Nt1310 Unit 1 Assignment

Employers, managers and supervisors should all ensure that workplace practices reflect the risk assessment and safety statement. Behavior, the way in which everyone works, must reflect the safe working practices laid down in these documents. Supervisory checks and audits should be carried out to determine how well the aims set down are being achieved. Corrective action should be taken when required. Additionally, if a workplace is provided for use by others. The safety statement must also set out the safe work practices that are relevant to them. Hence, it is

Creativity drives today’s world, with new technology arriving daily and science conducting itself further. We need creative and imaginative people in today’s atmosphere to bring the world to the next step forward. “Standardized college admissions tests assess only analytical skills, as well as the knowledge base on which they act, and completely ignore creative and practical skills (Sternberg 7)”. Without creative people in this world, where do you think we would be? Not very far. We need practical skills to go throughout everyday life. The standardized tests don’t test for that knowledge base, they test how much short term memory a

Creativity or the lack of encouraging creativity can be seen declining as you get lower in the class level in Anyons research. She states “Work tasks do not usually request creativity” and “Creativity is not often requested in social studies and Science projects”. In an article entitled “The Impact of Creativity on the Brain” by Judy Willis M.D; M.E.D posted on the website Radtech.com. “Neuroscience and cognitive science research are increasingly providing information that correlates creativity with intelligence; academic, social, and emotional success; and the development of skill sets and the highest information processing (Executive functions)”. This basically states that if creativity is encouraged then the upper intelligence functions of students are developed which includes social and emotional success. Which shows that if you stifle creativity you basically limit the

Kaufman and Beghetto (2014) further suggest that creativity can be fostered in children to a certain extent by providing them with opportunities to express their own unique ideas.

3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

In the context of creativity’s stated definition, we will proceed to group our arguments into three themes of factors: cognitive ability, expertise training, and environmental conditions. The human brain is highly adaptable and can continue to develop new cognitive abilities, even past adulthood (Norman, 2015). Proper cognitive expertise and training can help workers produce and operate in ingenious ways (Ginamarie, Lertiz & Mumford, 2004). Finally, the working environment can both motivate or stifle creative output. Managers can influence all three components: expertise, thinking skills, and motivation (Amabile, 1998).

According to the Bureau of Labor, statistics indicate that more than 4.1 million people were hurt or injured on-the-job in 2006 and 5,488 were killed in 2007 (Gomez-Mejia, Balkin, & Cardy, 2010, p. 511). Laws and regulatory requirements are currently in place to standardize and promote workplace safety. Organizations with extensive safety programs have reduced number of accidents, decreased workers’ compensation claims and lawsuits and lesser accident-related expenditures (Gomez-Mejia, et al, 2010, p. 511). This paper discusses the effects of legal, safety and regulatory requirements in

Creativity within relationships is vital for a seemingly healthy relationship. Creativity is ‘often associated with imagination and inspiration in the arts.. also vital for problem solving and development of new ideas’ (Taylor and Turner 2016a). Psychologist’s see creativity important because of it’s economic and cultural importance; Mihaly Csikszentmihaly suggested that ‘being creative involves a state of concentration and total involvement’ (Csikszentmihalyi, cited in Taylor and Turner 2016). Some psychologists assume that creativity is a characteristic only few hold, where as it is now argued that anybody can be creative given the right pathway. Taylor and Turner have split creativity into three frameworks; creative contexts, creative collaboration’s and creative groups and cultures.

Dr. Alice Flaherty of Harvard Medical School wrote a paper in 2005 expounding upon the link between creativity and mental illness. I found his paper intriguing, due to his delving into the mind of a schizophrenics as well as those with

According to Baird and colleagues, mind wandering can enhance creativity goals and problems that were encountered. Creativity finds solutions that are novel, and high quality (Matlin, 2009). J.P. Guilford researched how we measure creativity. Creativity should be measured by divergent production. This research demonstrates the number of different responses that are made for each test item (Matlin, 2009).

It has not been until the late twentieth century that science began to look at creativity from a neurological standpoint, and evaluate its importance to human intelligence. At the beginning of the twenty-first century, the use of MRIs to follow stimuli responses began to cultivate and hone research to target specific thought patterns. Dr. Arne Dietrich of the Department of Social and Behavioral Sciences at the American University of Beirut published results from his experiments that show, “The new theoretical framework systematizes the interaction between knowledge and creative thinking …” by defining four different types of creativity and how each type connects to cognitive reasoning and the reasoning required to solve mathematical problems (Dietrich, 2004). In his doing so, Dr. Dietrich opened the doors for proven scientific connections between the fine arts, arts integration, education, knowledge, and career successes. Those without a strong “creativity streak” may be extremely knowledgable, but may also lack that “creative genius” that sets sensational and successful adults apart from the masses. Conversely, those adults that are seemingly bursting with ideas and innovations may lack the plethora of knowledge an expert would bring to the table. Just as there are both “experts” and “creative types," there exists a class of brain function wherein the three sections of the frontal

He noticed that students labeled as difficult may actually have creative potential that just hadn’t been tapped into (Bert 2012). With further research, education, and as a counselor and psychologist in the US Army, Dr. Torrance began his life long interest and journey into creativity (Bert 2012). In 1946, after leaving the Army, Torrance started his career at Kansas State College in the counseling bureau where soon after he was transitioned into the role of Dean of Men and a few years later returned as Director of the Counseling Bureau and professor of psychology (Bert 2002). In 1951, he was appointed Director of Survival Research in the Air Force, and in1957 he developed a definition of survival creativity, “whenever one is faced with a problem for which he has no practiced or learned solution, some degree of creativity is required” (Millar, 1995). During his time at the Air Force, he wrote 135 research papers with his colleagues on survival and creativity and began designing creativity tests (Bert, 2002). His research studies continued and he began to publish books and more research studies(Childs, 2013). As a professor of educational psychology at the University of Georgia, he invented the "Torrance Tests of Creative Thinking" setting the standard for measuring creativity (Bert, 2002). He also developed the Future Problem Solving Program, which is known all over the world (Bert, 2002). Throughout his long career, Dr. Torrance authored over 2000 books and research articles, and was a much sought after speaker and lecturer (Childs,

Scott Kaufman’s “The Real Link Between Creativity and Mental Illness” explores the possible correlation between mental illness and creative thought.

What stands out as different is that the nonattention demanding group reported greater mind wandering. This undemanding group also scored much better on the repeated exposure UUT. There was no difference in improvement between the three other groups. There was not real difference among the four groups for new exposures. The study does find evidence those whose mind wanders frequently may be more creative. The conclusion is that creativity is most enhanced by taking a break from a task and engaging in an undemanding, unrelated task

To further bolster this claim, another team of researchers replicated the 1993 study and then added a further hypothesis that not only does the presentation of examples constrain creativity, but that the more examples that are shown, the more creativity will be stifled (Marsh, et al., 1996). Five groups were shown a specified number of examples, either 1, 3, 6, or 9. The control group was not provided any examples prior to the task. Of the examples shown to the four experimental groups, all had the three common attributes as in the Smith study, namely, antennae, a tail, and four legs. The results substantiated