves we also change the world. The transdisciplinary curriculum develops students' abilities to reflect on their mission in life, apply leading edge research, develop new sets of skills, and creatively act in the world. Faculty and students create a rich and supportive online learning community that provides a context where students can create their own approach to leadership, based on their personal values, capacities, and mission in life. This innovative program culminates in a Capstone Action Project that demonstrates leadership in the world and allows students to apply their learning and test their theories and assumptions about leadership in real time. The lessons learned from this project are often stepping stones for new initiatives and life paths for our graduates. The program also offers a unique set of electives, including a set of courses specifically designed to address issues related to LGBTQ leadership and policy."

a set of the key things any person needs to learn: How to predict consequences How to read [effectively] (how to see under the surface to what each piece is doing; and to distinguish the 4 types: description, argument, explanation, definition) How to distinguish truth from fiction How to empathize How to be creative How to communicate clearly [i.e. how to write effectively; how to use the 4 types] How to learn How to stay healthy How to value yourself How to live meaningfully

"improvscience accelerates effective collaboration. learn to build rapport, boost listening skills, and build with people across research areas and disciplines."

We are an artistic research and development outfit for the improvement of civil society and everyday life. We are situated at the intersections of design thinking and practice, social justice and activism, public art and social practice and civic / popular engagement. We design and test social interventions with and on behalf of marginalized populations, controversies and ways of life.

" The SusHouse methodology is in essence a combination of creativity workshops and scenario building together with stakeholders. The methodology has been inspired to a large extend by the methodology developed in the Sustainable Technological Development (STD) Programme of the Netherlands (1992-1997), and in this Programme by the project Sustainable Washing. An important element of the methodology is called 'Back-casting' (think backwards from a desirable or unavoidable future situation). Like in the STD Programme the premise of the project is that in the long term (50 years) a drastic reduction of environmental burden is necessary (factor 20). This reduction will not be reached by just incremental technological innovations. More drastic technological as well as socio-cultural and organisational changes will be necessary. The hypothesis in the project is that there are interesting opportunities for instance in the concepts of sharing, leasing and service-products. The project consists of the following steps: 1. Investigation of functions in countries (Jan 98-Aug 98) 2. Expert interviews and stakeholder enrolling (Jan 98 - Dec 98) 3. Creativity and backcasting workshops with experts and stakeholders (Nov 98-Jan 99) 4. Scenario-building (Jan 99 - Feb 99) 5. Assessment of the scenario's (Feb 99 - Sep 99) 6. Follow Up workshops with experts and stakeholders (Oct 99 - Dec 99) 7. Reporting and spinn-off (Jan 2000 - June 2000) The scenario assessments are threefold: 1. Analysis of environmental gains and impacts (contact information) 2. Assessment of economic consequences and viability (contact information) 3. Assessment of consumer acceptance (contact information) Each of the three SusHouse household functions (Shopping, Cooking and Eating; Clothing Care; Shelter) is being researched in three countries: SCE Clothing Care Shelter Italy X X UK X X Netherlands X X Hungary X Germany X X

Task/Problem-Centered - Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex. Activation - Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. This activation can also include a foundational learning experience upon which new learning can be based. Demonstration - Students learn more when new knowledge is demonstrated to them in the context of real-world tasks or problems. The knowledge that is demonstrated is both informational and skill-based. Demonstration is enhanced when it adheres to research-based principles of e-learning. Application - Students learn more when they perform real-world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application. Integration - Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate, and/or presentation of new knowledge.

"This is a book about the ten mental locks that prevent you from being more innovative and what you can do to open them. Many of the ideas presented here come from the author's experiences as a creative thinking consultant in industry. During the past five years he had the opportunity to work with many innovative and/or interesting companies. He worked with people in marketing, engineering, data processing, finance, research and development, television, and retail. This book contains stories, anecdotes, insights, and ideas that came out of the workshops he conducted as well as many of his own thoughts about what can make you more creative."

"CREATIVE HABITS for SYNTHESIS of THEORY and PRACTICE At various points in your life you may take up the challenge of writing something in which you synthesize your ideas and practice. After all, everyone has a voice that should be heard. However, believing deeply that your voice matters and acting on that belief is not easy. You will need support to be able to take yourself seriously and, as the title of Parker Palmer's (2000) book puts it, to "Let Your Life Speak." The frameworks of Phases and of the Cycles and Epicycles of Action Research together with the creative habits below provide a multifaceted structure to help you find your voice, clarify and develop your thoughts, express that voice in writing, and complete your synthesis of ideas and practice. The structure is especially valuable if you want to finish by some defined target date yet do not want to rely on external directions to motivate or reward you." from http://bit.ly/TYS2012