Academic literature on the topic 'Creative ability. Dreams'
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Journal articles on the topic "Creative ability. Dreams"
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Collins, Andrew, Darpanjot Bhathal, Tara Field, Randene Larlee, Rachael Paje, and Daneen Young. "Hope Tree: An Interactive Art Installation to Facilitate the Expression of Hope in a Hospice Setting." American Journal of Hospice and Palliative Medicine® 35, no. 10 (March 28, 2018): 1273–79. http://dx.doi.org/10.1177/1049909118767136.
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Background: Individuals confronting a terminal illness can experience intense psychological distress. Previous research has shown that hope can enhance one’s ability to acknowledge, accept, and fight a terminal illness. Patients can continue to have hope or be hopeful, even in the face of a terminal illness. Can participation in a creative writing practice improve the expression of hope in a hospice setting? Methods: In this program evaluation, each expressed hope placed on the “Hope Tree” was independently coded by all research team members utilizing inductive content analysis. Overall themes were derived using a constant comparative approach and arranged into overarching themes based on consensus. Results: Eight major themes emerged from the data: “Peace,” “Dreams,” “Total well-being,” “Acknowledgment of loss,” “Relationships,” “Hospice care,” “Spirituality,” and “Dichotomies.” Conclusion: The Hope Tree is a creative art project that can be used within a hospice environment to promote hope among family members and the health-care professionals who care for patients.
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Balkaran, Raj. "Joseph’s Journey: Uncovering Israel’s Unconscious." Journal of Genius and Eminence 2, Volume 2, Issue 2: Winter 2017 (December 1, 2017): 95–103. http://dx.doi.org/10.18536/ge.2017.02.2.2.10.
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This paper decodes the story of Campbell’s namesake, Joseph of Genesis, son of Jacob. It demonstrates that Joseph, much more so than Moses, represents the archetypal hero. Joseph is called to adventure into the unknown. Due to the boundedness of the Abrahamic worldview, Joseph must leave monotheistic Israel to fulfil his potential in polytheistic Egypt. It is as viceroy of Pharaoh that he comes into his own power, his political eminence an emanation of his intuitive, creative power. Joseph’s journey itself serves as the Call to Adventure for the hero’s journey of Israel: Israel, as a people, must recognize Joseph’s creative power and follow him into Egypt to realize their own procreative power. Before returning to the familiarity of the desert, the motherless children of Israel are called into the unknown to be nourished by the Nile. It is at the banks of the Nile that they fulfil their divine mandate to multiply. Joseph’s intuitive power—the ability to receive and interpret prophetic dreams—makes explicit what is implicitly encoded in the Campbellian hero’s journey: the masculine individual consciousness venturing into the feminine collective unconscious, matrix of creativity, in pursuit of wholeness. His story moreover celebrates the centrality of personal transformation to the Campbellian heroic quest, flourishing through embodiment of transformational leadership.
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Zavitrenko, Dolores, and Natalia Berezenko. "FEATURES OF THE EFFECT OF MUSIC ON CHILDREN WITH THE SPECIAL NEEDS." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 95–100. http://dx.doi.org/10.36550/2415-7988-2020-1-190-95-100.
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In the article the problems of music influence on disabled children are examined. The psychological (the connection of the main music elements with the principal human spheres) and the physiological (the physical music influence on human organs) aspects of music influence on an ordinary child are revealed. The music perception specificity of children with development abnormalities (physical, psychological and mental) is brought out; the peculiarities of music influence on them are contemplated. It is determined that the artistic development of the individual as part of his spiritual culture is a way of transmitting from generation to generation of universal values, in the perception and reproduction of which is the creative self-development of man. Art education is aimed at forming a culture of perception of the world around us, the development of individual abilities to their own transformation and the surrounding reality. We are convinced that art education, due to the specifics of art and the peculiarities of its perception, affects the development of the inner culture of the whole person. Education and culture are inseparable from each other. Art education is a long process and has no end. The growth of artistic culture of the individual determines the growth of cultural potential of society. The main ways of using of music while working with disabled children for therapeutic purposes have been brought forward. The introduction of non-standard, creative means to activate the internal resources of the body of a child with psychophysical disorders creates more chances for its development. That is, creativity is a powerful adaptive method, which with the help of one's own inner forces opens a new world of possibilities. In summary, it is safe to say that music significantly affects the development of all areas of the child (physical, mental and intellectual) and activates the movement, speech, thinking of the child; has the ability to therapeutically (healing, versatile, developing) to influence a child with special educational needs. Methods of music therapy give the opportunity to go beyond the ordinary, to overcome or forget for a while about the disease, to restore the ability to act in accordance with their dreams and preferences. There is a desire to constantly develop. The introduction of non-standard, creative means to activate the internal resources of the body of a child with psychophysical disorders creates more chances for its development. That is, creativity is a powerful adaptive method, which with the help of one's own inner forces opens a new world of possibilities.
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Volobuev, A., and P. Romanchuk. "Genetics and Epigenetics of Sleep and Dreams." Bulletin of Science and Practice 6, no. 7 (July 15, 2020): 176–217. http://dx.doi.org/10.33619/2414-2948/56/21.
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Multifunctional dream is an epigenetic gift to a person with great intelligence, new quantum ideas (each material object has quantum states and parallel worlds) and future inventions (discoveries). The circadian system of Homo sapiens and the structural-functional clock of the human body, are synchronized genetically and epigenetically. Life activity of H. sapiens is wave-shaped cyclic oscillations of various intensive processes of circadian stress. The multi-oscillator system, includes evolutionary structural-functional central and peripheral rhythm drivers, primary and secondary pacemakers. Three of the most powerful modern rhythm drivers for humans, the first is light. The second most powerful rhythm driver is power. The third, epigenetic, including social factors, first of all, social status and self-actualization of personality. The main medical and social significance of the visceral brain is the formation of emotions. Visceral brain is involved in the regulation of internal organ functions, smell, automatic regulation, emotions, memory, sleep, waking, etc. Visceral brain determines selection and implementation of adaptation forms of behavior, dynamics of innate forms of behavior, maintenance of homeostasis, generative processes. It provides hormonal stimulation of the body, creation of emotional background, formation and implementation of processes of higher nervous activity. Cognitive memory is one of the largest and most powerful concepts that represents the basic function of memory in general. The knowledge that a person receives in learning is first perceived as something external, but then gradually they turn into experience and beliefs. Cognitive memory retains all acquired knowledge, representing a kind of “library”, with the process of assimilation and preservation becoming more complicated as the information obtained becomes more complex. The brain memory mechanism is a network of cyclic neural circuits (CPNs). When the secretion of γ-aminobutyric acid in the brain is deficient, many CNCs are turned off from the memory mechanism, which causes cognitive dysfunction. This is one of the causes of memory impairment in Alzheimer’s disease and senile dementia of Alzheimer’s type. Sleep is the main tool and mechanism in the formation of cognitive memory, its quantitative and qualitative volume, integration of transition to a qualitatively new level of self-development and self-improvement, allowing to create a new intellectual “qualification mind”. H. sapiens of the 21st century will have the ability to understand the physiological and neurophysiological patterns of sleep, manage and change their sleep habits. Digitization of sleep is the future for industry, healthcare, science, and personalized health.
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Sastradiharja, EE Junaidi. "Manajemen Sekolah Berbasis Mutu." Mumtaz: Jurnal Studi Al-Qur'an dan Keislaman 2, no. 2 (October 21, 2019): 267–92. http://dx.doi.org/10.36671/mumtaz.v2i2.28.
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Quality school is the dream of all parties. High-quality schools are characterized by the management of professional schools, learning activities that run in an innovative, creative and fun way, and can achieve the curriculum targets and optimal absorption, then the learning outcomes show good quality. Quality management of educational resources, especially human resources, curriculum, educational and financial facilities and infrastructure is the most decisive factor in the realization of quality schools. Therefore, managerial capabilities of organizers and school managers largely determine the diversity of school quality. Modern societies term the diversity of school quality as “elite school” which means large, luxurious, and quality or the term “school alit” means small, simple, and lacking in quality. However, what really distinguishes school quality lies in the ability of school administrators and managers to manage or manage the school. Small schools that are professionally managed with quality based, the results will be large and quality schools.
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Sylvester, Roshanna P. "Making an Appearance: Urban “Types” and the Creation of Respectability in Odessa's Popular Press, 1912-1914." Slavic Review 59, no. 4 (2000): 802–24. http://dx.doi.org/10.2307/2697420.
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In his 1913 guide to the city, Grigorii Moskvich wrote that the dream of the “essential Odessan” was to strike it rich and immediately acquire a house, a carriage, and everything else he needed in order to “transform himself (by appearance, of course) into an impeccable British gentleman or blue-blooded Viennese aristocrat.” Then, “immaculately dressed, with an expensive cigar in his teeth,” the remade Odessan was ready to meet his public. Whether “getting into a carriage or sitting down in one of the better cafés, on the boulevard or in the park,” the Odessan was “out to impress by his appearance, aware of his own worth, looking down on everyone and everything below.” “Odessans are proud of themselves (not without foundation), flaunting their ability to dress as well as any purebred Parisian or Viennese.” Women, too, were always well turned out, “no husband carrying the expenses of his wife's toilette as uncomplainingly as the Odessan… . This passion for fashion, the desire to impress by external appearances, penetrates all of Odessa society, from the counts to the cooks,” the writer declared.
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Menzies, Robert. "Review of Luke Timothy Johnson’s Prophetic Jesus, Prophetic Church." Journal of Pentecostal Theology 22, no. 1 (2013): 17–25. http://dx.doi.org/10.1163/17455251-02201004.
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Menzies acknowledges Johnson’s ability to creatively organize and summarize Luke’s powerful message. He also affirms Johnson’s overall emphasis: Luke does call the church to follow in the footsteps of the Prophet-like-Moses. However, Menzies argues that Johnson’s vision for the contemporary church as a prophetic community is too restricted, too quiet, and too rational. It is too restricted in that Johnson suggests that only a select group are called to take up the prophetic mantle. Menzies maintains that for Luke, the church is not simply a prophetic community; rather, it is to be a community of prophets. Johnson’s vision is too quiet in that he tends to stress the ethical teaching of Jesus and downplays the call to bear verbal witness. But, for Luke, bold witness is the key manifestation of the Spirit’s inspiration and this theme dominates his narrative. Finally, Johnson’s vision is too rational in that he fails to take seriously the narrative of Acts as a model for the contemporary church. Thus, his prophetic vision for the contemporary church largely ignores ‘visions and dreams’, ‘inspired witness’, and ‘signs and wonders’, three key elements of Joel’s prophecy as quoted by Peter on the day of Pentecost (Acts 2.17-21).
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Mayer, Nichole F., Kerry Mikolaj, Tim Schuetz, and Trudy Boulter. "506 Creating Strategic Structure, Curriculum, and Training to Provide an Effective Virtual Burn Camp During a Pandemic." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S100. http://dx.doi.org/10.1093/jbcr/irab032.157.
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Abstract Introduction When forming our virtual burn camp, burn camp leadership generated themes for each day to formulate a strategic camp curriculum, providing building blocks over the week to create camp community and connection. Each of the themes were well defined with defining concepts. The goal of the program was to provide consistency and guidance for our staff who were located all over the country and beyond to structure our virtual programming for our campers. Methods Burn camp leadership created a theme for each of the 5 days of virtual burn camp to create fluidity across the camp. Supporting these daily themes, we defined 5 core words to further outline the overall theme for the day. Our opening day theme was Creating Community. Accompanying our theme of Creating Community, we provided counselors with the following driving concepts: acceptance, belonging, inclusion, bonded, and connection. Our theme for the second day was Growth. We provided the following driving concepts to support Growth: develop, flourish, thrive, stretch, and progressing. The third day’s theme was Inspire with the following driving concepts: encourage, motivate, energize, enthuse, and lead. Dream was the theme for the fourth day with the following driving concepts: aspire, consider, visualize, imagine, and ambition. Our last day of camp our theme was Hope to inspire kids to look into the future beyond virtual burn camp. The driving concepts included: optimism, plan, promise, confidence, and wish. These themes and driving concepts with definitions were provided to our cabin counselors prior to camp and were sent out each morning. Counselors were required to complete a Google Survey at the end of each day to assess effectiveness and ability to execute the theme for the day. Results The themes and driving concepts allowed for intentionality for each day that provided fluidity for our virtual burn camp. Each daily theme built on the previous theme(s) to provide a connected community and intentional camp experience. Results of our Google Surveys showed the counselors were able to create community, facilitate growth, inspire campers, encourage campers to dream and instill hope. Conclusions Despite a challenging circumstance and an unprecedented situation facing our burn camp, our burn camp leadership team was able to create a structured and strategic framework with which to guide our virtual burn camp. This structure allowed our counselors to feel empowered to facilitate programming each day to connect our campers and move them forward despite difficult times.
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Xuan Сuong, Nguyen. "China’s Political Reforms in the Early 21st Century." MGIMO Review of International Relations, no. 2(41) (April 28, 2015): 196–203. http://dx.doi.org/10.24833/2071-8160-2015-2-41-196-203.
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Analyzing process of political reforms in the People's Republic of China, the author notes that within the first 20 years of reforms and openness of China economic growth wasn't followed by development of society, political reforms didn't keep up for economic, imperfection of political system constrained economic reforms and development. Owing to this fact the XVI congress of a CPC lifted policy to the level of "political culture" by analogy with "material culture" and "spiritual culture". In the first 20 anniversary of the XXI century with the purpose to finish "comprehensive creation of society "of small prosperity" China has to create "perfect system of socialist market economy", construct "harmonious socialist society". For achievement of these purposes political reforms in China have to provide "improvement of socialist democracy" and "the socialist constitutional state". In the first years of the XXI century they brought a number of significant achievements: political stability, peaceful alternation of generations of the power, essential increase of level of political democracy. The first stage of formation of the constitutional socialist state is passed, ability and level of the management from ruling party increased; party construction amplified. But also at the beginning of the second decade of the XXI century implementation of the legislation, democracy faces many calls, especially intensification of nationalism at the beginning of the century. The Chinese dream will mobilize grandiose powers of unity that China deepened reforms and openness, solved all the political problems, helped a CPC to increase the leading and imperious power. Implementation process of "The Chinese dream" also means aspiration to tops of economy, policy, military science, technologies in the world, to a taking them, reflecting process of formation of the new great power which will succeed the USA. Political reforms with the purpose to achieve "The Chinese dream" have to be connected with peaceful development, make a contribution to development and progress of mankind, successful development, joint with all neighboring countries, and differently China will repeat history of crash and decline of civilizations and great powers.
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De Mello, Geraldine, Misyana Susanti Husin @ Ma’mor, Nur Hidayatulshima Omar, Kamisah Ariffin, and Mohamad Idham Md Razak. "Grammar Buzz: Let’s Buzz with Grammar." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (August 1, 2018): 10. http://dx.doi.org/10.24191/ijmal.v2i3.7633.
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Grammar Buzz (GB) is an edutainment board game that helps to promote students’ grammar acquisition and their ability of using English grammar in sentences. It is a multisensory game which requires players to physically throw the dice and move the token to the phrase category destination. Then the players are to construct a grammatically correct sentence using the phrase category. Students who have difficulty with single-modality learning method would benefit from this visual, kinaesthetic and auditory board game as GB supports intentional grammar learning. While the players are doing something fun, they can be learning grammar without noticing it. Past studies found revamping the delivery of grammar lesson to be fun and enjoyable, helped increase learners’ motivation and also interest. Inspired from the Monopoly board game, GB is definitely a creative and innovative alternative to dreary grammar drills. Games can remove boredom without sacrificing repetition that is necessary for successful learning of language elements, especially grammar. GB certainly brings about fun and excitement amongst the players and offers entertaining language practices other than the traditional pencil-paper grammar exercises. GB has huge potential to be commercialized in schools as it is applicable for both students and teachers in schools and also at tertiary level.
Dissertations / Theses on the topic "Creative ability. Dreams"
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Wood, James Michael. "Imaginativeness in dreams as related to the waking ability to create metaphors and form remote associates." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/292063.
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The relationship of dream imaginativeness and dream implausibility to waking creativity and metaphorical ability was examined among 126 undergraduates using two-week dream diaries. A significant relationship was found between scores on the College Vocabulary Test and the Remote Associates Test on the one hand, and report length, implausibility and dream recall frequency on the other. A causal analysis suggested that verbal intelligence, rather than creativity or metaphorical ability, was the factor underlying the correlations.
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Sahlstrom, Jessica. "Dream/hope/love/create/act (and back): a collaboration in the dis/ability field." Thesis, 2019. http://hdl.handle.net/1828/11198.
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Dream/Hope/Love/Create/Act (and back) is a collaborative arts-based research project on the experiences that support workers have with enacting support, care and education practices in the disability support and education field. Five support workers were interviewed using arts-based and collaborative methods. Conversations focused on the disciplining power that policies, systems and structures have over the support practices provided to young people labeled with an intellectual disability. Questions were formulated on support worker experiences with enacting care, behaviour support, and curriculum. The following four issues were central to the inquiry: child development and the pressure for language acquisition; issues of consent in everyday practice and clinical spaces; the creation and enactment of behaviour plans; and disability labels and the diagnosis process. The in-depth, unstructured arts-based individual and group conversations were collaboratively designed with research participants, and topics of care, support and professional ethics were intentionally politicized. Conversations took place during the creation of poetry, painting and collage to grapple with practitioners’ own power in shaping the worlds of young people. By way of experimenting with diffractive approaches to analysis, assemblages of poetry, art and theory were created as thresholds for entry into the larger thesis assemblage. Transcripts and art were analyzed while thinking with various theoretical threads from critical disability studies, feminism, queer theory, critical race theory and social justice, with the purpose of blurring and resisting harmful and normative support practices. This study shows that support workers are honouring the bodies and communications of resistance of the young people with disabilities they support. This study also shows support workers as deeply self-reflexive as they engage in critical practices in resistance to ableism.
Dream/Hope/Love/Create/Act (and back) has implications for informing research, training and education that grow support work practices to become increasingly consensual and designed with and for young people with a variety of disability labels.Graduate
Books on the topic "Creative ability. Dreams"
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Veronica, Tonay, ed. The creative dreamer: Using your dreams to unlock your creativity. Berkeley, Calif: Celestial Arts, 2006.
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Exploring your dreams: How to use dreams for personal growth and creative inspiration. Oxford: How To Books, 2011.
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The art of dreaming: Using your dreams to unlock your creativity. Berkeley, Calif: Celestial Arts, 1995.
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Creativity: Theories and dreams : research, development, and practice. Amsterdam: Elsevier Academic Press, 2007.
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Fries, Amy R. Daydreams at work: Wake up your creative powers. Sterling, Va: Capital Books, 2009.
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Falter-Barns, Suzanne. How much joy can you stand?: How to push past your fears and create your dreams. Hillsboro, Or: Beyond Words Pub., 1999.
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Daring to dream: Cultivating corporate creativity through dreamwork. Thousand Oaks, Calif: Sage Publications, 1997.
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How much joy can you stand?: A creative guide to facing your fears and making your dreams come true. New York: Ballantine Wellspring, 2000.
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The natural artistry of dreams: Creative ways to bring the wisdom of dreams to waking life. Berkeley, Calif: Conari Press, 1996.
Find full textBook chapters on the topic "Creative ability. Dreams"
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Chávez-García, Miroslava. "Conclusion." In Migrant Longing, 191–96. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469641034.003.0007.
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The conclusion details how the creative art of letter writing and 300 plus letters written in the 1960s and 1970s at the heart of this study have proven an invaluable source of insight on the past and present world. Indeed, the intricate and detail-laden missives provide a window onto the ways in which immigration policies and practices impacted the every-day lives of migrants and those left behind. They demonstrate, too, how migrants and non-migrants alike built, nurtured, and sustained intimate, emotional, and social relationships across vast distances, including nation-state divides. Despite the ability of distance and time to weaken, at best, and destroy, at worst, personal, family, and community relations, the notes indicate that migrants pursued their hopes and dreams and sometimes nearly lost and shattered them altogether. Embedded in a richly textured social, political, economic, cultural, and historical context, the notes provide a unique lens onto the lives of ordinary people negotiating extraordinary circumstances in their attempts to establish transnational lives that could sustain them and the loved ones who stayed at home.
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Crawford, Caroline M., and Noran L. Moffett. "Showcasing Dreams, Desires, Vision, Whimsy, Illusion, and Anxious Uncertainty." In Creating a Framework for Dissertation Preparation, 192–214. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9707-0.ch010.
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Personalized journeys that reflect the development of deep-seated perseverance and determination characteristics evolve from stresses and traumatic events that may be short-term or longer-term from past experiences, yet still can impact the doctoral candidate's progression through the dissertation journey. A sensitivity towards one's own psychological balance during highly stressful and destabilized beliefs around one's self-efficacy are impactful during the dissertation, potentially subverting and undermining a doctoral candidate's ability to maintain a balanced psychological approach towards anxiety-riddled and stress-inducing cognitive dissonance and engagement. Discussions around the ability to support doctoral candidates during the dissertation journey are highlighted, including perseverance and determination characteristic strengths, weaknesses, and areas of potential growth areas of engaged development, upon the doctoral candidate's personality.
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Hochschild, Jennifer L., and Nathan Scovronick. "What Americans Want from Public Schools." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0005.
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AMERICANS CONTINUE TO FOLLOW the advice of Benjamin Franklin in making “the proper education of youth” the most important American social policy. Public education uses more resources and involves more people than any other government program for social welfare. It is the main activity of local governments and the largest single expenditure of almost all state governments. Education is the American answer to the European welfare state, to massive waves of immigration, and to demands for the abolition of subordination based on race, class, or gender. Although public schools in the United States are expected to accomplish a lot for their students, underlying all of these tasks is the goal of creating the conditions needed for people to believe in and pursue the ideology of the American dream. Our understanding of the American dream is the common one, described by President Clinton this way: “The American dream that we were all raised on is a simple but powerful one—if you work hard and play by the rules you should be given a chance to go as far as your God-given ability will take you.” The dream is the unwritten promise that all residents of the United States have a reasonable chance to achieve success through their own efforts, talents, and hard work. Success is most often defined in material terms, but everyone gets to decide what it is for himself or herself. The first man to walk across Antarctica talks about this idea in the same way as people who make their first million: “The only limit to achievement,” he said, “is the limit you place on your own dreams. Let your vision be guided by hope, your path be adventurous, and the power of your thoughts be directed toward the betterment of tomorrow.” The American dream is a brilliant ideological invention, although, as we shall see, in practice it leaves much to be desired. Its power depends partly on the way it balances individual and collective responsibilities. The role of the government is to make the pursuit of success possible for everyone. This implies strict and complete nondiscrimination, universal education to provide the means for pursuing success, and protection for virtually all views of success, regardless of how many people endorse them.
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Hickey, M. Gail. "“So, Are You Hindi?”." In Immigration and the Current Social, Political, and Economic Climate, 373–91. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6918-3.ch021.
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Immigrant children and adolescents living in the United States encounter significant stressors during the acculturation process, particularly in the schooling context. South Asian immigrants identify strongly with religious and geographic region background. This chapter investigates intersections between religion and education in U.S. South Asians' post-migration experiences in the American Midwest. Findings suggest South Asian children enrolled in U.S. schools are confronted daily by the duality between their parents' birth culture and mainstream values and traditions of the host culture. Participants and their families experience prejudice and racism in daily activities, including school. Prejudice ranges from judgments about English-speaking ability to doubts about the South Asian education system to prepare workers for U.S. jobs. Findings show religious affiliation, accent, skin color, and ethnic dress create barriers for South Asians trying to fit into everyday American society.
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Hickey, M. Gail. "‘So, Are You Hindi?'." In Advances in Educational Marketing, Administration, and Leadership, 58–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5695-5.ch003.
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Immigrant children and adolescents living in the United States encounter significant stressors during the acculturation process, particularly in schools. South Asian immigrants tend to identify strongly with religious and geographic region background. This study investigates intersections between religion and education in U.S. South Asians' post-migration experiences in the American Midwest. Findings suggest South Asian children in U.S. schools are confronted daily by the duality between their parents' birth culture and mainstream values and traditions of the host culture. Participants and their families experience prejudice, discrimination, and racism as they engage in daily social, work, and school activities. Reported incidents of prejudice range from judgments about English-speaking ability to doubts about the South Asian education system to prepare workers for U.S. jobs. Findings show religious affiliation, foreign accent, skin color, ethnic dress, and non-Euro-American physical features create barriers for South Asians trying to fit into everyday American society.
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"The Reductive Model of Mind Explains the Human and Animal Psyche." In Reductive Model of the Conscious Mind, 139–73. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5653-5.ch005.
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In this chapter the relationship of consciousness to intelligence is analyzed. The effectiveness of the presented model for beings with different degrees of consciousness is verified. We present how our model relates to such mental processes as permanent and short-term remembering, intensive intentional recall, thoughts wandering, planning, and making decisions, focusing of attention, imagination, intuition, sleep, and subconsciousness. The most distinctive feature of humans against other animals is the ability to use symbolic language. The authors present biophysical basics of language creation. They point out that the structure of knowledge enchanted in semantics is consistent with the hierarchy of representations of mental concepts that create it. They discuss the usefulness of a language for both logical analysis of complex problems with a high degree of abstraction, and the ability to express the subtlest feelings. The subconscious raises enormous and widespread interest, why is this? Subconsciousness directs all our activities, but it does not manifest itself and it is hard to explain, partly because we cannot consciously observe how it works. Yet, in their view, it should be easier to understand than full consciousness. It only serves the purpose of proposing various options. In the subconscious mind these options are getting ready to be selected for consideration by a conscious mind. But sometimes they direct our reaction before the conscious mind takes over full control. In this chapter, the authors try to explain what the subconscious is and how it relates to consciousness. The subconscious is a huge memory storage. It contains all the information resulting from our experiences removed from the area of associations reaching consciousness. Subconscious memories can be inhibited by feedback from unpleasant feelings whose transmission to consciousness is blocked. In this way, they become forgotten episodes that subconsciously affect our actions. Realization of life goals can be considered the essence of existence. This is the basis of our worldview and the main content of consciousness. But our psyche has states much more sophisticated and so important that they have become the subject of our dreams, imaginations, and the highest desire. Remember that human beings, as well as highly organized animals, display many behaviors that are not controlled by conscious mind. Evolution has shaped us to become emotional beings. Emotions significantly affect our behavior, determining the subjective values and quality of perceived objects and phenomena. So the authors include emotions as a significant component of their model. They find that the presented model of a motivated emotional mind can explain the formation of various emotions, feelings, and high mental states identified by modern psychology and psychiatry. They postulate that mental states observed in oneself from a first-person perspective are epiphenomenons of physical processes in the brain. It is propounded out that the presented model of the functioning of the conscious mind is indeed a reductive model.
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Mkhytaryan, Olha, and Inna Rodionova. "FORMATION OF READING COMPETENCE OF FUTURE DICTIONARIES IN THE CONTEXT OF TECHNOLOGICAL LEARNING (ON THE EXAMPLE OF ANALYSIS OF POETRY BY M. DRY-KHMARY)." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-8.
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The article reveals the conceptual, semantic and procedural aspects of the application of pedagogical technologies in the process of forming the reading competence of students of philology in classes on the history of Ukrainian literature during the study of Ukrainian neoclassicists. The notion of pedagogical technologies, reading competence of future linguists, neoclassicism is specified and their explanation in the field of methods of teaching Ukrainian literature is given. Thus, the interpretation of reading competence is based on establishing relationships between similar concepts of competencies and competencies, according to which reading competence is interpreted as a social norm alienated from the subject to the student’s educational training necessary for his quality productive activity in reading. Instead, it is proposed to call reading competence the acquired ability of a student acquired in the process of teaching literature, consisting of knowledge, skills, experience, values and attitudes, which are fully realized in the process of practice. In addition, the interpretation of reading competence as a subject and as a component of the professional competence of the future vocabulary allowed to outline a number of important for future vocabulary reading competencies. Modeling the development of students’ reading competence by means of a work of art is proposed to be carried out on the basis of problem-based learning technologies, group work and local technology of problem-style analysis. The peculiarities of integrated teaching of literary, psychological, pedagogical and methodological disciplines are revealed, in particular the importance of purposeful formation of innovative consciousness of students during their mastering of literary courses by detailed description of step - by - step procedure of achievement of planned didactic goal is emphasized. A notable feature of the procedural part of the technologicalization of the pedagogical process is the optimal interaction of forms of traditional and innovative learning. Theoretical provisions are illustrated by the example of designing pedagogical tools for organizing independent reading of poetry by students of M. Dry-Khmara in order to determine the bright constants and thematic-semantic paradigms of individual poetics of the famous representative of neoclassical literary style. For this purpose, the formation of student creative groups is envisaged, the number of which is determined by the number of discussed dominants of M. Dry-Khmara’s individual style, which have become peculiar carriers of the integrity of lyrical works: 1) antinomy «freedom – slavery»; 2) the dominant «blood»; 3) the dominant motive «dream» – «death» – «life». The specificity of this work is to develop an algorithm for an approximate system of tasks for problem-style analysis of works by each of the creative groups, the solution of which brings students closer to understanding the author’s style of neoclassical poet and prepares for analytical-synthetic conversation in the audience. The result of the work carried out by means of technologicalization of the educational process is an approximate report of one of the creative groups of students during the practical lesson. As a result, the leading features of technologicalization of the formation of reading competence of students of philology in the course of their study of the poetic works of Ukrainian neoclassicists are formulated.
Conference papers on the topic "Creative ability. Dreams"
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Wendrich, Robert E. "Mixed Reality Tools for Playful Representation of Ideation, Conceptual Blending and Pastiche in Design and Engineering." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34926.
Full textAbstract:
This paper describes the development and evaluation of mixed reality tools for the early stages of design and engineering processing. Externalization of ideal and real scenes, scripts, or frames are threads that stir the imaginative exploration of the mind to ideate, formulate, and represent ideas, fuzzy thoughts, notions, and/or dreams. The body in the mind, embodied imagination is more important than knowledge. Current computational tools and CAD systems are not equipped or fully adapted in the ability to intuitively convey creative thoughts, closely enact or connect with users in an effective, affective, or empathic way. Man-machine interactions are often tethered, encumbered by e.g. stupefying modalities, hidden functionalities, constraint interface designs and preprogrammed interaction routes. Design games, mixed reality, ‘new’ media, and playful tools have been suggested as ways to support and enhance individual and collaborative ideation and concept design by improving communication, performance, and generation. Gamification seems to be successful especially in framing and/or blending common ground for collaborative design and co-creation processes. Playing games with cross-disciplinary design teams and future users in conjunction with tools to create stories, narratives, role-play and visual representations can be used as abstract ideation and design material in an open-ended design process. In this paper we discuss mixed reality tools based on a holistic user-centered approach within playful stochastic environments. We present preliminary findings and studies from experimentation with robust tools, prototypes, and interfaces based on our empirical research and work in progress.