Creativity


According to a review commissioned by The New Commission on the Skills of the American Workforce, the following five elements are important for encouraging creativity:
1. Knowledge
a) Deep, extensive knowledge of the domain
b) Broad knowledge of many different areas
2. Creative thinking skills
a) Synthetic: Combining existing knowledge or understanding in new ways,
often through many attempts of which only a few are successful
b) Analytical: Ability to judge one’s own ideas
c) Practical: Ability to promote creative ideas
3. Motivation
a) Curiosity
b) Intrinsic interest
c) Perseverance (delayed gratification)
d) Willingness to take risks
e) Comfort with ambiguity
4. Metacognition
a) Explicit decision to be creative
b) Knowing about creativity (i.e., all of the above)
5. Environment
a) Non-controlling (risk taking and unconventional solutions rewarded rather
than sanctioned)
b) Non-threatening (intrinsic incentives vs. extrinsic rewards or threats)
Source: Adams, K. (2005, September). The sources of innovation and creativity. Paper commissioned by the National Center
on Education and the Economy for the New Commission on the Skills of the American Workforce. Washington, DC: National
Center on Education and the Economy


Education to End Teen Suicide

24%. That’s the death rate of youth aged 15-24 that die from result of suicide. 90%. That’s the amount of young adults within this age group that are suffering from a mood disorder at the time of their suicide. And finally, 0. That is the initiative which seems to be shown in schools to reduce the “third leading cause of death among teenagers” according to the Centers for Disease Control and Prevention (CDC). The solution to this extreme and growing issue lies within the education system. By targeting teenagers attending high school through speakers and assemblies as well as directed curriculum in regards to this issue, teenage suicide rates will certainly decrease. High schools should have more education techniques and strategies in place to inform students of depression and it’s symptoms in order to minimize teen suicide.

To reduce the high rates of suicide at such a young age, high schools could utilize speakers and assemblies in order to inform teenagers of this important issue and symptoms which can be recognized prior to a person committing such a final act of depression. There are many signs that someone is suffering from a mood disorder, and high school students should be taught how to notice symptoms and therefore seek help for a friend or classmate before the situation worsens. These assemblies could also target students dealing with depression and mood disorders themselves, by encouraging these individuals to seek help and informing them on how and where to find such. Relatable and sympathetic speakers whom teenagers can look up to would be key speakers to use, so that teenagers can look up to these examples and respect and listen to them and therefore further gain information on the subject of teenagers who believe suicide is their only option.

Another effective method to limit teenage suicides could be to incorporate the symptoms, rates, and effects into the education system. This idea would prove most effective if this information was added into a course which is mandatory so that every student will be informed. In grade nine, physical education is already a compulsory credit, therefore if teen suicide and the effects and warning signs of depression and mood disorders were further explored within this curriculum all teenagers would be aware of this information at a young age and therefore could carry it with them throughout the rest of their years as a young adult.

The high suicide rates, more specifically among teenagers and young adults between the ages 15 and 24 must be targeted and minimized by informing the people affected through the use of the education system within high schools. Teaching students of the effects and essential facts regarding depression and mood disorders could be accomplished through speakers and assemblies as well as being integrated into the curriculum as a mandatory credit. Through the years suicide among youth has become more and more common, and the effects on the rest of society are devastating. When someone takes their own life, they are not only affecting their future, but the future of those who love them such as family and friends. Suicide is not a final solution to deal with a temporary problem, and maybe if more people were aided in this realization, such an extreme, horrific and upsetting act could be better avoided.

Works Cited

“About Teen Suicide .”KidsHealth – the Web’s most visited site about children’s health. N.p., n.d. Web. 7 Oct. 2011. <http://kidshealth.org/parent/e

Program. “CDC – Injruy – Youth Suicide.” Centers for Disease Control and Prevention. N.p., n.d. Web. 7 Oct. 2011. <http://www.cdc.gov/violencepreve

statistics, learning about, suicide rates, and teen suicide.. “Suicide Facts and FAQs.” Sympathy words, gifts and resources to comfort the grieving.. N.p., n.d. Web. 7 Oct. 2011. <http://www.comfortyourheart.com/suicide-facts.html&gt;.