Bibliografias temáticas / Centre for Creativity

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Literatura científica selecionada sobre o tema "Centre for Creativity"

Autor: Grafiati

Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "Centre for Creativity"

M. Zaqin. "MENGEMBANGKAN INTELIGENSI DAN KREATIVITAS ANAK USIA DINI". Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam 9, n.º 1 (18 de novembro de 2019): 39–57. http://dx.doi.org/10.51675/jt.v9i1.31.

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There are two reasons why intellegence and creativity of pre school children need to be developed? First of all, it is related to the development and the growth of children. Secondly, it is related to the demand of society development. Learning has important role in developing intellegence and creativity of pre school children. Learning which is considered able to develop intellegence and creativity and to develop children’s right and left brain is the learning suitable to the principle of pre school children education. Centre is one of the ways to manage class whose teaching-learning process consists of related and integrated centres based on fully and appropriately need of children. Centre can be developed by institution in accordance with the competence of educators, staffs of education and the facilities. In general, there are at least four centres Pre school (PAUD) institutions must develop. They are; Balok centre, role play (main peran) centre, natural things (bahan alam) centre and preparation centre.

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Berthelsen, Chris. "Distributed Resource Centre: A Soft Infrastructure for Neighbourhood Creativity". Asylum 1 (22 de novembro de 2023): 3–12. http://dx.doi.org/10.34074/aslm.2023102.

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This article presents the Distributed Resource Centre as a soft, low-cost, generative, and fun decentralised infrastructure for neighbourhood creativity. The article defines the concept (as flow vs stock), outlines some broad benefits (increased interfaces and resource availability, fostering of creative capability, and cost reductions), discusses the pilot and development projects which were involved in the development of the concept, and presents tentative findings for further exploration and discussion (making friends, porous, asynchronous and uncertain activity, neighbourhood = resource centre, berm = interface, multidimensional art centre). The submission ends with a coda and an invitation.

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Bisadi, Mona, Farhang Mozaffar e Seyed Bagher Hosseini. "Appropriate Architecture and Urban Design Research Centre for Creative Thinking and Communication". Asian Journal of Environment-Behaviour Studies 3, n.º 7 (14 de março de 2018): 1–10. http://dx.doi.org/10.21834/aje-bs.v3i7.253.

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Progressive research activities, assess entail factors in future societies, are strongly dependent on the creativity and innovation. This paper considers the built environment as one of the influential aspect in creativity and innovation and seeks its appropriate features. Among various choices, we adopt academic research centers of architecture and urban design for the sake of this study. At first, we identify four effective spatial characteristics, including privacy, beauty, spatial diversity, and proximity. Then, we conduct the analysis based on the survey method and, ultimately, we propose some design patterns in order to enhance the researchers’ creativity and innovation. Keywords: Architecture and urban design research center; creativity; innovation; spatial characteristics. eISSN 2514-751X © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Santos, Manuel, e Kevin Morgan. "Developing creative team games players: From jazz to sport coaching". International Journal of Sports Science & Coaching 14, n.º 2 (abril de 2019): 117–25. http://dx.doi.org/10.1177/1747954119834397.

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Traditional coaching methods position coaches at the centre of the learning process and do not encourage players to think creatively. This study challenged this assertion, through the application of pedagogical principles reported in jazz-related literature, which argue that creativity is best developed through collaboration. As such, the study aimed to develop players’ creativity, through the application of pedagogical principles reported in jazz-related literature. An action research design was implemented, during a 14-weeks period, with a youth volleyball squad. Results demonstrated an impact upon match play; players showed their enhanced appreciation of the game’s complexity, by experimenting, collaborating, and generating creative solutions to challenges emerging within matches. In addition, the implementation of collaborative practices positively impacted upon the players’ communication habits, which were both more frequent and effective. Although players demonstrated a similar modus operandi to jazz musicians, this study represents the first step in what coaches can learn from jazz creativity, and therefore further research is required to corroborate or challenge the results attained.

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Bramness, Jørgen G., Thomas Clausen, Fanny Duckert, Edle Ravndal e Helge Waal. "Addiction Research Centres and the Nurturing of Creativity The Norwegian Centre for Addiction Research (SERAF)". Addiction 106, n.º 8 (24 de agosto de 2010): 1381–85. http://dx.doi.org/10.1111/j.1360-0443.2010.03086.x.

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Mendel, Tessa. "Home at Last: Nova Scotia, 1996". Canadian Theatre Review 90 (março de 1997): 32–35. http://dx.doi.org/10.3138/ctr.90.006.

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The Women’s Theatre and Creativity Centre was founded in 1995 to re-connect art and community with a women-centred focus. We do developmental workshop programs, projects in partnership with community organizations, and performance projects which demonstrate our belief that theatre and other art expressions need to be based in community in order to be an integral part of our lives.

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Lecercle, Jean-Jacques. "Linguistic Creativity : Rule-Governed or Rule-Breaking ?" Recherches anglaises et nord-américaines 50, n.º 1 (2017): 69–80. http://dx.doi.org/10.3406/ranam.2017.1549.

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The essay starts from a proposition taken as an axiom : the centre of the practice of language is the dialectic of rule-governed and rule-breaking creativity. The dialectic is introduced at the levels of the sentence, of a natural language, of discourse and of literary genres. It is observed, through a consideration of linguistic change, formulaic language and a number of “grammatical errors.” Lastly, it is explained by recourse to Norbert Elias’s symbol theory.

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Kelbert, Eugenia, Vesna Goldsworthy, Matthew Reynolds e Douglas Robinson. "Roundtable Discussion: Translation in Creativity". Journal of Literary Multilingualism 2, n.º 1 (23 de abril de 2024): 149–60. http://dx.doi.org/10.1163/2667324x-20240111.

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This Forum, appearing in each issue of the Journal of Literary Multilingualism, aims to continue the conversation started in the very first issue, where we collected articles which assessed and debated the field of literary multilingualism studies. The Forum is a space for shorter, more informal reflections on the field and its future: position papers, dialogues between scholars, roundtable discussions, responses to articles within the journal, and responses to recent multilingualism conferences or events. We welcome proposals for contributions, particularly from marginalized perspectives or on neglected aspects of literary multilingualism. Please contact us directly to discuss ideas. For this Forum, we present a roundtable discussion, organized and moderated by Eugenia Kelbert, in which Vesna Goldsworthy, Matthew Reynolds, and Douglas Robinson share some of their ideas around the relationship between translation and multilingual writing, particularly in relation to their intersecting roles as writers, translators, and academics. The study of literary multilingualism exists within the context of recent attempts, by several scholars in comparative literature, to make sense of multilingual and/or global literary practices. From the translation zone (Apter) to born-translated (Walkowitz) or untranslatable fiction, these attempts have almost invariably involved translation, as a concept if not as a practice. What is, then, the place of translation when it comes to understanding multilingual and translingual writing? How does this theoretical debate relate to the actual practice of literary translation? And what happens to literary style when theorists of translation and translators experiment with multilingual writing or when translingual writers translate? The present discussion explores the hitherto undefined zone of creative interaction between translation and multilingual writing in the hope of contributing to the more conceptual debates from a hands-on perspective. It is based on the roundtable entitled “Stylistic Border Crossings in Multilingual and Translated (Con)texts” that was part of the Stylistic Border Crossings In and Beyond Translation conference held on March 9–10, 2023.1 The conference and the roundtable were organized by Eugenia Kelbert with the British Centre for Literary Translation and the East Centre, University of East Anglia. Each of the three guests wears a combination of multiple hats that bridge theory and practice and include “translingual writer,” “literary translator,” “translation studies scholar,” “writer,” and “literary scholar.” Eugenia Kelbert

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Ray, Rajat, Anju Dhawan e Anita Chopra. "Addiction Research Centres and the Nurturing of Creativity: National Drug Dependence Treatment Centre, India-a profile". Addiction 108, n.º 10 (17 de outubro de 2012): 1705–10. http://dx.doi.org/10.1111/j.1360-0443.2012.04046.x.

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Do, Hoa, e Helen Shipton. "High-performance work systems and innovation in Vietnamese small firms". International Small Business Journal: Researching Entrepreneurship 37, n.º 7 (24 de julho de 2019): 732–53. http://dx.doi.org/10.1177/0266242619863572.

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This article examines the interplay between high-performance work systems (HPWS) and the innovation of Vietnamese small and medium sized enterprises (SMEs). Our conceptual model relies on the componential theory of creativity along with HPWS, learning goal orientation (LGO), and creativity and innovation to hypothesise both mediation and moderation mechanisms linking such a relationship. Using a sample of 133 SMEs, we find that (a) employee creativity mediates the pathway between HPWS and firm innovation and (b) LGO moderates the HPWS–employee creativity relationship. This article casts new light on the theoretical mechanism through which HPWS influence firm innovation and add to the understanding of HPWS within SMEs placing employees at the centre of debate.

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Teses / dissertações sobre o assunto "Centre for Creativity"

Aukštuolis, Teodoras. "Darbuotojų kūrybiškumą skatinančių veiksnių Ukmergės sporto centre vertinimas". Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140620_110848-53752.

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Informacinių technologijų, rinkos ekonomikos, globalizacijos amžiaus pamatas - žmogaus kūrybiškumas, tai jis lemia mokslo, verslo, technologijų, menų - visų žmogaus siekių - pažangą. Sportas nėra didžiausia, tačiau sparčiausiai auganti laisvalaikio industrijos sudedamoji dalis, todėl kūrybiškas, rezultatyvus sporto darbuotojų darbas įvardijamas kaip vienas svarbiausių šiandieninės sporto rinkos uždavinių. Čia išryškėja analizuotina problema – kokie veiksniai skatina sporto centro darbuotojų kūrybiškumą. Todėl šio darbo tikslas yra ištirti veiksnius, skatinančius Ukmergės sporto centro darbuotojų kūrybiškumą. Tyrimo uždaviniai: 1. Atskleisti teorinę kūrybiškumą skatinančių veiksnių sampratą. 2. Pristatyti patį Ukmergės sporto centrą ir veiklos organizavimą. 3. Ištirti darbuotojų kūrybiškumo ir naujovių taikymo situaciją Ukmergės sporto centre. Išvados. Sporto srityje dirbančiųjų kūrybiškumo pagrindinės raiškos sritys yra sporto paslaugų teikimas bendruomenės nariams ir individuali veikla. Kūrybiškumo raišką skatina aukšta darbuotojų profesinė savimonė ir aktyvi sąveika bendrakultūriniu požiūriu. Tirtų Ukmergės sporto centro darbuotojų kūrybiškumą skatina didžiąja dalimi vidiniai veiksniai (asmenybiniai ir motyvaciniai): bendruomenės nuomonė apie sporto centro darbuotojus, konkurencija darbe, kolegų pripažinimas, įvertinimas, skatinimo sistema - administracijos įvertinimas, skatinimas ir palaikymas. Daugeliui, ypač moterims, patinka ieškoti naujų idėjų (iššūkių) ir jas... [toliau žr. visą tekstą]
Information technology, innovation, market economy, globalization old foundation - human creativity, it is determined by science, business, technology, the arts - all human aspirations - progress. Sport is not the largest, but the fastest growing leisure industry ingredient, so creative, efficient sports staff work named as one of the most important challenges of today's sports market. Scientific problem - what are the main factors which are driving a sports center employees creativity in their performance Research aim: to explore main factors which are stimulating Ukmergės sports center staff creativity. The tasks of the research: 1st - Reveal the theoretical concept of creativity . 2nd - to introduce the Ukmergės sports center and organization . 3rd - to investigate staff creativity and inventory innovation at Ukmerges sports center. Conclusions. People who work in sports area main creativity expressions are rendering services to community members and individual activity. High proffesional self-consciousness of emlpoyees and active interaction in multicultural view encourages creativity expression. The bigger part of Ukmerge sports center staff creativity stimulates inner factors (personal and motivational): community opinion about the Ukmerges sports centre employees, competition at workplace, appreciation of collegues, rating, encouragement system - evaluation of administration, encouragement and support. Majority, especially women, likes to search new ideas... [to full text]

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Jacobson, Micaela. "Weathering Architecture - a saline centre for research and creativity at the old salt river mouth". Master's thesis, Faculty of Engineering and the Built Environment, 2019. http://hdl.handle.net/11427/32106.

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The focus of this dissertation is on the ephemeral qualities in architecture, with an interest in the concept of weathering and the natural condition of the eroded Salt River estuarial landscape. The dissertation proposes a Saline Centre for research and creativity, combining the arts and sciences on a site of the confluence of the Old Salt River canal and Salt River power station. The chosen site, which holds the last visible traces of the Salt River estuary, is located on the periphery of both Cape Town and industrial Paarden Eiland. Although this site holds visible traces of the estuary, the water is formed by a man-made canal. The once flourishing and ecologically significant Salt River estuary has dissolved into industry as a result of the construction of the N1 highway among other forms of city development leaving it stagnant as a piece of infrastructure rather than landscape. The programme proposed is a combination of a saline crop research centre and multi-purpose event space, which are meshed together with overlapping programs such as a test kitchen, workshop-studio, salt harvesting roofscape and estuarine landscape. The salt-forming architecture, resurfacing the saline marsh landscape through erosion and the notion of temporal event is a return to the fluid and ephemeral. Both programme and form are transient and embody weathering by evolving and devolving. The Salt River power station water inlets as vessels for event and for producing knowledge for a sustainable future is a re-imagination and inversion of their purpose. Along with this , the combination of programme is to create a poetic relationship between the architecture and the site’s past, present and possible future.

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Pyle, David N. "Frameworks for engaging creative practice in bureaucratised project environments". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87268/15/David%20Pyle%20-%20Guide%20to%20Materials.pdf.

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This project examines procurement of creative services in a bureaucratic setting and proposes alternative procedures that better negotiate the tensions between creative and bureaucratised ways of working. The outcome is a project procurement strategy called 'Creative Practice Enabled Procurement' and a prototype industry toolkit 'It's Not Shopping! A Guide to Purchasing Innovation and Creativity'. The research is of benefit to managers and creative practitioners, especially those working in interpretive settings. The goal is to propagate better forms of creative procurement across government and private sectors by providing an evidence-based case for improved, practical alternatives.

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Benedico, Martínez Inmaculada. "La consciència de la identitat corporeïtzada: Una experiència creativa i transdisciplinària amb adolescents en un centre d’educació secundària obligatòria". Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/460806.

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L’adolescència és una etapa de la vida en què els nois i les noies viuen canvis relacionats amb la seva corporeïtat i necessiten redefinir-se. Per tal de garantir un desenvolupament saludable i autèntic de la identitat corporeïtzada, cal que els adolescents i les adolescents tinguin una actitud crítica i creativa davant dels models corporis de referència cultural. En un moment en què emergeix un paradigma educatiu que considera la necessitat d’orientar l’educació cap a l’estudi de la condició humana i la configuració d’una identitat planetària, així com la necessitat d’orientar les ciències de la motricitat humana cap a accions i principis pedagògics que afavoreixin la cerca de sentit en una societat de canvis constants, la recerca planteja l’objectiu de caracteritzar com les estratègies de creativitat expressiva susciten la consciència de la identitat corporeïtzada en l’alumnat adolescent de 14 a 15 anys en un centre d’educació secundària obligatòria. L’enfocament metodològic de la recerca ha estat de tall qualitatiu fenomenològic. Hi han participat 6 professors i 55 alumnes de 14 a 15 anys de l’Institut Lluís Domènech i Montaner de Canet de Mar, Barcelona, Espanya. La recerca conclou que, en aquest context, les estratègies de creativitat expressiva susciten la consciència de la identitat corporeïtzada en l’alumnat d’aquesta edat. Es conclou que l’alumnat descriu la identitat corporeïtzada com un fenomen complex, que no només depèn de la interconnexió de diferents aspectes –físics, pensaments, emocions, sentiments, accions i valors–, sinó que es configura a partir de la relació amb el proïsme. Al mateix temps, es conclou que les estratègies de creativitat expressiva estimulen la fluïdesa i la flexibilitat del pensament creatiu de l’alumnat respecte al significat de la identitat corporeïtzada, i que susciten una evolució de la vivència emocional cap a més positiva, en el cas de l’alumnat que partia d’una experiència prèvia menys positiva, i que és més positiva en el cas de l’alumnat que mostrava a l’aula més iniciativa i imaginació. Es conclou que les activitats en què estan més implicats els sentits afavoreixen la consciència de la identitat corporeïtzada i que les estratègies de creativitat expressiva fan possible que l’alumnat relacioni les dimensions de la corporeïtat amb els trets d’identitat que són més originals i significatius. Es conclou que les estratègies de creativitat expressiva susciten la consciència del significat que, per a l’alumnat, tenen els sentits (mirar i veure l’altre), l’espai (relacionar, adquirir), la introspecció (pensar, reflexionar, adonar-se, veure’s, descobrir, conèixer) i el temps (canviar, no canviar, créixer, madurar, saber), en referència a la seva identitat.
Adolescence is a stage of life when boys and girls go through physical changes and feel the need to redefine themselves physically. An educational paradigm is emerging that accepts the need to focus on investigating the human condition, and developing a planetary identity. This is found alongside the need for motor skill and movement sciences to take pedagogical principles and actions that promote the search for meaning - in a society of constant change - into account. The aim of the research study was to analyse the ways in which strategies of creative expression raise awareness of body identity/image in secondary school students aged between 14 and 15 years of age. The methodological approach of the qualitative research study was phenomenological. It involved six teachers and 55 students aged between 14 and 15 from the Institute Lluís Domènech i Montaner, a secondary school based in Canet de Mar, Barcelona, Spain. The research found that (in this context) strategies of creative expression raise awareness of body identity/image in students of this age. The students perceived their bodies through a complex phenomenon whereby various individual aspects –physical senses and sensations, thoughts, emotions, feelings, actions and values– interconnected with their relationship with others. At the same time, it can be seen that strategies which stimulate creative expression increased both the flow and the flexibility of each student´s creative thinking about the meaning of his or her physical identity. Those students who had previously gone through less than positive emotional experiences tended to develop in a more positive direction, while the students who showed the greatest initiative and imagination in the classroom had even more positive outcomes. The research also found that the more the senses were involved in a particular activity, the greater the awareness of body identity in the student. It concluded that strategies of creative expression awaken teenage students´ awareness of the true significance of the senses (looking at and seeing the other person); space (relating, acquiring); introspection (thinking, reflection, insight; and seeing, discovering and getting to know oneself); and time (change vs things staying the same, growth, maturity, knowledge) with regards to their own identities.

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Thorén, Mia. ""Och väggarna förvandlades till världen runtomkring" : pedagogers röster och praktiker kring att främja elevers fantasi och kreativitet i och genom fritidshemmets inomhusmiljö". Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20270.

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Betoningen i fritidshemmets och dess pedagogers uppdrag ligger på det som många gånger är oförutsägbart – lek, utforskande och kreativa arbetssätt samt att främja elevers fantasi och kreativitet. Fritidshemmet är även en fysisk plats – en komplex miljö där förväntningar om informellt lärande och omsorg ska iscensättas och ta plats. Den fysiska inomhusmiljön i fritidshemmet och pedagogernas roll i att använda den som en del av det pedagogiska uppdraget finns inte i detalj specificerat i styrdokumenten och är ett område som inte tidigare prioriterats högt i akademisk forskning, men kan ses vara på tydlig uppgång. Studien, som genomförts i form av samtalspromenader tillsammans med pedagoger på fyra fritidshem i Skåne syftar till att – genom ett designteoretiskt och sociokulturellt perspektiv – belysa pedagogers intentioner och praktiker kring att främja elevers kreativitet och fantasi i och genom den fysiska inomhusmiljön på fritidshemmet. Den ställer även frågan kring vilka artefakter som används för detta syfte och på vilket sätt de presenteras för eleverna. Studiens resultat visar en samstämmig bild av både det utbud av artefakter som presenteras för elever i syfte att främja kreativitet och fantasi, och ett ospecificerat uppdrag som i högsta grad är levande för pedagogerna men många gånger är marginaliserat.
The emphasis of Swedish leisure-time teachers assignment lies in the unpredictable characteristics of play, explorative and creative ways of working and encouraging child fantasy and creativity. The leisure time centre is also a physical space where a complex mix of expectations of informal learning and care takes place. The physical learning environment of Swedish leisure-time centres, and the teacher’s assignment concerning it, is neither in detail regulated in steering documents nor well documented in academic research but seems to be an upcoming subject of attention. This study, which has been executed as walking interviews with teachers in four Swedish leisure-time centres, aims to – through a sociocultural and multimodal theoretical perspective – illustrate the intention and applied practices concerning the encouraging of child fantasy and creativity in and through physical learning environment. It also aims to explore the use and range of artifacts and how they are presented to children. The results of this study present a unanimous picture of the range of artifacts used and an assignment highly vivid to the teachers but still unspecified as well as marginalized.

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Macková, Eliška. "Multifunkční kulturní centrum "Creative City" Brno". Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2015. http://www.nusl.cz/ntk/nusl-394017.

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The diploma thesis Multifunctional Culture Centre ‘Creative City’ Brno deals with the architectural study of rebuilding and extension of the former prison building in Bratislavská and Soudní street in Brno for cultural, social and commercial purposes. The project includes a new use of the existing building for creative industries, commercial activities and services. There are apartments in the new extension. The parking places are situated below the ground level in the northern part of the complex. The building complex creates a pleasant environment contributing the creativity.

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Zomrawy, Elrashid. "Relaxation creativity". This title; PDF viewer required Home page for entire collection, 2007. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Kärklkäinen, Jimmy. "Creativity and Craft Center : Bringing the Making to the City". Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135593.

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Pieratos, Denise (Denise Rose) 1958. "Implicit ordering : a tribal center to connect land, community and creativity". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/69403.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1998.
Includes bibliographical references (p. 37-43).
A design proposal was developed for a new tribal center to meet the current and future needs of the Anishinabe community on the Lake Vermilion Reservation, Bois Forte Band of Minnesota Chippewa, in northern Minnesota. At issue in the development of the design were issues of cultural usage of space, cold climate design imperatives, its selection, and programming considerations. Several considerations in the design of the center itself were site specific: a limited building footprint, primacy of view within the center versus climactic considerations, and the provision of access to the center given the steep topography of the land adjacent to the peninsula. Others were less easy defined, but imposed quite specific obligations. Anishinabe, for example, need to have a building in which they are spatially aware of their connection to the greater environment. The final design was sited on a peninsula set aside by the Band for community development and not built upon to date. The peninsula is located within easy walking distance of the public housing area and near to the reservation's best swimming beach. The new tribal center will integrate its future parking facilities with those of a proposed beach park. In addition to the main road, a walking trail will connect the beach and tribal center to the housing area. A secondary ceremonial road will preserve the established ritual of burial by connecting the new center to the tribal gravesites. The center itself houses a community hall for festival gathering and dancing, an auditorium for town meetings, a medical clinic for visiting physicians, a small library and student study space, a communal kitchen and dining area, and tribal offices.
by Denise Pieratos.
M.Arch.

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Lobbe, Justine. "Pour une conception de produits pour tous et par tous, co-créer la situation de vie". Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCA040/document.

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La conception de produits évoluant, il est aujourd’hui nécessaire pour les entreprises de proposer une réelle expérience pour l’utilisateur en accord avec ses besoins, ses caractéristiques et ses souhaits qui repose notamment sur l’intégration de l’ergonome, du designer produit et de l’utilisateur aux équipes de conception. Cet enjeu est démultiplié, dès lors que nous parlons de conception pour tous. Cependant, si l’utilisateur est souvent acteur des étapes d’analyse du besoin et d’évaluation de la solution finale dans les modèles de conception centrée sur l’utilisateur actuels, il est rarement sollicité au cours des phases de recherche de solutions et de créativité. C’est dans cette perspective que se situent nos travaux de recherche, en s’inspirant de la philosophie du « Faire » et des pratiques issues des Fablabs où les utilisateurs sont d’ores et déjà acteurs à part entière du projet de conception de produits. Ainsi, nous cherchons à mettre en place une conception de produits pour tous et par tous dans le but de répondre à notre problématique de recherche : « Comment favoriser en conception centrée utilisateur, l’intégration de l’utilisateur spécifique comme expert du quotidien aux côtés des experts de la conception, à travers des phases de co-créativité orientées sur la situation de vie ? ». Ainsi au cours de notre recherche, nous répondons à trois objectifs principaux. Tout d’abord, nous cherchons à identifier les méthodes et outils de co-créativité existants autour de la notion de situation de vie. Dans ce but, nous nous intéressons aux pratiques de co-créativité dans le cadre de projets industriels ainsi que dans l’univers spécifique du « Faire ». Nous réalisons ces différentes études à travers notamment la mise en place d’observation participantes, d’entretiens semis dirigés et de l’analyse qualitative des traces recueillies sur plus de 130 projets industriels. A la suite de cela, nous proposons un outil sur la situation de vie permettant d’intégrer l’utilisateur aux phases de co-créativité aux côtés des experts de la conception. Cet outil est proposé à l’issue d’expérimentations réalisées dans l’univers du « Faire ». Enfin nous validons expérimentalement par une analyse qualitative et quantitative cet outil de co-créativité sur la situation de vie auprès d’une équipe de conception interdisciplinaire intégrant l’utilisateur spécifique dans le cadre d’un projet industriel relevant de la conception pour tous
Product design is evolving. It is now necessary for companies to offer a real experience to the user regarding its needs, characteristics and desires. For this purpose, design teams gather the ergonomist, the product designer and the user. Thus, the many issues of what we called “design for all” are multiplied. Whereas the user is often involved all along the analysis of the needs and during the evaluation of the solution in the current user-centred design models, he is rarely integrated to the creativity phases. Inspired by the philosophy of “Make” and by the practices of the “Fablabs”, our researches are driven by the hypothesis that users should already be considered as full participants in the product design process. From this point, we want to set up a product design for all and by all, following our main research question: "How to promote, in user-centred design, the integration of the specific user as an everyday expert alongside classical design experts through the phases of co-creativity and framed by life situation? ". To achieve this goal, we answer three main objectives. First, we seek to identify existing co-creativity methods and tools around the notion of life situation. More precisely, we are interested in co-creativity practices in the context of both industrial projects and Fablabs ecosystem. We carry out these various studies through the implementation of participant observations, interviews and qualitative analysis of traces collected among more than 130 industrial projects. Following this, we propose a tool applied to life situation that allows us to integrate the user in the phases of co-creativity alongside design experts. This tool is built on top of experiments conducted in the universe of the "Make". Finally, we validate qualitatively and quantitatively our tool with an interdisciplinary design team that integrates the specific user into an industrial project of design for all

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Livros sobre o assunto "Centre for Creativity"

1951-, McDonald Bernadette, ed. Inspiring creativity: 75 years, The Banff Centre. [Banff, Alta: Banff Centre Press, 2008.

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1951-, McDonald Bernadette, ed. Inspiring creativity: 75 years, The Banff Centre. [Banff, Alta: Banff Centre Press, 2008.

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Aida, Alayarian, ed. Resilience, suffering, and creativity: The work of the Refugee Therapy Centre. London: Karnac, 2007.

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University of the South Pacific. Institute of Pacific Studies, ed. Red wave: Space, process, and creativity at the Oceania Centre for Arts and Culture. Suva, Fiji: IPS Publications, University of the South Pacific, 2008.

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Waterford Institute of Technology. Centre for Newfoundland and Labrador Studies, ed. Living at the edge, living at the centre: Ireland, Newfoundland, the francophone world : the birth of a new, demarginalised creativity. Corner Brook, Nfld: Scop Productions, 2006.

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International Seminar on the Improvement of Housing Conditions and the Rehabilitation of Historic Centres (1990 IAA "Santo Kiriko" Creativity Centre). Proceedings and final report of the International Seminar on the Improvement of Housing Conditions and the Rehabilitation of Historic Centres: 10-22 September 1990, IAA "Santo Kiriko" Creativity Centre, Assenovgrad, Bulgaria. Nairobi: United Nations Centre for Human Settlements (Habitat), 1991.

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author, Lal Krishna 1936, ed. Phulkari: Phulakārī : from the realm of women's creativity : a tradition of handmade embroidery of Punjab and Haryana : selected pieces from the archives of IGNCA. New Delhi: Indira Gandhi National Centre for the Arts, 2013.

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International Seminar on the Preservation and Rehabilitation of Historic Districts, Towns and Monuments in Some Developed Countries and Their Relevance to Developing Countries (1989 Assenovgrad, Bulgaria). Preservation and rehabilitation of historic districts, towns and monuments: Proceedings and final report of the United Nations Centre for Human Settlements (Habitat) and International Academy of Architecture International Seminar on the Preservation and Rehabilitation of Historic Districts, Towns and Monuments in Some Developed Countries and Their Relevance to Developing Countries, 1-15 November, 1989IAA Santo Kiriko Creativity Centre Assenovgrad, Bulgaria. Nairobi: United Nations Centre for Human Settlements (Habitat), 1990.

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International Seminar on the Preservation and Rehabilitation of Historic Districts, Towns and Monuments in Some Developed Countries and Their Relevance to Developing Countries (1989 Asenovgrad, Bulgaria). Preservation and rehabilitation of historic districts, towns and monuments: Proceedings and final report of the United Nations Centre for Human Settlements (Habitat) and International Academy of Architecture International Seminar on the Preservation and Rehabilitation of Historic Districts, Towns and Monuments in Some Developed Countries and Their Relevance to Developing Countries, 1-15 November 1989, IAA Santo Kiriko Creativity Centre, Assenovgrad, Bulgaria. --. Nairobi, Kenya: United Nations Centre for Human Settlements (Habitat), 1990.

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Rebekah, Willett, Robinson Muriel e Marsh Jackie, eds. Play, creativity, and digital cultures. New York: Routledge, 2009.

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Capítulos de livros sobre o assunto "Centre for Creativity"

De la Rosa Solano, Sofía, Alex Franklin e Luke Owen. "Participative and Decolonial Approaches in Environmental History". In Co-Creativity and Engaged Scholarship, 105–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_4.

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AbstractThis chapter explores the relationship and use of decolonial participative approaches in environmental history. The main argument is that decolonial and participative methods are useful tools to build environmental histories that are more inclusive and communicate better with today’s society. Furthermore, it is argued that using participative and decolonial approaches contribute to environmental awareness and political action, making environmental history a powerful discipline in contributing to a decolonial environmental justice. To explore this argument, we first review how the discipline of history has understood participative methods. We then trace the development of participative approaches to research, and finally, give an overview of how environmental history in Latin America has been enriched from these discussions. The chapter finishes by discussing the usefulness of the concept of “memory” to facilitate this approach in research. We conclude that decoloniality and participation can be powerful allies of environmental history research. Specifically, the decolonial approach helps to read the past through a critical lens that connects specific cases with larger phenomena, such as imperialism and capitalism, highlighting the spaces for change within them. Similarly, participation challenges historical research to go beyond inclusion and place people’s knowledge at the centre of scientific work.

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Claval, Paul. "Space and creativity. «Belle Epoque» Paris : Genesis of a World-class artistic centre". In The GeoJournal Library, 133–42. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-017-1681-9_9.

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Davis, Scott, Yanthe van Nek e Lummina G. Horlings. "How to Nurture Ground for Arts-Based Co-Creative Practice in an Invited Space: Reflections on a Community in North Netherlands". In Co-Creativity and Engaged Scholarship, 229–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_8.

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AbstractThis chapter provides inspiration for researchers and practitioners who aim to engage with a community using (arts-based) creative practices, inclusive of dealing with the challenges this presents. We do this by reflecting on an illustrative case, a community engagement strategy that nurtured the ground for such practice under ‘invited space’ conditions. The questions that guide this chapter are: How should a creative practitioner deal with the constraints of an invited space when engaging with a community in the initial stage of a project? And, how best then to respond to the needs of the community on their own terms, rather than to external interests? To address these questions, we draw upon a place-based, cultural project situated in a village in the north of the Netherlands. The village is currently in the midst of two significant spatial transformations, namely municipality boundary changes and the construction of a windpark within its immediate environment, which caused distress and opposition among the residents. The case demonstrates how a creative practitioner was able to flip the constraints of co-creating within an invitational space ‘on its head’ by transforming this challenge into an invitation from the community themselves to continue the project on their own terms. This reversal was enacted by the creative practitioner implementing a community engagement strategy that reflects many of the participatory action research principles outlined in Neal’s (Playing for Time: Making Art as if the World Mattered, 2015) ‘art of invitation’. The findings provide inspiration for researchers and practitioners that aim to apply arts-based co-creative practices, including how to navigate existing power balances and re-centre a cultural project towards the needs of the community.

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Santamarina-Campos, Virginia, José Luis Gasent-Blesa, Pau Alcocer-Torres e Mª Ángeles Carabal-Montagud. "The Intangible Cultural Landscape of the Banda Primitiva de Llíria". In Music as Intangible Cultural Heritage, 69–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76882-9_6.

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AbstractThe Banda Primitiva de Llíria is presented as an open heritage resource, which has been built on the uses, values and symbols assigned to it by the local town of Llíria and its inhabitants over the musical society’s two centuries of history. This work focuses on analysing how this musical phenomenon contributes to positioning creativity and cultural industries at the centre of local development, reinforcing the identity elements of Llíria and the Valencian Region. It intends to support the safeguarding, respect and awareness of one of the oldest civic bands in Spain, providing greater visibility and creating positive recognition of the fundamental importance of this form of intangible cultural heritage for social cohesion and development, in an environment that is transformed into one of collective action, shared culture and creativity.

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Serbanescu, Anca. "Human-AI System Co-creativity to Build Interactive Digital Narratives". In Springer Series in Design and Innovation, 388–98. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-49811-4_37.

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AbstractThe interactive digital narrative (IDN) is an interdisciplinary field connected to narrative studies, design, human-computer interaction, and gaming. In this contribution, IDN is investigated from the designer’s perspective; it deals with the use of prolific artificial intelligence (AI) support systems in this area, highlighting the need to examine their potential. However, the features and essential components of the AI support system are not systematically categorised. This paper fills the aforementioned gap by providing a literature review of twenty academic contributions that make it possible to identify the types and categories of AI support systems, narrative elements, and types of creativity. The study is conducted keeping at the centre the relationship of collaboration between the human and the AI system concerning the production of narratives. As the main contribution to knowledge, the literature review identifies the problems and the gaps and underlines future research directions.

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Chave, Sarah. "On Bewilderment, Education and Opening Spaces for Creativity and Emergent Educational Futures". In Creative Ruptions for Emergent Educational Futures, 71–91. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52973-3_4.

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AbstractIn this chapter, I argue for the importance in education of space for bewildering questions: questions for which no-one yet knows the answer and where letting-go of certainty and acceptance of ambiguity is possible. This is especially important in this era of climate and ecological emergency where the emergence of new ways of thinking and being are urgently needed. In addition, there needs to be space for positive conceptions of ‘the wild’ and a be-wilder-ing of education processes themselves towards more demanding, rebellious, ruptive educational futures. This is a challenging move for Westernised pedagogy and its increasing desire to ‘sanitise’ knowledge.I examine how encouraging aporia—literally lacking a poros, a path—can contribute to opening up ruptural spaces which embrace doubt and see within doubt ‘the questions that make a new understanding possible’ (Burbules, 1997, p. 40, Aporia: Webs, passages, getting lost, and learning to go on. In Philosophy of education 1997: A publication of the philosophy of education society (annual) (pp. 33–43). Philosophy of Education Society). I then draw on a range of thinkers including Arendt, Buber, The Crex Collective and hooks to foreground encounters, creative entwinings and care-ful, attentive listening which can re-centre more-than-human voices and forge new relationships. I argue that such embodied practices have potential to open relationships based on ‘aimance’ (Khatibi, 1995, Le livre de l’aimance. Editions Marsam) and what Snaza (2020, p. 108, Love and bewilderment: On education as affective encounter. In B. Dernikos, N. Lesko, S. McCall, & A. Niccolini (Eds.), Mapping the affective turn in education: Theory, research and pedagogies (pp. 108–121). Routledge) calls ‘possibilities of love beyond the limit of the human’.

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Hennessey, Beth. "Waste Creatively: The Intersection of Creativity and Consumerism". In Creativity in the Twenty First Century, 219–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99674-1_12.

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Englebach, Bella. "Goal Setting in the Contact Center". In Creatively Lean, 99–108. New York, NY : Routledge, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429296567-16.

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Englebach, Bella. "A Day in the Contact Center". In Creatively Lean, 33–36. New York, NY : Routledge, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429296567-5.

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Cooley, M. "Creativity, Skill and Human-Centred Systems". In Knowledge, Skill and Artificial Intelligence, 127–37. London: Springer London, 1988. http://dx.doi.org/10.1007/978-1-4471-1632-5_12.

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Trabalhos de conferências sobre o assunto "Centre for Creativity"

"Indigenous Knowledge Creativity in Batik Cultural Product based on Kansei". In International Centre of Economics, Humanities and Management. International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0515056.

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Jonášková, Gabriela, e Ľubica Predanocyová. "POSITIVE INTERPERSONAL RELATIONSHIPS IN TERMS OF DEVELOPING CREATIVITY AND CRITICAL THINKING". In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/08.

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The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay attention to one of the innovative forms of learning, dialogue. As part of the APVV project Practice in the centre of the subject field didactics, subject field didactics in the centre of preparation for practice we used pedagogical diaries and video recordings from the pedagogical practice of teacher education students in the 1st - 2nd year of master's degree in civics at primary and secondary schools.

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Braghin, Francesco, Edoardo Sabbioni e Francesco Annoni. "Design of a Leaf Spring Suspension for an FSAE Vehicle". In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35474.

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FSAE is a competition in which engineering students are asked to conceive, design, fabricate and compete with small, formula style, autocross racing cars ([1]). To give teams the maximum design flexibility and the freedom to express their creativity and imaginations there are very few restrictions on the overall vehicle design. DynamiΣ team (from Politecnico di Milano) has designed and optimized a new leaf spring suspension that allows to significantly reduce the weight and lower the centre of gravity of traditional suspensions that are based on linear dampers and coil springs. In fact, besides being extremely adjustable, the proposed leaf spring suspension weights a half, being made of carbon fiber and aluminum sandwich, and lowers the centre of gravity of the suspension system, being placed below the vehicle frame.

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Flynn, Patrick, Miriam Dunn, Maureen O’Connor e Mark Price. "Rethinking the Crit: A New Pedagogy in Architectural Education". In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.5.

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The ‘crit’, short for ‘criticism’, is an assessment practice central to the education of the architect, internationally. It has its roots in the psychologist, Jean Piaget’s constructivism framework which at its core aims to place the student at the centre of the learning experience and allow them to develop critical thinking and creative skills through learning-by-doing. The ‘crit’ also aims to foster a culture of learning and reflective practice as described by Donald Schon in The Reflective Practitioner – How Professionals Think In Action, 1983, so the student gains agency over their education. Because crits take place in architecture and art schools, it might be assumed that they serve these educational ends. However, there is a great deal of evidence – both empirical and critical – to suggest that crits encourage conformity rather than creativity, and that they serve dominant cultural paradigms rather than the ideal of open-ended learning.

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Qiu, Jing, Jingyang Li, Zhao Xu, Ruonan Huang, Ruikang Wang, Lingjie Wu, Xiaojian Wu et al. "Are answers more important than questions? Planning an empathy design innovation course for young students". In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100972.

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This paper presents the planning of an innovation course for elementary school students. The course is designed and organized by the Beijing Normal University in collaboration with the China Soong Ching Ling Science and Culture Centre for Young People. This course aims to foster children's empathy and creative thinking. There are three core teaching phases: theme exploration, design expression, and prototyping. In addition, the research team applies NeuroDesign techniques (i.e., fNIRS) to quantitatively measure students' development of empathy and innovation to assess the effectiveness of teaching and learning. Educators would refer to this planning for designing other educational courses on fostering creativity.

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Branda, Ewan. "Paper Architecture: Bureaucracy and Reform after 1968". In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.58.

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This paper examines the origins of architectural programming in France in the years around 1968. It looks at the work of a team of young technocrats led by François Lombard, an engineer obsessed with a new system of design that would replace the architect as the primary author of the architectural project. It tells the story of how Lombard’s system emerged from reform movements in architectural education and practice, concluding with its deployment in the project for the Centre Pompidou. The programming group’s methods provided one of the ways by which architecture navigated the new computerized world of the late-1960s and early-1970s. They offer us an early picture of a new mode of collective, anonymous, and bureaucratic authorship that found creativity in surprising places and shaped one of the 20th century’s most iconic buildings long before the involvement of its architects.

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Shobeiri, Sanaz. "Age-Gender Inclusiveness in City Centres – A comparative study of Tehran and Belfast". In SPACE International Conferences April 2021. SPACE Studies Publications, 2022. http://dx.doi.org/10.51596/cbp2021.xwng8060.

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Extended Abstract and [has] the potential to stimulate local and regional economies” (p.3). A city centre or town centre has been recognised as the beating heart and public legacy of an urban fabric either in a small town, medium-sized city, metropolis or megalopolis. Within this spectrum of scales, city centres’ scopes significantly vary in the global context while considering the physical as well as the intangible and the spiritual features. Concerns such as the overall dimensions, skyline, density and compactness, variety of functions and their distribution, comfort, safety, accessibility, resilience, inclusiveness, vibrancy and conviviality, and the dialectics of modernity and traditionalism are only some examples that elucidate the existing complexities of city centres in a city of any scale (overall dimension) (for further details see for instance Behzadfar, 2007; Gehl, 20210; Gehl and Svarre, 2013; Hambleton, 2015; Lacey et al., 2013; Madanipour, 2010; Roberts, 2013). Regardless of the issue of the context, Gehl (2010) define city centres as interconnected with new concepts such as “better city space, more city life” and “lively and attractive hub for the inhabitants” (pp. 13–15). Roberts (2006) explains the notion of a city centre or town centre as a space “in which human interaction and therefore creativity could flourish”. According to her, the point can realise by creating or revitalising 24-hour city policies that can omit the “‘lagerlout’ phenomenon, whereby drunken youths dominated largely empty town centres after dark” (pp. 333–334). De Certeau (1984) explains that a city and subsequently a city centre is where “the ordinary man, a common hero [is] a ubiquitous character, walking in countless thousands on the streets” (p. V). Paumier (2004) depicts a city centre particularly a successful and a vibrant one as “the focus of business, culture, entertainment … to seek and discover… to see and be seen, to meet, learn and enjoy [which] facilitates a wonderful human chemistry … for entertainment and tourism These few examples represent a wide range of physical, mental and spiritual concerns that need to be applied in the current and future design and planning of city centres. The term ‘concern’, here, refers to the opportunities and potentials as well as the problems and challenges. On the one hand, we —the academics and professionals in the fields associated with urbanism— are dealing with theoretical works and planning documents such as short-to-long term masterplans, development plans and agendas. On the other hand, we are facing complicated tangible issues such as financial matters of economic growth or crisis, tourism, and adding or removing business districts/sections. Beyond all ‘on-paper’ or ‘on-desk’ schemes and economic status, a city centre is experienced and explored by many citizens and tourists on an everyday basis. This research aims to understand the city centre from the eyes of an ordinary user —or as explained by De Certeau (1984), from the visions of a “common hero”. In a comparative study and considering the scale indicator, the size of one city centre might even exceed the whole size of another city. However, within all these varieties and differences, some principal functions perform as the in-common formative core of city centres worldwide. This investigation has selected eight similar categories of these functions to simultaneously investigate two different case study cities of Tehran and Belfast. This mainly includes: 1) an identity-based historical element; 2) shopping; 3) religious buildings; 4) residential area; 5) network of squares and streets; 6) connection with natural structures; 7) administrative and official Buildings; and 8) recreational and non-reactional retail units. This would thus elaborate on if/how the dissimilarities of contexts manifest themselves in similarities and differences of in-common functions in the current city centres. With a focus on the age-gender indicator, this investigation studies the sociocultural aspect of inclusiveness and how it could be reflected in future design and planning programmes of the case study cities. In short, the aim is to explore the design and planning guidelines and strategies —both identical and divergent— for Tehran and Belfast to move towards sociocultural inclusiveness and sustainability. In this research, due to the COVID-19 Pandemic, the studies of the current situation of inclusiveness in Belfast city centre have remained as incomplete. Thus, this presentation would like to perform either as an opening of a platform for potential investigations about Belfast case study city or as an invitation for future collaborations with the researcher for comparative studies about age-gender inclusiveness in city centres worldwide. In short, this research tries to investigate the current situation by identifying unrecognised opportunities and how they can be applied in future short-to-long plans as well as by appreciating the neglected problems and proposing design-planning solutions to achieve age-gender inclusiveness. The applied methodology mainly includes the direct appraisal within a 1-year timespan of September 2019 – September 2020 to cover all seasonal and festive effects. Later, however, in order to consider the role of the COVID-19 Pandemic, the direct appraisal was extended until January 2021. The complementary method to the direct appraisal is the photography to fast freeze the moments of the ordinary scenes of the life of the case study city centres (John Paul and Caponigro Arts, 2014; Langmann and Pick, 2018). The simultaneous study of the captured images would thus contribute to better analyse the age-gender inclusiveness in the non-interfered status of Tehran and Belfast. Acknowledgement This investigation is based on the researcher’s finding through ongoing two-year postdoctoral research (2019 – 2021) as a part of the Government Authorised Exchange Scheme between Fulmen Engineering Company in Tehran, Iran and Queen’s University Belfast, Northern Ireland. The postdoctoral research title is “The role of age and gender in designing inclusive city centres – A comparative study of different-scale cities: Tehran and Belfast” in School of Natural and Built Environment of the Queen’s University of Belfast and is advised by Dr Neil Galway in the Department of Planning. This works is financially supported by Fulmen Company as a sabbatical scheme for eligible company’s senior-level staff. Keywords: Age-gender, Inclusiveness, Sociocultural, City Centre, Urban Heritage, Tehran, Belfast

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Hawelka, Birgit, Linda Puppe e Regine Bachmaier. "Small Space - Low Budget. Designing an Innovation Lab for Lecturers in Higher Education". In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17259.

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Driven by the rapid pace of social and technological changes, innovation plays an increasing role in the higher education system. This requires an ongoing and permanent commitment and engagement of the academic community. Against this backdrop, bringing communities together and providing space that fosters creativity and collaboration in universities can play a key role in promoting innovation in higher education. A Centre for Teaching and Learning at a German university has set up an innovation lab for the innovation of courses, study programmes, and exams. It is designed for collaboration, presentation, visualising ideas, and producing media content. Issues of restricted space and budget were solved by a creative use of resources. This case-study describes the theoretical considerations, as well as the initial phase of planning from strategic intention to physical embodiment. The experiences in implementing an innovation lab are reflected. In addition, first user impressions and lessons learnt are reported.

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Tomassoni, Rosella, Francesco Spilabotte e Monica Alina Lungu. "PSYCHOLOGY AND LITERATURE: SOME PSYCHOLOGICAL REFLECTIONS ABOUT EVELYNE BY JOYCE". In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s28.08.

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The purpose of this study is to conduct a careful psychological investigation into the thought of one of the most important 20th century Irish writers, James Joyce (1882- 1941). The main focus of the analysis consists of some of the short stories contained in one of Joyce�s most famous works, Dubliners, with particular reference to Evelyne and at the same time examining some of the themes present and recurring in the Irish writer�s books. This work aims to demonstrate how in Joyce there is a strong interest in the realisation and psychological analysis of his complex characters present in the work as well as in Evelyne and who will be examined as expressions and fulfilments of his creativity. The study was conducted through the discipline of the Psychology of Art and Literature. Some of the themes and characteristics of the characters in the stories will be presented, in which the individual, with his inner conflicts, emotions, feelings and sensations will come to the fore, with particular attention to the central theme of the work, namely paralysis in which he sees the city and its inhabitants immersed. Paralysis and escape are the central elements of Dubliners. One will understand how the city and the characters are seen by Joyce as the centre of the historical, social and psychological �paralysis� that conditions the lives of its inhabitants and does not allow them to grow as human beings.

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Relatórios de organizações sobre o assunto "Centre for Creativity"

Wollentz, Gustav. Increasing future awareness in the cultural heritage sector using the SoPHIA model. Department of Cultural Sciences, Linnaeus University, 2023. http://dx.doi.org/10.15626/fkh.kv.2023.01.

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This report presents results from a project that aims at increasing future awareness in the cultural heritage sector, using the SoPHIA model. The project was run by the Centre for Applied Heritage at Linnaeus University, with funding from the university. Work on the report was carried out in2021 and 2022 by NCK (The Nordic Centre of Heritage Learning and Creativity AB) under the direction of Gustav Wollentz, in co-operation with Kalmar County Museum, Jamtli Museum, andDaniel Laven from the Department of Economics, Geography, Law and Tourism at Mid Sweden University. Results from the project show that the model succeeded in exploring possible future effects of a heritage intervention, defined as any action that results in a physical change to an element of a historic place, and related these effects to prioritized issues for societal development, such as participation, inclusion, and wellbeing. It managed to expand the range of potential action in the present. Furthermore, it also provided a useful tool for identifying significant areas where there is the potential to think more innovatively and creatively regarding future change and effects. The model helped in identifying the necessary steps and actions needed for realizing the interventionin accordance with a desirable scenario. The model failed in anticipating long-term futures or futures radically different from the present. It mostly provided insights into how the intervention could have an impact upon future change, but not on how future change would have an impact upon the intervention. Ways of adapting the model for increased future awareness are suggested.These include ways to make the model more suitable for anticipating long-term futures as well as futures of radical change.

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Petri, Christopher. Spotlight: Creativity. HundrED, novembro de 2020. http://dx.doi.org/10.58261/seou4148.

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Sir Ken Robinson’s 2006 TED talk “Do schools kill creativity?” was a clarion call that sparked a groundswell of support to foster creativity, which has since become central to discussions around school change globally. Today, almost every educator agrees that we need to consider creativity as a fundamental skill to be cultivated in schools. The question is how. HundrED and The LEGO Foundation have teamed up to answer that question by shining a Spotlight on 20 leading innovations fostering creativity in the world today.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, novembro de 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

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Xiong, Juan, Jianlin Wen, Songrui Zhang, Guangshu Pei e Xu Han. Effect of immersive technology on K-12 and higher education students’ creativity: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, janeiro de 2022. http://dx.doi.org/10.37766/inplasy2022.1.0108.

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Review question / Objective: (1) What are research findings on the relation between immersive technology and creativity in higher education? (2) Is immersive technology conductive to improving students’ creativity? (3) To what extent does immersive technology affect students’ creativity? (4) Are there significant differences in moderating variables such as type of intervention, subject, grade level, time, and team or individual? (5) What are future research directions regarding the educational use of immersive technology based on the reviewed literature? Condition being studied: Creativity is recognized as a crucial 21st-century skill, and immersive technology can stimulate students' creativity.

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Gil, Ricard, e Pablo Spiller. The Organizational Implications of Creativity: The US Film Industry in Mid-XXth Century. Cambridge, MA: National Bureau of Economic Research, julho de 2007. http://dx.doi.org/10.3386/w13253.

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Hauser, Allen. Patterns in creativity : an examination of Viennese culture and politics at the turn of the century. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.5702.

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Manlutac, Janice Ian. Funding the Frontline: How an Oxfam Emergency Response Fund facilitated local humanitarian action. Oxfam, abril de 2021. http://dx.doi.org/10.21201/2021.7451.

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From 2014 to 2020 Oxfam embedded an Emergency Response Fund (ERF) in its multiyear disaster risk reduction programs in Asia-Pacific and Central America. The Oxfam ERF was designed as a flexible funding mechanism to prioritize small-scale, under-the-radar, and forgotten emergencies and help local actors respond to and mitigate the impacts of disasters in their communities. ERF grants totaling US$1.9 million were disbursed and supported 24 small-scale responses led by 15 local organizations in nine countries. The ERF, through the support of a donor who values local leadership, helped local actors shape humanitarian responses, and the simplicity of fund administration unlocked creativity and delivered speed without compromising the quality and accountability of humanitarian aid.

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Moreno Mejía, Luis Alberto, e Iván Duque Márquez. Contemporary Uruguayan Artists: An Uruguayan Presence in the About Change Exhibition. Inter-American Development Bank, fevereiro de 2012. http://dx.doi.org/10.18235/0006209.

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Contemporary Uruguayan Artists is part of About Change: Art from Latin America and the Caribbean, a project of the World Bank Art Program in cooperation with the Cultural Center of the Inter-American Development Bank and AMA | Art Museum of the Americas at the Organization of American States. The initiative comprises a series of exhibitions of art from Latin America and the Caribbean being offered in various venues in Washington during 2011-12. The exhibition is presented In honor of Uruguay and the City of Montevideo, site of the 53rd Annual Meeting of the Board of Governors of the IDB. The works selected for the exhibition offer a panorama of contemporary Uruguayan creativity. These pieces revisit history, explore memory, examine changes that have transformed culture and the environment, and rethink traditions. It includes painting, print, sculpture, mixed media, and photography, by 13 artists: Santiago Aldabalde, Ana Campanella, Muriel Cardoso, Gerardo Carella, Federico Meneses, Ernesto Rizzo, Jacqueline Lacasa, Gabriel Lema, Daniel Machado, Cecilia Mattos, Diego Velazco, Santiago Velazco, and Diego Villalba.

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Rao, Menaka, Kushagra Merchant e Shantanu Menon. danamojo: Sustaining a relational platform. Indian School Of Development Management, maio de 2023. http://dx.doi.org/10.58178/2305.1023.

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This case study takes the reader through the journey of Dhaval Udani and danamojo, a social enterprise founded by Dhaval in 2016, that is looking to harness digital technology to expand the space of charitable giving between individuals and nonprofits in India. In so doing, it is also trying to strengthen its underlying idiom: that of trust, transparency and commitment. danamojo is representative of an emerging breed of organizations, and individuals behind them, that are trying to bring highly specialised expertise in a form relevant to civil society at large without affecting its core ethos. The case is unusually detailed for a seven-year-old organization. But in detailing the motivations of its founder, the digital platform that danamojo has built, the challenges of sustaining quality with thin resources, and the pressures of nurturing a culture centred on integrity, the case seeks to highlight that it takes much more than a sound idea, funds and expertise to sustain an enterprise that is relevant and delivers value day on day. In the case of danamojo, it is the likes of diligence and determination, integrity and intensity, creativity and commitment that have been the source of its real enterprise value.

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Komba, Aneth, e Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), fevereiro de 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Education and Training Policy and the National Curriculum Framework for Basic and Teacher Education. Furthermore, these skills are clearly reflected in every curriculum and syllabus document, yet those who graduate from the basic and advanced secondary levels are claimed to lack these skills. This suggests a variation between the enacted and the intended curriculum. We conclude that certain system elements are weak, and hence threaten the effective implementation of the curriculum. These weak system elements include limited finance, a teacher shortage, and the lack of a teacher continuous professional development programme. This research suggests that due consideration should be given to provision of the resources required for the successful implementation of the curriculum. These include, allocation of sufficient funds, the employment of more teachers and the provision of regular continuous professional development for teachers as a way to strengthen the system elements that we identified.

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