How Odds Are Related to Probability

Many times the odds of an event occurring are posted. For example, one might say that a particular sports team is a 2:1 favorite to win the big game. What many people do not realize is that odds such as these are really just a restatement of the probability of an event. Probability compares the number of successes to the total number of attempts made. The odds in favor of an event compares the number of successes to the number of failures.  In what follows, we will see what this means in greater detail. First, we consider a little notation. Notation for Odds We express our odds as a ratio of one number to another. Typically we read ratio A:B as A to B. Each number of these ratios can be multiplied by the same number. So the odds 1:2 is equivalent to saying 5:10. Probability to Odds Probability can be carefully defined using set theory and a few axioms, but the basic idea is that probability uses a real number between zero and one to measure the likelihood of an event occurring. There are a variety of ways to think about how to compute this number. One way is to think about performing an experiment several times. We count the number of times that the experiment is successful and then divide this number by the total number of trials of the experiment. If we have A successes out of a total of N trials, then the probability of success is A/N. But if we instead consider the number of successes versus the number of failures, we are now calculating the odds in favor of an event. If there were N trials and A successes, then there were N - A B failures. So the odds in favor are A to B. We can also express this as A:B. An Example of Probability to Odds In the past five seasons, crosstown football rivals the Quakers and the Comets have played each other with the Comets winning twice and the Quakers winning three times. On the basis of these outcomes, we can calculate the probability the Quakers win and the odds in favor of their winning. There was a total of three wins out of five, so the probability of winning this year is 3/5 0.6 60%. Expressed in terms of odds, we have that there were three wins for the Quakers and two losses, so the odds in favor of them winning are 3:2. Odds to Probability The calculation can go the other way. We can start with odds for an event and then derive its probability. If we know that the odds in favor of an event are A to B, then this means that there were A successes for A B trials. This means that the probability of the event is A/(A B ). An Example of Odds to Probability A clinical trial reports that a new drug has odds of 5 to 1 in favor of curing a disease. What is the probability that this drug will cure the disease? Here we say that for every five times that the drug cures a patient, there is one time where it does not. This gives a probability of 5/6 that the drug will cure a given patient. Why Use Odds? Probability is nice, and gets the job done, so why do we have an alternate way to express it? Odds can be helpful when we want to compare how much larger one probability is relative to another. An event with a probability 75% has odds of 75 to 25. We can simplify this to 3 to 1. This means that the event is three times more likely to occur than not occur.

Stereotypical Representations Of African Culture - 1765 Words

For years now, the cinematic (Hollywood narrative films) worlds has based all sorts of their different films on Africa and its people, but are these stereotypical representations on Africa showcased in all films? Various genres such as comedy, drama, horror and even science-fiction have showcased African people showing us world cinema’s typical and ideal representation of an African character, portraying their culture poorly, negatively and violently, but not all films portray African characters negatively with no dominance. Though globally seen as poor people who live in poverty, that’s right, I said poverty, most children grow up to see Africans as just that. Poor and unfortunate. The typical African culture is generally assumed to be of poor and unfortunate civilization, undermining any positive influences that could possibly be made to Africa and its people. They are stereotyped as worthless outcasts, although films such as Tsotsi and Remember the Titans take these depictions of Africa and throughout the films, â€Å"Transform† them instantaneously in the films Tsotsi and ATL where aesthetic features such as costume, setting and mise en scene differentiate the representation of Africans to the reality in the film. Costume is one of the aesthetic features which influence the representations of Africans in the film Tsotsi. By directing certain characters in different costumes, it immediately gives the audience a solid first impression on the character and what sort of attitudesShow MoreRelatedColonialism And Racism In Crash By Paul Haggis839 Words   |  4 Pages Paul Haggis’s 2004 melodrama â€Å"Crash† is a film depicting the way diverse societies, cultures and environments affect each other’s lives. 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Chemistry Review Chapters 1 †2 Free Essays

Chemistry Review sheet: Unit 1- Lesson 1, 2 *Key notes to keep in mind* u Metals have a high low ionization energy u Non-metals have a high electron affinity  · Atom: The basic unity of an element which still retains the elements properties  · Atomic number: the unique number of protons in the nucleus of a particular element  · Isotope: Atoms of the same element which contain a different number of neutrons  · Periodic law: The chemical and physical properties of the elements repeat in a regular, periodic pattern when they are arranged according to their atomic number. Periodic trend: a pattern that is evident when elements are organized by their atomic numbers o Trends for atomic size: As you go down a group the atoms get bigger. o As you go down a group, valence electrons occupy and energy level that is farther and farther from the nucleus. We will write a custom essay sample on Chemistry Review Chapters 1 – 2 or any similar topic only for you Order Now Therefore the rings of electrons underneath the valence atoms shield the valence electrons from the nucleus so that the atom isn’t pulled in as tight as the one before it. o Trends for atomic size: As you go down a periodic table, atoms get smaller Because the protons increase as you go down a period, the positive charge on tighter to the nucleus rather looser. o Trends for ionization energy: Ionization energy tends to go down a group o As you go down a period the attraction between the nucleus and the electrons in the outer energy level decreases. o Ionization energy tends to increase across a period. o As you go across a period the attraction between the nucleus and the electrons in the outer energy level increases. Therefore, more energy is needed to pull an electron away from its atom. Lewis structure: a symbolic representation of the arrangement of the valence electrons of an element  · Octet: an arrangement of eight electrons in the valence shell of an atom  · Ioniz ation energy: the energy that is needed to remove an electron from a neutral atom  · Atomic mass unit (u): a unit of mass that is 1/12 of the mass of a carbon-12  · Radioisotope: an unstable isotope of an element, which undergoes radioactive decay  · Mass number: The total number of protons and neutrons in the nucleus of one of its atoms. Each proton or neutron is counted as one unit of the mass number. Energy level: fixed, three-dimensional volume in which electrons travel around the nucleus.  · Valence electron: an electron that occupies the outermost energy level of an atom.  · Stable octet: an arrangement of eight electrons in the valence shell of an atom.  · Electron affinity: the change in energy that accompanies the addition of an electron to an atom in the gaseous state.  · Cation: a positively charged atom.  · Anion: a negatively charged atom. Theories: Law of Conservation of mass: During a chemical reaction, the total mass of the substances involved does no t change. Law of Definite Proportions: Elements always combine to form compounds in fixed proportions by mass. (Eg. Water always contains the elements hydrogen and oxygen combined in the following proportions: 11% hydrogen, 89% oxygen) Lesson 3 Ionic and Covalent compounds  · Chemical Bonds: the forces that attract to each other in compounds. o BONDING INVOLVES THE INTERACTION BETWEEN THE VALENCE ELECTRONS OF ATOMS WHICH USUALLY CREATES A MORE STABLE BOND THAT AN ELEMENT ON ITS OWN.  · Ionic compound: between a non-metal and a metal where the metal loses an electron and the non-metal gains it Characteristics of an ionic bond consist of:  § Normally happens between a metal and a non-metal  · Metals tend to lose electrons, non-metals tend to gain them.  § Very high melting point  § Easily dissolved in water  § Good conductor of electricity, in water or on its own.  · Covalent compound: a bond between two non-metals (or a metal and a non-metal when the metal has a high electron af finity), where atoms share electrons o Characteristics of a covalent bond consist of:  § Low melting point  § When contained under high pressures or temperatures, becomes liquid  § Weak conductor of electricity Somewhat soluble o Polar covalent compound: a bond where the electronegativity is not great enough to completely bond to the other atom. Although, it does move closer to an atom, it never completely bonds. (between 0. 5 and 1. 7) This therefore means that when the electrons are partially exchanged, rather than having a + or – sign, they receive a ? + or ? – symbol  · Electronegativity: the measure of an atoms ability to attract electrons in a chemical bond. (EN) the opposite of atomic size which therefore means that as the atomic size increase, the electronegativity decreases If the electronegativity difference is 0. 00-1. 6 the bond is covalent. o If the electronegativity difference is over 1. 7 and up the bond is ionic.  · Octet rule: atoms bond in o rder to achieve an electron configuration that is the same as the electron configuration a noble gas. (8 valence electrons)  · Isoelectric: when two atoms or ions have the same electron configuration. (e. g. Cl and Ar)  · Molecular compounds: See covalent bonds  · Intramolecular forces: the forces that bond covalent bonds together  · Intermolecular forces: the forces that bond ionic bonds together Metallic bonding: in order to combine two metals both metals lose their valence electrons and combine them in a free flowing â€Å"sea† of electrons so that the electrons are shared equally by all atoms that join the bond.  · Alloy: a homogeneous mixture of two or more metals.  · Lone pairs: electron pairs that are not involved in bonding  · Bonding pairs: electron pair that are involved with bonding.  · Polar molecule: a molecule with a partial negative charge on one end and a partial positive charge on the other end.  · Non-polar molecule: a molecule that has nei ther a positive nor negative end. How to cite Chemistry Review Chapters 1 – 2, Essay examples

A Study on the Problems Faced by Teachers in a Mixed free essay sample

A Study on the Problems faced by Teachers in a Mixed-ability Class. P. Karthi, Assistant Professor, Department of English, Gobi Arts Science College, Gobichettipalayam. Mixed ability as used in ELT usually refers to the differences that exist in a group in terms of different levels of language proficiency. This might be a result of simply the amount of time they have spent for learning, their different language learning abilities or learning style preferences. Almost all groups are mixed-ability.The world of English language teaching (ELT) presents a great number of ideas and concepts, expounding a vast assortment of styles, models and techniques, but often makes a general assumption on the make-up of actual classes in which such teaching methods are to be employed. In an ideal teaching environment, we might all wish for energetic, highly-motivated and able students coupled with a limitless supply of time and resources, but the reality that many of us have to face is far from the ideal situation. For a variety of restrictive reasons there is a need for teachers to make the best use of what is available and to do so in the most productive way that ones personal teaching methodology might allow. Teaching students with mixed ability can pose a unique set of challenges. Diversity in language, culture, confidence and ability can all come into play for teachers in the classroom Working with students, sending them down different paths in order to arrive at a similar goal can be one of the most challenging things for teachers of all backgrounds.However with patience, respect and hard work all the seemingly grand problems can be overcome to the benefit of all. As such, it is our intention to present a brief, basic summary of what we believe to be a sound starting methodology for approaching classes with students of mixed abilities. As a first step in managing the diversity of student ability in the classroom, there needs to be an analysis of the needs of the students. With this analy sis the teacher will gain much ground in the effort to determine and support the needs of every student. This analysis will provide an opportunity for the students to reflect on their ability and style and prepare them for the fact that the class will not be managed in the traditional manner. While this action seems to add work for the instructor on the front end of things we think we can easily liken it to the old adage ‘an ounce of prevention is worth a pound of cure’. Upon determination of the individual student needs the teacher can strive to coordinate the students into functional learning groups based on their skills and learning pace.The construction of focus groups allows the instructor to proactively increase the effectiveness of the lesson plan and provide realistic and achievable assignments to the students. The groups can work together based on their skill level or at that time the instructor can intermingle the weaker with the advanced, which will also contribute to creating variety in the class. This method allows for all students to advance toward a mutual go al at an appropriate pace for their capacity and avoids putting them off with material that is outside of their aptitude.Provided the instructor has established focus groups based on ability or learning pace the next step is to consider the curriculum to be utilized. The instructor should prepare a collection of authentic information and materials that can be used with varying requirements for the class. These materials can be utilized in the classroom to provide different tasks for the unique skill levels so as to achieve conformity in the exercise, while utilizing realistic expectations of what can be accomplished based on individual groups.To this end the instructor can include several different versions of the same homework task in order to align with achievement levels and maximize the benefit to all the students. Ultimately in this very limited summary we feel that we need to consider the psychology of the students, the effects of this methodology on them and how to work to benefit each and every student. If caution is not taken to include all students fully the weaker students will potentially not achieve and consequently experience the natural reaction of avoiding the activities they are not successful in.Because of this reaction the ach ievement gap will only be widened rather than narrowed. To this end, instructors must make an effort to make the classes inclusive while differentiating in order to ensure student achievement across the board and not just with the better performing students. While there are so many different facets in managing a class of students with mixed abilities, by taking some basic measures teachers can manage the challenge effectively for the benefit of all. We can be certain hat we have only begun to scratch the surface of the issues faced by teachers of classes with mixed ability students, but we hope we have provided some basic building blocks for individual instructors to start with. As instructors we have the responsibility to show respect and provide reasonable attention to all students and we feel strongly that utilizing the previously stated methodology is a start down a path to achieve such ends. Differentiating Instruction for Advanced Learners in the Mixed-Ability Classroom.

Antigone Essays (220 words) - Death Customs, Antigone,

Antigone Antigones goal is to obtain justice for her brother, but since she is stubborn and irrational, she cannot fully complete her purpose. Antigone is a loving person, whos objective is justice for both of her brothers. She is someone very fond of the meaning of family and she doesnt feel right when one of her brothers is ordered to be left out and be eaten by animals. She wants to give her brother eternal, but the state doesnt allow it. Even though she is eager to fulfill justice, her irrationality forbids her from doing so. For example, when asked by Creon if she admits to her part in burying Polyneices, she replies, I do, I deny nothing. (II, 55) She acts very bigheaded, but she is not one who should do so since she is a women living in a male dominant society, and because her confessing can cause death for her. Her personality is another reason why she cannot accomplish her goal of justice. Even though she is a women, Antigone believes herself to be someone very important and dominant , and, she thinks she is smart and strong enough to go out a disobey the state law and burry her brother. Her love towards family, emotions and stubbornness overcome Antigone and cause her to do what she does.

Sample Formal Graduation Announcement

Sample Formal Graduation Announcement Wording your graduation announcement can seem like a minor challenge, but its also a task that can take up a lot of your (very precious) time. Going with formal, traditional language is one way to ensure your announcement accurately represents the importance and value of all of your hard work. Before writing your formal graduation announcement, its important to review some basic rules of etiquette for any kind of graduation announcement, formal or otherwise. Rules for Graduation Announcements The first thing to decide before  writing your announcement  is whom to invite, or whether you intend to invite anyone.  Unlike high school graduation, not everyone is going to attend the commencement ceremony or expect a party.  It is not uncommon for college graduates to omit the date and location of the graduation  from the announcement.   This may seem odd, but in this case, the announcement is just that: an announcement of your achievement. If you do intend to invite guests to the graduation ceremony, youll need to include a few vital pieces of information: The salutation or greetingYour nameThe college or universityThe degree youve earnedThe commencement ceremony (or party) date and timeThe location of the ceremony or party In a formal graduation announcement, the salutation takes on a very specific, formal tone, usually mentioning the president of the college or university, the faculty, and the graduating class as the parties that are actually inviting guests to attend. These three parties are, in essence, hosting the event and extending a formal invitation to your guests on your behalf. Sample Graduation Announcement Once youve gathered the necessary information- always ensure that you know how the spell the college presidents name, for example- including the location, time, and date, you are ready to write your formal graduation announcement. The information below represents a sample formal announcement. You can replace the information in parentheses with the details that are specific to you. Additionally, center the text in your announcement. The President, Faculty, and Graduating Classof(XX College or University)Proudly Announce the Graduation of(Your full name, including your middle name)on(The day, the date- spelled out- and the month)(The Year, spelled out)with a(Your degree) in(The subject in which you are obtaining your degree)(The location)(The city and state)(The time) Note that in a formal graduation announcement, you would never say something like, I would like to invite.  Since you are a member of the graduating class, you are of course included in the groups that are hosting the event, but you should not single yourself out in extending the invitation. The Final Product It can be helpful to see what a formal graduation announcement would look like. Feel free to use the format and wording below. Simply replace the name of the college, graduate, degree, and other details with the correct information. The President, Faculty, and Graduating Class                                                  of                                    Hope College            Proudly Announce the Graduation of                        Oscar James Meyerson                 Sunday, the Nineteenth of May                    Two Thousand Eighteen                                          with a                  Bachelor of Arts Degree in                        Sports Management                  Holland Municipal Stadium                        Holland, Michigan                             2:00 oclock p.m. Centering the text and spelling out information that is usually abbreviated- such as the type of degree, date, and time- give the announcement an elegant, formal appeal. Use this format and youll be sure to impress your guests not just with your achievement, but also with the way you are inviting them to celebrate it with you.

Review on the readings below Essay Example | Topics and Well Written Essays - 1000 words

Review on the readings below - Essay Example At full capacity of its pipeline, Azerbaijan’s revenues rose to $20 billion, growing by a third every year (De Waal 171). In 1994, the government signed a $10 billion contract with nine foreign companies, which created the Azerbaijan International Operating Company (AIOC). From these contracts, Azerbaijan used oil to become a politically visible country. Until present times, Caspian energy remains a strategic tool in the political decisions and foreign affairs of the U.S. in the region. Thomas de Waal is a British journalist and a writer on the Caucasus. He is a valid source on the Caspian issues because he has written several books and articles on them. What is most interesting in the chapter is how oil has become the center of political battlefield in Azerbaijan. The familiarity with such issues is only in the Middle East, but it is clear that the South Caucasus also presented the same political-economic nexus. The chapter is relevant to the course because it shows how widespread the oil war is, both economically and politically. Chapter 7 narrates the rise of modern Georgia, its Rose Revolution and other internal and regional conflicts. The Rose Revolution of November 2003 aimed to establish a democratic society and to enhance human rights and living conditions. At the same time, it wanted to decrease corruption and improve the national economy. Corruption was most prominent in 1999, under President Eduard Shevardnadze. Dismal economic conditions lasted until 2003. The Rose Revolution was initiated by the military to generate political and economic changes. However, conflicts continued afterwards because of the failure of the new government in addressing reforms and the remaining tension between Georgia and Russia. Chapter 7 provides a good example of a government that was changed from within through military intervention and not through any other popular

DEEP Blue Essay Example | Topics and Well Written Essays - 750 words

DEEP Blue - Essay Example Until the 1870s numerous African-American immigrant workers as well as wanderers, who were mostly male, crossed the South. The unidentified bluesman that Handy portrayed most probably travelled from one plantation to the next across the Delta, with a guitar in search of work. This allegation of mobility widened the American scenery and extended the African-American practice; consequently, â€Å"setting the arena for the development of the country blues.† A lot can be learnt concerning the association between migration and formation of identity by evaluating the purpose of the blues, particularly Muddy Waters’ recordings. It took place in the turbulent period of changeover in the history of African-American. For the bluesman, Waters assembled the society, invoked up secure spaces between the strange urban landscapes, and helped those who accompanied him from the Delta in reorganizing their home, their past, and their personality (Palmer 72). His lyrics brightly dealt with the matters that tackled both the pre-migrant as well as post-migrant mind. According to Houston A. Baker, the blues â€Å"comprise a mixture that seems forever to have been in movement in America- for all time becoming, transforming, shaping, and dislocating the strange incidents of Africans in the fresh World.† Baker’s exclusive explanation entails then, that the blues tune that enclosed the Delta in the twentieth century indicated the African-American country experience even as the blues that cheered up Chicago’s South area after the migration indicated the African-American city experience. Jones backs this thought, asserting, â€Å"The most significant Negro music of any period will be a precise manifestation of who the Negro is. It will be a portrayal of the American Negro at that a given time.† A number of historians query the legality of the blues that drifted to the urban North.

Ethics Reflection Essay Example | Topics and Well Written Essays - 500 words

Ethics Reflection - Essay Example Examples of stakeholders include Customers, suppliers and any person who is directly involved in the business activities. A responsible organization treats all stakeholders equally. Additionally, this helps the team identify and monitor any risk that have a potential of arising as well as find an alternative solution and everybody needs an opportunity to speak and give their idea. Moreover, members should be open when providing ideas and feedback as well as raise concerns and come up with new ideas. This should be conducted professionally where everybody is independent in providing views and ideas thus providing quality discussions that aid in the decision making process listening to their ideas keenly. Moreover, a friendly environment improves the relationship among members in an organization thus strengthening the process of strategic planning and resulting in better decision making. The team members should take a fair and truthful possible risk during the planning process. This le ads to the maintenance of the welfare of stakeholders that include the employees as well as the society (Ransome, 2009). The ethical perspective throughout the program links to the success of an individual or a company. An individual’s view of ethics keeps on developing depending on the knowledge and information one receives throughout their life experiences. This is the reason why individuals use their experiences to make decisions about what is right or wrong depending on the kind of situation they are facing. The evolvement of ethics comes from personal values that form a critical element of a person’s strategy influencing how they relate with others and how they behave in the society. In addition, ethics perspective has evolved from taking pride in what one does and how they do it. This makes them behave responsibly in judging and decision making by showing the highest

History of Education in Afghanistan

History of Education in Afghanistan Early Modernism to Present Day Policies This chapter presents a chronological narrative about the evolution and changes in Afghan national education goals and outcomes and issues related to teacher education in a cultural/historical context. Traditional views regarding education goals and practice provide the basic foundation for understanding the progress and challenges toward universal education in the nation. The historical information in this chapter is well documented in numerous sources, as well as having been part of the authors own education as a child and adolescent in Kabul schools. Important references from which reliable objective information was drawn include the Ministry of Education (1968) report on the last fifty years of education, as well as other books, reports, and documents (Dupree, L., 1973; Poullada,1973: Rashid, 2008; Rotberg, 2007; Rubin, 2002; Sadat, 2004; Samady, 2001 and 2013; Sarvi, 2003; Tomsen, 2011). These sources were consistent in their reporting of events related to education progress or decline. Their general agreement on facts enabled me as author to weave together this history without always attributing the information to a specific source. Other, less central, historical sources are included as citations where appropriate. Although not an Arabic nation, Afghanistan does share the religion of Islam with Arab Muslim nations, as well as the Arabic script essential to reading the Holy Quran. Dari and Pashto, the two main languages of Afghanistan, are derivatives of Indo-European (Indo-Aryan), not Semitic (Arabic/Hebrew) languages. Afghanistan is part of the historical stream of Islamic culture embracing the centuries of advancement of knowledge in science, mathematics, philosophy, poetry and literature during the historical era when Europe was locked in what historians now refer to as the Dark Ages. The writings of Plato, Aristotle, and other Greek thinkers were preserved and expanded by Islamic scholars who made original contributions in scientific and literary fields. Afghanistan, before modern national boundaries were outlined, was the birthplace or home of numerous scholars of renown such as Avicenna and Al-Biruni, as well as the poet, Rumi, whose works are revered even today. This information is offered as a prelude to provide a better understanding of the pride of Afghanistan in its educational and cultural roots, and the determination to restore or reconstruct the educational legacy and intellectual vitality of its people. The study presented in this dissertation explores the responses to present day crises and chaos in a war-ravaged country as it faces the challenges to create a new national system of education that both respects the past and wants to be respected in the global society. Afghanistan now attempts to overcome the overwhelming gap between what is left after massive destruction and what needs to be done to catch up with the rest of the modern world. Before the Modern Era Traditional education and apprenticeships for Afghan children and youth in previous centuries was centered on the home and the mosque. When and where madrassas (religious schools) became available, they were also accessible to boys. Signs of modern education did not appear in Afghanistan until the early 1900s, around 1903, under the reign of Amir Habibullah who founded the first secondary school, Habibia Lycee. This school was modeled after the Indian high school program which itself was adopted from the British who copied it from the French. Habibullah took steps to increase literacy through increases in print media, newspapers, journals, and the support of libraries. Some students from Habibia were sent abroad for study, especially to British India. Habibia high school gained a reputation over the years for its role in providing a large number of leaders for the nation. However, the pace of educational change and modernization was slow. Steps Toward Modernization A method for teaching literacy was developed in 1906 including new textbooks and a teachers guide. This led to the creation of the Office of Textbooks in 1907 in order to provide uniform school textbooks for the increasing number of schools. It became clear that a standard curriculum, with new textbooks, required trained teachers knowledgeable in the text material; therefore, the first teacher training institute, Dar-al-Malimin, was established in Kabul in 1912. In the following year a Department of Education was established to attend to the issues of promoting primary education. Amir Habibullah appointed his son as department head. Education, free school supplies, and a small stipend were available to the male students selected to attend. In 1912, the first normal school was established in Kabul to train teachers for primary schools (Ministry of Education, 1968, p. 6). In 1919, Shah Amanullah became the ruler by succession, and actively supported the movement toward widespread national education. He elevated the Department of Education to the Ministry of Education and appointed his son, Prince Abdur Rahman, as the countrys first Minister of Education. Mahmud Tarzi, a reformist educated statesman and the father-in-law of Shah Amanullah, held an influential position in the Amani (Amanullah) government pushing especially for education reform and for the empowerment of women. Tarzis daughter, Queen Soraya, in 1921 with her mother, Rasmiya, founded the first high school for girls, Masturat. Rasmiya was appointed as the first principal. Between 1921 1928, more than 800 females were enrolled. In 1928, the first co-education classes were introduced at Amaniyya Lycee for grades one and two. Under Tarzis leadership other primary schools were established in major towns, villages, and cities. In addition to schools in each province there were also schools for the countrys nomads, the Kuchis. Several new high schools (Lycee) were founded between 1922 and 1930, some teaching foreign languages such as German or English as an attempt to provide an education comparable to that of Europe and other advanced nations. Two vocational schools were opened in 1924, one for business and administration and another for fine and applied arts. The goal was to have a national system of schools with a modern curriculum. The beginning of a network of government-run intermediate and secondary schools was achieved in 1928; as many as 40,000 students were enrolled. However, since higher education was missing in Afghanistan the government began to allow top male students (sons from elite families) to study outside of the country, for example, in India, Germany, France, Egypt, and Turkey. Ten girls were allowed to go to Turkey in 1928 for university study, but this practice was soon aborted requiring the girls to return home as a conservative backlash grew strong. Unfortunately, conservative sectors in society believed that government schooling was unreligious and if children attended those schools, they became infidels. Conservative traditional sectors opposed changes in the education system they viewed as western, modern, urban, and against Islam. The opposition included clergy, tribal leaders, some rural ethnic groups, and government opposition groups. The unpopularity of Amanullah became so strong, threatening civil upheaval, that in early 1929 he abdicated and sought refuge in Italy. Taking his place as ruler for only nine months was the militia commander, Habibullah Kalakani, who reversed the educational reforms made under Amanullah. Among the first steps taken by the new Kalakani monarchy were the closure of female schools and the disbanding of the Womens Association of Kabul. The Irshad-e Naswan, the only newspaper published for women, also was banned. The government recalled the female Afghan students from Turkey and required them to put on the veil. The government replaced the language of instruction, Dari, with only Pashtu in an attempt to bolster the states claim to Pashtunistan, Pakistans Northwestern Frontier Province. Education returned to traditional practices. Social and economic measures, including education policy, aimed at sustaining a traditional agricultural society. The majority of rural communities had no schools and continued the education of their children, in the traditional way, at home and in the mosques. All government schools were closed briefly during this period in 1929; however, schools were re-opened in late 1929 when Nadir Shah became king after capturing and executing Kalakani. Although he at one time had been Minister of Education, education under Nadir Shah was not a central priority. However, one progressive step was taken in 1931 when women were allowed to take health classes at the Masturat Hospital in Kabul. Nadir Shah did support the establishment of Kabul University in 1931 despite the persistence of the anti-modern conservative resistance. In addition, in 1932, the faculty of medicine was founded. Nadir Shah was assassinated at a high school graduation ceremony in 1933 (Dupree.L.,1973. p. 174). His nineteen year-old son, Prince Zahir, was immediately crowned king, but for many years a proxy rule by older male relatives characterized his leadership. Zahir Shah was king for four decades, from 1933 to 1973, during a period that was relatively free of civil unrest. Some favorable trends started to emerge in the late 1940s. Advances were made in education, the economy, and civil society especially in urban areas during much of his reign, although the conservative Islamic anti-modern element remained strong even as the Communist influence became a dominant disruptive factor. In 1964, a Constitution was created enabling greater citizen participation under a Constitutional monarchy. Higher education introduced in the 1940s included embryonic universities in major cities, most notably Kabul University supported by the United States, and the Polytechnic University founded by the Soviet Union for vocational/technical advanced training. Faculties were established in law (1938), science (1942), and letters (1944). In 1947, Kabul University was formally established. Three years later, the departments of theology, agriculture, and economics were founded. Some departments were affiliated with foreign universities in Germany, France, America, and the Soviet Union University admission gave priority to sons of the ruling aristocracy or sons of top bureaucrats (Sadat. 2004). In 1946, a Womens Institute was started in Kabul to provide classes for a few privileged girls and women. A year later, two girls high schools were created and in 1947, a womens faculty of education was established. Further steps were taken when, in 1949, the first group of girls having the equivalent of a high school diploma began to teach in girls schools. By 1950 there were 368 primary, secondary and vocational schools, and one teacher training school with a national total of 95,300 students. The enrollment of children in primary education was 6% of the entire age group, 6 through 12 years, in an estimated population of 11 million people. (Samady 2001), In the 1950s efforts to expand education and improve its quality were initiated. In 1949, the Afghan government asked UNESCO to send a Mission to study its educational system. In 1954, USAID and Columbia University Teachers College focused efforts on the qualitative improvement of teacher education in Afghanistan. In 1955, the Institute of Education was created and later integrated into Kabul University. According to Wilbur (1962), in 1960 there were 175,600 pupils in 1,110 primary schools of whom 19,000 were girls. Among the 11,300 students enrolled in grades seven to nine, 2,500 (22%) were girls. Approximately 193,000 Afghan students were enrolled in schools in Afghanistan and abroad, a figure double that of a decade earlier in 1950. Nepotism, favoritism, and corruption were common complaints regarding the awarding of foreign scholarships (Wilbur, 1962, pp. 85-87). Soviet Assistance and Intervention By the early 1970s, about 90% of the Afghan armed forces were being trained by the Soviets. Thousands were trained in the Soviet Union as well as more thousands in Afghanistan. Russia also sent arms and military experts to Afghanistan. Afghan university graduates received fellowships for advanced study in the USSR and Warsaw Pact nations. From this aid and experience a growing elite of Afghans emerged with modern ideas as well as social and political sympathies in harmony with Communism. Slowly but surely the Sovietization of Afghanistan was occurring. Prime Minister Daoud enthusiastically encouraged Soviet engagement in Afghanistan, earning himself the nickname the Red Prince. At the time of Prime Minister Daouds reign in the 1970s, three boarding high schools were introduced in Kabul: Ibn Sina (later becoming Lycee), Khushal Khan Khattak Lycee, and Rahman Baba Lycee. Ibn Sina served as a teachers training institution equipping male rural students to return to their villages to become teachers. Khushal Khan Khattak Lycee and Rahman Baba Lycee enrolled students from the tribal areas as part of the attempt to integrate various tribes into the government. In the late 1970s Afghanistan had a functioning education system comprising over a million students including 20% girls in primary, secondary and higher education. Government expenditures on education came to constitute 40% of the national budget. In 1977, the education infrastructure could not support the educational demands. By 1978, there were more than one million students in primary and secondary schools and other educational institutions in Afghanistan. Of there, there were 152,750 girls (about 14%) and 5,070 female teachers in primary schools. In an attempt to reduce pressure on both the education system and the labor market, the government instituted the, Kankurexam (from the French word concours), the university entry test at the end of the 12th grade. The main purpose of the Kankur was to select potentially successful university students from the rest of the student population. This test became a controversial but established screening mechanism for reducing pressure on the overstrained university system. (Other spellings will be found for this exam including Concord, Konkor.) In 1978, the constitutional monarchy was abolished by a palace coup dà ©tat declaring former Prime Minister Mohammed Daoud as the countrys President of the first republican government. The Soviets immediately recognized the new government. Not only was the new constitution of the government styled after that of the Soviet Union but also changes in academia began to resemble the Soviet approach to education including introducing co-education, especially at the university level, but also in the lower schools. However, in April 1978, President Muhammad Daoud was overthrown in what is referred to as the Saur Revolution. Nur Muhammad Taraki, head of the Peoples Democratic Party of Afghanistan (PDPA) replaced Daoud as President. Taraki instituted even broader Marxist style reforms including a rural literacy campaign expanding educational opportunity to masses of uneducated farmers and women. He was not intimidated by the internal conflict between groups supporting traditional systems against the modernization movement. Taraki continued to offend those determined to maintain traditional customs. He pushed forward drastic social and economic measures, including land reform, womens rights and modern education. These ideological conflicts led within the year (in 1979) to his loss of power. Prime Minister Hafizullah Amin ousted him as president. Amin took firm steps to quell any opposition such as imprisoning and executing individuals and groups who were viewed as unsupportive. He did not hesitate to go after his own party members such as former President Taraki or his sympathizers. Opposition, however, and dissatisfaction were broiling up throughout the nation making the Soviets uneasy about the stability of the rapidly changing government. In December 1979 Soviet tanks rolled into Afghanistan. In 1980, President Amin was removed and Babrak Karmal, former 1960s parliamentarian, became the countrys fourth president. The educational system, over several decades, became increasingly influenced and funded by the USSR. After the Soviet invasion of 1979 this trend increased dramatically. Literacy courses and programs educating about health and technology were expanded throughout the country. Part of the reforms included the creation of a pedagogical research center. In 1981, the Central Institute for the Retraining of Teachers was established. In 1982, the Kabul Pedagogical Institute was founded. Further academic exchanges were established with Eastern Bloc countries. American and Western exchanges stopped. Amins presidency lasted six years. In 1986, Dr. Muhammad Najibullah, former head of the Afghan intelligence agency (the secret police), became the countrys fifth president. President Najibullah, a graduate of the school of medicine at Kabul University realizing the need for more higher education throughout the country, opened three new universities; Balkh (1986), Herat (1988), and Kandahar (1991). However, Najibullah, seen to be brutal and ruthless, alienated many Afghan groups including his own army, but in particular the Islamic conservative groups that became united as the party of the Taliban. Najibullah was forced out of office in 1992, taking refuge for four years in the UN compound. His own brutal execution at the hands of the Taliban in 1996 precipitated the Civil War that eventually led to the empowerment of the Taliban. Impact of Soviet Defeat, the Civil War and the Demise of Modern Education Before the civil war in the 1990s, the Afghan higher education system was largely intact and thriving. UNESCO estimated university enrollment in 1990 at more than 24,000, with women making up one third of the student body. Much of the destruction of Kabul in 1992-1994 was in the area around Kabul University; classes were seriously disrupted as virtually all faculties fled Kabul or were killed. During Taliban rule (1995-2001), the provision of higher education was limitedto men only, mainly at what remained of Kabul University, and concentrated on Islamic studies. In April 1992 the Afghan government transferred power to the Islamic Jihad Council (IJC) which was designated by the Peshawar Accords. Within days the various factions collided and Kabul was engulfed in civil warfare cascading throughout the country. To make matters worse, schools and universities, specifically Kabul University, became the stages for warfare and pillage. This had an immense impact on education. With no uniform curriculum, religious education was given priority over all other subjects. Equal education opportunities of boys and girls were ignored while religious schools for boys were encouraged. Due to fighting and the security situation the universities and schools were frequently closed. There was damage to buildings and insecurity, which affected school attendance as teachers, administrators, and students became displaced. Even laboratories, furniture, and the electric wiring from inside the walls of its classrooms were stolen. The rival factions targeted the libraries and thousands of volumes were either looted or burned; rare titles were smuggled and sold off for high prices in the antiquarian book markets outside the country. In an article entitled Raping the Libraries of Kabul details of how the various factions burnt or sold millions of hand written books on religion, history, poetry, and autobiographies of great scholars. From that million-volume collection only 20,000 books survived. (Hussain, 1998). By 1995, the Taliban defeated other fighting groups in the Civil War, and took over the government with pledges of peace and order. However, they introduced strict social policies based on their interpretation of proper practices in Islam. The Taliban completely closed down most government schools, especially those for girls. Only religious studies in religious schools (madrassas) were allowed for boys. Still, many Afghans educated their children, including their girls, illegally and secretly at home using pieces of the modern, already discarded, curriculum. In 1999 the enrolment in primary education was 811,500 with only 7% girls. The enrolments in secondary and higher education were limited and the universities were often closed and did not function effectively. Thousands of teachers and education administrators became victims of war, underwent intellectual apartheid, or left Afghanistan during the Soviet occupation, the Civil War, and especially after the Taliban came to power. The 9/11 Call to Action: The Chase for bin Laden, Defeat of the Taliban, and Western Occupation Then on 9/11/01 Osama bin Laden and his followers known as Al Qaeda planned and carried out a major attack on the United States. Bin Laden was a member of the Saudi ruling family. He had become radicalized against the West, particularly against the United State. He and his armed men used remote areas in Afghanistan (and Pakistan) for hide-away bases. The destruction of 9/11 resulted from carefully planned attacks using commercial airlines as suicide bombers, destroying both of the Twin Towers in New York City as well as a simultaneous attack on the Pentagon in Washington, D.C. A third part of the plan involved the use of another airliner for a third target in the Capitol, probably the White House, but the plane crashed as a result of passenger intervention. These attacks resulted in the deaths of more than 5,000 Americans in one brief morning. By October, 2001 the government of the United States retaliated, seeking revenge on bin Laden. Other sympathetic nations joined to make an allied force that stormed Afghanistan, taking the country from Taliban control. After the defeat of the Taliban in 2001 many Afghans who had fled as refugees during the years of conflict, returned to Afghanistan to help rebuild their country. As the school year started in March 2002, the capacity to supply education had been decimated in both quantity and quality. The situation of the country was described in this way by a joint report of international organizations: The Afghan education system has been undermined by 23 years of war, by widespread physical destruction, by restructuring under a communist regime, and by its use as a political and religious pawn by succeeding governments. The concept of secular education has been under constant attack for decades-first as a source of foreign ideas that led to the communist takeover and then by the Taliban who banned education for girls entirely, and promoted and expanded the system of religious schools at the expense of secular schools (AIA, 2002). The results of the US response, with international support especially from western governments, led to the defeat and withdrawal of the Taliban and the institution of a new western supported (and many believe controlled) interim government. A national Shura (representative convention) was held, a new Constitution for the Islamic Republic of Afghanistan was written, elections were scheduled, and commitments made for a decade of international funding and support in rebuilding the nation as a democratic, modern, technologically equipped participant in the global community. The challenges were overwhelming including rebuilding the entire governmental infrastructure, rebuilding roadways and creating new lines of transportation and communication, restoring and upgrading electrical power as well as water and sanitation systems, rebuilding or removing destroyed structures, establishing a banking system, and modernizing commerce including all types of products imported for human survival and comfort. The biggest challenge was that of re-building the totally destroyed education system from the bottom up and from the top down. The education system reformed by the Soviets to include the masses had never been fully operational. Educational opportunity was left largely to those who had access to urban areas where even girls were allowed to attend schools at the university in Kabul where co-educational classes had been the Soviet policy. However, by the end of the Civil War and certainly by the end of the Taliban rule, the universities had been destroyed and were barely functional when offering classes at all. As described earlier, faculty had fled or were dead, buildings were gutted and marauded. Campuses were denuded either by soldiers trying to eliminate hiding places for opposition forces, or by civilians seeking firewood. Furniture was stolen and broken up to use for home heating; equipment was looted; even the electrical wiring was stripped from buildings still standing and taken for sale in the black market. Libraries and laboratories were ghostly artifacts attesting to the destruction of symbols of learning. As the attempt to re-open universities began in 2002, the flow of citizens from the country began to reverse with many Afghans returning from refugee camps in Pakistan and Iran or from other countries in which they were exiled including the United States, Canada, Iran, Great Britain, Germany and other countries. Some of these returning were able to take positions of leadership in the new government headed by President Karzai in a democratic election, and some were capable of restoring the universities and the schools. Stories from students who began to study again at Kabul University tell of walking across human bones on the tall grasses of the university campus that had earlier been a site of warring groups. The next chapter, relating the efforts to rebuild a nation, provides the heart of the dissertation describing the responses to the enormous challenges to the recruitment, preparation, education, deployment of teachers in post-conflict education in Afghanistan. The specific initiatives, policies, programs and problems in building a national corps of professional teachers for Afghanistan in the face of enormous limitations of human capacity, financial resources, cultural and social value differences, are expanded upon in the following dissertation chapters. References AIA Afghanistan Interim Administration. (2002). Comprehensive Needs Assessment for the Education Sector in Afghanistan. Kabul: Afghanistan Interim Administration. Amin, Sakai. (2012). Modern Afghanistan: A History of Struggle and Survival. London: I.B. Taurus. Baize, Y. (2013). Education in Afghanistanà ¢Ã¢â€š ¬Ã‚ ¯: developments, Influences and Legacies since 1901. Florence, Kentucky: Routledge/Taylor and Francis. Dupree, L. (1973). Afghanistan. Princeton, N.J., Princeton University Press. Hussain, I. (1998). Raping the Libraries of Kabul. Diplomat Magazine.Vol. 8. #6. Ministry of Education. (1968). Education in Afghanistan during the Last Fifty Years I. Primary, Secondary. Kabul: MoE Planning Dept. Poullada, L. (1973). Reform and Rebellion in Afghanistan, 1919-1929; King Amanullahs Failure to Modernize a Tribal Society. Ithaca, NY: Cornell University Press. Rashid, A. (2008). Descent into chaos. New York: Viking. Rotberg, R. I. (ed.). (2007). Building a new Afghanistan. Washington, DC: The Brookings Institution Press, The World Peach Foundation. Rubin, RB. (2002). The Fragmentation of Afghanistan: State Formation and Collapse in the International System. New Haven: Yale University Press. Sadat, M. H. (2004). History of education in Afghanistan. Retrieved from http://reliefweb.int/report/afghanistan/history-education-afghanistan Samady, S. R. (2001). Education and Afghan Society in the 20th Century. UNESCO. Samady, S. R. (2013). Changing profile of education in Afghanistan. Sarvi, J. (2003). A New Start. Manila, Philippines: Asia Development Bank. Tomsen, P. (2011). The wars of Afghanistan: Messianic terrorism, tribal conflicts, and the failures of great powers. Public Affairs: Perseus Books Group. Wilbur, D., (1962). Afghanistan. New Haven: Yale University Press

Odysseus :: essays research papers

Odysseus is a hero of all times thanks to Homer who wrote his story in The Odyssey. Odysseus is a hero in his on time because of all his adventures and characteristics. Homer wrote about the Trojan War, in which Odysseus took part in, in the Iliad, and about Odysseus’ long journey home in, The Odyssey. There have been theories that suggest that Homer was illiterate and could not have possibly recited poems of these lengths by memory, and that they were put together much later on and added to. However, there is evidence that a city, possible Troy, existed and was destroyed. Also there was a kingdom of Ithica which allows for a king Odysseus. Even if the King did not go to the war there was still a chance that he might have existed. In the Odyssey, Homer used a narrative structure to tell his stories. The original texts were wrote on papyrus scrolls and it is theorized that these scrolls each told a chapter in Homers plays. The modern version of The Odyssey is a combination of all these scrolls that could have existed as separate stories about Odysseus’ travels, his encounters, and how he obtained his status as a hero. Ancient Greece has always been an interest of mine. In 6th grade a teacher that I had know for my whole schooling showed a movie every week. One week we watched â€Å"Jason and the Argonaughts†. Ever since then I could never get enough Greek mythology. In freshman year of high school we read the annotated text book version of The Odyssey. Lucky for me, I transferred English classes at the semester and I was able to read The Odyssey twice. And since then Odysseus has been a hero to me. The story starts in book 9, Odysseus telling his story to the King of Phaeaica. They sacked a city then sailed away when faced with opposing force. Next, they landed on the island of the lotus-eaters. After Odysseus pried his crew away from the lotus-eaters, they landed on the island of the Cyclops. Here is where Odysseus displays all his heroic qualities. Odysseus picked twelve of the best warriors from his crew to accompany him on the visit to the Cyclops, Polyphemus, and son of the god that shakes the Earth, Poseidon. Polyphemus takes Odysseus captive and proceeds to eat his warriors for meals. Odysseus dreams up an ingenious plan.

Haiti Earthquake

Haiti Earthquake is one of the significant events that happened in 2010. The 7. 0 magnitude earthquake strikes Haiti on 13th January 2010, Wednesday. It destroyed Haiti’s capital, Port-au-Prince and many other residences. This 5th deadliest earthquake in the world killed over 100,000 Haitians and left many homeless or seriously injured. The dead were even buried in mass graves. Humanitarian aid, rescue and medical teams from all over the world gave their utmost help to Haiti immediately. On 22nd January, the search for survivors was then finally called off. Haiti Earthquake is caused mainly by natural causes. Haiti Earthquake occurred along the boundary between the Caribbean and North American plates. Therefore, according to a geophysicist, the two plates moved past each other and generated huge release of energy, causing the Haiti Earthquake. Not only the natural causes, Haiti’s location and environment also contributed to the earthquake. Based on research, 60% of Haiti’s buildings were unsound and Haiti often faced recurrent disasters like cyclone. Haiti also faced political instability as it is one of the poorest country in the western hemisphere and do not have good communication systems, ports and building style for earthquake resistance. Social causes like the schools and hospitals being unresilient to the earthquake and unprepared also caused the serious damage of Haiti. The Haiti Earthquake created a huge impact on Haiti’s economy. Haiti’s government had to spend approximately $7. 2 billion to $13. 2 billion on the rebuild of infrastructure. The earthquake also disrupted Haiti’s trade as the roads and ports were destroyed or strewn with dead bodies. Buildings, including the president's palace and tax headquarters, were reduced to rubbles. Children were seen digging into the sea of corpses to look for their parents and the injured were pleading in vain for medical help. The worst thing was the main prison had collapsed, thus inmates escaped and brought greater danger to all Haitians. Countries from all over the world helped in giving aid to Haiti. For example, The UNISDR cooperated with Bill Clinton to build disaster risk reduction tools for Haiti. This helped to reduce the impact of future disasters that might happen to Haiti. Singapore’s government came up with US$50,000 for the Haitians. However, Singapore did not do much other than giving a mere amount of US$50,000. The government’s initial decision to send rescue teams to Haiti was also cancelled as they felt that it was too late and they could not make useful contributions. This made me felt disappointed s even Indonesia sent aid worth US$22 million and a team of volunteers to help out in Haiti. China was even among the first at the scene with sniffer dogs, medics and monitoring equipment. Not only that, teens from all over the world also helped out. Singapore students from Canberra Secondary School and Dunman High helped to raise funds for Haitians and gave to charity, Mercy Relief and also organized donation drives. City Harvest Church and CityCare organi sation even send two medical teams to Haiti. For every purchase made in shops like Espirit, a donation of US$1 was also given to Haiti. Famous Hollywood stars like Brad Pitt and Angelina Jolie even went to Haiti personally to care for the Haitians and donated US$1 million to Doctor Without Borders. Judging from above, I personally think that the best solution is the building of disaster-risk tools. This will lessen the impact caused by disasters in the long run. Other solutions are also important but they were only temporary solutions. However, I felt that most importantly was to educate the Haitians on natural disasters as Haiti is very vulnerable to it. By continuously giving help to them, it is not an absolute solution. Perhaps countries who have faced these problems before could teach them the precautions to be taken, ways to calm down and act quickly but steadily when faced with disasters. Based on research, the supposedly more destructive Chilean Earthquake suffered lesser casualties than the Haiti Earthquake as they were well-prepared. The care and concern shown by everyone in the world would make the Haitians feel warm. The medical help provided by the medical and rescue teams were what Haitians needed the most. With the donations of many countries, Haitians definitely regained hope on rebuilding their homeland back. Haiti Earthquake Hope for children of Haiti On January 12 2010 a devastating tragedy occurred in our world. The beautiful country of Haiti was struck by a 7. 0 magnitude earthquake that changed the country and the lives of people living in Haiti. This earthquake stuck Haiti before five pm and was centred about 10 miles south east of port – au – prince which is the capital city of Haiti. This earthquake is known as one of most powerful earthquakes of the century, that it was felt in eastern parts of Cuba. Prior to the earthquake, the people of Haiti are living eighty percent under the poverty line(Curler, 2010). In results of the earthquake in Haiti, Haiti has been left in poorer economic condition than before. Due to this natural disaster many innocent lives were taken away. The number of casualties kept increasing as the bodies of children were being discovered under the destroyed rumble. The death total at greater than 220 000 people after the earthquake(save the children federation, 2010). Prior to the earthquake Haiti already struggled with 15 of its children population already orphaned or abandoned. This earthquake has caused orphanages to overflow with children with lack of supplies and materials to care for them. They need clothing, food shelter and all the basics necessities to care for them. This tragedy was traumatizing to children because they are so innocent and have less understanding of what’s happened. Hundreds of thousands of children have been displaced which is likely to have increased their sense of anxiety and fear, especially as aftershocks continue and buildings, including schools, continue to collapse( save the children federation , 2010). Many lives have been saved, as well as many bodies recovered from the rubble. Although there were various doctors and rescue teams who flew to Port-au-Prince to aid the victims of the tragedy, aid did not reach those who were in dire need of it. The aftermath of the earthquake was not the only problem for the Haitians of Port-au -Prince. Port-au-Prince's main prison was destructed by the earthquake leaving almost 4, 000 inmates, who survived the earthquake, roaming the streets â€Å"Rescue commander for Dominican Republic, Delfin Antonio Rodriguez stated, Our biggest problem is security Yesterday they tried to hijack some of our trucks. Today we were barely able to work in some places because of that. There's looting and people with guns out there, because this country is very poor and people are desperate†(Rayner 2010). Rescuers had even been ordered to stop working when the night fell because of fear of being attacked. Children have been profoundly affected by the events they have witnessed and Seeing and feeling buildings collapse, familiar faces dead and piled up around what used to be a neighbourhood and never seeing loved ones again. Haiti may seem far away for many but they are us, our human race, in need. Please give generously to our cause. Resources Rayner, G (2010). Haiti earthquake, death toll may hit 200,000. Retrieved march 25, 2010, from http://www. telegraph. co. uk/news/worldnews/centralamericaandthecaribbean/haiti/7003057/Haiti-earthquake-death-toll-may-hit-200000. html Simon, M & Edvige ,J (2010). 7. 0 quake hits Haiti, serious loss of life. Retrieved March 25, 2010, from http://www. cnn. om/2010/WORLD/americas/01/12/haiti. earthquake/index. html Curly, R (2010). Information and Resources on the Port Au Prince, Haiti Earthquake . Retrieved March 25, 2010, from http://gocaribbean. about. com/od/haiti/qt/Haitiearthquakeoverview2. htm Save the children federation inc(2010). Haiti Earthquake Children in Emergency . Retrieved March 25, 2010, from http://www. savethechildren. org/emergencies/latin-america-caribbean/haiti/earthquake-10/haiti-earthquake-children-in-emergency. html

Research Process Essays

Research Process Essays Research Process Essay Research Process Essay Business Research Process Geno Jahrling RES/351 September 16, 2013 Dr. Edward Sarks Ballan Businesses research problems to identify issues that need repair, or improvement. Sometimes a problem is already identified and a company conducts research to make repairs; Unknown issues also can be identified through business research. The research process provides a summation of information gathered from descriptive reports, and explanations. With a deeper understanding, issues can be repaired or improved using data obtained during research (Cooper ; Schindler, 2011). Deep sea Dive -rratntng (DSDT) a usiness that prepares sstudents for entering the commercial dive industry. In recent years, enrollments declined despite the fact there is a steady demand for divers. The manager, and instructor staff conducted a business research project to identify causes, correct problems, and increase enrollments. The research team needed to identify why there was not a high number of applicants. It started by surveying sstudents, and potential applicants. The survey participants identified two major areas of concern. DSDT did not have an underwater welding program, and graduates from DSDT were not getting hired at the same rate as the competitors sstudents. DSDT compared its program to competitors, found the curriculum was ssimilar, and instruction was in accordance with the Occupational Safety and Health Administration (OSHA) regulations. The research team also inquired with recruiters for dive companies, and learned that DSDT graduates were not as marketable as the competitors. Recruiters stated the main concern was safety training did not measure up to competitors. DSDTs research team coincluded the school needed to implement a welding program, and improve curriculum to include ore areas of safety. The team researched what the competitors were doing to meet company expectations and found they simply indoctrinated them into the individual courses. A key discovery during the research was that competitors did not offer certifications for welding, nor did they offer certificates of completion for safety training. The team determined implementing certifications as part of the program was essential to gaining a competitive edge. Once a solution plan was identified by the research, costs associated with updating the dive training program were esearched. Cost evaluations showed a potential to break even between 18 to 36 months depending on quickly enrollments increased. Enrollments needed to increase from an average of 12 sstudents toa minimum of 20. The research team aetermlnea a DreaK even time-Trame Decause as people learned 0T tne plans, tnere was an immediate increase in potential applicants (Hide, 2013). DSDT identified a problem of declined enrollments. The company conducted a business research process to identify why the program was not attracting customers. A welding program desired by sstudents, nd graduates with more safety training desired by companies were the two causative issues discovered by the research. DSDT determined that it could offer the programs with certifications, which is beyond what competitors were offering.. Before completing the business research process, there was an immediate increase in interest as people heard what DSDT was doing with its program. References: Cooper, D. R. , ; Schindler, P. S. (2011). Business Research Methods (Eleventh ed. ). New York, New York: McGraw-Hill/lrwin. Retrieved September 2013 Hide, B. (2013, March). Manager. (G. Jahrling, Interviewer) San Diego, California.

Innovation Essay Example

Innovation Essay Example Innovation Essay Innovation Essay CREATIVITY REATIVITY Report produced for the EC funded project INNOREGIO: dissemination of innovation and knowledge management techniques by Dr Eleni Sefertzi J A N U A R Y 2 0 0 0 CREATIVITY 1 Contents 1 Description 1. 1 1. 2 1. 3 1. 4 1. 5 What is Creativity Objectives of Creativity Description /structure of the methodology /alternative solutions Expected results /benefits Characteristics of providers 2 Application 2. 1 2. 2 2. 3 2. 4 Where Creativity development has been applied Types of firms /organisations concerned Implementation cost Conditions for implementation Implementation Brainstorming Story boarding Lotus Blossom Checklists Morphological Analysis Mapping Process The Excursion Technique Computer-based creativity techniques Artificial Intelligence models of creativity Idea processors software Visualisation and graphical systems Spatial representation tools 4 Bibliographic references Annexes Table 1: Stimulus to extend perspective to approach a problem Table 2: Brainstormi ng Phases Table 3: Osborn’s Checklist Figure 1: Lotus Blossom sample INNOREGIO project Dr E. Sefertzi CREATIVITY 1 1. 1 DESCRIPTION What is Creativity There are many definitions of creativity. A number of them suggest that creativity is the generation of imaginative new ideas (Newell and Shaw 1972), involving a radical newness innovation or solution to a problem, and a radical reformulation of problems. Other definitions propose that a creative solution can simply integrate existing knowledge in a different way. A third set of definitions proposes that a creative solution, either new or recombined, must have value (Higgins 1999). A novel idea is not a creative idea unless it is valuable or it implies positive evaluation. Also, according to dt ogilvie (1998), imagination, which involves the generation of ideas not previously available as well as the generation of different ways of seeing events, is important to achieve creative actions. To combine this variety of definitions, we can say that creativity involves the generation of new ideas or the recombination of known elements into something new, providing valuable solutions to a problem. It also involves motivation and emotion. Creativity â€Å"is a fundamental feature of human intelligence in general. It is grounded in everyday capacities such as the association of ideas, reminding, perception, analogical thinking, searching a structured problem-space, and reflecting self-criticism. It involves not only a cognitive dimension (the generation of new ideas) but also motivation and emotion, and is closely linked to cultural context and personality factors. † (Boden 1998). According to Boden (1998), there are three main types of creativity, involving different ways of generating the novel ideas: a) The â€Å"combinational† creativity that involves new combinations of familiar ideas. b) The â€Å"exploratory† creativity that involves the generation of new ideas by the exploration of structured concepts. c) The â€Å"transformational† creativity that involves the transformation of some dimension of the structure, so that new structures can be generated. Creative thinking in a disciplined manner can play a real role in innovation. Creativity and innovation are normally complementary activities, since creativity generates the basis of innovation, which, in its development, raises difficulties that must be solved once again, with creativity†¦It is not possible to conceive innovation without creative ideas, as these are the starting point. † (European Commission 1998). Innovation results when creativity occurs within the right organisational culture. The right organisational culture is one that provides through creativity processes (creative techniques) the possibilities for the development of personal and group creativity skills. We can define creativity IMT as the establishment of skills by implementing creativity generation techniques. 1. 2 Objectives of Creativity Main objectives of a creative thinking process is to think beyond existing boundaries, to awake curiosity, to break away from rational, conventional ideas and formalised procedures, to rely on the imagination, the divergent, the random and to consider multiple solutions and alternatives (Candy 1997, Schlange and Juttner 1997). INNOREGIO project Dr E. Sefertzi CREATIVITY 3 The result of the creative thinking process is especially important for businesses. Managers and managerial decisions and actions, confronted with fast-changing and ambiguous environments in business, need to develop creative solutions and creative action-based strategies to solve problems, as they allow to increase understanding of problematic situations, to find multiple problems, to produce new combinations, to generate multiple solutions that are different from the past, to consider possible alternatives in various situations that could occur in the future and â€Å"to expand the opportunity horizon and competence base of firms† (dt ogilvie 1998). . 3 Description / structure of the methodology / alternative solutions Creativity is not an innate quality of only a few selected people. Creativity is present in everyone. It can be learned, practised and developed by the use of proven techniques which, enhancing and stimulating the creative abilities, ideas and creative results, help people to move out of their normal problem-solving mode, to enable them to co nsider a wide range of alternatives and to improve productivity and quality of work. Creativity is thus constructed as a learned ability that enables us to define new relationships between concepts or events, which seemed apparently unconnected before, and which results in a new entity of knowledge† (European Commission 1998). Knowledge and information are the basis for creativity. The scientific research is recently oriented towards the development of creativity as an educational process. Many studies show that creative abilities can be developed by the implementation of creativity techniques (see Mansfield, Busse and Krepelka 1978, Parnes and Brunelle 1967, Rose and Lin 1984, Taylor 1972). Concrete creativity supporting techniques, including also computer-based support tools (artificial intelligence models, computer software idea processors, information systems, etc. ), are developed to promote and generate creativity, to break fixed ideas, to stimulate imagination, as well as to define the conditions in which creativity takes place (the creative environment or climate). Using such techniques, a company aims to â€Å"incorporate the employees’ potential of creativity into the process of performance creation† (Bullinger 1999). There are numerous creative techniques, which are also classified in many ways (Higgins 1994). In general, a certain type of question or a certain area of application (such as marketing, product or service development, strategic and decision planning, design, quality management, etc. ) often calls for a certain type or a certain group of creativity techniques. The description of some well-known and basic techniques and their implementation procedure is presented in session 3. A classification for these techniques can be made between analytical techniques and intuitive techniques. Analytical techniques follow a linear pattern of thought or sequence of steps, such as the â€Å"5 Ws and H† technique (it asks the questions who, what, when, where, why, and how) and have better application for very specific, analytical questions (Higgins 1999). They stimulate different ways of organising known information and help approach problems from new angles (Miller 1987). Intuitive techniques are less structured techniques. They tend to skip steps in a sequence and tend to provide a whole answer all at once, such as the â€Å"wishful thinking† technique (based on ideal possibilities and solutions), and they are more appropriate for ill-defined questions (Higgins 1999). INNOREGIO project Dr E. Sefertzi CREATIVITY 4 Another classification can be made between techniques that are more appropriate to generate creativity in individuals, and techniques, which generate creativity in groups undertaken within work groups. Improving personal creativity for individuals involves enhancing the individual’s use of intuition and reducing mental blocks creativity, such as fear of failure. At the group level it requires team building and other efforts to enhance the use of group dynamics to achieve creativity and innovation† (Higgins 1996). However, this classification is not rigorous, since many group idea generation techniques can also be used by individuals. On the other hand, the individual and th e group are two main agents that always interact in the process of creativity in business and industrial innovation. Creativity is an attribute of the individual, though generally it can only be developed efficiently when it is tackled within a group of team. For this reason, most creative techniques are proposed and undertaken within the framework of specific work groups, within companies or other organisations† (European Commission 1998). A third classification might be between creative techniques that rely upon divergent thinking and techniques that rely upon convergent thinking. Divergent thinking is the generation and the free flow of ideas and it demands considerable discipline, which is aided by the introduction of rigorous techniques forcing divergence toward many alternatives. Convergent thinking, on the contrast, demands techniques of filtering and focus to identify the ideas that have a truly innovative value, to converge on an acceptable solution (Hall 1996). Divergent and convergent thinking are complementary phases of a procedure, since divergence helps forcing towards many alternatives and possible options before convergence on an appropriate solution. Fundamental concepts for all creative techniques are: The suspension of premature judgement and the lack of filtering of ideas. Use the intermediate impossible. Create analogies and metaphors, through symbols, etc. , by finding similarities between the situation, which we wish to understand and another situation, which we already understand. Build imaginative and ideal situations (invent the ideal vision). Find ways to make the ideal vision happen. Relate things or ideas which were previously unrelated. Generate multiple solutions to a problem. Main points to increase or encourage creativity in a company are: to be happy, to have fun keep channels of communication open trust, failure accepted contacts with external sources of information independence, initiatives taken support participatory decision-making and employees’ contribution experiment with new ideas 1. 4 Expected results / benefits Creativity, through the generation of ideas with value, is needed in order to solve concrete problems, ease the adaptation to change, optimise the performance of the organisation and best practice manufacturing, and change the attitude of the staff of the INNOREGIO project Dr E. Sefertzi CREATIVITY 5 organisation. Creative thought processes are also important at all stages in the RD process. Some expected results of the creativity process are: innovation through new product and process ideas continuous improvement of products or services productivity increase efficiency rapidity flexibility quality of products or services high performance 1. 5 Characteristics of providers The implementation of creative techniques within work groups, requires the assistance and advise of external consultants. One or two consultants, experts in creative techniques, is normally enough to undertake the implementation process in a company. His/hers job normally consists of presenting the different techniques and their application method, defining the problem to be studied for the participants, initiating and clarifying the rules of the technique, gathering the necessary data and information to approach the problem, stimulating the generation of ideas of participants, and evaluating the ideas before proceeding to put them in practice. Training of management staff by experts may also be very useful. Management staff must be trained to stimulate creativity in employees, to provide motivation, to facilitate a creative climate and to encourage the use of creative techniques. Managers can also be trained to implement creative techniques by themselves. 2 APPLICATION Creativity processes are used regularly by many private and public sector organisations of all sorts in manufacturing, services, banking, or construction companies. Big firms such as Xerox, ATT, Frito-Lay, as well as car manufacturing firms, software development firms, railroad pharmaceutical firms etc. , use creativity techniques to increase efficiency and quality, especially in their research, strategic planning and marketing departments. Small firms and innovative RD organisations, such as biotechnology companies (Arlington 1997), are also becoming to implement creative techniques in order to solve problems and to improve the use of skills, techniques and processes. Creativity techniques may be applied in almost any functional area of the company: strategic planning, corporate business strategy, product development, improvement of services, functional strategy, finance, human resources, marketing, management of collection of information, product design, software design, quality management, etc. 2. 1 Where Creativity development has been applied INNOREGIO project Dr E. Sefertzi CREATIVITY 6 Nearly all innovation management techniques that can be applied in companies (BPR, benchmarking, TQM, MRP II, employee involvement, marketing of innovation, etc. require also the implementation of creativity techniques. For example, in the Innovation Programme of DG XII of European Commission, besides other innovation management techniques, creativity techniques have been applied in the following IMT projects (see European Commission 1998): -INVENT (Pro. 006) Implementation of a Method for Targeted Economic-Oriented Research in SME Invention Management. IMPA CQT (Pro. 008) PARTNERS (Pro 010) Promotion of Innovation Management Techniques in the field of Sub-Contracting. IDEAS (PRO 017 Integrated Product Development Expertise Applied to SMEs. PRIISME (Pro 029) Promoting of IMTs in ISRAELI SMEs. Programme to Create New Activities in SMEs (Pro 045). MARKPRO (Pro 050) Implementation of Market Oriented Product Innovation in Danish SMEs 2. 2 Types of firms / organisations concerned Creativity techniques can be implemented by all firms and public organisations that confront with problem solving and focus on innovation in processes, products or services. In case where the implementation of creative techniques is focused on the support of personal creativity, such as to support individual designers work for new product development, or to support individual scientists work in the laboratory, very small firms or a person can implement creative techniques for individuals. In case where the company focus is to increase group creativity and to create environments where a collaborating team work creatively together, the firm must have at least 20 employees, including 3 members as management staff. 2. 3 Implementation cost The application of creativity techniques is a continuum process. Sessions of creativity within work groups normally take place at company facilities during normal hours and working conditions. The implementation of a creative technique includes the following costs: The fee of an external consultant for 4-7 days work for undertaking a session of creativity (preparation, application, evaluation). The cost of software packages developed for personal computers or workstations (if necessary). Hardware and equipment must permit to deal with network communications. Training cost (2-4 days) (if necessary). Cost: from 3000 to 7000 Euro. 2. 4 Conditions for implementation Concerning the implementation of creative techniques, some of them are easy to apply, while others need some infrastructure, experts, work teams, training, collection of INNOREGIO project Dr E. Sefertzi CREATIVITY 7 information, resources, etc. In this case, the assistance of an external consultant is required. Besides the support of external consultants, the company itself must encourage creative environment. This implies the participation of all workers in the concerns of the company, and an open and flexible attitude on the part of management. According to Higgins (1999) factors to encouraging the creative work climate are: A secure environment with minimal administrative interference. An organisational culture that makes it attractive and easy for people to discover and solve problems. Rewards for employee performance and enhancement of intrinsic motivation. Managerial willingness to take risks for creativity and innovation, as well as an open and flexible attitude on the part of management. Providing people with formal and informal training to enhance creativity. Important conditions for implementation of creative techniques within work groups in a company are also the existence of well-trained human resources, a clear strategic definition of the company and to focus on the core competencies of the company (European Commission 1998). For solving complex problems requiring input by many areas, i. e. marketing, engineering, design, the company would preferably be one employing multidisciplinary teams. 3 IMPLEMENTATION PROCEDURE As mentioned before, there is numerous creativity supporting techniques. The description, in an illustrative manner, of some well-known creative techniques for problem solving will be presented here. See also Annex, Table 1, the use of some stimulus that can extend perspectives to approach a problem. Brainstorming This is one of the best known and most used in the business world group based creativity process for problem solving. It is a method of getting a large number of ideas from a group of people in a short time. It can be used for generating a large number of ideas or solutions for well-defined strategic or operational problems, such as for engineering design processes. It forms also a basic framework or constitutes the initial phase for the implementation of many other groups based on creative techniques. Brainstorming sessions take place in a group of 6-10 people. The presence of a leader is necessary to stimulate the generation of ideas, as well as a preparation phase to gather the necessary data and information to approach the problem. A recorder writes the problem statement and the idea generated by the group on a white board. Several guidelines for brainstorming are available, such as suspend judgement, free wheel, quantity, and crossfertilise. The whole process takes normally one hour and can be conducted through several stages. The session begins with stating the problem and calling for solutions by the leader. The following stages can be: restate the problem in the form of â€Å"How to†¦Ã¢â‚¬ , select a basic restatement and write it down as â€Å"In how many ways can we†¦Ã¢â‚¬ , warm-up session, brainstorming, and identify wildest idea. An evaluation method is additionally used for to identify the ideas that have a value for implementation. The four basic rules of brainstorming are: a) no criticism and no prior judgement of any idea, b) all ideas, INNOREGIO project Dr E. Sefertzi CREATIVITY 8 even the absurd, are welcome, c) quantity has value, the more ideas the better, if a large quantity of ideas is generated, then the idea pool very likely would contain high-quality ideas, d) sharing and combining ideas, and constructing ideas based on those developed by other members of the group for producing new ideas. See: Osborne (1963), Rawlinson (1981), Chen (1998), Higgins (1996), European Commission (1998). See also Annex, Table 2: Brainstorming phases. A special type of brainstorming tool is PMI in which the participants are directed to brainstorm the Plus points, then the Minus points and finally the Interesting points (De Bono 1992, 1993). Related to brainstorming, which is characterised by verbal communication, is also the hand-written communication as a brain-writing technique. The process is that ideas generated by individuals are written down on a piece of paper, and then exchanged and combined with those of the other individuals in the group. Written ideas are circulated and read by the other participants in the group each of whom, in turn, write down new ideas. A variation of this hand-written communication is the 6-3-5 method in which each of the 6 participants in the group generates and writes 3 ideas related to the problem on a piece of paper in 5 minutes. After 5 minutes, each participant passes the piece of paper to the person on the right, who reads it and adds 3 new ideas in 5 minutes. The process continues until each participant gets the original piece of paper back (European Commission 1998). Electronic brainstorming is also a hand-written communication technique, which employ computerised programs to achieve brainstorming. Story boarding It is a creativity technique for strategic and scenario planning based on brainstorming and used mainly by groups. It requires a leader, a secretary and takes place in a group of 8-12 people. The leader arranges the ideas generated by brainstorming in a logical order on a white board creating a story. This technique allows identify the interconnections of ideas and how all the pieces fit together. It can be used to identify issues, problems, solve a complex problem and determine ways to implement solutions. The story boarding process includes four phases: a) planning, b) ideas, c) organisation and d) communication. Each phase includes a creative session (it takes 45 minutes) and a critical session, in which participants critique their story board. The planning phase begins with the problem definition or the issue being examined the topic header. Purpose header, a miscellaneous column and other, normally 1012, headers (column titles) are laced and brainstormed in order to give Ideas and then items, which are listed under the headers (the purpose header is listed first). The second phase the ideas board, is to take one column from the planning board, which becomes the topic header and the items of that column become headers of new ideas. In the third phase the organisation board, participants identify who is responsible for implementing chosen solutions, what has to happen, and when. In the last phase the communication board, participants identify who must communicate with for all of the events identified in the organisation board to take place. Through the process, visual graphics to summarise or present relevant points are presented by the leader. These might be strategic models, places or things (Higgins 1996). INNOREGIO project Dr E. Sefertzi CREATIVITY 9 Lotus Blossom This technique can also be used in scenario planning and is very useful for forecasting strategic scenarios. It is designed for groups and is used to provide a more in-depth look at various solutions to problems. It begins with a central core idea surrounded by eight empty boxes or circles. Using brainstorming, eight additional ideas (solutions or issues) are written in these boxes. In the next step, each of these eight ideas becomes the core of another set of eight surrounding empty boxes, which are filled in by new ideas using brainstorming. The process continues until a satisfactory solution or a sufficient number of ideas have emerged (Higgins 1996). See Annex, Figure 1: Lotus blossom sample. Checklists This creative technique is used mainly for product improvement or modification. It involves applying a series of words, verbs, adjectives or phrases contained in checklists or tables to an existing product or service or its attributes. Osborn’s Checklist is the best known and includes the verbs: put to other uses, adapt, modify, magnify, minify, substitute, rearrange, reverse and combine. Each verb contains also an expanded definition in the form of questions. For example, the description of the verb substitute is: Who else instead? What else instead? Other ingredient? Other material? Other process? Other power? Other place? Other approach? Other tone of voice? (Osborn 1963). The method is to apply each of the verbs and its expanded description to a product or service. See Annex:, Table 3: Osborn’s checklist). Another checklist technique is Van Gundy’s PICL (product improvement checklist). Used in the same way as Osborn’s list, gives many options containing 792 words, both standard and unique, that can be applied to existing products or services, and 102 stimulation questions (Van Gundy 1988, 1993). Morphological Analysis This method is another product improvement technique, permitting the in-depth analysis of products or processes. It involves applying a set of words to an item another set of words. Normally, one set of words is verbs and the other set are attributes of the product. Another way is that one set of words would be components of the product (breaking the product down into its parts) and the other set of words would be alternative solutions. The method is to combine each word of one set with each word of the other set. These two sets of words result in a two-dimensional matrix. A three dimensional matrix can be created by adding a third list of factors. The difficulty of this technique is the large number of ideas deriving of the multiple combinations that can be made (Higgins 1996, European Commission 1998). Mapping Process The use of maps is particularly useful in strategic management thinking in organisations, helping to organise discontinuities, contradictions or differences, and bring pattern, order and sense to a confusing situation, acting as a spatial representation of a perspective. There are many forms of mapping, including computer-based tools to support mapping: Mind Mapping It is an individual brainstorming mapping technique designed by Tony Buzan. It begins with a central focal point, a problem, an object, a name or issue, written in INNOREGIO project Dr E. Sefertzi CREATIVITY 10 the centre of a piece of paper with a circle around it. Each major facet of the problem or the solution to the problem originating from the central idea is then brainstorming in order to generate new ideas. Each of those ideas are then written on lines drowned outward from the circle. The next step is to brainstorm those ideas in order to identify issues related to the problem, or solutions that are written on smaller lines that are drowned on the prime lines forming a branch. Additional perspectives such as implementation factors or further definition of the solutions could go on those lines. One branch may also be chosen in order to develop a whole new mind map based on that branch. When a mind map is completed, its possible interrelations and possible multiple appearances of issues, and its overall meaning in the context of the problem must be examined (Buzan 1983). Mapping for generate collective creativity The use of maps to support collective creativity is a more complicate process. It is necessary to introduce appropriate maps into a suitable type of organisation that would preferably be one employing multidisciplinary teams. It is also important that the participants find the maps useful for organising and planning their work. The mapping process usually involves three phases: 1st phase starts with a brainstorming exercise in order to initiate a discussion around the problem or the product. Normally, the participants are asked to mention all aspects they regard as relevant to the problem to be dealt with. During this process a large number of visual references are used to elicit the perspectives of the members with regard to the potential new concept. It is emphasised to the participants that the maps are intended to enrich the conversation, and should not be perceived as representations of the concept itself, but more as the semantic terrain or space, which covers all potential strategies. The knowledge elicited is discussed, and in about 2 hours is organised and structured by the participants into a map that intuitively understand. This map is the initial cognitive map, which describes all the problematic areas in brief outlines. In the 2nd phase of the process, which serves to expose the individual participants’ perspective both to themselves and to the other members of the group, the participants discuss the values that they associate with a very large range of objects and images. A number of these images are then selected that are considered to metaphorically represent potential aspects of the product strategy. In the 3rd phase, these images and appropriate annotations are arranged in a twodimensional space, positioning the images depending upon how the values of these objects relate to one another. In doing this, the group is mapping out a terrain constituted by the differences between the images, expressing the range of different product strategies open to the group (Fentem, Dumas McDonnell 1998). For creating maps, many software applications are available (see further down in computer-based creativity techniques). The Excursion Technique Is a very useful technique for forcing a group to have new thought patterns to formulate strategies. The process involves five steps (see Higgins 1996): In the 1st step the excursion the consultant asks participants to take an imaginary excursion to a physical location (a museum, a jungle, a city, another planet, etc. ), which INNOREGIO project Dr E. Sefertzi CREATIVITY 11 has nothing to do with the real problem. After the excursion each participant writes down 8-10 images, which he/she saw during the journey (things, people, places or items) in the 1st of 3 columns. In the 2nd step, the consultant asks participants to draw analogies or express relationships between what they saw on the excursion and the problem as defined, and to write them in the column 2 next to each of the items identified in the first column. In the 3rd step, participants are asked to determine what solutions to their problems are suggested by the analogies or the relationships in column 2, and write them in column 3 beside the items and analogies identified in the other columns. In the 4th step, participants share their xperiences from the excursion: what they saw, their analogies and their solutions. In the 5th step, as with brainstorming, participants may discuss on each other’s ideas. Eventually the leader helps the group come to a common solution or a set of solutions to the problem. Computer-based creativity techniques Computer-based supporting techniques to stimulate the human creative process have an immediate and pragmatic aim, which is the implementation of computational models (computer software) for generate and organise ideas for creative work. They are used more frequently in research planning, product design, knowledge acquisition, decisionmaking, motivation, etc. We can distinguish groups of computerised creativity techniques, such as AI models, Idea Processors systems and visualisation and graphical systems. AI (artificial intelligence) models of creativity AI deals with solving non-quantified, unstructured problems. Its task is about knowledge representation and reasoning and to built intelligent, rational, and autonomous agents. Current AI models of creativity involve different types and appropriate techniques of supporting the generation of new ideas. According to Margaret Boden (1998), in respect to the three types of creativity, there are also three main types of computer models that involve: a) The stimulation of the combination of ideas, mainly by using analogies in the sense that associated ideas shares some inherent conceptual structure. b) The exploration of structured concepts, so that novel and unexpected ideas result. It requires considerable domain-expertise and analytical power to define the conceptual space and to specify procedures that enable its potential to be explored. ) The transformation of a problem, so that new structures can be generated which could not have arisen before. New solutions to a problem can be created with transforming a problem into a new problem, solve the new problem and then adapting the solution back to the original problem. AI employs symbolic approaches for creative problem solving and includes stimulus such as heuristics, search, weak methods, knowledge representation and reasoning to fa cilitate problem structuring and idea generation. The focus of AI creativity techniques in the form of computerised programs, is to help users to take a fresh look at roblems by guiding what may be a user’s otherwise undisciplined intuition through a series of INNOREGIO project Dr E. Sefertzi CREATIVITY 12 problem-solving exercises, and to think in non-linear et non-logical ways. The main advantage of computerised, guided problem solving is that the programs prompt a user for ideas in a thorough manner. Recent programs of AI include also knowledge-based approaches, using large-scale databases and narrative systems (Chen 1998). AI researches have also developed efficient search algorithms for problem solving. Some AI programs of creativity are: The Copycat program that looks for analogies between alphabetic letter-strings (Hofstadter, FARG 1995, Mitchell 1993). The EURISKO program a transformational system with also an exploratory process that can be applied to a wide range of domains. The AARON program for exploring line drawing in particular styles and colouring (McCorduck 1991). The BACON program of exploratory AI-creativity designed to model scientific discovery (Langley, Simon, Bradshaw and Zytkow 1987). Idea Processors software Idea processors have a close relationship with artificial intelligence and use many artificial intelligence techniques. Idea processors are normally software packages developed for personal computers or workstations. They are used for idea generation and organisation in some specific stages of problem solving acting as knowledge-support systems (Chen 1998). In order to assist the human thinking, idea processors usually perform extensive search in large databases, knowledge bases, or text bases. For many idea processors the electronic brainstorming is the most important technique to generate ideas. The use of computer programs helps to de-structure and then to restructure thinking in a different way. The Idea Generator Plus program provide seven components to the user, that permit to go through a step-by-step problem analysis and solution finding process: examine similar situations, examine metaphors, examine other perspectives, focus on goals, reverse the goals, focus on the people involved, and make the most of the ideas (Nirenberg 1985). In another program, the IdeaFisher, using hypertext databases from Fisher Idea Systems Inc. , all entries in the database are cross-referenced by concept and association. It uses a giant cross-referenced text base of words and phrases representing concepts and images enhanced by a series of questions (see also spatial hypertext systems). The program also allows to generate new ideas based on combination of words by creating a list of people, animals, verbs, adjectives and phrases that are associated with the combination of two words that a user choose. Some other programs related to an idea processor are: The Ideatree system with an exploratory focus, linking laterally or hierarchically concepts that exist into the idea-boxes of the program. The Emergent Media Environment (EME), an interactive computer system that integrates facilities for supporting the generation, collection, organisation and presentation of ideas and advises about the divergence and convergence of the ideas. The GENI (GENerating Ideas) experimental system incorporates a variety of techniques to assist in making different types of connections: internal connections (between elements of the focal problem itself) and external connections (between the focal problem and external factors). INNOREGIO project Dr E. Sefertzi CREATIVITY 13 There are also many idea processors programmes available on the Internet (most of them are commercial products) including the following: http:/ideaprocessor. citi. doc. ca http:/www. maxthink. com http:/www. ozemail. com. au http:/www. inspiration. com http:/www. signet. com. sg/axon2000 Visualisation and graphical systems Computer support methods, such as visualisation of data and graphical techniques for marking up visual phenomena and expressing knowledge about data in rule form, are also available. Visualisation of data and graphical techniques are very important to support creativity. They involve working with visual data such as images, drawings, sketches, diagrams, charts, graphs, graphical objects, that are specific to the domain, and they take the form of expressing ideas and concepts through sketching, annotation and examining multiple or alternative views of the same data, all of which varies according to the domain of interest. There are many such systems giving various opportunities to the users. A visualisation system, the Inspiration (from Inspiration Inc. ) provides a blank canvas in which the user can quickly record and arrange ideas as they occur and allows a visual approach to organising thoughts. The system can also change the relationship between ideas and connect related ideas by dragging kinks between them to create a graphical map of the users thinking. Another visualisation system is Axon 200 used for creating complex flowcharts or concept diagrams and describes how different factors or events influence each other. It uses checklists and visual attributes such as colour, shape, size, scale position, depth, link and icon. It also creates relationship diagrams, which allow the user to represent multiple relationships between various visual objects on the screen (Chen 1998). Visualisation systems are also very important in design such as the Speech Knowledge Interface (SKI) system that support rapid graphical interaction with visual images, the Vehicle Packager Knowledge Support System (VPKSS) that aids designers at the conceptual stage of the design process (Candy 1997). Spatial representation tools In relation with visualisation systems, there are also computer-based tools, such as computer-based information and communication systems, for supporting representations and creating cognitive maps in two-dimensional spaces. Some representations use a specific notation, others use spatial proximity to indicate the relationship between objects (usually words relating to concepts) in the spaces, and others, used in marketing and design departments called â€Å"mood boards†, use collections of images as metaphors that reflect the quality aspects of the product strategy (Fentem, Dumas and Mcdonnell 1998). Kelly Repertory Grid technique is a knowledge elicitation tool used in the marketing, management and expert systems development. It analyses data using principal components analysis (PCA) software and produces a map by plotting the INNOREGIO project Dr E. Sefertzi CREATIVITY 14 first two components. The map produces a spatial positioning of text with respect to dimensions that are significant or correspond to the personal constructs that the participant member uses to categorise and evaluate the world (Kelly 1955). An Internet version of this tool is Webgrid. Available at cpsc. ucalgary. ca/ Spatial Information Systems These systems have been designed to support creativity by mapping objects (concepts, text objects, design requirements and parameters) into two-dimensional spaces, using various combinations of ‘knowledge processing’ and multivariate statistical analysis techniques. Users can also select an area of this space and to create a new space by reprocessing using principal components analysis (PCA) only the data associated with the objects lying within this subspace (Fentem, Dumas and Mcdonnell 1998). For example, one of these systems searches research papers for the frequency of certain keywords and uses a type of PCA to analyse the results of this search and represent these keywords and the papers within a common twodimensional space (Sugimoto, Hori, Ohsuga 1996). Another system named En Passant 2 stores researcher’s notes and triggers to recall and to reconsider. The users can browse their notes and view relations among them interactively (Aihara, Hori 1998). Spatial hypertext systems These systems have been designed for the â€Å"exploration of alternative structures for content, and applications in which the domain structure is not well understood at the outset, or changes during the course of a task†. In spatial hypertext, the links between nodes are conveyed implicitly by arranging the nodes in the space. â€Å"Nodes appear in different contexts through multiple spatial references to the same underling content† (Marshall and Shipman 1995). The users are presented with a window that acts as a work- space in which they organise their material. The nodes arranged in the space represent links to familiar objects such as documents, images, comments, and links to WWW hypertext pages, plus more unique structures known as ‘composites’ and ‘collections’. Marshall and Shipman’s VIKI spatial hypertext system, for example, was designed to support new product development, helping teams to make sense of the many diverse kinds of business-related material relevant to the new product, by assisting them in arranging it spatially. 4 BIBLIOGRAPHIC REFERENCES (1) Aihara, K. , Hori, K. (1998), â€Å"Enhancing creativity through reorganising mental space concealed in a research notes stack†, Knowledge-Based Systems, No. 11, pp. 469-478. Arlington, S. (1997), â€Å"Accelerating drug discovery: creating the right environment†, Drug Discovery Today, Vol. 2, No. 12, pp. 547-553. Boden, M. A. (1998), â€Å"Creativity and artificial intelligence†, Artificial Intelligence, No. 103, pp. 347-356. Bullinger, H. J. (1999), â€Å"Turbulent times require creative thinking: new European concepts in production management†, Int. J. Production Economics, No. 0-81, pp. 9-27. Buzan, T. (1983) Use Both Sides of Your Brain, Dutton, New York. (2) (3) (4) (5) INNOREGIO project Dr E. Sefertzi CREATIVITY 15 (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) Candy, L. (1997), â€Å"Computers and creativity support: knowledge, visualisation and collaboration†, Knowledge-Based Systems, No. 10, pp. 3-13. Chen, Z. ( 1998), â€Å"Toward a better understanding of idea processors†, Information and Software Technology, No. 40, pp. 541-553. De Bono, E. (1992), Serious Creativity, Harper Collins, London. De Bono, E. (1993), De Bono’s Thinking Course, Facts and on File, New York. t ogilvie (1998), â€Å"Creative action as a dynamic strategy: using imagination to improve strategic solutions in unstable environments†, Journal of Business Research, No. 41, pp. 49-56. European Commission (1998), Innovation Management Techniques in Operation, European Commission, Luxembourg. Fentem, A. C. , Dumas, A. , McDonnell, J. (1998), Knowledge-Based Systems, No. 11, pp. 417-428. Hall, D. J. (1996), â€Å"The role of creativity within best practice manufacturing†, Technovation, Vol. 16, No. 3, pp. 115-121. Higgins, J. M. (1996), â€Å"Innovate or evaporate: creative techniques for strategists†, Long Range Planning, Vol. 9, No. 3, pp. 370-380. Higgins, J. M. (1994), 101 Creative Prob lem Solving Techniques: the Handbook of New Ideas for Business, The New Management Publishing Company, Florida. (16) Higgins, L. F. (1999), â€Å"Applying principles of creativity management to marketing research efforts in high-technology markets†, Industrial Marketing Management, No. 28, pp. 305-317. (17) Hofstadter, D. R. , FARG (1995), Fluid Concepts and Creative Analogies: Computer Models of the Fundamental Mechanisms of Thought, Basic Books, New York. (18) Kelly, G. A. (1955), The Psychology of Personal Constructs, Norton. (19) Langley, P. , Simon, H. A. , Bradshaw, G. L. and Zytkow, J. M. (1987), Scientific Discovery: Computational Explorations of the Creative Process, MIT Press, Cambridge, MA. (20) McCorduck, P. (1991), Aaron’s Code, W. H. Freeman, San Francisco, CA. (21) Mansfield, R. S. , Busse, T. V. and Krepelka, E. G. (1978), â€Å"The effectiveness of creative training† Review of Educational Research, Vol. 48, No 4, pp. 517-536. (22) Marshall, C. C. , Shipman, F. M. (1995), â€Å"Spatial hypertext: designing for change†, Communication of the ACM, Vol. 38, No. 8, pp. 88-97. (23) Miller, W. (1986), The Creative Edge, Addison-Wesley, Reading, MA. (24) Mitchell, M. 1993), Analogy-Making as Perception, MIT Press, Cambridge, MA. (25) Newell, A. and Shaw, J. C. (1972), â€Å"The process of creative thinking†, in A. Newell and H. A. Simon (eds), Human Problem Solving, Prentice Hall, Englewood Cliffs, NJ, pp. 144-174. (26) Nirenberg, G. (1985), The Idea Generator, Experience in Software, Berkeley, CA. (2 7) Osborne, A. F. (1963), Applied Imagination: Principles and Procedures of Creative Thinking, 3rd ed. , Scribner, New York. (28) Parnes, S. J. and Brunelle, E. A. (1967), â€Å"The literature of creativity†, Journal of Creative Behavior, Vol. 1, No 1, pp. 52-104. (29) Rose, L. H. and Lin, H. T. 1984), â€Å"A meta-analysis of long-term creativity training programs†, Journal of Creative Behavior, Vol. 18, No 1, pp. 11-22. (30) Rawlinson, J. G. (1981) Creative Thinking and Brainstorming, Gower, UK. (31) Schlange, L. E. , and Juttner, U. (1997), â€Å"Helping managers to identify the key strategic issues†, Long Range Planning, Vol. 30, No. 5, pp. 777-786. INNOREGIO project Dr E. Sefertzi CREATIVITY 16 (32) Sugimoto, M. , Hori, K. , Ohsuga, S. (1996) â€Å"A system to visualise different viewpoints for supporting researches’ creativity†, Knowledge-Based Systems, No. 9, pp. 369-376. (33) Taylor, C. W. (1972), â€Å"Can organisations be creative, too? , in C. W. Taylor (ed. ), Climates for Creativity, Pergamon Press, New York, pp. 1-15. (34) Van Gundy, Jr. A. B. (1988), â€Å"Product improvement check list†, New Product Development Newsletter, New Jersay. (35) Van Gundy, A. B. Jr. (1993), Techniques of Structured Problem Solving, Chapman Hall, London. INNOREGIO project Dr E. Sefertzi CREATIVITY 17 Annexes Table 1: Stimulus to extend perspectives to approach a problem List the elements that would bring on success. List the elements that we visualise as failure. Visualise success seen from the viewpoint of fifty years from now. Visualise success seen from the perspective of one hundred years ago. Look for impossible and desirable ideas. Create analogies with other things that have been successful. Imagine and write down ideas that are wild, illegal, crazy, etc. Insert the problem from its present scenario to a totally different scenario. Return from the fantasy scenario to the present scenario and try to associate the ideas generated in the fantasy scenario, with ideas that might apply to the real problem. Imagine what people we admire would say. Search for pairs of ideas that are apparently unconnected and that can be associated by a third. Imagine that everything exists and all we have to do is find it. Change the level on which the problem is approached. Source: European Commission, Innovation Management Techniques in Operation, European Commission, DG XIII, Luxembourg, 1998. Table 2: Brainstorming Phases Phase Orientation Preparation Warm-up Production of ideas Application Define the problem to be studied for the participants, clarify the rules of the game. Gather data and information necessary to approach the problem in an efficient manner. Carry -out the exercise: redefine a problem different from the one to be studied, experiment with it for a few minutes. Generate the maximum of ideas without prior judgement always ask â€Å"what else† quantity of ideas is quality no limits no criticise modify other’s ideas to produce new ones. Let the subconscious work. Gather the ideas generated analyse them work with logical thinking. Evaluate the ideas gathered and analysed develop and combine them before proceeding to put them in practice. Incubation Syntheses Evaluation Source: European Commission, Innovation Management Techniques in Operation, European Commission, DG XIII, Luxembourg, 1998. INNOREGIO project Dr E. Sefertzi CREATIVITY 18 Table 3: Osborn’s Checklist Question Put to other uses? Adapt? Description New ways to use as is? Other uses if modified? What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy? Whom could I emulate? New twist? Change meaning, colour, motion, sound, odour, form, shape? Other changes? What to add? More time? Greater frequency? Stronger? Higher? Longer? Thicker? Extra value? Plus ingredient? Duplicate? Multiply? Exaggerate? What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Split up? Understate? Who else instead? What else instead? Other ingredient? Other Material? Other process? Other power? Other place? Other approach? Other tone of voice? Interchange components? Other pattern? Other layout? Other sequence? Transpose cause and effect? Change pace? Change schedule? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside down? Reverse role? Change shoes? Turn tables? Turn other cheek? How about a blend, an alloy, an assortment, an ensemble? Combine units? Combine purposes? Combine appeals? Combine ideas? Modify? Magnify? Minify? Substitute? Rearrange? Reverse? Combine? Source: J. M. Higgins, â€Å"Innovate or evaporate: creative techniques for strategists†, Long Range Planning, Vol. 9, No 3, pp. 370-380, 1996 (reprinted from Alex Osborn, Applied Imagination, Charles Scribner’s Sons, Inc. , New York). Figure 1: Lotus blossom sample INNOREGIO project Dr E. Sefertzi CREATIVITY 19 1 by packaging 4 smaller / bigger 6 other material 2 by design A product differenti ation 7 change color 3 other uses 5 plus ingredient 8 change meaning A product differentiati on D lower cost F supply flexibility B product quality core idea: increase product consumption G product credibility C customer needs E service quality H competitors product strategies B C D E F G H INNOREGIO project Dr E. Sefertzi